December 9, 2013 • Estd. 1892 • Vol. 121 #9 • Published Monthly • www.ihstattler.com Ithaca High School, 1401 N. Cayuga St, Ithaca, NY 14850 • FREE
IMAGE: PROVIDED
Watch Out, Dear!
Upcoming Ithaca Science Talks By RUBIN DANBERG-BIGGS
White-tailed deer are abundant in Tompkins County.
By REX LEI
The fall and winter periods in Ithaca are known for their vibrant colors, beautiful snow blankets, and unpredictable weather. They are also known for deer collisions. Deer–vehicle collisions occur yearround for many reasons. First, there are many humans in Ithaca. Second, there are also many deer in Ithaca. (Note: while this article is about deer, it will not discuss methods of controlling the deer population, as there is a highly polarized debate without a definite conclusion around that issue.) These two factors combine during dawn and dusk. Deer are crepuscular, meaning
that they are most active at these times. They also typically appear in packs. Humans have almost unanimously agreed on commuting to work in their cars around dawn and dusk. In addition, roads are commonly created without regard to deer habitats, so roads often lead cars through these areas. Combine these with bad decisions under low visibility, and collisions happen. Deer–vehicle collisions occur most frequently between October and December, for several reasons. Fall is the time for deer breeding, the hunting season, and crop harvest; these all incite deer to move around. Continued on Page 6.
Science is coming to IHS, and it’s coming in force. Although the school already offers a multitude of science classes, there is a new opportunity for students to connect to the scientific world in exciting ways. The school will be hosting monthly science talks beginning January 9 on a wide array of topics, ranging from the brain to the computer science behind Netflix and Pandora. The idea of science talks is not new to the high school: scientists have been invited to speak in classrooms in the past. These talks will push the science in the classroom further, and will serve a far larger and more diverse audience. The talks, designed for middle schoolers, high schoolers, and parents, seek to foster a greater interest in the sciences among Ithacans. The overarching goal is to demonstrate the ways in which basic science can be applied in ways that touch people’s everyday lives. The first talk will be given in H-Courtyard on Thursday, January 9 from 5:30 p.m. to 6:30 p.m. by Cornell University professor of biomedical engineering Chris Schaffer. The following is the description of the lecture: “Blood, Brains, and Lasers: Using Light to Uncover the Mechanisms of Neurological Disease”: Continued on Page 6.
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December 9, 2013
OPINION
Editorial No One Cares About the Girls’ Swim Team IHS students likely don’t know that a sports team at their school has been nearly undefeated for 24 years. It is neither traditionally popular nor a boys’ sport—it’s girls’ swimming. People might also have not known this because it is simply not a universally celebrated matter throughout the school. But there’s an important question to consider: Why doesn’t the school community give girls’ swimming as much recognition as it deserves? First of all, swimming is not a land sport; land sports tend to be celebrated and recognized the most, as people participate in them more often than in other sports. Another possible reason, unfortunately, is the fact that it is girls’ swimming. It is quite pathetic that, in the year 2013, women’s athletics are still severely under-recognized and generally not as popular as men’s. For example, the WNBA has just half the average game attendance of its masculine counterpart, the NBA. This lack of enthusiasm for girls’ sports is mirrored in the high school. It might be expected that the school community, in the true spirit of the values of a high school, would simply transcend this issue and honor the girls’ swim team’s efforts and success regardless of cultural trends, but it simply has not. IHS isn’t the best example of a student body that unites to celebrate its athletes, so it might be understandable that girls’ swimming has not received the recognition that it deserves. However, this is not the case. When the school unites to pay attention to a sports team, it is football. During this year’s pep rally, for example, the football players gallantly sashayed across the field as the cheerleaders cheered them on before the entire student body, which had been summoned to witness this because it was supposed to fill students with tremendous pride and delight. On the contrary, when the girls’ swim team came out, it was not even announced that it had been virtually undefeated for over two decades. Considering all the announcements made at the pep rally, this omission is particularly egregious. This significantly unbalanced recognition for our sports teams is simply wrong. We must recognize and celebrate successes as a school, regardless of the activity and gender. The injustices faced by the swimThe Tattler is the student-run newspaper of mers are not singularly applicable Ithaca High School. It was founded in 1892 to them. In order to create a truly and is published monthly. egalitarian approach to praise, every team—from the girls’ swim team to As an open forum, the Tattler inthe debate team—should receive supvites opinion piece submissions and port and praise from the school comletters to the editor from all community if it wins a competition. When munity members. Drop off submisteams win, they are not just winning sions in E25 or email them to: for themselves, but for IHS. When editor@ihstattler.com they succeed, we all do, and we must be proud of it. The Tattler calls upon the school Mail letters to: community, including our own stuThe IHS Tattler dent paper, to celebrate girls’ swim1401 N. Cayuga St. ming and all areas of excellence. This Ithaca, NY 14850 call is long overdue, but it’s never too late to make it—IHS is full of talent The Tattler reserves the right to edit all submisand success in a vast number of areas, sions. Submissions do not necessarily reflect both in athletic and non-athletic team the views of editorial staff. activities, and we must unite to celebrate all of them.
2013–2014 Editor-in-Chief
Rubin Danberg-Biggs ’14 editor@ihstattler.com
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Rex Lei ’14
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Opinion Editor
Elie Kirshner ’14 opinion@ihstattler.com
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Jensen Lo ’14
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December 9, 2013
OPINION
Editorial
Don’t Abandon the 175 IMAGE: PROVIDED
New Roots Charter School is on the voting block for the continuation of its charter, which has caused great controversy in the Ithaca area. The opposition is significant, and the most vocal of supporters are, unsurprisingly, students and faculty at the school; this makes it easy to think that all unbiased evaluations are negative, but such is simply not the case. New Roots aids a very small and underrepresented group of students who are very often forgotten, making the service that it provides invaluable and indispensable. New Roots does not follow the standard format of public school education, and allows students to spend far less time in the traditional classroom setting. It offers an education based on learning practical skills for jobs that are not part of the world of academia—like how to be an informed member of a community—with classes like Public Policy. Not everyone is happy with the basic principles of standard education, and many work better with alternate forms of motivation. Traditional academics like the classes at IHS often lack real-world significance, and this is more than simply annoying for some students—it’s completely discouraging. New Roots offers students opportunities to learn in unconventional ways, and should therefore be rechartered. This is not meant to criticize the way IHS is run. Many students are able to succeed in the environment of IHS. Kai Haskins ’14, New Roots student and winner of the Tompkins County Distinguished Youth Award, was looking for something different from traditional public school education. “New Roots is certainly not for everybody,” he said. “For many people, the standard education provided by IHS and other traditional schools works perfectly fine. However, there are many more who fall through the cracks at those schools and who need a different kind of classroom to succeed. New Roots provides an extremely valuable service to students who either can’t function productively in traditional schools, or perhaps would simply prefer something different.” Haskins has utilized the non-traditional, different kind of classroom in his Public Policy class. Students are required to try to pass a piece of real legislation and receive college credit from Syracuse University for their coursework. He has been working on legislation that would raise the legal age for purchasing cigarettes to 19. The level of community involvement in the classes at New Roots has lead many students to take a greater part in their local government. The social benefits have also been good for New Roots students. “New Roots encourages interaction between social groups that might never even speak otherwise,” Haskins said. “At IHS there are those in AP courses, honors courses, Regents courses, and special help classes. At New Roots, everybody is in the same classroom. Judgments are not made simply by what group you happen to fall into, and generally everybody gets along famously. At New Roots, I am close friends with people I probably would never even have seen were I at IHS.”
New Roots Charter School is located on Cayuga St.
We try to do this at IHS with classes like Participation in Government, but while some students find such classes to be a great experience, many don’t. We place students into narrow, inflexible tracks, effectively barring them from taking a large portion of the school’s courses. It’s important to stress that this is fine for some, but to decide that it must be good enough for everyone is ridiculous. Students should be offered the opportunity to be a part of a different and more open community. Opponents of the recharter cite substandard graduation rates and test scores, but fail to view the numbers in context. Many cite the statistic that less than 70 percent of New Roots students graduate from the school, and that money is being wasted on New Roots students instead of being used on ours. First, this statistic is a miscalculation. The 30 percent includes people who transferred out of New Roots at any time after they enrolled, an event that was quite common around the school’s inception. As for wasting the district’s money, New Roots takes students from many schools in the surrounding area, such as Corning and Binghamton, whose districts have to take money out of their budgets as well. Furthermore, without New Roots, the money we currently spend on New Roots students would just be used in our school to support those same (out-of-place) students: New Roots is not taking anything away from IHS other than some one hundred students. Many community members do not see the need for a second alternative high school, since LACS is already available to students who do not feel at home in the “traditional” environment at IHS. However, LACS is completely different from New Roots. New Roots doesn’t have retreats, family groups, or school-wide government meetings. It has a hierarchical administration and minimal student input into how the school is run, unlike LACS, where the disciplinary system is completely democratic. Also, LACS requires a portfolio that is reviewed rather than graded for graduation, whereas New Roots follows traditional NYS graduation requirements: in order to graduate with a NYS diploma, students must take the same number and types of classes as well as Regents exams as they would at Continued on Page 5.
News
What Is a Referral? IMAGE: PROVIDED
By SARAH COUILLARD
What is a referral? Many IHS students think that a referral is a punishment by itself. People think that a student who receives a referral has already been punished, and that anything further is supplemental. However, this is not the case. A referral is simply a notice sent to a student’s associate principal (AP) from any administrator or other staff member telling the AP that the student did something wrong. The AP will then assess the situation and assign punishments or other consequences based on the severity and frequency of violations. It is possible, albeit rare, for an AP to receive a referral, look at it, think to herself, “this is stupid”, and subsequently let the student go without punishment. That might be an oversimplification of an AP’s thought process, but the bottom line is this: a referral is only a suggestion. How do you get one? It varies by teacher. Leslie Zolnik, who teaches Living Environment and Honors Biology, has given a number of referrals during her career at the high school. However, she says that she will only give one out when a student is being dangerous or impeding another’s ability to learn. Zolnik says she’ll address issues in or after class with the student before considering going to an administrator. “I don’t think referrals are necessary for every off-task behavior, but if a student, after my own interventions and attempts to rectify the situation, does not improve, then I will seek outside support,” Zolnik said. “If the behavior is impeding one’s safety in the lab, however, those types of actions are not taken lightly.”
In Other News:
IHS Library Changes This year, changes were made to the IHS library and its policies: 1. The food and drink ban in the library has been lifted. Students may enjoy snacks while they work if they have cleaned up without major incident. 2. The “Powers Zone of Listening” has been extended to the entire library. Students may now listen to music with headphones while they read or do homework anywhere in the library. 3. New eBooks. In the past three years, students have had more access to eBooks. This year, students have access to almost 100 eBook titles.
This may not be bad news, despite “disciplinary” at the top of the page.
Students who receive referrals will probably face at least one of the consequences found on page 15 of the student handbook. These include things like “[making] progress in personally assuming responsibility for their actions” and “[restoring] their relationship to the affected person(s)”. There is a specific table for reference on pages 17 and 18 of the handbook. “The student planner includes a table that APs consult when determining consequences, based on the guidelines established through Board of Education policies and consistent with the district regulations based on New York State Education Law,” said Janet Abowd, an AP. A referral is a piece in a disciplinary system that, contrary to popular belief, contains a number of checks and balances. If Ms. Smith wrote a student a referral for looking at her funny (this has not happened at IHS, nor any other school that this reporter is aware of), that student would not be punished. The student’s AP would then be shown the referral, and would levy her own judgment. In short, the difference between a referral and a punishment is the difference between an arrest and a sentencing.
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December 9, 2013
NEWS
You Have Dignity Now By ARYEH ZAX
Bullying is an issue near to the hearts of many students, whether they or a friend have been bullied or they were once bullies themselves. The school environment should be as accepting as possible, and students should not be singled out due to gender, race, religion, or other part of their identity. The Dignity for All Students Act (DASA) is a year-old piece of legislation aimed at providing a comprehensive program to stop bullying at a time when bullying is taking on more and more forms. I sat down with Janet Abowd, an associate principal (AP), to figure out exactly what DASA is and how IHS has adapted to the new regulations. Aryeh Zax ’14: What provisions does DASA set forth for schools to follow to reduce bullying? How are these different from what’s been done before? Janet Abowd: On July 1, 2012, the Dignity for All Students legislation was adopted. Prior to DASA, the IHS Code of Conduct included several rules about and consequences for bullying and harassment. In the 2011–2012 school year, in which I was responsible for discipline as an associate principal, many instances were investigated and addressed. AZ: How did IHS have to change to accommodate these new provisions? JA: The legislation that was adopted both lowered the threshold for what could be considered bullying and harassment and spelled out in more detail the subtleties
that can be involved that pose such a challenge for those trying to halt this destructive behavior. DASA also stipulated the importance of using education of both staff and students to use a proactive approach to raise awareness of and to assure student safety. AZ: How does IHS track how much bullying takes place inside the school? Has bullying decreased since DASA was implemented? JA: IHS’s rollout of the program that took place over the months following DASA was cited for its comprehensiveness. During the 2012–2013 school year, reports were filed with Ms. Little, who was last year’s DASA coordinator. As the process was new, each incident was filed and investigated. Upon completing the investigation, both the code of conduct and DASA guidelines were used to assess the nature of the offense and consulted to determine appropriate consequences, counseling, and education to address each occurrence. With only one year of data gathered since implementation in the new format, it is too early to draw conclusions about overall impact. AZ: How have you personally had to change to adapt to DASA? Have you gone through any additional formal training? JA: Updated in the summer of 2013, DASA now includes cyberbullying in its mandate of behavior that must be addressed. Training for staff is aimed at raising awareness of and sensitivity to potential acts of harassment, bullying, and discrimination directed at students that
Editorial: New Roots Charter Continued from Page 3. IHS. New Roots is clearly more standard than many think; it just approaches how students should obtain knowledge differently. The rechartering process should not be thought to have only two possible outcomes, those being the approval and denial of the rechartering: it is not so black and white. The process is meant not only to determine if the school should continue to exist, but also whether it can be improved. It is undeniable that New Roots has failed to live up to its statistical standards, but this does not make its concept a failure. It is imperative that we not abandon New Roots students because their school has not yet reached its full potential.
are committed by students and/or school employees. I am currently working with Amanda Verba, who is the district DASA coordinator, to update a video that will be presented to staff and students. AZ: What actions has IHS independently taken to reduce bullying, both before and after DASA? JA: The Positive Behavior Intervention Support (PBIS) committee, comprising staff, teachers, and administrators, is addressing the overall climate and culture of the school to maintain a community environment in which all can be safe. Four committees will take approaches toward seeking feedback, clarifying discipline, and establishing behavioral expectations in common areas and classrooms. AZ: Going forward, how do you think bullying can continue to be combated? JA: There are several ways that students, staff, families, and community members can notify that a situation needs to be addressed. If they witness, hear of, or are targeted for this behavior they can first speak to a teacher, administrator, or any staff member. There is a DASA report form that is located on the district website, and hard copies are available in all AP offices, Student Services, and the Hub. This form can be dropped off in my office, G104, in the main office, or mailed. By having all IHS community members take responsibility to stand up for each other . . . by being “upstanders”, we will create and sustain a safe school environment.
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December 9, 2013
NEWS
Deer and Vehicles Continued from Page 1. Here is some common advice to avoid deer collisions: • Be attentive when driving at dawn and dusk. • In deer-crossing zones, slow down and pay attention to the side of the road. • Use high beams when no one is around, so that both you and the deer have better visibility. • Do not rely on deer whistles, deer fences, reflectors, and/ or other devices.
IMAGE: PROVIDED
A brief interlude about deer whistles: the deer whistle is a controversial object that (supposedly) uses ultrasound and high-frequency sound waves to warn deer of human presence. While the market for these devices is relatively large, little is known about the auditory capacity of deer, the deer’s actual reactions to the ultrasound (whether they become accustomed to it), and the effectiveness of sound waves on affecting deer habits. At this time, not enough is known to either confirm or disprove the effectiveness of the deer whistle.
Upcoming Science Talks Continued from Page 1. “Do you ever wonder what it looks like when your brain is working and how things are different when it is sick? In our lab, we develop specialized microscopes that can see individual cells, such as neurons or blood cells, in the brain of live mice. We then use mice that develop common brain diseases, such as Alzheimer's disease, to study the changes in individual cell behavior over time, as the disease progresses. Our goal is to identify the major mechanisms that cause brain dysfunction and develop strategies to block these pathways and potentially cure brain diseases. For example, we have recently uncovered a potential cause for reduced brain blood flow in Alzheimer's disease. This reduced brain blood flow contributes to the cognitive symptoms of Alzheimer's and likely exacerbates disease progression, but has remained unexplained for over 100 years.” Future talks: • February 13: “Google, Netflix, and Pandora: How to Build a Recommender System”—Doug Turnbull (Ithaca College Department of Computer Science) • March 13: “Threats to the World’s Oceans and Climate Change”—Bruce Monger (Cornell University Department of Earth and Atmospheric Sciences) • April 10: “The Future of 3-D Printing: The Promise and Peril of a Machine That Can Make (Almost) Anything”—Hod Lipson (Cornell University Department of Mechanical Engineering)
Deer crossings commonly interrupt traffic.
Immediately before a deer collision, you should: • Slow down and blow your horn with a long blast to frighten the deer away. • Put on your seat belt. More than half of human injuries from deer collisions are associated with not wearing a seat belt. • Brake firmly if a deer is in your path, but stay in your lane. Serious crashes occur when drivers go out of their way to avoid deer and crash into other cars. After hitting a deer: • Do not touch a hit deer—it may injure you or itself in its frightened and wounded state. • Get your car off the road, and call the police. • Contact your / your parents’ insurance agency to report damage to the car. Collision with an animal is typically covered under insurance policies. • Wait for the police to show up. Happy driving!
• May 8: “Seeing with Electrons”—Lena Kourkoutis (Cornell Department of Applied and Engineering Physics) Instrumental in the push for these talks are IHS staff members Deborah Lynn and Carlan Gray, who modeled the talks on those given at Dryden High School under the guidance of Tim Kirkpatrick and other science teachers at Dryden. All are welcome, be they head over heels for science, or not all that impressed by the whole microscope thing. Those involved hope to foster a passion and curiosity for the sciences that can never be too great.
Important School Dates December 5–6: Student-Directed One-Acts December 13: Craft Fair December 19: IHS Trivia Night December 23 – January 1: Winter Break January 9: Science Talk—“Blood, Brains, and Lasers . . .” (5:30 p.m. in H-Courtyard)
Opinion I’m Worried About You IMAGE: PROVIDED
By ELIE KIRSHNER
You or your friends may very well have used drugs or consumed alcohol. You may have even engaged in these activities in public. And it’s possible you’ve even been “under the influence” while on school grounds. Even if you and your cohort have abstained from such activities, it’s very likely that you, as a high-school student, have been exposed to numerous people under the influence. This occurs to the great dismay (but certainly not surprise) of your teachers, administrators, and even the occasional fellow student. Drugs and high school have always been inseparable; IHS is no exception. Recognizing this reality, the question I want you to consider is, “Why?” Consider why you or those around you put themselves at greater risk of discipline by coming to school drunk or high. Why do people enjoy watching a classmate or friend under the influence? And why do you or those around you use drugs or consume alcohol? There is no way around the fact that coming to school under the influence is astoundingly stupid. Assuming you concede that the point of school is to learn, there is no reasonable justification for such actions. For example, when you show up late to fifth period after a morning toke or a couple of drinks, you interrupt class, you learn nothing, and you destroy the teacher’s chance to command any sort of attention. There are two ways this unfortunate situation can degrade further from there:
Under the influence.
1. Most likely, you’ll be caught. Teachers and administrators aren’t stupid, and you—as a high teenager—are. This will result in a very unfortunate conversation with your AP and your distraught parents, followed by an immediate suspension of at least five days and a lovely addition to your once-pristine permanent record. 2. You go relatively unnoticed by teachers (possibly because drunkenness is essentially your default demeanor). This can also have unfortunate consequences. As a person high in school, people see you as an opportunity for cheap laughs. Many of us have had the experience of watching a friend or stranger clearly under the influence of a substance. Inebriated students are usually met with giggles and excited chatter. For example, “Oh my god. . . . [giggles leading up to hysterical laugh-
ter] Phil’s high!” Sure, it’s attention. But the people laughing at you and Phil would love for you to do something utterly idiotic, for you to embarrass yourself, maybe even cause yourself physical harm in the process. People who truly care about you should meet you with concern rather than amusement. After all, considering the possible outcomes of your predicament, it really would be wrong, and certainly atypical, for them to do otherwise, right? You would think so. But any serious expression of concern for an intoxicated friend in school is (in my experience, at least) extraordinarily rare. I understand the temptation. Watching a person who is totally out of it can be entertaining and affirming in its own way. For example, seeing a friend drunkenly address your teacher as Kobe Bryant is funny, and makes you feel put together by comparison. This is something I have recently been working on in my own responses to these situations. It’s very easy to unintentionally encourage risky behavior, and I have certainly made this error myself on several occasions. However, it is vital that we, as friends of the inebriated, all work to suppress these instincts, express concern for those friends, and try to dissuade those friends from further substance abuse, because the unfortunate Continued on Page 8.
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December 9, 2013
OPINION
IMAGE: NAOMI POWERS
School Spirit: IHS Doesn’t Have Much
Cheerleader Emily Tilton ’16 shares a moment with team mentor Kathleen Benedict ’15
By SARAH SKROVAN
I’m Worried About You Continued from Page 7. reality is: no one else will. If their drug or alcohol use is in any way dangerous, consistent, or excessive, get outside help; better to lose a friend than to bury one. Finally, while the general popularity (popularity as a relative term; drug use at the high school is in no way rampant, but it is a prevalent to a degree that warrants this article) of drugs and alcohol isn’t necessarily surprising in our age group, that doesn’t make it any less potentially hazardous. I hope you do not view me as an Opinion Editor–turned– DARE officer, but I encourage you to at least consider the
IMAGE: NAOMI POWERS
Most of you reading this probably didn’t even go to our homecoming pep rally; the event is infamous for being illegally skipped, with Field Day as its only rival in that category. For those of you who actually did go, you probably recall a definite lack of enthusiasm from the crowd, despite the valiant efforts of our school officers and activity coordinators to make it an enjoyable event. If you can remember back to Spirit Week, you may remember a similar trend in the number of people who actually participated. I’ll admit that I, too, have been a little lacking in school spirit over the years; in fact, I’ve only ever been to one football game. But why is our school like this? Are we all just moody teenagers who think we’re too cool to show any enthusiasm for school events? Are we all just so lazy that we can’t be bothered to wear red and gold? While this may play a part for some people, I think the main problem lies in the sheer diversity of interests within our school. I know, it sounds corny and unbelievably Itha-
can: we’re too diverse to show school spirit. But it really has to do with the fact that not enough people rally around the same thing for everyone to get excited and involved in one activity. While sports are important, of course, many other activities form a huge part of IHS’s culture; take music, for instance. Yet not everyone rallies around and shares the same enthusiasm for music either, and the same can be said for theater, art, and the countless other interests held by the student body. We as a community just have so many interests and display talents in so many different fields that it makes it impossible for us to unify as a school around a single activity. The whole student body doesn’t go to every football game, nor does it listen to every band concert or see every school play. We don’t think we’re too cool to show any enthusiasm for the school; we just portion out that enthusiasm for a variety of things—so many things that it’s hard to get a concentrated positive reaction out of a mixed group of students for any one particular activity. Although we could probably work on our overall school unity and enthusiasm, I have to say, knowing that we aren’t all drones who are interested in the same thing is quite comforting.
Little Red football readies for a play.
following: the benefits of drugs and alcohol do not outweigh the costs. At a party where you smoke a joint and down a few shots, you have made a decision. You wager personal safety, self-control, and your disciplinary—or even criminal— record. You gain a short-term high, a “wild night”, and, in many cases, an unpleasant hangover. Also, don’t forget that you may also sacrifice your dignity and, disturbingly often, your sexual security. Usually I try to give my articles punchy conclusions; I don’t have one for this. This issue is very polarizing, and you likely walked in with very rigid opinions on it. Despite this, I still urge you to give some thought to these concerns.
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December 9, 2013
OPINION
From the Head of Ned: Advice for Teachers IMAGE: PROVIDED
By NED LAUBER
Over the past several years, there has been a push to use more technology in classrooms across the nation. A recent study by CompTIA, “IT Opportunities in the Education Market”, found that 78 percent of teachers and administrators believe technology has positively impacted the classrooms and productivity of their students. Within ICSD, there has been an even larger push to incorporate more technology into classrooms. Teachers are encouraged now more than ever to post their assignments on Blackboard, almost every high-school classroom now has a SMART Board or an ēno board, and our superintendent has stated that he hopes to achieve a one-to-one student-to-device ratio. With all of this in mind, people may be surprised to learn that throwing iPads at students doesn’t actually make them learn more. Similarly (and equally shockingly), simply installing a SMART Board into a classroom won’t improve anyone’s education. The critical part of incorporating technology into the classroom is how that technology is used. The critical question is not what will be used, but how it will be used. The core of the matter is that technology is engaging. It is fun to use, almost instantaneously responds to user feedback, and is constantly evolving. If teachers are serious about incorporating more technology into classrooms, they must ensure that they are using it for what it’s good for: engaging students. One example of how technology can be used to better engage students is the “flipped classroom”. In this classroom, usually a science or mathematics class, content typically covered in class is assigned as homework in the form of a video lecture, online PowerPoint, or interactive reading. The next day in class, students work together on problem sets that would traditionally be assigned for homework. The teacher wanders around the classroom and fills the role of a coach, assisting when necessary and clarifying any confusion. When I arrive home after a long day of school and sports, I don’t have much energy to work on time-consuming and sometimes challenging problems. I do, however, have enough energy to sit down and watch a video explaining some new content. I have always found that real learning takes place when I apply new content to specific problems. For me, it makes perfect sense to “flip” a classroom, so that I can watch boring lectures at home in bed and work on problems in class with my friends. Another example of how technology can be used more powerfully is networking. Modern technology allows us to interact with people with whom we would otherwise
Classroom technology must engage students in order to be effective.
be unable to. Whether Skyping with a professor in Italy or emailing a classroom in Mexico, teachers should be using technology to help share perspectives to which students would otherwise never be exposed. In a global studies class, why not try setting up a connection with classrooms in other parts of the world? Why not get others’ perspectives on world events? With modern technology, we can communicate face-to-face with people we might otherwise never even know. Teachers should be taking advantage of this opportunity. Technology can and should be used as a tool for enhanced communication. Teachers who do not use online tools to assist their students are missing out on an important chance to ensure that their students are learning. Not only is it a good idea to post assignments and class notes online, but if teachers have the time, they should share other resources with students. Not every student learns the same way, and not every teacher has the same style, but with countless free online resources, teachers should be able to connect all students to styles that work for them. If students’ learning styles don’t mesh well with your teaching style, why not see if you can find an online resource that better suits their needs? Modern technology is constantly advancing, and there is no doubt that it can have a powerful impact on education. In order to ensure that this impact is positive, it is important to make sure that technology is not simply added to classrooms without thought. Technology should be used for what it is best at: engaging people.
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December 9, 2013
OPINION
Think Before You Tweet IMAGE: PROVIDED
By SARAH NIXON
Every month, more than 230 million users sign in to Twitter. They post short blurbs of at most 140 characters (“tweets”) for all of their “followers” to see. Twitter users collectively spit out 500 million tweets a day, or several thousand tweets per second. I do not deny that Twitter has positive qualities: it helps spread information about charitable causes and daily news, allows people to express their opinions, and certainly helps people stay connected to friends and family. Plus, people can get their daily dosage of celebrities like Snooki (“I live for me babygirl & that’s to be an amazing mother to my son. No need to preach to me how to live & ‘set examples’”) and Tyra Banks (“So U know when U R singing & feel U sound even better than artist you’re singing to but no one in room w/U says u sound good”) for free! But people sharing information about their personal lives through social media pay a cost: they lose their privacy. Privacy is something that people seem to take for granted these days. Internet users are constantly posting personal information that seems harmless, but can possibly have negative consequences. Posting a tweet only takes a few seconds, and because it is so quick, making mistakes with Twitter is almost too easy. Twitter encourages people to be spontaneous, to tweet before they think. Although this is often not a problem, anger or rage can make people tweet something offensive in the spur of the moment, and what one person believes to be mature and well-reasoned could seem moronic to another. All it takes is a few taps of fingers and the message is out. But why should you care? Colleges are beginning to search social media profiles in order to obtain more information about their applicants. Tweets can offer insight into the maturity, character, and judgment of the person tweeting. According to an article
Social media is becoming ubiquitous in young people’s lives at the cost of their privacy.
in the New York Times, one prospective student visiting Bowdoin College tweeted offensive and inappropriate statements about her fellow tour group members. Although the student was ultimately denied entry because of her academics, the dean of the college admitted that her tweets would have negatively impacted her acceptance chances had she been a more competitive applicant. A more common problem, however, is when students tweet pictures or statements that indicate that they are involved in substance abuse. Last year, a student who had been accepted to Colgate University had his acceptance revoked when information was posted online about his involvement in an alcohol-related incident. Admittedly, these are both extreme cases, but even subtly offensive or immature tweets can affect a student’s college admissions chances. According to a survey done by Kaplan, a company that offers college-prep programs, around 31 percent of college admissions officers viewed social media profiles last year, and of that 31 percent, 30 percent found information that negatively affected the chances of an applicant. With the number of admissions officers taking this initiative on the rise, I suggest that Twitter users take care to filter their posts. Finally, I would like to point out that, if it takes an average of 30 seconds to craft and post a tweet, then people around the planet spend over four million hours tweeting every day. This is a monumental waste of time. Do we really need to hear what is on people’s minds every minute of the day? If you do feel as though the appeal of Twitter is too great to be denied, choose your tweets carefully: people are watching.
The Common App Is Common Crap By RAYMOND XU
The new online Common Application is a website program designed to streamline the college application process by allowing students to apply to many schools using the same form. To be frank, the new version of the Common App (CA4), conveniently put in place this year, really blows. Here’s why. The Common Application has more bugs in its site than there are on a humid summer day near a creek. Students mess around for hours to see if they can get the green “completion” check on each section of the Common App. The Com-
mon App technical support has the gift of simultaneously being unable to write coherent English in its email replies as well as suggesting that every problem can be solved by shutting down your computer and turning it back on again. The Common App serves 517 colleges and universities; in other words, the Common App has screwed over applicants for 517 different schools. Everybody stressed out since many colleges did not extend their deadlines, including Harvard and half of the other Ivy League schools. I have personally suffered from the Common App difficulties. One of my letters wasn’t viewable by the admissions office, forcing it to contact my counselor
to send the letter to it directly. I also received a personal email from the Common App: it read, in essence, “We hate you.” The Common App has a large variety of problems. Sometimes it won’t log you in. Sometimes it won’t send your recommendation letters. Sometimes it deletes information you’ve entered. Sometimes it sends the college you’re applying to a private message about how terrible you are as an applicant. But don’t worry. The Common App actually has an excuse: a lot of people are applying to college right around now. The Common App has to process all of those people and their applications. It’s almost like it’s its job.
Teacher Feature: Ms. Kennedy Shirley Kennedy teaches Honors English 11, among other courses. Her memorable character makes her a true IHS gem. The ranting in Mandarin, the dry humor, the fierce admiration of correct grammar—Ms. Kennedy is certainly unique. There is more than meets the eye to this English-enthused woman. I sat down with her to try to grasp some of the things that make Ms. Kennedy who she is. Conor Coutts ’15: What brought you to teach English at IHS? Shirley Kennedy: I had been working in Asia for over ten years. I was born in Ithaca and grew up in Lansing; we owned land in Tioga County. Our children were all in college, so we came home to The Land.
IMAGE: SABINE O’DELL
By CONOR COUTTS
SK: It gives students a feeling of what the ESL students are facing when they enter this school. My students hear the “foreign” language for a few seconds or a minute or two. But the ESL students hear the “foreign” language all day. Learn to be empathetic! CC: What is your favorite book, and why? SK: My favorite book is the Bible, because it has many different genres with every kind of character, plot, and lots of wisdom. It never grows stale. CC: What do you love about IHS? SK: The diversity. I lived for ten years in a place in Pennsylvania that was monocultural; it was the only place where I was ever diagnosed by my friends as being in culture shock.
CC: When was the last time you CC: What was the most cried? life-changing experience you SK: When I attended the funerConor Coutts ’15 twinned with Ms. Kennedy this Halloween. have ever had inside of a classal of the son of a friend of mine. room? CC: What is the most life-changing event The fellow had committed suicide. SK: While I was student-teaching in the you have ever had outside of a classroom? potato fields near Letchworth Park, I had SK: Working around the world for over CC: What is one piece of advice you an honors student who was the daughter a decade. I have worked in France, Inner would give to graduating seniors? of migrant potato workers. She died one Mongolia (PRC), and Taiwan. SK: I would tell seniors who are graduatweekend of an epileptic seizure. Her paring that their diplomas are fake. I would ents had not reported her condition to CC: Who are your heroes? tell seniors who are graduating “never anyone because they believed they would SK: My heroes are J. Hudson Taylor and sacrifice your integrity for gain”. We are not be given work. One boy in her grade Ralph Winter. outraged by larceny, rape, and murder, had been bullying her the Friday before but too often harm our own selves by exher death. Both she and the boy were lost CC: You are known for many things in changing our moral principles for popto the school; she because she had died class, one of which is speaking in Manda- ularity or money. You are the only one and he because he believed he caused her rin to students who cannot understand who can destroy your self-respect. Don’t death. you. Why do you do this? do it.
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Teacher Feature: Mr. Miller IMAGE: ERIKA UCHIGASAKI
By ARYEH ZAX
Jeffrey Miller, an English teacher, is a new addition to the IHS community. As one of the youngest members on the staff, Miller brings an exciting perspective to his classes. He also sports some of the staff ’s most impressive facial hair. I sat down with Miller to get to know him a bit better. Aryeh Zax ’14: Where did you grow up? Jeffrey Miller: I grew up in Syracuse, New York. I went to Jamesville-DeWitt High School. AZ: Do you have any interesting anecdotes from your childhood in Syracuse? JM: Nothing out of the ordinary. I have some scars, the normal types of things that everybody goes through. I wouldn’t say that there’s one specific moment. . . . AZ: What’s your family like? JM: My family is very loving. It’s the new normal. My parents are divorced. I have two sisters and a brother, and they all live in Ohio, so I don’t get to see them very often, but it’s a pretty nice family. I can’t complain. AZ: What are some of your hobbies? JM: My hobbies include downhill skiing. I like to watch movies, I like to read . . . I’m pretty good at playing pool and ping pong. . . . I’m very good at ping pong. AZ: Where did you go to college, and how has that influenced you? JM: I went to the University at Albany and Hertford College at Oxford. I had some excellent teachers. I think the one thing that stands out to me from my experience in England is the whole setup—you meet individually with your teachers. The teacher-to-student ratio is very high, so the depth at which you are pushed, like the depth at which a student should be pushed, is very, very high. In the United States, you get lost in large classes, and it’s easy for you to hide. That
Mr. Miller passes the time at a MUN conference.
didn’t really exist in England. One thing that really stood out for me in America is that you do have to stand out—you have to become noticeable to be noticed by the professor, to have him help you network, to get the type of help that will help you get to the next level—and certainly help you do better in your classes. AZ: What are your own views on teaching, and how have you brought them with you to ICSD? JM: Where I come from, and the schools I worked at prior to this, the classroom culture is based on the concept of fear. Students work hard because they’re afraid of failing, they’re afraid of disappointing people, teachers are afraid of their students to some degree . . . it happens a lot. I try to trust my students, and I start with it. If you give that trust, you get that trust. That’s a lot of what I try to do, especially with the assignments that we work on. I have high expectations for the content that they put out. The work we do is really hard, and I trust that my students can handle it. Some of the things that we’re discussing can be pretty intense, especially if you’re talking about War and Literature, where you’re talking about the grim realities of what war actually is. I trust that students can handle that—I’m not going to censor that information. AZ: How many sections are you teaching? Which classes are they? JM: Three classes: two ninth-grade Re-
gents English classes, two 11th-grade Honors English classes, and a segment of War and Literature [for seniors]. Next semester, I’m teaching Grammar, Usage, and Style for 12th grade as well.
AZ: What do you like most about ICSD, your classes, and your students? JM: I love the culture that exists here. There’s a solid belief in education, and the students here come excited to learn. I really love the idea that the students are here not out of obligation, but because they know that this fits into their life plans and goals. I’m happy to be helpful in any way that I can. I also have to say that the diversity of ICSD is incredible. You have so many different points of view in one classroom—you don’t just get a homogeneous response from a class when you ask a question. You get people offering different insights that pertain to their life experience, their point of view, and where they come from. As a result, I think it leads to much more engaging conversations with people. AZ: What led you to become interested in English, and ultimately to become an English teacher? JM: That’s an excellent question. The simple answer is that you’re inspired by people who inspire you. I was inspired by English teachers who made me realize that language is incredibly valuable, that it gives us insight into everything. I was inspired by my high-school teachers, by professors, by other grad students who I saw were doing inspiring things. . . . I was always inspired by Geoffrey Canada; he’s a school reformer. He wrote the memoir Fist, Stick, Knife, Gun, talking about his life growing up in New York City, and the transformation of his school in Harlem. You have to be part of the solution or you’re part of the problem, and I want to do something for society. I want to feel like I’m part of the solution. Continued on Page 13.
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Teacher Feature: Mr. Miller Continued from Page 12. AZ: What brought you to Ithaca? JM: I was brought here by the culture and the community. My fiancée is a PhD student at Cornell. I was so excited to learn that she was coming here, so when she got accepted, I was really happy. I’ve been thrilled. I really love this town. AZ: This year, you’re the advisor for the Model UN club. I’d like to know more about how that happened, and what you think of the club and the students who do it. JM: That’s an excellent question. I had almost no experience in Model UN in high school—I went to a few meetings, but I never was a really active participant. I had ideas about certain clubs that I was interested in starting here, to become involved with outside of the classroom, and I was approached by some students who asked me if I would be willing to advise Model UN. I said “Absolutely!” What they told me is, “Mr. Miller, we’re a real-
ly independent club. We’re student-centered and student-run. You don’t have to know a lot in order to be extremely helpful to us.” That was great. We just came back from a huge conference. We had over 600 delegates from all over the state, and they performed so well. The work that they did was noticed and recognized. They worked so hard; they were so tired, but they were so happy. They were really satisfied with the work they were doing, and that was really inspiring to me. As a result, I really see the value of a healthy, prominent, and strong Model UN club, because of all the skills that it teaches: rhetoric, speech, debate, research, writing, collaboration. It’s so valuable in so many ways. More than anything, I appreciate that they approached me, that I could learn so much from them and be inspired by them, because I really think it’s important. AZ: What are some things that you’ve always wanted to do? JM: Hang glide, snorkel, skydive, go to
Africa, run a marathon, learn how to play the bagpipes, learn how to play the guitar, teach my dog how to roll over, drive one hundred miles an hour on a race track, write a book, have a family, start a business. AZ: Do you have any advice for current students? JM: Take full advantage of everything that this school has, and don’t think that because you’re not familiar with something that it’s not something that would be valuable to you. Don’t pigeonhole yourself, don’t say that you’re one type of person—open yourself up and involve yourself in as many things as possible. Get to know as many people as possible. Work as hard as you can on your homework, not because of the grades, but because what you’re learning on that homework is a lifelong skill of never giving up and staying focused. Be appreciative— thank people. Be patient. Push yourself to do the best you can. Don’t be satisfied with the minimum.
Restaurant Review: Mehak IMAGE: PROVIDED
By BRONWYN GALLOWAY
One fine November Sunday, I ate lunch at a fairly wellknown Indian restaurant by the name of Mehak. Located in the heart of Collegetown, Mehak advertises authentic Indian cuisine and a fine atmosphere. I’ve eaten there about five or six times, and have never been disappointed. When you first walk in, you can smell the freshly baked naan bread, hear the sound of traditional Indian music playing in the background, and see the faces of the happy customers chowing down. In addition to the buffet, Mehak offers an à la carte menu for dinner. Of course, as soon as my little sister walked up to the buffet line, she grabbed about eight pieces of naan, each the size of a small slice of pizza, and a single, dainty, bare leaf of lettuce. My choices were more spread out: chicken tikka masala (delicious), which comes sautéed with onion, tomatoes, and cream sauce, is superb on its own, and is even more so when eaten with hot-from-the-oven naan; tandoori chicken (scrumptious), which is marinated and has a distinctive red coloring to its exterior, presumably from some kind of red spice; and an assortment of pakoras (delectable), fried snacks commonly served as appetizers with a variety of fillings in Indian restaurants. The pakoras had a little kick, which was enjoyable, and they were a good, two-bite size. Though these were the main things I tasted during my most recent trip, there were many other options at the buffet.
Cozy in Collegetown.
Overall, the atmosphere was nice; muted lighting, quiet music, and good smells coming from the steaming trays a few feet away. The only thing I would change is the number of napkins at each table; I panicked when I saw I only had one. What if I spilled my cream sauce? What if my sister spilled her drink? The possibilities of disaster were endless. I can’t live my life that way! All funnies aside, I did enjoy my meal at Mehak tremendously, as always, and it is consistently a favorite restaurant of my family. I would highly recommend the above food choices for the lunch buffet. A word of advice, and I think this goes for all buffets: err on the side of less food when stocking up your plate; you can always go back for more. Happy dining!
ic,
Theater, Mo
IMAGE: PROVIDED
Mus
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vies:
“Sweeney Todd”: A Review By EMILY SCARPULLA
The sequel to the original Thor brings matured characters and dazzling effects to this season’s big screen.
Thor: The Dark World: A Review By RENA BRAND
The second movie in Marvel’s Phase Two, Thor: The Dark World, has been another box office success for the comic book company. With The Dark World grossing $85 million in its huge opening weekend, Thor has established himself as one of the top-earning superheroes at the box office. The Dark World is the third movie featuring Chris Hemsworth as the titular character, and was an improvement on the first movie, which was, in all honesty, not very good. The movie opens to a more mature Thor as he maintains peace in the nine realms. His love interest, Jane Foster (Natalie Portman), remains on Earth pining for him. The two are reunited when a mysterious force known as the Aether resurfaces on Earth. This force also draws the movie’s villain, Malekith (Christopher Eccleston), who is the leader of the race of Dark Elves. Thor is much more watchable in this movie than he was in the first. He spends much less time yelling, which gave him an opportunity to show that he can actually be an adult and not just a spoiled, petulant, overgrown child. Another changed character is Thor’s brother Loki (Tom Hiddleston). Although whether he is truly good or evil is left up Continued on Page 17.
There certainly was “No Place Like London” in the Melodramatics Theatre Company’s most recent musical production. Performed in Cornell’s Risley Theater, “Sweeney Todd: The Demon Barber of Fleet Street” captivated audiences of all ages. Along with a combination of dark comedy and surprising depth, the close proximity provided in the black box theater (intentionally) led to lots of uncomfortable laughter. The beautiful voices and intense plot engaged everyone, as some characters fell in love while many more tragically died. Not a single person remained sitting at final bows. “Sweeney Todd” is a musical thriller by Stephen Sondheim about a barber, Benjamin Barker, who returns to London after being exiled for 15 years by a judge who was in love with his wife. He comes back to London as Sweeney Todd to seek his revenge, and teams up with Ms. Lovett, a pie maker, to cut the throats of his customers and bake them into meat pies. This show certainly takes a certain sense of humor, and luckily, audience members knew what they were getting into. I think that Melodramatics did an incredible job with this show. Ms. Lovett (Laine Levitt) brought a new brand of humor to her character that I had never seen before. She stole the show by satirizing the characters around her. Levitt changed my perception of the character completely, and I really appreciate that. Another character who I thought was played exceptionally well was Beadle Bamford (Nick Kelliher), the judge’s right-hand man. He had amazing vocal and dramatic ranges that kept my attention throughout. To anyone who hasn’t seen “Sweeney Todd” before, I highly suggest watching the movie or attempting to find another stage production, as it’s a great show. Everyone should look for Melodramatics’ next season of shows, expected to be the best season yet, for their tenth anniversary. When shows are announced, make sure to get your tickets quickly; this show sold out every night, and for good reason.
o s t n e d u t S r u O
s t r A e h t n IMAGE: PROVIDED
IHS Drama Update: Student-Directed One-Acts By OLIVIA SALOMON
IMAGE: NAOMI POWERS
The November edition of the Tattler contained a short blurb explaining the upcoming student-directed shows at IHS. Now, with more immediacy and information, we come to you with further updates on the shows’ statuses! Auditions for the one-acts occurred during the first week of November, and the directors, April Carroll ’15 and Olivia Salomon ’15, were very impressed by the turnout. About 20 people arrived to audition for the 15 roles offered in the two short plays. Freshmen who wanted to continue their drama career from middle school, seniors who had never tried theater before, and Running to Places Theatre Company (R2P) members interested in high-school drama all came to try out. The directors Continued on Page 17.
This feisty New Zealander has made a splash on the music scene.
Lorde: Musician and Writer By LILY COLBERT-CARREIRO
Cali Newman ’15 and Adam Thompson ’16 contribute to the comedic romance “Crushed”.
When it comes to new young talented artists of the 21st century, Ella Yelich-O’Conner, better known by her stage name, Lorde, comes to mind. Like many artists, Lorde was discovered at a talent show. Then a 12-year-old New Zealander, her talent allowed her to progress quickly through the ranks. By the age of 14, she was already working with Universal, a renowned music and production company that developed her sound and artistic vision. Now, Lorde is the first solo artist from New Zealand to top the US Billboard chart, and is the youngest artist to hold a US number one in more than 25 years. Currently only 17 years old, Lorde creates art, indie, and electro pop, with electronica (a music genre encompassing a wide range of contemporary electronics designed for a wide range of use) artfully thrown into her beats and vibes in “400 Lux”, “Ribs”, and many of her other songs in The Love Club (2012) and Pure Heroine (2013). Lyrically, Continued on Page 18.
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Club Feature: Fashion Club
IMAGE: NAOMI POWERS
Do you spend as much time daydreaming about tomorrow’s outfit as you do actually doing your homework? Do you want the people in front of you in the hall to move, not so that you can get to class on time, but because they are in the way of your runway strut? If so, IHS’s fashion club is for you! The fashion club at our school was started three years ago by Josie Dobda ’14. “I started the club because I enjoyed being a part of the fashion club at my old high school,” she said. “I enjoyed modeling, being a member, and designing clothes. I also started it because I wanted to direct a fashion show.” The club’s main focus is on producing these shows. In putting on a fashion show, the club not only has to design and sew clothing, but plan for the show’s entire aesthetic. “We come up with ideas for everything from how the stage should look to the color of lipstick a model should wear,” said Dobda. Then comes the process of finding models. Auditions for the most recent show were held about a month ago, where girls and boys from the school practiced their runway walks to the show’s main song, Lady Gaga’s “Applause”, and had their measurements taken. The selected models then moved on to a series of rehearsals, where they learned how to improve their runway skills. “I teach them how to walk with poise, confidence, and just a pinch of attitude,” Dobda said. The final performance took place in IHS’s Kulp Auditorium on November 23. For those who enjoy working behind the scenes, the process of designing and creating clothes is the most exciting. One of the club’s main designers, Lina Lee ’15, hopes that the fashion club will help her prepare for putting on her own shows in the future. “I’ve always loved the way clothes change the way a person appears, that one inch taken off of a garment could change the whole look,” she said. Lee is currently enrolled in independent study in AP Art, and hopes to pursue a career in fashion design. Fashion club is not only a fun extracurricular, but also a stepping stone towards a life and job in the fashion industry.
IMAGE: NAOMI POWERS
By NAOMI POWERS
Fashion Club president Josie Dobda ’14 with model Kevin Smith ’15.
Want to Be Featured in the
Literary Issue? Submit Creative
Writing,
Photography, and Other Visual Art. All submissions should be electronic and submitted to editor@ihstattler.com by Thursday, December 12. Damone Meeks ’14, Josie Dobda ’14, Kevin Smith ’15, and Emily Scarpulla ’14 strike a pose.
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IMAGE: NAOMI POWERS
IHS Drama Update Continued from Page 15. were very satisfied with the resulting casts. While Carroll and Salomon’s shows will be shown consecutively on the same night, the plays have very different subject matters and themes. “Crushed”, directed by Carroll, has about a dozen cast members, and is an uproariously funny play describing, making fun of, and demonstrating the many stereotypes of young love. Carroll hopes to impress her audience with interesting onstage dynamics, great acting, and a script that will have you rolling on the floor laughing. “My Beautiful American Soldier”, directed by Salomon, has a much smaller cast of only three actors. This play is a glimpse into the lives of two Iraqi girls affected by the modern day involvement of the US military in their home country and by a traveling salesman who comes across them. The short play, despite the subject matter, is not supposed to be only depressing: talented actors working with Salomon hope to make it interesting, thought-provoking, and beautifully entertaining. Salomon and Carroll have high ambitions for this show, and are hoping to
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Ben Salomon ’17, Mitchell Smith ’15, and Liz Rosen ’16 in rehearsal for Carroll’s “Crushed”.
get together a small pit orchestra to add mood-appropriate background music to their shows. With help from their stage managers Rena Brand ’14 and Ellie Salustri ’15, and with support from their faculty advisor Lorraine Tino, the student directors hope to make their short plays interesting, entertaining, and well-attended!
The Dark World: A Review Continued from Page 14. for grabs, his character was one of the most enjoyable to watch. Hiddleston gives Loki such a contagious charm that it is impossible to dislike him. Jane Foster is the only character who seems to have changed for the worse. She seems entirely too dependent on Thor, not doing anything but moping when he is not around and constantly making googly eyes at him when they are together. It was quite annoying to have to sit through for two hours. The plot was pretty generic: Villain threatens safety of Hero’s loved ones. Hero must face Villain in order to keep loved ones safe. This was the major pitfall of the movie. Malekith was utterly unremarkable. I went into the movie knowing that critics had made the same complaints, but I tried to keep an open mind. What I discovered is that they were completely correct. Malekith was boring: it seemed like he may have been the actual villain’s annoying cousin. The problem was that I couldn’t tell if he was actually just awful, or if the true problem was that he couldn’t gain any traction because every time the conflict got intense, it was ruined by a joke. Perhaps if the script had been different, or if Malekith had been given more screen time, my attitude towards him would have changed. Overall, the movie wasn’t bad. It was better than the first, but still had some flaws. The story was a bit weak, the villain
Lastly: performance dates. The shows will be performed on Thursday, December 5 at 7 p.m. and on Friday, December 6, with performances at 4:30 and 7. Carroll, Salomon, and everyone else involved in the show (actors and techies alike!) look forward to showing the community what theater students at IHS can do.
wasn’t the best, and the characters weren’t very consistent between this movie and the last, but I still had a fun time watching it. Perhaps it is just because I love superhero movies, or maybe I’m just more concerned with how entertained I was while watching the movie, but I am going to give this movie four out of five stars. The movie was funny, Tom Hiddleston was charming, and a cameo from Captain America (Chris Evans) didn’t hurt. I wasn’t blown away by the acting or the script of this movie, but walked out of the theater happy, which, in my opinion, made watching the movie a good way to spend an otherwise uneventful afternoon.
Wiles Guitar Studio Lynn Wiles • Instructor Serious Lessons for Serious Students www.wilesmusic.com guitarstudio@fltg.net (607) 592-9266
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In Memory of Lou Reed IMAGE: TIMOTHY GREENFIELD-SANDERS
By EMMA KARNES
“And that, y’know, children are the only ones who blush! And that, life is just to die! And, everyone who ever had a heart They wouldn’t turn around and break it And anyone who ever played a part Oh wouldn’t turn around and hate it! —“Sweet Jane”: The Velvet Underground Lou Reed: singer-songwriter, guitarist, radio announcer, photographer, poet, changer-of-the-world. Whether he was performing with various bands in high school or for Pope John Paul II in 2001, Reed spread his influence across the globe through the magic of his deep voice and poetic lyrics. The album The Velvet Underground & Nico is now listed by Rolling Stone magazine as the 13th most influential album of all time; it is generally considered to be the ninth greatest album of all time, according to various rankings. Throughout his lifetime, Reed wrote distinctive music that continues to inspire and reach out to millions around the world today. Lou Reed was born in Brooklyn to a Jewish family and grew up in Freeport, Long Island. Throughout his youth, he struggled with his bisexuality, which he expressed in songs like “Kill Your Sons”. He went on to form The Velvet Underground, for which he played guitar and sang lead vocals. The Velvet Underground is now considered one of the most influential rock bands in history. Throughout its nine-year career, the band released innovative and ground-breaking music, covering topics like transgenderism and drug addiction. In 1996, The Velvet Underground was inducted into the Rock and Roll Hall of Fame.
Lorde Continued from Page 15. the albums are primarily inspired by her youth and critique of mainstream culture. Lorde is becoming a striving artist with true-to-her-heart views. This is reflected in her lyrics. She describes her album title, Pure Heroine, as a representation of her belief that women should be depicted as “pure”, especially in cinema. The Guardian mentions how Lorde, a feminist supporter, ripped on Selena Gomez’s “Come and Get It”, saying that she represents girls as easy to get.
Lou Reed, kung fu master and music legend.
After leaving the group in 1970, Reed embarked on a successful solo career spanning more than three decades. His song “Walk on the Wild Side” was his only Top-40 hit, but his albums Transformer and Berlin both made Rolling Stone’s Top 500 Albums list. Reed continued to write music and poetry into the 21st century, even publishing a poem entitled “Laurie Sadly Listening” in the New York Times following the September 11 attacks. Lou Reed’s words and tunes live on not only in the hearts of his fans and followers, but in everyone who has ever been exposed to his music. His everlasting legacy is one of honest lyrics, beautiful music, and the theme of overcoming adversity. We will always remember Lou Reed and all that he gave to the world. R.I.P. Lou Reed March 2, 1942 – October 27, 2013
Lorde has a youthful yet mature take on life in her songs because she is the daughter of a well-known poet, and was brought up listening to classics like Etta James, Otis Redding, and her parents’ favorite records by the likes of Cat Stevens, Neil Young, and Fleetwood Mac. She often cites the unusual vocals of the singer Grimes and the band Sleigh Bells as influences. If you want to know where some of her power and resilient beliefs come from, she reported that Lou Reed’s music had “taught [her] that unflinching honesty is a very powerful tool in songwriting.”
Overall, Lorde is a well-rounded and amazingly talented 17-year-old artist. Rolling Stone magazine’s new issue even says that Lorde’s top chart single in over four countries, “Royals”, might be the “song of the fall”. Lorde is also predicted to be the next global superstar. With the credentials to prove it and her top notch writing skills, harmonies, and lyrical captivation, many believe that is enough to grant her the “Best New Artist” Grammy, according to Billboard magazine. There are high expectations that Lorde will continue to be an influential, strong, and popular artist.
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Holiday Playlist IMAGE: PROVIDED
By NAOMI POWERS
The holiday season is upon us, beckoning in a season of joy and my spontaneous transformation into your argyle-wearing grandpa. And while the rest of the world is looping their Mariah Carey Christmas playlists, I want to take this opportunity to bring us back to the classics: songs that, although they may not all be classic holiday fare, still hold that warm cheer that this time of year is all about. 1. “Mushaboom”: Feist This Feist song is just so sweet and cheery, you can’t help but want to bundle up and make snow angels. The refrain of “Old dirt road / Knee deep snow / Watching the fire as we grow old” brings out the winter-loving side in all of us. 2. “Firewood”: Regina Spektor Slow, warm piano complements Spektor’s trailing voice in this quiet track that feels just like an evening by the woodstove. 3. “Baby It’s Cold Outside”: James Taylor, Natalie Cole When it comes to covers of holiday songs, James Taylor is the true Father Christmas. This seductive track really does convince you to stay just a little longer. 4. “Hang on Little Tomato”: Pink Martini From the sax intro that always makes you want to sing, to the fact that you swear, you’ve definitely heard this song in that one movie . . . with the cute lead actor, what was it? This Pink Martini track is smooth and sophisticated, perfect for dancing close to someone with a matching sweater. 5. “Comfort and Joy”: Simon and Garfunkel As one of the duo’s occasional solemn a cappella songs, “Comfort and Joy” is definitely more religious. Al-
“Look Daddy! Teacher says that, every time a bell rings, an angel gets his wings.”
most haunting layered vocals give this song the feeling of gentle nighttime snowfall. 6. “Movement VI: Isorhythmic Night Dance with Interchanges”: Sufjan Stevens If there is one thing I dislike about the holidays, it would be modern remixes of songs from the Nutcracker Ballet. It’s a lovely ballet, and the songs are perfect played traditionally, so leave it alone. Although this track is definitely not Tchaikovsky, its classic instrumentals and orchestration lend a very similar tone. Sure, it’s pretentious, but that’s part of the appeal. 7. “I Second That Emotion”: Smokey Robinson and The Miracles As the “soul supergroup” of Motown, The Miracles have undeniable groove. From the wordplay of the song’s title to the R&B love ballad style, “I Second That Emotion” is the perfect pick for a casual holiday party. 8. “Santa Bring My Baby Back (To Me)”: Elvis Presley First off, it’s the King. Second, this track is so 1950. There’s everything to
love about this timeless, fun Christmas song. 9. “My Dearest Darling”: Etta James Etta James has a voice as deep as the snow will hopefully be this year and just as powerful. Think of her as the old-fashioned, blonde Beyoncé—you know, the kind of singer that makes you happy to hear and indescribably disappointed that you can’t belt as well as she can. 10. “She’s Always a Woman”: Billy Joel If we’re running with the classics, it would be a crime to leave out Billy Joel. Tender piano is never out of place in the wintertime. 11. “Auld Lang Syne” from “It’s a Wonderful Life” Just search it on YouTube. The closing song to this movie is pretty much unparalleled by any other version you can find, especially with the emotional poignancy of this film. If you don’t almost cry at some point during “It’s a Wonderful Life”, then you aren’t watching it right, and if you think “A Christmas Story” is better, you should really get your priorities straight.
Snapped: The Twenty-Three Year Streak IMAGE: PROVIDED
This Month at IHS Varsity boys’ football lost to Binghamton 54–24 in Section 4 playoffs at Binghamton High.
Boys’ soccer beat Elmira 5–0 on November 2 in the Section 4 finals, and were crowned Section 4 Champions. On November 6, it lost 1–0 to Arlington in State Regionals at Oneonta. Varsity girls’ swimming: IHS’s sports legacy.
Boys’ XC won the Class 4 Section Title and finished eighth in the Class A State Competition. Daniel Dracup ’15 repeated his victory as Class A Section 4 Individual Champion.
Girls’ XC finished second in Class A Section 4 Championships. Lauren Trumble ’15 finished 22nd at states.
Girls’ swimming lost Sectionals, but finished as the Section 4 Runner-up.
Girls’ volleyball lost to Corning in Class AA Section 4 Finals.
By CHRIS SKAWSKI
Twenty-four years is a long time, longer than most people reading this have been alive. Imagine how many times you have ever lost a game, match, or sporting event in your life. Is it more than once? Unless you are the IHS Girls’ Swim Team, it probably is: the team has lost only one dual meet in 24 years. Until November 2013, it hadn’t lost sectionals in 23 years, and in that span, the team has won six state championships (’93, ’94, and ’05–’08). The girls’ swim team practices six times a week in the pool, and holds triweekly strength and conditioning workouts in the mornings. Days off from school for holidays or conferences are “doubles”, which include two practices in one day. The team’s season stretches from the second Monday in August to the weekend before Thanksgiving Day, giving the team about 14 weeks together. The prevalence of swim clubs in the area allows the team to swim year-round. Roy Staley has been coaching the team for 41 years, and is also the coach of the club team that most of the team also participates in. Staley said that this provides “continuity and consistency for the team, which is part of why they swim so well.” The varsity team is the only school team left, since the modified team was shut down four years ago. Katie Kidder ’14, one of the captains of the team and one of ten swimmers who attended States, said that “shutting down the modified team really upped the team, because girls can go right to varsity and start improving faster.” Kidder has been swimming since seventh grade, when she joined the modified team. The swimmers themselves got into the sport for a variety of reasons. Kidder found that she loved it after having always enjoyed casual swimming. Hannah Bollinger ’15, the co-captain, got involved after a friend of hers took her to swim practice when she Continued on Page 25.
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December 9, 2013
SPORTS IMAGE: PROVIDED
Nicholson Signs, Commits to Duke By CHRIS SKAWSKI
IMAGE: NICHOLSON
At a ceremony on November 14, Ryan Nicholson ’14 “signed the letter”, committing in writing to Duke University. Nicholson is the state record holder in the 100-yard fly, and is ranked 39th in the nation. He has been verbally committed to Duke since September 29. Nicholson made Duke his first choice, citing Duke’s focus on athletics and its treatment of athletes while maintaining a strong academic program as the primary reasons for his choice. Nicholson is a member of the IHS Boys’ Swim Team, which he has been a part of since his freshman year. The team, in his opinion, is “better as a team than [it was] last year.” Nicholson went on to say that he felt that IHS has a very solid swimming program, and congratulated the girls’ swim team on its impressive winning streak. The boys’ team has been undefeated in dual meets for four years: not as impressive as the girls’ team’s 24 years, but a substantial feat nonetheless. Nicholson competes in several events, including the fly, alongside many other swimmers from all grades under captains Faadhil Moheed ’14 and Noah Frostclapp ’14. Having swam competitively since the age of seven, Nicholson was sure to make captain this year, but was barred due to his involvement in an alcohol-related suspension in October. Although the suspension prevented him from being a team captain, it did not affect his acceptance to Duke University. Nicholson calls the suspension “a wake-up call”, and promises to continue his athletic career clean and hopefully uninterrupted. He hopes to approach the situation in a positive way, and focus on how he can improve in the future.
Ryan Nicholson ’14, IHS’s star swimmer, has been accepted to Duke.
The Corvallis Pucking Narwhals team from Oregon practices its dives.
Wacky Sport: Underwater Hockey
Or, How Human Ingenuity Saved the World and Revolutionized the Way All Sports Are Played Everywhere (a.k.a. Yes, This Sport Is That Big a Deal) By CHRIS SKAWSKI
I know what you’re thinking. “Chris, this is three swimming articles that you’ve written this month for your section; isn’t that quite a lot?” Well you see, dear reader, I’ve taken it upon myself to bring you the important news, the things that you should truly know about. That being said, strap in, because it’s time for the next installment of the Wacky Races—I mean, Wacky Sports with the Tattler! Underwater hockey began as a game called “octopush” in Britain; invented in 1954 by Alan Blake, the game works much the same as hockey, except played underwater. Two teams of up to ten players (six in the water at a time) compete to push the puck into the opponent’s goal. The start of the game is typically signaled by a buzzer or, more exotically, a gong. The game is split into halves of 10–15 minutes. The only breaks in the play are when the period of play is up, a goal is scored, or a penalty is called. Until then, the players are constantly in motion underwater, unless they need to come up for air (a common need for people who hang out underwater). Players are given a stick, which cannot be more than 35 cm in length, and come in a variety of materials and styles. Players pick their own sticks, which is a very personal choice that can affect play style and skill. Players also wear a swim mask and swim cap, making them look rather silly when not in the water. Their stick hand is also given a glove to be worn during play, which prevents chafing. Spectators can either sit in stands near the pool, or they can don snorkels and masks and do-as-the-Romans-do to watch. The World Championships in 2006 and 2010 had live streaming via the Internet. The sport is incredibly popular across Europe and the Americas, and in many former British imperial holdings, including South Africa, Australia, and New Zealand.
Basketball Options
And I Don’t Mean Creative Dribbling By LUCAS DEVRIES
Okay, so you didn’t make the cut for the basketball team. You’re disappointed—that’s understandable, but the truth is, it isn’t the end of the world. Just because you aren’t playing for the IHS basketball team doesn’t mean that you can’t still play competitive basketball in Ithaca. Ithaca has given people like me, who are addicted to basketball but don’t play for the team, ample opportunity to get their much-needed fix. The best route to that fix is the YMCA, which has a basketball court open from 6 a.m. to 9 p.m. on weekdays, from 7:30 a.m. to 8 p.m. on Saturday, and from 9 a.m. to 7 p.m. on Sunday. I go to the YMCA every day after school and for two to three hours on weekends to play ball, and I am most definitely not alone. Many very good players go to the Y to play because of their love for the game. These guys don’t mess around, either. When they come to play, they give it their all. If you go to the YMCA to play with them, you will find yourself on a court with high-school students, college students, and adults. This is a unique opportunity to play with people of various ages and of all different skill levels, though all of them are talented and serious about the game. Continued on Page 26.
Staying in Shape in Style By WADE ENGLEHART
Over the past couple of years, the high school has added a few additions to the campus, none more important than the new weight room, a.k.a. church. I know a lot of you out there having been saying that all this construction was a waste of money, but my new muscles disagree. Let’s take a look back to the years before our new weight room. Oh wait—that’s right! You probably don’t remember the old weight room because it was in a broom closet next to the Bliss (old) Gym. Needless to say, attendance by our student body to that gym was practically nonexistent. With the addition of this new weight room, attendance has skyrocketed. I can’t stress how important this place is; it’s brought a whole new mentality to our school. Students have actually started to care about the important things in life, like the size of their biceps and how good they look in the mirror. That sounds pretty superficial, but staying in shape by working out is incredibly good for your health and body. At this point, you're probably saying, “Wade, do these things actually matter?” The answer to this is yes! If I heard you actually asking that question I would imContinued on Page 25.
When It’s Cold As . . . By RUBIN DANBERG-BIGGS
Winter is like tuna salad, in that I don’t really like it. For starters, the amount of clothing I have to wear to exit the house is ridiculous. I can get away with just a jacket and a T-shirt, but only if I’ve decided I want to be either uncomfortably hot or just a little too cold for the rest of the day. Moving away from the logistics of the weather being, scientifically speaking, stupidly cold (in layman’s terms, very cold), there’s the matter of what there is to do with your time. The answer, it would seem, is not a whole lot. Now I know that all you skiers out there think you have
the market covered on winter activities, but I’ve got to be honest with you: skiing has some major flaws. First of all, the average skier goes no more than once a week, leaving six days without anything to do. Second of all, it’s just expensive. For a person without skies, the cost of a lift pass and equipment rentals comes to about $100. Skiing may be fun, but at $100 a weekend, I’d rather skip the 30-minute drive and watch Denzel Washington and a white sidekick beat up everything at the movie theater ten times. A season pass, by the way, comes in at $550, which requires not only 550 expendable dollars, but also a strong commitment Continued on Page 24.
Team Feature: Armstrong Dance Team By BRONWYN GALLOWAY
The Armstrong School of Dance is a dance studio located near the Ithaca Mall that teaches a variety of dance styles, from jazz to hip-hop to ballet and tap. There are the “combo” classes (for children ages five to eight), and then there are different levels that dancers can take after age nine based on individual skill. After Level Four, a dancer, if physically ready, has the opportunity to dance on either the junior or senior team. Team dancers typically do four to six community performances per school year, and around five competitions. There is a certain unity between the members of the team, a community created through knowing each other for a long time and a trust that is formed through years of blood, sweat, and tears. Team dancers also adhere to this unspoken rule: what is talked about in dance class stays in dance class. The only way to feel comfortable talking to your fellow dancers is to know that, no matter what, they have your back and your words are in good hands. “We build friendships and work as a team. It’s very hard work, but it’s fun!” said Cindy Guo ’17, a dancer on the senior team. This year, some of the team dancers, including Guo, are dancing in the Macy’s Thanksgiving Day Parade in New York City. They have to learn an entire dance and be able to perform it on the streets of New York beside 600 other dancers whom they do not know. It’s stressful leading up to it, but it’s all worth it—at least, that’s what the veteran dancers tell the newbies. The community performances that the team dancers do are good warm-ups for the big competitions to come. We get to refresh how it feels to perform on stage with Continued on Page 25.
Yes, We Wear Polos While We Play By TESSA PARRISH
Imagine being on the back of a thousand-pound horse, barreling around at a full gallop. If you can’t, try picturing sitting on a very heavy bench that moves of its own accord and at a very high speed. Now imagine doing that while trying to hit a softball-sized ball on the ground towards a goal with a long wooden mallet. Add in opposing players on their own very heavy benches trying to hit this ball and colliding with you as you attempt to do all of this, and you’ve got a pretty general picture of the sport of polo. Although this may sound dangerous, all the rules in the game of polo are created for the safety of the player and horse, and fouls are often called if a player puts a horse in danger by cutting off the right of way or crossing the “line
of the ball”, an imaginary line extending, forward and backward, in whichever direction that the ball is currently moving. Players are also allowed to “bump”, or “ride-off ”, by making horse-to-horse contact to move their opponent off the line of the ball, thereby gaining access to a clear, safe shot. Despite the sport not requiring the players themselves running around, riding a horse takes a very strong core, and directing the horse is a skill that can take years to master, one that only comes into effect when a rider forms a bond with a horse and vice versa. In the Ithaca area, there is a large community of polo players, in part due to the fact that Cornell has a large, successful polo program with both mens’ and womens’ collegiate teams and varying intercollegiate (high-school) teams. The coachContinued on Page 25.
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SPORTS
December 9, 2013
Tensions Rise as Fantasy Ends and Reality Sets In By SARAH NIXON
The tenth week of the Tattler’s Fantasy Football season was marked by a dramatic turn of events: Superintendent Brown won his first game of the season! Dr. Brown’s win was quite an accomplishment, if you disregard the fact that his opponent, Principal Powers, started three injured players and a defense on bye, and that, despite that, Dr. Brown still only won the game by three points. But, if you happen to see our wonderful superintendent, please give him a pat on the back or a huge high-five; it’s not every day you win a fantasy game. In other news, everyone is surprised by the stellar performance of Peter Frey ’14. Frey allegedly started his fantasy season with seven losses in another league, but has the best record in the Tattler league, with an astonishing nine wins and one loss. He has also scored the most points overall, and holds the record for the highest one-week score (151 points). Unfortunately, the fantasy season is slowly coming to an end. There are only three games left until the playoffs start, and for those of you who are unfamiliar with Fantasy Football (or perhaps sports in general), the playoff games will decide who will become league champion. Tensions among league participants will inevitably begin to rise as the stakes are raised, so don’t be alarmed if you see Frey walking backwards through doorways or mumbling to himself—he has some pretty weird pre-game rituals.
When It’s Cold As . . . Continued from Page 22. to season-long skiing that will make the money spent worthwhile. So what is there to do? My advice is two-fold, and is not based on specific activities, but on technique. First, lower your expectations for indoor activities. Bowling may not be something that most people not named Lebowski love to do, but during the winter, it’s really not that bad. Racquetball is also not the worst thing in the world, and I suggest that anyone who has written it off as boring or weird actually try it out. You’ll be surprised. Or maybe you won’t. But you won’t be cold. So here’s the second piece of sagely advice: be okay with being childish. Being outside in the winter requires a completely different criteria for enjoyment, and if you turn your nose up at snowball fights and sledding, you’ll find yourself spending all of your time indoors. To all of the people who, like myself, are unfortunately pale, I know that sometimes you just might not feel like it matters. You feel like you might as well stay inside because you can’t get a tan anyways. But friends, do not despair, for you’ll feel much better if you get outside. To those of you whose beautiful golden skin that I definitely don’t envy, allows you to soak in sun rather than fry under it, get outside! It’ll be well worth it. The following are the main points of this article for those who only have two minutes until class starts: • Tuna fish shouldn’t be considered food. • Skiing isn’t all it’s cracked up to be. • Be a bit more like The Dude. • Be a bit more like you were eight years ago. • I wish I were tan.
Tattler Conference Standings—December 9 Team
REC PCT CONF
GB
We Are Okay with the Cheatriots (Peter Frey) 9–1
.900
We Hate the Cheatriots (Sarah Nixon)
7–3
.700
2
Cruzing to Victory (Rubin Danberg-Biggs)
6–4
.600
3
Winning Will Be Too Brees-y (Chris Skawski) 5–5
.500
4
The World Conference Standings—December 9 Team
REC PCT CONF
GB
Team Myrick
5–5
.500
Team Shinagawa
4–6
.400
1
Team Powers
3–7
.300
2
Team Brown
1–9
.100
4
December 9, 2013
SPORTS
IMAGE: NAOMI POWERS
25
Wade Engelhart ’14 pumps some iron in IHS’s new fitness center.
Snapped: The Twenty-Three Year Streak Continued from Page 20. was 11. Molly Swartwout ’16 said she joined mostly because “water is fun.” Despite the recent loss that ended the team’s winning streak, the swimmers are more committed than ever. Each year, more and more kids try out for the team; 26 swimmers tried out this year. “Anyone who survives two weeks of doubles is in,” said Bollinger. The team practices and swims together pretty much year-round. “It’s like a cult mentality: everyone just urges each other to do better and succeed,” said Swartwout. The team sent ten swimmers to the statewide competition this year in late November. Read more about the IHS Girls’ Swim Team in the new section “This Month at IHS”. Team Feature: Dance Continued from Page 23. an audience watching us, yet we don’t have to do the really high-energy dances that we will perform at the competitions. It also allows us to have a fun performance without all the stress of a judged one. We usually have fewer dances to do, too, and therefore less changing of shoes, costumes, makeup, and hair. The hard work that we put into dance class allows us to form bonds with our teammates, prepare for upcoming performances, and keep us in shape. The dance team is about taking dance to a higher level of devotion and it is an important point in a dancer’s time at Armstrong. To many, it is the point of full commitment. Most dancers continue until they graduate once they are on the team, with dancing as a major extracurricular activity. The studio becomes like a second home. All of the team dancers love to do what they do and support one another. We’re all strong teammates at Armstrong.
Staying in Shape Continued from Page 22. mediately make you do curls in the only place you can, the squat rack, and since we have a nice new weight room, there are now more than enough squat racks for that. After doing all those curls in a temperate, state-of-the-art room, you would truly love what this gym has to offer. In addition, it’s free to students and open every day after school. It’s a great opportunity for kids to be able to work out and pump some iron without joining a super-expensive gym somewhere in town. If you’re still not convinced, you’ve clearly never experienced the joys of lifting. Even if you don’t like lifting, you have to understand the tremendous opportunity that it presents for the students and staff of our school district. There’s nothing I’d rather do than hit the gym with my bros for a few hours every day. Thanks to the new gym, that’s what I’ve been doing! Go get big, IHS. Be the not-so-Little Red and always respect your brofessor.
Polo Continued from Page 23. es at Cornell also try to spread their love of polo by offering the opportunity for people of any age to come and learn the basics of playing polo, without having to pay for the expense of owning horses or having their own equipment. Polo in our area almost always happens in indoor arenas, sheltered from the cold of Ithaca when winter sets in. The Cornell teams compete against teams of other colleges, like the Universities of Connecticut, Virginia, and Kentucky, throughout the school year, and often go to national competitions. The high-school teams attract young players from in and around Tompkins County, and these teams play games against others from the east coast starting in December or January.
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26
December 9, 2013
SPORTS
The Win Column By PETER FREY
The Tattler has been without professional sports coverage for at least a week now since I’ve been gone. Don’t worry—I’m back. And don’t worry about what I was doing: you don’t know my life. And you all could serve to be a little nicer to Owen Hartman ’15—cut the dude some slack. But anyway, here’s a rundown of what’s going on in the NFL. Peyton Manning: Peyton Manning is often looked upon as the best quarterback currently in the league, but a quick look at his career shows that something’s up. First of all, not only is he a future Hall-of-Famer, but he also gives people free pizzas sometimes. What does he have to prove? I sure don’t know. His boss, Papa John, is also clearly uncomfortable with Manning distributing these pizzas, a wish that Manning disregards. In my book, there is no room for that kind of disregard for authority in the NFL. Also, John Fox, Manning’s coach, has been in the hospital because of heart problems for a while now. Am I saying Manning poisoned him? Maybe, maybe not. However, he has yet to deny that he poisoned his coach or put forth any evidence to the contrary. Along with this hot shot’s clear authority problems comes a blatant disregard for the past. He clearly has no issue tarnishing the good name of Tom Brady by racing towards Brady’s unbelievable single season touchdown record. To make matters worse, he has converted Brady’s own instrument of destruction, Wes Welker, to his hedonism. New England Patriots: The Patriots have some all-stars on their team, as always. Aaron Dobson has been revolutionizing the wide receiver position with his crisp routes and crafty mitts, Julian Edelman is finally making the jersey I bought in 2010 worth something, and it’s pretty easy to pretend Danny Amendola is Wes Welker if you squint. However, there have been some questionable coaching moves coming down the grapevine from our lord and saviour Bill Belichick. First, LeGarette Blount has been returning kicks. That dude is mad slow, and he’s too dumb to ever take a knee. Just stop. Also, Tom Brady is still starting at quarterback. The fact that Julian Edelman hasn’t rewritten the record books already should be case enough for him being traded. Ryan Mallett has been camped out on the sideline for the entirety of the season, presumably being rested up for the playoffs. Mallett also follows a long tradition of the Patriots drafting people who did a ton of drugs in college and making them All-Stars, a tradition that should’ve continued with Tyrann Mathieu. Notable useless (defensive) players: Tyrann Mathieu is by far the most talented player in the NFL. Don’t think that he isn’t the best player in the league just because he hasn’t been all over ESPN: he’s saving his strength for the blockbuster trade, in which the Patriots give up Tom Brady for him. The only real question is whether the Honey Badger will have enough fingers for all his Super Bowl rings. Clay Matthews still does a lot of steroids, but still somehow manages to evade detection. Stanford Routt is secretly the reason the Chiefs are winning at all. I don’t know how they managed to scoop him up, but he’s probably the fastest defensive player in the league. The man straight up zooms around the field.
Basketball Options Continued from Page 22. You can also go to one of the many basketball courts downtown, including the one off of Route 13, just past Wegmans. On these public basketball courts, you will meet players from both high school and college who are very devoted to basketball and extremely good at it. Another option is to go to Cornell or Ithaca College and play at their courts. Although you cannot play there when basketball practice is going on, they’re otherwise open to the public. But you don’t have to wander so far from IHS if you don’t want to. Every Tuesday morning before school, Fe Nunn allows students to come in to the new gym and shoot some hoops. He provides the same opportunity after school on Thursdays. This is a great way to play with your fellow students, some of whom are on the team. Another opportunity available in Ithaca is to play for the Amateur Athletic Union (AAU) basketball team. If you prefer to play in a more structured, team-oriented environment, then AAU is probably better suited for you than the other choices are. However, because it is a team that competes against other AAU teams, there are tryouts for it, which are held in December. Although many of those who try out are players from the IHS team, anyone can do it. How competitive it is varies year to year, depending on who goes out for the team. It’s good to know that there are ways to satisfy your passion for basketball other than playing on the high-school team. Still, there ought to be even more opportunities in Ithaca than are presently available. We should advocate for more courts and more intramural sports. All people should be able to get their basketball fix and satisfy their love for this great game.
write email editor@ihstattler.com
Top Ten
Dear Donovan, For as long as I can remember, I have not conformed with the societal norms of what it means to be “female”. I suppose I have lived a tomboy lifestyle for most of my life, especially during my teen-hood—but things have changed. I am now 19 and in college, and no longer need to hide myself from a puerile public that does not accept me. I simply do not want to identify with any gender—it’s what will make me truly happy. Although I have tremendous support from my friends and school, I don’t know how to display this to my parents, who are very cliché semi-religious folk who may be completely frightened by the foreign idea of a third gender, not to mention the overwhelming societal demand about what a woman is and how she should behave, and that there are only two genders based on biology. Please help—this is who I am, but is everyone ready for it? I am scared, but need to live my life. Sincerely, Different Dear Different, I can understand the difficulties of being a maverick in such a broad and complex subject as gender. However, the answer is simple: be yourself and do not change for anyone. The fact that you have a strong support base at your college is indispensable to your coming out. Continue to surround yourself with accepting individuals who appreciate you for who you are and don’t care about your gender. I realize it’s difficult, but ignore any opposition from anyone on this—no one knows you better than you do, and that’s a fact that no one can take away. As far as presenting yourself in the neuter, do it in a way that is well-constructed, yet concise. Don’t be passive; remember that you are a consenting adult. If they don’t support you, there is nothing they can do to bring you down! Most importantly, keep on living your life and breathe, for this problem will pass and you will live your life in peace. But remember, you have to create a support system for yourself and never stop being a self-advocate—I believe in you! Sincerely, Donovan Domenici
As a sports fan, I know that outside of watching the games, the best part of sports is ranking the teams involved. For instance, the Minnesota Vikings, with star running back Adrian Peterson, have the highest Single Player Skill Level to Total Team Skill Level ratio in history, and the Kansas City Chiefs have the strongest Great Team in a Terrible City combination since the Buffalo Bills went to the Super Bowl. However, there is no reason to limit rankings to sports, so I introduce to you the Tattler’s monthly Power Ranking. This month’s category: Top 10 Reasons to Do Homework: 10. It will be beneficial to my learning. 9. I like the class. 8. There’s a test tomorrow. 7. My parents will get mad at me otherwise. 6. I have literally nothing else to do. 5. I bought all of these pencils. I mean, Staples had pencils until I got there. I really should use at least one. 4. College. 3. [Insert teacher name here] has to check at some point, right? 2. The Internet is down. 1. [Insert name here] sits next to me and is ridiculously judgmental when I don’t have my homework. I hate that kid.
Jokes Q: What did the casket say to the sick casket? A: Is that you coughin’? Q: Why did the fat turkey cross the road? A: To get hit by my car. Q: What do you get when you cross a mosquito with a mountain climber? A: Nothing. You can't cross a vector and a scalar.
Horoscopes Sagittarius (Nov. 22–Dec. 21): The stars have yet again spoken to me in my sleep, which is really annoying because I don't sleep often because I have insomnia. Nevertheless, they tell me that you will either get that part you want in Legally Blonde or eat a really moist pretzel; both options are pleasant. Capricorn (Dec. 22–Jan. 19): Yes, Axe body spray does now come in stewed onion scent, and yes, Aunt Marjorie will get this for you for Christmas. Aquarius (Jan. 20–Feb. 18): Having a birthday near Christmas is unfortunate, but have faith: you will be unexpectedly rewarded while in the bathroom this month. Pisces (Feb. 19–Mar. 20): The gruel that you will be fed on the eleventh day of the twelfth month will be adequate—thank the gruel-maker. He is diligent in his gruel-making.
Lincoln at Gettysburg
Aries (Mar. 21–Apr. 19): Hanukkah won't be very ideal this year—the latkes will burn, the dreidel will break, and 7/8 of your presents will combust—but at least you still have family.
your neighbor is one of the best things life has to offer. Virgo (Aug. 23–Sept. 22): Don’t worry: there is an end to your seemingly never-ending vomiting, and when it ends, you can go hunting with Squeaky and the gang, just like good ol’ times— huzzah!
Taurus (Apr. 20–May 20): Despite your request for Miley Cyrus as a holiday gift, you will end up settling for Cher instead. Gemini (May 21–June 20): During Kwanzaa, you will have a satisfying epiphany that will lead you to teach squash to the blind. Community service is beneficial to everyone—excellent!
Libra (Sept. 23–Oct. 22): Don’t worry if you don't understand the philosophy behind “Wrecking Ball”, because in the coming weeks, your unwanted body hair will go to good use; it will be made into a snuggie and auctioned off for charity.
Cancer (June 21–July 22): You will need to seek legal help for a suit filed against you or someone around you in the coming days. Prepare for this.
Scorpio (Oct. 23–Nov. 21): It’s a great month. It’s your month. You're going to get the right to wear that shiny brown swimsuit in the mall. No one can stop you; you already have that hot summer bod.
Leo (July 23–Aug. 22): Someone will depend on you for advice. Do your absolute best to listen and help this person, for helping
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Solutions to last month’s Sudoku 5
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Thanksgiving Break Superhero movies Ice Heliocentric models of the solar system Literary issues Eight pretty sane nights Thanksgivukkah Lots of snow M. Night Shyamalan College decisions Lincoln at Gettysburg by Garry Wills