ALL THE NEWS THAT’S FIT TO TATTLE December 2014 • Estd. 1892 • Vol. 122 #9 • Published Monthly • www.ihstattler.com Ithaca High School, 1401 N. Cayuga St, Ithaca, NY 14850 • FREE
Superintendent Luvelle Brown
By JOHN YOON
By PEARSE ANDERSON and OLIVIA SALOMON
The announcement of Catch Me If You Can (CMIYC) as IHS’s upcoming spring musical brings with it responding protests from some unsupportive actors and actresses, students who couldn’t imagine that this ensembledominated show would be worth their time. “I feel like it’d be a great sacrifice for little payoff,” says one of more than five girls who participated in Legally Blonde last year but are choosing not to audition for CMIYC. Why did these thespians decide not to do the high-school show? The biggest reason given was the huge time commitment it would require—a complaint heard last year as well. “I can’t afford to jeopardize getting into college by having rehearsals every night,” says Maddie Vandenberg ’15, who was a Continued on Page 8.
Ask the Admins:
Uneasiness Over Low Math Test Scores Arises; ICSD Educators Respond IMAGE PROVIDED BY ICSD TWITTER
Catch Me If You Can Could Bring a New Future for IHS Theater
Technological integration has been crucial to ICSD’s math program in the past few years.
At Boynton and DeWitt, 14 percent of non-accelerated eighth graders passed the New York State math assessment last spring. The results for the New York State assessments in grades 3–8 English Language Arts (ELA) and mathematics went public in August 2014. Public data reports for individual schools, districts, counties, and the state are available at the State Education Department web site (www.data.nysed.gov). District-wide averages were also low: 44 percent of students in grades 3–8 who took the test passed the ELA exam and 46 percent Continued on Page 6.
By KALIL HENDEL
Kalil Hendel ’15: There’s a good amount of criticism leveraged at ICSD over technology spending, which many feel like is exacerbating the budget problems. Is there a factor here that most people are unaware of? Is it a matter of priorities, or is it something else? Luvelle Brown: Yes. There is much that I think people aren’t aware of. We’ve had many conversations at the Board level—public conversations—but I think we could use a lot of support and help with getting out the facts, because frankly, there’s no need for any frustrations. Folks should be rather excited with how much we spend on technologies. We have not increased our technology budget since I’ve been here; we spend approximately $400,000 per year on hardware replacement. What we’ve done is very efficiently used the money that we have to maximize our buying power, so through state aid, reimbursements, and lease agreements, we’ve Continued on Page 10.
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December 2014
Editorial
2014 – 2015
The Deal on the State Test Results
Editor-in-Chief
IMAGE PROVIDED
(Please see accompanying news article on the front page for more details.) It is imperative that an educational institution not only focus on students’ test results, but also spend time on creating a high-quality curriculum that promotes creative and critical thinking. But what these assessment results do tell us is useful in determining how well a school serves its students. The New York State assessment results do not factor into a student’s gradebook, but are used to determine the accountability of teachers and administrators. That said, the eighth graders’ 14 percent pass rate itself is not shocking considering the circumstances. Deep disparities at elementary and middle First, accelerated students did not take schools continue reinforcing the symptoms of tracking at the high-school level. the assessment, so their mathematical abilities are not factored into the statistics. Furthermore, the new state assessments were significantly more difficult than previous state tests. Last, teachers were not given ample time and materials to prepare their students for the new standards. The lowness of the pass rates does not mean that teachers have not been working hard enough; we can only fully evaluate ICSD’s efforts when the next test scores are released and compared to the last. However, the fact that the pass rate was so low when the non-accelerated students’ scores were isolated from the accelerated students’ scores confirms the prolonged existence of an achievement gap that ICSD must prioritize. Achievement gaps among racial and economic groups are also discouraging—not just in math, but also in ELA and other subjects. The disparities are larger in Ithaca than in the whole state. The district must address these achievement gaps jointly with the current energy put into raising overall scores. The Tattler is the student-run newspaper of The vast majority of children who Ithaca High School. It was founded in 1892 and is published monthly. come from certain racial groups and economically disadvantaged houseAs an open forum, the Tattler invites holds generally perform poorer than opinion piece submissions and letclassmates who do not. This does not ters to the editor from all commumean that all black and Hispanic stunity members. Drop off submissions dents and economically disadvantaged in E25 or email them to: students lack ability; nor does it mean editor@ihstattler.com they lack parental support. We fully Mail letters to: respect the many hardworking, caring The IHS Tattler and supportive parents in our com1401 N. Cayuga St. munity who do everything they can to Ithaca, NY 14850 ensure their children do their best in school. The Tattler reserves the right to edit But these deep disparities at elemenall submissions. Submissions do not tary and middle schools continue to necessarily reflect the views reinforce the symptoms of tracking at of editorial staff. Continued on Page 3.
Owen Zhang ’15 editor@ihstattler.com
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December 2014
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The Deal on the State Test Results Continued from Page 2. the high-school level, symptoms such as stratification and lack of equity. The disparities ultimately continue into the wider society. Those economically disadvantaged or minority students may graduate high school, but they will likely not get into top-tier colleges and pursue careers in professional fields. In math, one successful attempt to minimize stratification was the elimination of accelerated and Regents classes in Algebra 1 at the high-school level. A new heterogeneous course was created and the equity gap largely disappeared within the Algebra 1 level.
These disparities are exacerbated by the small amount of mobility across the basic, expanded, and accelerated levels; after a student decides whether or not to accelerate in sixth grade, the student is essentially placed into a track and separated from other students. Students rarely manage to climb levels after their first year in middle school. Even at the high-school level, the guidance office allows very few non-accelerated students to move into the accelerated level, even if a student demonstrates an interest in math that he or she had not shown in middle
school. Part of ICSD’s dedication to equity—its mission “to eliminate race, class, disability and gender as predictors of academic performance, co-curricular participation and discipline”— is asking what we are doing that is new and different to address the gaps. Alongside with efforts to improve exam performance, our endeavor to close achievement gaps and create a healthier and more inclusive learning environment must become a larger priority for the ICSD.
Letter to the Editor On September 5, the first day of school, the wrapper of a BB gun was found in Kulp Auditorium. The administration subsequently began a school-wide lockdown and backpack search. In October, The Tattler published an editorial praising the IHS administration’s handling of the situation. To the Editor, I was disappointed with the Tattler’s meek editorial response to the lockdown and subsequent administrative actions on September 5, which appeared in the October issue. Even more than that, I am disappointed with how far removed the current discourse on privacy is from what it would be in any sane world, both at IHS and beyond. In a sane world, the ones responsible for breaches of privacy might express regret for their actions, which to my knowledge the school administration has not done. In a somewhat less sane world, they might show little remorse while the newspapers make a big fuss over the whole situation. At IHS, no one sees any issue, and the newspaper feels the need to defend the administration on its behalf. The failure of the previous generation was to elect the Congress that rushed the PATRIOT Act into law in 2001, and then continue to re-elect that Congress to reaffirm and extend it. The results of this law, among them mass collection of communications metadata and denial of basic civil liberties to detainees and terror suspects, are some of the most pressing issues of our time, and they are done in the name of public safety. Who could be outraged that the government is doing too much to protect us, no? The IHS case is by no means equivalent to an agent snooping through your email or a drone firing a missile at a terrorist, but the lesson is just as important. Whether or not the school’s actions were justified—I don’t claim to know enough to say—it is incredibly troubling that they have gone largely unquestioned. There are too many ways for this level of comfort with authority to go wrong. You can choose a better path than your parents did, and in four years you’ll be able to make your voice heard at the voting booth. The first step down that path is not just sitting back quietly as your privacy is invaded, not allowing your newspaper to praise the administration’s commitment to providing free lunches without even discussing the merits and drawbacks of a universal search in light of a single threat. If there is one lesson to take away from this, it is that what happened on September 5—the purported threat failed to materialize—is the rule, not the exception. When authority tells you to give up your privacy so that you can be better protected, doubt. The boogeymen are far less real than they’ll have you believe. Aryeh Zax ’14 Tattler staff, 2011–2014
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December 2014
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Neutering Neutrality By KALIL HENDEL
It’s that one issue you keep trying to catch up on but never quite get around to. Your tech-savvy friends are more than happy to start on tirades about censorship and competitive innovation, but it all turns to C-SPAN mush and droll. Understanding the latest net neutrality news means wading through hours of suited old men discussing titles and regulatory precedents. You’d rather just go watch Netflix. To quote late-night TV host John Oliver, “The cable companies have figured out the great truth of America: if you want do something evil, put it inside something boring.” Rest assured that Comcast, Time Warner, and Verizon know exactly how easy it is for you to ignore net neutrality. In fact, they count on it. Here are the basics of what you need to know: Net neutrality is the idea that every datum on the Internet has equal rights. If I want to download old episodes of Workaholics or argue Marxism on message boards or unironically browse MySpace, I can do that unimpeded. Large Internet service providers (ISPs) dislike net neutrality because it would mean disengaging from practices they use to pump more cash from the Net. One of these practices involves slowing down some select services for competitive or blackmail reasons. This is called throttling, a major case being late last year when Comcast drastically reduced Netflix’s streaming speeds until Netflix Continued on Page 9.
A Talk with Mr. Trumble By LUCA GREENSPUN
As a sixth-grader at Boynton Middle School, my principal was none other than Jason Trumble. Although I was only there for the last year of the five years that Mr. Trumble served as principal, the impression he made on me has lasted well into my high-school days. I was thrilled to have the chance to sit down and talk with Mr. Trumble.
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Luca Greenspun ’17: How did you get your start in education? Jason Trumble: I always wanted to be a teacher and a coach. I was fortunate to get a job right here at this high school in 1992, when the economy was pretty tough. I think there were 117 people who applied for the same job that I got, so I was very fortunate to get here. I’ve never taken that for granted. I started teaching U.S. History and Global History I and I started coaching cross-country and track right away. I did that for 11 years and loved every minute of it. In that time, I had eight principals and 25 associate principals and started having my own babies. My wife and I decided that we should probably try to bring some stability to the leadership here, so I went out there and got another degree and was able to begin to be an administrator. I went over to Boynton and was its vice principal for three years, and frankly, I still believe that as vice principal, I was teaching and coaching students every day. Now, I’m getting to work more closely with the staff, and as principal, that’s kind of the attitude I had doing that at Boynton. LG: How do you plan to implement the things you learned as an administrator at Boynton into the way you do your job here at IHS? Continued on Page 11.
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IHS Model United Nations: A Success at Hilton By JONATHON HAWTHORNE IMAGE BY ERIKA UCHIGASAKI
The 2013–2014 Model UN delegation.
Imagine sitting in a stuffy room for hours on end and debating with students from high schools around New York State about world issues. Although this idea sounds off-putting, students from IHS’s Model United Nations club find this activity both engaging and intellectually stimulating. Every school year, Hilton High School’s Model United Nations conference serves as the first major event IHS participates in for the school year. Despite an abundance of new members, nerves existed in students of varying experience. When you’re thrown into a committee with only one delegate who comes from your school, you tend be a bit apprehensive in speaking at first. This wasn’t the case for many members of our school’s club. Not only did delegates exhibit strong speaking skills, they exhibited an ability to argue on the often controversial side of a debate. On top
of this, delegates worked with members from other schools to write working papers and resolutions that would cover a wide range of topics both modern and historic. Success is not merely gauged by awards, but several students did manage to acquire some at Hilton’s conference. Molly Swarthout ’16, Isabel Dawson ’18, and Alison Ke ’17 won best new delegate in their respective committees. Aidan Intemann ’15 and Sarah Couillard ’17 won honorable mention. Abby Cooper ’16, Erin Hilgartner ’17, Liz Rosen ’16, and Ben Monaghan ’16 won outstanding delegate. Max Fink ’17 won best delegate in his committee. While satisfied with the success at Hilton, Ithaca prepares for its next conference at St. John Fisher College in March. Needless to say, delegates are eager to sate their desire for debate yet again. ∎
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December 2014
Math Test Scores Continued from Page 1. passed the math exam overall. Students, teachers, and administrators across ICSD have been alarmed by the results. Math assessment results, in particular, have received closer attention because of the dynamics created by the existence of separate acceleration levels in math classes, levels that are not present in English classes or other subjects. “It’s not a problem; it’s a concern,” said DeWitt math department chair Susan Danskin regarding the strikingly low eighth-grade results. “There are things that need to be taken into consideration when looking at the data.” Danskin, as well as Boynton’s math department chair Kathleen Cole, district evaluation officer Lynn VanDeWeert, and former chief secondary officer Jason Trumble, pointed at the fact that the accelerated students, who consist of more than a third of all students, did not take the exam. In the 2013–14 school year, New York schools were allowed to exempt accelerated middle-school students from taking the Common Core math test in addition to the Regents Algebra 1 exam. Not every district in the state took this waiver of the “double-testing” requirement, but ICSD was one of the many districts that did. While this relieved some students and teachers from having to prepare for multiple end-of-year assessments, the overall pass rate was significantly lower than it would have been if the upper-level students had been included. Many are, however, disturbed by the rift between the accelerated students and non-accelerated students evident in the data. All 78 of 78 accelerated eighthgraders at Boynton and 64 of 64 at DeWitt scored 65 or higher on the Regents exam, equivalent to a Level 3 on the New York State math assessment, according to ICSD evaluation officer Lynn VanDeWeert. If these students had been included, the percentage of students meeting the state’s proficiency standard would increase to 44 percent from only 12. Addressing the question of why this gap isn’t visible at the high school, Cole pointed out that at the middle-school level, all students within a grade level are
NEWS administered the same exam—regardless of whether they are in the basic, expanded, or accelerated level. At the high school, students are divided into separate courses—Pre-Algebra, Algebra 1, and Geometry—and take the exam that meets the level of each course. Administrators and middle-school math teachers defend the fact that the district is outperforming the state. “The results were fairly consistent with how we performed in the past,” stated VanDeWeert. “Ithaca was outperforming the state in the region in pretty much every grade level.” The middle school math department chairs noted the importance of looking at how the results stand in the state, rather than in Ithaca alone. “Looking at sixth grade, 45 percent of students were considered ‘proficient’ in Ithaca. If somebody’s
“If somebody’s looking at that data and asking, ‘Why is Ithaca doing so poorly,’ we’d say we’re happy about the fact that it’s 45 percent compared to the statewide 38 percent.” looking at that data and asking, ‘Why is Ithaca doing so poorly,’ we’d say we’re happy about the fact that it’s 45 percent compared to the statewide 38 percent,” Danskin added. However, others have voiced that the district should be aiming to exceed the state average, considering that the data also accounts for the scores of many dysfunctional districts throughout the state that lack the resources that ICSD has. ICSD administrators and teachers stress that the district is still undergoing the transition to the new Common Core standards. The middle-school math department chairs have noted that teachers have had no access to any teaching material to go with the new state standards until 2013. “Every student from grades three to eight was expected to take the test that year, de-
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spite the fact that they hadn’t rolled out the curricula,” said Danskin. In New York, the Common Core was implemented in 2012 in grades three through eight, as part of the national effort to toughen academic standards. Overall, the new standards of the Common Core emphasize critical analysis and problemsolving over memorization. The new ELA standards push students to develop better skills in gathering evidence from complex text, both literary and informational. And the math standards require students to be able to link multiple concepts across grades with deep and fluent conceptual understanding. Test scores sunk statewide after New York adopted these tougher benchmarks, and teachers were forced to adapt quickly to the new standards, which demand drastically higher levels of rigor than before. “We’re asking more of our students, but we’re also asking our teachers to really learn how to teach in a whole new way,” VanDeWeert stated. “It’s a totally different style of teaching,” Cole said. She noted the Common Core’s new demand for problem-solving skills. “We’ve had to make some pretty big adjustments in the way we present material and what we expect out of kids.” The shift from the old standards to the Common Core proves as jarring for students. Danskin has felt that it is difficult to get students to incorporate multiple concepts into problem-solving. “If you asked a straightforward question, like how to calculate the volume of this figure, they would be comfortable with that. Now add the complexity of finding the volume of the water in this figure if the water only came so high,” she said. “That level of complexity is what’s making the test harder for kids.” Still, teachers and administrators admit that there is work to do. Although ICSD is well ahead of where the rest of the state is, Trumble acknowledged that that does not mean all students are excelling the way we want. The most concerning issue for many students and teachers at the high school is the achievement gap among economic and racial groups. In the state, 48 percent of non–ecoContinued on Page 7.
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IMAGE PROVIDED BY ICSD TWITTER
Math Test Scores Continued from Page 6. nomically disadvantaged students passed the exams, while 23 percent of economically disadvantaged students passed. (“Economically disadvantaged” is defined by the state as students whose families applied to the federal Free and Reduce Price Lunch Program.) Meanwhile, in ICSD, 60 percent of non–economically disadvantaged students passed the assessments, while only 23 percent of economically disadvantaged students passed. And in the state, an average of 20 percent of black and Hispanic students passed the English Language Arts and math assessments, while 50 percent of Asian and white students passed. In the ICSD, 21 percent of black and Hispanic students passed the assessments, while 57 percent of Asian and white students passed the exams. Many also draw attention to the immobility among the basic, As part of its reform program, ICSD implemented Singapore Math in expanded, and accelerated levels of math at the middle schools— its elementary schools. that this continues to widen gaps and perpetuates the symptoms of de facto tracking at the high-school level. cannot solve simply in a 39-minute class. “Will a kid in an exThese gaps continue to affect the entire district community, panded class get more rigor than a math 8 class? Yes. But will and many stress that equity is a fundamental issue that the dis- each of those kids be challenged at their appropriate level? Yes,” trict should prioritize. she said. Danskin recognizes this achievement gap between student Since the implementation of the Common Core, the class minorities and economic groups as not only “Ithaca-alone prob- grades that teachers are giving to students have declined, the delem or a math-alone problem”, but a nationwide issue. But while partment chairs said. The grades need to “give you somewhat of she strives to ensure that everything they do equally benefits all a prediction of how well you’re going to do on that assessment,” students, she believes that it is an inevitable problem that she Trumble said. Danskin said that she has tried several different strategies to improve students’ long-term retention, such as giving out review sheets every two or three weeks and giving homework every night with a problem that requires long-term retention. On Professional Learning Community days, teachers from Boynton and DeWitt collaborate together on how to best teach students based on the new standards by sharing what methods have been successful in each school. Trumble believes that this interconnectedness between Boynton and DeWitt is crucial. He also cites the importance of opportunities like Regents and Honors classes for all students. In 2013, in hopes for increasing math performance at the earlier stages, the district implemented the Singapore program in the elementary schools, a math instruction methodology considered to align with Common Core standards. “Our scores should continue to get better as we go on,” Trumble said. He noted the importance of teaching students to apply math skills to interdisciplinary fields like music and technology. “Even with budget cuts, we’ve created more opportunities for math, like enrichment classes, whereas a kid might have been in a study hall before,” he said. Further, Trumble said that the district is still sending teachers to training sessions in Albany, where teachers learn better ways to implement the Common Core standards from state officials and writers of the assessments. Altogether, VanDeWeert projects that the tweaks we made in programming and curriculum will take time to play out as teachers become more comfortable with instructional shifts. “I do see improvement for us,” she says, “and I think it is going to be a gradual process.” (Please see our related editorial on the inside cover.)
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December 2014
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Catch Me If You Can Continued from Page 1. IMAGE PROVIDED
Delta Nu in IHS’s 2014 production of Legally Blonde and faced almost daily three-hour rehearsals in that role. She and other former Delta Nus expect a similarly intensive schedule for CMIYC because of its exceptionally strong female ensemble. Although many students have chosen not to be a part of musicals in years past, this recent exodus is the largest drop off of thespians in recent history. Actresses in the ensemble will have a lot of stage time in CMIYC and be expected to master a huge amount of music and choreography—keeping them working in IHS’s choir room, dance studio, and Kulp Auditorium until late into the evening for many, if not all, of the five-day-a-week rehearsal schedule. The intensity of the IHS musical rehearsal schedule was acknowledged at an informational meeting on November 11. “All rehearsals are mandatory,” explained director Mr. Winans matter-of-factly to the parents and students at the session, “and you need to be able to be at all rehearsals.” The take-home literature provided at this meeting elaborates on this policy. “We will provide a rehearsal schedule with as much advance notice as possible so you will know if you are needed for the entire rehearsal, or at all, but plan to be called for every rehearsal,” it explains. The directing team is unapologetic about the intensity of the schedule: and they have a good reason to be. High-school shows are known to be high-quality and serious. Legally Blonde brought in notable revenue for the Drama Department last year, in part because of the buzz that surrounded its rehearsal quality and the commitment of the student actors. However, a commitment of the magnitude expected is difficult for many actors to make—and for some it’s entirely unfeasible, leading to the decision of more than five actors and actresses to not audition for this year’s show. Many former participants feel like this year’s production isn’t worth the potential effect the time commitment could have on the quality of their grades or college applications. Will the decision these thespians made have an effect on future shows? Through their refusal to be a part of the upcoming musical, these actors may have indirectly begun to reform the structure of IHS productions. Laura Fegely ’15 expects that that might be true. “I don’t know if it will be this year, but I think since less people are doing the show, they might see the error in their ways. And maybe for years to come, the rehearsal schedule will be more reasonable,” she says. Fegely was right: change is already occurring in the IHS theater program. After talking with the directors of CMIYC, she was able to negotiate a more lax rehearsal schedule providing she was cast in the ensemble. Perhaps IHS theater will begin to follow the example
IHS theater is known for its rigorous rehearsal schedules.
of neighboring Running to Places, a young adult theatre company known to produce professional-grade shows with middle– and high school–aged actors. This company rehearses only one day a week for up to eight hours a time. However, its well-thought out schedule means that actors are only asked to come for the specific scenes in which they will be needed. There is very little waiting around. Comparatively, IHS’s rehearsals are two-and-a-half hours long and four to five days a week—a time commitment that is much more difficult to work around, especially for students with a lot of homework or after school commitments. The future quality of IHS theater can be expected to increase if IHS’s talented student actors and actresses are provided with decreased rehearsal time and a more thoughtful schedule. In light of the recent protests by many actresses and actors, the administration is working to improve the conditions for the actors and further develope the productions into professional and respectable shows. ∎
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Neutering Neutrality Continued from Page 4. IMAGE PROVIDED
The First Amendment does not apply to the Internet.
agreed to pay them. Another practice that net neutrality prevents is tiered Internet packages. Tiered packages would restrict the content you could access based on how much you were paying; say $50 a month for basic Internet, $60 to access social media, and $70 for games and streaming. Want to ignore net neutrality and kick back with some Netflix? Sure, if you have the bundled Comcast Premium Gold Web Membership. So why are we only hearing about it now? The principles of net neutrality have been around officially since 2003, when the term was coined1, but its history goes all the way back to 1996, and arguably earlier (more on that later). Most of the 21st-century activity happened in 2005, when the Federal Communications Commission (FCC), an independent government agency, established four principles of net neutrality. Although they weren’t imposed until later, the action prompted a large round of discussion, including the deregulation of DSL and the infamous “series of 1
Net neutrality was first mentioned all the way back in 2003 by Timothy Wu, a media law professor at Columbia. Wu predicted: “Communications regulators over the next decade will spend increasing time on conflicts between the interests of broadband providers and the public’s interest in competitive innovation environment on the Internet.” And that’s exactly what’s happening. Wu remains on the frontlines of net neutrality work, and has been profiled and interviewed by many prominent newscasters and organizations. Look him up for some brilliant opinions on the latest net neutrality news.
tubes” speech. The current net neutrality conversation began in 2010, when the FCC passed the Open Internet Order, which enforced the four orders of net neutrality they’d already established. When the order was put to the test, however, in a 2010 case of Comcast v. FCC, a DC court unanimously ruled that the FCC couldn’t regulate Comcast’s network. In response, the FCC revised its order, but it was again struck down earlier this year. The latest grounds to oppose net neutrality is that the 1996 Telecom Act2 did not classify Internet as a common carrier service3, but instead separated “information services” (Internet) from “telecommunications services” (phones, radio, TV). What all that means is that due to one 1996 ruling, the FCC doesn’t have the power to tell Internet providers what they can and can’t do. So why did the Telecom Act seem like a good idea? In 1996 the Internet had truly been around for less than a decade. Online was the bleeding edge 2
The Telecom Act was an extension of the Communications Act of 1934, the very act that created the FCC. It was a landmark in many ways, the first significant change in US communications law in over sixty years, the first bill signed over the Internet, and the first time the Internet was included in broadcasting law. 3 A common carrier is essentially a private company that’s required to provide public services. Originally, common carriers literally carried goods and people. With the introduction of radio technology, common carriers began to transport information as well. The Federal Communications Commission (FCC) was created to help regulate telecommunications companies and ensure their quality of service.
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of innovation, the epicenter of all modern culture, and without that piece of late 1990s legislation we may never have seen the incredible boom that created the web we know and love today. Lately, that legislation has become dangerously outdated. The issue of innovation is still at the heart of all net neutrality debate. The critical question is, will regulation of the Internet prohibit creativity and free use? What’s happened now is a dramatic inversion of that very principle. The main argument of big ISPs is that if you let the FCC regulate them, it will stifle innovation. The main argument of the FCC is that by letting big ISPs throttle and tier their service, that very fear has already been realized. If Internet were a common carrier service, the FCC would treat it the same way they treat all other common carriers4. So the logical conclusion of most logical people (corporations not included) is that we should amend the 1996 Telecom Act, and make Internet a common carrier service. At the time of writing, this is the initiative being pushed by President Obama, the FCC, and millions of Internet users who’ve signed petitions and left comments on the FCC website showing their support for a free Internet. The endlessly exciting thing about net neutrality is that by the time you read this article, the playing field could have shifted in a radical new direction. If you want your voice heard, start by aiding the push to get the Internet redefined as a common carrier service. You can do this by leaving comments on www.FCC.gov proceeding 14–28 (Protecting and Promoting the Open Internet), calling your congressperson (www.house.gov/representatives/ find), and encouraging a net neutrality conversation that’s more than reciting communications law. Do it for Netflix. Do it for yourself. ∎ 4
FCC intervention with common carriers is limited to ensuring that the service is of high quality and reaches all customers.
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December 2014 Ask the Admins Continued from Page 1.
been able to refresh our machines, have much newer tools in the hands of our students and staff, and increase our access to digital platforms. All the great things that we’ve been doing and been recognized for we’ve been able to do with the same amount of money we’ve always had. Many districts of our size have about four times the technology budget that we have. When people see we’ve been using technology in such an efficient and effective way, we’ve been recognized for that, and we should be proud of that. So yes, I think there is a lot of misinformation out there; anyone who’s frustrated is misinformed and I would invite them to actually look at recordings of board meetings and have conversations with me. KH: From what I’ve heard, one of the biggest qualms people have is the belief that, if you have x amount of money going towards technology, you should be able to shave some of that off and distribute it towards a more lacking sector. LB: We have a budget line that we have to spend on technology because of state aid lines. If there is some leeway, yes, that could be shaved, but we also must be responsible and be thinking about what it takes to run a $113 million school district. You will need to purchase some technical supporting tools—for example, SchoolTool— which if we didn’t have, young people wouldn’t be able to register for classes. If we didn’t have wireless access in our district, we would probably be consid-
NEWS ered among the worst school districts in America; if people had computers that were ten-plus years old, I would be run out of town. So there are infrastructure needs that must be in place for us to operate as an effective school district, and we will continue to do that. KH: What efforts do you take to encourage communication and transparency between the administration and the teachers? LB: We make a concerted effort to reach out to people. We host many community forums; our staff meetings have open-ended conversations just to discuss what people want to talk about; I answer every e-mail and get back to folks within 24 hours; my office door is always open; I visit classrooms every day. Being accessible, making an effort to see folks before they come see us, trying to be responsive to any concerns—that’s our effort. KH: What are some places in which you feel there needs to be more communication? With the recent hiring of Principal Trumble and the subsequent shuffling around of positions, there were some who voiced complaints about a lack of transparency in some of the hiring processes. LB: There’s always an opportunity to improve. When dealing with personnel items, sometimes you can communicate things and sometimes you cannot. We try to have open and transparent processes as much as we can; for example, with Mr. Trumble, we were faced with a late summer resignation of the current principal, and in that case, you
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don’t have the time to do a fully fledged process. Of course, we are doing that complete process for the next person. If anyone feels like they should have more of a say, I’m open to that conversation, too. For example, with the IHS staff, when talking about the permanent principal, we went to them. We outlined a process and the staff wanted more input, so we came back with a process that gave them more input. KH: As a noted former athlete, what kinds of changes would you like to see in ICSD’s sports and physical education programs? LB: My dream is to have every young person who walks in the doors of the middle and high schools participate in a club or sport before or after school—100 percent participation. We aren’t there yet—only around 60 or 65 percent of our young people are participating in something. For the programs, I want them to continuously improve and get better. I honestly don’t care much about wins or losses, but the quality of the programs is something I’m very passionate about. KH: Would these be purely sports, or other activities too? LB: When I say clubs, I should clarify. I mean school-sponsored clubs or athletic teams, everything from Tiddlywinks to varsity basketball. I call those co-curricular activities: something before or after school in addition to your regular assignments. ∎
Now is your chance
The January issue will be the Tattler Annual Literary Issue. E-mail poems, short stories, photographs, paintings, and essays on life to editor@ihstattler.com
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Trumble Interview Continued from Page 4. JT: I think it’s important to realize that first and foremost, our mission here is that this is school, and I know that the staff takes your education very seriously. I want to make sure that I’m in a spot to help lead students and staff towards that mission. Most importantly, I want to help students understand that it’s their education, and I want to help students to understand that your life choices impact you every single day in class. This is a wonderful place for kids to go to school; the amount of opportunity and choice that we have here is heads and shoulders beyond many other schools around New York State. Every day, I get to see students take advantage of those opportunities to continue to grow, so my job is to make sure that the whole system works. LG: Before taking this job, were you apprehensive in any way? JT: I wasn’t apprehensive; I just needed to answer for myself that I wanted to be a principal again. The minute I arrived back on campus with the warm welcome from the staff and from the students, that solidified to me right there that I’d made the right choice. But I should more specifically say that it was my family that made the choice. I have two daughters here, and I wouldn't do it if they weren't excited about it. I think when you’ve worked in education for so long and then you’re “away” from students for a while, you really begin to appreciate what a gift it is to be with kids and that schools are sacred ground. You’ve got to have that time to interact with students and staff. I’ve come to really appreciate that, and that continues to help motivate me.
NEWS LG: Did Mr. Powers offer you any words of advice when he passed the torch? JT: Mr. Powers and I have known each other for over a decade, and we’ve worked very closely for the last three years. His advice was to do it the way we know it needs to be done. What that means is to have high expectations for all our students and for all our staff, and to continue the trajectory that this school is on. I’ve said this to the staff; I don’t know if I’ve said it to you—the students—but this is a much different school than it was 25 years ago when I started here, so that’s exciting. I think Mr. Powers’s advice to keep the expectations high and to keep changing the culture means a lot. LG: Are you looking to make any changes to the daily life here at IHS? JT: Changes to daily life. . . . [Laughter] That’s a good question. I didn’t come in with the note for change, you know? I came in to make sure that we continue on our trajectory. Let me put it this way: I’m not afraid to speak my mind. When it comes to working with students or working with families, community, or staff, if I see something that isn’t going in the direction I think it needs to go, we’ll address that. But nothing jumps off at me that “needs change”. I don’t see inherent wrong in things. What I want to do is make sure that every student is connected to an adult, and that every student has an avenue to be successful. Those are things that you do every single day, and what you stay focused on is students being successful. When I hear your question, I’m thinking, “Do I snap my fingers and change something
December 2014
for the sake of change? No.” One student asked if we could make sure more students could go to the library during lunch. I think those kinds of things are exciting and we’re looking at ways to try to make things like that happen. But that isn’t a “change”, no. LG: Describe your administrative style. JT: In my time at Boynton, folks always referred to me as the person with expectations—the person with high expectations. I don’t rule with an iron fist, but I do expect the expectations to be met here at school. I do expect that students and staff conduct themselves in a way that is beneficial to the climate here. I’m not going to tolerate things that are not positive and welcoming for our student body and campus. Again, I’m not afraid to grab the microphone in the cafeteria and have a conversation with the entire student body about what our expectations are as a community. I don’t think that’s an “iron fist”; that’s just saying that this is what we expect. If my expectations are different than what students’ are or what the staff’s is, I expect folks to come in and ask and have a thoughtful conversation to achieve a balance so that everybody knows how to be successful here. LG: Where were you born and raised, and how did your upbringing affect your desire to become an administrator? JT: [Laughs] I was born in a city called Ogdensburg, New York. It’s way up on the Saint Lawrence River—I can walk down to the end of the street I grew up on and see Canada. It was a blue-collar town: folks valued education, folks worked hard. I was a student athlete— that’s what enabled me to get to college, to be quite honest with
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you. Not much of my graduating class went to college. But I did know my principal; I did know my superintendent because those were guys who got on the sports bus to wish us luck when we went off to the state meet. That’s the way I can conduct myself every day. We’ve got guys going to state championships. I went down to support the soccer team and the cross-country team last weekend. Those are important things and that’s how I like to lead a building. You’re going to find me in my office very rarely, and my hope is that you and your colleagues see me out in the halls all the time. I should say that Ogdensburg is a small town, and I’m going to try to create a small town atmosphere at IHS. LG: What are you most excited for? JT: Again, I think building on success. Enabling staff to learn as much as they can and create systems of success for students—and trying to help everybody work together. That’s what I’m most excited about. With a staff of over 100 people and 1,400 different students, you have many different opinions on what success looks like. As the building leader, you try to draw as many folks together as you can to try to define what success looks like and try to help lead that group. As I said to my staff on my first day, and as I try to say to students, I try to lead with a coaching lens. I want to coach people, and as coach, you’re always trying to set goals for what it looks like. And what does it look like? It looks like all of our students being successful. It looks like all our students and staff being happy and being satisfied with the work they do at the end of the day. That’s what we hope for for everybody. ∎
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December 2014
opinion The Writing on the desk Elvis’s Hips By CARVER JORDAN
Every generation has a stereotype. In the ’70s, there were bell-bottom jeans, white people with afros, lava lamps, cocaine and marijuana being used recreationally, and rock and roll. In the ’80s, there were leg warmers, mullets, tight acid wash denim (layered with more denim), shoulder pads, Air Jordans, MTV, the Beastie Boys, and Back to the Future. The ’90s were riddled with oversized sweaters, loud patterns, flannels, neon colors, Biggie Smalls and Coogi sweaters, VH1, Green Day, the Backstreet Boys, and, of course, the most iconic ’90s show ever made: The Fresh Prince of Bel-Air. The decade we all grew up in, the 2000s, is known for baggy pants for men, low-rise jeans for women, trucker hats, the first American Pie, and Kanye West’s The College Dropout, Late Registration, and Graduation. With all of this in mind, it’s strange to imagine how we, as high-schoolers growing up in the teens, are going to be reviewed and perceived. Continued on Page 15.
How Did Feminist Become a Dirty Word? By LIZ ROSEN
This year marks Time magazine’s fourth annual word banishment poll, where readers of the magazine vote online on what they think is the most annoying word in the English lexicon. Voters were urged to choose one word they wish people would stop using. Past “winners” of the poll include OMG, YOLO, and twerk. With options this year ranging from bae to yasss to kale, it’s a bit puzzling that, 14 hours in, the word feminist was solidly in the lead with 48 percent of the vote, 17 points ahead of its closest competitor. Time’s decision to include the word in the poll and the ensuing response show that many people have a fundamental misunderstanding of what feminism is and feminism’s role in modern politics. This is deeply concerning. Time has done some pretty controversial things in the past, including giving its Person of the Year award to Adolf Hitler, Joseph Stalin (twice!), and Ruhollah Khomeini. But saying that feminist, a word which is very political, is one of the most annoying words of the year, is a particularly strange and insulting move. The magazine claims that it added feminist to its list because people were tired of hearing celebrities talk about their stances on feminism and “throwing . . . the label of feminist . . . around like ticker tape at a Susan B. Anthony parade.” On its web site, Time said that it was annoying to hear figures in pop culture identifying as pro- or anti- feminist because they were making a statement Time felt was reserved for politicians. Continued on Page 16.
Netflix No More By YAFET ANDEMARIAM
It was a typical August day in the year 2006 when I first experienced Netflix: I rented Superman, Superman II, and last and definitely least, Big Momma’s House 2. I thought mail-in DVDs were a great idea . . . at the time. Netflix has turned into a nightmare. In 2010, Netflix introduced on-demand streaming, causing video stores to quickly run out of business. Even the old Hollywood Videos by Tops went out of business. Netflix is very popular, and people think you’re in the Stone Age if you still rent your movies from Redbox. And it's definitely entertaining: thanks to Netflix, I have found great shows such as The League, The Office, and Blue Mountain State. I was also introduced to thought-provoking movies such as What’s Eating Gilbert Grape? starring Leonardo DiCaprio and Johnny Depp and Letters to God starring the same girl who was the gender-bended Max in Disney's Wizards of Waverly Place. But it occurred to me that Netflix had negative side effects I couldn't ignore. I was literally watching Netflix every day, and am now in Redbox rehab. So, why should you stop watching Netflix? 1. Netflix is addicting. Trust me. I finished all three seasons of Blue Mountain State in two days. I then moved on to another series, and the same thing happened. I couldn't get enough of it. It was obviously a sign of addiction. And if you are on the Season Two finale of Heroes but have homework to do, you'll end up watching the season finale instead—and heck, you might even watch the entire season that follows. Continued on Page 14.
opinion
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December 2014
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Hanging Stockings on SMART Boards By EMMA KARNES Staff writer
As the holiday season approaches, we begin to be smothered by displays of Christmas spirit. Holiday songs on the radio, blow-up reindeer on front lawns, and huge sales on perfect gifts all vie for our enthusiasm and attention. Should this omnipresence of Christmas fervor extend into our public schools? Does support of holidays with religious connotations in school have a place under our strict policy of inclusion, acceptance, and political correctness? I believe that there is a place for holiday spirit in public schools. It is not the physical presence of Christmas spirit that is controversial, but the possibility that such spirit might
violate a person’s religious freedom. Displays of holiday spirit, like Christmas trees, should be allowed in public schools under three conditions. These three conditions would ensure the religious freedom and equality that is necessary in any public school while encouraging the natural excitement students have around the holiday season. The first condition is that any reference to the holiday be passive and in no way force a certain belief onto any student. As soon as the display engages students in any kind of compulsory action—such as making them participate in a Secret Santa or contribute artwork Continued on Page 16.
The Case for Culling: The Monstrous Life of the Honey Badger By CONOR COUTTS
Randall had it correct: honey badger don’t care. As seen in Randall’s famous viral video, honey badgers are far from innocuous, even though their endearing look might say otherwise. Culling, or selective slaughter, is a practice that is not as barbaric as it sounds. In fact, it has been going on since the United States was established, mostly in the form of hunting (often for food). In modern times, hunting and other culling methods are still in play to kill wildlife for their desired attributes—resources from their hide or meat—or to eradicate them for being pests. Deer are culled in this region for both reasons—for resources and because they create an annoyance or hazard of some sort. The latter caused a debacle in Cayuga Heights that remains ongoing, but never mind all of the controversy over deer—we have been culling the wrong things. The species that needs its population controlled by selective slaughter lies not in this region and not even in the country, but nevertheless presents itself as an international nuisance: the honey badger. When there is an animal regarded by Guinness World Records as the “most fearless animal in the world”, humanity should be vaguely concerned. When that animal is a deceivingly harmless animal, we should be exceedingly conContinued on Page 15.
The BEST: Temperature By PEARSE ANDERSON
Twelve degrees Fahrenheit (approximately −11 degrees Celsius) is the best temperature there is. Not because it is comforting, but simply because it is not. Twelve degrees Fahrenheit is the temperature that separates the winners from the losers, and for that we must praise it. Twelve degrees saved Russia from invasion in 1941. The Nazi army was unable to march the needed 40 miles through the cold, winds thick and hoarfrost aplenty. Twelve degrees killed Leonidas Hubbard on his ill-fated mission up the Naskaupi River and sent his wife Mira on an inspirational journey to his snow-covered burial place hundred of miles from civilization. These adventures are the stuff of great novels. Twelve degrees sends ski and snowboarding enthusiasts into crazed frenzies to get their equipment together and get out on the mountain. Twelve degrees causes thousands to enjoy the snow for at least once that winter. And, of course, 12 degrees forces Luvelle Brown to type those three anticipated words—”school is canceled”—into his Twitter. I see no other temperature that is even close to the same level. ∎
“THE BEST: _____” is a recurring column that anyone can write! Do you think you know what THE BEST animal to have as pet is? THE BEST curry or even THE BEST stretch of sidewalk in Ithaca? Submit your ideas and questions to opinion@ihstattler. com.
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December 2014
opinion
And the man’s songs reflected his versatility. Queen is much more than “We Are the Champions” or the (rather regrettable) “Another One Bites the Dust”–style disco of the ’80s. It’s the ostentatious overdubbing and showy melismas and soaring falsetto in “Somebody to Love”; it’s the honesty and rawness and brutal high C-sharps throughout all six minutes of “It’s Late”; it’s even the effortless slides and seductive oohs in shameless pop songs like “You’re My Best Friend”. And all the while, whether in a fur coat with shoulder-length hair or in he no shirt at all, with only his classic ’80s mustache, Mercury was bringing life to his performance venues, ock inger s challenging audiences to improv sing-offs, wooing listeners with his ballet-like leaps and dramatic pausreddie ercury es. He was the ultimate performer. AIDS tragically silenced Mercury By OWEN ZHANG in 1991, but recordings of his voice will remain eternally resounding in Few people can claim to have their epic beauty and power. ∎ had a mustache like that of Ron Burgundy, the charm to hold a stadium of seventy thousand people in the palm of their hand, and a voice as angelic as it is earth-shattering. Freddie Mercury was one of these rare gems. Mercury outshone other stars in rock thanks to his voice alone. His middle register could be clean and lyrical like a shooting star leaping through the skies, but also as gritty and pugnacious as an atom bomb about to oh . . . oh . . . oh . . . oh . . . oh . . . explode (e.g., “Don’t Stop Me Now”). His lower register was like some fancy chocolate—dark and rich and intense (e.g., “Ensueno”), and he had this mind-boggling androgynous pseudo-falsetto that trickled like fine Moët et Chandon (e.g., “Killer Queen”). And while unreplicable in itself, his voice had in one breath or another all the power of Daltrey, the abrasion of Jagger, the luminosity of McCartney, the soulfulness of Plant—complete with intense vibrato, carefully placed sighs, and delicately tapered “The best.”—Owen Zhang, 2014 phrases.
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Netflix No More Continued from Page 12. 2. Quality is decreasing. Content such as South Park and the James Bond movie series were cancelled along with one thousand other shows. South Park is known for its gross, triggering humor that is somewhat controversial but nevertheless entertaining. Losing a show like South Park signals a drop in quality for Netflix. If Netflix loses quality entertainment at this rate, you’ll end up watching The Next Karate Kid on Hulu Plus.
BEST: S I M
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3. High prices. Netflix costs $8 a month. You might as well download pirated movies and upload them to Google Drive. Yes, the first month is free, but do you really want to pay eight bucks a month for a service that doesn't even provide every TV show? Watching Netflix from two or more different devices will also cost extra. Hulu offers a wider range of entertainment than Netflix and provides some free content (depending on the show). 4. Addiction only leads to withdrawal. Netflix has a wide variety of good shows and movies, but watching one episode after another in a single day will lead to laziness, as I found out with Blue Mountain State. And after you finish a show on Netflix, you'll get depressed. When you get depressed, you'll try to find food in your empty refrigerator. When you try to find food in your empty refrigerator, you end up at a McDonald's drive-thru screaming at an employee for free chicken nuggets. Don’t end up at McDonald's screaming at an employee for free chicken nuggets: make a change in your life and leave Netflix for good. 5. As the Nintendo Wii once suggested, “Why don’t you take a break?” You could be doing better things than wasting your time with Netflix. Read a book, go sledding, or even play video games to stimulate your mind and interact with friends. Netflix got to video stores all over the country. Don’t let it get to you. ∎
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opinion
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The Monstrous Life of the Honey Badger Continued from Page 13. IMAGE PROVIDED
The Writing on the Desk: Elvis’s Hips Continued from Page 12. Every decade or so, the limits are pushed and those people growing up in the previous decade are astounded by what we’ve resorted to for entertainment and style (the standard “back in my day . . .” speech). Elvis’s vulgar hip movements in the ’50s were the most promiscuous sight any parent had ever seen and produced enough conversation to last for years. Now, as we become increasingly more comfortable with our sexual identities and our expression of such, we’ve escalated so far from those hip movements that it is hard to even compare them to contemporary antics. I still see vines of people twerking popping up on my newsfeed on a daily basis, and it’s not even uncommon for someone to have witnessed the phenomenon first-hand. In terms of style, it’s difficult to speak for our entire generation, given that I have lived in Ithaca for my entire life and haven’t experienced the diversity of cities across the country. But there are some universalities. I’ve found it difficult to ignore terms like basic that seem to be stuck in my vocabulary. Since Mr. Byrne refers to the Oxford English Dictionary as the OED, from this point on, the Urban Dictionary will be known as the UD. The Urban Dictionary defines basic in many ways, but the overall gist is uninteresting, irrelevant, or annoying. This word is associated with North Face fleeces, mall denim (American Eagle, Hollister, Abercrombie and Fitch: choose one), and shapeless Ugg boots, all of which are attributed to over-privileged, under-styled white girls. I understand the demographic the word basic is describing, and in my opinion, it’s not just girls; a basic guy would probably be someone whose wheat Timberland boots remain untied while his mall denim and T-shirt complete the outfit. What bothers me the most about the idea of basic is that we’re so lazy that we can’t use interesting or unique words to describe things we witness daily. Another thing that comes to my mind when trying to define our generation is the term hipster, which is thrown around nowadays far too generously. The term refers to people who are off the beaten path and don’t support anything that is mainstream. But how can everyone be a hipster (if you voluntarily call yourself a hipster or you strive to be one, maybe it’s time to stop.) If everyone starts shopping at the Salvation Army for their oversized sweaters, it’s bound to become mainstream—and it has. My point is that our generation seems to want old, weird stuff that no one would have wanted ten years ago; we pay way too much for clothing from Urban Outfitters that can be found in our parents’ closets or in Tractor Supply Co. I’m wearing a sweatshirt with deer in a forest right now because I like it, but I admit that I probably like it because it’s weird. We’ve all seen that custodian wear his T-shirt that has a bear’s face covering the entire front of it and thought, “Damn, that’s dope.” It’s eerily similar to Givenchy’s Rottweiler shirt. Look it up. ∎
December 2014
Tremble in fear.
cerned. Native to Africa and Southwest Asia, the honey badger is extremely intelligent, being one of few animals to effectively use tools. That same intelligence comes into use when the honey badger is hunting for its wide variety of prey. Although the honey badger is largely carnivorous, its main priority for food is honey, hence the name. The honey badger’s relentlessness is best shown while it is acquiring honey, often by jumping into and immediately destroying beehives while completely ignoring the bees guarding the supply. Honey badgers are capable of withstanding hundreds of bee stings without being bothered. Furthermore, they will eat and kill almost anything, and are known to chase lions for prey. A large part of the honey badger’s diet consists of rattlesnakes, whose venom they are able to withstand. In fact, almost all animal bites fail to penetrate the honey badger’s thick skin. When the honey badger feels trapped or defenseless, it becomes violently aggressive. Honey badgers have been known to seriously maim giraffes and kill horses and Cape buffalo. In environments where humans are present, the honey badger becomes nocturnal and often targets farms. It can easily destroy a farm animal’s pen, and is known to have ripped roofs off hen houses. Often during their excursions into farms, honey badgers, excited by the abundance of prey, turn to surplus killing. They have been known to kill as many as 53 animals in one sitting. The reason that this species needs to be culled has to do with its natural killing spirit. Its defense mechanism and tough skin have perplexed the most astute scientists. The easiest way to kill a honey badger is to pierce its skull, as its skin is so tough. Honey badgers are also one of the leading carriers of rabies in Africa, and often infect their multitudinous victims with the disease. The unpredictability of the honey badger’s diet and its defense mechanisms make it a danger to have in the wild. For the good of the wild and for the good of humankind, global culling should be focused primarily on the honey badger. ∎
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opinion
Note: After public outcry, the editor of Time added an editor’s note to the poll, saying that feminist should not have been on the list of words to ban and apologized, adding that some of the “nuance” of the discussion they wished to provoke had been lost.
Stockings on SMART Boards Continued from Page 13. to a holiday display—it has instantly violated the religious freedom of those students and has become inappropriate. The second condition is that all holidays and faiths be given equal opportunities to be visually represented. If a school were to put up a Christmas tree in its lobby, a request to display a menorah should not be denied. If there is one religious holiday represented, then all others, no matter how obscure, should also have the right to be displayed just as openly. It is important to mention that this applies to holidays at any time of the year. While Hanukkah gets representation in December, more major Jewish holidays such as Rosh Hashanah in September pass without any public consideration; in fact, IHS doesn’t even have a day off on this sacred day. This condition is only met if celebratory holidays of all religions and at all times of year receive appropriate opportunity for representation. The third condition is perhaps the most complex. As ruled in the 1984 Lynch v. Donnelly case which challenged the legality of Christmas decorations on public town property, religiously associated items are legal as long as “the religious component of their display does not dominate but simply represents one element of a holiday that has obtained secular status in our society.” Under this condition, a Christmas tree would be appropriate to display in a public school while a nativity scene would not. The former has come to represent the secular themes of family and generosity that we have come to associate with Christmas, whereas the latter focuses on the biblical aspects of the holiday. This distinction is extremely important. The purpose of holiday displays in public schools should be to contribute to the celebratory season and educate students on other holidays, not to advertise religious beliefs or make assertions as to the spirituality of the school or its student body as a whole. This third condition guarantees the secular function of displays of holiday cheer. IHS follows these protocols during the holiday season. In my opinion, a holiday demonstration that follows these three conditions would actually achieve the opposite of encroaching on religious freedom. In contrast, it would create a tolerant, diverse, and festive atmosphere that is healthy for children of any faith. ∎
IMAGE PROVIDED
How Did Feminist Become a Dirty Word? Continued from Page 12. Whether or not public figures are always qualified to express their opinions on controversial issues, the point remains that Time’s poll, which was meant to be a goofy way for people to poke fun at their own vernacular, was not an appropriate forum for making such a loaded political statement. It’s true that in the past year, feminist issues have come to the forefront in the media. Beyoncé’s incredible performance at the MTV Video Music Awards, for example, at one point featured her standing in front of huge letters spelling out the word feminist, and one of her biggest songs this year featured Chimamanda Ngozi Adichie speaking about feminism. Other prominent Hollywood feminists include Taylor Swift, Amy Poehler, and Aziz Ansari. On the other end of the spectrum, Robert Downey, Jr. recently laughed at the idea of feminism during a Q&A at Cambridge and Shailene Woodley has said she doesn’t believe in feminism because she “loves men”. It is a bit irritating that someone with as much influence over young people as Woodley is so misinformed. Let’s get one thing clear: a feminist is someone who believes in the social, political, and economic equality of the sexes (definition courtesy of Adichie). Woodley clearly isn’t educated about what feminism is; if she were, she would realize that loving men could be considered part of feminism and is clearly not related to reasons one should not support feminism. As for Time’s objections to celebrities stating their position on the issue, celebrities are important public figures. The sheer amount of content they appear in, number of interviews they conduct, and numbers of followers they have on social media should qualify them to be advocates of issues they feel are important. Time has no right to call an entire collection of ideologies and movements “annoying” just because people in the spotlight are becoming more aware of it. The fact that voters did not discredit the inclusion of feminist—and in fact, supported it—is simultaneously unsurprising and deeply disappointing. It’s a pretty bleak world we’re looking at if Time and the majority of the respondents think that feminists are too annoying to deal with. Regardless of what people think about celebrities speaking their mind, we should not be discomfited or aggravated by the word feminist because ultimately, our world is full of feminist issues. As a society, we need to have frank discussions about the pay gap, the vast difference in representation in STEM fields and corporate leadership positions, the violent threats leveraged against women in the video game community, and many other issues that face both men and women as they endeavor to create a better, more equal world. We cannot shy away from using the word feminist any longer, and our reluctance to approach the concept of gender equality means that we are avoiding the real issues. ∎
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Santa is not for everyone.
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December 2014
Staff Feature: Judy Cameron By CONOR COUTTS IMAGE BY CONOR COUTTS
Judy Cameron, IHS’s main-office receptionist.
Even if you don't know it, you are familiar with main-office receptionist Judy Cameron. Whether it is reading the announcements in her euphonious voice multiple times a day or answering questions about attendance and building layout, Ms. Cameron is always helping IHS run smoothly. What drives her to perform such duties? I sat down with Cameron to learn about her undertakings. Conor Coutts ’15: What is it that you do at IHS? Continued on Page 27.
From Thailand to Ithaca: Thoughts of a Thai Student in America By SIRAPOL WAREECHUENSUK
My name is Sirapol (Si-rah-pon) Wareechuensuk (War-ree-chunesook), but people call me “Sun”. I came from Bangkok, Thailand as an exchange student in an AFS yearabroad program. I live here with an American host family. I have been here for almost four months now. As an exchange student, I feel like writing this article is my mission. Leaving a place that you have been living in for your whole life is never easy; I have had to adjust myself to the American culture. Everything is different here, including the people, the language, the food, etc. Thai food is probably the most famous thing Americans know about Thailand. I was surprised by how popular Thai food is in Ithaca. My host family took me to some Thai places, and the food tasted authentic. It tasted like home. I also had some chances to cook Thai food for the family. I am not a really good cook, but I’m glad that they enjoyed it. When I think of American food, the first thing that pops into my head is McDonald’s; however, since I’ve been here, I had McDonald’s only once. After eating real American food for several months, I would define “American food” as the food that you have to get your hands dirty and open your mouth really wide to bite. I met a lot of people since I’ve been here. Ithaca is very international. I have some Thai friends that are in the same exchange program living all around the USA. We talked about our cities; Ithaca is one of the most diverse cities among them. Every time a Thai person tells foreigners that they
IMAGE BY SIRAPOL WAREECHUENSUK
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Sirapol, an exchange student from Thailand, was surprised by many aspects of Ithacan life.
came from Thailand, 80 percent of the time, the response from foreigners would be, “Taiwan?” The same goes for a Taiwanese the other way around (I already asked a Taiwanese friend). Foreigners for some reason always ask if we ride elephants to school. No, we don’t ride elephants to school; we have cars, believe it or not. The other famous thing that I’m glad I haven’t come across is the “Bangkok joke” (Bangkok is the capital of Thailand). Ithaca is very small compared to Continued on Page 27.
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December 2014
features
ALL THE NEWS THAT’S FIT TO TATTLE
A Word from IHS Class Officers Dear seniors,
Dear juniors,
The senior class is taking on so many exciting events this year. After the fall senior parent meeting, we realized how lucky we are to have such a supportive group of parents willing to help. Get excited for the upcoming handball tournaments that we will be hosting with the junior class. We are also putting on dodgeball and badminton tournaments with the sophomore class. Winter Formal will be at the LakeWatch Inn, and Senior Prom will be at the Ithaca Farmers Market. We are still in the process of planning what we will be doing for the senior trip, but your support on these events will help us have an awesome one!
These are exciting times. It’s not a blank slate anymore. It’s almost threequarters full. This year, we ask you to test our boundaries. We want to step up our game. Our potential has always been there waiting to be realized, and it’s about time to realize our capacity. The struggle is real. This audacity, this boldness, this daring, this courage is what should define the IHS Class of 2016. So important to all of us is that courage: the courage to bring together a good cause, the courage to speak one’s mind, the courage to have an opinion. Great things are in store this year—dances, get-togethers, handball and dodgeball tournaments, and Prom. But we must be willing to bring in new, exciting ideas and changes to our class. Wake up! Get people excited! Take charge! Make a difference! We won’t just end our time here by stumbling across the finish line; we will roar across it. Even if you’re on the right track, you’ll get run over if you just sit there. This great task before us won’t become true overnight. Rather, the work will be done at the end of our four years here at IHS. We began this year with a humble yet strong $1,800. We are confident that this will prosper with your generosity. It is our collective responsibility to each chip in a bit of ourselves. As an amalgamation of almost 350, this is your class after all. We will take each step of our journey towards 2016 together as students, as athletes, as musicians, as artists, and most importantly, as a class.
Sincerely, Carrie D’Aprix, Ravi Lal, Eva McLafferty, and Franny Alani Class of 2015 officers
Hey sophomores! As class officers, we realize that all of our actions should be in your best interest. With this conviction in mind, we feel that you should be able to contribute more actively to our decisions and be informed of our future plans and goals. We have been planning several events, the largest of which are a badminton tournament and a dodgeball tournament. These will most likely take place in March. We also plan on hosting a few bake sales outside the school. The primary purpose of these events is to raise money for the important activities in our junior and senior years that will have to be funded and to create a sense of belonging and unity within our class. Be sure to visit and contribute to your class on: fb.com/groups/ihsclassof2017 Sincerely, James Yoon, Rory Bodenstein, Andrew Stover, and Mrinal Thomas Class of 2017 officers
Dear freshmen, We are incredibly honored to have been elected as the freshman officers. We will work to the best of our potential to strive for what is best for our class. We hope you can share your ideas with us because we are representing your voices. We hope to set up meetings and events in which everyone can come and participate. Demi Nestopoulos, Cynthia Chen, Sveta Reddy, and Marilyn Pereboom Class of 2018 officers
Yours truly, Francis Schickel, John Yoon, Jessika Patel, and Jake Barnett-Hill Class of 2016 officers Discuss, give ideas, and get class news: ihsclass16@gmail.com twitter.com/ihsclass16 fb.com/groups/ihsclass16
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ALL THE NEWS THAT’S FIT TO TATTLE
December 2014
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Teacher Feature: Kate Gefell
Restaurant Review: Bandwagon Brew Pub
By ELISE REYNOLDS
By OLIVIA SALOMON and SOPHIA SHI IMAGE BY ELISE REYNOLDS
Ms. Gefell with Elmole, Molezart, and S’Mole, her three favorites.
IMAGE BY OLIVIA SALOMON
Hailing from room H206, Ms. Gefell teaches Honors Chemistry and Earth Science. She is known for her corny jokes and holiday traditions, including exploding pumpkins and Mole Day. At dinner one night, I sat down my mother to learn more about her path to IHS. Although I may be biased, I think that her dedication to her students and her sunny disposition make her an invaluable member of the IHS community.
A yellow awning on Cayuga Street marks the entrance to Bandwagon Brew Pub. But the door isn’t at sidewalk level. Instead, patrons must descend a set of stairs to enter this underground restaurant. We were greeted by the friendly, relaxed wait staff and seated at a table. A quick scan of the place revealed that the restaurant was split into two main areas: the dining section and the lounge. The decor had a rustic feel, with farmhouse vestibule windows, walls of layered shale, and diner-style tables and chairs. To start, we each had a cup of apple, potato, and celeriac soup. Because we were the first dinner customers, it came out relatively fast. It was arguably the best thing we ate that evening: a delicious, warm, thick balance of starchy potato, sweet apple, and light celeriac. “It tastes like stuffing,” said Salomon happily. We scraped our bowls clean. We ordered two of the entrées to share. The Voodoo Burger, essentially a classic hamburger with mozzarella and hot sauce, was pretty standard pub food. Although we asked for it to be cooked medium well, it came out well done. Despite this, it was Continued on Page 27.
Elise Reynolds ’15: Where did you grow up? Tell me about your family. Kate Gefell: I grew up in Rochester, New York in the town of Brighton. I’m the fifth of eight children—I have six brothers and one sister, and I’m right in the middle of all of those brothers. Growing up was very lively in our house; we had a big yard, so we spent a lot of time outside playing games. ER: What was your high school like? What were you like in high school? KG: I went to an all-girls Catholic school called Our Lady of Mercy, so the environment was quite a bit different from IHS. The best part was that it gave all leadership to girls at a time when there were generally far fewer women in leadership positions in society. I loved it—it was like a slumber party all day. I was interested in a lot of things! I loved singing, so I was in musicals, and I played piano. I was also in student government, and I worked as a cashier. I worked very hard in school. I loved English and language—and math Continued on Page 28.
Bandwagon Brew Pub is a solid restaurant that is worth checking out.
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ALL THE NEWS THAT’S FIT TO TATTLE
December 2014
Center Spread
Ebola
The disease that unnerves . . .
The Epidemic in Africa Since 1976, there have been a number of Ebola outbreaks. Before the 2014 outbreak, there had been 1,401 reported deaths in Africa from Ebola over its almost four-decade existence. Having caused over 5,000 reported deaths, the 2014 outbreak, now officially an epidemic, is by far the most severe outbreak to date. So far, there have been about five reported cases of Ebola in the United States. Conditions in Africa,
The Ebola virus as drawn by Haoge Lu ’15.
however, are far more alarming. African cultural practices influence how rapidly Ebola spreads in Africa. One reason for the rapid spread of the 2014 outbreak is some West Africans’ dependence on potentially infected bushmeat—a delicacy in many West African villages—as a commodity. Another is hugging, a very common practice in many of the affected countries that encourages direct contact with potentially infected persons. Furthermore, once a patient in Africa has contracted the disease, homecare is often in play due to a lack of hospitals, making it easy for family members to contract Ebola through bodily fluids. Postmortem practices can also open access to getting the virus, as in many of the affected countries, kissing and hugging of the bodies are ritually performed before burial.
The continent of Africa as drawn by Lisa Yoo ’17.
American Hysteria
In late September of this year, Liberian Thomas Duncan arrived in Dallas to visit his family. Shortly afterwards, feeling ill, he went to Texas Presbyterian Health Hospital and reported that he had been to Liberia, but was sent home with antibiotics. When he returned to the hospital feeling more ill than before, he was isolated. Duncan would be diagnosed with Ebola, and when he died on October 8, he became the first person in the United States ever to die from Ebola. The two nurses who handled his bodily specimens during his stay at the Dallas hospital, Nina Governor Chris Christie as drawn by Weiqing “Skippy” Zhang ’16. Pham and Amber Vinson, tested positive for Ebola in October, and the hysteria began. The media’s central focus was the “Ebola outbreak” on United States soil, and that hysteria turned into blame—the blaming of Pham and Vinson for being irresponsible even when they had no knowledge of the fact that they had Ebola. When both women were declared Ebola-free by health officials in late October, the hysteria decelerated briefly but managed to continue. In particular, the intense scrutiny of nurses who might have had the disease continued. Such was the case of nurse Kaci Hickox, who was forced by New Jersey governor Chris Christie to spend a weekend isolated in a tent near Newark Airport after she returned from Sierra Leone, even though she had tested negative for Ebola and had not shown symptoms. (A judge later ruled that she was free to go as she pleased, but Christie remained unapologetic.) Fears of an Ebola epidemic in the United States are largely fueled by nervousness and a selective ignorance of the facts—for instance, that one is more likely to become President of the United States than die from Ebola in the United States. Ebola is not airborne and therefore can only be contracted through direct human-to-human contact with bodily fluids. If any concern should arise, it should be for those in Africa, who have a much higher chance of contracting Ebola.
The History By FRANCESCA MERRICK
Graphic by Aidan Bates ’15.
Ebola was first discovered in 1976, when an outbreak occurred in the Democratic Republic of the Congo. According to the Centers for Disease Control, 318 individuals were diagnosed, and the disease’s mortality rate was 88 percent. The Ebola virus is believed to have originated from animals such as fruit bats and monkeys. The first human victims likely acquired the disease from direct bodily fluid contact with such animals. It is believed that this first outbreak was caused by a lack of clean needles and medical supplies, since Ebola, like many other viruses, is transferred via bodily fluids such as blood. Since then, over 30 “Ebola scares” have been recorded. Many early outbreaks occurred in the central part of Africa near tropical rainforests. There are five known strains of Ebola. The strain currently present in West Africa, Zaire ebolavirus, is the deadliest. There are currently no licensed vaccines for Ebola, but some potential vaccines are currently undergoing scientific evaluations.
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December 2014
features
ALL THE NEWS THAT’S FIT TO TATTLE
The Hall Monitor Interviews and Photographs by PEARSE ANDERSON
What’s a nonexistent holiday that should be celebrated?
Danny Thurmond ’17 “Parent Appreciation Day.”
Lindsey Yuan ’15 “My birthday!”
Madeline Turner ’18 “Boot Appreciation Day.”
Isaiah Babatunde ’16 “Free Food Day.”
Brendan Murphy ’16 “There should be a day every year where the girl takes the guy out on a date. There's an expectation for the guy to take a girl out on a date. Even with couples with an established relationship, it's still kind of on him to pay, to organize, to pick her up, to take her out. There should be at least one day a year where that doesn't happen.”
December 2014 features Cayuga Lake Legends: Old Greeny and Frontenac Island
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By BRIDGET FETSKO
Many Native Americans settled in the areas surrounding Cayuga Lake. Because of this, there exists a variety of old mythology about the region. As the years went by, new legends from settlers in the region replaced old ones. Native American stories are not commonly told today, but there are several modern legends that are shared throughout the communities built around Cayuga Lake.
many kids accepted the snake problem on Frontenac Island as a fact. A few summers ago, while swimming in a shallow area near the island, my sister and I decided to go on an adventure and discover what was really on it. By then, we had realized the snake myth was most likely untrue, but we had no idea what was on Frontenac Island. When we got to the island, we found nothing extraordinary. (The island is very pretty and almost completely covered in trees.) No snakes. The only interesting thing we found was a circle of rocks set up as a fire pit. Although the snake legend did not turn out to be true, Frontenac Island is very interesting, especially because it is one of only two islands in the Finger Lakes. ∎ IMAGE PROVIDED
Since the 1800s, several sightings of a lake monster in Cayuga Lake have been documented in newspapers. A 1987 Ithaca Journal article named this serpent -like creature “Old Greeny”. Notable sightings of the monster occurred in 1897, 1929, 1974, and 1979. The 1929 account was the first time that not one, but two lake monsters were reported. The 1979 account saw Jack Marshall, the owner of a diving service, reporting what he originally thought was an oddly shaped log duck under the water and disappear. Marshall and the friends he was boating with found this strange, as logs tend to bob in the water, not sink into it. They gave the monster a catchy name: “Cayuga Katie”. According to Marshall's report, the lake monster was about 30 to 35 feet in length. Another explanation, proposed by a local journalist, was that sea serpents from Seneca Lake somehow found their way into Cayuga Lake. These contrasting ideas about the existence of Old Greeny show many possibilities of a large, mysterious being inhabiting Cayuga Lake. While many people would love to find evidence of prehistoric marine reptiles in Cayuga Lake, it is highly unlikely that they are present. Other people have suggested that the monster is a large sturgeon, a fish that can grow to be seven feet long. Although there are sturgeons in Cayuga Lake,
they are usually small enough to hold in your hand. Frontenac Island, Cayuga Lake's only island and one of two in the Finger Lakes, has always seemed mysterious, even to locals. The island, located fairly close to shore near Union Springs, is said to have been an Algonquin burial site. In an archaeological dig, “North America's oldest bone comb” was found on the island. This comb, carved from antlers, is thought to have been a small tiara. While this legend about Frontenac Island is very possibly true, others have already been disproven. Several years ago, a rumor of a snake-infested island on Cayuga Lake spread around some of Ithaca's elementary and middle schools. No one had any proof of this, nor did anyone know how the myth started. However,
Frontenac Island is located near Union Springs.
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December 2014
features
Lexical Laboratory By JONATHON HAWTHORNE
As winter approaches, high-schoolers’ feelings about the season tend to show stark contrast. Some love it; others not so much. Winter presents us with a river of emotions that encompass all of these sentiments. Some find it hard to encapsulate these feelings in words. Hopefully this list will not only improve your vocabulary, but also help you better understand the emotional adventure that winter provides. convivial (adj.): Of or relating to social events where people can eat, drink, and talk in a friendly way with others The annual New Year’s celebration at the Johnson household serves as a one-night safe haven for the convivial people of Ithaca, New York. gelid (adj.): Extremely cold Although Owen enjoyed the commencement of winter break, the gelid wind kept him from leaving his house often enough to meet his friends. duality (n.): The quality or state of having two parts Winter’s nature exhibits inherent duality; that is, it presents us humans with a conundrum of how to participate in joyous celebration while fighting the bitter temperatures of the outside world. jubilant (adj.): Feeling or expressing great joy; very happy As the first drops of snow caked the ground, the students of IHS burst into a jubilant cheer. sentimental (adj.): Marked or governed by feeling, sensibility, or emotional idealism Although John was not much of a fan of winter in his older years, he still expressed a bit of sentimental glee when the 21st of December came around. assiduous (adj.): Showing great care, attention, and effort The assiduous West family worked days and nights to collect enough wood to keep the fire running through the bulk of winter. iconoclast (n.): A person who criticizes or opposes beliefs and practices that are widely accepted Ebenezer Scrooge was an iconoclast of Christmas spirit. languid (adj.): Showing or having very little strength, energy, or activity As winter dragged along, Jonathon’s languid composure became more obvious day after day. magnanimous (adj.): Having or showing a generous and kind nature Lindsey was overly magnanimous during the holidays and ended up spending too much money on presents. somnolent (adj.): Tired and ready to fall asleep On the first day of school after winter break, 90 percent of the population of IHS was somnolent throughout the whole day. All definitions by Merriam-Webster. The “Lexical Laboratory” is a monthly installment. If you have any wonderful words you think people should know, e-mail editor@ihstattler.com.
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Chess Opportunities for Rookies and Kings By SASCHA PACUN Staff writer
My opponent and I had been playing for around half an hour when we reached a queen, rook, and pawn endgame. While I had been down two pawns at one point in the game, I had been able to painstakingly win one back. My opponent played his queen to a4 on his turn, attacking one of my weak pawns. I knew I could not allow him to take the initiative—I had to counterattack. But how? Without thinking carefully, I played my queen to c6. Only after I made the move did I realize my error. With a look of pity, the man across from me slammed his queen onto c6 and my second game at the first Ithaca Open ended in defeat. Cayuga Lake Chess, founded by John Westwig ’15, held the Open on October 5. The tournament was USCF-rated and held at the Palisade Building in downtown Ithaca. Players of all skill levels were present. Among the players were a kid who was still in elementary school, an old man who had been rated highly in previous years, a student from Cornell, and me. While it was small, I felt that the Ithaca Open and the formation of Cayuga Lake Chess were important steps in the direction of creating a more active chess scene in Ithaca. I had previously thought that tournaments were only for players with an Elo rating over 2400, but I soon found out that tournament play is accessible to almost anyone. Ithaca may finally nurture a chess community outside of its universities, which are less accessible than one would hope. Although Cornell has its own chess club, it can seem intimidating to many beginners, and Continued on Page 28.
December 2014 features Brain Team: An Introspective Inspection ALL THE NEWS THAT’S FIT TO TATTLE
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By JAMES PARK
Maybe you’ve caught a glimpse of a coterie of people, buzzers in hand, while walking past room G102 one Monday afternoon and wondered what truly goes on behind those doors. Compared to other clubs, a surprisingly small number of people actually know what Brain Team does. When many people hear the name “Brain Team”, their first thought is not necessarily a positive one. Many times, I have overheard fellow students dismissing the club as “nerdy”. In fact, I’ve even been asked if all we do is “sit around and do extra tests for fun” (this is not true). Even those who hold a certain respect for it often decline an invitation to join with a wry, “It sounds cool, but I’m definitely not smart enough.” The name is partly to blame here, and admittedly only vaguely describes our true ambitions as a team. Here’s the truth: Brain Team isn’t really about who knows the most about everything. Rather, it concerns working as a team and learning the things that really interest you. It is a quizbowl team. Ever heard that term before? If you’re thinking of something along the lines of Jeopardy!, you’re on the right track. Quizbowl is an academic game where two teams face off on a variety of subjects. An incredible number of topics are covered, including literature, science, history, art, philosophy, and pop culture. But whereas a quiz game such as Jeopardy! would only provide one or a few facts, quizbowl is all about providing information in several clues. What’s important is how fast each team is able to interpret those clues. Quizbowl matches are separated into two categories of questions: tossups, where both teams try and “buzz” in with the correct answer before each other, and bonuses, opportunities to earn more points which are given to teams who correctly answer a tossup. A standard match consists of 20 tossups with an additional bonus for each one. Whichever team has the most
points at the end of the match is declared the winner. Some caution is required, though, as buzzing in with an incorrect answer for a tossup will result in a loss of points. In the past few years, Brain Team has slowly been gaining some recognition. Led by coach Benjamin Kirk, the team had an impressive record during the 2013–2014 season and became well known throughout the quizbowl scene. With the coming of a new school year and the departure of several seniors, entering the spotlight are a few incredibly talented students who, despite being only sophomores, have already placed 88th out of the 100 best quizbowl teams in the United States this season. “I think that a team made up of solely underclassmen breaking the top 100 in rankings is incredible, considering that we're going up against mostly juniors and seniors,” said Casey Wetherbee ’17, captain of the Ithaca quizbowl A-team. Since middle school, Wetherbee has been involved in quizbowl-related competitions and mainly focuses on history and literature, although he is proficient in other subjects as well. When asked if the team would continue to improve, Wetherbee responded, “We could be very, very good by the time we're seniors.” Other members of the A-team include Andrey Shakhzadyan ’17—a history and computer science specialist—and Daniel Xu ’17, well known for his proficiency at fine arts. Brain Team has competed in four tournaments this year. Already, it has managed to qualify two teams for the PACE National Scholastic Championship, an annual national tournament held at the end of the year. Despite this early success, it has been simultaneously maintaining a strong focus on its newer members. “Brain Team is an interesting and fun way to learn a wide variety of topics yet master specific concepts,” said Eli Zhang ’18, a rookie member of the
club. Having heard of the club from his friends, Zhang took an immediate interest and, along with a few others, has been a strong addition to the team. With a bit of work, it is likely that they will soon be able to compete in major competitions. Asked whether he would recommend Brain Team to others, Zhang replied, “Yeah. Join Brain Team—it’s fun and stuff. And the more the merrier.” ∎
Sample tossup: The Euler line passes through several distinctive points of one of these objects, while Ceva's theorem also applies to these objects. The area of one of these objects can be found by taking the square root of the semiperimeter times the difference of the semiperimeter minus each side. That calculation is known as Heron's formula. A ninepoint circle can be drawn around one of the objects while the laws of sines and cosines also apply to these objects. For 10 points, name this polygon whose “right” variety conforms to the Pythagorean theorem. Answer: triangles Sample bonus: This poem's title bird was “not born for death.” For 10 points each: Identify this poem, which ends by asking, “do I wake or do I sleep?” after describing a “light-winged Dryad of the trees.” Answer: “Ode to a Nightingale” This British poet penned the lines “Beauty is truth / truth, beauty” in his poem “Ode on a Grecian Urn” in addition to writing “Ode to a Nightingale”. Answer: John Keats Keats also wrote this poem, which begins with the line “A thing of beauty is a joy forever” and references the title shepherd from Greek myth. Answer: “Endymion”
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features How Does Competitive Chess Work? December 2014
By JOHN WESTWIG
I’m glad you asked. In the United States, most tournaments are run under the authority of the United States Chess Federation (USCF). In order to participate in these tournaments, you must purchase a membership, which gives you access to all the benefits the USCF has to offer. Furthermore, being a member of the USCF enables you to meet other individuals interested in chess. Some of the larger tournaments draw players from across the country. Perhaps the biggest tournament each year run by the USCF is the World Open, held during the summer; this year, the World Open was held in Arlington, Virginia. The enormous tournament features thousands of players in many different sections, each vying for large prizes. The Open section, for the top ranked players, is especially competitive, as grandmasters from all around the world fight for the top prize. The majority of important international tournaments are run by the Fédération Internationale des Échecs (World Chess Federation), or FIDE. FIDE oversees large-scale events such as the World Chess Championship, the Chess Olympiad, and other supergrandmaster tournaments. Unfortunately, these events are little-known outside of the competitive chess-playing community, and deserve more attention. Most of these tournaments are accompanied by world-class commentary, numerous spectator-friendly side events, and the air of competition that can be found at many sporting events. At the time of the writing of this article, the World Chess Championship has just reached the halfway mark. Norway’s Magnus Carlsen, age 23, is the defending champion. His challenger is Viswanathan Anand from India, age 44. This match is particularly interesting, as it represents a fundamental clash. Anand, by far the older of the two, has been world
champion many times before. He has tremendous experience, and is renowned for his deep opening preparation. Carlsen is relatively new to the top of the chess world, though he defeated Anand last year in a convincing fashion to obtain the title. Carlsen is young, motivated, and unforgiving in his play. He is especially known for his ability to grind down opponents for hours with only a slight advantage. Right now, the match is in favor of Carlsen, 3.5–2.5. The winner is the first player to reach 6.5 points, with one point for a win, zero for a loss, and 1/2 for a draw. If the match is still tied after 12 games, the players participate in a rapid playoff to determine the winner. Now, get out your chess board, brush up on algebraic notation, and play through the critical sixth game of the match. The diagram below shows a key moment, with black (Anand) to move. Try and see what he missed! ∎ Reading algebraic notation in chess:
The chessboard coordinate system.
No capital letter: denotes a pawn move N: denotes a knight move B: denotes a bishop move Q: denotes a queen move K: denotes a king move + denotes a check
x denotes that a piece has been captured ?? denotes a blunder O-O denotes kingside castling O-O-O denotes queenside castling 1. e4 c5 2. Nf3 e6 3. d4 cxd4 4. Nxd4 a6 5. c4 Nf6 6. Nc3 Bb4 7. Qd3 Nc6 8. Nxc6 dxc6 9. Qxd8+ 9 . . . Kxd8 10. e5 10 . . . Nd7 11. Bf4 Bxc3+ 12. bxc3 Kc7 13. h4! b6 14. h5 h6 15. O-O-O Bb7 16. Rd3! c5 17. Rg3 Rag8 18. Bd3 Nf8 19. Be3! g6 20. hxg6 Nxg6 21. Rh5 Bc6 22. Bc2 Kb7 23. Rg4 a5 24. Bd1 Rd8 25. Bc2 Rdg8 26. Kd2?? (see diagram) a4 27. Ke2 a3 28. f3 Rd8 29. Ke1 Rd7 30. Bc1 Ra8 31. Ke2 Ba4 32. Be4+ Bc6? 33. Bxg6 fxg6 34. Rxg6 Ba4 35. Rxe6 Rd1 36. Bxa3 Ra1 37. Ke3 Bc2 38. Re7+ (Anand resigned, as here he was lost.)
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ALL THE NEWS THAT’S FIT TO TATTLE
From Thailand to Ithaca Continued from Page 17. Bangkok. Bangkok is full of air pollution because of all the cars on the road. The city is one of the cities with the worst traffic jams. It is very busy. I live about 20 minutes away (if there is no traffic jam) from the heart of Bangkok, so it is a little bit quieter. Regardless of the size, Ithaca is an interesting city. My host family took me to some of the gorges. I like how environmental Ithaca is; I figured that I needed a break from a big city. Schools here are different, too. In
Thailand, I sat in the same class with the same set of classmates all day (except for P.E. and labs), and teachers are the ones who switch classes. Here, I meet many friends and different sets of classmates; however, we are only with one set of classmates for only 45 minutes. Thai schools have uniforms and we only get to wear whatever we want on the weekend. Since IHS does not have a uniform, I enjoy thinking about what to wear tomorrow. Thailand never gets cold. The lowest temperature would be around
December 2014
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66 degrees Fahrenheit. conditioner. There is no snow in Thailand. I have been looking forward to a real winter in Ithaca. I have seen snow before, but I don’t know what it’s like to have it for three months (or more). Everything here is different from Thailand; there are many more cultural differences that I didn’t mention. If you want to ask me about Thailand, I am happy to give information. Right now, I am enjoying Ithaca and looking forward to see more of it. ∎
Restaurant Review Continued from Page 19.
Staff Feature Continued from Page 17.
still pretty good. The hot sauce added an interesting kick that accentuated the flavors of the vegetables and beef patty. We chose a side of fries, one of the deciding factors of a good establishment. They were good, but nothing special: crispy on the outside, soft on the inside, and thin-cut. The Bianco and Berry Chicken was our more adventurous dish, featuring a creamy raspberry sauce, baby spinach, and local Bianco cheese (similar to brie) over garlic mashed potatoes. Given the choice between a half-sized dish (one chicken breast) and a full-sized one (two), we were glad that we chose the former. The presentation left a lot to be desired: the light pink sauce ladled over the rest of the food was reminiscent of slop. However, the chicken was well cooked without being dry. The smooth, garlicky potatoes and steamed spinach were the best parts of the dish. In general, the Bianco and Berry Chicken was very heavy, with a one-dimensional flavor. It would have benefitted from something acidic, fresh, or bright to cut through the heaviness of the cream, cheese, and meat. For dessert, we ordered a flourless chocolate cake with whipped cream and dried cranberries. The cake was fluffy and eggy, the cream wasn’t too sweet, and the cranberries held their own with raspberry, orange, and mint as a solid companion to chocolate. In fact, the dessert had everything that the chicken lacked: beautiful presentation and levels of flavor and an acidic kick. There is a mural in the restaurant that reads, “Someone who loves beer is a cerevisaphile.” And indeed, a cerevisaphile might enjoy Bandwagon Brew Pub more than we did. Even though we weren’t blown away by our first experience with the restaurant, we would be open to going again and trying more dishes. Bandwagon Brew Pub is a solid restaurant that is worth checking out. ∎
Judy Cameron: Besides making announcements, I am responsible for staff attendance and all things pertaining to substitutes. I also perform various other duties such as answering phones, distributing mail, and keeping copiers running.
Bandwagon Brew Pub 5 p.m.–1 a.m., M–Th; 4 p.m.–1 a.m. F–Su (607) 319-0699 114 N. Cayuga St, Ithaca, NY 14850 www.bandwagonbeer.com
CC: What’s challenging about making announcements? JC: Pronouncing the students’ names correctly and making sure I read the announcements beforehand to get a “feel” for doing them right. CC: You are the face of the main office—often the first person people will see or go to when they enter. How do you make that a positive experience? JC: I try to be friendly and give them as much help as I can in a positive manner. CC: Most people don't grow up wanting to be main office receptionists. What did you initially want to do? JC: Something with animals, but my parents discouraged that, so I went to school for business administration. I then took 20-plus years off after that to raise my children, and here I am today, in essence managing the main office. CC: What is the scariest thing you have ever done? JC: I rode a zipline once at the state fair. CC: What is the most important thing this job has taught you? JC: To get along with all types of people; overlooking some things, and not to letting other things bother me. CC: Describe yourself in one word. JC: Helpful.
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Chess Opportunities Continued from Page 24. there is no large chess scene at Ithaca College. The nearest regularly held tournaments are in Rochester. The concept of a chess tournament may still seem daunting to the beginner. It remains a fact that chess tournaments are a large time commitment and are mentally and emotionally draining. For a person who is just getting started, a tournament probably isn’t the best way to go. However, there are still many ways to get involved with chess. You can almost always find a game online— don’t worry about openings or tactical training; your goal should be to play as many games as possible. You could also come to the IHS Chess Club after school on Thursdays or attend meetings of the Cornell Chess Club. While the latter does have many highly ranked players, people of all skill levels are present, and it is a fun and stimulating experience. Many of the highly ranked players are willing to give advice and observe some of your games. Also available on the Internet are several commentaries on games played by the top Grandmasters. With the Internet, chess has become more accessible to the general population. Chess over the Internet is nevertheless not the same as playing in a real tournament. Once you feel comfortable enough, you can travel to Rochester on Saturday for an afternoon of chess. Check out the Cayuga Lake Chess Facebook page or www. cayugalakechess.weebly.com to find out when the next local event is planned. ∎
features
Teacher Feature Continued from Page 19. and science, of course. It had a lot to do thinking. Engineering really influenced with the teachers rather than the mate- my thinking. I think in a way that is rial itself—I had two science teachers, very logical and systematic, so I like to for physics and chemistry, who were re- teach that way, too. I want to help people ally fantastic and influenced me a lot to who are more scattered to see logical seeventually be a teacher. quences and follow them. I went into engineering that way—I didn’t just want to ER: If you were an IHS student, what learn a body of knowledge; I wanted to activities would you love to be involved think. I always liked the practical aspect in? of engineering, and I try to apply that KG: I’d probably be in SWIS—I’d prob- as well. We’re doing these experiments ably be president of SWIS. I love that with little beakers and test tubes, but the club helps girls find role models and look at the world! Look at how things empowers them to be leaders. I think it connect and where science can take you. would’ve helped me to discover these Also, significant figures—I’m totally things at an earlier age. into them. That was my freshman year at Cornell. If you didn’t have sig figs, it was considered really sloppy work. ER: How and why did you make the That’s a big thing of mine. Students transition from engineering to teach- probably hate that, but I think it’s really ing? important. KG: I worked as an engineer at Rohm and Haas Company in Philadelphia for ER: How has IHS changed in your time four years, paid off all of my debt, and here? bought a car and a piano. I went into KG: In terms of teaching, there is a lot production engineering because I knew more interaction between colleagues. that I was very much a people person, I think that because of Professional something that sort of made me an out- Learning Communities (PLCs), the collier in engineering. laboration and teamwork among teachI worked with operators in the plant ers is much greater now. In the beginand actually got the opportunity to ning, there was no cohesion. How can teach them. I taught statistical quality we ask students to collaborate if teachers control and loved it—not so much the aren’t collaborating? It strengthens evstatistics, but just being with the opera- erybody: to be a good teacher, you have tors and helping them learn something to be eager and willing to learn. new. I had had people in high school tell me, “You should be a teacher, because you really explain things well,” so ER: Last year you started teaching Earth as I started to realize that engineering Science. How does it compare to Honors wasn’t for me, that thought was in the Chemistry? back of my head. KG: I did teach Earth Science about 20 I started to think about what would years ago, but I’d gotten rid of everymake my life feel worthwhile. At the end thing, so it was basically starting from of the day, did I really want to have as scratch. It’s been challenging, but I love my greatest contribution in life improv- it. What I love about teaching both ing the products and profit of a corpo- chemistry and earth science is the conration, even if it did mean a great sal- trast of macro vs. micro. Chemistry is ary? I didn’t think that I could be happy very conceptual: molecules and their having that as my life’s work. I liked the interactions. Earth science is all around science of it, but in application, I found you; it’s practical and hands-on. What’s it too narrow. always fascinating to me is where things intersect. You can’t have a complete ER: How has your engineering back- understanding of rocks and minerals ground influenced your teaching? without knowing chemistry. I want to Continued on Page 29. KG: There’s teaching and there’s
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December 2014
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Teacher Feature Continued from Page 28. IMAGE BY ELISE REYNOLDS
Elmole, S’Mole, and Molezart are only three of Ms. Gefell’s vast collection of mole dolls.
interweave the courses so that Chemistry students see how chemistry is intimately involved in earth science and earth science is bolstered by a better understanding of chemistry. ER: What is the best thing about the IHS community? KG: The amazing student body, in every aspect—not just student achievement, but character. There are outstanding people walking in the halls every day. I’m humbled by the fact that there are brilliant minds all around. Brilliant minds in terms of humor, music, language, technology, and creativity. The breadth of intelligence, both academic and practical, is truly impressive.
ER: What is something you’d change about it? KG: I’d love for there to be not just more tolerance, but a greater understanding of and appreciation for the incredible potential of diverse groups working together on any endeavor. So much can be achieved. The IHS community can be a bit fractured, a microcosm of the world right outside our doors; if I could figure out how to make bridges across populations, that would be something I’d love to see not only in IHS but in the world. ER: What is the biggest misconception about teachers? KG: I think the impression that teachers are slackers, that we punch out at
3:30 p.m. It’s so untrue. You find many passionate teachers who give heart and soul to making fantastic lessons. Those lessons don’t just happen. There’s a lot of thought that goes into them, from thinking to prep to execution. ER: What is one piece of advice you want to give to IHS students? KG: Be open-minded! Learn to be comfortable with ambiguity. I think it’s a good thing for people to explore different things and not get set on one career too early. Don’t feel like you have to know answers—there’s always more to know. To have humility as you go through life will serve you well.
ER: If you could have a mole of anything, what would it be and why? KG: If I had to have a mole of physical things . . . paper clips. I never seem to have a paper clip when I need it! ER: You frequently put science jokes at the top of tests. Which is your favorite? KG: What does a subatomic duck say? “Quark!” Favorites: Food: Salad Book: Any and all Jane Austen Music: Joni Mitchell Scientist: Neil deGrasse Tyson Lab equipment: Bunsen burner Mole: Molezart, Elmole, S’Mole
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December 2014
Science Teachers’ Playlist
Arts Constitution Haiku By CONOR COUTTS
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It is the format Interpretations vary Governing is hard
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By BRIDGET FETSKO
Many IHS students have walked into a science classroom between classes and seen a teacher listening to music. Mr. Lesser, for example, almost always has something playing on his computer when he’s not teaching. You will rarely have heard the song before, but if you ask him, he will talk about the song in detail for several minutes. Visit some other teachers, and you’ll notice that IHS teachers have very interesting musical tastes. I asked IHS’s science teachers to send in some of their favorite songs. Here is the playlist that resulted. Ms. Jewett’s selections: Rod Stewart: “You Wear It Well” Cheap Trick: “I Want You to Want Me” The Commodores: “Nightshift” Joe Walsh: “Rocky Mountain Way” The Byrds: “My Back Pages” Ray Parker, Jr.: “Ghostbusters” “As I hear them, all of these songs have a theme of maturity and goodwill persevering through loss, bad choices, and bad luck, wrapped in appealing melodies,” said Ms. Jewett. “And then there’s Ghostbusters—because it’s Ghostbusters.” Ms. Lynn’s selections: Adrienne: “Shooting Star” JJ Cale: “After Midnight” Lamberts Hendricks and Ross: “Moanin’” Billie Holiday: “Strange Fruit” Aretha Franklin: “Respect” Patty Larkin: “Used to Be” Van Morrison: “Moondance” Chicago Brother and Sister Blues Bands: “Sweet Home Chicago” Duke Ellington: “Take the ‘A’ Train” Mr. Tuori’s selections: The Decemberists: “California One / Youth and Beauty Brigade” Sunny Day Real Estate: “Every Shining Time You Arrive” The Beatles: “In My Life” Built to Spill: “Made Up Dreams” Pavement: “AT&T” alt-J: “Matilda” Elliott Smith: “Alameda” The Decemberists: “We Both Go Down Together” Hot Water Music: “Manual” Fugazi-Public: “Witness Program” Ms. Gefell’s selections: Indigo Girls: “Galileo” The Band: “The Weight” Ms. Zolnik’s selections: Florence and the Machine: “The Dog Days Are Over” The Killers: “All These Things That I’ve Done” Continued on Page 34.
Fear”: Bon Iver (F) “Strange Fruit”: Katey Sagal (J) “An Itch”: Trent Reznor and Atticus Ross (A) “We Sink”: CHVRCHES (E) “Souvenirs”: Timber Timbre (J)
A Leviathan of a Playlist: Part 2—Retreat! By PEARSE ANDERSON “The Winter of 1539–1540”: Goldmund (C) “Filthy, Wild Animals”: A Lull (A) “Age of Adz”: Sufjan Stevens (F) “Trouble Comes Knocking”:
Timber Timbre (J) “The Bleeding Heart Show”: Vitamin String Quartet (C) “Flightless Bird, American Mouth”: Iron and Wine (F) “Alaska Song”: Blackwater
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Arts
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Interstellar: A Modern Classic By MALAMA SOKONI
IMAGE PROVIDED
In case the title didn’t make it obvious enough, this review of In- tors who we have seen time and time again on the silver screen. terstellar will be a very positive one. That being said, I understand Even a veteran actor like Michael Caine was challenged in this that I am but one viewer among many, and my experience during film more than in any other Nolan film he’s been in. I do love me the viewing of this film will not apply to all. Yet, as different and some Alfred Pennyworth, but an actor like Caine doesn’t have to distinct as I believe we all are, I think that when it comes to Nolan’s approach a role like Batman’s butler with the same care and experlatest epic, there is something for all of us to enjoy or appreciate. tise he has to implement in order to tackle a role like the one we Stanley Kubrick is widely regarded as one of the most origi- see him play in Interstellar. It is impossible to fully summarize how nal and influential directors in history. He is also one of the most perfect each casting choice was, but there are three that I feel are misunderstood. When Dr. Strangelove was released in the United worth singling out. Jessica Chastain added something so human States, opinions were initially somewhat divided over what the film to a film that makes us question the prevalent role of mankind in was about and what Kubrick was saying about the Cold War. Fast nature. Her performance was inspiring, as was Anne Hathaway’s. forward a few decades, we all hail the film as a work of art. When Hathaway managed to keep the film grounded in a very unique the thriller classic The Shining was released, reviews were polarized way. Her character was the voice of reason, but that didn’t take and predominantly negative. Many found away from her motivations and the depth the film indulgent and nonsensical. But of her character. Being the most rational in this day and age, it is considered one of person aboard the ship, aptly named The the most effective and well-crafted psychoEndurance, you would expect her to be a logical thrillers ever made. A Clockwork Orvery different kind of character. But she is ange had a similar reception by critics, who possibly the most dynamic one in the film. found the movie’s ultraviolence distasteful. Then there is Matthew McConaughey, the Don’t worry—I’m arriving at a point. To father, desperate to find a way to complete this day, the most widely discussed and the mission and return to his kids. I think studied film by Kubrick is of course 2001: that a powerful lead is what has ensured A Space Odyssey, the film many consider to the success of so many Nolan films, just as be his crowning achievement. This film has it ensured the success of so many Kubrick a lot to it, and a concluding chapter that left films. And I am glad to say that McCoviewers scratching their heads. But why? naughey joins the ranks of Christian Bale, Why would Kubrick make such confusing Guy Pearce, and Leonardo DiCaprio as one films, with hidden messages and themes, of the central characters that we can not and cultural significance we wouldn’t aponly relate to, but also root for most in a preciate until long after his death? Simple. Nolan film. There are some sequences inHe wanted us to think. He wanted to evoke volving him in the film that brought me to emotion and discussion, which is exactly tears. So be ready for that. And don’t even what he did. And no filmmaker has ever Interstellar has divided critis and viewers alike, but get me started on Hans Zimmer’s score: a accomplished that goal by handing the it has done exactly what Nolan wanted it to do. work so flawless, you don’t even notice the meaning of a film over on a silver platter to the audience. music until the film is over and the theater is silent as the credits The art of film is a complex one, and like any art, or language, begin to roll. There is a shot of The Endurance making its way toor way of life, if it is not preserved, it will die. There are many film- wards Saturn accompanied by one of the best and most simple makers today who believe in that preservation, but few more ef- orchestrations I’ve ever heard. fective than and close in caliber to Christopher Nolan. Nolan is, in Add in some astounding scientific accuracy, mesmerizing CGI every sense, the modern day Kubrick. This is not a title I bestow space sequences, some of the most suspenseful sequences in film lightly or in passing. I truly in my heart of hearts believe that Nolan history (yes, I was more gripped and frightened than I was during is the next director to test the limits of film in regards to the points the entirety of Gravity) and characters so human and flawed that it raises and the discussion it inspires. Without spoiling anything, I could not distinguish them from real people, and you’ve got the during the final act of Interstellar, I had my hand over my mouth, next American classic. This movie has divided critics and viewers in utter awe of what I was seen on screen. Movies like Inception alike, but it has done exactly what Nolan wanted it to do. It has inand The Dark Knight will always be great, but this was another spired discussion. I give Interstellar a 10/10, both thumbs way up. form of film. This was easily Nolan’s most ambitious work, and I Watch this film, disregard everything you’ve heard about it, and firmly believe that like with most of Kubrick’s films, it will be years let yourself form an opinion. Because if I had let the hype or the before we fully appreciate what this film is saying and implying. criticism inform my decision about this film, I would’ve arrived at The cast is as perfect as is possible, with Nolan following in a very different conclusion about its importance. ∎ Kubrick’s footsteps, squeezing every last bit of talent out of ac-
foot Stomp”: Vince Giordano and the Nighthawks (J) “Organics”: Michael Stearns (C) “Breezeblocks”: alt-J (R) “My Paddle’s Keen and Bright”: Lorraine Nelson Wolf (V) “An Old Peasant Like Me”: Explosions in
Railroad Company (F) “Nantucket”: Brian Keane (C) “Jimmy Squirrel and Co.”: Alexandre Desplat (C) “The Ballad of Davy Crockett”: Fess Parker (V) “Sugar-
the Sky (A) “About Today” [live]: The National (R) “The Man Who Sold the World”: The Section Quartet (C) “The World Is Ahead”: Howard Shore (C) “Creature
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Arts
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“A Thing Is a Thing, Not What Is Said of That Thing.” By JASPER MINSON
cessfully examines this idea through the lens of its characters and the actions they take. It is not at all a one-sided examination, but a perfectly balanced one. Every time the supposed faults of the public or media are highlighted,
aren’t the fingers of role models who have perfect answers to the problems they see. In fact, they are those of idiots and morons letting their struggles become excuses for their arrogant attitudes and overbearing egos. Birdman is without a doubt an amazing film, and one that I’ll be pondering for a very long time. It is written outstandingly well, and is filmed with a keen and active eye, resulting in some absolutely beautiful scenes. Careful editing techniques make the film appear to be one long, continuous take. Cinematographer Emmanuel Lubezki has in essence blurred the line between film, theater, and life itself. The camera floats from one colorful scene to the next, accentuated by the vibrant and constantly evolving score (which consists almost entirely of improvisational jazz percussion). Above all, the performances are some of the very best of the year, to the point where highlighting any one in particular would be a serious disservice to the others. There is not a single, weak link in any part of this film. I highly recommend Birdman, as it is truly a one-of-a-kind experience. If you keep an open mind, you will be rewarded and most definitely entertained. Don’t approach it expecting one thing or another. It is not a superhero movie. Nor is it just a comedy or an overly serious art film. You could label it as a black comedy or a work of surrealism or a character study, but when it comes down to it, it’s just Birdman. It contains wonderful elements of all those things and more. This is a film that simply refuses to be labeled, and for that fact alone, it is absolutely worth your time and the humble price of admission. ∎ IMAGE PROVIDED
When we talk about Birdman, we talk about the Oscars. We make predictions and assumptions. We talk about our expectations and whether or not they were met. We talk about lead actor Michael Keaton and director Alejandro González Iñárritu. We talk about their previous works, discuss the ways in which Birdman differs from them, and call Birdman names, both good and bad. When it comes down to it, we talk about just about everything except Birdman itself. This is the unfortunate reality of modern film criticism, where all too often a film’s proverbial “voice” is drowned out by the voices of journalists and critics applying the usual labels with which it will become stuck for the foreseeable future. However, Birdman is a refreshingly rare example of a film that is not only completely aware of this fact, but also has a voice loud enough to make clear that it is aware of the fact. Birdman is an exploration of the difficult space that art occupies in modern society. The film follows Riggan Thomson, an aging actor who is desperately trying to make a new name for himself after being typecast as a superhero he once played. Riggan hopes to accomplish this with his new stage adaptation of Raymond Carver’s What We Talk About When We Talk About Love, which he is writing, directing, and starring in. The film is rich with sharply satirical commentary about the insidiousness of the public and media, with a special focus on theater critics. In fact, it is this theme that forms the structure of screenplay. Birdman proposes an interesting theory: in the fast-paced, ego-driven modern media landscape, does ignorance truly become bliss? The film suc-
equally poignant character faults are also brought to our attention. For example, it becomes apparent very early on that Riggan uses the pressures he is facing as an excuse for his own arrogant, self-centered attitude. This is equally true for the other characters; in fact, the entire cast seems refreshingly lost in the uncomfortable, imperfect, indescribable pressure of society that we all face every day, and they are all victim to their own extreme narcissism. While fingers are pointed, they
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Arts
December 2014
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Rocket-Punching Hollywood Stereotypes with Big Hero 6 By SOPHIA SHI IMAGE PROVIDED
Disney’s newest feature follows our hero, Hiro (obviously) Hamada, a 14-year-old robotics genius, and his quest to avenge his brother’s death by a masked supervillain. Big Hero 6 borrows its characters from the Japanese-inspired Marvel comic of the same name, but that is where their similarities end. And it’s a good thing, too, because the liberties that directors Don Hall and Chris Williams took with the source material have made an incredible movie. While the plot leaves some things to be desired, Big Hero 6’s more impressive—and arguably more important—quality is that it breaks down stereotypes and cultural rigidities, exposing its audience to acceptance and diversity. The driving force of Big Hero 6 is its characters, who all have personalities that challenge their exteriors. Hiro and his brother Tadashi are half-Japanese, half-American, marking the first time that Disney has made a movie with a non-white lead who is independent of his or her environment. The rest of the members of Hiro’s superhero squad are no less intriguing: GoGo Tomago is an adrenaline-seeking, bubble gum–popping Asian biker; Wasabi is a burly, dreadlocked black college student who is also a neat freak, hypochondriac, and acrophobe; Honey Lemon is retro and girly while channeling energy of Tumblr-fangirl proportions into chemical experiments; and Fred, who seems like a stonerhippie type, lives in a mansion and is obsessed with comics. Especially for the young members of the film’s audience, these characters represent the new landscape of diversity in the United States for the first time. By filling these superhero roles with colorful, different characters, Big Hero 6 shows that anyone is allowed to save the day. Critics have praised the movie’s production design, and for good reason: the eye candy of San Fransokyo, the film’s setting, is stunning. As evident from its name, San Fransokyo is a portmanteau of Eastern and Western culture. Tokyo and San Francisco are both iconic cities that represent their respective hemispheres, and Big Hero 6 melds them together seamlessly. The downtown city is reminiscent of commercial Tokyo, complete with glass skyscrapers and highways nestled under lanterns and floating wind turbines that resemble koi. In contrast, quintessential San Francisco locations, such as the Haight and the Painted Ladies, get a Japanese twist (also, every room should have a large circular window). And of course, cable cars are just as prevalent as automobiles. Although the two hemispheres have been more at odds than not, the aesthetic of Big Hero 6 hopes for cultural harmony. Big Hero 6 also counters the stigma of intellectualism that exists in our culture by showcasing the potential and splendor of science and technology. When Tadashi takes
Hiro to visit his university, the San Fransokyo Institute of Technology, Hiro is floored at the innovation being fostered in the lab. From maglev wheels to laser-induced plasma, the movie shows how university labs encourage cutting-edge technology. When Hiro exclaims, “I just have to go to this nerd school!” there is no irony in his voice. Of course, rigorous college programs and STEM careers aren’t for everyone, but Big Hero 6 doesn’t discourage or ridicule them like some other media do. Hiro’s competency and interest in programming, 3-D printing, and design, as well his relentless drive, will hopefully inspire young viewers to explore these subjects. The unique students show that “techie” is not a mold; it’s a frontier with room for everyone. The fact that Big Hero 6 is family-friendly, and that people of all ages can see diversity on the silver screen, is a huge step forward in terms of equal representation in Hollywood. Baymax’s rocket punch doesn’t only break force fields—it disintegrates barriers that have contained the entertainment industry. Hopefully this movie becomes a precedent, not an exception. I highly recommend it—my neurotransmitter levels rose after watching it, and I think yours will too. ∎
Arts Evolution of Abstract Art 34
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December 2014
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In the previous issue of the Tattler, “Pro– Modern Art” by Olivia Salomon discussed the controversy of whether art movements such as Minimalism or Abstract Expressionism deserve to be so highly regarded. 1955D, painted in 1955 by American artist Clyfford Still, is a painting from the Modern Era that features solid red with a darker stripe Mondrian’s Tableau No. 2 exemplifies Mondrian’s love down the center. It was for gridded lines. sold for more than $7 million. At a glance, abstract art seems simplistic, but its origins and potential to inspire thought presents this open-ended genre to be appreciated in an altogether different manner. The Dutch painter Piet Mondrian (1872–1944) was the archapostle of the abstract in its purest and simplest form. He is well known for his geometric compositions—his most famous works consist of strictly regimented rectangular shapes and contrasting bright colors. Of course, Mondrian did not start out painting these rectangles; from still life, Mondrian’s work grew progressively more abstract. His initial focus on realistically recreating trees onto canvas dissolved as he gradually began to simplify and reduce the shapes and colors that he discovered in nature. This is shown in the jump between Red Tree, painted in 1908, and Gray Tree, which was painted in 1912. While the influence of Impressionism is apparent in Red Tree, Gray Tree is characterized by expressive, layered brush strokes; horizontal rectangles and lines can be found near the bottom of the painting, signifying the influence of Cubism and Mondrian’s newfound focus on simplification. Mondrian’s switch is shown more obviously in Tableau No. 2, which emphasizes his common use of gridded lines—more horizontal and vertical lines appeared, with occasional diagonals and curves. The evolution of Spanish painter Pablo Picasso’s (1881–1973) Cubist art also displays a gradual change in style—it is known that it wasn’t until Picasso had completely mastered drawing what he saw that he began experimenting with color and form. Photorealism seems to be most often seen as the epitome of visual artistry; one is labeled as an “amazing artist” if they are able to create works of art like those of Chuck Close (Linda is an example of his large-scale, superrealist portraits), which were triggered by his face blindness and immobility. However, likewise stated in “Pro–Modern Art”, art is meant to inspire a reaction and stimulate thought, not to produce images that a camera could; emotional expression and embracing personal limitations are crucial factors of encouraging creativity and producing abstract art. This genre should therefore be celebrated. ∎
Science Teachers’ Playlist Continued from Page 30. The Head and the Heart: “Lost in My Mind” Radiohead: “Fake Plastic Trees” Modest Mouse: “Float On” Mr. Grandner’s selections: The Velvet Teen: “Radiapathy” Bright Eyes: “At the Bottom of Everything” The Rakes: “Strasbourg” The Decemberists: “The Mariner’s Revenge” David Dondero: “The Living and the Dead” Ms. Benenati’s selections: Craig Morgan: “International Harvester” Queen: “Bohemian Rhapsody” Gloria Gaynor: “I Will Survive” Ms. Benenati said that “Bohemian Rhapsody” reminds her of “fun times in high school.” Ms. Denissoff ’s selections: Brand New: “Crack the Sky” Tegan and Sara: “Speak Slow” Third Eye Blind: “Motorcycle Drive By” City and Colour: “The Girl” Manchester Orchestra: “I’ve Got Friends” Mr. Lesser’s selections: Jamiroquai: “When You Gonna Learn (Didgeridoo)” Mandrill: “Fencewalk” Fila Brazillia: “The Bugs Will Bite” Shpongle: “Dorset Perception” Plaid: “At Last” Mr. Lesser explained why he chose each song. “My initial selection will be the opening track from what I consider my first true funk album (sorry RHCP),” he wrote. This discovery got him his “seat on the funk train” which led him “backwards to the foundation of the genre—shown here through Mandrill.” Mandrill’s song “Fencewalk” seems longer than it is to Mr. Lesser because “so much happens in that song”. “The Bugs Will Bite” connects Mr. Lesser’s two main musical interests: funk and electronic music. Also in the electronic genre is Shpongle. “What I really like about Shpongle is that, every time I feel ready for a change, they do it,” he said. “Mind readers!” Mr. Lesser chose Plaid because it has been “putting out amazingly composed music for over 20 years and still sounds fresh and continues to embrace new technology.” He concluded by apologizing to all of the artists he could not include. ∎
penultimate ALL THE NEWS THAT’S FIT TO TATTLE
December 2014
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People actually gave their kids these names, no joke. But still hilarious. 1. Fifi Trixibelle 2. Zzyzx (pronounced Zay-zix) 3. Audio Science 4. Moon Unit 5. Diva Muffin 6. Sage Moonblood 7. Peaches Honeyblossom 8. Banjo 9. Pilot Inspektor 10. Heavenly Hiraani Tiger Lily 11. Abcde (pronounced Ab-si-dee) 12. Jermajesty (daughter of Jermaine Jackson)
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The Tattler accepts submissions of poetry and creative writing! Email editor@ihstattler.com
the
backpage Horoscopes
Boone
All images provided
Sagittarius (Nov. 22–Dec. 21):
Taurus (Apr. 20–May 20):
Virgo (Aug. 23–Sept. 22):
#BlackLivesMatter Breaks Libra (Sept. 23–Oct. 22):
Netflix binging over winter break
Capricorn (Dec. 22–Jan. 19):
Gemini (May 21–June 20):
Scorpio (Oct. 23–Nov. 21):
Plaid flannels Turkey pardoning
Aquarius (Jan. 20–Feb. 18):
Trivia Crack
Pisces (Feb. 19–Mar. 20):
Cold Cancer (June 21–July 22):
write Aries (Mar. 21–Apr. 19):
Leo (July 23–Aug. 22):
Anyone is welcome to write for the Tattler! Email
Netflix binging over winter break (see accompanying opinion article)
editor@ihstattler.com
College apps Answers: Monet; Pollock; Dalí; Michelangelo; Van Gogh; Da Vinci; Vermeer; Seurat; Rembrandt; Warhol; Hokusai; Picasso