December 2011

ARTS & ENTERTAINMENT

SPORTS page 13: Boys’ Hockey

page 7: Indie Playlist

race

page 10: Exchange Student Interview

page 8

December 5, 2011 • Estd. 1892 • Vol. 120 • No.4• Published Monthly • www.ihstattler.com • Ithaca High School, 1401 N. Cayuga St., Ithaca, NY, 14850 • FREE

2012 Graduation Site Remains Uncertain

IHS Welcomes New AP

By CHRISTINA SEUNG

PHOTO/EMMA PRESTON

Whether graduation will take place at Ithaca College or Cornell University hasn’t been finalized; Activities Director Karl Mellander has been weighing the options carefully before making a decision.

With the budget for the event weighing in at approximately $10,000, the process of looking into the graduation location costs is routine.

However, the school doesn’t only pay for the space.

“A lot of the bill comes from paying people to set up, sound, flowers, sign language interpreters, the staff, and the police,” Mellander said.

Also, the diplomas, diploma covers, Regents diploma stickers, and staff contracts all cost about $4,000.

Currently, Mellander is considering both Ithaca College and Cornell University.

“The thing about Cornell is that it has a good atmosphere, it’s in a good site and the sound is OK.” Graduation has been at Cornell’s Bartels Hall for the past several years. This sports arena allows the seniors to gather in the middle while relatives look on from the benches, just as they would at a basketball game.

However, Ithaca College has a brand new Athletic and Events Center. Although there isn’t much information about this new facility, there would be air conditioning, an upgrade from Bartels’s stuffy and humid atmosphere.

IHS is currently not being considered as a spot for graduation, because it would have to be outside on the football field, for Kulp Auditorium and Activities are far too small to fit 360 seniors, their relatives and the orchestra. If graduation were to be held on the football field, an expensive new covering would have to be purchased to protect the turf surface.

Ideally, graduation will not happen at Ihs, unless the graduation budget is cut.

The Senior class is now working to raise money for the event. The 2011 graduation at Cornell University cost around $14,500 in total, of which the senior class paid about $6,000.

“They’re in pretty good shape right now... they’ve done good work at raising money,” noted Mellander.

To fundraise, the Senior class hosts the Handball Tournament in December, Winter Formal in January, the Carnival in March, and the Spaghetti Dinner and Senior Prom in June.

The Senior class and Mellander hope to decide on a graduation location soon.

“I’m going to be up at Cornell and IC quite a lot testing the sounds and seeing what makes more sense.”

By MANSI VOHRA

On November 11, the Board of Education (BoE) appointed Aditya Joseph Dhara as new Associate Principal for IHS. Dhara replaced interim AP Earlene Carr, who succeeded Barbara Katz-Brown.

The new administrator began working on November 14, and was quickly welcomed to the IHS community. Currently, Dhara plans on strengthening connections between teachers, students, and their families while increasing communication between the administrative staff.

“To strengthen the administration I have to work with the other APs, the principal, and Mr. Jordan as a team,” Dhara said. “We come together when we’re trying to figure out what’s going to help our kids, or what rewards we should give kids; not just academic awards, but citizenship awards.”

Dhara originally began working as a substitute teacher in the Syracuse School District for one and a half years, and after receiving certification from Cortland, worked his way up to becoming Math Dept. Chair at a Syracuse high school.

There, he became accustomed to figuring out benchmarks, setting goals, and aligning student achievement.

“I [plan on] bringing my expertise to things like scheduling, discipline, and curriculum, because I’ve had good experience in all three of these areas.”

As an administrator, Dhara is in control of the Technology, Physical Education, ISS, and RTI departments at IHS. In proposing solutions to school problems, Dhara was quick to point out a step-by-step process in which problems can easily be solved: “First observe what is happening, analyze why it is happening, and then work with a group of people to come up with a solution.”

School problems such as budget cuts, bullying, fights, and attendance are among the many seen by IHS students.

“So when we talk about bullying, the first thing that is important is that kids should know what their rights are,” Dhara said. That way, he adds that students know “how they can be protected against bullying, and that if they’re the aggressor, it’s a very serious crime.”

In addition to bringing his advice to the table, Dhara also plans on learning from the other two APs, Mrs. Little and Mrs. Abowd, as well as from Dean of Students Mr. Jordan, and Principal Mr. Powers.

The new administrator has already frequented several clubs, such as the African-Latino Club, in order to further his understanding of students and the activities they partake in.

Lynne Saulsbury, library clerk and co-advisor for the African-Latino Club, recalled Dhara introducing himself to students and staff at the club.

“If somebody takes the time to come say hello and introduce themselves, it’s really very nice,” said Saulsbury. “It’s an interesting school that we have here, and I know that he’s got a lot of learning and what not to do.”

December 5, 2011

25 Professionals Honored Tenure, Student Achievement Recognition at ICSD

By MANSI VOHRA

On Tuesday November 15, Constance Evelyn, Assistant Superintendent for Curriculum and Instruction, hosted the Board of Education (BoE) Commendation Awards Ceremony in Kulp Auditorium.

Teachers, administrators and students at ICSD were honored and commended by the BoE and Dr. Brown for their achievements and contributions made to the community.

The teachers, administrators, and education support professionals who received tenure recognition at IHS are as follows: Angela Affronti, Dennis Carbone, Jennifer Heise, Maria Torres, Christine White, Linda Dickey, Shawn Goodman, Karen Kiechle, Sarah Ostrom, and Juan Rojas.

Other professionals from Boynton, Fall Creek, BJM, LACS, Belle Sherman, and CHES were also recognized: Christine Barley, Rebecca Feuerbach, Jonathan Fields, Samantha Fishman, Keith Harrington, Nancy Legg, Michael Levy, Nia Nunn Makepeace, Eric Reiff, Lauren Trichon, Michael Simons, John Beach, Natasha Galliher, Kristen Karastury, and Jessica Staelens.

The Commendation Award for Excellence and the Best Local Teacher Award was given to Kelly Grant-Horrocks and Marilyn Mayer, respectively.

Johanna Little ‘13, a junior at IHS, also won recognition for supplying of monarch butterfly chrysalises for elementary school teachers in ICSD.

At South Hill Elementary School, Kyle Caudill, Simon Chang-Martin, and Nathan Smith were honored for competing in the Noetic Math Learning Contest and scoring in the top 10% nationally.

The contest is an assessment for students ranging from 2nd to 5th grade from any private or public school in the nation. More than 6,000 students participated.

Along with 19 other public/private schools in NYS, Northeast Elementary School was named a “National Blue Ribbon School” by the U.S. Department of Education. In order to be nominated, the teachers, students, parents and community all “self-evaluated” themselves and assessed their strengths, weaknesses, and plans for improvement. The school also sent their standardized test scores in Math and English & Reading for the last three years. Being named a “Blue Ribbon School” is among the most prestigious achievements an American school can receive.

Coach Ricky Milton was also honored and congratulated for leading his USA Basketball Team of 5th graders (and one 4th grader) to victory in the Nationals Championship held on July 4, 2011. The team had been competing in tournaments in Cortland, Syracuse, and Rochester since November 2010 and qualified for Nationals with a total of 435 points out of the required 350. Many congratulations to the young team members: Gregory Boyce, Rayquan Brooks, Quintel Clements, William (Bill) Courtney, Jordanny Cuevas Marte, Jamar Douglas, Milton Maxwell, Thulani Ntoembela, Anthony Saggese and Ryan Sposito.

World News Africa The West African Nation of Gambia recently went to the polls to choose their next leader. About 800,000 voters flocked to polling stations to drop a marble in a canister corresponding to the candidate for which they were voting. Incumbent President Yahya Jammeh was declared the winner. He has been in power for seventeen years.

Tens of thousands have gathered in Egypt’s Tahrir Square to, once again, call for democracy. Tahrir square was the sight of the iconic protests broadcast throughout the world during Egypt’s revolution earlier this year.

The Americas Black Friday, which kicks off the shopping season with unprecedented deals, saw violence across the country.

In one of the most violent episodes, a women peppersprayed at least 10 fellow shoppers, including children, in order to get a deal at a Los Angeles area Wal-Mart.

Asia A NATO Spokesperson confirmed that it was highly likely that NATO aircraft were responsible for the deaths of 24 and the injury of another 12 people in Pakistan.

More than a thousand Afghans blocked a main highway in Afghanistan as part of a protest against a new plan that would allow some American military personnel to remain in Afghanistan after the 2014 deadline for withdrawal.

Europe In the newest chapter of the widening European debt crisis, Belgium’s credit rating was downgraded to double-A for a double-A-plus rating by Standard & Poor’s.

In addition, more than a million public-sector workers went on strike in opposition to austerity measures adopted in the wake of a $140,000,000,000 international bailout package.

-MIKE HALL

Local News Briefs Love Those Letters To Take Flight In ICSD Classrooms

Deck the Halls: The 33rd Annual IHS Craft Fair

By MANSI VOHRA

By RYAN HAWTHORNE

The Family Reading Partnership (FRP) has collaborated with ICSD reading specialist Carol Cedarholm to create and issue a new project entitled Love Those Letters.

This undertaking initially began during Cedarholm’s 2010 spring sabbatical, and eventually evolved into a CD, DVD, several alphabet books, and various other paraphernalia to help children learn the alphabet from pre-K to first grade in Tompkins County.

Around 2,000 students will have the opportunity to use Love Those Letters materials in classrooms.

Within the district, the ICSD Office of Curriculum and Instruction funded the project materials. However, outside of ICSD and within Tompkins County, the project was funded by The Ujeni Fund of the Community Foundation of Tompkins County.

With choreographer Lisa Tsetse, music and lyrics writer Greg McQuade, and introductory host Cal Walker, the Love Those Letters DVD was created and issued as a “cohesive multimedia experience.”

An event congratulating the success and hard work of ICSD community members for this project will be held on Sunday, Dec. 11, in Kulp Auditorium from 1:00-2:30.

The annual IHS Craft Fair will be held on Dec. 9 in Activities. There will be many clubs, organizations, and local vendors at the Craft Fair selling food and gifts for the holiday season.

With food ranging from 50 cents to around $7 and gifts starting at approximately $2, the Crafts Fair will host students, staff, and community members looking to support clubs in their purchases of food or holiday gifts.

Such clubs include, but are not limited to, the “The Tattler,” “African-Latino Club,” “Asian-American Club,” “Ultimate Frisbee,” “Invisible Children,” “Jewish Culture Club,” “Model United Nations (MUN),” and the sophomore class officers.

Dickenspallooza: English Students To Commemorate Dickens

By MANSI VOHRA

Enriched with Dickensian philosophy, Lauren McKown, Combined and Regents 10 English teacher, plans to take about 25 of her English students (from either class) on a trip to the Morgan Library & Museum in New York City to celebrate Charles Dickens’s 200th birthday.

McKown has already planned to align these students with 20-25 Ithaca College English majors who will also attend the exhibition at the Morgan. Enlisting a partnership with Ithaca College isn’t only

for McKown’s “Dickenspallooza,” but also for the classroom: the Ithaca College students could come into class and lecture/teach on a subject they’re currently studying.

In order to pay for the trip, McKown has been applying for a $1500 grant in honor of John Karen in addition to the $500-600 grant she receives from her partnership with IC English Professor Elizabeth Bleicher.

The date of the trip is subject to change, but will most likely take place in early February on a Friday.

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December 5, 2011

Opinion:

Through Rain, Sleet and Snow

By ANNELISE RAYMOND

The construction of the new gym building is slowly and steadily advancing. New improvements crop up daily: double doors, large glass windows, and nice new entrance pillars between the gym and Activities that seem to grow taller.

Unfortunately for music and drama students, this formal new entrance has resulted in the elimination of the only possible dry path to take to Kulp. Albeit out of the way, the covered walkway between Activities and the gym is no longer, leaving no dry or warm way for music students to travel between Kulp and the rest of the school.

Music teachers and students certainly appreciate the muchneeded renovations made to Kulp two years ago. However, rather than expanding Kulp towards the rest of the school to make it unified, Kulp was expanded towards North Cayuga St, and a new green space replaced the previous drop-off and parking area between Kulp and the main office.

When asked about the trek to and from Kulp, students had mixed sentiments. While appreciative of the opportunities to

walk outside on “rare beautiful Ithaca days” and having a physical separation between music/drama classes and the usual academic classes, students feel that there is a negative aspect in walking outside during the harsher months of the year. Yijiu Wang ’12 said, “I think that the long walk from J to Kulp is really far, especially during the winter when it’s freezing cold.... What I mean to say is, walking inside would be nicer...” On a similar note, Lucy Lagoze ’12 said, “Although the features of the building are arguably worth the walk, it is inevitable that at some point during the year you are going to either forget your jacket and have to endure below-zero temperatures or slip and fall.” As most of the students don’t carry winter coats with them all day, the minute-long walk to Kulp in a t-shirt and jeans can be quite unpleasant, especially when it’s blowing snow or pouring rain.

But of course, it’s too late to change what’s already been done.

What we can do is take sympathy on the music students’ plight and do something to make the walk to Kulp more pleasant. Perhaps the school could build an enclosed sidewalk between the main office and Kulp, or at least a covered sidewalk like we had before. The music and drama students would truly appreciate it.

IHS has two technology clubs: Technology Student Association (TSA) and Code Red Robotics. Many people have debated over which is better, which to join, and why. As a former member of the TSA and a current Code Red Robotics member, I feel I am able to provide insight into these questions.

Code Red Robotics (team 639, not to be confused with the other Code Red Robotics, team 2771) competes at the For Inspiration and Recognition of Science and Technology (FIRST) “regionals” in Rochester and other cities. For six weeks in January and early February, Code Red members forgo sleep to come in 28 hours each week. Then, Code Red travels with their robot to compete in innovative games created by FIRST. Last year, the 3on-3 game Logomotion required robots to hang big inflatable shapes on pegs on a wall, scoring higher for hanging on higher pegs and making the FIRST logo.

TSA (not to be confused with Airport Security) competes at states in Oswego and nationals in various cities each year, such as Denver and Dallas. Individual members select a few events in which to participate, either individually or in small groups. Despite New York TSA’s lack of members, they somehow manage to win more than other states.

With a vast number of sponsors, more than 60 members and the need to purchase material, Code Red is quite organized. They do a good job of keeping funds, members, and connections to the community organized, as evidenced by their website, press releases, community service, and Istvan Burbank ‘13’s fun diagrams. Unfortunately, right now they are only filing papers, waiting for that sixweek period to start so they can stay up until 1:00 a.m. every day.

In comparison, TSA is not as organized. Due to funding issues, TSA has had a few bad years. Last year, student payments were not in on time, refunds did not exist, and everyone found their own person to blame. To make things worse, nationals coincided with Regents Exams, and states cut more than half of their (good) events. As they are just starting this November, TSA has a lot of catch-up work to do if they want to compete. Ironically, TSA members can compete in a problem-solving event but still can’t solve their own organization problems.

But that is made up in TSA’s working style. TSA, which takes part in mainly individual and small group events, builds discipline, motivation, and a good work ethic, as long as the members actually do something. These events encourage individuals to explore different fields in

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technology on their own, from making videos to building catapults to designing dragsters. It really gives everyone the ability to pursue whatever they want, which is (normally) awesome.

Code Red is more group-oriented. All 60 or so members work on the same robot for the same competition. There is still a lot of work to be done, but there aren’t as many options as with TSA. One could try learning electronics, pneumatics, designing, or machining, but that’s about it. Whereas some of TSA’s events may be swapped in and out, Code Red’s events remain very similar, only there’s a new challenge each time. Some engineers come visit with Code Red, so the many subtleties of professionals rub off on the club. Unfortunately, with many people, confusion is easy to find and laziness is easy to hide.

Both Code Red and TSA are great clubs with their individual pros and cons, some weightier than others. Code Red is more concentrated, and TSA is more independent. Luckily for the average highschooler, both clubs encourage members to join. If you are interested in technology, both clubs definitely have great things to offer. Plus, if you don’t like one, you could join the other and make fun of the first one while ignoring the second one’s problems. Sometimes I do that... in fact, I just did.

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advisor@ihstattler.com The Tattler is the studentrun newspaper of Ithaca High School. The Tattler was founded in 1892, and is published monthly.

As an open forum, The Tattler invites submissions of opinion pieces and letters to the editor from all members of the community. Drop off submissions in H134, or e-mail them to editor@ ihstattler.com.

Letters can be mailed to The IHS Tattler 1401 N. Cayuga St. Ithaca, NY 14850 We reserve the right to edit all submissions.

These submissions do not necessarily reflect the views of The Tattler editorial staff.

December 5, 2011

Opinion:

My courtroom experiences

by Mané Mehrabyan

Thursday afternoon, I was getting ready to leave my classroom when a student standing in close proximity asked our teacher a very intriguing question. Surprisingly, after asking his question, he quickly diverted his attention and made ready to leave the room without any acknowledgement of the reply. I do admit that I was a bit shocked at this, so I decided to helpfully tell him, “You know you’re not supposed to ask a question and disregard the answer.”

At this time I was walking by his side and I guess my statement opened a legal floodgate inside him for which I wasn’t particularly ready. “It’s standard procedure in court for a lawyer to already be aware of the answer before posing a question and this is imperative to his acumen which lends to the mastery of the psychological code #137 and blah blah blah...”

After what felt like a great law book being thwacked on my defenseless head and the prodigious gush of words had subsided, I carefully looked around and said to this knowledgable student, “You know we’re not actually in a court room and if we are, I hope you’re not interrogating me right now.”

I confess that while this incident did broaden my legal understanding, it also made me consider to what extent our school represents a courtroom. If we’re on the stand facing trial then who are our lawyers and of what importance are the onlookers and the assembly?

I started by envisioning all of our minion faces loom-

ing over the stand, inspected by watchful eyes. We are kept on a rigid schedule and if late, asked for a reason.

If found not doing homework, we are warned and given detention. As austere as this all sounds, it’s not intended to cause uneasiness, but to keep us in the right. As students, we all should try to be right and truthful, however hard this may be.

Now let’s envision those clean-cut and punctual lawyers who walk with an uplifted air to the front of the room, slap their suitcases on the table, and saunter up to the stand to handsomely question with all their legal astuteness. If I am a suspect, I’d have some cause for worry when this exact lawyer opened his meticulous mouth. But lawyers come in two packages and even though there’s one looming over you, there’s another in whom you place your trust, smiling at your defense desk. Though I might not utter these words on the stand, both types are good for you and we students need both.

In this courtroom, we have our suspects, ourselves, and our lawyers, the handy dandy teachers, so one might ask who else do we need? I was talking to a good-natured andfriendly guy in math class and I asked him if he talked to people with whom he wasn’t friends and if he really knew these people, he said, “Yeah, I talk to everyone; I’m a pretty cool guy.” When I asked him, “Do you know the name of one of the security guards then?” he had to ponder for a moment, and I guess his coolness then flew out the window. In my opinion, perhaps the most important of all the courtroom components is the assembly. Looking at it strictly through numbers, there are just so many

Editorial:

by the people, for the people For a high school that offers different levels for almost all subjects, the “Regentsonly” Government course tends to upset quite a handful of Honors and AP senior students. Even though this one-level class may annoy these students, there is a conscious rationale behind it: unity and equality.

Since we are in a country where “all men are created equal,” it makes the most sense to allow all students to study in the same environment—especially in Government classes. Sara Shenk, one of the Government teachers, remarked that it was unfortunate how we have “created such a divide” between students. In addition, she pointed out that IHS’s determination to not segregate students into Regents, Honors, and AP Government classes gives an opportunity for “all the students…to talk about issues that will shape the future.” Even though some students may know how laws get passed, what constitutes the government, the different political parties and their platforms, and the world’s current affairs, as Shenk said, the course isn’t to “challenge the student’s intimate knowledge of the government” but to have students discuss together, despite the students’ wide range of academic levels.

Government is planned out to make sure that the class focuses on local issues, such as the recent mayoral election, the Commons renovation, the smoking ban, budget cuts, community designs and hydrofracking. The usual routine is that students learn about the topic by researching in the library or listening to guest speakers (during the mayoral campaign, all the candidates visited IHS), move onto discussions, group projects, and debates or position papers. To further engage seniors in their community, Government requires nine hours of volunteering and one attendance to a public meeting, such as the BoE ones.

However, what is structured and meant well doesn’t always work out so smoothly.

While one group of seniors experiences Government classes that are flowering with discussions, debates, and a variety of opinions and questions from everyone, another group of seniors complain about the lack of participation from all students.

Therefore, in the midst of this highly categorized education system, it is mostly up to each and every student to take advantage of this unique class that offers a chance for all students to work together by actively contributing to discussions, sharing different viewpoints, and learning from one another.

more minds and opinions in the assembly, than there are of lawyers, judges, and juries combined. These people and onlookers are those with whom we spend 9 hours and 37 minutes each day and who in some ways become our surrogate family. I was trying to come up with this history fact for a Chinese friend but found that I couldn’t even remember anything from the Shang Dynasty anymore. Chances are, you won’t remember all the details you learned in school, but if you want to find that which you will remember twenty years from now, then start out by cheerfully greeting a passer-by, spontaneously giving a batch of cupcakes or even a pie, and maybe talk to that girl or guy you have liked for a while. Chances are, just as I remember the guy who squeezed my hand blue during our class waltz performance in 1st grade, so you will remember some experiences from our small high school, hopefully those less painful than mine.

As I express this one opinion on a school and court, I know there will be differing ones. Yet I also know that perhaps not having one clear and concise opinion is a good thing, although some mathematicians might somewhat disagree. For one thing, it leaves room for change and discovery.

While I was daydreaming during a class I came up with a little test to review our mastery of courtroom competency. The challenge that I am leaving you learners and of whose innocence you may solely be the judges (forgive the pun) follows in this way and might just win you a more important case: could you name of one of the security guards or custodians in our school?

Letter to the Editor: To the Editor: As the President of the Invisible Children Club at IHS, I feel the need to clarify some of the points made regarding the Invisible Children Organization in the November edition of The Tattler. The writer is accurate in his facts and figures, but does not tell the full story of Invisible Children’s impactful work.

A grassroots campaign since 2003, Invisible Children has developed programs of protection, support and recovery as a response to the violent Ugandan war. Attack alert radio networks have been set up, schools have been built and funded, and economic initiatives have been implemented.

The November article focused on the lobbying of Congress for the passage of HR 2478. In an official response from Invisible Children, Emily Wilkinson, legal department head, wrote, “It should be understood that lobbying by a 501(c)(3) organization is not illegal. On the contrary, federal laws exist to encourage charities to lobby within certain specified limits and Invisible Children has been careful to stay within these legal limits. We have also elected 501(h) status--part of which is a commitment to continue to voluntarily report our lobbying expenditures to the IRS.” The article also suggested that the US should not be involved in this conflict because of Uganda’s high corruption rating with Transparency International (127). However, Transparency International’s Corruption Perception Index rates Iraq at 175 and Afghanistan at 176; both these countries are receiving US military and monetary assistance.

The article questioned the accountability of program expenditures. Invisible Children’s program costs amount to 84% of total costs, a figure Invisible Children stands proudly behind. Trent Stamp, executive director of Charity Navigator, says, “Program expenses is generally the first thing donors look at.

You’re looking for an organization that can spend at least 75%, if not 85%, on their programs.” At 84%, Invisible Children is hitting the mark for responsible non-profit fiscal practices.

We, the Invisible Children Club at IHS, welcome your questions and comments. It is dialogue that opens conversation and abolishes ignorance. Please, if you are even slightly curious, confused, or angry, come to a club meeting or visit www.invisiblechildren.com for more information.

Sincerely, September Johnson President of Ihs invisible Children Club

December 5, 2011

Opinion:

Pro

Con

By IAN THOMPSON

By SIENA SCHICKEL AND MANSI VOHRA

We’ve all seen the rapid growth of technology in the classroom at IHS over the last few years. In many rooms, the SmartBoard has replaced both the chalkboard and the whiteboard. Projector transparencies have been replaced by PowerPoint slides and ELMO projectors. AP’s walk around the school working on their new iPads.

The computers in the library are now used more frequently than the rows of shelves holding reference books.

While some people may find these kinds of changes unsettling, I welcome them.

There’s no question that the rest of the world has moved on into the digital age, and IHS has lagged behind.

Shouldn’t the we be eager to reap the rewards of new technological advances?

Here’s an experience that probably sounds familiar to most IHS students: after returning from a day sick, you ask your teacher for the work you missed while you were ill. Having little or no time to go over the topics with you in class, the teacher hands you a couple of charts on transparencies, a packet of semi-legible notes, and sends you on your way. With the available resources at IHS, this is the best most students can hope for when they miss a class.

However, in today’s ideal classroom the situation could be different, provided that a certain amount of initiative is available on the student’s part. All in class materials could be uploaded online so that students can make up missed work on their own and review current topics at home. All this is nice, but it’s rendered useless unless technological inequality can be solved among the students, a problem which the district is aiming to solve. Through upgrades to the publicly available computers and the new 1:1 computer program, technology resources are being made available to students more than ever so that they can use the internet as a learning tool.

Of course, having such resources readily available proves pointless if the technology is not understood by its users. I’ve found that I can regularly amaze teachers with some of the more “advanced” features of the SmartBoards, such as right clicking or opening a virtual keyboard.

Given any piece of technology, there is always a more complex level of understanding that can be reached, so where do we draw a line? Where does an understanding of technology become sufficient enough to be deemed useful in the classroom? Clearly there is a point, but in all honesty I don’t know where it is. Serious thought should be given to how students will learn to use the new technologies given to them, but the wrong answer is to drop new devices in their laps and hope they figure it out. We may be the Facebook generation but we still need instruction on how to use different programs.

Technology, when properly understood and used, is an invaluable addition to the classroom and should be treated as such.

Dr. Brown’s new technology initiatives might prove to be costly, yet these new programs are well worth the money. Assuming the district is able to train teachers and students to use the technology correctly, the money used towards these programs should be viewed as a valuable investment. An investment in our future as students, ready for the technologically driven world that awaits us, and an investment in our school’s ability to teach and educate into the twenty-first century. The great breakthroughs of ages before have not been cheap. Yet, without them we would be living in the stone age. Technology is able to revolutionize the way students learn and the way teachers teach. Will it be cheap? No. Will it be time consuming? Yes. But, in the course of human history, what great achievments have come quickly and cheaply?

What ever happened to using a chalkboard? Or hearing the squeaky sound of markers on a white board? In the past few years, IHS has seen drastic changes made to its classroom settings as more and more SmartBoards, iPads, and computers have become integrated into the curriculum. What used to be a mere interactive video has mutated itself into constant distraction and cheating, extreme decline in cognitive ability, and unproductive classroom time.

Some might argue that technology has had a positive effect on students’ learning: the development of concise presentations, aiding the understanding of everyday lectures, and helping visual learners have all expanded creativity in some form or another.

However, researchers at the University of Maryland showed that 64% of students, of both undergraduate and high school, use technology negatively. Students have posted YouTube tutorials and demos on how to cheat on tests. Many of these tactics include the sending of text messages from person to person, and storing information prior to the test in secret places. This rapid integration of technology has provided a distraction for students; affecting both their critical and analytical perception of curriculum.

More students are relying heavily on the Internet from their smart phones and computers in order to absorb a shallow understanding of an advanced topic. For example, the reading of Sparknotes for an essay on The Great Gatsby is commonplace for students who have been exposed to technology.

Additionally, students are leaning less and less to expanding their cognitive thought in simple areas such as spelling and grammar. With more computers there is more “comfortable spelling,” leaving students unable to think for themselves by relying solely on a Microsoft Word 2007 spelling check. As time progresses and technology reaches its height at IHS, the majority of students won’t even be able to spell the word “technology” without relying on their source at hand. This, in turn, will lead to a drop in ELA, SAT, and other standardized tests scores.

For a school deemed “in need of improvement”, more technology could have a negative impact on student success.

A more current example: teachers at school have been encouraged to teach their classes by integrating students into their lessons with individual clickers for SmartBoards and Google Docs sharing.

The result? Teachers have completely wasted their classroom time in trying to figure out how this method of interactive play works. Instead of actually sharing presentations on google docs or engaging students in presentations with clickers, teachers haven’t been able to figure out the function of these devices because of poor tutorials.

If teachers really want to use technology in the classroom, they should at least learn how to properly use these devices first.

Although with good intentions, a forty-five minute classroom period filled with, “Hmm, how do I get rid of this red blob on my SmartBoard?” isn’t educational or time well spent for unamused, tired high school students.

Although more computers, SmartBoards and iPads could potentially bring happy days for students in years to come, at the moment, they aren’t the best solution for improving our school and its problems. Before having technology in the classroom, teachers need to learn how a specific software or device works.

Right now, the school needs to focus on budget cuts, working up from being a SINI (school in need of improvement), and increasing attendance and graduation rates.

Until our school can figure these problems out, it’d be best to get some chalk and whip out the old blackboard that’s been hiding in the closet.

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Breaking Dawn: Only for the Twihards

By KHALID VREDE

PHOTO/PROVIDED

Breaking Dawn: Part One is sure to enthrall some while disappointing others. The film is directed by Bill Condon, an accomplished director and screenplay writer and is based on the fourth book of the Twilight series by Stephenie Meyer. Condon directed Dreamgirls and episodes of “The Big C” and co-written screenplays for Dreamgirls and the film adaptation of Chicago. The main actors, Kristen Stewart, Robert Pattinson and Taylor Lautner, reprise their roles as Bella Swan, Edward Cullen and Jacob Black, respectively. Co-stars include: Peter Facinelli, Elizabeth Reaser, Ashley Greene, Kellan Lutz, Nikki Reed and Jackson Rathbone.

If you are in search of impeccable acting I suggest you see a different movie. This movie is mainly centered around the three main characters, Bella, Edward and Jacob, with much more emphasis on Bella and Edward’s developing relationship. The overall acting was much too soapy for a big budget feature length film, with the exception of Pattinson in certain scenes. The acting has definitely improved since the first movie but is still not on par with that of other accomplished actors of today. The movie was saved largely due to the excellent computer graphics.

Despite the poor acting, the twihard movie fans seemed to enjoy and anticipate the film. The midnight showing grossed $30.3 million, and while it seems that fans enjoyed the film, movie reviewers largely did not. The film received an average of rotten 27% from Rotten Tomatoes and even worse responses from others. Issues over the movie’s depiction of Bella Swan’s pregnancy were numerous as well. The magazine blog Ms. describes the film’s “latent anti-abortion message” as “problematic from a feminist perspective.” These themes are to be expected from a devout Mormon such as Stephenie Meyer.

Though most movie reviewers didn’t enjoy the film, I felt as though it was the best of the film series so far. The acting wasn’t great but it was bearable and the film had a lot of visual appeal to make up for it. The movie also closely followed the book and only cut out parts concerning Bella going to Dartmouth for college and other various conversations Bella had with her human family, most of which were fluff anyway.

The film’s PG-13 rating however seemed much too low based on the film’s content. This installment of the series largely leaves behind the lovey-dovey romanticism often associated with the series and replaces it with more mature sexual encounters between Bella and Edward, as well as graphic violence. These aspects did make the film more interesting, but parents should be aware that, unlike the book in which Meyer skirts around the sexual encounters of Bella and Edward, a movie would have to show them to accurately portray the story.

The movie falls short in various departments but is nonetheless entertaining to watch. I recommend it to any Twilight fans but advise more serious movie goers who haven’t followed the series already to lower their expectations.

Edward and Bella share a lusty, undead embrace.

Netflix: Movies to your Doorstep

PHOTO/PROVIDED

By PAUL STOVER

If you’re a fan of technology, this is truly a great era to live in. Never before in history have people been able to buy amazing electronics that let you game, socialize and even do homework. Thanks to the iPhone, Droid, iPad and other gadgets, we can do all of the above and more.

Even in Ithaca, away from “reality,” we have access to the newest tech. For instance, Netflix Instant Streaming brings the very best and latest movies to your home without you ever stepping a foot outside on a snowy winter day. Even if you live in the remotest parts of Dryden, Netflix Instant Streaming is available to you through the wonders of the Internet on computers, Xbox 360, and PS3. While it’s not free, (The minimum fee is $7.99 a month, or the equivalent of a large popcorn bucket) you can enjoy thousands of movie titles and countless hours of entertainment right from your couch.

Netflix Instant Streaming is perfect for a family movie night, a night with friends, or even a night alone.

This is because Netflix has such a wide variety of movies that anyone with any preference can watch a movie that appeals to them. Netflix Instant has films ranging from vintage, such as John Frankenheimer’s “The Train,” to new releases such as “The Peacemaker.”

Netflix Instant has many different sub-categories, but the main categories include: comedy, horror, action & adventure, documentaries, drama, foreign, ro-

mantic, independent, sci-fi and fantasy, and thrillers.

Each one of the categories has many well-known movies as well as countless little-known films.

Movies to watch from each genre: Comedy — Groundhog Day and Scary Movie Horror — Let the Right One In and Paranormal Activity Action and Adventure —Hulk and Stripes et

Documentaries — Super Size Me and Amazing PlanDrama —Girl, Interrupted and Shutter Island Foreign — Biutiful and Waste Land

Romantic — Harold and Maud and Good Will Hunting Independent — Precious and Winter’s Bone Sci-fi and Fantasy — Star Trek and Tron Thriller — Under Suspicion and Law Abiding Citizen

December 5, 2011

Drive: A Slick Experiment in Action Cinema

By LEO WINTERS

By KELSEY SHANG

of

Sound: Indie 5

These songs have been listed in no particular order.

1. Title: Middle of Nowhere Artist: Hot Hot Heat Album: Elevator Hot Hot Heat, a Canadian indie band, has gone through several transformations: originally a synthpunk sound, they leaned towards a pop-alternative sound, and then finally settled into a dance-punk genre. Singles such as “Bandages” and “Talk to Me, Dance With Me” reached No. 1 on the charts of MTV and Los Angeles’ radio station KROQ-FM. In addition, they have toured with notable bands such as Weezer, Foo Fighters and The Killers.

A playful and lighthearted song, “Middle of Nowhere” details the path to nowhere in stubbornly giving your all for someone or something. Mixing a catchy beat, electric keyboard, and a traditional rock ensemble, this song is perfect in its sweet nothingness.

2. Title: Amazing Grace feat.

Pat Dimitri Artist: Watsky Album: A New Kind of Sexy George Watsky, a poet and rapper from San Francisco, garnered national attention after performing at six consecutive Youth Speaks Grand Slam Finals when he became the 2006 Youth Speaks Grand Slam Poetry Champion and 2006 Brave New Voices International Poetry Slam Champion. Humorous, tactfully dirty, and with a hint of a lisp, Watsky won over the Internet after posting a minute-long YouTube video called “Pale kid raps fast,” in which he rapped 60 words in about three seconds; this video has been seen over 15 million times.

While this song contains explicit lyrics, the overall message of this song shines through beautifully. Over the strumming of an electric guitar, Watsky discusses his changing observations of societal interactions over time, his pride and disillusionment of America’s principles, and simply the fact that we should all get along.

3. Title: Moving To New York Artist: The Wombats Album: A Guide to Love, Loss and Desperation The Wombats, from Liverpool, England, is an indie rock band currently signed to both 14th Floor Records in the U.K. and Bright Antenna in the U.S. They’re also known for such hits as “Backfire At the Disco,” “Let’s Dance to Joy Division,” and “Kill the Director” (which hit No. 13 in the U.K. Singles Charts).

Their second album, “This Modern Glitch,”

was released earlier this year.

First released on 7-inch vinyl discs, this song details the emotional release of major life transitions, such as migration to a foreign country. With a rapid drum beat, electric guitars, and a synthesizer, this song reaches a point of a joyous noisefest. While we may justify whatever motive for this change (like “problems with my sleep”), our desires to escape often times conflict with our fondness for dischord.

4.

Title: Airport Taxi Reception Artist: Sondre Lerche Album: Phantom Punch Straight out of Norway, singer and songwriter Sondre Lerche is a star . . . well, in his own country. It’s a shame he isn’t as well known in the U.S. although Lerche was responsible for the musical score in the 2006 movie Dan in Real Life. Inspired by his hero, Elvis Costello, Lerche has pushed the bounds of music, experimenting in rock, electric, jazz, folk, and pop.

With upbeat drums, aggressive rock guitars, and a swinging beat, Lerche sings a love ode with simple lines and a quirky chorus of: “‘Cause I left my mind in an airport, my thoughts in a taxi, my heart in reception, the last thing I saw was you.” What is most interesting is his use of idioms, given that English is not his first language. He successfully uses idioms such as, “left in the dark,” and includes other phrases that may have been lost in translation like, “compensate masonic substitute.” However, this song proves that good music transcends any language barrier and any advocate of such will definitely appreciate the works of Sondre Lerche.

5. Title: Teddy Picker Artist: Arctic Monkeys Album: Favourite Worst Nightmare The Arctic Monkeys are an interesting case in that they first gained notoriety through fan-based websites (by distributing free copies of their music) rather than through the sales itself.

This band is a perfect example of the changing ways of promoting new bands. In fact, in the U.K., their debut album, “Whatever People Say I Am, That’s What I’m Not” was and still is the fastestselling album. Their maturing musical style have been influenced by observations of behavior in public, in nightclubs, with a touch of sardonic humour.

In British slang, a teddy picker for a carnival crane game, or in this case, an individual so desperate to be “picked” into celebrity-status where they do almost anything for attention. As the lyrics goes, the speaker is rather annoyed by this type of person. Stating, “don’t be surprised if you get bent over” mocks the gullibility of teddy pickers for having belief in false promises of fame and fortune fed by entertainment industries.

PHOTOS/PROVIDED

Nicolas Winding Refn’s film Drive is certainly one of the most ambitious movies to come out in a while. It has garnered almost unanimous critical acclaim for successfully blending the clashing genres of action and art house cinema. This is no small feat, so I had to see it for myself. The first thing that struck me about the film from its opening scene was the film’s sleek and highly stylized look.

This cool atmosphere combined with the film’s abundant violence is reminiscent of something directed by Quentin Tarantino. I will warn you, however, that some scenes are so uncompromisingly violent that even I found it a little ridiculous.

If you’re hyped up about the performances from co-stars Christina Hendricks and Bryan Cranston, don’t be. Although they are both great in their respective TV shows (“Mad Men” and “Breaking Bad”), in Drive they deliver somewhat flat and boring performances and basically seem to just be there for “star power.” On the other hand, Ryan Gosling plays an interesting part as the film’s unnamed protagonist: a stunt driver for Hollywood movies who dons what is quite possibly the coolest jacket in the history of cool jackets for the majority of the film. Stylish wardrobe aside, Gosling’s character is certainly an original one, saying only about three words every ten minutes, so that the audience has to rely on body language and facial expressions to figure out what’s going on inside his head. This lack of dialogue can, depending on the viewer, either make the character seem more worthy of sympathy because he’s unable to connect with those around him, or just make him seem like your typical emotionless action hero automaton driven by an insatiable lust to kill.

One of Drive’s strong points is its soundtrack, which compliments its stylistic atmosphere with a mix of modern-day techno, appropriately cheesy 80’s synthpop, and classical music, all of which incorporate perfectly into their respective scenes. But even the film’s cool and cinematic music and style cannot ultimately save it from going down the path all too many action films do, which is that about three quarters into the film, a lot of the character development and plot is thrown out of the window and replaced by an overload of action, violence, and showdowns with bad guys. But besides some plot issues, credit must be given where credit is due: although it is far from perfect, Drive gains my respect for doing what few films in this day and age dare to do; thinking outside the box.

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Why We Study Black History Month in February

By KHALID VREDE

What is the importance of ethnic holidays, such as Black History Month, to the everyday American? Why should we, as Americans, devote a day, a week, or even a month to remember or celebrate a certain group of people based solely on their race? Such dates are necessary to spread awareness of such cultures and of the struggles African-Americans have faced in the United States historically and currently. This holiday is highly regarded in today’s governments and schools, but it’s not to say that other ethnic holidays are not just as important.

Although some may see ethnic holidays as unnecessary or detrimental to the very ethnic groups they represent, it is important to recognize minority groups, namely African-Americans, for their struggles and contributions to society.

Black History Month (originally Negro History Week) began with Dr. Carter G. Woodson in 1926. After graduating from Harvard University, Dr. Woodson was upset by the lack of African-American history in textbooks, and proceeded to establish the Association for the Study of Negro Life and History (ASNLH). He designated the second week of February for Negro History Week; this month held the births of famous figures such as Abraham Lincoln, Frederick Douglass, and W.E.B. Du Bois (the co-founder of the National Association for the Advancement of Colored People (NAACP), and dates of milestones such as suffrage and the appointment of the first black senator.

Overall, ethnic holidays are necessary because they recognize the contributions of minority individuals. Had such history been taught earlier, many of these holidays may have not existed; the creation of ethnic holidays is mainly in response to the federal government failing to acknowledge the contributions of minorities in our history.

Some believe that Black History Month fails to properly fulfill its purpose.

While some argue that set dates give people permission to ignore the significance for the rest of the year, others say that the holiday has become commercialized or centered on black celebrities or overall diversity as opposed to specifically celebrating African-American history. However, advocates object, saying that this view caters to the modern liberal world and does not sufficiently pay repect to the African-Americans who have long fought for their equality .

In the end, holidays like Black History Month are not meant to limit ethnicity but to honor it. This importance of diversity and culture is reflected within IHS. There have been many centralized activities promoting African-Americans during school, such as the MLK Build and extensive history lessons ranging from slavery to the Civil Right Movement, and even clubs like African-Latino Club. It is clear that such components of learning and life are beneficial, as they encourage Americans to recognize the African-American community’s service to society.

Affirmative Action The act of giving preferential treatment to an individual or a group based upon their race or tendency of discrimination (i.e. positive discrimination).

This is practiced in situations such as college admissions, job employment, and other position selections. What do you think?

--KHALID VREDE

Pros:

-Compensates for centuries of slavery and/or oppression of minorities.

-Has effectively diversified most schools and professions.

-Does not “harm” the chances of entering a school or profession for the vast majority of Caucasians.

-Diversity in school and in the workplace is desirable and may not occur without policies encouraging it.

-Inherently disadvantaged minorities need assistance to become gainfully employed and/or attend college in order to break the cycle of poverty.

-Draws people of more diverse backgrounds to jobs that they may not have applied for otherwise.

-Breaks the stereotype of certain professions by diversifying them.

Cons:

-May lead to stigmatization and hostile work environments, thus reducing the productivity of minority students and employees.

-Does not include socioeconomically disadvantaged Caucasian males.

-May lead to reverse discrimination against Caucasian males.

-May reduce minority students’/employees’ drive to perform well in their respective schools/jobs.

-Minority members accepted into certain schools/jobs may be ill-equipped to handle the work.

-Could be viewed as offensive to minority groups as it suggests that they need affirmative action to succeed.

-May demean minority achievement (if their success is labeled as a product of affirmative action and not of hard work).

race

Black vs. African American

By MICHAEL GUO

I hear the term “African-American” quite frequently. Many believe that it ought to be said exclusively, in replace of its close relative, “black.”

I’ve heard people fussing over it in Ithaca, more than most places — a predictable issue given Ithaca’s political leaning. And I’ve been personally told by a workplace supervisor, upon having used the word “black,” to instead use “African-American” because it’s “more sensitive to those of different backgrounds.”

This fearful reluctance to use the word “black” is absurd.

Let’s get this out of the way first: racism is intolerable and “black” does not necessarily have a meanspirited connotation. Assuming that a person has internal characteristics and traits that are based on the color of his skin isn’t just some harmless heuristic for dealing with people — it is immoral, socially destructive, and condescending. I would be gravely offended, more than by any racial epithet, by saccharine patronizing and tiptoeing around the issue of my race. It’s the issue of being treated differently, not necessarily negatively, that is the core of racism, and there is no need to handle racerelated topics with padded gloves.

What is the ultimate goal of political correctness? It is to eliminate racism, sexism, prejudice, bigotry, and all by-products of antiquated superstitions. But it is difficult to claim that the current trend of political correctness has been keeping this goal in sight when schools and governments are so consumed in such trifling issues as the use of the

word “black.”

From where did this effort to replace the term “black” with “AfricanAmerican” derive? It can be attributed to the wave of political correctness recently sweeping America; it is now considered a duty of the upstanding citizen to speak in a politically correct manner. It certainly does sound nice, but at the same time, it has created a wave of terror: schools and establishments are terrified of appearing racist. The fear is justified, but by taking the spotlight, word choice is shoving other, more unspoken prejudices off the table.

Using seven syllables instead of one should be more accurate, but “African-American” can’t even accomplish that: so is it correct to call Australian Aborigines and many Pacific Islanders “African-American?”

What about black people of other nations outside Africa who wholly identify themselves as natives of the soil their ancestors have lived and died on? What about the substantial population of Arabs in Africa?

“Black” would be a much more accurate descriptor. The use of “African-American” is one of the most ambiguous examples of euphemisms and does little to solve the deeper problem of prejudice.

The free and equal world that the founders of the civil rights movements across the globe envisioned can be best accomplished not through inventing petty euphemisms, but by reforming our own mindset and beliefs. Solutions to prejudice will not be found in words; they’ll be found once fears of racial sensitivity are overcome. So don’t be afraid to use the word “black.”

Chink

By TOMMY LIN

What is the first thing that comes to mind when somebody says the word “chink”?

Does the ethnic slur come to mind, meant to slander a person of Asian ethnicity (insert Asian joke here)? What about coins rattling in a jacket pocket?

The ethnic slur is what people usually think of when “chink” is used in a sentence.

However, there is an actual definition for the word “chink” which describes a narrow opening, a fissure, a cleft or a crack in something, such as the gap between two adjacent buildings or the small crevice in the mountainside where the local hobo lives.

But if people go around saying, “Hey! I’ll meet you in the chink between the two buildings in five minutes,” it would just be awkward if the other individual only knows of the street definition of the word. It is especially taboo if he or she is Asian (unless I am the said Asian and you’re my pal; then I would find it humorous).

Chink can also be used as a verb in its other definition (the making of a slight metallic sound). Someone who is chinking the coins in his or her wallet can cause a slight disturbance to those within the vicinity.

In writing, the actual term can be deduced given the context of the sentence, but in speech, once the word is discharged, it’s as if somebody shot a gun and all hell breaks loose.

Beginning in the 1940’s, as American animosity towards the North Koreans and North Vietnamese grew, the pejorative “chink” came to incorporate those of all Asian ethnicities. “Chinky,” the more common term, has also been used in Great Britain as a nickname for Chinese food, disjoining any racial notion.

There are those who have attempted to ameliorate the negative street definition by using it in a positive manner. For example, Leehom Wang, a Taiwanese-American musician, has named his hip-hop fusion genre Chinked Out in order to decrease the level of racial offense, hoping that someday the term “will be cool.”

Another alteration of the word chink is chinkri, an affectionate term that is used among Asian siblings, friends, or pals to denote a bond: “I spent the day at the park with my chinkris.” In a sense, it could correlate to the usage of the N-word among African-American friends.

Thus, when facing the word “chink,” or any other word for that matter, one should think of all the other possible definitions before jumping the gun, to avoid trouble or an awkward situation.

December 5, 2011

ICSD Diversity Policy

Multi-Racial Identity

By KELSEY SHANG

By GREG CHU

Within ICSD, there is an emphasis on equity especially directed towards African American, Latino, economically disadvantaged, and handicapped students. Established in the spring of 2005, the Board of Education (BoE) released a “holistic, workable strategy to achieve equity in Ithaca’s schools...in support of the Ithaca BoE’s goal to ‘eliminate race and class as predictors of student success.’”

This plan has included directives in evaluating student development (which includes attendance, dropout and graduation rate, disciplinary action, standardized testing, and other identifying factors attributing to inequality), the understanding of which can help lead to better academic approaches to level the playing field.

The Equity and Inclusion Leadership Council (EILC) was founded to garner support for this “equity plan” and further work to “close the education gap.” Founded in January 2011, the EILC strives to “assist the district in achieving equity through excellence” through “monitoring, assessing, and guiding district equity efforts, and by initiating proposals that reflect the needs, perspectives, insights, and resources of the community.” This includes offering student programs and services such as AVID and the Equity Mentor Program that address student, family, and community means for “closing the gap.”

In order to meet these goals, the EILC is responsible for selecting and training of “culturally competent” and diverse staff, with an expected staff/student ratio of 1:3 by 2012. This also implies that “unsuitable or racially-insensitive” employees are at risk with no regards to their actual work performance.

This brings up an important question as to how improvements of equity can be shown and proven. In collaboration with the Village at Ithaca, a network organization to encourage equality in public schools, the BoE has devised a “Report Card” to track annual student performance by race or economic class categories. These reports contain records of ELA scores, graduation rates, absences, suspension rate, and also the staff-to-student “diversity ratio.”

Race and equity have especially become pressing issues since the Kearney incident of 2008, when Amelia Kearney sued ICSD for racism after her daughter Epiphany Kearney experienced physical and verbal abuse by students on the bus. As a result, ICSD increased efforts to guarantee racial equality. Former IHS principal Joe Wilson said, “There is a long history here in Ithaca of racial division, some of which plays out at the high school and some of which plays out elsewhere.... We’ve gone at the root of the issues and hopefully we’re going to be successful.”

On the other hand, former students criticized the response of ICSD, and believed that the situation was blown out of proportion.

IHS graduate Silviana Russo ’08 said, “The superintendent [Judith Pastel] handled it horribly, we ended up with students in the school who were paranoid about getting shot.... The whole situation was just blown way out of proportion. It was a small conflict between small groups of students and there was no reason for it to become about the entire school.”

While graduation rates and student dropout rates are gradually improving, the fight for racial equality will not leave the halls of IHS. Whether IHS and surrounding public schools need such efforts or not, EILC and the BoE continue to implement and develop their Diversity Policy in good intentions for disadvantaged students, hoping to extend their reach for the betterment of Ithaca.

Fill out any census or survey and you’ll see that one section titled “Ethnicity/Race.” In it are a bunch of empty circles next to relatively simple terms, such as: African-American, Caucasian, Hispanic, and Asian. While this section is a piece of cake for most people, for a growing number of multi-racial Americans, this form reflects the identity crisis they experience whenever asked about their racial heritage. As such people come from multiple backgrounds, they are either forced to associate themselves with one of their backgrounds, or see themselves as a mix of their backgrounds to establish a personal identity.

As mentioned previously, one possible solution to the identity crisis is to take the side of one racial background. For example, a person who is a mix of both African-American and Caucasian culture may simply choose to define himself as Caucasian. This phenomenon is called “passing” in which a mixed person takes the side of the majority group. However, “passing” as one race or another is limited to a small segment of multi-racial people, due to the two main limiting factors: physical appearance and last name. In order to pass as a certain race, the multi-

racial person has to appear to be as close as possible to that race. Also, it would be pretty difficult to claim that one is a certain race when one’s name suggests a different background. These two factors usually limit “passing” to the multi-racial people with less concentrated backgrounds, usually defined as being no more than a quarter of the racial group.

This restriction leaves the non-passing multiracial people in a quandary. As they cannot claim to be just one race, they’re left with either seeing themselves as a mix between their backgrounds or ignoring their background altogether. This sense of alienation is in part why some wanted the establishment of a multi-racial group in the 2010 census. In fact, minority rights groups opposed putting a multiracial option on the census, as doing so would decrease the number of people considered to be of that one minority status, thereby decreasing their overall power.

If current trends continue, more and more people in the U.S. will come from multiple racial backgrounds. With the growing numbers of mixed-race people, America may see the rise of an entirely new group of people, a group unwilling to identify themselves solely as one race.

The Winning Hand

By ARYEH ZAX

“Playing the race card” is an expression that means “...[falsely] accusing another of racism in order to gain some sort of argumentative advantage.” Unfortunately, it is a card that is seen often in our current social stigma of refraining from being “politically incorrect.”

“Playing the race card” is a way to take away power from someone with an advantage or to undermine that person’s position – be it for a job interview, a debate, tryouts for a team, application to a college, etc. Unlike most other ways of trying to gain a competitive edge, the “race card” is usually not a legitimate argument.

It is an appeal to emotion, not facts, and therefore an indirect and underhanded way of trying to disarm an opponent. It is important to note that its impact is not limited when it is actually played; it has spawned “reverse discrimination,” or intentional racism against majority groups.

For example, colleges reading applications are more inclined to let borderline minority students into colleges than borderline majority ones, as minority students can use their race more effectively than the majority.

The 1994 O.J. Simpson murder trial, when the star football player was tried for double murder, is an excellent example of the “race card” coming into play. The final jury consisted of 12 people selected from a pool of more than 300. The white population made up approximately the same amount of the pool as African-Americans and Latinos combined, but the final jury consisted of only 2 whites, 1 Latino, and 9 African-Americans — however, the prosecution could not object for fear of “the card.” This was arguably decisive in the “not guilty” verdict: after the trial, a survey of 1,200 people was taken, with nearly 90% of the whites surveyed believing that Simpson had committed the murders, compared with less than 30% of African-Americans. One of the key witnesses for the prosecution, Mark Fuhrman, testified that he had found a glove on Simpson’s premises with his blood and that of both victims. The defense’s counter-argument was to bring up past incidents of racism by Fuhrman, which were not as relevant to the case as the evidence he brought forward.

The “race card,” when used as the only evidence in an argument, is in most cases a cop-out not a proper argument. However, it is still effective: in our current society, it is almost always better to actually be racist against a majority than to appear to be so against a minority. Is this really a good model for a society?

Student Feature: Agnete Hansen CS: Are you a native English speaker? What other languages do you speak?

AH: I’m not a native English speaker, but I do speak English quite a lot in Denmark. In Denmark we speak Danish, but we all learn English from 2nd grade up. I have also been learning German back home in Denmark since 7th grade. And now I’m taking Chinese classes.

PHOTO/Agnete Hansen

CS: If you could tell Americans one thing about your culture, what would it be?

AH: A really bad thing about Danish culture is that there is an unwritten law that you can’t prove yourself. You are not better than anybody else, and everybody is very humble, because if you are not, people will think you are extremely arrogant. In America, if you are successful you’ve proven yourself and can show others your happiness. I wish it could be that way in Denmark, because I am proud of myself and I would like to show the world how great I can be.

CS: What have you learned as a foreign exchange student?

AH: I have learned one thing that I’m actually sad about. I never really thought about it before people mentioned it. Here in America people tend to hang out only with people of the same skin color. To me, your skin color is about as important as if you were a blond or a brunette. But here it seems like people think a lot about it, and it seems like people expect your personality has something to do with the color of your skin.

Agnete Hansen, visting Danish student at IHS.

By CHRISTINA SEUNG

Agnete Hansen ‘15 has temporarily moved to Ithaca this year from Copenhagen, Denmark with her family for her father’s sabbatical at Cornell University. Although she’s enjoying Ithaca and its scenery very much, she will not be staying for the whole academic year; she will be going back to Denmark in January.

Christina Seung ’12: What is your favorite thing about America? Your least favorite? How does it compare to your country?

Agnete Hansen ’15: I really like the way Americans are very nice to strangers.They would give you a compliment even though they don’t know you.

That doesn’t happen very often in Denmark but it has happened to me here in America many times. My least favorite thing is walking in the streets and seeing homeless people. Especially in New York City, where you can walk down 5th Avenue, where most people have lots of money, yet some are sitting with signs saying that they have absolutely nothing. I think it’s sad seeing a great country like America having a hard time taking care of the poor; if America can’t do it, then who can?

CS: What is the most interesting thing you’ve seen in America?

AH: I think one of the most interesting things is when I see really young people driving a car. Even though 16 isn’t that young, it’s still weird, because my whole life only people over 18 could drive, and suddenly I see people about my age driving. It freaks me out sometimes.

CS: What is your favorite American food?

AH: Peanut Butter!I just love peanut butter and jelly sandwiches. That is definitely the best American food ever!

CS: Had you been to America before? Where else have you traveled?

AH: This is my first time in America. But I’ve been to a lot of other places.

I lived in Vietnam for two years, and in Italy for 6 months. I’ve traveled a lot in Asia and Europe, and I’ve also been to Australia and Fiji.

HELP WANTED The Tattler needs

cartoonists, columnists,

CS: What about your country do you think would surprise Americans the most?

AH: If you break your leg, get cancer, or have any medical problem, you don’t have to worry the least bit about money: it’s totally free! In Denmark we don’t have to pay when/if we go to the hospital because we all pay for it together through taxes. College is also free (if you’re 18 or over you actually get paid), and if you lose your job or are facing economic problems, the government and society will almost always give you money to get back on track.

CS: How is school different in your home country?

AH: Only nine years of school are required by law. You can choose from many other types of education after that, and many do. In Denmark, we start school a year later than the rest of the world, so I’m only in 8th grade at home while I’m in 9th grade here — so for me, school here is much harder. In Denmark I might have three tests a month, and school finishes at about 2 p.m. We also have at least two recesses every day. Here, we have tests and quizzes all the time, no breaks except for the five minutes to get to class, high expectations and longer school days.

CS: What do you think of the American society and how is it different from Denmark?

AH: I love the way you get together as a community—how you volunteer to do stuff for the people around you. But America has some extremely rich people and some people who have nothing. I think America should get together as a country—not just together in individual communities—to try to even things out, and make sure everybody has a home, clothes, and food.

CS: Do you ever get homesick?

AH: Every time I go on Facebook I quickly get homesick, because I see how much fun my friends have back home and all the different events I’m missing.

But I really like living here in Ithaca: I love all my new friends, and I actually like going to school. Right now I’m worried about going back to Denmark soon, because I will miss Ithaca a lot. That is definitely the worst thing about moving to another country: first you will miss your friends back home, and when you are going home you will miss the place you were just at.

photographers, and most of all,

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writers.

11

December 5, 2011

Bounced Chapter 3

By KELSEY SHANG This is part 4 of an original story that is being presented in installments. Essentially, Dannel Sorrel becomes involved with the Bookie, a businessman who buys and sells years of life. Sorrel has just left his meeting with the dashingly handsome Bookie dazed and confused. If you’re confused, go read the three last chapters!

Read the next chapter in the January issue of the Tattler!

By ANNELISE RAYMOND

There’s something calming and pleasant in the air at Mira’s Mediterranean Bistro, the relatively new restaurant at 311 Third Street that serves lunch and dinner. With its soft jazz, retro ceiling fan, and booths against one wall, Mira’s creates a nice atmosphere despite its unfortunate location next to the DMV. Annelise Raymond ’12 and Naomi Raymond ’13 arrived at an empty Mira’s on a chilly Friday afternoon, and perused the charming menu while waiting for their associate Julie Erickson ’13. The menu is filled with dishes that seem to have a unique, appetizing twist to them, which makes each dish look so tempting that it’s difficult to decide on just one. There are a number of healthy options, including the House Basil Caesar Salad over Lavash Flatbread, the Four Peppercorn Crusted Yellowfin Tuna, and the Middle Eastern Mezze Lunch (which offers a choice of three appetizers). So the decisionmaking wouldn’t be so difficult, A. Raymond, N. Raymond, and Erickson chose instead to split a dish three ways.

Everyone found Mira’s to be teenagerfriendly in that they cover their fancy white tablecloths with paper, ideal for playing hang-

man or tic-tac-toe while waiting for the meal to arrive.

The Tarragon & Walnut Chicken Salad Pita came with a side (we chose sweet potato fries), and overall we proclaimed it satisfactory: the chicken salad itself was a little mayonnaise-y and the walnuts provided a surprising crunch.

The Fig & Olive Tapenade Flatbread, the most well-liked of the dishes ordered, was not entirely what we’d expected: rather than the thick flatbread most Mediterranean restaurants serve, this was more like lavash bread pizza with olive spread, melted gorgonzola cheese, softened onions, and fresh arugula.

The third dish was the “Mjadra,” a lentil-andrice stew topped with “fattoush” salad, which is a Middle Eastern salad consisting of pita bread, mixed greens and other vegetables. “Stew” is not really an appropriate name for this dish, given that it was not very soupy (it was more like the rice had a light sauce), but the dish was very good, and was ideal for splitting. The amount of food served turned out to be just right, and we all left feeling satisfied but not overfull.

Dining at Mira’s was an enjoyable experience, and we were surprised that there weren’t more people there. The lunch menu ranges from $7$10, and Mira’s is also open for dinner.

Club Feature: Fashion Club

By MEDEEA POPESCU

On a recent Monday afternoon, the members of the recently-formed Fashion Club were celebrating their bake sale success. They had made approximately $60 with the sale of pink cupcakes and brownies, and were planning future fundraising events.

Ultimately, Fashion Club is raising money for a fashion show, complete with live models and a runway.

They plan to host the event, open to IHS students, staff, and the rest of the community, on February 11 from 7:30 p.m. to 9 p.m. in Kulp Auditorium.

Club president and founder Josie Dobda (‘14), describes her inspiration for starting the club: “I actually love fashion, so I wanted to see my designs on a model.” She wanted a club that was “different, and unique.”

The club members will design clothes for the upcoming show, and look for community sponsors to donate some designs as well. They’re planning a big event, complete with dinner, and they will hold model auditions within the next month.

Fashion Club, the members say, is a great club for people interested in designing clothes, modeling in a real show, and exploring fashion photography. The club welcomes new members, and anyone interested in learning more about what they do and the show they will host is encouraged to stop by on Mondays after school, room F-41, or to visit their Facebook page: FCIHS.

PHOTO/PROVIDED

The Bookie hummed as he washed the mochastained cup in a froth of soapy water. Placing it back in its cupboard, he strolled back to his study, picking up a red leather-bound book on his way. Tucking it under his arm, he glanced at his watch. It was 5:30 p.m. About time.

A woman had entered the room in a grand splendor.

She wore a white peacoat, and her tightly curled blond hair trailed to the tile floor as voluptuously as her heaving bosom. Floating, she daintily smiled at the Bookie, extending her paw. Smiling, the Bookie welcomed her, gingerly kissing the back of her hand.

“Why, Miss Vine. You don’t look a day over 22.” She chortled, touching the end of her lips with a slight touch of her fingers.

“Oh, who have I to thank but you?” Julia Vine removed her coat in a playful disdain, tossing it across his arms. “Now, what’ll we have? Georgian Sun-Roasted Cacao? Perhaps a cup of Amazon White-Camille Tea?” the Bookie chuckled, laying the heavy cloth on an armchair.

“No, Miss Vine. I currently have only Brunswick Steeped Creamed Coffee. Would you care for some?” He retreated behind a counter, retrieving two glasses of the steaming liquid. Grasping the cup, she alluringly traced the hot brim with her fingernail. The Bookie settled opposite her and began leafing through the red book.

“Now, let’s get down to business, Miss Vine. After this month’s—” She reached across and deftly shut the cover. Chuckling politely, he peeled off her fingers, “Miss Vine, you know—” The talons latched on again.

“How long have we known each other, my dear?”

Vine’s enticing, azure eyes gazed loftily into the Bookie’s as she leaned forward, placing her white hand upon her knees. A bit forcefully now, he gently pushed her back.

“Long enough to know that you can’t slip out of this one, Miss Vine. Now, you are long overdue on your payment — by 6 days. This is the last reminder I can give you. Time is running out.” The end of her mouth twitched. Slightly annoyed, she crossed her smooth legs, taking a large sip of the drink. She knew as well as he did that time was running out.

Julia Vine had only wanted to become an actress.

She had sacrificed everything for it: her internal grating personality, her decency, and her life. Vine knew she had talent: years of time and money had been spent in dancing partners, singing teachers, and, well, thespian courses. But of course, the industry wanted younger and more beautiful actresses each year. As time went on, the replacements filed in: silky flowing hair, brighter eyes, plump lips, tighter hips. She competed the only way she knew how, but after six decades, her household name was reduced to a murmur in the slums. She had fallen from grace. And that child, created from that late-night rendezvous, was born into her quieted world of luxurious ruin.

“This isn’t a charity, Miss Vine. I’ve allowed you weeks before, but after a while, I can’t hold that special privilege for everyone. I can’t have favorites.” Casually glancing above Vine’s head, he closed the book with a sound clap. She flinched, suddenly falling to her knees.

“Please! Just give me a few more hours. I’ll get you the money, Ar–” He stiffly marched to the door, turned the knob and pushed the hinge open. His eyes shown intensely, pushing the hair from over his eyes.

“I’m sorry, Miss Vine, but I’m afraid our session is over.

I’m going to have to ask you to leave. You might want to go home and cover up that wrinkle.”

Appalled, her fingers automatically flew to her cheek, scouring out the crevice in her face. Snatching her coat, she stormed out, muttering curses under her breath.

Entering the dusty streets, her eyes watered as she shielded her eyes from the sun’s glare in the orange smog. Trembling as she walked, the shell of a human being dragged her hair through the grime.

Mira’s: A Taste of the Mediterranean

The History of Hinman

By SIENA SCHICKEL

Many new teachers in the Ithaca City School District are continuing to adjust to new departments, new jobs, and even new cities, one of them being Geoff Hinman from the Social Studies department. After Mr. Jordan took the new position of Dean of Students, Hinman quickly replaced him, becoming one of the AP U.S. History and Global I teachers at IHS. Before he started teaching, Hinman had a career in the finance industry and advertising. He started teaching in San Francisco as a student teacher and then got his first full-time teaching

job in Redwood City, California.

“Teaching is not my first career, and I understand how a job can be very difficult, but there are reasons why you still do it,” Hinman said. “For me, it’s always been the students. I find the students are what makes [teaching] more interesting... No day is the same as the next.”

When asked what his biggest inspiration for teaching was during an interview, Mr. Hinman said, “A lot of my inspiration comes from the people I see the most, which are the kids... I have little pieces of [past] teachers to inspire me in different ways. I also find some colleagues inspiring too, when I work with them and see them teach.”

12

December 5, 2011

Lego Leagues: Code Red’s Outreach Programs

By JONYA CHEN

PHOTO/JONYA CHEN

to learn aspects of STEM at a young Some people age, while having may think that fun with Legos in working with a close commuimpulsive and nity. fidgety 6- to 9“A moyear-olds is not ment that I will the ideal way to always remember spend time after occurred at the school. However, very end of last for eight consecseason, when one utive Mondays of the students in each fall, a group my team, Madof IHS students die, came up to eagerly descends me, hugged me, upon Beverly J. and told me how Martin Elementamuch she enjoyed ry School (BJM) being on my team to serve as menand that she could tors for the Junot wait to return nior FIRST Lego next year. That’s League (FLL) when I knew that after-school promy time and efgram. IHS student fort were worthmentors work while,” said Joni together with Chen ‘12, who the elementary has stepped up to school children lead the IHS team to design and at BJM this year. construct comThe program plex Lego struchas been a great tures and make a success at BJM. poster to docuTwo years ago, ment their efthere was a single forts, in response Students at Beverly J. Martin Elementary School participate in the after-school Lego League, helped by Code Red student team, last to a technology members. year there were challenge offered two, and this year

by FIRST (For Inspiration and Recognition of Science and Technology). there are three teams to accommodate all of the students eager to participate.

FIRST is a worldwide organization established to promote science, tech- Currently, there are also Lego Leagues running at DeWitt Middle School nology, engineering and math (STEM) awareness to students of all ages. and Trumansburg. In addition, plans are in place to start Jr. Lego League By participating, the elementary school students learn about science and teams at Fall Creek, Belle Sherman, Caroline, and Immaculate Conception the scientific process, cooperation, and teamwork, all in a creative, upbeat elementary schools. Code Red is also exploring opportunities for autistic and highly educational environment. As part of their own commitment to students in the Ithaca elementary schools to spark interest in fields in which FIRST, community service and the promotion of the STEM awareness, the this country will need bright, innovative minds to create solutions to the IHS mentors are all active members of Code Red Robotics. problems that will face tomorrow’s world.

The partnership between the Jr. FLL program at BJM Elementary and the With the addition of these new LEGO teams, we are hoping that the comIHS Code Red Robotics team is beneficial for both groups of students. The munity will be able to support us in this fun and enriching activity. Thereyounger students receive a positive introduction to science and technology, fore, if anyone has any spare LEGO parts or LEGO kits that are in good while the older student mentors gain hands-on experience with educating condition, our kids would love to use them throughout the fall season. Any younger minds. Many of the BJM students are from the nearby downtown donations of LEGO boxes or kits would be greatly appreciated; they can be neighborhood, and the Jr. FLL program offers these students the opportunity dropped off in the main office.

Club Feature: Financial Investing Club

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Nestled in a cozy corner on the second floor of G-Building, the IHS Financial Investing Club meets every Thursday. The president is Mike Wexler, and this year is the first year that the club, supervised by Sophia Gluck and Steve Novakovic, is in operation. When asked how the club was created, Wexler explained, “My dad religiously follows the stock market… I got interested in it, and having the knowledge is necessary in the U.S. Students should be exposed to the economy.” After finding the supervisors and members, the club was born. “The purpose [of the club] is to get students to learn how to invest,” commented Ms. Gluck. But beyond just being a club that teaches students the tricks and trades of the stock market, as Wexler said, “it’s just a fun club with like-minded people coming together.”

While there, I got to see just what went on in Financial Investing Club.

For the majority of the time, Mr. Novakovic gave a presentation on a few companies, then discussed them with the club members. In a nutshell, he talked about why the companies were or were not good companies

to invest in. He talked about how to evaluate a company and what the stock is worth. In the presentation, Mr. Novakovic presented a stock chart of a couple of familiar companies, Apple and Microsoft. On one hand, he showed how the price of a share of Apple went from about $6 dollars a share in 2003 to nearly $400 dollars a share today. On the other hand, he showed the progress of Microsoft, and noted that it was mostly steady and didn’t show as much improvement. Mr. Novakovic gave some words of wisdom as he told the club not to be afraid to invest in a company even if it took a few hits in the past, because profit potential is about the stock’s future behavior.

Among other things, Mr. Novakovic also presented what to look out for when evaluating a company.

The key points of the presentation seemed to be that one should look for trends and potential. Mr. Novakovic explained that understanding a company, its property, its income, etc. is important when choosing a successful company to invest in. A successful company that still hasn’t tapped into good markets, for example, would be considered a decent company to invest in. The stu-

dents also learned to take notice of whether people are buying or selling their shares. If a lot of people are selling their shares, Mr. Novakovic made it clear that this should be something to look into. You would need to ask a few questions: Why are people selling their shares? Has the company reached its limit? Mr. Novakovic, being a former seasoned investor of the Cornell Financial Investing Club, showed the group about 15 the balance sheets from some of the companies that he once looked at. He pointed out some of the companies’ numbers, revealing the debts owed to the company and by the company, how much the company earns in a year, and other pertinent facts.

The students seemed extremely interested in the material being presented. The combination of the group of eager-to-learn students and Mr. Novakovic’s expertise made the experience both enjoyable and very informative to a newcomer. The material presented was explained well enough that anyone interested in the art of finance could participate in the club. For those who want to learn more, Financial Investing Club is in G201 every Thursday after school.

Sneak Peak at Boys’ Varsity Hockey

PHOTO/PROVIDED

The Boys’ Hockey Team is ready for their new season.

By RUBIN DANBERG-BIGGS

The IHS Boys Hockey team has had a rich history of success and is primed to have its best season in years. One of the best teams in the state, Ithaca has ten Section III titles, eight State Championship appearances and five New York State titles. However, because they won their last state title in 2007, this team is eager to be a part of the championship tradition.

That said, the team has reached the regional quarterfinal game each of the last four years, and finished each year with a winning record. They will be returning three starters from last year, guaranteeing both experience and talent on the current squad.

When asked about the holes left by graduating players, forward and defense Luke Mendola ‘13 was very confident about the new players, describing them as just as capable as those they are replacing.

“Everybody’s starting to find their role,” Mendola said. “Ithaca Hockey

is a strong program by definition. Under Coach Armstrong, we’ll always contend with any team in the state.”

This confidence is what any good team needs, and entering his fourth season, Mendola has the experience to back it up. The squad will not be completely dominated by upperclassmen; with many sophomores and some freshmen, they have the potential for substantial playing time. Since last year’s goalie graduated last year, it appears as though this year’s starting goalie will likely be a sophomore.

As always, Ithaca will be contending with their perennial rival West Genesee, who they will face in the third game of the year in early December. Auburn, a team they will not play until later in the year, is a game that is considered a must-win for the team.

The deadly combination of experience, talent, and excellence is puts Ithaca in great position to have its best season in years. Nothing is a guarantee, and great teams throughout New York stand in the way, but do not be surprised to see Ithaca playing in the state tournament once again.

Australia’s Crazy Cow Contest

By SIENA SCHICKEL

There’s a website that lists all of the wacky sports that can be found only in Australia and one of the events listed is the Compass Cup Cow Races. The event itself is similar to Ithaca’s famous annual Ithaca Festival, while adding cows and Australian accents to the mix.

The event started in 1973, and is unique to Australia. It started out as a way to bring together the communities of Mount Compass, Australia. Although the total population of Mount Compass is 695 people, thousands of visitors come from all over to participate and race in the Compass Cup. Think of a mix between a rodeo and an informal horse race, and you get cow racing. According to a YouTube video, “There’s probably more chasing cows than racing them.” It’s an in-

formal gathering of people of all ages, and there are several events they can participate in. The teenagers and the young adults usually make their way to the mooing milk cows, which are auctioned off to support charities, then raced (if they let the rider on). The size of the cows can be daunting, but they’re all dairy cows, making them not as viscous as other types of cows.

For the younger and probably wiser, there are the “Wobbly Cow Races,” which are races on top of a painted cow drum, which is basically a large cylinder almost the same size as the middle of a cow. This gets attached to two wheels and two handles, making it more like a wheel barrow. One participant straddles the cow drum, while two more take the handles and drag the team to the finish line.

The same YouTube video mentioned, “It’s a bit mad, but it’s great.”

14

December 5, 2011

Cataclysmic Concussions

By SIENA SCHICKEL

By CASHEL STEWART Staffe Writer

Joe Paterno is loved by many and has been since he began coaching for the Penn State Nittany Lions in 1950, becoming head coach in 1966. Paterno has contributed to over 400 Nittany Lions wins and has won prestigious awards such as the Sports Illustrated Sportsman Of The Year and the Sporting News College Football Coach Of the Year.

The Maxwell Football Club even established a Joseph V. Paterno Award, given to coaches annually who made positive impacts on their university, players and community. “JoePa” was loved by many and few would criticize him, and that’s why it came as such a shock when terrible news arose involving Paterno.

Joe Paterno shrugs the media off.

On November 5, 2011, Jerry Sandusky, a former defensive coordinator for the Nittany Lions, was arrested due to the sex- he did with his 2005 team. In 2005, after five losing seasons ual abuse of young boys around the age of 10. Sandusky re- in a row and much disrespect and criticism for that, he tired in 1999 after working under Paterno for over 30 years. turned his team around and produced an 11-1 season, goThough no longer associated with Penn State, Sandusky still ing on to win the Orange Bowl in triple overtime. possessed access to the gymnasiums and locker rooms.

If that isn’t magic, I don’t know what is. However, Paterno Sandusky also was the founder of a nonprofit organiza- made the wrong moves concerning Sandusky. He was given tion for troubled young boys called The Second Mile. He a situation where he needed to act, but he failed to do so. used the Penn State locker rooms to molest the boys; the He did the right thing in going the very next day to the perfirst known case of this was in 2002. Mike McQueary, a son above him and reporting the incident — but then he then-graduate assistant, happened to be present in the lock- stopped. He stopped. When he knew that the molesting was er rooms and witnessed Sandusky sodomizing a boy. He re- probably going to happen again and continue to happen. ported the incident to Paterno, who then reported it to the Paterno had an option to make sure that the issue was taken Athletic Director Tim Curley. Paterno was harshly criticized care of, but instead he kept it to himself. And that is why he’s for not reporting the issue to the police, or at the very least no longer the coach of Penn State, having let down so many ensuring that Tim Curley reported it to the police. people. Including me.

On November 9, 2011, Paterno organized a press conferIt is hard to put into words the sheer brilliance JoePa ence at his household at which he stated that he would retire brought to the Penn State football program. People across at the end of the season and that the board of trustees should the nation admired what he did for the team and I certainly be focusing on things other than his status. The board of do as well. The countless recognitions, awards and achievetrustees fired Paterno that evening. Students were outraged ments are enough to display his contribution to the team at this and protested his dismissal. They even tipped over a and college. JoePa will be missed as a coach, advisor and news van later that evening. This friend. Devastating and shocking though this was, I hope Upon hearing this news, I was utterly depressed. JoePa the Penn State football team can recover and I wish the best was a stupendous coach and I am particularly fond of what for them.

Welcome to the Runner’s World

By HANNAH GEORGE Staff Writer

I cried on the last day of practice of my last season of high school cross country. I was giving an impromptu speech on how much it all meant to me, and evidently, it meant more than I thought it would.

It seemed like only a few days earlier that I was starting the season and telling myself, “Cherish every moment— the season will fly by.” Fly by it did—my race times were faster and the season was over before I knew it.

This was, in a definite way, an end to one part of my life. I’ve spent five years with the team, and the countless hours together and miles run have come to define me.

Soon after the very last time I was required to race for the rest of my life, I was sitting in the library, reading, of course, Runner’s World magazine. As I read about the delights of running with a group on endless trails just outside New York City, it dawned on me: the end of high school cross country means that I am a part of that “runner’s world” since I can determine if and when I run, how long, how far, how fast. A real runner isn’t forced to run by anyone. A real runner runs because that is what a real runner does. During the season, especially towards the end when lactic acid makes my legs feel like they weigh about two hundred pounds—and that’s on a good day— I don’t run because I necessarily want to; I run because my team counts on me and I can’t quit on them, even if I want to quit on myself.

So I come to practice and tell myself that my legs aren’t tired and go on a run. But now, I am a real runner.

This realization opened up an entire world of possibilities. I could run in the morning! I could train barefoot! I could run only three miles a day if I wanted! I could enter local 5K races for fun! And I could bloody well run an entire 26.2 miles in one go just for the heck of it. It is nothing less than exhilarating to realize that I have absolute freedom in my running. From now on, it’s just me and the run, legs moving, heart beating, breath flowing, rhythm pulsing.

After considering all these options in this new world of running, I am still a bit nostalgic for the days of routine and comfort when weekly mileage was pre-determined and I ran with a wonderful group of people. The team is where I learned the basics of running (no thinking, just running with arms down, head up, and shoelaces tied).

From a wider perspective, the past five years have been training me to be a runner for life. Freshman year, as I was tossed into higher mileage and longer races, I learned to just stick with it as best I could. Sophomore year I learned that winning free stuff was awesome. Junior year I learned that neither anemia nor ankle braces are fun. Senior year I learned that sibling competition pushed me in the best way and that I love running.

These experiences translate into the Running Lessons of Life: 1. Keep running even when you don’t think you can take another step.

2. Running for a reason helps.

3. Listen to your body. Feed it. Water it. Rest it. Take care of it.

4. Embrace the Run. Ask me in five years if I’ve run a marathon. In ten, ask me if I’ve hit another Personal Record. When I’m fiftyseven, ask if I’m still running. And when I’m ninety years old, ask me how many miles I reckon I’ve run. I pray to the running gods that the answers are all “yes” and that the answer to the last question is more than I can presently imagine.

PHOTO/PROVIDED

Whether students at IHS realize it or not, concussions are becoming a large issue in sports as well as in academics. For students who play contact sports, non-contact sports, or no sports at all, there is some chance of getting a concussion, but contact sport players have the highest risk.

At a meeting with Superintendent Dr. Luvelle Brown and Cayuga Medical Center Clinical Director Andrew Getzin, MD, all of the winter sports teams were represented, with most of the athletes and parents present. During his presentation, Getzin asked the students to raise their hand if they had ever had a concussion. A slew of hands were raised, and parents around the auditorium gasped in shock. It was clear that the contact sports were the biggest culprits for head injuries (the boys’ swim team had a total of two hands raised, as compared to most of the boys’ hockey team), and there are still the occasional horror stories of falling off of roofs and landing head first on the ground below.

As Getzin said in his presentation, concussions can affect how students do in school. Getzin said, “I think it’s challenging.... They’re frustrated. They’re not thinking clearly, they’re trying to get caught up on their work.... It’s not like having a cast on and telling your teachers, ‘See I did break my arm....’ They look fine, but they’re not thinking as clearly as they could be.”

Concussions are defined as minor traumatic brain injuries that are invisible on a CT or MRI scan. This makes it very difficult sometimes to know what’s going on in the student’s brain, and makes it difficult to help. Measuring symptoms is next to impossible, since according to Getzin, many players want to get back out on the field and resort to lying. He went on to explain how serious the consequences of this can be. Secondary brain injuries can lead to internal bleeding in the brain, which can lead to death.

This is not an impossible event. A handful of students across the country die every year from head-related injuries. This year, a Homer student was injured during a football game. He was conscious at first and was immediately treated by on-site athletic trainers, then died in the hospital from his injuries.

The point of Getzin sharing this story was not to scare parents and athletes away from contact sports. Rather, he encourages sports, as long as precautions are taken. If a student gets a concussion, they should be out of sports for seven to ten days in order to fully recover, and even academics are pushed down the priority list. According to a study concussive students, and even asymptomatic cases, have decreased abilities to retain verbal and visual information.

Some cases take more time, some take less.

Once a person has recovered from a concussion, it’s easier for them to get a concussion in the future, so even if an athlete is back on the field, it’s not impossible for him or her to feel symptoms of their latest concussion if too much stress is implemented.

The main lesson of Getzin’s presentation was that parents and coaches should understand concussions and support those who have them. In high-level contact sports, like football, extra precautions must be made in order to keep all of the athletes safe on the field. It’s not worth it to put a player back on the field when they have not fully recovered, only to have them sitting out for the rest of the season because of later injuries. New York State is the 26th state to make a law concerning the safety of concussions, and will hopefully one day be one of the 50 that do.

JoePa, You Let Us Down

Quiz: Which of Santa’s Reindeer Are You?

By ANNELISE RAYMOND and NAOMI RAYMOND

1) Your French class is doing a Secret Santa gift exchange.

All the wrapped presents will be put on a table in the front of the room, and people will then choose which present they want. What do you contribute as your present? a. A CD of Christmas songs b. An stainless steel water bottle with Christmas trees c. Chocolates d. Fuzzy socks and a knit scarf e. A ginormous gift basket with a little bit of everything: homemade cookies, the Harry Potter series in French, beaded ornaments...

2) It’s December 24, and you’re finally free to enjoy the holiday season without the stress of school! How do you spend the first day of break? a. Practicing for the Nutcracker with your ballet class b. Burning off lots of calories so you don’t feel as guilty about eating a huge Christmas dinner c. Hanging out with your boyfriend/girlfriend on the Commons d. Going shopping for your special Christmas outfit e. Writing personal poem cards to everyone you know 3) What’s your favorite Christmas song that could never grow old? a. “Little Drummer Boy” b. “Rockin’ Around the Christmas Tree” c. “Baby It’s Cold Outside” d. “Pretty Paper” e. “Rudolph the Red-Nosed Reindeer” 4) Your family is getting a new menorah, and you get to help decide on one. Which of the below do you choose? a. A whimsical “klezmer clowns” menorah. The clowns’ hats serve as candleholders. b. A ceramic sports menorah, with the candleholders being a row of miniature sports players dressed in full uniform

c. A Tree of Life menorah with tree branch candleholders d. The one made of colorful swirled glass. Pretty! e. A Noah’s Ark menorah, where each candleholder is a different animal. A giraffe serves as the shamash.

5) What are you hoping to get in your stocking this year? a. A karaoke machine b. Snowshoes c. A gift certificate to your favorite fancy restaurant d. Ugg slippers e. It doesn’t really matter what you receive. It’s the Christmas fun and spirit that matters.

6) How do you get your house in the holiday spirit? a. Blast holiday tunes from your outdoor speakers b. Welcome people to your front door with a motion-activated dancing elf c. Put a blow-up of Mr. and Mrs. Claus kissing on your roof d. String rainbow lights around all your doors and windows e. All of the above. Your front lawn is the talk of the town because no one decks it out with as much spirit as you do.

7) Your club is brainstorming for a holiday fundraiser. What do you propose? a. Caroling on the Commons b. A Ping-Pong tournament, where the ping-pong balls are dressed up as little elves with drawn-on faces and miniature Santa hats c. Delivering little elves’ letters that students can purchase at lunch to have sent to their “significant others” d. Sell friendship bracelets at the mall that people can buy as presents. e. Have a Christmas party in the school cafeteria. $5 to get in.

8) Your family is voting on Christmas movies for your annual Christmas Eve movie marathon. Which movie gets your

vote? a. “Shrek the Halls” b. “Die Hard” c. “Babes in Toyland” d. “Elf” e. “A Christmas Story” 9) What would your perfect Christmas be? a. Performing Irving Berlin’s White Christmas the Musical to a huge audience, then going home for a relaxing afternoon by the fire. b. A day sledding, skiing and skating, then enjoying a nice cup of hot cocoa at the ski lodge c. Going to Grandma’s house for Christmas dinner and seeing all your cousins d. A day shopping at the hottest stores in NYC, then skating at Rockefeller Center under the towering Christmas tree e. Going for a sleigh ride, singing all the Christmas songs you know along the way, then going to Grandma’s house, where Grandpa is dressed up as Santa, and sitting around the fireplace opening gifts What letter did you get the most? a. You’re Dancer. The most musical of the bunch, you keep the rest of the reindeer on beat. Belt those holiday tunes! b. You’re Comet. You keep everyone on track to deliver all your presents on Christmas Eve night. Run run, Comet... c. You’re Cupid. You just love the warm and fuzzy feelings that come with the most wonderful time of the year. Share the love! d. You’re Blitzen. All those new clothes that you receive as gifts will really expand your winter wardrobe, although you doubt you’ll ever be seen in public in that glitzy sequin sweater your aunt got for you. Happy shopping! e. You’re Rudolph. You truly love Christmastime— you’re the ultimate Who from Whoville. You share your seasonal joy with everyone you meet, and you go to a lot of effort to make the season as awesome for everyone else as it is for you. Make it your best Christmas ever! :)

Yogi Bear at Thanksgiving by Chris Chang

Horoscopes Sagittarius (November 23 to December 21): You will spend 10 hours making your best friend a scrapbook of your favorite memories with them for Christmas, to show just how much you care. They’ll give you an old gift card to Target.

Capricorn (December 22 to January 19): The fate of the world will be resting on your shoulders. Don’t drop anything.

Aquarius (January 20 to February 19): This holiday season you will constantly hear the over-politically correct “Happy Christmahanukwanzaa!”, which will annoy you to no end. If you voice your deep loathing for the phrase, everyone will think you’ve snapped; if you don’t, you’ll actually go insane.

Pisces (February 20 to March 20): Your actual horoscope is encoded in the other horoscopes present here. If you tried to decode it and got something happy, you did it wrong.

Aries (March 21 to April 19): Sorry to say, failure will strike you hard in the next month or so. Get your hammer out and strike it back.

Taurus (April 20 to May 20): I am holding your prediction for this month ransom. The conditions for the release of your destiny are the same as those for the general horoscope-changing procedure (outlined below).

Gemini (May 21 to June 20): The day you decide to wear booty shorts to school will be the day we have to evacuate IHS due to fire all winter.

Cancer (June 21 to July 22): Based on the position of the moon, gerbils will devour something or someone close to you.

Maybe just the ends of your socks.

Leo (July 23 to August 22): What do I look like, a fortune teller?

Virgo (August 23 to September 22): You’ll be challenged to a duel of some sort in late December. Keep your fingers near your holsters, literally and metaphorically.

Libra (September 23 to October 23): Christmas will bring you one of those boxes with a fist that pops out and hits you when you open it; someone in your family has a dry sense of humor.

JEZIBEL:

the

Scorpio (October 24 to November 22): You will slip and fall in the shower sometime soon. I advise you to just take baths, or even better just use Axe. If you want me to change a horoscope, follow this simple procedure: Email me the sign to change and the gist of the prediction. In return, I will email you an encrypted file containing my locker number and a time formatted as DD/MM/YYYY HH:MM (army time).

Meet me at the locker at the appropriate time carrying a small, black, unmarked briefcase containing 30 non-sequential $20 bills. I will be carrying a similar briefcase containing the modified sign. At the scheduled time, I will approach you and trip, knocking both our briefcases to the ground. We will pick up each other’s briefcase, apologize to each other and walk away in opposite directions. After making sure you are not being tailed, open your briefcase. Only contact me again if you desperately need the horoscope changed or are willing to give me more money.

LOVE DOCTOR

Dear Jezibel, My English class is doing a Secret Santa exchange for Christmas and I got my crush. Obviously, he won’t know the gift is from me unless I tell him...what should I give him to make him interested in me?

- In Need of a Gift Dear Not-Gifted, They say the fastest way to a man’s heart is through his stomach, so get him a nice gift card. Not one of those wimpy $20 cards some people get for their friends. Go all out for him and spend at least $1000 or he won’t be convinced. Get it for a nice store, too; none of the junk you can find in Ithaca. Get it from a nice French clothes store, where the ties cost $300 so he knows you want him to look his best. You wouldn’t want to date a slob, anyway.

Included with the gift card should be a sloppy, anonymous love note (anonymous for suspense). Are you any good at writing those? Probably not - the youth of today are terribly uncultured, I’m afraid. When I was younger, if you wanted to ask someone out you had to spend months courting them with small plushy gifts and such, and you finished it off with a love note. After being so deep in the love-note culture back then, I know how to win a guy over. Here are some key points you want to get across: You are the only one who will ever accept him, you are prepared to learn ev-

erything about his pathetic (make sure to use that word) existence, and that he should be honored to even be considered by you. At first glance, you might think that most guys like being in control, but that’s just a facade; what every man in the world wants most is a wife who commands him with all the authority of a general, dictator, or goddess. Watch him closely during class. If he seems happy with the note, tell him it was from you, grab his arm and say the sappiest thing that comes to mind. If he’s creeped out, slap him repeatedly in the hallway when the opportunity first presents himself. It’s his loss. He’ll never get anyone as good as you.

One of my friends recently hired me out to write a love note for her (we can negotiate one for you, if you’d like, but it’s usually 4 or more figures). She’d had her eyes on him for a couple of weeks and just had to have him. One night she slipped him the note, and as you can probably guess he never looked at another woman. Of course, he had some trouble looking at women from the padded cell they put him in. I’m afraid he just went insane with desire after reading the note. It was good that she weeded him out, anyway.

If your man’s at all worth having, he’ll be able to survive what he loves most: an up-tight, commanding wife in the form of you.

Best of Luck, Jezibel M.D. of LOVE Need LOVE advice? Email backpage@ihstattler.com and I’ll forward your emails to Jezibel. I’ll even throw in a few prayers for you.

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Naughty elves

Political correctness Alternative gift giving

Barty Crouch, Jr.

Chilly K

G-Hallway Traffic Jams “Pizza is a vegetable” Sticky Cafeteria doors The no door stall in the boys’ locker room