Politics of Casten Trip destinations (p.6)
Countries that students visit on Casten trips suffer political turmoil and unrest. Turn to politics to read about these nations.
Staying flu-free during winter (p.7)
The life of a boarder (p.4) Turn to Feature to take an exclusive look into some of the less-known aspects of Hackley’s five-day boarding system. Article includes quotes from four current boarders.
Turn to Science and Technology to read about the best ways to prevent getting the flu.
the
the perfect applicant
Voice of the student body
The “four basic characteristics” of a successful Hackley student Strong test scores and transcript Independent student
Passion outside of the classroom
A look into Hackley’s admissions process
laurenfallon staff writer n average, Hackley accepts about 30-35% of applicants for incoming freshmen positions each year. This represents the largest number of students that Hackley accepts into a single grade. With significant competition for places, the admissions department must evaluate the candidates on a variety of criteria to decide which 40 students will receive an acceptance letter. “The student that is going to be the happiest and most successful at Hackley has four basic characteristics,” said Director of Admissions Chris McColl. Mr. McColl is one of the people closely involved in the admissions process, and he interviews many candidates interested in coming to Hackley. “First, they have to be doing well in school; we are an academically serious school that wants students who enjoy learning. The way that students show this is in their transcript. Students therefore need to have a good transcript and strong test scores,” Mr. McColl said. However, strong academics do not solely define the applicant. “The second thing is that students need to know how to be students. As all of the upper school students know, Hackley asks a lot of its students—one being that students need to be able to manage their own affairs pretty independently. If a student comes to Hackley and does not know, for example, how to properly study, organize themselves, or be able to prepare themselves for a long term assignment, then they will not be successful at Hackley,” Mr. McColl added.
O
Passion
Outside of academics, Hackley searches for passion. “All of the Hackley students I meet are very excited about something. carolinechmiel & isabelhayward lifestyles editor & staff writer
Go rock climbing at The Cliffs.
Sleep.
For some of them it’s playing soccer, for others it’s playing the violin. Everybody has something that gets their blood pumping outside of the classroom. I don’t care what it is as long as there is something that I can see gets a student’s fire ignited.”
Community
Finally, Mr. McColl values students who have a good understanding of community. “I want to know that students coming in here understand that we are a community, because students here care about each other and care about helping each other be successful. If a student is not willing to come to Hackley and be a part of a community that is supportive and kind, then that student is not going to be successful or happy here.” Nonetheless, Mr. McColl described some of the many technical necessities that the ninth grade application consists of. “Our average test scores for ninth grade students who are admitted into Hackley are strong, but what the admissions office is really looking for is not only that a student’s test scores are strong, but that their transcript is strong as well. We want consistency of aptitude and consistency of application to the work.” “Interviews usually last about a half an hour. My goal in the interview is to try to get to know the students; that is what the admissions office is trying to do throughout the whole admissions process. I want to know the students that I’m talking about when the admissions committee sits down and looks over all of the student applications. The face to face moment I have with students in their interviews is a really good chance for me to be able to do this.” Because the acceptance rate is only 30-35% for the ninth grade, quite a few students are put on a waiting list or denied.
Rearrange your room.
Reorganize your closet.
Try a new flavor of coffee.
Being part of the community
Explore the Highline.
Go on a college tour.
voices.hackleyschool.org/dial/
Get tickets for The Book of Mormon.
See Admission
(and try to spot scenes filmed at Hackley).
“The amount of students that we put on a waiting list for the ninth grade is a little higher than the amount of students that we accept. The rest of the students are either denied or they have an incomplete application. Due to the fact that there are so many kids on the waiting list, it just shows that the overwhelming majority of students that are applying to Hackley are acceptable candidates. It is a very competitive pool, but because we have so many acceptable candidates, I hope it means that people understand who we are and what it takes to be a student here and be admitted as a student here,” said Mr. McColl.
Financial aid
Financial aid plays an important role into the admission process, because Hackley does not have enough money to provide for as many financial aid students as they would like. “Financial aid is a separate process that runs parallel to the actual admissions process. We first decide which students are competitive strong candidates that we would like to accept. We then look at which students have asked us for financial aid,” said Mr. McColl. “Mr. [Josh] Marks is the director of financial aid and Mrs. [Kim] LaFrancois manages the process. She collects paper work and gets people’s files in order to go to our financial aid committee. Hackley does not offer scholarships. We do not tie the money that a student receives to their athletic, artistic, or academic performance. We unfortunately can only take a certain number of financial aid candidates a year because of the size of our budget; however, I think we do very well for a school our size and a school in our area.”
Wa t c h a season of Homeland.
12
Visit the MoMA.
things to do over break
Go ice skating.
March 2013| Volume 114 Issue 7
Dial
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Students need a clarification of study hall
Freshmen Domenique Meneses and Fesseha Michael do homework during study hall. Photo by Xiaoling Keller.
Study hall is an integral part of Hackley’s system of academic advice. Unlike academic or disciplinary detentions, study hall is not a punishment for students with low grades; it is a path for Hackley to help students improve their study habits and to improve their grades. Low grades imply a poor work ethic, so regulating free time by designating study periods makes sense. Study hall’s primary defect is its randomness. The Hackley student handbook lays out what seem like decisive requirements for study hall: “one D+ or below, with an effort grade of 4 or below[;] … two effort grades of 4, regardless of the letter grades[;] … any effort grade of 5.” Subjectively determined effort grades are important. But since deans and teachers already have leeway over assigning students to study hall, it is unnecessary to include them when determining study hall placement. This list is preceded by words that qualify these requirements: “attendance at study hall may be required by any
students in grades 9-12 with the following marks.” Later, the handbook states that “decisions about study hall rest with the class deans, in consultation with the Upper School Director.” Since presumably few students receive D+’s or effort grades as low as 5s, students are primarily assigned to study hall through their class dean. The letter grades and effort grades mentioned in the handbook serve as a baseline. However, these grades “may” lead to study hall, and so students may or may not have study hall with grades this low, and may or may not have study hall with grades above these. While there is a standard outlined in the student handbook, its many exceptions make it arbitrary. The simplest resolution would be to lay out an explicit standard for study hall assignments for students. A problem with explicit rules rather than guidelines is that these rules, laid out in the handbook, would preclude discretion by deans or teachers, which is vital in accounting for unique situations. The solution to this problem is threefold. First, study hall cannot continue to be tied to effort grades. If students exert little effort but have grades above the study hall threshold, mandatory study sessions will have little real effect other than upsetting the students and making them want to try even less. Second, there should be guidelines put in place that outline the maximum grades a student could have and still have study hall. This would give students with higher grades peace of mind, and all students would know what they had to shoot for to avoid study hall. Once students receive grades below this level, deans and teacher could discuss penalties on a case-by-case basis. This would permit similar discretion to the old guidelines, but would be more straightforward. Third, there must be more interaction between students, deans, and teachers. The handbook already provides midtrimester review for students already in study hall, and this could be improved by requiring that students with progress report grades falling under the levels mentioned in the paragraph above would be warned that they could receive study
hall if their grades failed to improve by the end of the trimester. This would ensure that students know when they are at risk of being assigned study hall. Study hall is an important and reasonable institution at Hackley. It can, however, be improved. Heightened transparency through definite guidelines and increased communication with students can go a long way towards perfecting study hall at Hackley.
Have you had study hall since the first trimester of freshman year?
Yes 16%
No 84% Methodology The poll was conducted on Tuesday, Feb. 12, distributed through homerooms, and the results were collected by the next few days. The poll had 183 respondents, approximately one half of the student body. All grades were represented in this poll. This survey has a margin of error of ±5%.
theDial
East meets west in exchange program
Chinese high school students experience American life
meganmark staff writer
Four students from Xi’ An and Shanghai joined Hackley students to observe and take part in classes during the week of Jan. 28. Sophomores Maggie Wang, Dingjung Kang, Charles Zhang, and Steven Huang traveled from China to the U.S. for two weeks as part of an exchange program by Worlds League Schools Association (WLSA). The four students stayed with volunteer host families while at Hackley. They stayed with freshmen Hiro Kuwana and JC Peruzzi, sophomore Derek Rosensweig, and junior Sarah Walker. Hackley, as well as many other schools from the U.S., UK and China are a part of WLSA, which sponsors this exchange program. The East-West exchange is a pilot exchange program and WLSA may soon launch an exchange which Hackley hopes to participate in. During the week, the students visited their host students’ classes. In addition, Allstrom Chair in Foreign Affiars holder Adrianne Pierce scheduled a myriad of visits to other classes of all grades. The students found it especially interesting to visit some of the minors such as public speaking and water ecology. “I was interested in seeing the culture. Also I want to go to an American college so I want to see how students study here,” said Steven. For all of the students, it was their first time coming to the U.S., and all said it was a positive experience. They enjoyed staying with their host families and learning about the diff e re n c e s and similarities of the cultures. In almost every class, Maggie l o v e d
More evidentials will increase communication
E
videntials are the most valuable component of the evaluation system. They p r ov i d e s t u d e n t s w i t h valuable feedback on the progress of their work in the classroom. Students can better understand which areas they need to improve upon. Evidentials are only released in the middle of the winter trimester. Progress Reports without evidentials are not nearly as effective as those with evidentials. Some students with below average grades receive updates from teachers periodically, informing them on what they need to improve upon. Those with higher grades do not receive as many updates. Teacher comments should not be necessary only when they are negative. Instead, all students
should receive periodic updates through more frequent evidentials. While certain grades may be considered above average, grades can always be improved upon. Just because a student does well does not mean they cannot do better. With a teacher’s feedback, students can easily identify their difficulties. Given that evidentials provide students with helpful commentary on their progression in the class, evidentials ought to be distributed earlier on in the year at the least. Students need the necessary time to respond to the comments in the classroom. Since teachers know their students before the middle of the winter trimester, students should receive comments sooner. By the
time students receive evidentials, it could be too late for the students to improve upon their second trimester grades. Additionally, the timing of evidential distribution is several weeks before exams and spring break. Since students have a total of four weeks outside of the regular classroom setting, these status reports may not be given the consideration they deserve and are sometimes forgotten by the third trimester. This late distribution is also t r o u b l e s o m e f o r p a re n t s w h o should be made aware of their child’s per formance in school earlier on. While parents can call or email a teacher for updates if necessary, the Upper School does not hold individual parent teacher
dialstaff
Hackley School - 293 Bendict Ave., Tarrytown, NY - (914) 631 0128 - December 2012 - Vol. 113, No. 8
Editor-in-chief dominiquealpuche
Asst. Managing Editor isabellaberland
Politics Editor gabyoppenheim
Science Editor rebeccaslutsky
Staff Artist mollykestenbaum
Managing Editor melissawarshauer
Feature Editor allymueller
Arts Editor sarahbonanno
Dial OnLine Editor paulathenastone
Staff Photographer xiaolingkeller
Executive Editor danielhoffman
Asst. Feature Editor angelamauri
Lifestyles Editor carolinechmiel
Technical Editor petergerma
Design Editor paulrapisardi
News Editor samheyward
Sports Editor maxparauda
Polling Editor harrisonwetzler
Advisers jennielyons
Coordinating Editors alexhersh rolandrizzi
Editorial nickhallock
Asst. Sports Editors teddymiddleton evanweisberg
Copy Editors annatskhovrebov giannad’alessio
annebudlong
conferences. Evidentials should come out earlier because they are some parents’ only access to specific information on their child’s progress. Given that writing evidentials takes teachers a great amount of time, the more frequent evidentials could be shorter and more concise. Before the switch to the trimester system, evidentials were written twice a year. It would be useful for teachers to revert back to this system. If teachers wrote shorter evidentials every progress report and optional comments every report card, they could convey more meaningful information. Earlier and more frequent evidential distributions would be in the best interest of every student.
www.hackleyschool.org
Policy Opinions expressed in staff editorials reflect the majory view of The Dial Editorial Board. Opinions expressed in signed articles are those of the author and do not represent the views of Hackley School, its administration or its staff. The Dial invites and encourages its readers to write letters to the editor or submit contributions. We reserve the right to edit any submission for clarity and brevity, and to correct spelling, grammar, and punctuation when necessary. We refuse to publish submissions which are unsigned, libelous, or plagiarized. Four hundred copies of each issue are distributed among the High School student body of about four hundred students and the faculty and staff. Letters and submissions can be emailed to dial@hackleyschool.org. The Dial is the official student newspaper of Hackley School.
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the students’ shoes, taking pictures and complimenting their wearers. Steven, when not visiting classes, was playing pick-up basketball games on the courts with other students. Charles enjoyed eating and watching a movie with the Asian Culture Club. On the night of Jan. 31 ACC held a meeting to watch Rush Hour 2, staring Jackie Chan, who happens to be Charles’ favorite actor. While these students were experiencing a new culture here, the four Hackley students were experiencing new culture at home. Hiro and Sarah agreed that one of the main reasons they wanted a foreign exchange student was to practice conversational Chinese. JC however, does not take Chinese at school or outside of school. “We wanted a Chinese exchange student because my mom was an exchange student and said that it was a good experience,” said JC. Many cultural differences and similarities stood out to the students. The students noticed the huge difference in classroom dynamics. “There is more group study and discussion, rather than in China where teaching is more direct,” said Steven. Their school in China offers fewer minors and students must take physics, biology, and chemistry every year. In addition, their school days last longer, usually from 7:20 AM till 8:20 PM. Sometimes, school is also held on the weekends to compensate for holiday breaks. Although there are no organized sport teams, students usually play sports like basketball during the day. For many, it was their first time attending fencing or squash matches, as their school does not offer those sports. However, there are many similarities. Class lengths are similar—40-45 minutes, and their school also serves breakfast and lunch. Hackley students agree that having the students at school was a great experience. Sophomore Sophia Bannister said, “It was great to have new faces and voices in the halls and classes.” On Feb. 1, the students
left their Hackley host families for Poly Prep. As for going to China, or anywhere else in the world, “I would love to go to China and experience different cultural values, while also being with another family,” said Hiro. “An exchange would be nice, and I could learn local places that would have awesome food!”
From left to right: Maggie Wang, Charles Zhang, Steven Huang, Dingjung Kang and their chaperone pose for a picture before going off to observe Lower School classes. Photo by Sam Heyward.
One-man show sparks discussion among students jeffreyguzman staff writer
A crescendo of laughter rang through the Performing Arts Center on Jan. 28, when guest speaker Steven Tejada performed his one-man show, “Boogie Down Journeys.” Students, who typically dread going down to the expected boring lecture, became stricken with awe as Steven talked to what was nothing but an empty chair. Imaginations went wild as to whom he could be imagining in that chair? What would that character’s response be? And many felt like they were up there and Steven was talking to them. There were some general questions though: What are we laughing at? What is so funny? What is the point? Sophomore Julia Baker said, “I thought he was funny but I missed the point of it. I don’t really understand what the message he’s trying to get across is.” Sophomore Alex Cvecich did not think there was any message. Other students though felt he was not funny at all. “All those jokes were nothing but racial slurs,” said an anonymous student. “I felt awkward and uncomfortable. I don’t understand why UNITY picked him.” UNITY members who helped in the selection of Tejada hosted him at a luncheon that included other students after the performance. “I did not write for a message. When I wrote the story, I saw it as a way of sharing my story. A lot of what happens around you adds up to your personality,” he said. “So that’s what this show conveys.” Writing and acting became Tejada’s passion because they served as forms of self expression. As a high school junior, he transferred from a school in the South Bronx to a private school in Westchester. He did not want to take his education for granted. “I wanted to improve myself; my situation and then return to my neighborhood
and help out there,” he added. This scenario is depicted in one of the monologues where he plays one of his own friends. Tejada is represented by an empty chair and the character says he would rather drop out of school, because it “offers nothing.” Tejada does not believe that giving up is the answer even if “the trip to school was an hour long commute, my mom had trouble holding jobs and many kids were scared of me, because the first day I arrived with a bruised face.” Tejada did manage to make friends with others who entered through a program for low-income students. Through them, Tejada heard of Wesleyan University. Instead of selecting an Ivy League school, he selected Wesleyan, which is renowned for its diverse and progressive student body. There he felt he would be more comfortable. After graduating, he entered jobs in theater against his mother’s advice. He also held different administrative positions for local high schools, working on programs to help students who he described as “gifted but underprivileged.” He also helps out with college counseling as he feels many students don’t get counselors who know the system and will truly aid them. After the show, students questioned how much of the show was a true story. “A lot is inspired on the spot. It is not a carbon copy, and artistic license lets me add and subtract, but it is still based on personal experiences and is true to me and how I grew up,” Tejada said. Tejada brought the difficulties of being a student on financial aid to the stage and although originally had no point intended, he did leave a message personal to many students. “I understand a lot of his situations,” sophomore Jeremy Anderson said. Although Tejada has no local shows coming up this year, as he will be performing abroad, he does promise that in 2014 he’ll return to New York and offer students the full two hour show.
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The House I Live In shatters perceptions
Life upstairs
jojomiller staff writer
A look into the life of a Hackley boarder
granturken & clairemeyer staff writers y 6:00 PM, more than 93 percent of the Upper School student body has left for the day, taking cars or buses to return to their homes and families for the night. For 30 students, this is not the case. Instead, sophomore Grace Choi sits down to dinner with her fellow boarders, and enjoys whatever the Flik Staff has prepared for them that night, with options in the salad bar as well. During study hall, she spreads out all of her books at a library table, and does her work in a quiet environment. While other students socialize with family members and watch TV in their own homes, boarders play games, watch movies, and bond. “I love boarding. It’s almost like my other family,” said Grace. The boarding corridor is located directly above the math hallway and consists of a girls’ lounge, a boys’ lounge, a central lounge, a kitchen, and dorm rooms. Every room can fit a bed, dresser, closet, and desk. The lounge contains games and a television, and is a popular place for the boarders to hang out after school. The lounge is helpful during the day, too. As senior Dilsia Olivero said, “If the library is crowded, I can just go up to my room and do work.” Grace started boarding last year, and enjoys the strong bonds in the boarding community. “I love that I can get closer to other students that I would normally not know if it weren’t for boarding,” she said. The intimacy of the group is something noted by many boarders. “It’s such an interesting group of people, and you
B
Freshman Caterina Moran finishes up homework in her room. Photo by Paulathena Stone.
would never suspect that we’re all friends, but once you enter the boarding community, all of the barriers come down, whether you are a freshman, sophomore, junior, senior, or in different friend groups,” said Dilsia. Boarders have the opportunity for many fun activities as a group, such as movie nights every Thursday in the lounge. Dilsia noted one night when the boarders went to get frozen yogurt, and another when they went to the Sleepy Hollow Haunted House for Halloween. Another activity that the boarders enjoy is house challenges. There are four boarding houses that are named after the four architects of Hackley, and the different houses compete against each other. “Mr. Lawrence sometimes brings his homemade ice cream too,” said Dilsia, laughing. Many Hackley teachers are involved in the boarding activities. “One time Mr. Washington from Admissions brought a ping pong table, and we had a ping pong tournament; it was really fun,” said Dilsia. History teacher Anthony Maisonet travels up to the boarding corridor to play UNO with the students, sometimes playing other word games or Risk. The boarders play acting games with drama teacher Meredith Maddox. English teacher Cindy Jean takes the boarders to her classroom to play movie trivia, and Assistant Headmaster Kevin Rea even invited the boarders to his house for dinner, another example of the close bond between students and faculty.
Academically, Grace noted the benefits of boarding as she said, “Boarding has offered me a quiet environment to study, and I can also get help from other boarders if I have questions about homework or tests.” Boarding taught Dilsia about time management too. “You really learn to use your time wisely because you’re more independent,” she said. Not only can boarding provide academic benefits, but senior Pietro Moran said it can “teach you to be self-sufficient and to be your own person. Not sleeping in my own bed and eating my mom’s food did take some getting used to, but the pros certainly outweigh the cons when it comes to learning how to be an adult.” “Boarders have a lot of fun because of all of the entertaining activities and movie nights that we have, but even without the activities, we can comfortably spend time playing games or talking,” said senior Paula Stone. “We don’t have to worry about any social barriers. Boarding connects people from different sports and activities and puts that aside, so we can really get to know one another,” Paula added. Boarders live away from home and their families for five days a week, but the friendships they form provide a second family. “Without boarding, adjusting to the day school would have been much more difficult. Besides meeting the other boarders in my grade, I also met upperclassmen who were really influential in my development as a person,” said Pietro.
Standardized testing breakdown: ACT versus SAT Hundreds of students, mostly juniors, line up outside many schools at 8:00 AM on Saturdays throughout the year. With pencils, water, snacks, and a calculator in hand, the nervous students then migrate to their rooms. Whether taking the SAT or ACT, the students take an arduous, stressful standardized test that is a requirement in applying to most colleges.
3 hours and 25 minutes 5 sections - 215 questions 25 minute optional writing section Each section scored out of 36 points. Overall score is an average of all four sections (Writing/English combined). No deductions for incorrect answers
Fundamental differences between the tests include a stronger emphasis on vocabulary and no science section on the SAT. Choosing a test comes down to a personal preference, but some students may opt to take both. According to The Princeton Review, “Colleges will accept either the SAT or ACT, so it’s all about the numbers. Some students end up scoring
How does the SAT and ACT make students feel? A. Stupid B. Angry C. Annoyed D. Exhausted E. All of the Above
substantially higher on the SAT; others do better on the ACT.” As junior Gianna D’Alessio said, “The science section on the ACT really appealed to me, and I felt like I could spend more time studying for the whole test, rather than just focusing on vocab for the SAT.”
3 hours and 45 minutes 10 sections - 170 questions Each section is worth up to 800 points. Overall score is the sum of all three sections. 1/4 point deducted from the raw score for each incorrect answer
Top 5 reasons you might prefer the ACT:
Top 5 reasons you might prefer the SAT:
1. You pay close attention in math class and understand basic trigonometry, logarithms, and imaginary numbers. 2. You love the challenge of working quickly and racing against the clock. 3. You’re good at reading graphs and tables—and identifying trends. 4. You’re a strong reader—and would prefer to read a passage than solve a math problem. 5. You’re a straight “A” student— but did poorly on the PSAT.
1. You’re a quick thinker who loves the challenge of puzzles and logic games. 2. You can quickly define a plethora of onerous vocabulary... and know what plethora and onerous mean. 3. You prefer to write about World War II and The Great Gatsby rather than school uniforms. It’s ok to admit it. 4. You have a short attention span—and prefer to complete an exam in smaller, more “bite-sized pieces.” 5. You rocked the PSAT. Stick with what’s working.
Information courtesy of The Princeton Review and ACT.
The House I Live In premiered Oct. 5 2012 and is the number one purchased doctumentary on iTunes.
The House I Live In, a documentary film about what President Nixon once called the “War on Drugs” in 1971, tells several heartwrenching stories about the lives of substance abusers in prison. The film poses this question: should America’s federal law system deal with substance abusers federally as though they are criminals? Since 1971, 45 million drug arrests have been made, yet the drug abuse levels in America remain relatively the same. Despite the fact that drugs are illegal, according to Director of the National Institute on Drug Abuse (NIDA), Dr. Nora Volkow said, “Drug addiction is a brain disease.”
Junior Xan Jarecki’s uncle, author and director, Eugene Jarecki, created and directed The House I Live In. Sophomore JoJo Miller’s father, Robert Miller, wrote the music for the film. Juniors in history teacher Vladomir Klimenko’s Contemporary Issues class, were shown this film in order to decide whether they wanted to look at the “War on Drugs” as a topic for the second half of their History course. “The way I have structured my Contemporary Issues class is that I give my students a choice of topics for the second half of the year... [Because] Xan’s uncle had made this film, [it] got good reviews and he is a great filmmaker. I figured it might be a good idea to show something made by someone connected to Hackley,” said Mr. Klimenko. Even though the class has only seen half of the film so far, some have already developed various interpretations to the context and production of the film. Junior Sarah Walker felt the film was very well done, and said she learned more about the topic. “Personally, when I think of the war on drugs, I’m thinking [of places like] Texas and New Mexico, places far away from me...[however], they’re showing places around where I live like in New York, in the tri-state area, and that’s [the] interesting part about it. They’re showing the ‘War on Drugs’ is everywhere,” she said. Mr. Jarecki said that he started thinking about the film 20 years ago, and then started to produce it six years ago. “Often a situation that absorbs me and compels me to want to learn about history of the mechanics of situation of how it works, where it came from. The movie ultimately becomes the artistic effort to share with viewers, not only what I come to
feel about that situation but a lot about the journey,” Jarecki said. Mr. Miller said that even though Mr. Jarecki is not speaking directly in the film, his opinion on the “War on Drug” is evident throughout the film. “ Eugene is the heart and soul of the message of his ‘thesis,’ so to speak, is coming from his own narration,” Miller said. “So the principle empathetic theme [of this film] follows Eugene’s narration.” Jarecki believes “music, when its applied effectively, provides a center of gravity that no other process can provide.” Mr. Miller’s ideas about his music were constantly evolving alongside of the film, similarily to how Mr. Jarecki’s opinions dynamically changed once he learned more about the topic. When producing a film, Mr. Jarecki and Mr. Miller met to discuss their ideas about the theme they want to convey through their film. Mr. Miller mentioned that when writing music for narrative films, “you can dramatically change the feeling of a documentary by where things are placed.” “I’ve worked with a lot of composers, and none have the capability to write for reaching impact like Robert. He really rescues the films from their own demons [such as overcomplexity],” Mr. Jarecki said. “He has a knack for using music with an understanding for the power of all music theory, which gives
“
The movie ultimately becomes the artistic effort to share with viewers, not only what I come to feel about that situation, but a lot about the journey
Sophomores succeed at the annual Shakespeare competition jamesfirpo staff writer
“All the world’s a stage, and all the men and women merely players.” In English classes students read and analyse Shakespeare’s plays, but at the third annual Shakespeare competition, students get to experience Shakespeare the way he intended: through acting. The competition took place Feb. 7 in the Chapel. In this competition, the contestants recited a monologue from any of Shakespeare’s plays. They had to do so by acting intensively and portraying real emotions. With high hopes of winning, all the contestants gave an incredible effort in memorizing these monologues as well as devoting time from their busy schedules to help better their performances. “We all worked really hard and put many hours into memorizing our monologues,” said sophomore Heather Vega. There were six contestants this year: sophomores Heather Vega, Sophia Bannister, Yuni Hahn, and James Spann, and juniors Sam Heyward and Zhaneque Craig. English teacher Nicole Butterfield introduced the competition to Hackley with the help of English Department Chair Richard Robinson. “I taught an interdisciplinary Shakespeare course for five years before this that included history, literature, and theatre,” Butterfield said. “Nothing makes these two teachers happier then seeing their students partake in something that they have created.” Up to the stage first was Sam, performing a monologue from Shakespeare’s very famous Othello. This performance was done with confidence, grace, and the expression of emotions throughout the skit. The next person to take the stage was Yuni, confidently reciting a monologue from Julius Caesar, expressing her emotions thoroughly throughout the skit. Third to the plate was junior and last year’s champion, Zhaneque, performing a monologue from Macbeth. Zhaneque performed this with clarity and it made the audience feel as if they could picture what she was talking about. The fourth student to go, as well as this year’s runner-up, Heather, recited Angelo’s monologue from Act 2, Scene 4 of Shakespeare’s Measure for Measure. Up fifth, shocking the crowd with his presence, James performed a scene from Macbeth. He performed this with confidence and everything was going well until he forgot his words. “The nerves going through my body were outrageous. I was so scared of doing this in front of the whole school,” said James. Even though he did not remember the words, he
the movie a far greater structure and integrity,” he added. Mr. Miller describes Mr. Jarecki as being “the most intelligent and sensitive director I’ve ever worked with. He’s the only director I’ve ever worked with where the music is the most elegant, classy, or deep. ” “Eugene picks the ‘high road’ on every film I’ve ever worked [with him on], and it’s simply the music I’m most excited about which he is most attune to,” Mr. Miller said. “That doesn’t happen very often with directors and composers.” One of the p r i m a r y re a sons Mr. Jarecki wanted to make a film about this specific topic is because he wanted to educate people about how within a society, often a majority turns ~ Eugene Jarecki on a minority and the majority starts to “invent new laws to search, stop, seize, harass, and incarcerate these people,” Mr. Jarecki said. The “War on Drugs” is often compared to the Holocaust, and Mr. Jarecki clarifies that when thinking of the Holocaust, one thinks of the horrific and destructive ideas of “savagery and annihilation” of people, which is not seen in the “War on Drugs.” Instead, he believes “we are seeing, with numbers that occupy in the millions, steps being taken in America against a very isolated group, black Americans.”
Sophomore Yuni Hahn recites a monologue from Macbeth during the third Annual Shakespeare Competition. Photo by Xioaling Keller.
still finished off the monologue strong, and he never quit, showing his dedication and the amount of hard work he put into preparing for this competition. The final competitor and this year’s Shakespeare Competition champion is Sophia, performing Helena’s monologue from Act 3, Scene 3 of A Midsummer Night’s Dream. “Acting has always been a part of my life and I would like it to remain part of my life,” said Sophia, showing her love and dedication towards performing.
Working could have used more work sarahbonanno
T
arts editor hroughout the performance of the Upper School production of Working, the cast demonstrated both their enthusiasm and talent for music and performing. An interesting choice, the musical did not follow one specific plot, but rather the theme of middle class workers in America. The musical was comprised of mini spoken monologues and solos or small groups for musical performances. There was a variety of characters—from a UPS delivery man to a housewife to a telephone operator, which not only gave diversity to the show, but also displayed the cast’s ability to perform more than one role. After the opening number, junior Jed Dioguardi began with a comical monologue about a steel worker. Senior Allyson Blackburn demonstrated her impressive vocal range while performing her solo about the perks of being a delivery boy. Both monologues and solos were funny and kept the audience engaged.The skits then turned more serious with senior Jess Vasso’s performance of a housewife. The slower song about the troubles of a housewife showed off Jess’ vocal and acting skills. Senior Lydia Roberts gave a memorable performance as an old-fashioned school teacher. Her solo received many laughs from the teachers in the audience. The lyrics to her solo were also one of the best and most interesting. Despite the cast’s obvious musical and acting skills, it was evident that the cast was underprepared, having missed three weeks of rehearsal time due to Sandy’s interference with The Crucible’s production schedule. Choreography was sloppy at times and the cast did not know the lyrics to all of the songs, particularly the songs where the entire cast sang . However, the cast remained energetic throughout the entire performance. The musical’s opening number was fun and vibrant—the entire cast singing and dancing through the audience. The choreography made excellent use of the stage and set. The set was two levels to give the impression of a city skyline and monologues were performed on each of the levels. Various areas of the stage were used as office space, a fast food counter, or a laundry mat. The costumes were simple because each member of the cast played more than one character. Accessories and props, such as hats, pearl necklaces, and glasses, were used to differentiate between characters.
6 politics
theDial
march
Students travel to politically active countries
heathervega staff writer When students travel to Rwanda and Spain on Casten trips this spring, they will travel through areas full of history, culture, and political controversy.
Rwanda
Nine students will travel to Rwanda, a relatively new country facing both economic and cultural struggles. Hackley has maintained a relationship with two schools in Rwanda, the Duha Complex School in the rural area of Rwamagana and Green Hills Academy in the capital of Kigali. The tenth grade’s grade project is to help improve the social conditions in these schools. Green Hills is an advanced school, while the Duha School lacks many resources. Over 70 percent of Rwanda’s population works in agriculture. While Rwanda benefits from major exports of coffee and tea, the country is limited in its natural resources. Rwanda has a shortage of land and water. It is densely populated—60 percent of the population in Rwanda lives below the poverty line. “The government is working on the infrastructure, like water and roads, to better the country,” said sophomore Leandro Capanong. Social conditions for people in Rwanda are poor due to a lack of resources, education, and opportunities for women. Sophomore Natalie Gustin is her grade’s project leader for improving the lives of girls in Rwanda. “The program we are working on with the Duha students is called SHE that works to provide support and supplies for girls in this realm,” Natalie said. Many girls do not continue their education after middle school. They immediately begin domestic work. There are also limited bathrooms for women and Natalie
is working to collect supplies to make hygiene conditions in the school better for girls. “In recent years, the government has begun supplying the girls with all the necessary sanitary products and medications so the number of girls dropping out of school at this age is
declining rapidly,” Natalie said. Rwanda, a growing country that the government is still working to stabilize, recently switched its national language to English and is working to stimulate its economy and better its educational system.
Spain
Eleven students will travellto the country that history and economics teacher David Sykes refers to as the “heart
of the economic crisis in Europe,” when they travel to Spain over spring break. The home base for the trip will be the city of Barcelona in the politically active region of Catalonia. Barcelona is the center of political and economic turmoil for the country. Catalonia has been threatening succession from Spain. Many Catalonians feel that the region is separate from the rest of Spain and they want to be acknowledged as a distinctive region. “This independence shenans are being incited by the amount that Catalonia has contributed to Spain yet does not receive the same back. It is also cultural; Catalonia has its own language and culture,” senior Dilsia Olivero said. On both July 10 and Sept. 11, 2012 nearly 1.5 million people came together to peacefully protest for Catalan independence. “Artur Mas is the president of Catalonia and has called a referendum on the independence of Catalonia for 2014. This is a huge step, as this can finalize the road to independence,” Dilsia said. The desire for independence and Spain’s economic problems are closely related. Many Catalonians feel that Spain’s economy is dragging their relatively stable community down. As Spain enters the second year of its recession, unemployment rates are at an all-time high. The overall unemployment rate is 25 percent and the youth (ages 16-24) unemployment rate is 55 percent. “In Spain, the Prime Minister Mariano Rajoy believes in austerity packages to try and fix the government. He cut government spending which included government official’s salaries,” Dilsia added. When asked if she is concerned about the political issues in Barcelona, Dilsia said, “I don’t think that the threat is very real.”
Gay marriage legislation advances Zero Dark Thirty triumphs jeffreyguzman New Year’s Day did not only mark the end of 2012, but also the end of discrimination and the beginning of a new life for same sex couples in the states of Maryland, Maine, and Washington. The 2012 elections marked the inauguration of a President who supports same sex marriage, and the legalization through referendum of same sex marriage in these three states. Marriages began in Washington on Dec. 5, in Maine on Dec. 29, and in Maryland on Jan. 1. This was the first instance in history in which same sex marriage was legalized by the people’s vote. With no elections happening in 2013, legislatures and LGBT groups in over ten states have turned their focus to the issue of same sex marriage, building off the momentum these three victories gave. The differences between civil unions, same sex marriage and domestic partnership can be confusing. Junior Meghan Philpott said, “This is out of people’s fear that these laws will be redefining marriage.” Meghan believes if the laws are the same, the titles should be the same, as it is “discriminatory to these couples. There is a separation of state and religion, so laws that do not regard anyone but LGBT people shouldn’t be made with religious institutions in mind.” Domestic partnership offers only a few of these rights. In the past year all states offering civil unions except Nevada and Hawaii have taken steps towards legalizing same sex marriage. In February, legislators in New Jersey passed a same sex marriage bill. But the majorities were not veto-proof, allowing Republican Gov. Chris Christie to reject it the following day. On Jan. 3, both houses in Rhode Island introduced bills. With 42 of 75 members in the House sponsoring the bill, it easily passed on Jan. 24 with a 51-19 vote. The bill has since had a slow move to the Senate, where 11 of 38 senators have co-sponsored it, thus leaving the bill’s fate uncertain. In these two states opponents have pushed for voters to decide. When Christie rejected the marriage bill, he claimed that it was up to voters to decide. In December, ten months after the veto, a bill was proposed by state legislators to put the issue on the ballot. Many pro-gay marriage legislators are against this, believing that issues of civil rights should not be left up for a majority to decide. In New Jersey polls have shown citizens are in favor. In Rhode Island, Roman Catholic Bishop Thomas Tobin stated that the legislation was “immoral and unnecessary,” and that the issue should be put up to voter referendum. Though Rhode Island’s population is 63 percent catholic, 60 percent has stated it would support marriage if it does not force institutions to practice or recognize them. Governor of Rhode Island, Lincoln Chafee, is opposed to having the question on the ballot. Meghan wishes “lawmakers would take whatever opportu-
77%
of students think same sex marriage is a national issue
nity they get to legalize marriage, especially if the majority of the population is in favor. Illinois is hoping to become the second Midwestern state after Iowa to legalize same sex marriage. Democratic Sen. Heather Steans introduced the bill in January, but the bill lost momentum and was not voted on as newly elected members of the General Assembly took their new positions on Jan. 9. She reintroduced the bill and the Senate passed it in a 51-19 vote on Valentine’s Day. It’s now moving to the House. New Mexico, which has no laws regarding marriage, and Minnesota introduced bills in February. The populations of both states support the measures, but the bill fell through in New Mexico. Legislators in Colorado have taken a different approach than civilians. Instead of heading for marriage, the state legislature, which has allowed domestic partnerships since 2009, is hoping to pass civil unions. LGBT rights supporters have seen surprise states wanting to change their status. Texas, Florida, and Wyoming, three conservative states, have had legislators wanting to extend rights to LGBT couples. In Wyoming, a domestic partnership bill failed. On Valentine’s Day, a Texas Democratic Rep. introduced a bill that would legalize civil unions if passed. Unlike the other states working on legislation, support is strong in neither the legislature nor the state population, where a majority of people oppose same sex marriage. This same issue prevented Florida from approving a domestic partnership bill. This bill did not make it past the House Committee, although a majority of the state’s population is in favor. Not all states have taken steps to legalize gay marriage. Indiana, which currently has a statute banning gay marriage, has put forward legislation that would make same sex marriage illegal on its constitution. Voting has been held back due to other Supreme Court cases. When asked what he thought of LGBT marriage, sophomore Alex Cvecich said, “I believe humans were put on this earth to reproduce normally, which can’t happen in a gay relationship.” Even so, he believes “everyone has the right to love who they want, and if it were up to me I would legalize it, but I would not encourage it because of my original reason.” “I do not really think it is fair for someone to decide the fate of another couple when it is none of their business, and it does not do any harm to them,” Meghan said. “I think it’s been a long time since marriage has been viewed as only being for reproduction. If you are going to argue that point, then you have to argue that sex is only for reproduction, but people have sex for pleasure now,” Meghan added. “And if that were not the case then you would also have to argue against contraception.”
16%
do not think same sex marriage should be legal
adinrinzler staff writer
W
hen most Americans think of the war on terror, they think of covert operations and a world shrouded in darkness and mystery. Oscar winning director Kathryn Bigelow’s Zero Dark Thirty delves into the largely unknown story of the hunt for Osama bin Laden, starting right after the terrorist attacks of Sept. 11. It explores topics that were previously taboo not just in the movies, but in the U.S. as a whole; it has gained publicity for its graphic depictions of torture and violence. The attention to such details, while at times hard to stomach, exposes some of the often overlooked sides of the war on terror that are a price for safety and freedom. Zero Dark Thirty follows Jessica Chastain’s driven CIA employee “Maya” as she strives single-mindedly towards one goal: Osama bin Laden. The movie begins with perhaps its most controversial scene: the torture of a Saudi Arabian terrorist. Waterboarding is shown graphically. This promoted two immediate reactions: some members of the government have accused others of leaking files illegally, and others have accused the film of exaggerating or fabricating the real life events. The graphic scenes have prompted different reactions. “The torture scenes didn’t bother me. They were to be expected,” senior Travis Henry-Reid said. Others, like sophomore Russell Heller, were slightly put off by the violence. “I knew there would be some violence, but I didn’t realize torture was such a big part of the hunt for terrorists. I thought the government always tried to avoid it, whenever possible,” Russell said. One result of the torture and violence prevalent in the movie was its unbiased view. Russell said, “Even though I was slightly disturbed by the waterboarding and torture, I felt like it was more accurate this way, with all of the details I might not have seen if it was softer.” One of the popular criticisms of Zero Dark Thirty has been that is too cinematic; where The Hurt Locker is an extremely stripped down, event based film, Zero Dark Thirty is driven equally as much by dialogue. This has led to further speculation about its accuracy, as real dialogue is hard to transfer to the big screen; some of Chastain’s lines, including one specific scene in which she swears at the head of the CIA, appear to be extremely staged, or at the very least unrealistic. The movie has been praised for its directing and acting, instead of shunned for what in Pakistan are dubbed as “inaccuracies” regarding torture: “Technically, it’s very strong, the directing is very good and so is the acting,” said a Pakistani man to the Washington Post. “It is an excellent thriller, but I doubt whether the story is true.” Zero Dark Thirty is the story of the hunt for Osama bin Laden: a world unknown by the public. Kathryn Bigelow’s thrilling narrative sheds light onto a part of history that the world deserves to see; but it raises almost as many questions as it answers.
theDial
science 7
march
the flu: an experience you want to miss
rebeccaslutsky science and technology editor
Prevent it from getting to you
Have you ever had the flu?
47% Yes
The widespread and highly contagious flu is a serious respiratory illness caused by influenza viruses. According to the Center for Disease Control (CDC), flu outbreaks can begin as early as October in any given year in the United States, with the peak months of flu activity being February followed by March and January. The CDC says that on average five to 20 percent of the United States population gets the flu. This estimate is slightly lower than the 22 percent of Hackley Upper School students who answered on a poll that they have contracted the flu this winter. Junior Kyla Brathwaite recalls her severe symptoms as she describes her recent experience with the flu. “My throat started to hurt and all of my limbs started to ache and my head started to pound. The next day I had a fever and I could not get out of bed because I was so achy. It was terrible for the next five days,” Kyla said. The flu is very contagious. An individual infected with the flu may be able to infect others beginning one day before symptoms develop and up to seven days after becoming sick. This means that not only can you pass the flu on while you are sick, but also before you even know you are sick. Further, an individual with the flu can spread it to others up to about six feet away. The flu viruses are spread when the infected person coughs, sneezes, or talks. The flu viruses can also be spread when a person touches surfaces or objects containing the flu viruses and then touches their own mouth or nose. Kyla believes that catching the flu was inevitable given her exposure to some sick friends shortly before she contracted the virus. She said, “we are around so many people, at Hackley, at the mall, at sporting events where you are shaking opponents hand. We hug our friends, touch door knobs and we just expose ourselves to viruses.” The annual flu vaccine is the best protection against the flu. According to the CDC, if you get the flu vaccine you are 60 percent less likely to contract the flu. Other benefits of the vaccine include
Did you get a flu shot?
56% No
reducing illness, antibiotic use, and time lost at school. The flu vaccine works by inducing the body to develop its own antibodies that protect against infection with the viruses that are in the vaccine. It takes about two weeks for the antibodies to develop in the body and provide protection against the flu. That is why it is better to get the flu vaccine as early as possible before the flu season really peaks. Freshman Sophie Slutsky said, “Every year, my mom makes us get our flu shots as early as possible, usually in October. It’s not fun to get the shot but so far we haven’t gotten the flu so it is definitely a worthwhile trip to the doctor.” Throughout the flu season, the CDC studies samples of flu viruses to determine how close a match there is between the viruses used to make the vaccine and the live viruses in the environment. As of Jan. 2013, 91 percent of the flu viruses found circulating in the environment have been included in the vaccine. This would indicate that the vaccine should successfully be working to prevent the flu in those people who have been vaccinated. However, not everyone chooses to get the flu shot. Freshman George Wangensteen did not get the flu shot this year because he said that he “just did not have time to get to the doctor’s office.” Freshman Zach Shalett has never gotten the flu shot and has never gotten the flu. That is, until this year. Zach said, “I just got over the flu and it was really bad. I am definitely getting the flu shot next year because I learned my lesson and never want to experience the flu again.” Individuals cannot get the flu from the flu shot or nasal spray. The flu shot contains inactivated (dead) flu viruses and the nasal spray contains weakened live viruses. These viruses cannot cause illness. Individuals need to get the flu vaccine every year. One’s immune protection declines over time, so an annual vaccination is the best way to maximize protection against the flu.
Did you get the flu this year?
22% Yes
Symptoms:
The symptoms of the flu include a fever of 100 degrees or higher, a cough and/or sore throat, a runny or stuffy nose, headaches and/or body aches, chills, fatigue, nausea, and vomiting. These symptoms are similar to the common cold but they tend to be much more severe.
Preventative measures:
To avoid exposure, take everyday precautions like washing your hands often with soap and water and avoiding touching your eyes, nose and mouth are imperative to stay healthy. Additionally, if you are exposed to someone who has the flu you can take preventive prescription antiviral medications to help minimize your chances of getting the flu yourself. If you do catch the flu, these antiviral medications, such as Tamiflu, can minimize symptoms and shorten the time you are sick with the flu. Finally, the flu vaccine is the most effective way to prevent getting the flu.
How to recover:
To recover quickly from the flu it is important to stay hydrated, take vitamin C, and get rest. Remaining hydrated is essential because fluids remove toxins from your body and help lead to a recovery. Additionally, taking vitamin C, an antioxidant, will allow the body to build up resistance to infection. Lastly, getting lots of sleep will conserve energy and help your body fight the virus.
A concussion has a scary effect on the brain tristanjung staff writer
The breakdown of a concussion: 1. Initial impact 2. The brain hits the inner surface of the skull and bounces off of it (the brain can sometimes twist after the strike). 3. The brain begins to swell, which can often affect breathing and other functions of the body that the brain controls.
It is no secret that sport-related concussions have emerged as a national news story. Just before the Super Bowl, President Barack Obama told CBS that preventing concussions in youth, high school, and college football must be a top priority. In the past few years, concussion awareness across all sports has become a paramount issue. At Hackley, all athletes are required to take baseline concussion tests and are monitored for further activity. However, many students are unaware of the major symptoms, effects and signs of concussions. According to the Center for Disease Control (CDC), a concussion is “a type of traumatic brain injury caused by a bump, blow, or jolt to the head that can change the way your brain normally works.” In the event of a concussion, the brain slams into the inner skull, damaging the condition of the brain. There are varying degrees of severity and a wide variety of symptoms. Symptoms may not appear until days or months after the initial injury. The most common short-term symptoms are headaches, confusion, dizziness, slurred speech and temporary amnesia. Long-lasting symptoms include sleep problems, memory complaints and fatigue. Diagnosing a concussion can be very difficult, especially during athletic events. Testing normally involves checking the patient’s memory, vision and balance. The best way to recover from a concussion is through rest. Most concussions are minor and subside after a few days. If the concussion is sports related, the safest option is to resume athletic activity after you have been cleared by a medically trained individual. Therefore, students who play high-contact sports such as football, lacrosse, hockey, or wrestling should monitor their mental conditions closely. At Hackley, Athletic Trainer Douglas Sawyer is in charge of the concussion testing program. The school utilizes the ImPACT testing software, a cognitive responsiveness program, to establish a baseline for concussions. Mr. Sawyer said, “The ImPACT test does not diagnose concussions. It is just a tool that we use, along with other tests of balance, vision and awareness. The most important part of the diagnostic process is that students are honest about their symptoms. From the sidelines, we can’t always tell whether an athlete has had a concussion.”
When asked about the concussion protocol at Hackley, Mr. Sawyer said, “Under New York State law, anyone who is hit in the head and shows signs of a concussion should be taken out immediately. However, students who only display mild symptoms don’t always report their symptoms. They then go back out and play without adequate rest. If the student gets a second concussion while playing, serious mental problems may develop.” Mr. Sawyer said the best method of recovery is both mental and physical rest. When questioned, students were optimistic about their concussion history. The majority of students interviewed had never suffered a concussion. Most students were comfortable with reporting any potential head injuries to a coach, trainer, doctor or fellow teammate. Some students doubted the gravity of the issue. Sophomore and football player Derek Rosenzweig said, “I think that everyone’s a little paranoid about it [concussions]. If you go to the doctor, they will diagnose you with a concussion, just to be safe. Concussions can be serious, like in the NFL, but some are over-exaggerated.” Sophomore Michael Tarantino said, “I’ve had four official concussions, and I may have had a few more over the years. I haven’t felt that many long-term effects. In ninth grade, I fell and hit my head on the floor in boarding. I had a headache and I felt dizzy, so I went to the nurse. They tested me for balance, asked me some questions and I took the ImPACT test. I was diagnosed with a concussion, but I was able to go back to school the next day.” “If you get hit hard in the head during a game, they’ll take you out if you stay down, but if you get up quickly, they won’t check until afterwards,” said senior Ben Jurcic. “They’ll obviously take you out if you blacked out or can’t walk though.” Overall, it is always safer to proceed with caution when dealing with concussions. Possible long-term effects from concussions include epilepsy and protracted cognitive impairment. In rare cases, suffering a second concussion before the first has healed can lead to fatal brain swelling. If you have a concussion, the best advice is to not participate until you feel healthy. If you suspect you have been concussed, consult a medical professional or coach immediately.
8 sports
theDial
march
Talking track with Ian Parnell and Mustafaa Dais
While senior Ian Parnell and junior Mustafaa Dais started running competitively at different ages, both have enjoyed successful athletic careers on and off the track. Along with indoor track and spring track and field, Ian and Mustafaa play football in the fall. Ian played safety on defense, and split carries as a halfback on offense, winning the prestigious Con Ed award. Mustafaa plays safety and is the primary receiver
Q.
on offense. But when winter rolls around, they shift their attention to track and field, which they play for the next two seasons. In the recent Ivy League Championships, Ian finished third in the 55 meter dash and first in the 300 meter dash. Mustafaa finished first in the high jump, long jump, and triple jump. Both qualified for the Federation meet, which includes the best indoor track athletes in New York. We caught up with the dynamic duo to ask them some questions.
How long have you been running competitively? Ian- Since I was five years old. Mustafaa- Since freshman year.
Q.
Favorite pre-race meal? Ian- Pasta. Mustafaa- McDonalds.
Q.
Do you have a ritual or something special you do before each meet? Ian- Pasta. Mustafaa- McDonalds [laughs].
Q.
Do you have a special celebration after you win? Mustafaa- Oh. Dance, yea. When I do the high jump, I do [Mustafaa demonstrates dance move].
Q.
[ Le f t ] : Photo by Xiaoling Keller. [A b ove ] : Photo cour tesy of Chris Taggar t.
What is your favorite race to run and why?
Ian- I like the 200 because it’s a shorter race for me and I get to leave it all on the track. Mustafaa- Race?…the 100. Nah, four by one. When you get that baton in the last 100 you know you’re the last man and it all comes down to you. So you just gotta get that W, you know.
Q.
What are the differences between an indoor and outdoor track meet? Ian- The public school meets we run in are much more competitive for indoor, ‘cause [they’re] in the city. Mustafaa- Climate doesn’t affect your performance. Ian- ‘Cause he’s a jumper.
Q.
Is there any smack talking before your races? Ian- It’s not smack talk, but kids trying to feel you out, asking you what your times are. Mustafaa- And what your longest jumps are. Ian- Kids will lie… it’s a subtle way of trying to feel out the competition.
Q.
Lastly, which of you is the better and faster runner? Ian- Nah, nah, nah. Mustafaa- Well, well, well. I got this. Anything after 100, that’s Ian, because he can keep his top speed longer than I can. Ian- He has a higher top speed than I do. But I’m more explosive. Mustafaa- Debatable. Ian- I have a better start.
Athletes feel pressure to specialize in one sport maxparauda sports editor With AAU evolving into a major business and the competition for athletic scholarships rising, more athletes are feeling the pressure to specialize in the sport they have the greatest chance of being successful at. Hackley students are not im-
mune to this pressure—more athletes are quitting from a sport they consider less important than another sport they play for a variety of reasons. One reason why athletes choose to quit the sport they consider less important is because they want to focus on their grades during an important academic stretch. Senior Travis Henry-Reid, who choose to specialize in tennis this year, made his decision based o the fact that he wanted to excel academically. “I quit soccer to focus on my academics because the fall of senior year is an important time,” Travis said. Another reason why some athletes at Hackley choose to not play a certain sport is so that they can excel in a sport during the winter or spring season. Junior Omar Momani, who was a starting cornerback for the Fairchester league winning football team, fell under this category. “I wanted to get bigger, faster and stronger in the offseason for football, so I didn’t play basketball,” Omar said. Freshman Darius Inzar also choose to take a season off to focus on his best sport, which was basketball. “I felt pressured to play football this year, but I wanted to get better at the fall workouts Coach [Jeremy] Fink was running,” Darius said. He ended up being the starting point guard for the boys’ basketball team this past season. This past fall, several important members of the boys’ varsity soccer team choose not to play, including Travis. Head coach John Gillard feels as though these players’ lack of commitment to soccer Senior Alex Pundyk, shown here in the weight room, is just one of many examples also factored into their decision. “Some players have of Hackley students who have chosen the weight room over the athletic fields. decided to specialize in one sport,” Coach Gillard Alex plays baseball during the spring as his only sport. Photo by Xiaoling Keller. said. “I feel that you have to have a passion for the
sport you play and it may be that these individuals just did not have the passion for soccer.” Head Coach of the boys’ basketball team Jeremy Fink understands that the pressure to specialize in one sport is a two-way street. “A couple of players on our team made the commitment to just basketball, and their dedication has both helped them improve individually and improve our team as a whole,” Coach Fink said. “At the same time, we also had some players leave to focus on the sport they are most enthusiastic about, which did hurt our numbers.” However, despite dwindling amounts of multi-sport athletes in America, Hackley has still remained a school where the majority of kids play on two or more sports teams. “Eighty five percent of our student population plays at least one sport and 65% plays two or more [sports at Hackley],” Athletic Director Jason Edwards said. Senior Katie Maguire, who plays cross-country in the fall, basketball in the winter, and lacrosse in the spring, feels that playing more than one sport is part of the Hackley experience. “It’s definitely not easy to play a different sport for each season, but I do it because I think it has helped make my high school experience more enjoyable and has built many of my friendships,” Katie said. One of the cons athletes found about focusing on one sport all year around is that it can have its toll on the athlete. “Playing basketball at least 6 days a week since July has worn me down both mentally and physically,” junior forward Charlie Pidoriano said. Playing multiple sports at Hackley might be the answer to this problem. “It [being a multi-sport athlete] might have reduced my capabilities in lacrosse, but I feel like when I’m older I’ll be glad I choose to be more well-rounded as an athlete,” Katie said.