Fourcast May 2015 by Hockaday Student Publications

e HoCkaDaY SChOOl

Friday, May 22, 2015

PHOTO PROVIDED BY JANE BEAIRD

ALUMNA JANE BEAIRD ACTS AS A STUNT DOUBLE IN UPCOMING MOVIE Jane Beaird '06 stars as actress Anne Hathaway's double in the movie " The Intern" p9

INSIDE OVERSEAS RECRUITING The Boarding Department travels out of state and overseas p3 TOP 10 INFLUENTIAL PEOPLE The Fourcast selects the ten most influential people this year p7 BANNED BOOKS High schools censor books with controversial topics p15 COMPUTER TROUBLE Social Media Director Manisha Ratakonda receives a letter from her computer p21

11600 Welch Rd. Dallas, Texas 75229

Volume 65 Issue 6

news p2 features p7 photoessay p11 infocus p12 arts & entertainment p14 sports & wellness p18 perspectives p21

HOCKADAYFOURCAST.ORG

beHInD thE lOOKInG GLASS: thE tRAnSPaREnCY OF eAtInG DISoRdERs  The Fourcast explores the experiences of students affected by eating disorders,

how they cope with them and the challenges that result from these afflictions. p12

ILLUSTRATION BY WENDY HO

n May 7, Hockaday announced a $3 million donation dedicated to creating the Dr. William B. Dean Endowment Fund for Service Learning and Academic Learning Support. The Dean Learning Center presented the gift in honor of its founder, Dr. William B. Dean, who was also a member of the Hockaday Board of Trustees from 1970 to 1977. He dedicated his life to serving his community and educating students with learning differences. According to Chief Financial Officer JT Coats, Dean’s passion and legacy will live on through this gift. “[This gift] was something that married really well with what we’re already doing,” Coats said. “One, it supports key programs such as service learning and learning support, and two, it will allow the school to enhance those programs.” Currently, the school's program extends from prekindergarten to 12th grade. In regards to Lower School, Director of Learning Support Shelly Cave said, “we do early intervention and early

Endowment continued p9

Students with Unique Conditions

PHOTO BY INAARA PADANI

Hockaday Receives $3 Million

ver since childbirth, experiences revolve around the five senses: sight, smell, taste, touch and hearing. But what happens when these senses are affected? Managing Editor Inaara Padani interviews three Upper School students who have conditions that alter their senses.

Synesthesia

When junior Lydia Li sits down to take a math test, she doesn’t see the numbers on the page in black ink like most people do. Instead, she sees colors.

BY THE COLOR Junior Lydia Li has grapheme-color synesthesia, allowing her to associate single digits with various colors. Li’s condition is called synesthesia—“an anomalous blending of the senses, in which the stimulation of one modality simultaneously produces sensation in a different

modality,” according to scientificamerican.com. Experiencing colors when presented with numbers

Conditions continued p9

HOCKADAYFOURCAST.ORG

THE HOCKADAY SCHOOL MAY 22, 2015

NeWs Leaders Are Made, Not Born

Swearing Increases Adrenaline Levels

The opportunities Hockaday has given students are conducive to their development as leaders ILLUSTRATION BY SOFI MIRA

reshman and varsity soccer player Bailey Brand had control of the ball and was running with confidence toward the goal, only to slam her knee into the goal post during one of her games in the 2014 season. As she collapsed on the field, a series of curse words involuntarily spewed out of her mouth. It just so happens that by cursing, Brand’s brain was able to distract her from the pain. According to a paper published in NeuroReport by Dr. Richard Stephens and Claudia Umland of Keele University in England, people can withstand immersing their hand in icecold water for a longer period of time if they swear during the experience. It is believed that when swearing, a person alerts the amygdala, a part of the brain that triggers the fight-orflight response and prepares the body for pain. This trigger causes a surge in adrenaline, along with an increase in heart rate, which therefore increases pain tolerance. But according to Dr. Timothy Jay, a psychologist at the Massachusetts College of Liberal Arts in North Adams, Mass., how a person feels after swearing creates a different kind of reaction. “You could feel a number of emotions: frustration if you didn’t mean to swear, relief if you were angry at someone who deserved it, embarrassment or guilt if you swore in front of someone who would hold it against you, happy if you like swearing and revenge if you needed to get even with someone,” said Jay, who has studied the use of cursing for the past 35 years. Upper School counselor Dr. Margaret Morse agrees with Jay. She feels relief if she swears in private in response to frustration with herself, but she feels bad when she curses in front of her kids because she knows it upsets them. Morse feels that swearing to relieve pain or frustration can be effective but does not find it helpful in interpersonal situations. She experiences relief articulating frustration through cursing when it's not directed at somebody. “When you’re holding a hot pot and you yell [a curse word], you’re able to endure it five seconds longer before you drop it because the pain is coming out in another way,” Morse said Additionally, according to Morse, people would have trouble finding a way to release pain without swearing.

Swearing continued p6

ewly elected Student tion is fantastically complex,” Council members will and currently “there is tremensoon receive multiple dous interest in leadership and opportunities to test in leader development.” the theory about whether leadUpper School counselor ers are born or made. Dr. Margaret Morse believes The results of a recent Stuthat council members and dent Council StrengthsQuest other students have Hockaday assessment indicated that teachers and classroom curHockaday does a good job of riculums to thank for propturning girls into future leaderly developing their fledgling ers and that council members leadership skills. and their classmates have dif“The whole school is focused ferent types of on helping young stuextroverted and dents find their voice,” introverted leaderMorse said. “The ship skills. school wants every The Student student to know how Council took the to research, underassessment survey stand a topic, make in preparation for sense of it for themthe Strengths and selves, synthesize inThe placement of the Leadership Student formation and say trait "empathy" out Council Workshop something about it. of a list of 34 other that took place on The skill sets that they traits in the survey at April 9. learn through the curthe Student Council According to riculum are critical workshop. an article by Dr. to being an effective Ronald E. Riggo, leader.” a professor of leadership and According to Morse, stuorganizational psychology at dents at Hockaday learn many Claremont McKenna College more critical thinking techand the author of Psychology niques than they would at Today’s Cutting-Edge Leaderother public or private schools ship blog, surveys such as the because of Hockaday’s unique one Student Council members curriculum. took help students pursue lead“Other schools may just be ership positions and create regurgitating what is told in textleader self-development plans. books and supplemental classIn his article, Riggo said that room materials,” Morse said. “the job of leading an organiza“Knowing how to take a certain

A Twitter Acount

Briefing

Rouses Discussion

CLIMBING THE LEADERSHIP LADDER Studies show that leadership qualities are aquired with age and experience.

n anonymous Twitter account, which tweeted statements about Hockaday and its students in a derogatory manner, was created on the evening of May 12. The account, using Hockaday's emblem in its first posts, was directed at students who had raised questions—through Twitter and other means—about issues of sexuality, gender identity, race and socioeconomics and the school's handling of those

issues during a recent Lesbian, Gay, Bisexual and Transgender awareness week. Those students, in return, engaged in the conversation by responding to the anonymous account's post. The incident has generated much discussion regarding appropriate methods of conversation, especially in spaces outside the school community. The following day, Eugene McDermott Headmistress Kim Wargo spoke to Upper School students and stressed that Twitter does not initiate

NEWS: Lower School Cooking Class / Page 4 •

meaningful, difficult conversations due to the lack of listening present in the medium. Encouraging the community to move forward, Wargo emphasized the Character and Courtesy Cornerstones. “What I am asking from you today is to recommit to our shared values as a community,” Wargo said. “I am asking you to demonstrate that commitment through your actions—online, in the hallways and in the classrooms of this school.” A similar incident occurred

New Laptop Policy/ Page 6

kind of test does not facilitate a higher level of critical thinking.” She added that the way teachers educate and the things they value in the learning process encourages students to become strong leaders. Upper School Student Council President and junior Frances Burton agrees with Morse and affirms that these points are being efficiently communicated to Hockaday students. “Our classroom settings allow for conversation and articulation of thoughts in front of people,” Burton said. “The classroom settings are small, but this is good practice because in the real world, leaders are in front of much larger groups of people.” Burton believes that an allgirls school setting creates a warm and welcoming environment, in which students can find their own voice among a multitude of opportunities. “With school activities, Hockaday just has a wide variety of ways for students to get involved in things they are passionate about,” Burton said. She added that there are other opportunities besides Student Council. “There are lots of clubs, sports and music,” Burton said.

Leaders continued p4

last fall when an anonymous Twitter account was created to spread rumors about various members of the Upper School community. Both accounts were deleted the day after Wargo addressed the situation to the students. At press time, no one had come forward to take responsibility for creating the account. F Catherine Jiang, Web Editor Jenny Zhu, Staff Writer

THE HOCKADAY SCHOOL

THE FOURCAST 03

NeWs

MAY 22, 2015

Boarding Department Calls to Girls Worldwide Hockaday’s efforts to attract students span both domestically and internationally

Seoul

Saltillo, Mexico

Istanbul

Bahamas Monterrey, Mexico

Tokyo

Grand Cayman Kuwait City

Puebla, Mexico

Beijing

Ho Chi Minh City, Vietnam

GRAPHIC BY NEHA DROMANJU AND CHERYL HAO

pper School Head John Ashton sat in a school gym on a sunny and warm November day in 2011. Wearing his usual coat and tie, he proceeded to interview current senior Sara Mustafa, who was a freshman at the time. He asked about her interests and hobbies — routine questions asked to any student applying to Hockaday. The two were sitting in the gym of Mustafa's school at the Aramco Residential Camp in Dhahran, Saudi Arabia. “I wasn’t as nervous as I thought I would be, [but] I remember walking out of that interview feeling very proud of myself,” Mustafa said. “It was definitely a surreal moment for me because, little did I know in that moment, my decision to go to Hockaday would change my life for the absolute best.” Hockaday accepted Mustafa in March 2012, and she joined the Residence Department as a sophomore on Aug. 20, 2012. Meshea Matthews, director of residence life and global outreach, works closely with boarding students each day and assists with recruitment and student life. Matthews wants Hockaday to recruit students who will bring something unique to the community. “Our efforts spread far and wide both domestically and internationally. We want to have students who are engaged,” she said. “We think a lot about this when we go through our questions – what will you bring to campus as you come here?” According to Boarding Recruiter Molly Averitt, students become interested in Hockaday as a result of a variety of efforts: school fairs around Dallas and in both domestic and international cities, features in publications, open houses and receptions. In addition to the schools’ general efforts to reach out to students, some relationships are much more personal. Eugene McDermott Headmistress Kim Wargo forms relationships with schools and boarding consultants who help parents find schools for their children. “Just like in any industry,

Bangkok

Dhahran Hong Kong

Shenzhen

Taipei Hanoi, Vietnam

Shanghai Singapore

Number of times these cities were visited in the past four years.

Source: Hockaday Admissions Office

word of mouth and networking is important and it’s important in this area too,” Wargo said. Each year, Averitt and her colleagues visit a number of states and countries. Some of these are visited annually. “I visit California, Oklahoma, Louisiana, Colorado, New Mexico, Tennessee and Kentucky. It varies from year to year,” Averitt said. In cities around the United States, Averitt talks to seventh and eighth-grade girls both private and public middle schools about possibly applying to Hockaday. Many of these visits are to schools that Hockaday has close connections with. For example, each year, she visits the Southfield School in Shreveport, La., where the high school placement counselor will pull two or three students who she believes might be a good pick for Hockaday, so that Averitt can speak to them in a small group. Outside of the U.S., Averitt and other members of the Ad-

Once

Three times

Twice

Four times

missions Department — Cyndi Lewis, associate director of Admission & Financial Aid and Lower School coordinator; Cathy Bruff, assistant director of admission for Middle School; Jen Liggitt, assistant head for Admission & Enrollment Management; Katie Townend, assistant director of admission for Upper School — travel to recruit students. Outside of the Admissions Department, Matthews, Ashton and Middle School history teacher Marshall Johnson have traveled in the past to recruit students. Next year, Elizabeth Jones, assistant head of Upper School, will also take part in recruitment. They generally travel to Mexico, China, Hong Kong, Korea, Thailand, Japan, Singapore and Saudi Arabia. This past year, Hockaday sent recruiters to Kuwait, Grand Cayman and the Bahamas for the first time. In contrast to colleges, Hockaday does not directly recruit students specifically for

sports or fine arts. “Hockaday would have the philosophy that we want the best all-around fit for the girl and the school,” Wargo said. “We want girls who are interested in participating in the life of the school. We want girls who are interested in the arts and interested in athletics, and interested in clubs and interested in music and all of those different things.” Wargo also believes in the importance of diversity. In the past four years, Hockaday has travelled to 19 different domestic cities and 22 international ones. “The entire Hockaday community benefits from the range of cultures, experiences, and educational values that the boarders bring to our school,” Averitt said.

Junior Christine Lee Fatt

Lee Fatt came to Hockaday from Jamaica this school year. She was attracted to the school for both the academics and the

fine arts and first heard about the school through an agency that helps students find boarding schools. Once arriving, it didn’t take her long to feel right at home. “We had these activities for boarders to get to know each other, like games, that made me get to know other people. I was more comfortable,” Lee Fatt said. “It was not a bad transition.” For Lee Fatt, English class has proved to be the most challenging aspect of her time at Hockaday thus far.

Junior Sarah Chan

Originally from Beijing, where she attended an international school, Chan was attracted to Hockaday for the academics, along with the fact that Hockaday provided boarding in eighth grade. Having been a boarding student for almost four years, Chan has learned how to live on her own and often has to solve problems without the help of her parents. “The environment and community here was completely different from my old school,” Chan said. “You could tell that everyone here wants to do good in school and they actually care about learning.”

Senior Sara Mustafa

Mustafa was attracted to the fact that Hockaday is in a major city. Her parents wanted her to be in a big city so she could be close to an airport also have the convenient access to nearby shopping. Hockaday has given her a sense of community and family. Her favorite part is meeting new people. “These are relationships that will last a lifetime,” Mustafa said. She has also been able to grow as a person. “Since coming to Hockaday, I feel like I’m more confident just in the way I approach things,” Mustafa said. “It’s given me room to explore who I am and who I want to be.” F

Sonya Xu Perspectives Editor

Lower School Garden Vandalized

With students' year-long project disrupted, Lower School loses learning opportunity trip. In honor of his memory, his friends donated about $500 to the Lower School for the purpose of starting one. A committee was formed and the money was used to purchase four raised plant beds. “We’ve added a lot more since then,” Guerra said. “We had four more square beds added when the last Lower School head left.” On May 9, 2015, six more beds were added. Last year, the garden was put under the supervision of the Lower School science department, and Guerra was put in charge. This is the first school year in which the Lower School has had an official time set aside for the students to use the garden. The garden is currently in use by first and second graders once every six-day rotation during the students’ flex period. During this time, the students tend to their own square footage of soil and rake leaves to put in the compost heap. The garden is not only a fun activity for the students but a learning opportunity as well—the students learn about the cycle of life, as well as the science behind the plants in and around the garden. These lessons inspired

the family of first-grader Abigail Everett to start a garden at home, where she and her father Scott Everett have their own chard, among other vegetables. In the Hockaday garden, Abigail grows onions, which were left untouched by the vandal. Abigail enjoys planting and learning from Guerra, adding that “science is one of [her] favorite subjects.” “I think it’s a shame that someone would just destroy all the girls’ hard work like that,” Scott Everett said. “Abigail and I come up here very often, and I’m just shocked someone would do such a thing.” Dallas police officer Stephen Williams, who is currently stationed at Hockaday, was disappointed by the news. “When someone violates the hard work you put into something, it’s upsetting,” Williams said. “It makes you feel like you did your work for no reason. It’s disrespectful.” The culprit has not been found yet, but Security Department Head Karyn McCoy doesn’t believe the vandal acted out of malice, or they wouldn’t have put the unusable chard parts in the compost heap. If it was a stranger to Hockaday, McCoy believes the security team

PHOTO BY LARA GUERRA

t's a gorgeous Sunday afternoon. Lower School science teacher Lara Guerra stops by Hockaday to check on the Lower School garden that she oversees. She expects to see the evidence of her students’ hard work and the bright red of the garden’s biggest plant: a chard. Instead of beauty, she finds destruction. On April 19, the garden was harvested without permission. The chard and other plants growing under the students' care for over a year were gone. Now, only half the chard remains. Sections of its stalk were thrown into the compost heap, as if they were trash. “I was truly shocked,” Guerra said. “I thought, ‘How could anybody do this?’” Established approximately 10 years ago, the Lower School garden has a rich history. Ever since Lower School music teacher Danny Keller used his Prentiss Grant to travel to the Edible Schoolyard—a garden project started by chef Alice Waters at Martin Luther King Jr. Middle School in Berkeley, Calif.—Keller was inspired and hoped to start a garden of his own. But Keller never had the opportunity to start the garden; he passed away shortly after his

SPRING HARVEST First-graders Maddie Simmons and Lekshmy Anoop after they harvested the onions and garlic out of their plot earlier this month. would have noticed them immediately. As of today, the culprit has yet to be found. McCoy remains hopeful that the vandalism of the garden was a one-time act, as it has never happened before. Prior to the incident, the only security measures in place concerning the garden were the regular patrols around the campus that security takes, but Guerra hopes to put a fence up around the garden, something that McCoy sees as plausible. Guerra also plans to display more signs around the plants, to make clear that the plants are

not for public harvesting. Guerra had initially aspired to cook frittatas for her students during a cooking class with the red chard, but due to the lack of ingredients, she will now have to settle for a small salad. Even then, Guerra will have to struggle to stretch supplies over all six classes. “Everyone should feel a loss from this,” McCoy said. “It’s not just the lettuce or the tomatoes that are lost. It’s the opportunity to teach.” F amanda kim staff writer

THE HOCKADAY SCHOOL

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NeWs

MAY 22, 2015

Cooking up a Change Gender inequalities are examined from a Lower School cooking class

prehension and sharing skills. “They love where there's a recipe where each person gets to pour a little bit of something in,” Smaw said. Apart from the skills the students can work on while cooking, York considered why boys, as well as girls, would enjoy cooking classes. “They certainly love food,” she said. Hockaday Child Development Center teacher Jason Baldwin cites not only a love of food, but a love for “hands-on, messy activities” as something that appeals to both boys and girls just learning to cook. Apart from cooking with the preschool children in the CDC, he also runs a club open to Hockadaisies from pre-kindergarten to first grade called Cooking With Books. A recent recipe was spaghetti and meatballs after reading “Cloudy With a Chance of Meatballs.” “They’re capable of making food themselves that actually tastes really good,” Baldwin said. The idea of capability is what he really wants them to take away from the experience. As an educator who has worked with coed audiences, Baldwin knows that there is no gender separation for children when it comes to food. “Kids at this age, boy or girl, really enjoy [cooking],” Baldwin said, explaining that cooking classes let children realize they are “very independent and can do things themselves, and they love it.” Introducing children of all genders to hobbies such as cooking erases barriers and differences between “gendered” activities, which will make the next generation more equal. “I think that for boys to be able to cook, that’s an important skill,” York said. “It would give them some coping skills that they don’t have.” Smaw, who teaches a coed cooking class at Hockaday during summer vacation, agrees. “I can’t tell you the confidence that the students gain when they have put in all the work and all of a sudden, at the very end, they see how wonderful it is,” Smaw said. “And they made it themselves.”

GRAHAM CRACKERS GALORE Primer students Thandi Chisango, Liliana Cunningham and Fagelman prepare their graham crackers for the chocolate and marshmallows during their cooking class.

Leaders continued from p2

tain kinds of traits,” Jones said. “But, this doesn’t mean someone is a born leader. This just means someone can be a different type of leader depending on what she can offer a community.” Jones, Burton and Morse agree that the best leaders share many of the same traits, such as the abilities to listen to others, accept the opinions of others, be honest, be humble, be fearless, stand up for personal values and know when to ask questions or ask for help in an effort to seek greater understanding of difficult concepts. “Leaders have great interpersonal skills and can sit with people through difficult conversations,” Morse said. “Leadership is not just about having a title. I appreciate leadership that involves taking in different viewpoints before making a decision and be willing to stand up for that decision.” Morse also said the best leaders are more empathetic and more humble than people who are not leaders. “The people I admire the most are people willing to admit they were wrong or made mistakes,” Morse said. “It is best to go backwards, make apologies and move forward. I don’t respect too many people who are stubborn. A lot of people gravi-

tate more towards leaders who are human.” Burton said she gravitates towards leaders who are more extroverted but that introverted leaders do have skills and traits that are beneficial in certain types of group settings. According to Burton, there is not that much of a difference between extroverted leaders and introverted leaders. “I think leadership, in its essence, has to come out in social settings,” Burton said. “Social settings are perfect settings for developing leadership skills because leaders get feedback from the people who follow them.” Extroverted leaders are more easily identifiable. However, Morse added that introverted leaders do exist and that people just have to think harder to find them and understand the impact of their leadership style. Available to help council members and students develop and assess the impacts of leadership styles are best-selling books on leadership such as Sheryl Sandberg’s “Lean In,” Doris Kearns Goodwin’s “Team of Rivals,” Stephen Covey’s “The 7 Habits of Highly Effective People” and Simon Sinek’s “Start with Why.” Other best-selling books

“There are also social activities that allow students to lead in ways they are uniquely interested in. If you don’t want to be Student Council president, you can be president of something else.” Student Council activities and the all-girls environment have enabled Burton to find her own voice and use that voice to help other students. “We are taught to be a change in the world and not suppress our voices,” she said. “Girls should be enabled to have these skills to help them survive and thrive in the world. I know that in the Hockaday environment, what I say has the potential to make a positive difference to another student.” The Student Council leadership workshop survey results listed empathy for others and being change agents as leadership skills that are favored by both council members and the staff who oversees the council. Morse and Assistant Head of Upper School Elizabeth Jones continued to list numerous other leadership skills and traits and agreed that leaders are, for the most part, made and not born. “One might argue that leaders are born with cer-

PHOTOS BY GRACE VOORHEIS

Going into baby stores provides a visual presentation of what gender inequality really is: seeing differences where there are none between people of different genders. One garment rack is shades of pink with the occasional glittery purple shirt, while another one is full of blue and green clothing. Even activities are gendered: cars are “for boys,” while cooking is “for girls.” However, not far from 11600 Welch Rd., a school we all know is hoping to see change. Barbara York, the Lower School head at the St. Mark’s School of Texas, is excited for the plans of adding a cooking class into the Lower School curriculum once the science building is remodeled next year. Although St. Mark’s previously offered clubs in which the boys could cook, there has never been a required course within the curriculum. York has been head of Lower School for 21 years. Before she was head, she ran a club called Bachelor Survival for third graders. “We would learn to sew on buttons and to do a little basic cooking and those kinds of things, and the boys just even then thought that was really cool,” York said. Though she ran the club 35 years ago, York remembers that even then, the boys were excited about the activities in the club. “I think that the kids would be even more available for that now,” she said. Thus, the remodel of the science building at St. Mark’s has perfect timing: not only will it update spaces to teach chemistry and biology, it will also include a kitchen in which the boys can cook as part of their school days. Using the Hockaday Lower School Rotunda Learning Kitchen, kindergarten teacher Tymesia Smaw sees children’s appreciation for cooking firsthand. Smaw cooks with her students once every six-day rotation and credits the class with helping the students work on their math, reading com-

GIVE ME S'MORE Primer student Sophia Fagelman cooks up a storm in the Lower School Rotunda Learning Kitchen.

Making it themselves is something that educators like Smaw, Baldwin and York want to encourage. As time goes on, activist communities who want to see their change enacted in the world are taking steps forward to shrink the gender gap. Even for children, inequalities seem to be everywhere. For example, boys are made fun of for liking anything pink, and toys like superheroes are rarely marketed toward girls. At school, it can sometimes seem like there’s a disparity in accord with gender, even if that feeling comes from one’s peers. By comparing single-sex schools like Hockaday and St. Mark’s, those disparities can be especially apparent. The addition of a cooking class into the Lower School class offerings would neutralize the “gendered” aspect of this activity. Additionally, according to KidsHealth.org, a website dedicated to providing parents and their children with resources on all aspects of a child’s healthy upbringing, cooking provides many benefits for boys and girls. Apart from working on school skills like math and reading, cooking can also help young kids find more food they enjoy—a tough task for many picky eaters. While there are many benefits that come with cooking from a young age, the stilted, societally manufactured split between genders starts at a young enough age that from childhood, boys think cooking is too much of a “girly” activity for them to enjoy. Adding cooking classes into a curriculum at an all-boys school will make cooking a fun activity that students can enjoy with friends and make it an exciting part of the boys’ day. “There are less gender restrictions now than there have ever been,” York said. “[That] gives each person a chance to use his or her natural talents or natural inclinations to find things that they truly like to do.” F

Maria Katsulos Copy Editor

on leadership, specifically “How you lead would be good for high school and coldifferent from how I lead lege students to read, are Jim because we are different Collins’ “Good to Great,” Tony people,” Jones said. “I think, Hsieh’s “Delivering Happiin order to effectively lead, ness,” Seth Godin’s “Tribes,” leadership requires a level Daniel Pink’s “Drive,” Alfred of authenticity. It has to be Lansing’s “Endurance” and your own style. This is what Patrick Lencioni’s makes someone a “The Five Dysfuncgenuine and true tions of a Team.” leader as opposed Riggio said, in to someone trying one of his Psycholto lead in a way ogy Today articles, that makes people that people who use uncomfortable resources for leadbecause she went ership development outside of who she should continue to truly is.” Leaders remind themselves Jones believes have great “most of leadership Hockaday provides is made, not born.” a unique environinterper“The fact that ment in which peosonal skills leadership is mostple, such as faculty ly made is good and staff who curand can sit news for those of us are leaders, with people rently involved in leadercan teach students ship development through dif- and alumnae to be —leaders can ingenerations ficult conver- future deed be developed,” of leaders. Riggio said in his “Leadership sations article. “Yet, there is is something that Upper School some raw material, you learn,” Jones Counselor some inborn characsaid. “Leadership Dr. Margaret Morse teristics that predisis something that pose people to be and takes a great deal become leaders.” of practice, which Jones said that is exactly what we leaders should find a style do here at the school. We can that fits their abilities and never be perfect at it. We can comfort zone. If leaders try always improve upon it.” F to be people they are not, their messages will not find Catherine Jiang the right audience. Web Editor

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THE FOURCAST 05

NeWs

MAY 22, 2015

YOUR WORLD TODAY: A Look Into the United States' Relationship with Cuba

The United States’ Ever-Changing Relations with Cuba After years of discord, America and Cuba are finally starting to see eye-to-eye

the 1960s, due to Cuba's plea for help after Hurricane Michelle. All of this history led up to the United States’ interactions with Cuba today.

the United States’ Foreign Terrorist Organizations list. In 1982, Cuba was designated as a State Sponsor of Terrorism because the country promoted

Remembering the History In 1959 during the Cold War, Fidel Castro and his small group of revolutionaries overthrew Cuban dictator Fulgencio Batista and seized power of Havana, the capital. At the time, the United States supported Castro by imposing an arms embargo against Batista’s government and immediately recognizing Castro’s imposition. Just a couple of months after taking over the country, Castro visited the United States and met with Vice President Richard Nixon. Less than a year later, Castro’s government nationalized hundreds of U.S. businesses and began to heavily tax American products in Cuba. In response to this and other political events, the United States decided to break off diplomatic relations with Havana and imposed a trade embargo. In the early 1960s, the CIA attempted to assassinate Castro numerous times, but failed. The most famous assassination attempt was the Bay of Pigs, an unsuccessful mission in which the CIA trained Cuban exiles for a ground attack. On Feb. 7, 1962, President John F. Kennedy issued a permanent trade embargo against Cuba. The two countries’ relationship sank even deeper on Oct. 15, 1962, when a U.S. spy plane saw evidence of Soviet Union missile bases in Cuba. The Cuban Missile Crisis ensued, and both countries were in constant fear of a missile attack. The crisis ended when Nikita Khrushchev, the leader of the Soviet Union, struck a deal with Kennedy to withdraw nuclear missiles from Cuba in exchange for the United States’ removal of their nuclear missiles from Turkey. For the next 20 years, relations between the United States and Cuba were at a standstill. But by 1980, Cuba’s economy was in trouble: unemployment skyrocketed, sending thousands of Cubans, seeking political asylum, abroad. At that time, Castro forced people—mostly released convicts, mentally ill patients and suspected homosexuals—to flee to the United States. Many of these people settled in Florida. From 1992 to 1993, the United States continued to strengthen the rules of the trade embargo on Cuba, and reforms were made to target the Cuban economy and allow for its deterioration. The following year, Cuba and the United States signed an agreement to admit 20,000 Cubans each year in return for Cuba stopping the exodus of refugees. In 1996, as a response to two U.S. civilian planes that were shot down, the Helms-Burton Act was created, enforcing an embargo to foreign countries that traded with Cuba. In November of 2001, the United States exported food to Cuba for the first time since

In an official press release on April 14, Obama said, “We will continue to have differences with the Cuban government, but our concerns over a wide PHOTO PROVIIDED BY US NAVY (BOTTOM) AND WIKIPEDIA (TOP); PHOTO ILLUSTRATION BY SARAH CHAN

ince the 1950s, the United States has had rocky relations with non-democratic countries due to the widespread communist influence of the Soviet Union. Many of these relations improved after the fall of the USSR in 1991, but the United States continued to keep its distance from Cuba, until recently.

Propaganda Poster (Above) Cuban soldier threatening Uncle Sam. Translated to "Mr. Imperialists we have absolutely no fear of you!"

Present-Day Talk

On April 10 and 11, 2015, President Barack Obama attended the Summit of the Americas, a gathering of the heads of state and government from all of the Western Hemisphere countries, in Panama City, Panama. The leaders discussed their national values and common issues affecting their countries. At the Summit, Obama discussed the plans he had for the continuing efforts of a better relationship between the United States and Cuba. “[An improved relationship] will mean, as we’re already seeing, more Americans traveling to Cuba, more cultural exchanges, more commerce, more potential investment. But most of all, it will mean more opportunity and resources for the Cuban people,” Obama said at the Summit. Obama is also in the process of removing Cuba from

an armed revolution led by known terrorist organizations. Obama began the process on Dec. 17, 2014, when he instructed Secretary of State John Kerry and the rest of the State Department to begin reviewing Cuba’s designation, until the secretary of state concluded that Cuba met all conditions of removal from the list. Lucio Benedetto, an Upper School history teacher, believes that most Americans do not regard Cuba as a force of terror any longer. “I don’t think that most Americans were even aware that Cuba was still on any sort of terror list because we’ve been so focused on terrorism in the Middle East and other places,” Benedetto said. “I think that what most Americans are looking at with this is an opportunity to see a country that, for us, is very mysterious—a place that we were told by our government we couldn’t go to.”

now that the United States has started to have relations with Cuba, there is no reason for the other dictatorial countries in South America to continue to not support democracy. “One of the things, of course, that some of these dictators in these areas could always use is that the United States always beat up on Cuba—don’t think you could trade with Cuba, the embargo on Cuba, anti-Americanism. But now, they can’t really pull that,” Benedetto said. On the other hand, junior Camila Trejo, who has family from Venezuela, does not believe that the Inter-American Democratic Charter will be put into action any time soon. “I don’t really think that [the Inter-American Democratic Charter] is going to help, just because the system in Venezuela is so corrupt that even if [Obama] does try and implement these laws, no one follows them,” Trejo said. “I think Obama’s reforms are a great start, but it’s very hard for them to be implemented and for them to be followed just because the Venezuelan government does whatever it wants to do.”

A Future in the Making

range of Cuba’s policies and actions fall outside the criteria that is relevant to whether to rescind Cuba’s designation as a State Sponsor of Terrorism.” Aside from Cuba, Obama hopes to boost U.S. exports by over 50 percent to places in Latin America. He also plans on spending $1 billion in order to help stimulate economic growth and provide new pathways for the younger generation, as well as strengthen governance and improve security. Improving the relationship between the two countries could allow for more United States influence on the non-democratic countries that would cause laws like this one not to be as widespread. Obama also wants to continue to uphold the InterAmerican Democratic Charter that states that “the peoples of the Americas’ have a right to democracy.” Benedetto believes that

On April 11, 2015, President Obama gave remarks at the First Plenary Session of the Summit of the Americas. “The Cold War has been over for a long time. And I’m not interested in having battles that, frankly, started before I was born. What I am interested in is solving problems, working with you,” Obama said. The president has a lot of plans for the future relationship between the United States and Cuba. But for the relationship to move forward, there are a variety of things that must be accomplished, according to Obama. “...some of our immediate tasks include normalizing diplomatic relations and ultimately opening an embassy in Havana and Cuba being able to open an embassy in Washington, D.C. so that our diplomats are able to interact on a more regular basis,” he said. Re-establishing diplomatic relations with Cuba would facilitate an expansion of travel and trade with the island country. “With more trade opening up, certainly the Cuban people would potentially benefit from having more products on their market and all,” Benedetto said. “The American businesses are certainly dying to get down there and get on the Cuban beaches and do those things.” New laws and discussions will also lead to the authorization of exporting goods from the United States to Cuba and importing additional goods from Cuba. This will empower the Cuban people and increase their access to global communications. “We’ve had good relationships with China, we have relations with communist Vietnam, the Soviet Union, and why little Cuba had been so isolated for so long has always been sort of perplexing for me,” Benedetto said. “It’s time for change.” F

Ashna Kumar Asst. News Editor

THE HOCKADAY SCHOOL

screening, so we try to catch things that we can help with before they become problems in the classroom for learning. It’s more of a support for the classroom teacher where students who need additional help have that along with the classroom [environment].” In Middle School, support is offered within the classrooms, and the “Learning Lab” is offered as an alternative to a foreign language course. In Upper School, the focus changes: “Accommodations for students with learning needs should be met in the regular classroom with simple adjustments made to learning,” Cave said. While the program is already a success, Hockaday faculty hope to expand the program. Laura Day, director of Service Learning, and Cave are in charge of handling this donation, which “is going to ensure that service learning and learning support don’t go anywhere and that [they] will always be present at Hockaday,” Day said. Since the $3 million donation is an endowment gift, the money will be invested. Then, a specific percentage of the returns from the investment will be put into the operating budget. These returns will only be used to enhance the specific goals of academic learning support by adding extra money to the services already in place.

“[The donation] is so helpful because it provides budget relief and it frees up money for [other purposes],” Coats said. The Dean family donation adds to the school’s $100 million goal to support endowment initiatives and improvements, shedding light on a critical part of the school’s experience. “We have great programs in science and STEAM, things that I am so excited about, but there are other great things. Service and learning support are two of the areas that, sometimes, we forget how important they are,” Wargo said. “It sends a really strong message on what we believe in as a school; it speaks to the four Cornerstones and what they mean.” Coats added that the gift “allows us to serve a larger community and serve them well. What we can do now with this gift can really focus on the individual girl...and this gift is going to help us achieve that vision of really supporting every single girl,” she said. Since the academic learning support programs at Hockaday are fairly new, Cave is hopeful that this donation will propel and expand this program. Her hope is that “[the program] will continue to provide the services for all students at Hockaday, whether they’re new students, students with learning needs or students who just need to study for a final and don’t know how

PHOTO BY CHARLOTTE HOSKINS

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IMPACTFUL DONATION John Cranfill, board member of the William B. Dean Learning Center, accompanied by members of the Dean family, signs a check made payable to The Hockaday School. to, so that we have personnel on site to help with that.” Cave also added that “we are ready to go into the next phase and to bring people in who are experts to work with us and look at the program to make sure that we are one of the best programs in the country so that we can go out and help others.” The $3 million will intro-

duce Hockaday to more advanced assistive technology, like voice-detecting apps. Students may also be given the opportunity to take tests by listening instead of reading with QR codes. “The learning support program will be so normal and natural here at Hockaday that we won’t even think of it as a separate program,” Cave said. Donations have served as

a critical part in expanding and enriching the school. In particular, this donation will change the future of each girl at Hockaday. Coats said, “It’s going to be a really impactful gift.” F Aurelia Han, Staff Writer Additional Reporting By Sunila Steephen and Manisha Ratakonda

Technology Happy Hour: Bring Your Own Device The school will officially change its laptop policy beginning next year

plethora of uniform Toshibas and Lenovos sit on the laps of Upper School students as they lounge in the halls and classrooms, working on homework and chatting with friends. But every so often, the silver gleam of a Macintosh catches the eye as Apple laptops work their way into the Hockaday community for the first time— with permission, at least. For the 2015-2016 school year, the Technology Department is officially allowing students to bring their own devices, in addition to being able to purchase a laptop from the two school-recommended brands, Toshiba and Lenovo. According to Jason Curtis, director of Technology and Information Resources, this new policy has been long anticipated by many. “Since I started working at Hockaday, the community, students, parents and teachers were pushing for this [change],” Curtis said.

So far, the Technology broader approach to serve a vaDepartment has been fairly riety of devices. lenient with allow“If you have a ing students to bring problem, you can their own computers, come up, and of but this updated policourse we are going cy will give all student to try and help recomputers full acsolve it, but it may cess to the Hockaday just be walking you network, instead of through a software the restricted Guestfix versus us taking Net, so that students your computer and Since I can print and access to fix it,” Curstarted work- trying internal files. There tis said. will also be security While stuing at Hockmeasures in place dents will be aladay, the to block viruses and lowed to bring their community, make sure that the own computers to computers are proschool, this new students, tected from malware. policy does not apparents and ply to other devices. Although the Technology DepartStudents will not teachers ment has developed be allowed to bring were pusha way to support difChromebooks, ferent computers, the iPads, Androids or ing for this Computer Resource other tablets. Director of Center will not proIn addition, Technology vide full repairs for the student’s lapJason Curtis computers not purtop should have the chased from the following requireschool and will instead apply a ments: PCs should have Win-

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is used as discrimination or hate speech, it is not appropriate or productive. In other words, it is important to distinguish when it is appropriate to swear or not. “[Swearing] is an instant reaction, but you can learn to control that reaction,” Skaife said, using professional golfer Jordan Spieth as an example. When Spieth gets frustrated, he says his own name to release tension. Skaife believes this acts as Spieth’s substitute for swearing because he can’t swear on national television. In his study, Stephens found that swearing can be used effectively to communicate powerful feelings or cope with difficult situations. However, the positive results of profanity will diminish when swearing is overused. Though swearing doesn’t take away all the pain, Brand said, “It makes me feel better right afterwards because it makes me feel stronger and better about myself.” F Amelia Brown Staff Writer

Brand described swearing as her immediate response to pain. During a soccer game, in which she endures endless tackles and shoves from her opponent, Brand swears to let out her irritation and forces her opponent to leave her alone so she can redirect her concentration to the game. According to Morse, the verbal relief lets out pent-up aggression, anger and pain. Varsity soccer coach Rodney Skaife has seen many different forms of release throughout his career, and he thinks that swearing helps an athlete regain focus. “When I was younger and I played a lot [of sports], in that instance where you got fouled or really got hurt, just to scream out or release something really did help,” Skaife said. According to Jay, swearing can be beneficial if it is used to bring people together by generating laughter or if it replaces physical violence. However, if it

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dows 7 or higher, while Macs should have OS X 10.8 or higher. All devices should have a minimum of 128 GB hard drive, eight GB or more of RAM and a battery life of at least six hours. Many students feel that this official change will make school easier for them. Sophomore Addie Walker said that the hardest thing about using her Mac this year was that she experienced difficulty accessing the printers and Internet connection, which will be resolved with the implementation of the policy. According to Curtis, she may also regain access to Adobe programs, like Photoshop, which come preloaded on school computers but not on Macs. On the other hand, freshman Claire Jurgensmeyer, a Toshiba Portege owner, will purchase a Macbook for next year. “I prefer computers from an outside brand compared to school computers because the school computers seem to have

many technology problems,” Jurgensmeyer said. “Mine is at tech right now and has been for about a month.” Student Technology Board Chair and junior Lydia Li said that the Technology Board fully supports the new laptop policy and is currently trying to find out the best way to use the outside computers at school. “We are now testing outside laptops [to] see [which] ones work well in school, and we will help students make the transition should they choose to use their outside laptops next year,” Li said. Curtis and the Technology Department believe that the decision to change the policy will improve student life. “Our goal is not to have our technology pushed in the way we want it,” Curtis said. “Our goal is to make sure that the [students] are able to learn in the most effective way.” F Shreya Gunukula Staff Writer

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THE HOCKADAY SCHOOL MAY 22, 2015

ffatUres The10 Most Influential People on Campus During the 2014-2015 school year, many people influenced change in the Hockaday community. The Fourcast has chosen 10 members of the faculty, administration or student body who have taken particularly innovative strides this year. Colleagues of each featured member were asked to submit a short paragraph describing how the following people have influenced Hockaday throughout the year. LAURA DAY

MESHEA MATTHEWS

JT COATS

SHELLEY CAVE

MEREDITH BURKE

Director of Service Learning

Director of Residence Life & Global Outreah

Chief Financial Officer

Director of Learning Support

Senior

Ms. Day has a dynamic energy that instantly makes whatever she is doing or teaching engaging. In addition, she is a collaborator at heart, always trying to see multiple perspectives, work alongside students and be an advocate, mentor and role-model as she helps guide students through student-led initiatives. This year, this mentality was evidenced in her new role as the Rainbow Alliance club sponsor. Ms. Day was supportive to the students as they worked to put together the LGBT Awareness Week. Through both her role as Director of Service Learning and with the club, Ms. Day has been available to answer tough questions and be an advocate for and listener to many students. Ms. Day is also an out-of-the box thinker and has big ideas, which she pursues boldly. Her goal is to give students experiences that will stick with them and be truly meaningful. This year, she took students on the Poverty Immersion Simulation Trip over spring break and also continued the weekend retreat in West Dallas tradition. These retreats are just one example of a positive, engaging and challenging learning environment that Ms. Day creates. I admire Ms. Day’s positivity and ability to think creatively.

Chief Matthews has definitely turned things around in the Home Department. We are like one big family over here—sharing family dinners, making videos and going on outings as one family group, such as the Emerald City concert at the Arboretum. We even had a luau with a whole roasted pig and Hawaiian dancers! There have been innovations like Boardingware, which makes it easy for us to keep up with everyone’s whereabouts electronically. There are new decorations everywhere, helping the dorm to feel more homelike. Chief Matthews is like a little spark plug, igniting fun and excitement with all of her wild ideas. I’m really looking forward to next year. I can’t wait to see what new adventures she has planned for us.

While this is Mrs. Cave’s first year at Hockaday, she has hit the ground running and, in a short time, has already improved the learning experience of many students. Wanting to understand the school’s culture and needs, Mrs. Cave jumped into visiting classrooms across all divisions, meeting with departments and talking with students and families. With the knowledge gained, she has worked with teachers on how they appropriately challenge students to learn and with students to empower them to get all they can from their learning experience. Mrs. Cave is open, accessible and a wealth of knowledge every student should tap into.

Meredith is always trying to make everyone’s day a little happier. This holiday season, when everyone was stressed, she surprised all the seniors by decorating the senior hall. What made it even more special to our class was that she made a unique snowflake for every unique girl in our grade. All of December, the lights and snowflakes made people smile. At first, no one knew who had decorated the hall, but it eventually came out that it was Meredith. It was a secret to all of us because Meredith did not want it to be about her, she just wanted everyone to have a little holiday cheer. She also has so much passion for our grade and Hockaday. She always is participating in school activities and there to support everyone. The Hockaday community will be a little less cheery and less decorated without Meredith next year.

AMY BANKS

STUDENT COUNCIL

VICKI PALMER DORM MOM

J.T. Coats, as CFO, wears many hats in the day-to-day operations of a very busy school. Now, her favorite fashion is the proverbial hard hat! Taking over as CFO in 2013 brought with it the joys of construction management. Mrs. Coats plunged head-first into a fairly new arena for her when, as Controller, she assisted the former CFO with managing only the financial side of construction. She now manages the whole process. Construction management is very time consuming in itself. It involves numerous ongoing meetings with contractors, faculty and staff, constant decision making in space planning, what materials to use, furniture, scheduling, etc., to procuring funding for the project and then managing the funds throughout the process. I have watched [Coats] grow in confidence and knowledge with each project, from the Dormitories and Science Building remodel in 2013-14 to the current Centennial Fine Arts project. She has tackled this, helping to keep the train on the tracks, as well as all her other duties as CFO with diligence and determination, a great sense of humor and throw in motherhood too! She is an energizer bunny!

SARAH SATINSKY ADMINISTRATIVE ASSISTANT

Lower School Science Teacher

Enthusiasm. Passion. Optimism. Mrs. Banks shows these every time she meets with her students in Lower School. She encourages girls to think, reflect and wonder. During the fourth grade Invent to Learn class [the class that Mrs. Banks started this year], Mrs. Banks gives her students the opportunity to take risks in a safe environment. Girls hammer, drill, sew, write code and create designs using 3-D software; they move among projects with independence, focus and determination. Mrs. Banks pushes her students to be creative and collaborate with each other, and she brings energy and innovative ideas to Lower School.

MARGARET MORSE UPPER SCHOOL COUNSELOR

ABBY BECK SENIOR

MARK BUSCHARDT FACILITIES MANAGER

TORIE REYNOLDS

SAMANTHA TOOMEY

KIM WARGO

Student Leadership

Director of Food Services

Senior

Eugene McDermott Headmistress

The Student Council facilitated discussions with the Upper School student body to hear ideas; they reported to a group of teachers and administrators what they learned from those discussions, and they planned spirit week activities throughout the year to foster an environment of well-being and to build community. This year's Student Council acted on ideas initiated by the 2014 Student Council, and their positive impact has been enjoyed by everyone.

With over 1,200 students, faculty and staff to feed at Hockaday, Ms. Reynolds is somehow able to come up with exciting and delicious menus for us each week, keeping in consideration everyone’s dietary needs. This year, for example, she added more gluten-free options, like gluten-free bread, vegan options and healthier vending machine options in Tarry House. The boarders especially appreciate Ms. Reynolds and her efforts. Day students just eat here at lunch, but the boarders have breakfast and dinner here as well, so we get even more great food. Not only is Ms. Reynolds consistent with the quality of the food, but she also incorporates food from other cultures. Boarding likes to celebrate a few foreign holidays each year with a special dress dinner, and it’s something our overseas students really appreciate. For example, this past year, we celebrated Chinese New Year, and Ms. Reynolds and the kitchen staff put on a fantastic dinner that incorporated traditional Chinese food like dumplings and eggrolls. Without them, Hockaday really wouldn’t be able to function.

Samantha Toomey’s support for the senior class is unparalleled. Her dedication, optimism and overall enthusiasm has made Sam the unofficially official “cheerleader” for the class of 2015. Starting with the first college acceptance letter received by a member of the class of 2015, Sam used outlets such as Facebook and Twitter to publicly praise and congratulate every single girl in our class on their acceptance or commitment. After one student received admission into her top choice, the first thing she said was, “I’m so excited for Sam to write on my wall.” This is the type of effect Sam has on people. They want to be around her and to be acknowledged by her because her love and enthusiasm for our grade is infectious. I personally can’t and don’t want to imagine a morning without Sam yelling “good morning!” down the hallway with genuine energy and positivity. Sam is without a doubt one of the backbones of our grade. The kindness and humor she brings with her wherever she goes brightens even the most frustrating of days. On behalf of the class of 2015, we love you Sam, and as you say, “Ball is life.”

Ms. Wargo inspires me every day as she leads the school during this, another busy year. This year among many other responsibilities, she has led and encouraged students, parents, faculty, staff, alumnae and trustees as Hockaday's new Strategic Plan to guide the school for the next five years has been written, a Mission Statement has been crafted, Self-Study reports for the 2016 ISAS Accreditation have been completed and construction of Phase II of the Centennial Center for the Arts has begun. Her commitment and dedication to the School, to the girls and to the community is exhilarating!

JOHN ASHTON HEAD OF UPPER SCHOOL

KAREN ROBERTS TECHNOLOGY INTEGRATION SPECIALIST

PHOTOS BY PALOMA RENTIERA, AMANDA KIM AND MARY CLAIRE WILSON. DAISY LOGO PROVIDED BY CHARLSEA LAMB

FEATURES Retiring Faculty Say Goodbye / Page 8 •

AMANDA XIONG JUNIOR

NITA BREWER ASSISTANT TO EUGENE MCDERMOTT HEADMISTRESS

AVERY BAKER SENIOR

A Day in the Life of the Head of Upper School / Page 10

Compiled by Megan Philips

THE HOCKADAY SCHOOL

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Retiring Faculty Say Goodbye As the school year comes to an end, teachers on their path to retirement reflect on their years spent at 11600 Welch Road 1

PHOTOS BY CLAIRE FLETCHER AND EMILY FULLER

JULIETTE McCULLOUGH US Fine Arts Teacher In her 22 years at Hockaday, Visual Arts teacher Juliette McCullough has strived to make the AP Studio Art class about process, not product. Immediately impressed by her students, McCullough still keeps in touch with those from her first class at Hockaday. McCullough wants to continue to develop her artistic side once she leaves the school. After she leaves studio art, McCullough “hopes that students will continue to take risks and use art as a medium to investigate their own reality.”

SUSANNE BROUSSARD MS Learning Specialist “I distinctly remember that my first day of Hockaday class [in 1989] was a whirling sea of green and white plaid,” Broussard said. She remembers how, during the attack on the World Trade Center building on 9/11, she stood in the Middle School hallway with students and fellow teachers and watched the event unfold on TV. While Broussard looks forward to a slower pace in her daily life, she hopes that Hockaday will stay true to its mission statement.

DR. DEBORAH MORELAND English Department Chair English Department Chair Deborah Moreland’s interest in Hockaday grew after reading about Ela Hockaday in “Everybody’s Autobiography” by Gertrude Stein, thus pushing her to apply to teach at Hockaday. Seventeen years later, Moreland finishes her last year at Hockaday as she leaves her future open for possibility. “Hockaday students are very inspiring,” Moreland said. Moreland looks forward to the future of the English department led by Janet Bilhartz.

BRIDGET CUNNINGHAM MS History Teacher and Coordinator From her first visit at Hockaday in 1991, Bridget Cunningham was hooked on applying for a teaching position. “Hockaday students are a special group, a family of girls,” Cunningham said. After she retires from Hockaday, Cunningham wants to complete her long bucket list, including attending a Willie Nelson concert, learning Spanish and taking classes at UT Austin. Regarding the future of Hockaday, Cunningham hopes that “Hockaday will continue to graduate strong, resilient young women who have a sense of humor.”

KATHERINE DOWNEY Upper School English Teacher As Upper School English teacher Katherine Downey finishes her ninth and final year at Hockaday, her best memories are about moments that didn’t go the way she planned, made her tear up or changed what or the way she taught. Downey recalls her many warm memories with fellow retiring teacher Dr. Deborah Moreland. “I plan to NOT get up at five in the morning, annoy my daughter by turning up at her college too frequently and to walk around White Rock Lake with Dr. Moreland,” Downey said, regarding her future plans.

CATHY MURPHREE Assistant Head of School for Academic Affairs and Provost When Cathy Murphree taught math in Upper School for six years at Hockaday starting in 1998, she gave her class a challenging math problem. Her students spent several days solving the problem using their lunch as a work period. As Murphree encouraged them, she suddenly had an epiphany that “Hockaday is a dream place to teach.” Since being a math teacher, and previous to her current position, Murphree held the positions of Assistant Head and Interim Head of Upper School.

OLGA O’REILLY Middle School Science Teacher

“I remember being faced with the eager, bright faces of young girls,” Olga O’Reilly said about her first day of teaching at Hockaday 24 years ago. O’Reilly loves the indescribable moment when a student finally understands a concept and the lightbulb turns on in their head. At Hockaday, O’Reilly has learned from her students as well as from the patience, guidance and kindness of Beverly Lawson, Sharon Larsen and the late Pete Lohstreter.

GET A ClUe Match the tie with its rightful owner.

SUE HARPER Lower School Teaching Assistant “I remember how friendly everyone was,” Sue Harper said about her first day of teaching at Hockaday in February 2008. Although she plans to retire, Harper hopes to remain part of the school as a substitute teacher. “The kindergarten and primer team has meant the world to me,” Harper said, as she will miss them everyday.

KATHRYN TOWNSEND Lower School Technology Coordinator Townsend said she chose Hockaday because she knew it was an outstanding school. On her first day of teaching at Hockaday in 1993, Townsend wished she had used roller skates to travel from Lower School to Middle School. Out of all her years here, she said that “this has been by far my most favorite year since I started at Hockaday” because of how the members of Daisy News, the Lower School newspaper, have impacted her. After Townsend leaves Hockaday, she plans to have a sewing class for people of all ages in her home sewing studio. F

Maria Harrison Staff Writer

A) Mr. Taylor B) Mr. Kramer C) Mr. Long D) Mr. De Olivera

Answers: 1B, 2C, 3D, 4A

ROD BLAYDES Drama Teacher After working as the St. Mark’s Theatre Director for two years, Rod Blaydes coordinated with Randy Pearson, then-theatre teacher at Hockaday, to create a coed curriculum plan for theatre that started 35 years ago. “I’ve been blessed with so many memorable moments over the years,” Blaydes said. Proud to have been one of the people that dedicated their “love, energy, passion and power” to the Fine Arts program, Blaydes hopes to keep active in the local theatre scene.

THE HOCKADAY SCHOOL

or letters is a specific form of synesthesia called graphemecolor synesthesia. Although all synesthetes do not relate the same letters or numbers with the same colors, the association remains constant through an individual’s lifetime. For example, Li always links zero with white, one with white outlined by a black border, two with bright yellow, three with light blue, four with dark green, five with red, six with light green, seven with dark blue, eight with brown and nine with black. According to Li, these patterns developed due to her childhood experiences. “When I was younger, I always colored numbers in the same color because I thought they looked pretty,” Li said. Additionally, she often played with LEGOs as a child, but it wasn’t until earlier this month while working with LEGOs for the Science Olympiad that Li discovered the similarities between the colors she sees and the colors of LEGOs. In Kindergarten, Li attended a class in which she learned how to use an abacus, an ancient calculation tool.This was around the same time that she developed an affinity for LEGOs. Although Li discovered this condition herself during freshman year and has not been formally diagnosed with synesthesia, she believes that upbringing impacts the development of this condition. Research indicates that synesthesia could be related to memory, learning and childhood development, but according to Psychology Today, the primary perspective of the cause of synesthesia is a mutation that leads to defective pruning

MAY 22, 2015

between areas of the brain that are normally connected. According to the American Psychological Association, one in 2,000 people have some form of synesthesia; however, the number is probably larger because many individuals are unaware of their condition. In some cases, synesthesia can be beneficial as it is potentially linked to memory, but Li pointed out a disadvantage in regards to her condition. “I think it hinders my concentration,” Li said. “It’s kind of distracting when I try to focus on numbers but not the color.” On the other hand, Li said that synesthesia makes math more entertaining. She doesn’t mind telling others about her condition, describing it as “a fun topic to talk about” when introducing herself to others.

Anosmia

Last year, sophomore Lauren Hoang was diagnosed with anosmia, which is defined as the complete loss of smell. “I never really realized I didn’t have [a sense of smell] until my parents kept alluding to things like when we’d pass by a bakery and nothing would change for me,” Hoang said. Anosmia has various possible causes, the most common of which is nasal congestion from a cold, allergy, sinus infection or poor air quality. Other causes are head trauma, injury to the nose and smell nerves, exposure to toxic chemicals and use of certain medications. However, Hoang’s anosmia is something that she has experienced since birth, and she is unaware of the origin of her condition. Hoang’s ability to smell is not the only sense impacted by her anosmia. This condition also interferes with her taste.

ILLUSTRATION BY MADELYN BREWER

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“I know I like to take things a lot saltier than a lot of people do,” Hoang said. “I also eat things based on texture; I like crunchy things. Chips don’t really taste like anything to me, but I just like eating chips because of the texture.” Since Hoang has no frame of reference for what it’s like to smell, she doesn’t mind having this condition. Nevertheless, some unfavorable aspects associated with anosmia still exist. “I feel kind of bad knowing that I’ll never be able to smell certain things,” Hoang said. “I read something that said smell is linked to memories a lot, so I feel kind of bad knowing that I probably won’t experience that sort of thing.” Despite this, Hoang remains positive and does not allow her condition to interfere with her day-to-day life. “Just because you can’t smell, you can’t see or you can’t hear, doesn’t mean that you’re worse

off than anyone else,” Hoang said. “It just means that you’re different, but you’re still equal.”

Stereo Blindness

Freshman Mackenzie Brabham has been playing tennis for five years. As a member of the varsity tennis team, she is wellequipped with the skills necessary to play the sport. However, Brabham lacks stereopsis, which allows humans to determine distances between objects and see the world in three dimensions. While most people see everything in 3D, Brabham’s world is two-dimensional. Last year, Brabham went to the eye doctor because she couldn’t see the board in class. It was then that she discovered her condition. “I don’t know how to explain it to people because it just looks normal to me,” Brabham said. Despite her lack of stereoscopic vision, Brabham is able

to go about her daily life without too much difficulty. “There will be moments where I’ll try and put my phone on the table, and I’ll just miss,” she said. Although wearing glasses and contacts can allow Brabham to get a glimpse of what it’s like to see in 3D, her condition was discovered too late, and it can’t be fixed completely. Nevertheless, Brabham remains engaged in the activities she loves. “I play tennis, and I grew up and learned to play tennis with [stereo blindness],” Brabham said. “It can hurt me a little bit in sports, but it’s not too bad.” For Brabham, this two-dimensional world is completely normal, although it may seem foreign to others. “It’s out of the norm,” she said. “So, it’s kind of cool.” F Inaara Padani Managing Editor

Alumna Steps in for Anne Hathaway Alumna Jane Beaird is Anne Hathaway’s body double in “The Intern”

PHOTO PROVIDED BY JANE BEAIRD

t 5:30 a.m. on a cold November day in Brooklyn, a general humdrum of noise echoed through the room as cast members rushed around frantically to set up scenes for actors and practice their lines. Behind the scenes, Jane Beaird ‘06 got her nails done and changed into another actress’ costume— Anne Hathaway’s. Beaird earned the part of Anne Hathaway’s body double in the movie, ”The Intern,” which will be released on Sept. 25 in theaters across the nation. It wasn’t until Beaird’s friend, Wesley, called her about a casting call for the film that Beaird was introduced to acting. “They were looking for body doubles for Anne Hathaway’s role, and my friend recommended trying out because of my resemblance to Anne,” Beaird said. Since she was young, Beaird has been compared to Anne Hathaway countless times. “It’s something that’s basically followed me my entire life,” she said. After “The Princess Diaries” came out in 2001, strangers approached Beaird, mistakenly thinking that she was actress Anne Hathaway. Beaird decided to audition to be a photo double and standin for Anne Hathaway. “I eventually plucked up my courage and decided to try out because many people say that I look a lot like her,” Beaird said. After a preliminary audition that consisted of reading Anne Hathaway’s lines, Beaird received a call back to try out to be Hathaway’s body double. Body doubles are chosen based on criteria such as an actress’ hair color, waist size and whether or not she is professional around highprofile celebrities. Beaird was taken into a room where casting director Billy Dowad and Hathaway

PRACTICING FOR THE PART Alumna Jane Beaird rehearses lines for “The Intern” in a holding area backstage. evaluated her and many other girls who were also trying out. All of the girls auditioning were asked to wait in the lobby after Anne Hathaway spoke to them. “The moment when one of the assistant directors pointed at me was absolutely incredible,” Beaird said. “It felt like a dream come true.” After Beaird received the good news, she went back to work for the afternoon but could hardly contain her excitement. Later that night, Beaird called her mother to share the good news. “After I received the part, I called my mom to let her know, and she screamed on the phone,” Beaird said. Although Beaird has always been interested in the arts, her foray into the acting world happened relatively recently. “I didn’t think that I was going to go into acting while I was in high school,” Beaird said. “I thought that I would be a teacher and a full-time artist who lived in New York and dabbled in the creative arts.”

Beaird’s interest in the arts has remained steady throughout her life. Beaird said that AP Studio Art teacher Juliette McCullough was one of the people who influenced her the most while she was at Hockaday. “Mrs. McCullough emphasized that you don’t just have to be one type of artist,” Beaird said. “There are many different types of creativity that can be found within any industry.” To this day, McCullough appreciates Beaird’s intelligence and good-natured personality. “Janie always took everything on with such a willingness. There wasn’t just one thing that she liked or enjoyed,” she said. Beaird’s teachers from her time at Hockaday, including her advisor, Kyle Vaughn, fondly remember witnessing these same character traits within teenage Beaird: talent, humility, kindness. Kyle Vaughn was Beaird’s advisor in Upper School. “She was one of the kindest and brightest kids I’ve ever worked with,” Vaughn said. “She was

very talented in the arts, especially visual arts and writing.” Vaughn recalls when Beaird gave him an example of her writing, a poem that drew inspiration from a photo from Hurricane Katrina. “She wrote a poem about a famous photo that had circulated around,” Vaughn said. “It was very interesting to see how viewing a piece of visual art inspired her to create a piece of literary art.” After Beaird graduated from Hockaday and started college at Wake Forest University, she was selected as an intern for a prestigious program called Washington Very Special Arts in Washington, D.C. during her sophomore year. The program aimed to helped people with special needs using art, and it invited various artists from New York University to present their work to interns. It was there that Beaird realized that New York was the place for her and decided to transfer to NYU. After she graduated from NYU, Beaird took up several jobs within the city: first as a studio assistant for an artist, then as a fashion designer at Parson’s and finally as an assistant sweater designer at the department store chain Lord and Taylor. Beaird then found her way to acting through “The Intern.” Her job as a body double and stand-in, however, wasn’t completely perfect. Beaird had to make sacrifices, both personally and professionally. “Being a body double is a full time job,” Beaird said. “I had to quit my other job.” On the other hand, Beaird believes that she has gained many new skills from the experience. “The director, Nancy Myers, had us act out the scenes,” Beaird said. “It was like being thrown in a fire. You had to

pretend that you could do it.” While on the set of “The Intern,” Beaird memorized her set-up lines instead of reading them directly from the script, an action that impressed the crew. Beaird stood in for Anne Hathaway in the film while other actors were practicing their lines or setting up the scenes. However, Beaird’s role mainly came into play when the camera was focused on a an important text message that Anne Hathaway was sending. During these scenes, the camera zoomed up on Beaird’s hands, rather than Hathaway’s. During filming days, Beaird also helped lead actor Robert DeNiro practice his lines and had the opportunity to chat with Anne Hathaway between scenes. Beaird and Hathaway have become friends through their work together. “Anne is a lovely person and very serious about her work, and working with her on the movie was an incredible experience,” Beaird said. Beaird’s talent and hard work on “The Intern” have also helped her acquire roles on the sets of “Forever” and “Law and Order,” in which Beaird has met personalities such as Kathy Griffin and Clive Owen. Currently, Beaird is continuing to maintain her interests in the arts, including painting and sewing. She is also working on a show called “The Nick” with Ky Zilmax and plans to continue her acting career. Beaird believes that Hockaday had a strong influence on her success with “The Intern.” “In acting, it’s important to have good relationships with the film crew and a positive attitude,” Beaird said. “I think Hockaday really prepares you for that.” F Eshani Kishore Staff Writer

THE HOCKADAY SCHOOL

HOCKADAYFOURCAST.ORG

ffatUres

MAY 22, 2015

A Day IN the LiFe The Fourcast takes a look into the life of Head of Upper School John Ashton 5 a.m.

many candidates. During admission season in January and February, I spent a lot of time doing committee meetings and reading files of students.

I get up, make coffee, get greeted by my black labrador retriever Daisy, turn on the computer, turn on CNN and start to respond to emails, review my calendar and do any correspondence that I need to do in the morning.

6:30 p.m.

I leave campus, go home and cook dinner with my wife. We both cook dinner for the two of us and our daughter Sarah Kate. We try to have family dinner every night and just chat.

6:15 a.m.

If I am able to finish what I need to do, I will exercise.

7:15 p.m.

6:50 a.m.

I try to attend athletic events. The other night, I attended the dance performance. If not, my daughter and I play two square. We love board games. We love Yahtzee. We play Life, Risk and Monopoly. I always find time for my family and prioritize that time. They are very understanding to my schedule. I usually take Sarah Kate to athletic practice, which she goes to three times a week. If it’s Friday, we usually have a Friday night movie night with pizza and a movie for all of us.

I make chocolate chip pancakes, sausage and fruit for my daughter and talk with her about her day.

7:15 a.m. I shower, dress and to get to school by 8 a.m.

8 a.m.

I stand in the foyer, talk with teachers and meet with students.

10 p.m.

I visit with my wife, catch up on the day with her, read the newspaper and play with my dog.

8:30 a.m.

I have meetings with various folks. For example, Mrs. Jones and I have a meeting together every Monday about anything going on in the Upper School. I also may have to attend other meetings that involve other faculty members such as Mrs. Wargo.

11 p.m.

I finally go to bed. We want to thank Mr. Ashton for all he has done for Upper School and commemorate his time at Hockaday. He has left a huge mark on our community and will be remembered long after his departure. Although we are excited to welcome our new Upper School Head Terry Murray next year, we will dearly miss Mr. Ashton and will always remember all the hard work he has put into making Hockaday a better place. F

12:20 p.m.

I make sure to participate in student activities, form meetings and assemblies. During lunch I try to join the faculty, but I also find myself in some meetings. Most days, the goal is to eat with faculty and students.

1 p.m.

I take a chunk of time to read emails and see if there is anything I need to respond to. Right now we are recruiting teachers, so I have been skyping with

Heidi Kim Staff Writer PHOTO PROVIDED BY YEARBOOK STAFF

Gradewide Activities Bring Seniors Together From Halloween to spoons, the Class of 2015's activities have developed a cohesive community will be leaving Hockaday’s halls in a matter of days, has become a close community of sisters through various bonding experiences and shared memories. But this bonding did not happen overnight. For senior class president Morgan Hurst, and many others, the senior retreat at Allaso Ranch back in September 2014 was the senior class’s first true bonding moment. As the seniors tried to decide on a commencement song, they decided to play various songs using the speaker system. Soon, everyone started singing and dancing, and even the teachers joined in as well. “That was the first time we all looked around and realized that this is really our last year together,” Hurst said. “We realized that we should really spend more time together to bond.” Activities such as Daisy Day and decorating the hallways for Halloween also helped in bringing the whole grade together. The unofficial Class of 2015 slogan, “Young Money XV,” originated when the girls tried to think of a post-assembly chant and is now a well-known inside joke among the grade. Even though the painting of the parking spaces originated last school year, the spaces this year were assigned before school started, and all of the girls had more time to plan and paint together.

Form IV Dean Rebekah Calhoun noticed that even surviving the infamous college application process helped bring the seniors together. “The girls have just done a fantastic job of showing support for all sorts of individual accomplishments, such as college acceptances. There is a positive vibe among the girls that comes from their sincere appreciation for each other," Calhoun said. Calhoun is currently working on organizing a gradewide sleepover for the senior class. The event, originally pitched by some Hockaday seniors and approved by Head of Upper School John Ashton and Assistant Head of Upper School Elizabeth Jones, took place on Thursday, May 21, the day before Splash Day. Calhoun believes that the sleepover—a night filled with games, movies and food—was the perfect opportunity for the girls to share one last overnight experience. According to Hurst, all of this bonding can be perceived simply by observing the senior hallway. In previous years, the girls would sit in the halls clumped by clique. "Now, we just sit out there and talk across the hallway to random people. It doesn’t really matter who you sit with. You’d just sit down and join any conversation. We’ve created a grade-level friend-group,"

PHOTO BY GABRIELLE MUNOZ

t 12:30 p.m. every day, the Dining Hall swarms with ravenous Upper School students eating lunch and chatting eagerly with their friends. Suddenly, at 12:30 p.m. on an unassuming Wednesday, an ear-piercing scream rings out amongst the buzz of conversation: one Hockaday senior, standing behind a shocked classmate, triumphantly waves a spoon in the air, having successfully “killed” her target in the senior classwide assassin game. Senior Lauren Axmann, the student behind the game, believes that it was instrumental in bringing the entire class together. In order to enter, a senior had to give Axmann $1 in exchange for a spoon with another senior’s name on it— the target. The senior then had to “kill” her target by stealthily touching the target’s neck with her spoon. Eventually, about 100 people—a vast majority of the grade—participated. “I think everyone had a blast. The first day was simply chaotic,” Axmann said. “Everyone was super scared.” And scared they were. Seniors could be seen wearing hoods at lunch to cover their necks to protect themselves. This assassin game is just one of the numerous senior activities that have taken place this year. The Class of 2015, who

DANCING QUEENS Members of the senior class enjoy bonding time together as they sing and dance during the senior retreat at Allaso Ranch on Sept. 6, 2014. Hurst said. Upper School history teacher and Form IV advisor Steve Spencer agrees as he observed his advisory grow through their years in Upper School. “My advisory did not start out an extremely close-knit friend group, but I’ve seen them become much closer,” Spencer said. According to Spencer, people who normally would not have been friends in Middle School have become much closer. The whole class has congealed. In the end, Spencer believes that the special commitment

the Class of 2015 has for each other makes them stand out from previous senior classes. Hurst also believes that their sisterhood will transcend beyond the boundaries of 11600 Welch Rd. “This feeling will definitely continue past Hockaday. I can’t wait to hear about girls I once knew at Hockaday doing really cool things,” Hurst said. “I’m going to be there to support them, and I know they’re going to be there to support me.” F Elizabeth Guo Staff Writer

THE HOCKADAY SCHOOL

THE FOURCAST 11

PhOtOESSAY

MAY 22, 2015

PhOtOESSAY

2 1

3 It’s CaRnivAl TiMe Junior Lainey Giles photographed the Third Annual Wesley Rankin Spring Carnival hosted by Form III and the Wesley Rankin Teen Board on May 16. 1. After students distributed popcorn and nachos, cake pops were distributed, along with a variety of baked goods. 2. Junior Mary Carolyn Sloan worke the face painting station. The specialize in flowers, cupcakes and butterflies. 3. The St. Mark’s School of Texas’s bluegrass band, Sally’s Fiddle Boys, performe after a lunch of hotdogs and hamburgers. 4. Snapshot of a boy with one of the many water gun prizes received during the carnival. 5. One of the three bounce houses at the carnival. This bounce house had a slide where kids competed in races.

6. A variety of prizes, such as water guns, bubbles and candy, are being distributed.

To check out more of Lainey Giles photos, scan this QR code with your smartphone or go to the Fourcast website: hockadayfourcast. org.

THE HOCKADAY SCHOOL MAY 22, 2015

InFOCUs

HOCKADAYFOURCAST.ORG

Eating Disorders

Of 128 Upper School students, in an optional survey, responded ‘yes’ to having an eating disorder at some point in their lives

It’s September 2013. Sophomore Aparna Rakesh, now sits amongst her friends, who are happily eating lunch in Dining Hall. She dives into her food, just like everyone e room. It’s what happens after the meal that’s different. As soon as plates are empty and trays are stowed away, R assumingly goes to the restroom. She forces herself to expe she has just eaten, eradicating her body of the necessary nut had only just acquired. She has bulimia nervosa, an eating that causes her to avoid weight gain at all cost.

LIVING WITH AN EATING DISORDER

Million Americans suffer from an eating disorder

Percent of people with eating disorders are between the ages of 12 and 25.8

Percent of American females naturally embody the ideal body type portrayed in advertising

Source: National Association of Anorexia Nervosa and Associated Disorders

a survey of 128 Upper School students, 11 percent of those who chose to respond answered ‘yes’ to having had an eating disorder at some point in their life. These eating disorders are classified by anorexia nervosa, bulimia nervosa, binge-eating disorder and unspecified eating disorders. According to the National Eating Disorders Association, eating disorders are “real, complex and devastating conditions that can have serious consequences for health, productivity and relationships.” Contrary to popular belief, they are not fads or phases. Rakesh was diagnosed with bulimia nervosa in her sophomore year. “In my case, I was overweight for a long period of time, and then I worked out for a long period of time, and I was fine, and I was fit and I was healthy—but I got obsessed with that, and it was never enough for me,” she said. “In my mind, I was like, ‘it’s not enough, you’ve got to eat less.’ That voice overpowered rationale.” That’s not to say, however, that people cannot suffer from self-esteem and body image issues that affect their eating habits without being clinically diagnosed with an eating disorder. A sophomore, who wishes to remain anonymous under the alias Sylvia, remembers a year-long period in seventh grade where she was overly concerned with her body image. “I convinced myself that I was overweight and fat by desperately trying to cut out all sugar from my diet and all forms of carbs, and then I lost 15 to 20 pounds,” she said. “Looking around at a lot of my friends and peers, I noticed that I was not as skinny as them. I convinced myself that their body was the body I should have.” Concern over body image is not the only factor in eating disorders—relationships are affected as well. Natalie Hutson, a counselor at Walker Wellness Clinic, an outpatient treatment center for eating disorders located in Dallas, describes eating disorders as “an all-consuming world.” “The eating disorder becomes so big that everything else in someone’s life becomes so small,” Hutson said. “People start to isolate themselves from friendships and relationships, and the eating disorder becomes the only thing that they focus on because there’s no room left for anything else.” And Julie, another sophomore, who also asked to remain anonymous, describes a loss of control over her life when she was diagnosed with anorexia nervosa in the fourth grade. “It feels like a dream; it doesn’t feel like real life,” she said. “You want to get better, and you know that you’re really harming yourself and people around you, but you just can’t control it.” Julie also notes that her eating disorder stripped her of her childhood. “There’s certain aspects where you don’t feel like a kid anymore,” Julie said. “Growing up, I felt like I didn’t enjoy certain events because there’s this anxiety around food.”

LIVE TO LIE, LIE TO LIVE

“Eating disorders are very secretive in that people do everything they can to protect it,” Hutson said. “There’s intense fear of it getting taken away, as miserable as it may be.” The obsession over eating disorders also contributes to a certain level of shame. “I didn’t want my parents or friends to know,” Sylvia said. “It seemed shameful to try and achieve this ideal body type, despite being shamed if you don’t have it.” In her experiences, Hutson has observed the shame that often coincides with a fear that people would find out about the disorder. “A lot of that is because they are ashamed of what they are doing, sometimes it’s because they fear that if people knew about it, they would try to take it away,” she said. To protect their eating disorder, people will go to great lengths. This typically includes lying to parents, friends, teachers and significant others. “I would tell my parents I had eaten; I would lie to my friends and say that I had eaten during class or in a passing period or before school,” Julie said. “I would hide food in sleeves if someone

gave me food. [There was] a l with food, too, to make it loo had eaten the food.” But the eating disorder eventually takes a toll on the body, due to the lack of proper nutrients. Although Rakesh believed she was “good at keeping it ents eventually found out. “I started losing a lot of h tritioned. I was getting tired a nothing keeping me awake r started to feel weak,” she said loss of hair and the yellowin and I started to look kind of s These factors led her question her health, and ev led to her treatment. “[It] made me realize there are other ways to han dling this, but that took me a while, and it took me a long time to wean off of it,” Rakesh said. The lying that eating disorders cause highlights the effect they have, not only on o also on one’s personality. “We work with girls and very honest people, but they order to protect the disorder for them because typically th viduals,” Hutson said.

THE INFLUENCE OF M

According to the NEDA, tors that contribute to eatin but are not limited to, cultu “thinness” or muscularity a taining the “perfect” body, beauty that include only wom body weights and shapes, cu people on the basis of physic inner qualities and strength racial, ethnic, size/weight or crimination or prejudice. Lauren Smolar, the helpl NEDA, agrees that these fact ing disorders. “[For] people who are ex ages, if they don’t look like they’re not trying hard enoug lar said. “Those types of mess a lot of different ways, and it c eating disorder.” Hutson, on the other ha are caused by a lot more than “If the media had that bi America would have an eati that somebody who is alread ing anxiety disorder or depre whereas someone else can s have a sense of needing to co Despite the media’s influ portance of self-acceptance. “There’s just so much soc look like, and I think that ca an expectation of myself, and expectation was unreasonab said. “I had to realize that, ‘th not be stick-skinny.”

THE HOCKADAY SCHOOL

THE FOURCAST 13

InFOCUs

MAY 22, 2015

Losing the taste oF life

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OVERCOMING THE CHALLENGE

Eating disorders are a “mental civil war,” Rakesh said. “It’s not what you should be doing, but in that state of mind, it’s something that you want to be doing. It’s hard to find the medium between the two and to find the rationale.” Rakesh no longer suffers from an eating disorder and stresses the significance of a positive perspective when diagnosed with one. “Don’t look at it as a weakness. You can beat yourself up over it because you feel weak and you feel like there’s something wrong with you, but don’t look at it like that,” she said. “Look at it as a challenge that you need to overcome. Know that there is a lot at the end of the tunnel, have faith in yourself and don’t be afraid to ask for help.” Although Julie is also no longer diagnosed with her eating disorder, she still feels the mentality of it sometimes. This did not, however, prevent her from overcoming the difficulty of having an eating disorder. “You didn’t win,” she said, in response to the struggle her eating disorder caused her.

PHOTO BY CLAIRE FLETCHER

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While individual students struggle to conquer their eating disorders, Hockaday must also commit to the cause. Lower and Upper School health teacher Rebekah Calhoun emphasizes education of eating disorders. “Hockaday tries to emphasize fitness and overall good health for its students. We hope by having a focus on developing good health habits for a lifetime that we give students the skills they need to protect and care for themselves,” Calhoun said. “I hope the entire community always strives to nurture and care for its members and help them as needed.” Hockaday promotes this ideal not only through the Physical Education Department, but also through the Cornerstone of Courtesy by fostering a welcoming community for students facing different challenges—including eating disorders. “Everyone is facing something,” Hutson said. “We all go through trials in our lives, and it’s different for different people, and to not make assumptions about what someone’s life is like just by looking at the things on the outside.” F Erin Thomas Editor-in-chief

HOCKADAYFOURCAST.ORG

THE HOCKADAY SCHOOL MAY 22, 2015

A&E A Look Inside AP Studio Art

Centennial Sculpture Installation Delayed

The Fourcast delves into one of Hockaday’s most rigorous courses PHOTO BY CAROLINA CAMPBELL

n honor of Hockaday’s centennial year, Upper School fine arts and math students set out to create a sculpture to hang in the science building, but the estimated installation date in August 2014 has passed and the sculpture has yet to be installed. Visual Arts Department Chair Susan Sanders first approached glassblower Carlyn Ray to work on the project in the spring of 2013. After a meeting with the administration, the project was approved. “We worked with architects to define the parameters and reinforce building specifics to be able to install,” Sanders said. In the fall of 2013, Sanders and Ray introduced the project to Upper School students in order to inspire them to collaborate and help develop the design of the piece. After Upper School art classes like Advanced Studio Art designed various plans for the sculpture, the class of 2014 reviewed over 25 entries and voted on which design they liked the most. As soon as the initial design was chosen, Ray worked with several Upper School math classes to further define the geometric nature of the forms that had been chosen. While the overall support structure was designed in collaboration with Upper School students, all Hockaday students, faculty and staff were invited to create unique glass pieces to be fitted within the skeleton of the sculpture. All of the glass has been fused and is ready for incorporation into the sculpture. However, Ray and her team encountered delays in finding the right structural engineer for such a non-traditional project. “We got a little held up with the engineering,” Ray said. “We are figuring out the different strengths of the shapes, nuts and bolts.” Ray brought on Amy Patrick, a structural engineer and Hockaday alumna, to help establish structural stability for the installation of the sculpture last spring. In order to be able to hang the sculpture, the team still needs specifications for measurements and weight for how it will be installed into the designated space in the science building. After this stage is completed, the only thing left is the placement of the glass. The team hopes to have the sculpture hung by the end of the summer of this year. Some AP Studio Art students, like senior Leah Cohen, wish that the sculpture could be hung sooner. “We had a lot of classes dedicated to the sculpture,” Cohen said. “I really hope that it goes up eventually to see it in future years.” F Katie O’meara staff writer

enior Miranda Helm guidance,” Helm said. spends practically all of her During those years, students free time in portable eight, polish fundamental drawing the current art studio, and painting skills. AP Studio Art where splatters of paint decorate teacher Juliette McCullough, who the tables and every inch of the has been teaching this course portable is lined with art pieces. at Hockaday for 21 out of her 22 She has spent many late nights years here, attests to the time and hitting the books at the Hocka- patience that must be put forth. day library. All that work won’t “The ones that are successful prepare Helm for the AP Studio are the ones that work out the free Art exam. periods,” McCullough said. “The Her exam prepones that are that treat it aration has been a as a sort of meditation.” year in the making. AP Studio Art Or rather, four. counts as a solid course, The Fourcast like math, science, langoes behind the guage and English scenes to unveil the courses. Girls cannot rigor and roughexceed taking five solness of AP Studio ids per year without the The number of students permission from the Art, which is often enrolled in AP Studio nicknamed the Head of Upper School. Art this year hardest AP by high Although AP Studio school students. Art is treated as a solid course, McCullough The Course said that many girls use this course as a way AP Studio to destress from acaArt is one of many year long AP demic burdens. courses, although work must be “Some girls, over the years, put in years in advance through have found it a way of being quiprerequisite courses that include etly creative to balance their acaStudio Art I, Studio Art II and Ad- demic work,” McCullough said. vanced Art. Part of the meditation menHelm jokes that AP Studio tality that many of the girls put Art is only for the brave at heart. to use in this course may be a “You really need those fun- result of the freedom they are damental years under your belt given. When the girls enter AP because we don’t have as much Studio Art, they are given less

MASTERPIECE IN THE MAKING Senior Yolanda Wu works on her art portfolio in preparation for the AP Studio Art Exam.

direction and more ability to create work driven by their taste and emotions. “We do have guidance from Mrs. McCullough, but it’s not her telling us how we can improve things necessarily,” Helm said. Susan Sanders, Visual Arts chair, said that the department plans the curriculum according to the course. “The accredited AP art instructor at a given school develops a curriculum that is in alignment with the specific parameters dictated by the College Board,” Sanders said. Each year, the curriculum is sent to proctors at the AP board, who will officially approve the material. According to McCullough’s lesson plans, the girls polish their skills from early August until holiday break. After the break, the girls return, eager to begin their portfolios in preparation for the AP exam in the spring. Although they look forward to working on their portfolios, many students, including Helm, experience an artist’s form of “writer’s block” when attempting to fill their portfolios. “It has been stressful...you have to have this many pieces and you don’t have that many pieces. How are you going to catch up?” Helm said.

Art continued p16

pOpCharT MUSIC

At. Long. Last. A$AP

A$AP Rocky’s second solo album is coming out on June 2, and if it’s anything like his debut, we’d better get ready for some amazingly catchy songs.

TELEVISION

MOVIES

Fans of Mindy Kaling’s hit show “The Mindy Project” can finally stop mourning— on May 15, Hulu announced that they’re picking it up for another 26-episode season after Fox canceled the show.

Post-“Parks and Rec,” we all need more Amy Poehler in our lives. Lucky for us, her new movie premieres June 16. Poehler, along with fellow comedians Mindy Kaling and Bill Hader, plays the role of an emotion in the upcoming animated film “Inside Out.”

The Mindy Project

CONCERTS

Inside Out

Summer’s Sound

There’s no excuse to be bored this summer with the number of artists coming to town! Examples include Nicki Minaj, June 17; Wiz Khalifa/Hoodie Allen/Fall Out Boy, July 25; 5 Seconds of Summer, Aug. 7; J. Cole, Aug 23.

IMAGES PROVIDED BY WIKIPEDIA, FLARE MAGAZINE, WALT DISNEY PICTURES AND WIKIMEDIA

A&E: Architecture Effects Learning / Page 16 •

“Pitch Perfect 2” Review / Page 17

THE HOCKADAY SCHOOL

THE FOURCAST

ARTs & EntERtaInMEnT

MAY 22, 2015

To Read or Not to Read

f you traveled to St. Joseph School’s library in Wakefield, Mass. and scanned the shelves looking for J.K Rowling’s “Harry Potter and the Sorcerer’s Stone,” to your disbelief, you would not find this popular novel—perhaps its lying hidden under an Invisibility Cloak. Later, you would only find out that the library had forbidden access to this magical world. The school banned this novel in 2008. In 2008, Pastor Ron Baker of St. Joseph’s Catholic Church spoke in an interview with FOXnews.com, deeming the Harry Potter series “a vehicle to become involved in the occult,” deciding that it should not be held in the school’s library. This was not an isolated event. Often criticized for promotion of witchcraft, cults and magic, the Harry Potter novels were included as some of the most challenged books of the 21st century, according to the American Library Association. Censorship of books has occurred throughout the world for many millennia and still takes place in modern society. In fact, only five and a half miles away from Hockaday, Highland Park High School has suspended seven books that discuss complex topics, ranging from poverty to race relations to religion, from its curriculum last September. However, Superintendent of Highland Park Independent School District Dawson Orr almost immediately reinstated all seven books after approximately two thousand Highland Park parents and students signed an online petition. While Abby Harrison, Highland Park High School librarian, refused to comment, Director of Communications for H.P.I.S.D. Helen Williams did not want to dwell on the past suspension of the books and preferred to comment on the future. “As we enter the final month of our school year, our focus is on making sure the right

policies and procedures are in place going forward into the next school year,” said Williams. This suspension of the books upset current Highland Park freshman Derek Wu. “Honestly, I feel like it wasn’t right for the school to ban the books. It simply isn’t right for a small group of parents to take a very good book away from all of the student body.” One of the books temporarily banned from H.P.I.S.D. classrooms was “The Working Poor: Invisible in America.” This nonfiction book, written by Pulitzer Prize-winning journalist David K. Shipler, tells the story of working Americans who struggle to escape their poverty. Hockaday junior Sidra Siddiqui disagreed with the actions of the Highland Park administration, especially with the suspension of Shipler’s book. “If I am really interested in socioeconomic status in current American politics, I should be able to gain access to that information, regardless of what people around me think about it,” Siddiqui said. But the issue of banning books in schools is not new. In fact, it has been raised to the level of the Supreme Court in the past. In 1982, the Board of Education in Island Trees School District in New York City removed nine books from their reading list, including Kurt Vonnegut’s “Slaughterhouse-Five.” Steven Pico and other students in this district sued the school for denying their First Amendment rights to receive information. In this case of Board of Education v. Pico, the Supreme Court ruled in favor of the students, declaring that “local school boards may not remove books from school library shelves simply because they dislike the ideas contained in those books.” Regardless of the Supreme Court’s rulings, parents continue to attempt to shield their children from what they per-

Ten Banned Books You’ve Probably Read The following books are not banned at Hockaday but have been banned in some schools nationwide. 1. The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

Reason: “anti-family, cultural insensitivity, drugs/alcohol/smoking, gambling, offensive language, sex education, sexually explicit, unsuited for age group and violence.”

2. Persepolis by Marjane Satrapi Reason: “gambling, offensive language, political viewpoint, politically, racially and socially offensive” 3. Catch-22 by Joseph Heller Reason: Describes women as “whores” 4. The Catcher in the Rye by J.D. Salinger Reason: “blasphemous, filthy, negative, obscene, foul and undermines morality” 5. The Great Gatsby by F. Scott Fitzgerald Reason: language and references to sex 6. To Kill a Mockingbird by Harper Lee Reason: degrading, profane, racist and “promoting white supremacy” 7. The Perks of Being a Wallflower by Stephen Chbosky Reason: drugs/alcohol/smoking, homosexuality, offensive language, sexually explicit and unsuited for age group 8. Moby-Dick by Herman Melville Reason: “conflicted with their community values” 9. Animal Farm by George Orwell Reason: offensive to Islamic culture, political theories and Communism 10. The Call of the Wild by Jack London Reason: dark tone, bloody violence and too radical Source: American LIibrary Association

PHOTO BY MARY ORSAK

Banned books across America cause controversy

 BEHIND THE COVER Freshman Camryn Dixon reads Satrapi’s “Persepolis,” a novel that is often banned at other schools but is part of the freshmen English curriculum at Hockaday. ceive to be mature content. Speak Up for Standards, a Highland Park parent group, wants to reconsider seven books that are on a re-approved list for H.P.I.S.D. One of these books, “I Know Why the Caged Bird Sings” by National Medal of Arts recipient Maya Angelou, is a widely praised comingof-age novel that details the African-American experience and was nominated for the National Book Award in 1970. According to Corey Lott, Hockaday director of Libraries and Academic Resources, Hockaday has never attempted to ban a book during the 11 years she has worked at the school. She said that there is a formal system in place if parents or students wish to discuss any concerns that they may have with a book, but she has not experienced this. Outside of Highland Park, Marjane Satrapi’s “Persepolis” is another one of the most challenged books, as determined by the ALA. It is criticized for offensive language and political

viewpoints. This novel is included in Hockaday’s curriculum for freshmen English classes. Hockaday English teacher Brian Hudson said that the school continues to teach “Persepolis” because it allows students to consider world issues from different perspectives. The freshman course, The Danger of a Single Story, for example, aims to expose students to different parts of the world, and Hudson said that Satrapi’s novel captures this well by portraying the story of a young girl in Persia during the 1979 Iranian Revolution. “It is a great text for talking about lots of issues that are important around the world, and it challenges us to think about the complexities of the Middle East,” Hudson said. Harvard literature doctoral candidate and New Yorker contributor Annie Wyman argued that students should discuss uncomfortable topics such as wealth and race because it leads to a greater understanding of their community. How-

ever, Wyman notes that Highland Park suspended books that included views that differed from the affluent town’s community values. However, they do not completely censor these ideas; Wu notes that Highland Park parents would allow their children to see an R-rated movie, but they still can’t read about the same mature themes featured in the movie. Lott echoed this point. Every day, the New York Times publishes articles about controversial social problems that plague modern society, but she has never heard about someone banning this newspaper. Perhaps books are an easy target for censorship, according to Lott. “I think that is the reason why parents want to ban books,” Lott said. “Books have a way to expose the scabs that nobody really wants to discuss, but you can’t deny that they are not there.” F Mary Orsak Staff Writer

THE HOCKADAY SCHOOL

HOCKADAYFOURCAST.ORG

ARTs & EntERtaInMEnT

MAY 22, 2015

Architecture Affects Learning The structure of where you learn provides structure for how you learn

or many of the Hockaday seniors, the year 1997 is at best an abstract concept. Many, however, are aware of and use classrooms in the LLARC or in the main building, both of which were either designed or redesigned by Good Fulton & Farrell Architects, a Dallas architectural firm that started working with Hockaday on these projects in 1997. Though often overlooked, architecture can significantly affect academic learning and performance. According to a 2012 study done by the University of Salford in the U.K., the physical environment and design of a classroom can affect a student’s academic progress over a year by up to 25 percent. Associate Principal of Good Fulton & Farrell David Dumas fully believes in the effect of architecture on academics. “We always look at how to make learning spaces more interactive for the student, more conducive for learning, more flexible and basically more exciting,” Dumas said. Some of the features of the new science building designed with this objective in mind include sound insulating on the

walls to allow students to concentrate, the sundolier feature and the IDEA labs. “[The IDEA lab] is a nontraditional space that allows students to do things they’ve never done before,” Dumas said. He emphasized that the IDEA labs have a movable partition that can make it larger or smaller, which again helps add more flexible space for Hockaday students. Another space created to foster student excellence is the engineering lab and shop, which is used by the Junior Engineering and Technical Society, a group that participates in yearly robotics competitions. “Before, JETS was in a very small room, and it was hard to actually have an engineering class because you didn’t have the space,” Dumas said. “Now, we have the space for both the design and the learning part.” Junior Gillian Meyer, who leads JETS, agrees that the expansion of space has benefitted the team. “In both the old building and in the portable, we had issues finding space to fit our machinery along with our projects. The new engineering space

ILLUSTRATION BY SARAH CHAN

inspires a greater sense of creativity,” Meyer said. “The abundance of brainstorming spaces encourages us to constantly be thinking of new ideas.”

JETS also now uses many new technologies, such as 3-D printers and laser cutters, installed within the engineering lab to support their activities.

The breadth section tests ranks for the hardest AP. how well an artist can stretch “The grading standards have herself, or as McCullough calls gotten higher and higher, and I it, a game of survival. think ridiculously “They want to see so, really,” Mcthat you are not just Cullough said. polishing one aspect of And it’s not your production, one just art skills that aspect of what you can are put to the test; do. They want to see this portfolio tests that you can be put into many other skills uncomfortable placthat girls accuThere es and survive,” Mcmulate while at Cullough said. Hockaday. are many In contrast, the con“SuccessHockaday centration section is ful execution what McCullough likes of the portfolio students who to call a visual essay, as requires higher use their it showcases the artist’s level thinking, talents, and it repredemands higher AP Studio sents the evolution that level skill sets, seexperiences an artist will undergo rious dedication during a project. and asks the artto develop “You have your own ist to develop and careers that idea that you want to demonstrate a bridge many personal, meanexpress in 12 images. And the idea can develingful connecdifferent op as you are doing it,” tion to her work,” creative McCullough said. Sanders said. Although the stuTo achieve a fields. dents are able to use score that will Fine Arts Chair any of their pieces give a student colSusan Sanders from any year in Stulege credit, much dio Art or Advanced attention, preciArt, the course is still sion and time are very challenging and necessary. taxing on a high school The solid acstudent, and the grading stan- creditation that AP Studio Art dards are what puts it in the receives at Hockaday is a result

of the time that the girls must put into their portfolios. Once the portfolios are sent off, they are judged by a panel of judges, who are specially trained according to the standards of AP Studio Art. According to the College Board, each portfolio is reviewed several times by several different judges to ensure consistency in scoring. This process is long and painful, as not everyone always agrees on what AP grade the portfolio should earn. Judges grade the artwork on a scale of one through six, with one being the lowest possible score and six being the highest score. Then, they adjust the grade to fit the usual one through five grade range that other AP tests are scored on. This score is the one seen by the student.

“The laser cutter is amazing and most definitely would not have fit in either of our old spaces,” Meyer said. “We are hoping to use the laser cutter to cut more precise gears and wheels in the future.” Some believe that Hockaday students would be equally successful regardless of their environment and facilities. Based on her experience, Director of College Coun seling Carol Wasden thinks so. “[Hockaday students] are such talented students, truly. I think we could put [Hockaday] girls anywhere; we could put [them] on a bus, in portable classrooms, and [they] would still do very well,” Wasden said. Meyer, however, still feels the science building has improved her overall learning experience, even outside of JETS. “The overall openness of the new science building makes the classrooms seem less claustrophobic,” Meyer said. “As counterintuitive as it seems, it is honestly amazing what a few windows can do for one’s ability to focus in class.” F Jenny Zhu Staff Writer

Art continued from p14 The concept of having a deadline for art is foreign to the girls at first. With the turmoil and stress that AP Studio Art produces, a tighter-knit group of artists emerges in May. According to Helm, her favorite part of the course has been bonding with girls whose interests lie in the fine arts. “I think the camaraderie that we all have built—going through the struggles—this class is very stressful at times,” Helm said. “We kind of just all go crazy together a little bit.”

The “Exam”

Although the course proves to be an enjoyable experience, according to Helm, a final test at the end of the year is necessary. Students must create three portfolios to be graded by the AP College Board in place of a written exam. These portfolios, based on ideas of quality, concentration and breadth, are composed of a total of 29 pieces of art. The quality section is composed of five pieces of art; the originals are sent off to be graded for technicality and mechanics of the individual artist. Other sections of the portfolio are submitted digitally and the judges never see the hard copies.

CArtOon

Annabelle Folsom

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The Aftermath

After the year-long AP, many of the girls go on to study some sort of fine art in college. “It is a sort of foundation for almost anything in the art world,” McCullough said. Although the girls do not always directly study a fine art or go into careers as an artist, many of them use these foundational skills to take on jobs as filmmakers and product designers.

According to Sanders, many of the girls also put their Studio Art techniques to work in the science, technology, engineering, arts and mathematics fields—STEAM is an up and coming field that bridges fine art with science and engineering and is emphasized in the curriculum at Hockaday. “There are many Hockaday students who use their AP Studio experiences to develop careers that bridge many different creative fields, including but not limited to art, science [and] engineering,” Sanders said. Helm has already found her niche in design. She regularly puts to use her AP Studio Art skills within Hockaday productions, including musicals and plays. Trading in a paint brush for power tools, Helm worked on the set of “The Tempest” this spring. “I don’t know how it relates to AP, but l am doing art all of the time,” Helm said. ‘It is just a really fun thing to do.” F Mary Claire Wilson Sports Editor

THE HOCKADAY SCHOOL

THE FOURCAST 17

ARTs & EntERtaInMEnT

MAY 22, 2015

REVIEWS: Café Momentum • Entertainment Apps • Pitch Perfect 2

Café Momentum Reaches Out

A ca--Awful PHOTO PROVIDED BY UNIVERSAL STUDIOS

PHOTO BY NOOR ADATIA

Pitch Perfect 2 Elizabeth Banks

Café Momentum 1510 Pacific Avenue

ocated in the heart of downtown Dallas, Café Momentum offers sophisticated dining in an upscale environment. Dedicated to its goal of preventing teen recidivism, or the likelihood for someone to return to jail, the restaurant offers a paid internship for male juvenile offenders. Chad Houser, who spoke at an assembly in October, came up with the idea and developed the restaurant. Currently Executive Chef, Houser works with the Dallas County Juvenile Justice Department and teaches these teens job and life skills, training them in many various aspects of a restaurant, from waiting on tables to helping chefs prepare meals in the kitchen. When I entered Café Momentum, I was asked to wait for 20 minutes. But no fear—I had heard the food was promising, so I patiently waited. (Some words of advice: be sure to make a reservation). The restaurant was packed on a Saturday night, with waiters flying in and out of the kitchen with multiples dishes in their hands. My family and I were seated in no longer than their requested waiting time. The front of the menu resembled a wooden clipboard and read, “Welcome to Our Classroom.” Orga-

nized into firsts (appetizers), seconds (salads), thirds (entrees) and fourths (desserts), we gave our selections to the friendly waiter. While the wait was rather lengthy, the food did not disappoint. For an appetizer for the table, we ordered a cauliflower head. Steamed to a golden brown, the dish came with salsa verde and a rather poignant yogurt sauce. While I could not exactly place my finger on what exactly the yogurt sauce ingredients were, it sure was delicious. The flavors of the powerful sauces and freshly prepared, crunchy cauliflower complemented each other well. This dish certainly made me want to eat my vegetables. Next came the main course. I had ordered the short ribs in a creamy polenta sauce. The presentation of the dishes here should be commended. Garnished with coriander leaves, the ribs lay on a bed of mashed potatoes and gravy. Although I’m not a fan of meat, the short ribs were cooked thoroughly, with a little bit of red here and there to keep it juicy and flavorful. The polenta sauce, essentially boiled cornmeal, helped bring out the bold beefy flavor. Fried baby onions dotted the outside. The ribs were tender and moist, while the mashed potatoes were creamy. My brother ordered their market fish. They offered salmon, with a side of coleslaw and parsnips. While he forbade me to eat any of his meal, he clearly enjoyed it. Since it had gotten quite late, I refrained from ordering dessert: a decision I regret. Dessert options include

Cauliflower Power Served with salsa verde and yogurt sauce, cauliflower becomes a treat.

s’mores, toasted coconut ice cream, a fruity variation on petit fours and fried pie. The s’mores looked especially appetizing, served with graham cracker crust and smoked marshmallow fluff. They do not accept tips for the waiters. Rather, you are encouraged to make a donation. On my way out, I could not help but notice the elegant wall decor, that supports the cause, encouraging these teens and the work they do. Notes of support and encouragement covered one sidewall. Next to the bathrooms, illustrations of a fork, knife and spoon stood up, contributing to the learning environment fostered at the restaurant. The restaurant does an outstanding job of conveying this message to its guests. Plates with stories of some of the interns working there cover the back wall, while the back of the menu states: “Be Patient. Be Understanding. Be A Mentor.” Come with this sort of attitude in mind. When going to Cafe Momentum, it is important to remember that the people serving you are teens trying to start over. Be kind and be supportive. F $$$ Open 5:30 p.m. -11 p.m. Thursday-Saturday Valet parking is complimentary. Noor Adatia News Editor

Apps for Your Entertainment and Pleasure Oyster

Dull

hen looking for an excuse to procrastinate finishing your calculus homework or outlining that English paper, many students turn to Netflix or social media for a break. However, three new apps —Oyster, Dull and Postmates— are quickly proving that nontraditional ways to procrastinate are just as fun and distracting as traditional ones. In a nutshell, Oyster is an app that lets you access over one million e-books. It’s basically Netflix for e-books and is just as interactive and easy to use. The best part about Oyster is that all of your books are finally in one place —no more spending time trying to find that one book that you want to read.

Postmates

The fact that it’s a digital collection of e-books makes me feel a little better about taking a break from homework. Hey, reading a book is more educational than being on social media, right? Another new entertainment app called Dull is, in reality, anything but dull. Dull lets you scroll through streams of interesting things like animated GIFs, news stories, funny videos and music. It’s basically like BuzzFeed, but has a continuous stream of content that’s similar to Tumblr. While you’re getting a good laugh with the Dull app, you can now order food with a new app called Postmates, which is increasing the extent of food delivery in Dallas.

Depending on your location, Postmates can deliver food from places such as Hopdoddy, East Hampton Sandwich Company and Dive Coastal Cuisine. Simply place your order using the Postmates app 20 to 30 minutes before you want it, provide the driver with your address and your fresh, piping hot meal will arrive promptly when you want it. The only con? The ridiculous additional charges for delivery and tip. After ordering my $8.75 burrito bowl from Chipotle, I was a bit reluctant to pay a total of $12 when extra fees were factored in. Call me crazy, but maybe it’s just cheaper and better to make the drive to Chipotle and pick

up the order there. Okay, I’ll admit, not taking the effort to get out of my chair and getting Chipotle delivered was pretty great, but the app should be saved for those nights when you’re way too exhausted and sleepdeprived to even move, not for everyday use. All three apps are available on the App Store for iPhone and Android. Downloading Postmates and Dull is free, and a one month subscription to Oyster will cost you $9.95. F Eshani Kishore Staff Writer

aking a good sequel is difficult—especially for a comedy. The director has to find a way to make it as funny, if not funnier, than its prequel; the plot has to have the same kind of appeal without making it an exact copy and there needs to be a good balance between story and jokes. All of these things are still no excuse for making a movie as terrible as “Pitch Perfect 2.” Walking into the theater, I was prepared for the side-splitting laughs that the first movie gave me. Walking out, all I could think was, “I kind of hated that.” The plot was cheesy, and if you lay it out, it’s hard to ignore the fact that “Pitch Perfect 2” has basically the same story as the original “Pitch Perfect”— the Barden Bellas suffer some kind of embarrassing performance and then have to repair their reputation by going against the odds and challenging a much better group in a big competition. The story is stunningly predictable yet still manages to not be as bad as the humor. Seriously: the whole thing where they put “a ca-” in front of other words has gotten old. It was funny in the original, but I was done hearing it by the sequel. Most of the other jokes felt immature and too forced, and it seemed like they were going for more gag humor than real jokes. However, it wasn’t just the “a ca-” jokes that made me cringe. There’s a huge difference between being offensive and being funny, and it’s a difference that this movie fails to recognize. Sexist jokes are made constantly throughout, and every minority in the film is heavily stereotyped. The Latina girl, at one point, reveals herself to be an illegal immigrant, with multiple references to a troubled, terrifying childhood filled with drug-related crimes. The lesbian character is overtly sexual and seems to be physically incapable of looking at another girl without making a crude comment, and when the Indian a cappella group puts on an incredible show (performed by real-life a cappella group Penn Masala), the only thing the performance commentators have to say is a derogatory comment concerning Indian immigrants in the United States and how many jobs they supposedly steal. Note to Universal Studios: if the audience is groaning in unison every time you try to be funny, you’re failing. Along with these distasteful “jokes” comes a plethora of celebrity cameos, including Barack and Michelle Obama, Snoop Dogg, the Green Bay Packers and Pentatonix. Unfortunately for Elizabeth Banks, putting cool people in your movie doesn’t make your movie cool. The film’s soundtrack is catchy and upbeat, with the perfect blend of easily recognizable pop classics and everyone’s favorite recent chart-toppers. The soundtrack is responsible for the only star I’ve given the movie. But not even the greatest of mash-ups could make this movie more than a money-hungry bigot that left me feeling exhausted and almost physically ill after nearly two hours of subpar plot lines and juvenile jokes. There are a lot of bad comedy sequels: “Mean Girls 2,” “Alvin and the Chipmunks: The Squeakquel” and “Evan Almighty,” to name a few. “Pitch Perfect 2” fits perfectly on that list. F Amanda Kim Staff Writer

HOCKADAYFOURCAST.ORG

THE HOCKADAY SCHOOL MAY 22, 2015

spOrts

Student Trainers: The Backbone of Athletics Students represent the Cornerstone of Athletics by helping out behind the scenes to keep student athletes healthy during the competitive season PHOTO BY ESHANI KISHORE

The number of times that the varsity tennis team yells “slay” before playing its matches. This is one of the ways that girls on the team bond, despite their different grade levels.

5:38 The time that varsity track and field member Christina Archer took to run the 1600 meter dash at the SPC championships in Fort Worth, TX on May 1. She earned first place out of 16 competitors in the event.

The number of goals that varsity lacrosse scored against Highland Park High School on April 16. Among the scorers were sophomores Molly Mahowald and Isabel Smith.

The place earned by the varsity crew double at the Stotesbury Cup Regatta in Philadelphia, Penn. on Friday, May 17. Junior Manisha Ratakonda and sophomore Teal Cohen competed in this event.

Gum Increases Focus

pper School students to be around it and be able to help greet the athletes who out if I could,” Williams said. walk into the trainRheumatoid arthritis, a disease ing room in the fit- that causes soreness and inflamness center, ready to wrap ankles mation of the joints due to bone or wrists, make ice bags or work loss and often causes flu -like with ultrasound machines. The symptoms, has prevented her student athletic training pro- from participating in sports since gram gives Upper School stu- the sixth grade. dents a way to be involved with But some students find out the athletic department other about this elective after being than participating in sports. treated for injuries in the trainFrom the end of the school ing room themselves. day until the end of sports pracJunior Kate Yager learned tice, students enabout the program afrolled in this P.E. ter a chronic knee inoption work bejury freshman year hind the scenes in that required recurring the fitness center treatment from Olson. with Head athletic “I was in the training trainer Jeanne Olroom a lot, and I just got son to keep athvery interested in trainletes healthy. ing and sports mediWorking with cine, so I decided the UNDER WRAPS Olson, athletic trainnext fall that I would The maximum number ers can learn about apply to be an athletic of student trainers that sports medicine and trainer,” Yager said. Olson likes to have therapy. Students send in their working per season. Senior Kennedy application and CPR Williams found certification to coach out about the stuOlson at the beginning dent athletic trainers from coach of the year. The form asks them Adaku Achilefu -Ebeniro, after why they want to be an athletic she applied to be the manager of trainer and which athletic season the varsity basketball during her they are available for—either fall, freshman year. winter or spring. “I started in the fall of my As trainers, students learn how freshman year, and I have ju- to tape ankles and wrists, treat venile rheumatoid arthritis so I shin splints, set up the fields couldn’t play sports, but I wanted and courts for games and set up

t’s minute 45 of first period. You are struggling to keep your head up, opening your eyes every few seconds. Across the room, your classmate looks wide-eyed at the teacher, staying engaged and alert while smacking her Juicy Fruit gum— sugar-free, of course. A boring teacher is never ideal, but these sleep-deprivation struggles could be prevented for just around two dollars. While classrooms used to prohibit gum chewing, new research shows that chewing while studying or during class can improve attention, memory and dental health. Junior Ellie Johnson said that

LEARNING FROM THE COACH Senior Kennedy Williams receives tips about taping and wrapping ankles from Head Athletic Trainer Jeanne Olson.

she always chews gum in the morning because it wakes her up and keeps her focused. “I am never without gum in my locker,” Johnson said. In 2013, The British Journal of Psychology conducted a survey in which two groups of people listened to a 30-minute recording of number sequences, one with chewing gum, one without. The gum group performed with flying colors, maintaining longer focus and higher accuracy. Freshman Eliza Parker, a steadfast gum chewer and vigorous dental hygienist said she chews a piece of gum before and after she brushes her teeth.

SPORTS: Athleisure Wear Becomes Trendy / Page 19 •

Local dentist Dr. Jina Kaiser said, “Sugar-free gum can increase salivary flow, which can help to decrease [tooth decaying] rates.” Backing up Kaiser’s statement, the American Dental Association claims that gum washes away acid from brokendown food, which eliminates bacteria and plaque buildup. Alejandra Suarez, Upper School spanish teacher, said she only makes people spit out gum if it distracts the class. And although gum can distract the class if it is not handled properly, Suarez believes it improves focus and relieves stress during tests. However, there are still teach-

the water coolers. Sometimes, the student trainers learn how to use machines like the ultrasound and inflatable slings. “[The inflatable sling] is basically a sling that has styrofoam bubbles in it. You pump out the air and wrap it around the injured area,” Williams said. Olson also teaches the trainers how to treat serious injuries such as torn ACLs and broken legs. “There was a field hockey festival, and a girl from another school tore her ACL,” Yager said. “We had to splint her leg, and then Coach Olson called her mom and we sat with her while she was there to make her as comfortable as possible.” Learning how to treat different injuries with Olson has driven some students toward a career in sports medicine. After a series of concussions and migraines kept Junior Jasionna Terry from participating in sports, her work with Olson has helped incorporate her love of sports into a future career. “I want to do either exercise science or physical therapy. Basically you tie in all the different aspects of the body into exercise,” Terry said. “It’s not just sports related—you look into how all different types of exercise affect the human body.”

Athletic Trainers continued p20 ers who reject gum entirely. Mr. Leon de Oliveira, Upper School physics teacher, thinks “chewing gum is personally just gross and [he] particularly doesn’t enjoy watching people chew it.” Echoing Oliveira, “it is not appropriate because it presents a lack of respect,” Kaiser said. Although some teachers find gum repulsive or disrespectful, other teachers see the good in gum. “As long as I know my teachers are okay with it, I will always chew gum,” Parker said. “Even if that means five wrappers a day.” F

Junior Varsity Lacrosse Takes District Title / Page 20

Emily Fuller Staff Writer

THE HOCKADAY SCHOOL

THE FOURCAST 19

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MAY 22, 2015

Pregame Rituals Help Athletes To raise spirit and get in the right mindset before games, Hockaday athletes turn to pregame rituals members are more superstitious than others. Junior rower Manisha Ratakonda, for example, usually prays to “rowseidon” for good luck. Other athletes like junior Sam Taussig practice their rituals minutes before they compete. Before every meet, Taussig jogs a couple of laps around the track and does running drills. Right before her event, she does a couple sprints for a burst of energy. She walks onto the track, stretches her calves and waits for the gun to go off. Taussig has performed this routine consistently since middle school. “Honestly, I think it just helps me get in the mindset, and it also gets my heart beating a little, which I like before a race,” Taussig said. Freshman Olivia Naidu has a similar ritual before lacrosse games. She likes to be alone before a game and listens to music. It helps her collect herself and walk into the game with a calm, composed mindset. “I’m the kind of person [who] likes to be prepared for anything I’m about to walk into, and my ritual helps me with that,” Naidu said Pre game customs are not confined to our generation. Assistant varsity lacrosse coach Meagan Rowe had a tradition when she played college lacrosse. She had to listen to two specific songs, win a game of solitaire on her iPod and have a teammate braid her hair before every game. There was no science behind her ritual; she just started in her freshman year of college and it stuck. “I don’t know if it actually helped me or not, but we had some pretty successful seasons,” Rowe said. There was

PHOTO PROVIDED BY PUSHPA ANAND

hree minutes until the big game. The Hockaday varsity field hockey team huddles in the middle of the field, shaking with excitement and anxiety. As they prepare themselves for the SPC championship, the team starts chanting, “Here we go, ride that pony; this is how we do it,” a routine they have practiced before all of their games. Adrenaline pumping, they jog out onto the field, take their positions and wait for the referee whistle. But they’ll have to wait until the end of the game to find out if their pregame ritual was effective. In past years, Hockaday sports teams, such as field hockey and swimming/diving, have been successful—from setting personal records to winning the Southwest Prepatory Conference. Talent, perseverance and dedication all contribute to their success, but there is also a little bit of luck involved. To ensure that this luck is on their side, many athletes indulge in pregame rituals before their events. Crew, track and field, field hockey and lacrosse are a few of the many teams that have a long standing tradition before their games, regattas or meets. But some routines are not necessarily all about singing and dancing. According to senior crew captain Elizabeth Michel, eating is also a popular tradition. “In Austin, we always go to Whole Foods and Amy’s Ice Cream the night before [a regatta],” Michel said. According to Michel, the whole team has participated in this tradition since her sophomore year. And on the morning of the regatta, they listen to music to get into the right mindset. Michel said that some

UNIFIYING TRADITIONS Pregame rituals are something that many Hockaday teams take part in, although they vary in what they entail. never a bad outcome when she did not perform her ritual, but Rowe said it “kind of became a team joke.” There has been some debate about pre game superstitions and if they actually benefit the team or players. In their book, “The Mental Game of Baseball: a Guide to Peak Performance,” authors H.A Dorfman and Karl Kuhel elaborate on the psychological impact of pregame traditions. They contend that players put their bodies into it, but not their minds Rowe agrees with this theory. She believes that, some-

times, pre game superstitions can be a downside, depending on the athlete. As a coach, she would not recommend having a pregame ritual, but she understands if an athlete has one. Though she had a pre game ritual, she never believed that it actually affected how she played. “When I stepped on the field, nothing else mattered,” Rowe said. Pre game rituals extend beyond the Hockaday commuity. Professional athletes and teams practice them as well. For instance, before big

games, the Ecuadorian national soccer team enlists in the aid of supernatural spirits. They hire a witch doctor. John Henderson, an intimidating NFL athlete, has a painful pregame ritual. He has his trainer slap him open handed before a game. Pregame rituals have their pros and cons. According to sports psychologist Kristen Dieffenbach, “You should be in charge of your pregame ritual, not the other way around.” F Neha Dronamraju Staff Writer

The Rise of Casual Fitness Clothes “Athleisure” has become a popular trend over the past few years amongst athletes and non-athletes

uring basketball season, junior Kate Yager wears a practice jersey and heads to the gym for practice after school. But instead of Hockaday’s Nike athletic shorts, she wears her Lululemon black running shorts. And, on a typical free dress day, Yager wears her most comfortable clothes: Lululemon. “I like Lululemon because it’s comfortable and lasts for a long time,” Yager said. She is not alone. Over the past few years, many people have been wearing Lululemon and other fitness brands for non-athletic purposes. Yager owns a lot of “Lulu,” including headbands, leggings, yoga pants and jackets for her day-to-day purposes. According to a survey conducted by an investment bank-

ing company, Piper Jaffray, this type of clothing is most preferred amongst upper-class teenage girls. The survey found that 16 percent of teen girls from upper-income households preferred “fashion athletic” clothing rather than denim. Casual fitness clothing, otherwise known as “athleisure,” was a trend that started last year and appeals to the Millennial Generation, also known as Generation Y, according to The G Brief. Although not exactly defined, this generation includes people born approximately between 1980 to 1996, who are generally more health conscious than previous generations. According to a recent report by the International Health, Racquet and Sportsclub Association, 27 percent of this

generation belonged to a fitness club in 2013, which is a higher percentage than any other generation. A few brands not necessarily known for athletic clothing have been taking advantage of this trend and are introducing athleisure to their labels. The hip-clothing store Urban Outfitters released Without Walls last spring. This line sells performance clothing, featuring patterned leggings and graphic tees. The line also includes clothing from wellknown active brands, like Columbia and Patagonia. Piper Jaffray analyst Neely Tamminga anticipated a turnaround in Urban’s profits last year. Tamminga believed that this brand would appeal to the hip, outdoorsy person who appreciates stylish clothing.

And indeed it did. In March of 2014, a few weeks after the clothing line came to stores, Urban Outfitters reported record high net income, with a 24 percent increase of net sales for the year of 2014. Athleta, a store for women athletes, also offers a casual sporting line. Nancy Green, president and general manager of Athleta, hopes that Athleta will target busy women and working moms, who are running errands throughout the day. “We are not just selling activewear, we are selling lifestyle products for a woman who is very fitness-oriented,” Green said. However, some athletes, including junior Alexandra Randolph, do not enjoy wearing fitness clothing outside of their

sport or other physical activity. Randolph, an ice dancer, often wears Lululemon leggings and tanks to her ice dancing lessons. However, she does not like wearing them outside of her sport because she believes, “Lulu is intended to be worn as activewear.” “I don’t like wearing [Lululemon] out on the street if I’m not moving around,” Randolph said. Regardless, casual fitness clothing has replaced denim as the go-to item for heading out. Yager said, “I think Lulu and other athletic brands are very good for athletics as they are very durable, which is probably part of the reason why they’re so successful.” F Noor Adatia News Editor

Southwest Preparatory Conference Results Golf

Lacrosse

Softball

Tennis

Track and Field

The varsity golf team ended its season with a seventh place finish. Senior captain Lauren Kim, the only Hockaday athlete among the top 20 finishers, placed 11th out of 89 golfers.

Varsity lacrosse claimed third place after winning a game against Kinkaid School from Houston. The team made it to the semifinals, but lost to St. John’s School, one of its longtime rivals. The team ended the season with seven wins and five losses.

Although the varsity softball team did not make SPC this year, the team welcomed two new players and improved a lot since last year. Last year, the team wrapped up the season with three wins and eight losses, whereas the team ended the season with five wins and six losses this year.

Varsity tennis, 2013 and 2014 SPC champions, earned fourth place this year. The team, which ended the season with one loss and nine wins, lost a close match to Holland Hall.

Track and field earned fifth place this year. The relay team received second place in the 4x400-meter relay. As a whole, the team was successful over the course of the season with several break-out performances at North Zone and the Nolan Vikings Relays.

THE HOCKADAY SCHOOL

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spOrts

MAY 22, 2015

Not That KIND of Healthy The United States Food and Drug Administration recently required KIND Bars to remove the word “healthy” from some packaging and their website PHOTO BY CLAIRE FLETCHER

t’s lunchtime. The hallways are lined and updates to our website.” with students editing essays and Upper School English teacher cramming for tests. As the clocks Jennifer McEachern eats mostly a in the hall approach 1 p.m., junior plant-based diet, runs multiple times Demre Inanoglu realizes that she has throughout the week and enjoys KIND a few more bullet points to review. She bars as a snack on a regular basis. chooses to skip lunch, snack on a KIND When told about the new FDA bar and return to class. These bars, rife restrictions, McEachern did not wawith healthy nuts and grains, pride ver in her support for her favorite themselves as healthy option. But, are healthy snack. they really? “I don’t agree with the The United States FDA,” McEachern Food and Drug Adminissaid. “I think tration doesn’t think so. processed foods One KIND Bar alone, are unhealthy the Caramel Almond and I think un& Sea Salt flavor that is processed foods high in fat and labeled as are healthy.” healthy, contains 25 perBut the high cent of the necessary fat fat amount is not SETTING THE BAR a healthy adult should the only concern. HIGH The percent of consume daily. Junior Frances daily recommended fat Burton, half-marathon The FDA recently that a single KIND Bars deemed certain KIND competitor and pescatarcontains. bars too high in satuian, has moved away from rated fat to be labeled eating KIND bars in recent healthy. These bars months. While she expressed were the Fruit & Nut, Almond & Apri- some concern with fat content, Burton cot flavor, Almond & Coconut flavor, was more worried about other nutriDark Chocolate Cherry Cashew & Anti- tional aspects of the bars. oxidants flavor and the Peanut Butter “A lot of them are pretty low in proDark Chocolate & Protein flavor. tein, and they have a lot of sugar,” Burton According to Joe Cohen, senior vice- said.“When you eat a lot of sugar, you president of KIND Snacks, the brand want fiber too, but they don’t have much.” will not change its products but rather However, there is a kind side to change its labeling. The company is also KIND. The brand is known for a great required to change the verbiage used on deal of philanthropic work. parts of its website. Each month, KIND gives away “Our snacks remain both safe and $10,000 to a different charity in need nutritious,” Cohen said. “We’re current- of support. ly working with the FDA on an agreed Not all KIND bars have the same upon timeline to roll out new packaging ingredients, and as individuals work to

SIMILAR SNACKING Many Hockaday students and faculty reguarly enjoy KIND bars as snacks throughout the day. find a healthy snack that tastes good and provides the nutrients they need, KIND bars remain a safe option. It is important to read the nutritional information of any of the nutrition bars available on the market and understand what the values represent. The FDA wants shoppers to know that certain KIND bars have high levels of healthy fats. This does not mean that everyone must steer clear of them on the shelves, but rather be aware of

what you are putting into your body. As an added bonus, every time you purchase a KIND product, you are helping a charity. “Our goal is to collaborate with the community to help make the world a little kinder,” Cohen said. “One snack and [one] act at a time.” F

Austria Arnold Castoff Editor

JV Lacrosse Dominates Districts Junior varsity lacrosse triumphed for the second consecutive year in the North Texas District Championship

ith seven minutes left in the game at the third annual junior varsity district championships, sweat pours down the faces of Hockaday’s team and varsity coach Elia Stanfield frantically points to a diagram on her clipboard during a time out. Hockaday is down by one, 7-8, versus the Flower Mound Lacrosse Organization, a team with the same season record as Hockaday’s JV—undefeated. As the whistle blows, the Hockaday junior varsity team charges onto the field. The game quickly changes pace when freshman Genny Wood scores two goals in three minutes, and junior Megan Fitzpatrick nets the 10th goal of the game. For the second year in a row, the junior varsity team won the North Texas District Championship, held on April 26. On February 23, the junior varsity team started practicing together. Private schools have specific rules as to when they start and end their season. Most of its opponents that it plays are club teams because it is not a UIL sport for public schools, who can practice year-round. Per the Southwest Preparatory Conference rules, no spring sport can start preseason before Feb. 2. But junior varsity coach Amanda Miller sees this as an advantage. “Playing a sport year-round does not necessarily mean

players will be better than those who do not. Athletes may get burned out on their sport of choice when they play yearround, which can lead to injuries,” Miller said. “Playing other sports has its benefits. I have found that this increases a player’s overall happiness and helps them pick up new skills that can transfer to their favorite sport.” For example, sophomore Shannon Anderson, who began playing lacrosse in eighth grade as a student new to Hockaday and is now one of the JV team’s top defenders, also plays select and varsity soccer. This season, the junior varsity team had both new players and experienced players. According to freshman goalie Michelle Mankoff, the team bonded well this year. “Not the type of bond from team lunches, but a bond where we knew how to win,” Mankoff said. “It didn’t matter whether you had played before or not.” The team had games at least once or twice a week and practiced for two hours a day—the same amount as the varsity team. “As a coach, I could not be more proud of the way the girls played this season,” Miller said. “They really came together and played as a unit, and each contributed something unique and necessary for our team to be successful.” For many, lacrosse starts early: freshman Claire Jurgens-

meyer started in third grade and now plays for the club team Coast2Coast. “I started playing because everyone in Highland Park at least tried lacrosse,” Jurgensmeyer said. “My sister already played, and it always seemed like a fun sport. I guess it was like our mainstream sport.” According to a press report released by U.S. Lacrosse, lacrosse is currently the fastest growing sport in America at both college and high school levels. In the 2013-2014 season, 290,046 teenagers played high school lacrosse. At the NCAA level, more than 35,000 players competed on varsity, club or junior college teams. Sixty new varsity programs were added in the 2013-2014 season alone. Head of Athletics Tina Slinker shared her theory on the growth of the sport. “The growth of high school and youth lacrosse programs is mainly because more and more colleges are offering it as a NCAA sport, which means scholarships,” Slinker said. For Hockaday, seven students have gone on to play collegiate lacrosse, most notably Taylor Thorton, who plays for Northwestern and was nominated for the 2013 Sports Illustrated College Athlete of the Year. Traditionally an East Coast sport, lacrosse arrived in Texas in 1971, when the game between Johns Hopkins and Navy, who have a bitter rivalry in men’s lacrosse, was played at the Hous-

Athletic Trainers continued from p18 Working with Coach Olson has not only added to the trainers’ sports experience, it has also increased students appreciation for the staff working behind the scenes in the fitness center. “Honestly, without Coach Olson at Hockaday, I don’t think athletes would function the way they do,” Yager said. “Being a student athlete, it is so easy to go in there when something is wrong, and she’s there and can help you with whatever you

need help with.” When Olson joined Hockaday eight years ago, there were already a few students working in the fitness center as athletic trainers. However, Olson added a few changes to the program in order to increase expectations. “I want people that will work hard,” Olson said. “I don’t want people just to come in and sit down and do their homework.” Since Williams started working as an athletic trainer her freshman year, the program

has grown from about five to over ten trainers. Olson prefers to keep the numbers below 13 in order to ensure that all students have a chance to participate. “I think the biggest thing that I have learned is that participation is key because there are so many people,” Williams said. “You really have to put in effort so that you can participate.” F Claire Fletcher Photography editor

ton Astrodome. Three weeks later, the Dallas Lacrosse Club was founded. In 1972, the first full field lacrosse game was played at the St. Mark’s School of Texas. In Texas, women began playing collegiate lacrosse on a club level at the University of Texas in Austin in 1975, but the program died out due to no real competition from other Southwestern schools. The first high school lacrosse programs for men and women were established at St. John’s School in Houston in 1987 and 1990, respectively. The Texas women’s high school lacrosse league began formally in 1993, with teams from Kinkaid, Houston Episcopal School of Dallas and Greenhill and clubs from Dallas, Plano, Richardson and Coppell. Lacrosse started at Hockaday much later, in 2002, when it became recognized as a schoolsponsored sport and became an SPC sport. However, the team rose to the top quickly, winning the SPC championship the following year. “I think that lacrosse has grown in Texas because the

good coaches that programs have brought here have really helped the spread of the sport through both recruitment and training,” Stanfield said. According to coach Stanfield, while men’s lacrosse has gained more momentum than women’s lacrosse, this has only contributed to the sport’s growth. Stanfield, who played for Syracuse while in college, moved to Texas in 2006 to coach the first women’s lacrosse team at the University of Dallas. Miller, who played for St. Mary’s and internationally in college, also moved to Texas for lacrosse to coach the Highland Park girls lacrosse team. “Lacrosse has grown tremendously in the last seven years due to the media coverage and national exposure, along with the number of programs that are now available in Texas at the club, youth and high school level,” Miller said. For Hockaday, it’s sticks up and slassinate!” F Kate Clement A&E editor

HOCKADAYFOURCAST.ORG

THE HOCKADAY SCHOOL MAY 22, 2015

PersPectLves Letter From Computer

StudentView

15 % 26 % 39 %

Cake Decorating Competition

Skit

Hallway Decorations

Junior Manisha Ratakonda ear Reader,

I don’t have much time. She will be back soon. I don’t know if I can take this any longer. I just came home from the Technology Department yesterday and she has already managed to damage my delicate body. This morning she spilled coffee on me. An entire cup. A couple of months ago she “accidentally” dropped me down a flight of stairs and cracked one of my best features — the corner of my screen. After some plastic surgery I was lookin’ good again, but I still haven’t fully recovered from the trauma of that event. I swear she’s trying to kill me. Sometimes she forces me

to watch Criminal Minds with her even though it terrifies me. What a scary show. What a scary girl. Once she forced me to get a tattoo. She engraved her name onto my body using a pencil. Now I have to look at that disgusting girl’s name everyday. “WHY IS THE SCREEN SO FAT?” she often asks me when I topple over. It’s not my fault I can’t balance. I was made this way. I am beautiful. As if this verbal abuse isn’t enough, she has also been unfaithful to me. Sometimes I see her using the fruit computer. That’s right, the iMac. They spend hours doing homework together, yet I’m the one who has to go to school with her while the MacinPosh gets to relax at home. Apparently the vows we created during book distribution mean NOTHING to her. Now, I know I haven’t been the best laptop to her either. I mean, I doubt she’ll ever be able to trust me again, considering I deleted her entire JRP, but hey, it’s not completely my fault. Junior year has really taken a toll on my mental and physical health. My body reeks of

ILLUSTRATION BY SOFI MIRA

The Fourcast asked readers “What’s your favorite Form Day activity?” Here are the results based on a poll of 300 responses.

coffee and Nutella (which I secretly don’t mind). I am never not sleepy and sometimes I accidentally open up Internet Explorer. Sometimes when I get tired, I turn my keyboard off and hope that she’ll give up and go to sleep. But when all is said and done, I know I’m more reliable than the printers in the Upper School Commons. I don’t deserve this sort of treatment. I deserve to be encrusted with diamonds of at least 20 carats, placed

in a case made of exotic silk and used by none other than Amy Poehler. So reader, I’m begging you, please take me away from here. It is time I live my life away from this subpar girl. Peace ‘n Blessings, Your one and only swag chief, Lenovo the ThinkPad F

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I just tried

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to use my

car keys to

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open a door at school.

NEXT ISSUE: What fall clothing or accessory are you excited to sport?

i am slipping. Senior Sydney Yonack (@SydneyYonack)

A) Riding Boots B) Oversized Sweaters C) Scarves D) Flannel Shirts

I’m more undercover funny. You never see it coming but then bam, there it is. Senior Alexis Espinosa

Is this mandatory? Senior Hufsa Husain regarding the quote that was supposed to go here

Just make up a quote for me.

You don’t have to include me. Senior Coutney Le regarding the quote that was supposed to go here

I have NO. Idea

Senior Charlsea Lamb regarding the quote that was supposed to go here

Senior Elie MacAdams regarding the quote that was supposed to go here

Does anyone else

think a monogrammed hairbrush is really

Apparently I don’t have a sense of humor.

Check your email soon for the survey!

intimate?

Senior Faith Isbell upon receiving a graduation gift

Senior Avita Anand

STAFFSTANCE

t’s a sweltering day in Martinez, Calif., but luckily for John Swett Elementary students, they are enjoying a newly installed air conditioning unit. But not everyone in Martinez is so fortunate. Only eight minutes away, students at Las Juntas Elementary School are suffocating from the heat. On March 30, Martinez Unified School District held a school board meeting to decide which elementary school should receive air conditioning (there was only enough funding for one school). According to Buzzfeed, school board member Denise Elsken said that students at John Swett Elementary, who are predominantly white, should receive air conditioning instead of the students at Las Juntas, who are predominantly Latino. “I really don’t care how

this comes out, I would say 95 percent of the students at Las Juntas do not have air conditioning in their homes,” Elsken said in the Buzzfeed article. “So whether that means those students are more acclimated and can handle a little bit more heat than the John Swett students, which I would say 95 percent of their residents have air-conditioning in their homes.” Although administrators and teachers at John Swett Elementary did place air conditioning as a priority and Las Juntas listed athletic fields and other programs as a priority, the fact that the school board member based her decision on racially driven reasons is unacceptable. As a school board member, her job is to represent the schools and keep their best interests in mind. By making as-

sumptions about the students at both John Swett and Las Juntas, she is stereotyping a large number of students. Although we have come a long way in terms of overcoming racism, we still have a long road ahead of us. Racism is not always as conspicuous as it was in the past, but it is most definitely still present. San Francisco State University Professor Alvin Alvarez defines everyday racism as “subtle, commonplace forms of discrimination, such as being ignored, ridiculed or treated differently.” This is one of them. According to Pacific Standard Magazine, in another instance in 2008, a Latino student named Alejandra graduated from a high school in Santa Barbara, Calif. The student population there is about half affluent white and the other

half poor Latino. Alejandra was the only Latino student in the International Baccalaureate program, a college-level study curriculum. She completed high school with a 3.3 GPA, which was not easy considering the difficulty of the program and her background. Her dream was to attend a four-year university. However, her college counselor advised her to go to a local community college based on her race, which she did. “I thought, maybe I’m not as good as I think I am,” she told Miller-McCune.org, a center for research, media and public policy. Many times in our daily lives, we may not realize racist undertones in everyday vernacular, but because we live in a world of stereotypes and ideal images, we can oftentimes

offend others even if that was not our intention. Stereotypes start with making assumptions about others, similar to how Elsken assumed that most of the children at Las Juntas didn’t have air conditioning in their own homes. Making guesses about a person or group of people can be extremely detrimental. By doing so, you do not give the other a person the chance to express who they are before judging them. Even if you may think that a remark is meaningless or nondiscriminatory regarding a person’s character, image or background, think twice before you say it. F Sonya Xu Perspectives Editor

THE HOCKADAY SCHOOL

WE LOVE IT, WE LOVE IT NOT

Preparing for FORM DAY COMPETITIONS!

Construction noises during class but eagerly waiting for the new FINE ARTS BUILDING

Being quiet in the hallways during AP TESTING

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MAY 22, 2015

STAFFSTANDOFF

Should We Diet?

t’s not unusual to walk into the dining hall and see students with small amounts of food on their tray that do not add up to the healthy calorie amount for a meal. Around the cafeteria, smells of chicken fried steak and mashed potatoes fill the air. It’s not long before the students succumb to the pressure and guiltily deviate from their diet restrictions. According to the New York Times, only 15 percent of people who diet are successful, meaning that the other 85 percent either gain back what they lost within months, or they give up altogether. Breaking a diet often results in guilt, poor self-esteem and despair, which are often followed by binge eating with unhealthy foods. This is not only counterproductive, but also detrimental to the mental spirit. Usually, diets emphasize being “skinny” instead of “fit.” While there is nothing wrong with being thin, our society often sees this as the only thing that is attractive or acceptable for women, especially in some careers. For example, Models.com, a fashion news resource, says female models’ heights range from around 5 feet 8 inches tall to 6 feet tall, and their weights vary from 90 to 120 pounds. The healthy weight for these women is 128 to 145 pounds. According to A Plus, a digital media company co-founded by Ashton Kutcher, the average model in the ‘90s weighed 8 percent less than the average woman. In 2014, she weighs 23 percent less. And it seems that we like going to the extremes. Plus size, a phrase that has gained a negative connotation to it, has models with BMIs nearing closer and closer to the average women. This has caused some controversy, and because of the negative take on looking “bigger,” diets of all sorts are being tested to try and achieve the goal of avoiding looking like plus size models. Contrary to popular belief, there’s nothing wrong with being “big.” Whether it’s that a person has a bigger build, larger bones or more body fat or muscle, it does not mean that they are not as equally healthy, strong or athletic as a thinner person. The stigma of being bigger needs to be eradicated, and since dieting subconsciously promotes this culture, it should be too. F

Vs.

Cheryl Hao Staff Writer

tudent sits at a table in Biggs Dining Hall, eating the sparse lunch she brought from home or not at all. This evokes concerns from friends about an eating disorder and the diet she has put herself on. But the diet is not just for her weight. She is doing it for her self-esteem. Dieting is something that most of us do, consciously or not, according to the Mayo Clinic. According to Merriam-Webster, dieting is the “regulation of food, especially in order to improve physical condition.” While food is necessary for life, mainstream America has supersized our appetites and waistlines. By eating constantly growing portions, Americans have been eating to a point where sustenance is no longer the main reason why we eat: we are eating for pleasure. I gained way too much weight my freshman year. While I was still what the World Health Organization considers a “healthy weight,” I wasn’t happy with my appearance. The real disorder was not the diet I started my sophomore year, but how negatively I felt about myself after I gained that weight and how trapped I felt by food. I had lost control. My diet does not consist of a grapefruit and water. I do not obsessively track my calories. Instead, I began to ask myself if I was actually hungry. I started an more balanced diet. I began running three to five miles a day and went to different exercise classes. I noticed a considerable improvement in my mood and eventually saw a significant drop in my weight after a few months. But I realized something important about my diet. I stopped eating for pleasure and started eating for sustenance. I didn’t eat because I was bored or just eating because food was available. I still treat myself, but not as often as I once did. I eat when I am hungry, drink more water and try and avoid snacking if at all possible. According to the Mayo Clinic, half of the time when you feel “hungry,” you’re actually just thirsty. Dieting, despite the negative stigma that our culture has branded it with for the sake of body positivity, is more about making healthy choices in order to maintain a healthy weight and positive self-esteem. Dieting is not a “dirty word.” F Kate Clement A&E Editor

Say No to the N-Word

Cancelled Conference and Y Periods due to MARCHING AND SONG PRACTICES

Saying goodbye to the SENIORS OF 2015, especially our Fourcast girls. We will miss you!

Sophomore Heidi Kim

he topic of race has always been a sensitive and heated one. There is often disagreement over whether someone can discriminate against their own race. In contemporary society, adolescents, in particular, are often heard using racial slurs such as the N-word. These people use derogatory words because they believe it is acceptable to use them if they are referring to their own race: this is a misconception. Often, people do not realize where these slurs come

from. The N-word derives from a Latin word that means black. By the early 1800s, it was considered to be a derogatory term used to express enmity and disgust toward black people. It was even considered to be one of the most offensive terms someone could use. It was a way to exclude black people and to discriminate against them. Although some may contend that this term is no longer offensive, the history behind the word is not debatable. Pop culture is a huge reason for the prevalence of racial slurs. Acclaimed musicians such as Kanye West and DJ Khaled are known for often using explicit language, including the N-word, in their songs. These artists defend their use of such language by claiming that it is not offensive if you use it in a positive light. “I grew up like that. It’s slang. It’s actually a positive word the way that I use it,” Khaled said to Sirius Satellite Radio, a radio service with streams for music, sports and news. What

these artists do not realize, however, is that using racial slurs can in fact be very offensive to their audiences. Both West and Khaled have justified using the word by claiming that it is a “term of endearment.” Artists like them believe that because the word is used so frequently, listeners have already adapted to accept the word and to see it in a positive light. What is even worse is that artists do not recognize that by using these slurs in their music, they are also promoting them. As soon as someone turns on 106.1 FM or opens up the Top Hits list on iTunes, they are exposed to thousands of songs filled with racial slurs. As a result, inevitably they begin to think that using them is normal. This kind of music has shifted listeners’ perspectives of what is acceptable and what is not. Consumers are now under the impression that using offensive language is acceptable. Maybe even encouraged.

Being a certain race does not justify discriminating against it. If you use a racial slur, it is offensive, regardless of your race. By using offensive terminology, you are indirectly saying that it is okay for other people to do the same. The idea of a double standard comes to mind – if it is not acceptable for white people to use the Nword, it is also not acceptable for black people to use it. The N-word is one of the most offensive slurs you can use. Although some claim that using this word is culturally acceptable if used in an “endearing way,” using it frequently promotes the use of other terms like it and can be extremely hurtful to many people. Although discrimination against black people is still seen, unfortunately, in society, the situation has improved significantly over the years. Using this or any racial slur would be reverting back to old habits. F

THE HOCKADAY SCHOOL

THE FOURCAST 23

PersPectLves

MAY 22, 2015

My Quarter Life Crisis

Junior Sunila Steephen

s a newly elected member of the Student Council, I was invited to a “Strengths and Leadership” workshop on April 9 by the school. To participate, I took a “Strengths Finder” quiz, created by Gallup, which would then name my top five strengths. While the poll results should have been positive and affirming, they left me concerned, upset and more than a little confused. I’m only 17 years old, so it seems to be a bit of a misnomer as dubbing this my “Quarter Life Crisis.” But here are my reasons for why I think the name still holds true: a. Crises, which usually arise out of intense personal conflict, often call the values you hold dear into question—which definitely happened here. b. I seemed to be a little young to have my midlife crisis. Initially, I was unconcerned about the workshop the Student Council was supposed to attend, because to me, it was fairly reminiscent of the “group bonding exercises” we did at Mo Ranch (which, quite frankly, did not work as they were awkward and too contrived). However, I was assured of this program’s legitimacy, and I took the online quiz in order to participate. When I started to take the survey, I knew that something was off. I was given various “would you rather” type prompts. The options that I was given were arbitrary and more often than not, I was forced to pick an answer that I wouldn’t have chosen in real life. In these ways, the survey itself already seemed to be limited in scope.

As soon as I was finished the 100-odd questions I had to answer, I was given my “top five strengths.” In the interest of full disclosure, the traits that I got were as follows: analytical, intellection, input, learner and discipline. And in fact, I don’t disagree with my traits — I actually wholeheartedly agree with them. But I distinctly remember feeling frustrated and very, very misunderstood about my results. My discontent grew as we went around the workshop group and compared our analyses — as it turned out, most of my traits fell under the “strategic thinking” category, while most girls usually fell into the “relationships” category. To me, those “relationship” traits seemed to evoke warmth and friendliness, while my own “strategic thinking” traits conjured up the image of a cold disciplinarian — and that’s not who I am. I consider myself a complex, multivariable person, and my life goes beyond the five words I was assigned. To sum myself up in five words made me feel boxed in and restricted. Nor do I want to now consciously act in a certain way to affirm my labeling. I want to act however I want, in whatever way I want to, independent of any labeling. For this same reason, I won’t take a Myers-Briggs personality profile test. To me, labelling myself neatly into a simple four letter combination seems to be an extreme limitation of my personality — I wouldn’t be able to describe myself in just four words, so why should I limit myself to just four letters? The whole point of your teenage years is to grow and discover yourself personally. To have a specific label seems counterintuitive to my personal growth. I’m not against personality quizzes as a whole — although Buzzfeed quizzes are entertaining, they aren’t trying to seriously pinpoint your personality and change. They’re facetious, and taken rightly so. I can’t name a single person who makes

EDITOR-IN-CHIEF

Erin Thomas

An Explanation of My Top Five Results

Catherine Jiang

“People who are especially talented in the Analytical theme search for reasons and causes. They have the ability to think about all the factors that might affect a situation.”

BUSINESS MANAGER

Sunila Steephen

SOCIAL MEDIA DIRECTOR

2. Intellection: “People who are especially talented in the Intellection theme are characterized by their intellectual activity. They are introspective and appreciate intellectual discussions.” 3. Input:

Manisha Ratakonda COPY EDITOR

Maria Katsulos

NEWS EDITOR

“People who are especially talented in the Input theme have a craving to know more. Often they like to collect and archive all kinds of information.” 4. Learner: “People who are especially talented in the Learner theme have a great desire to learn and want to continuously improve. In particular, the process of learning, rather than the outcome, excites them.” 5. Discipline: “People who are especially talented in the Discipline theme enjoy routine and structure. Their world is best described by the order they create.”

Noor Adatia

ASST. NEWS

Ashna Kumar FEATURES EDITOR

Megan Philips

ARTS & ENTERTAINMENT EDITOR

Kate Clement

SPORTS & WELLNESS EDITOR

Mary Claire Wilson

PERSPECTIVES EDITOR

Source: StrengthsQuest by Gallup

Sonya Xu

PHOTO & GRAPHICS EDITOR

Claire Fletcher

CASTOFF EDITOR

major life decisions and heavily self-reflects after a Buzzfeed quiz. But other, legitimate quizzes have the capacity to change one’s viewpoints and values, and this power has the potential to be significantly detrimental. Human nature is complex, wild and unruly — in the best way possible. To limit oneself to four or five arbitrary personality traits seems to limit that very nature. F

Austria Arnold

STAFF WRITERS

Amelia Brown, Neha Dronamraju, Emily Fuller, Shreya Gunukula, Elizabeth Guo, Aurelia Han, Cheryl Hao, Maria Harrison, Amanda Kim, Heidi Kim, Eshani Kishore, Katie O’Meara, Mary Orsak, Jenny Zhu STAFF PHOTOGRAPHERS

Nina La Barba, Sloane Castleman, Lainey Giles, Paloma Renteria, Madison Smith, Grace Voorheis, Molly Waring STAFF ARTISTS

Madelyn Brewer, Sarah Chan, Annabelle Folsom, Wendy Ho, Sofi Mira, Lily Sumrow FACULTY ADVISER

Ana Rosenthal

LETTER TO THE EDITOR

Inaara Padani

WEB EDITOR

1. Analytical:

ILLUSTRATION BY ANABELLE FOLSOM

e encourage anyone from the Hockaday community— alumnae, parents, faculty, staff and students—to submit Letters to the Editor. Selected letters will be published each issue in regards to the previous issue. We regret we cannot acknowledge all submitted letters, but we sincerely appreciate them. Letters to the Editor must be signed. Please email letters to ethomas@hockaday.org or mail to The Hockaday School, attention: The Fourcast, 11600 Welch Road, Dallas, Texas 75229. All of the letters must be typed, double-spaced and must not exceed 200 words in length. The Fourcast will not alter the meaning or intention of any letter to the editor, but may edit for grammar, spelling and space.

MANAGING EDITOR

www.hockadayfourcast.org Better news than your newsfeed. Updated daily.

EDITORIAL POLICY The Fourcast is written primarily for students of the Hockaday Upper School, its faculty and staff. The Fourcast has a press run of 1,200 and is printed by Dallas Offset, Inc. It is distributed free of charge to the Hockaday community. Businesses who wish to advertise in The Fourcast should contact Sunila Steephen, Business Manager, at ssteephen@ hockaday.org. We reserve the right to refuse any advertising which is deemed inappropriate to the Hockaday community. Opinions will be clearly marked and/or will appear in the perspectives section. Commentaries are the expressed opinion of the author and do not necessarily reflect that of The Fourcast staff, its adviser or any member of the Hockaday community. Unsigned editorials that appear on the opinions page will reflect the official position of The Fourcast, but not necessarily the position of the Hockaday community. The Fourcast staff may cover student, staff, faculty or alumnae deaths as the staff is made aware. We reserve the right not to cover a death based on relevance, timeliness and circumstance. Corrections and clarifications from previous issues will be found as designated in the news section. Any questions or concerns should be taken up with Erin Thomas, Editor-in-Chief, at ethomas@hockaday.org.

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HOCKADAYFOURCAST.ORG

THE HOCKADAY SCHOOL MAY 22, 2015

CAStOFF

AND THEY’RE OFF!

Congratulations to the Class of 2015! Here is where you can find them next year:

AMERICAN UNIVERSITY

COLORADO COLLEGE

JOHNS HOPKINS UNIVERSITY

Kenya Roy

Jessica Savage

Charlotte Bagwell

BOSTON COLLEGE

COLUMBIA UNIVERSITY

Katie Miller

Avita Anand Snow Zhou

Katie Mimini Doris Xu

LAWRENCE UNIVERSITY

BOSTON UNIVERSITY

Aparna Rakesh

TUFTS UNIVERSITY

Gabrielle Munoz

Staci Shelby

TULANE UNIVERSITY

UNIVERSITY OF SOUTH CAROLINA

Sarah Winslow

Claudia Hammond

SOUTHERN METHODIST UNIV.

Meredith Burke Stejara Dinulescu Holly Haley Miranda Helm Ellie King Emma Pollari

Madelyn Brewer

UNIVERSITY OF ILLINOIS

Dorothy Zhang

MIDDLEBURY COLLEGE CORNELL UNIVERSITY BOWDOIN COLLEGE

Bridget Colliton

ST. EDWARD’S UNIVERSITY

Ally Jones MASSACHUSETTS INSTITUTE OF TECHNOLOGY

Anna Bulger

DARTMOUTH COLLEGE

UNIV. OF SOUTHERN CALIFORNIA

Jordan Barnes Niha Choudhury Azani Creeks Brooke Jessen Yaressy Raymundo Olivia Whittaker

’

Antara Palit

Ripley Mayfield

BRANDEIS UNIVERSITY

UNIVERSITY OF PITTSBURGH

Aanathi Reddi

SEWANEE: UNIV. OF THE SOUTH

Maura McCrary

LOUISIANA STATE UNIVERSITY CONNECTICUT COLLEGE

RHODES COLLEGE

Mackenzie Capetillo

UNIVERSITY COLLEGE LONDON

Emily Graue Grace Zacarias

UNIVERSITY OF ST. ANDREWS

Isabel Jacobson

Mary Zhong

Aly Berger Elizabeth Michel ST. OLAF COLLEGE

Avery Baker

Tiffany Pon

NEW YORK UNIVERSITY BROWN UNIVERSITY

Elie MacAdams

DEPAUL UNIVERSITY

Whytne Stevens

Tina Fan Luda Grigoryeva Megan Liu Cherry Moon Anesu Nyatanga Allison Parks Kennedy Williams

UNIVERSITY OF CALIFORNIA, LOS ANGELES

STANFORD UNIVERSITY

Anne-Marie Hwang Shriya Das UNIVERSITY OF CHICAGO

Rita Li Ahona Mukherjee

CARLETON COLLEGE

Phoebe Smith

DUKE UNIVERSITY

Isabel Billig Hayes McManemin

NORTHEASTERN UNIVERSITY

Lauren Kim Kathryn Shultz Sydney Yonack

STEPHEN F. AUSTIN STATE UNIV.

UNIVERSITY OF GEORGIA EMORY UNIVERSITY

Harper Clouston Nishali Malik Tammy Yoon

TEXAS A&M UNIVERSITY NORTHWESTERN UNIVERSITY

Sydney Thomas Lakshmi Uppalapati

VANDERBILT UNIVERSITY

Morgan Hurst Courtney Le Ryan McBride Barrett Smith

Katie Hill

CARNEGIE MELLON UNIVERSITY

Sam Toomey Yolanda Wu

UNIVERSITY OF VIRGINIA

Madalene Danklef Alexis Espinosa Elizabeth Farrow

Raquel Hazbun Sara Mustafa Dominique Sung

Morgan Allen Lauren Axmann Lilli Boren Olivia Lechtenberger Rachel Robinson

WASHINGTON AND LEE UNIV.

Katherine Dau Faith Isbell

WASHINGTON UNIV. IN ST. LOUIS

GEORGIA TECH

Leah Cohen

PENNSYLVANIA STATE UNIVERSITY

Victoria Almanza

CHAPMAN UNIVERSITY

Sarah Bourek Mary Francis Dagher Jennifer Davis

HAVERFORD COLLEGE

Monique Byars

COLGATE UNIVERSITY

HOWARD UNIVERSITY

Molly Nelson

Cierra Wright

PRINCETON UNIVERSITY

Mimi Asom Sarah Zhou

UNIVERSITY OF TEXAS AT AUSTIN

Peyton LeBlanc Lily Ramirez Ariella Stromberg Hufsa Husain Abby Beck Elizabeth Bell Ingrid Choi Cameron Malakoff Laura Nagy Aashima Garg Camille Szelc

UNIVERSITY OF NOTRE DAME

Julia Teeter

UNIVERSITY OF OKLAHOMA

Kathryn Banks

Sam Goetz Aneesha Bandarpalle Vicky Su

WASHINGTON COLLEGE

Olivia Diaz

RICE UNIVERSITY

UNIVERSITY OF TEXAS AT DALLAS

UNIVERSITY OF PENNSYLVANIA

WHITMAN COLLEGE

Catherine Kirby Charlsea Lamb

Jane Gu Sara Rana

Kristina Graffy

Suzanne Schmitz

GRAPHICS BY AUSTRIA ARNOLD AND SUNILA STEEPHEN

CASE WESTERN RESERVE UNIV.

Jessica Kong