March 2014 • Estd. 1892 • Vol. 122 #2 • Published Monthly • www.ihstattler.com Ithaca High School, 1401 N. Cayuga St, Ithaca, NY 14850 • FREE
IMAGE: AUDREY KAN
Now is the winter of our discontent?
It’s Hard Out There for a High School
In This Issue Brain Team Report #StopHatingTwitter2014
4 13
Humans of IHS
16–17
Meet Our Principals
20–23
Gay Athletes
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By REX LEI
Last year, heavy rain canceled school and seeped into E-Building on two separate occasions. This year, IHS has faced three similarly unique emergency situations. On January 9 and 10, half of the IHS main parking lot was unusable due to ice. Overflow from the creek rose, flooding the parking lot, which is already at a
low elevation. (There was no broken pipe.) The school requested and received a pump, which pumped the water to drainage lines away from the high school. On December 4, a transformer was overwhelmed, resulting in an hour-long blackout. Classes were temporarily delayed as the transformer was repaired. The New York State Electric and Gas Corporation (NYSEG) is responsible for maintaining Continued on Page 8.
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OPINION
March 2014
Editorial One Tip for Getting into College That They Don’t Want You to Know Knowing. At least, that’s what it seems like. I know what you’re thinking: “Another editorial aimed at seniors? Who’s on this editorial board, a bunch of seniors?” If you’re asking that question, you’ve already proved the thesis. See, the seniors reading this are already done with college applications and paperwork, and many of them have been accepted and have committed. But not you juniors; not you sophomores; not you freshmen. In fact, for the vast majority of you, one hundred percent of your college admissions process still lies in front of you. College and career information should be given to students at an earlier age to better prepare them for leaving high school. It’s scary to think about, right? I mean, college is kind of a huge deal, and it all rests on how well you complete your applications. Maybe you know a little of what it entails from friends or from your horribly outdated parents. Maybe no one’s told you anything yet (don’t worry—that’ll totally change). Regardless, you should be at least vaguely aware that applying to college—including filling out the eight thousand associated forms and required information sheets—is a big process, and not one to be taken lightly. You should at least be vaguely aware that your guidance counselors and the college and career office exist to help you through this process. What you probably don’t know and certainly should is that this office only helps you as much as you use it. If you expect to be able to let Continued on Page 14.
Letter to the Editor Thank you so much for your informative and well-written piece on staff diversity at IHS and in ICSD generally (“Staff Lacks Diversity” by Rubin Danberg-Biggs, February 10, 2014). As a teacher in ICSD, I too appreciate the efforts of the administration to hire and retain African-American and Latino staff members. As Danberg-Biggs suggests, this complex problem may include lower salaries in Ithaca as compared to other New York State districts. I would like to correct an error in his piece. While ICSD has a salary grid used to determine incoming teacher salaries, ICSD does not have a step system, where teachers receive salary increases for each year of service in the district. The only increases teachers receive are negotiated salary raises. Sincerely, Randi Beckmann
The Tattler is the student-run newspaper of Ithaca High School. It was founded in 1892 and is published monthly.
2013–2014 Editor-in-Chief
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As an open forum, the Tattler invites opinion piece submissions and letters to the editor from all community members. Drop off submissions in E25 or email them to: editor@ihstattler.com
Audrey Kan ’14 Naomi Powers ’14
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OPINION
March 2014
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Editorial Reclaiming the Honor in NHS IMAGE: PROVIDED
National Honor Society (NHS) is not an honor society at IHS; it is merely an honor roll. NHS boasts on its website that it prepares student leaders for “a life of service, learning, and success”. The organization claims to be “more than just an honor roll”, serving to recognize students that demonstrate “excellence in the areas of scholarship, leadership, service, and character”. In reality, NHS—nationally and at IHS—falls short of its goals, and even blatantly ignores some of them. Ask almost anyone involved with NHS at IHS if the organization’s claims are true, and you will undoubtedly be met with a sarcastic laugh or a shrug that says, “What can you do?” Fortunately, the flashy organization’s problems are relatively easy to identify. First, the qualifications for entering NHS at IHS are heavily grade-oriented, and with their emphasis only on students’ grade point average (GPA), the organization incorrectly makes honor exclusive to academics. Second, NHS, especially in Ithaca, teaches students to volunteer only for a tangible reward on their college applications. Third, we allow NHS to overshadow other volunteer programs at IHS, despite it being a glorified honor roll for most. In order to become a member of NHS at IHS, there is essentially only one real requirement: achieve a cumulative GPA of at least 3.3. Of course, students who have a colorful disciplinary record are omitted, and teachers also have the opportunity to state that a student under consideration is not fit for the program. Ms. Craig says that teachers are understandably “reluctant to call students out” in this way. Therefore, NHS at IHS does not necessarily only recognize students of excellence in “leadership, service, and character”. The society instead holds its applicants to the exact same standard of the unfortunate commemorative bumper stickers (“My child is an honors student at . . .”) some of us received in middle school. NHS’s website states that “all chapters’ eligibility requirements must include, at minimum . . . demonstrating volunteer or service hours, preserving an excellent record of behavior, and in and out-of-school participation in leadership roles in cocurricular and/or community activities.” Adding these required criteria to the decision process at IHS would not only help the organization take its first step towards being “more than an honor roll”; it would also help to limit the unruly size of the program, which both Ms. Craig and Ms. Perl say makes NHS more difficult to run. “It has run amuck,” Ms. Craig said (referring to the declining standards for admission into the society), “Being in NHS used to mean a lot more when I was in school.” Ms. Craig went on to say that she is focusing on trying to restore “the integrity and honor of the organization.” In order to accomplish this, NHS must evaluate applicants on criteria beyond just scholarship. Last year, Ms. Craig unsuccessfully attempted to raise the GPA minimum in order to rectify the society’s population problem. An alternative choice would be to lower the minimum (or do away with it entirely if not for the national or-
ganization’s minimum) and prioritize, as Ms. Craig desires, the character, charitable work, and integrity of students involved. Grades are certainly a large part of entrance to NHS, but a student with a 2.8 GPA who is dedicated to volunteering is certainly more deserving of the honor than most students are. Students who want to be recognized for their GPA can press for an honor roll and show off that bumper sticker. NHS should showcase our school’s very best volunteers and citizens as well as our scholars. NHS teaches students to do the right thing, but only because someone is watching; to help others, but only because doing so will eventually help themselves. Another important issue is that NHS, to the vast majority of its members, may be nothing more than cheap résumé padding. At IHS, the society recruits students at the end of their junior year, at a time when many are frantically searching for ways to improve their list of extracurricular activities. This is not to discredit the valuable work that some NHS members have done in the community—work they should be lauded for—but the organization sends the wrong message about volunteer work. Of course, there will always be people who only participate for personal gain, but there are several ways that the charter at IHS could improve the current situation. Aside from judging Continued on Page 10.
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March 2014
The Brain Team poses for a victory shot after its astounding performance in the BrainBusters Fall Tournament at IHS.
By CASEY WETHERBEE
Participating in an academic competition informally known as “quizbowl”, members of the Brain Team compete in events held across New York, Pennsylvania, and New Jersey. These culminate in national tournaments, such as the Partnership for Academic Competition Excellence National Scholastics Championship (PACE NSC) in Reston, Virginia on May 24 and 25 and the High School National Championship Tournament (HSNCT) in Chicago from May 31 to June 1. The events are centered around trivia-based questions in categories such as science, history, literature, fine arts, and even pop culture (the category colloquially known as “trash”). Questions are written in a “pyramidal” style, in which long questions reward in-depth knowledge as two teams go head to head to try to buzz in first to get points. In this format, a reader reads facts about a person/concept/place and the first team to buzz in and identify it gets points. The reader starts with obscure facts and progresses to more well-known facts. An example is to the right. So far, Ithaca has attended three competitions—the first, in October, was held in Buffalo; the second was hosted by Cornell in November; the third was hosted here at IHS in December. An Ithacan Team placed first in each tournament. Four students compete at a time on each team, with alternates permitted if the team wants to make a mid-match substitute. The Ithaca A team—composed of Andrew Robertson ’14, Jensen Lo ’14, Tracy Lai ’14, Casey Wetherbee ’17—has floated around being 50th to 65th in the world, according to the most-followed high-school quizbowl rankings at www.hsqbrank.com.
However, it is worth mentioning that Ithaca A (or any Ithaca team this year) has never faced a team that is even on the top 200 of these rankings. It will be facing teams like the current fourth, eighth, 14th, and 15th placed schools on those same rankings in later tournaments — namely, one in Manhattan on March 22 and one in New Jersey on April 12 (for the latter, the members of the A team will not be representing IHS and will instead be operating under an alias). How Ithaca A will do is still uncertain, but it will certainly be a strong contender to do well in all attended tournaments. Ithaca will also be competing in and hosting the New York State Quizbowl Championship tournament on March 29 where it will qualify at a regional also hosted here on the 1st. Also in early March is a tournament held at TC3 with a grand prize of $3,000, which Ithaca is hoping to win! Funding is an extremely important part of the Brain Team because of all of the traveling it has to do. Candy sales occurred earlier in the year, This document called for about and Ithaca’s annual five billion pounds in reparations Fall Trivia Night in from Germany and the return of the territoDecember was a ries of Alsace and Lorraine to France. Woodhuge success. row Wilson’s decision to pursue the League “Trivia Night of Nations may have caused this document was great,” said not to be ratified in the United States. For ten Aryeh Zax ’14, a points, what is this document ending World veteran member of War I, named for the palace in which it was the club. “We had signed? a lot of fun writing the questions and running the whole thing, and Mr. Kirk and Mr. Lesser were great about getting food, reading questions, playing music, and overall making sure everything went smoothly. We’ll definitely be doing this again.” The Brain Team also held an all-you-can-eat fundraising event at Moe’s Southwest Grill on Friday, February 28, and part of the proceeds went directly to the club. The Brain Team has not been able to attend as many competitive tournaments as most other strong quizbowl programs do—the Brain Team needs more money in order to travel to venues in the tristate area, where the competition is more intense. Roughly 15 members of the Brain Team consistently attend practices on Mondays in Mr. Kirk’s room, G102. Mr. Kirk is the coach of the Brain Team, and he attends tournaments with the team. Anyone who is interested in trivia and learning how to play quizbowl is encouraged to come to these meetings.
Q:
A: Treaty of Versailles
IMAGE: PROVIDED
Brain Team Report
NEWS
March 2014
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Banned Websites at IHS By KALIL HENDEL
The Children’s Internet Protection Act (CIPA), enacted in 2000, requires that all schools using the E-Rate program—a program designed to provide affordable Internet to schools—must follow a few choice rules in exchange for their Internet access: • The school must block or filter access to sites that are categorized by CIPA as obscene, child pornography, or harmful to minors. • The online activities of minors must be monitored. • As required by the Protecting Children in the 21st Century Act, schools must educate minors about appropriate online behavior, including about interacting with others on social-networking websites and in chat rooms as well as cyberbullying awareness and response. That said, websites containing the following content are banned at IHS: • Adult art—body art, tattoos, body piercings • Adult games • Adult lifestyles (e.g., Swingtown) • Fantasy football, baseball, soccer • Gambling, lotteries, sweepstakes • Offensive content, as deemed by the CIPA • Online dating (e.g., eHarmony) • Pay-per-click hosting (websites that park expired domains that are usually plastered with advertisements) • Personal forums and personal advertising (e.g., the Craigslist “personals” section) • Pornography • Promotions of illegal drug use • Promotions of violence/anarchy • Strong language • Web proxy servers and open SMTP relays (e.g., Proxy. org—websites that would otherwise allow students to bypass the web filter) Happy browsing.
The techiest, savviest superintendent on this side of the Mississippi.
Superintendent Brown “Among Nation’s Top ‘Tech-Savvy’ Educators” By REX LEI
Online publication eSchool News awarded ICSD superintendent Luvelle Brown one of its eight 2014 “Tech-Savvy Superintendent” awards. Brown was acknowledged for his initiatives to reduce ICSD’s student-to-computer ratio, to add wireless coverage to all ICSD buildings, and to use game-based learning in ICSD elementary schools. Also mentioned were his Student Advisory Council—in which students may give feedback on the district’s use of technology—and “EduStat”, the national conference on education that he hosts in Ithaca. “I am humbled by this honor, as it is an indication of the support and thinking that my wonderful community has contributed to my personal and professional growth,” said Dr. Brown. “As we continue to learn together, I am hopeful that our efforts and successes serve as a model for other communities seeking to provide exceptional educational opportunities for young people.” Based in Bethesda, Maryland, eSchool News is published and distributed ten times per year to about 93,500 subscribers. Its articles may be viewed online at www. eschoolnews.com.
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March 2014
NEWS
Code Red Report IMAGE: AUDREY KAN
and problem solving and an immense respect for the people around them,” notes Anna Stern, a third-year mentor and former member as a student. Students split into various subgroups that focus on specific areas of the robot’s manufacturing (e.g., electronics, machining, and programming). Everything on the robot is designed and produced by students, with the help of several professional mentors who are experts in their respective engineering fields. This year’s robot includes a variety of interesting components, including a catapult, a targeting system, and an acquisition system. “Before Code Red, I used to be afraid of basically all machinery, and now, thanks to the amazing mentors and upperclassmen, I have faced my fears and Code Red members attempt to calm a robot that has learned human emotions. feel more than comfortable,” commentBy NOAH DAVIS ed Pooja Reddy ’16, a rookie member. After finishing the “build season”, teams travel to one or Code Red is IHS’s robotics team, and is part of an inter- more competitions held around the world. national organization called For Inspiration and Recognition This year, Code Red will be attending two competitions in of Science and Technology (FIRST). FIRST has programs for late March. The first is the Buckeye Regional in Cleveland, all ages; the FIRST Robotics Competition (FRC) is at the Ohio. Code Red will be defending the title it earned last year highest level offered and is the program in which Code Red of Buckeye Regional Champions. The second is located at the participates. Rochester Institute of Technology (RIT) in Rochester, New Every year, FIRST releases a game challenge that all FRC York. teams must solve using a 120-pound robot. As the competitions approach, many excited Code Red This year’s game is called Aerial Assist. It consists of trans- members will be dying their hair red and wearing their Code porting two-foot-diameter exercise balls across a 54-foot- Red shirts with pride. Be sure to wish Team 639 the best of long field and depositing them into goals, either at ground luck as it takes the region by storm! level or eight feet above the ground. To learn more about Code Red and its affiliates, visit www. While advancing up the field, teams (randomly assigned team639.org, like Code Red on Facebook, or follow Code to “alliances”, or groups of three) may score additional points Red on Twitter. For more information about FIRST, visit by passing the game pieces over a six-foot-high beam placed www.usfirst.org. over the middle of the field to other members of their alliance, or by passing the ball to other alliance members. FIRST has placed a strong emphasis on cooperation within alliances, requiring teams to develop strategies with each other. Teams must work with their alliance members to earn a spot in the world championships. After the game is announced, teams have six weeks to design and fabricate their robots. During the “build season”, Code Red works diligently in E-Building from 5 to 9 p.m. every weeknight after school and from 9 a.m. to 5 p.m. on Saturdays. “The impact of FIRST through membership of Code Red Robotics really opens up a whole new world of opportunities for our students. Students come in as young, inexperienced kids and leave with skills in communication, leadership,
NEWS
March 2014
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IHS Science Olympiad: An Exciting Win! IMAGE: PETER WETHERBEE
By SERINA MOHEED and MEGHAN JORDAN
Where were you on February 8? Maybe lying on the couch at home enjoying the Saturday morning cartoons, out with friends, or looking forward to Winter Formal that evening. While you were sleeping in or enjoying your Saturday morning routine, IHS Science Olympiad was up early and on its way to Binghamton University for the Southern Tier Regional Competition. That meant getting up before 6 a.m. on a Saturday, but in the end, the sleep deprivation was definitely worth it. After getting to the university and signing in, the team settled down for last-minute cramming and, in some cases, an agonizing wait time before its events. After everything was said and done, most of the team had mixed feelings about the results. The tests were much harder than last year’s in some events. Despite this, at around 2 p.m., the team packed up and headed to the awards ceremony. The auditorium was crowded with students and supporting parents eagerly awaiting the results. The stakes were high, as only the top three teams would receive the opportunity to go to the state competition. Team members held their breath as the results for the first few events were shown on the board. Ithaca won third in Anatomy and Physiology, third in Astronomy, second in Chem Lab, and first in Compound Machines. The team exploded in ap-
E=mc how well they did?
plause and excitement as the recipients received high fives from teammates and made their way down to the podium to receive their medals. It was one win after another for IHS. Everyone was surprised and nervously awaited further results. Getting to States began to seem like less of an impossible feat. In the end, first-place medals were won in the Compound Machines event by Meghan Jordan ’15 and Irene Yoon ’15, and the Entomology and Water Quality events were won by Luc and Casey Wetherbee ’17. Second-place medals were in Disease Detectives (Alex True ’15 and Jana Wagner ’15), GeoLogic Mapping (Esther Jeon ’15 and Sarah Jeon ’17), Chem Lab (Lilia Escobedo ’15 and Lucie Fan ’15), Materials Science (Esther Jeon and Lucie Fan). Thirdplace medals were in Anatomy and Physiology (Meghan Jordan and Sarah Jeon), Astronomy (Irene
Yoon), and Green Generation (Alex True and Jana Wagner). The other team members—Liz Rosen ’16, Serina Moheed ’16, Akshath Garg ’15, Glen Kim ’15, and Bowen Shan ’16—did amazingly well in their events as well. Out of 15 competing teams, IHS came in fourth overall, missing the chance to go to States by only three points. However, the excitement outweighed the disappointment when the team received its fourth-place plaque and realized its potential to go to States next year. The IHS team is very excited about its growth and accomplishments this year, and is looking forward to welcoming new members to the team and improving the team. Science Olympiad meets every Monday right after school in Ms. Jewett’s room (H113) between the beginning of the school year and the regional competition. Currently, it is not having many meetings. Those interested in joining and participating in the competition next year and those who would like more information about the club should contact Meghan Jordan at mej710@gmail.com or Ms. Jewett at arti.jewett@icsd.k12.ny.us.
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March 2014
It’s Hard Out There for a High School Continued from Page 1. and repairing transformers. Both the flooding and power outage were natural events, and, as such, could not have been prevented. On February 12, the fire alarm sounded. Some students were playing with a tennis ball that one lit on fire in the mudroom in Q-Building. After extinguishing the fire, the school, police department, and fire department launched an investigation. They are currently working with the individuals involved. No one was injured or hurt. The school worked with the Ithaca Police Department, the Ithaca Fire Department, NYSEG, maintenance crews, and the City of Ithaca. “I am proud of the way we handled ourselves during each of the events,” said IHS principal Jarett Powers. “Each took some reworking of our thinking and planning, and we were able to effectively deploy our Safe Schools plan when we needed to.” As principal, Powers is in charge of acting during emergencies. Powers worked with the Board of Education building, school staff, district maintenance and food service staff, and community resources and responders to ensure school safety. The school has a phone tree and planning document that direct the school’s response to an emergency. “I consult with a range of people and I work with our Safe Schools team, but ultimately, I am responsible for our building and advocating for one course of action or another,” said Powers. The district notifies the community through real-time Twitter feeds, Parent-Teacher-Student Association (PTSA) Listservs, automated calls, and backpack letters.
write email editor@ihstattler.com
NEWS
Mmm . . . chili!
Chili Cook-off: A Review By RUBIN DANBERG-BIGGS
The 16th annual Downtown Ithaca Chili Cookoff was held on Saturday, February 15 on the Ithaca Commons, providing Ithacans with its usual combination of delicious flavors and spice-induced pain. Though the day was cold and snowy, no amount of snowflake catching could neutralize the oral assault that is a spicy chili. Now, I know what you’re thinking: “If you hate spicy food so much, why did you go to a chili festival?” Well, as an American, I’ve learned that eating should never be bound by what does and does not physically hurt you. This was an event for spice enthusiasts and non-enthusiasts alike. As always, visitors were treated to chili from a wide array of local businesses, ranging from Cayuga Medical Center to Fat Jack’s BBQ. Tickets, a dollar each, were worth one cup of chili, making the event fairly affordable for most people interested. Those who tasted the chili were then expected to vote on their favorite chili from the event. These votes were cast towards the people’s choice winner, with awards also given out for best chili in a blind taste test, best veggie chili, best beverage, best presentation, and best other chili item. The winners, which you have all been waiting for, are as follows: Blind Taste Test Winners: 1. Just a Taste 2. Simeon’s on the Commons 3. Fat Jack’s BBQ
Best Beverages: 1. Bacchus Brewing 2. Ithaca Beer Company 3. Hopshire Farm Brewer
Best Veggie Chilies: 1. Moosewood Restaurant 2. Gorger’s Subs 3. Mate Factor
Best “Other” Chili Items: 1. Felicia’s Atomic Lounge—Chocolate Chipotle Cupcakes 2. Life’s So Sweet—Chocolate Bacon 3. Cayuga Medical Center’s—Spicy Pickle
Best Presentation: Cayuga Medical Center—“Medicine Man Chili and a Pretzel Spoon”.
People’s Choice Best Chili: First ever tie in Chili Cook-off history! Cayuga Medical Center and Simeon’s on the Commons
OPINION
March 2014
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Opinion
Republican vs. Not I Am a Conservative Republican
. . . Why I’m Not
By HARRISON HAVERLOCK
By RUBIN DANBERG-BIGGS
A Republican in Ithaca? Yes. Although rare, we do exist. I am a conservative Republican born and raised in Ithaca, New York. So how does it come to be that someone who is brought up in such a liberal environment becomes a Republican? Don’t worry—I’m not here to attack one side or the other or to say I’m right and you’re wrong; I am simply here to explain why I am a Republican. To me, the decision to be a Republican was very natural. The principles the party has stood for throughout its history are righteous. These principles include freedom, limited government, and personal responsibility—the very principles the Founding Fathers and countless revolutionaries fought for in America’s fight for independence. The Republican Party was founded in 1856 by a group of slavery abolitionists who decided that the evils of slavery had to end. In just four years, the message crossed the nation and the first Republican president, Abraham Lincoln, was elected. While president, Lincoln signed the Emancipation Proclamation, allowing slaves in Confederate states to be free men and women. It was Republican Congresses that passed the 13th Amendment, which abolished slavery, and the 14th Amendment, which proclaimed that former slaves were entitled to the protection of the law and the benefits of citizenship. That was just the beginning. The Republican Party continued its fight for freedom in its fight against the Jim Crow laws, while the southern Democrats went on to create the Ku Klux Klan. Republican president Dwight Eisenhower signed the Civil Rights Act of 1957 after the Republican Congress defeated the Democrats’ filibuster. This occurred after Eisenhower sent troops to Little Rock, Arkansas to help integrate Continued on Page 10.
Platitudes and slogans are great, but when they get in the way of actual governance, we end up with the two least productive Congresses in American history. “I believe in the free market” is a thing people say when they think nobody will call them on it. I also believe in the free market, but it’s not like it never makes mistakes. A free market has left people unemployed, uninsured, underfed, and under-clothed; it has left children with parents who don’t have the means to feed them, and it has left the elderly without the ability to ever stop working. It has also spurred miracles of medicine, technology, and prosperity, but to cling to its purity without ever considering any alterations is closed-minded and dangerous. If 48 million people do not have the insurance to go to the doctor when they’re sick, then something should be done. If wages are too low for a person to live, then we should consider some alteration. This does not automatically mean a minimum wage hike, or a single-payer healthcare system, but “the free market” is no reason not to talk about it. The interesting thing about the fiscal side of politics is that the goals are identical. Whether through tax cuts for the wealthy, improved social benefits, or increased regulation, the goal of both parties is to allow everyone in America to succeed. Whatever anyone may say, there truly are no leading politicians today who would like to see some portion of the country, be they rich or poor, fail. The difference is the means to the end, and although I have positions on those means, I am not alienated by either side based on those ideas. It’s the social aspect that solidifies the political party that I have to support. I cannot support a politician whose policies reflect the idea that the love between two consenting adults could somehow Continued on Page 10.
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March 2014
OPINION
Editorial Continued from Page 3. on previous volunteer work and character, IHS could benefit greatly from following the national organization’s lead again, and allowing sophomores and juniors to apply. According to Ms. Craig, NHS is limited to seniors because otherwise, its size would become unmanageable. This is a fair point, but the issue could be overcome by making the application more comprehensive and holistic. NHS could admit fewer students per year by placing a cap on the number who could be admitted, and aim to have roughly equal numbers of sophomores, juniors, and seniors. Members would have to reapply each year, ensuring that they would keep up with their hours. The long wait before the payoff of résumé padding would put off many who would have been less productive. The addition of an essay would especially help the advisors make more-informed decisions as well as drive away less committed students. NHS will always be used by many students to pad their résumés. At IHS, we should stop encouraging it. A final concern with NHS is that it overshadows the hard work of many individuals and volunteering clubs like Key Club and receives most of the praise despite doing less charitable work. Few people at IHS know much about Key Club (which, to the shock of many, does not collect ancient keys), our high school’s volunteering club. “The point [of Key Club] is to help people through the money we raise or our time,” says club president Thanh Le ’14. NHS hosts an elaborate initiation to induct its new members. Key Club, on the other hand, receives no fanfare. (In defense of NHS, its opening ceremony is mandated by the national organization.) “We do
charitable work because we want to help out, not for recognition,” Thanh went on to say. “Last year, we [Key Club members] completed 18 hours per semester of volunteer work.” The members volunteer together as a group and have no volunteering requirement. The number of hours they complete does not include the weekly meetings and fundraising that also go into running a volunteering club. NHS members, who should be acknowledged for their volunteer work as well, generally complete fewer hours per semester (three hours per month are required). Key Club includes sophomores, juniors, and seniors who generally appear motivated by doing the right thing and good friends, rather than a college application. They do most of their volunteer work at Loaves and Fishes, and are currently raising money for “Charity: Water”, an organization that provides clean water for children in South Africa and other developing countries. NHS at IHS should be much more than an honor roll. In order to achieve this, the organization must judge its applicants on prior volunteer work and leadership experience as well as grades, and thus recognize that there are more ways to be honorable than through academics alone. NHS must also take steps to reduce its role as résumé padding for seniors by allowing more sophomores and juniors to apply, and by adding an application essay to allow its advisors to make more-informed decisions. Finally, we are all responsible for recognizing other groups in our school like Key Club, who are also doing admirable work in our community. NHS should be a showcase of selflessness, scholarship, and hard work among IHS students; hopefully, someday it will be.
Republicans Continued from Page 9. African-Americans into the public school system, securing their rights to an education and to equality. The Republican Party also led the charge in helping the women’s suffrage movement. A Republican senator, Aaron Sargent, introduced a bill that Susan B. Anthony and Elizabeth Cady Stanton drafted. After 40 years of Democrat opposition, the Republican Party finally won both houses of Congress and was able to pass the 19th amendment, securing the right to vote for women. Years later, Ronald Reagan appointed the first woman to the Supreme Court, Sandra Day O’Connor. From the days of abolitionists leaving the Whig Party to create the Republican Party to now, the party has stood for freedom and civil rights for all. The conservative agenda I stand by is configured through my belief in a limited government—a government that stays within the limits the Constitution put forth. I believe in laws that are created by elected officials, not unelected D.C. bureaucrats. I am convinced that the free market is the best economic system ever discovered. I am confident that, with low taxes and limited regulation, entrepreneurs can be set free to start new businesses, create more jobs, and innovate. We need an education system that allows for competition and school choice. As for energy policy, we need responsible regulation that allows for the United States to become energy-independent. Last, but maybe most importantly, our national defense must be built by the idea of peace through strength. Based on these policy ideas and the history of the Republican Party, I proudly say I am a conservative Republican in liberal Ithaca. In the end, whether we are conservative, liberal, Republican, Democrat, or whatever you may be, we are Americans.
Democrats Continued from Page 9. be substantively different from that of two others, whether he touts small government and personal freedom or not. I cannot support a politician who refuses to discuss any possible changes we can make to gun legislation that might lower the number of gun deaths every year from 30,000, whether she claims pragmatism or not. There are states with Republican-controlled legislatures in which ex-felons are guaranteed their personal freedoms in the form of a gun, but not in the form of the right to vote. The current Republican party is not one that works for me. It’s not an issue of principle (I am all for freedom, liberty, and constitutional rights); it’s one of consistency and pragmatism. This is a party dominated by a loud, reactionist minority bent on clinging to some idealized version of America that is not supported by who we are today. This is not most Republicans, but it is the mouth of the party, so until you guys can get control of yourselves, I’ll be voting Democrat.
OPINION
March 2014
11
Big Tobacco Gets a Little Smaller IMAGE: ASSOCIATED PRESS
By SARAH NIXON
According to the World Health Organization (WHO), smoking kills more people around the world each year than do all drugs (both legal and illegal), AIDS, auto accidents, and suicides combined. In the United States, smoking accounts for one in five deaths, amounting to almost half a million deaths each year. Over 16 million Americans suffer from smoking-related diseases and health problems such as lung cancer, chronic bronchitis, emphysema, and ischemic heart disease. It is not surprising that huge costs come with these health problems. According to the Centers for Disease Control and Prevention (CDC), it is estimated that, between 2000 and 2004, about $193 billion was lost beFormer-mayor Bloomberg shows off a collection of empty cigarette boxes. cause of smoking-related health problems. Smoking is a significant threat to the health of the American will not prevent teens from smoking and will only increase people, and steps should be taken to reduce its influence. the power of the black market. These claims are illogical. This Many people believe that the way to reduce smoking rates bill is not aimed to stop all potential smokers under the age is to increase anti-smoking education; however, that’s not of 21 from smoking. A minor who is set on smoking will find the whole picture. Americans have extensive knowledge of illegal sources from which to buy cigarettes regardless of the the ill effects of smoking on their health: classrooms across bill. This bill will, however, make obtaining a cigarette a greatthe country teach children from an early age that smoking er inconvenience for minors, meaning that a teenager who is can have horrific impacts on their bodies, the Surgeon Gen- merely interested in smoking may not go to the trouble to ileral’s warning label screams of terrible health problems that legally buy a cigarette. Teen smoking rates will likely decrease smokers may develop, and there is a plethora of information as teens decide that it is not worth the effort or potential trouin health offices. The Internet and the media also show that ble to smoke. Evidence for this decrease can be found in the smoking is not a healthy choice. When most Americans make small city of Needham, Massachusetts, where a bill similar to the decision to smoke, they are fully conscious of the dangers the Tobacco 21 bill was passed. Since the bill was passed in they face. Although further restricting tobacco advertise- 2005, the city has seen a 50 percent decrease in teen smoking ments and further increasing anti-smoking classroom initia- rates. tives would help reduce smoking rates, in order to substanOther New York City residents have expressed outrage at tially decrease those rates, the government must also create the Tobacco 21 bill, stating that it is a restriction on their freeincentives for people not to start smoking in the first place. dom; if 18-year-olds are considered mature enough to vote Recently, a controversial bill that will begin to create these and enter the military, they should be able to make a decision incentives was passed in New York City by former-Mayor regarding their own health. Joining the military is, on some Michael Bloomberg. This bill, called the Tobacco 21 bill, rais- level, a practical decision. As a country, we need a military es the legal age for buying tobacco products and electronic to protect us. But we do not need our teenagers smoking cigarettes from 18 to 21. It was passed in conjunction with cigarettes and consequentially costing us billions in health another law called the Sensible Tobacco Enforcement bill, costs each year. Although the age requirement is a little steep which set a minimum price of $10.50 per pack of cigarettes and restrictive of freedoms, the bill will end up saving lives. and increased enforcement against the illegal sale of tobacco It is sad that the United States government and people have products. The hope is that this law will decrease the smok- failed to help save the lives of millions of people who died of ing rate among New York City youth by making it harder for preventable smoking-related deaths. How many more tragic them to obtain cigarettes. According to New York City health smoking-related stories do we need to hear before we decide officials, 80 percent of adult smokers in the city started smok- to take a stand? The Tobacco 21 bill, though imperfect, is one ing before the age of 21, so a decrease in youth smoking rates that will save not only billions of dollars, but also thousands will likely lead to a decrease in adult smoking rates. of lives. I commend Mayor Bloomberg for taking another Many people have argued against this bill, claiming that it stab in the battle against tobacco.
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March 2014
OPINION
IMAGE: IHS PROGRAM OF STUDIES
From the Head of Ned: The Problem with Tracking
This flowchart details the tracking of math students at IHS.
By NED LAUBER
At IHS, almost every student follows a specific progression of classes. As early as middle school, students are divided between various tracks, with some students being placed in more rigorous, higher-level tracks and others placed in easier, less rigorous ones. By the time students reach high school, most are all but locked into a specific track in each core subject area. In many ways, this system makes a lot of sense. Theoretically, more talented students are placed into more rigorous classes, and less talented students are assigned less rigorous classes. All students are able to learn in classes tailored to their ability level and they are surrounded by other students who are just as capable as they are. However, there are a number of problems with tracking. Picture Bob. Bob has always been a good student. He was raised by a wealthy family and he’s always had access to the best resources. Bob started reading before many of his peers. When Bob began to struggle in math, his parents hired a tutor for him. Now Bob is on the fast track. He’s taking an AP class in every core subject and he is doing quite well. However, Bob has only met a fraction of the students in his grade. Looking at the ICSD Equity Report Card, it is clear that, though some groups of students are very likely to be enrolled in AP or Honors classes, there are also large groups of students who are not likely to be enrolled in these classes. Specifically, according to this “Report Card”, students of color and students of lower income are much less likely to be enrolled in AP or Honors classes than white or Asian students. This has nothing to do with intelligence, but instead the opportunities these students had when they were younger. One of the most important skills to have in life is the ability to interact with a wide variety of different people. In almost
every profession, you will need to interact with many different people from many different backgrounds and of varying academic capabilities. But let’s examine this situation from the other end of the spectrum. Bob Two has struggled since before he entered school. His family is not very wealthy, and, though naturally skilled at math, his family’s lack of resources meant he progressed slowly along with every other student in his elementary school. Bob Two is now entering high school, and though Bob Two is just as intelligent as our original Bob, he’s only taking one Honors class, and he’s already thinking about dropping it. Bob Two often feels unintelligent because he is enrolled in lower-level courses. Teachers expect less of him, and the students around him are in similar situations. The classes Bob Two is enrolled in are designed to ensure that he has memorized the information needed to pass the Regents exam, and put little to no effort into teaching him valuable skills or helping him to move up to a higher-level class. No matter how academically talented Bob Two is, he is now locked into a track that will be very hard to move out of. If Bob Two were in a class with students of mixed ability levels, he would almost definitely have more confidence in his abilities. He’d have more of an opportunity to push himself and do as much work as the students like Bob One. If he ever did begin to struggle, the students who understood the material better could help Bob Two out, a process which would help both the student explaining the content and the student learning it. Though this works out for Bob Two, it seems like this doesn’t work out for our original Bob. Bob One is in a less challenging class, often helping out those students who aren’t doing as well. Sure, he’s much more likely to get experience interacting with students from a variety of backgrounds, and he’ll also gain some skills be explaining content to others, but is this worth being in a less challenging class and learning less material? Maybe not, but a mixed ability class should still be able to challenge all students. More capable students can complete more difficult assignments, and if the class is structured properly, some students will be able to work on assignments in class while those wishing to push themselves spend their time diving deeper into more content. De-tracking IHS and developing classes that are able to meet the needs of students of varying ability levels will not be an easy process. However it will be very worthwhile. In an ideal school, a lack of tracking allows all students to work at their own ability level, interact with students of varying ability levels and socioeconomic backgrounds, and move between the different levels as needed. De-tracking would also help those students who are currently locked into lower level tracks move up and challenge themselves academically. Hopefully, if Bob One and Bob Two ever do attend IHS, they will be able to sit in the same classroom.
OPINION
March 2014
13
IMAGE: PROVIDED
#StopHatingTwitter2014
In the future, Tattler articles will be 140 characters long.
By OLIVIA SALOMON
Twitter seems to be the butt of every joke involving social media. It’s seen as the top producer of irrelevant information; it’s held up as an example of our increasingly short attention span. And I think every one of us has heard this excuse from a parent or peer without Twitter: “Twitter is stupid! No one wants to know when you have to go to the bathroom!” Take note of the absurdity of that statement. Of course no one wants to hear about the state of your bladder— no Twitter users are talking about the state of their bladder. Sure, Twitter users discuss their lives, and obviously, that discussion exposes information that others could consider irrelevant, but the conversations happening on Twitter are no more useless than any random conversation with an acquaintance. Twitter, unlike other social media sites, requires mental and artistic capabilities. Admittedly, not all of Twitter’s users have mastered the art form that is its shorthand format—but Twitter shouldn’t be known for its bad side (and I admit there is one: consisting of offensive parody accounts, plagiaristic joke stealers, and misspelled updates from people you don’t care about). Twitter should be known as a medium for interesting and focused content that is fun to write, to read, and (for
someone like me) to analyze. “Focused content” is really the key phrase here—Twitter’s streamlined format requires users to carefully consider what they’re sharing. This is ultimately what makes Twitter such a valuable social media site. Every tweet must be fewer than 140 characters (just for reference: that is the length of this entire sentence, including the parenthetical). Composing a tweet, therefore, requires a lot of thought and very precise language. Twitter teaches users how to streamline their word choice and phrasing in order to make clear their ultimate purpose in composing the tweet. If this skill sounds familiar, it also happens to be what English teachers focus on when teaching the importance of thesis statements. However, a tweet’s purpose is often much more interesting (socially) than an essay’s. A tweet is generally made to demonstrate one’s power or prestige. Users drop hints about being with someone or being somewhere, they make impressive references to obscure music or movies to impress people who are out of their loop, and they publically interact with friends. And because users are forced to tell their impressive stories with only one piece of information, they need to make sure that the 140 characters that they’ve chosen eloquently communicate their message. Writing professionally or academically is all about articulating many ideas with a single anecdote: tweeting is all about articulating many ideas with a single sentence. My point here is that Twitter has more benefits than just being a fun social media site where your friends are and adults aren’t (mostly looking at you, Dr. Brown and friends). Tweeting is actually a challenging and valuable skill to learn. This is because understanding how to focus your content improves your writing. Twitter also makes users more literate in modern English slang. Tweeters learn how to fashionably use punctuation (hint: don’t) capitalization
(also: don’t) and hashtags (hint: sparingly). You learn about joke formats and phrases like “_____ game strong”, “sext:”, “tru”, and “bae”. Becoming familiar with the modern style of communication and the modern vocabulary prepares people to communicate ideas to peers in the future—ideas that, thanks to Twitter, can also be communicated more concisely and eloquently. Improving diction, phrasing, and the future ability to communicate are quite lofty and academic goals of Twitter, and to be honest (tbh), I may be in the minority of people who really think/care about them. But it is undeniable that Twitter creates a climate of entertainment through sharing that is well received by users around the world. The most appealing part of Twitter is being able to see how people respond to your tweets. There is nothing wrong with caring about how many “favorites” and “retweets” you receive—growing your follower base was, after all, the original goal of Twitter. It’s fun. And if calling Twitter “fun” doesn’t convince your parents and peers of its validity . . . well, firstly, that’s lame, and secondly, now you can argue that Twitter also happens to be academically and artistically beneficial. #StopHatingTwitterIn2k14
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March 2014
OPINION
College advice given to high-school students is often too little, too late.
Editorial Continued from Page 2. bureaucracy carry you into the college of your dreams, then you are sadly mistaken. In October and November 2013, seniors were pulled from their Government or Economics classes to learn how to set up their Naviance account, as well as how to begin looking at colleges to apply to. Naviance is a website that has individual portals for students to access college information, including application processes, recommendation letters, and test scores. Setting up Naviance in October or November was about a year too late for most. And it’s only one symptom of the overarching problem: students aren’t being given enough information about their future options early enough for it to make a difference. This isn’t limited to college decisions either. College isn’t for everybody. Some people are better suited or more interested in trade or vocational educations, in starting their careers and not going to a billion-dollar-a-year university. But there isn’t any information being given to students about these options, so when December rolls around, people are left scrambling for college spots. Otherwise, they are left behind. Students should be made aware of and set up their Naviance accounts much earlier than a month before most regular-decision deadlines. Sophomores, not seniors, should be pulled from their classes for Naviance instruction. The setup we have now is helping too few people too late in the game. A select few juniors are aware enough to know that they have to take their SATs and SAT IIs, begin going on college visits, and start working on drafts of their college essays, usually only because they have older friends or siblings who know the process. This eventually gets around to their friends, and you have a solid segment of students who are motivated and really begin working to get into a college they want. But what about the rest of the junior class? They’re not told anything outright, not until October of their senior year at the earliest. They only get information whenever they ask their guidance counselors, if they even know to do that. So, when deadline season comes, they’re left scrambling for programs and colleges that they may know nothing about or, worse, not like at all. At the beginning of this school year, there were a couple
college information sessions held after school. They weren’t attended by a single junior. Or by any underclassmen. Such programs already exist, and can be marketed towards juniors. Or even sophomores and freshmen. If some freshmen are being offered APs, why, then, aren’t they being told where those credits will go? Freshmen should be introduced to their Naviance accounts and start thinking about their futures. And again, this isn’t limited to college. It’s a whole wide world out there that students in high school should be able to look at and explore. Maybe Johnny doesn’t want to go to any college; maybe he wants to be a mechanic or a construction worker. But he’ll never learn about how to go about doing that. He’ll wait until halfway through his senior year, when he’s bombarded by college pressure, and then feel like he’s being forced to sign up with Naviance and pick a college to go to. It’s not a lot to ask for. The information is out there, so why can’t it be delivered earlier? Why aren’t parents or students being given the information needed to make informed decisions? Improving this system will help meet ICSD’s stated goal of having every high-school student college- and career-ready. Knowing how to apply to college or vocational programs as a freshman won’t necessarily make you collegeand career-ready, but knowing is half the battle. Part of the disparity surrounding college education tends to be that kids with parents who went to college are more likely to go themselves. But even those kids are being left in the dark. It’s not about holding students’ hands as they apply to every one of their eight dream colleges; it’s a simple matter of giving all students the tools they need to help themselves.
March 2014
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Oseoba Airewele and the Pencil Project Several weeks ago, mysterious cardboard boxes labeled “Pencil Project” appeared around IHS. These “sketchy” boxes were part of a project conducted by Oseoba Airewele ’14. I interviewed Airewele to learn about his project and his goals. Owen Zhang ’15: Describe the Pencil Project. Oseoba Airewele ’14: The Pencil Project is an initiative to help catalyze education in underprivileged schools in South Africa. IHS students were asked to donate school supplies at boxes located around the school, and these supplies were gathered and sent out. OZ: Where will the school supplies be donated? OA: The supplies are going to a school district in Oukasie, South Africa. OZ: What/who inspired you to organize the project? OA: I was inspired by Abraham Lee, an advisor for the IHS African Latino Club, and Steve Weissburg, an IHS math teacher who has visited and taught in the individual South African schools. OZ: Was anyone else in Ithaca involved in the project? If so, who, and what was his or her role in the project? OA: Gabe Shapiro ’14 did an awesome job collecting supplies at Lehman Alternative Community School (LACS). I also received support from other African Latino Club members: Brian Okumu ’14 helped a lot with advertising, and Aven Andemariam ’14 helped with the collection process. OZ: What preparations did you have
IMAGE: MICHAELA BREW
By OWEN ZHANG
to make in order to carry out the project? With whom in Africa did you coordinate the project? OA: In preparation for this project, the most important part of the process was contacting Joseph Nkanyane in South Africa in order to assess the needs of the schools and other logistics. I received his email from Mr. Weissburg, who had previously taught with this man. Mr. Nkanyane is the leader of a non-governmental organization called Catalysts for Social Change and was delighted to hear of the project, which would help his old schools. When beginning the collection process, after gathering boxes and creating the posters, I had to get both the boxes and posters approved by certain teachers and Mr. Mellander. This was very simple though, as the IHS staff was completely supportive of the project. OZ: How many school supplies did you expect to collect? How many school supplies did you actually collect? OA: I expected to collect enough supplies to fill a suitcase: maybe 50 pounds of materials. I ended up gathering almost 90 pounds of school stationery.
OZ: What were some challenges you faced when organizing and running the project? How did you address them? OA: The greatest difficulty I encountered involved shipping the materials. After doing an original prediction of shipping costs, I realized that sending the materials through a traveler’s side luggage would be cheapest. Luckily, we found an overseas shipping service even less expensive than that. OZ: What have you learned from organizing the project? Has the project affected the way you view your life? OA: I learned how incredibly impactful a simple initiative can be. I didn’t train my whole life to carry out this project; it only required hard work and perseverance. I appreciate the usefulness of each school supply so much more, too. We have all heard at points in our lives that we shouldn’t take things for granted, but this project really forced me to let that notion soak in. OZ: Do you think the project was successful? If you were to do a similar project in the future, what might you do differently? OA: I believe the project was very successful. It has paved the path for similar future projects and created an amazing effect. I may consider collecting money to allow the schools to purchase their specific needs; that might avoid wasted costs. OZ: What advice, if any, do you wish to give to other students who are considering organizing similar projects? OA: Whenever you have an idea, or need to get something done, do it! Don’t hesitate to make a difference. Once you begin to work towards your goals, it becomes easy to continue!
March 2014
IMAGE: PROVIDED
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This Month IMAGE: PROVIDED
1. Bionic arm Dennis Sorensen (above) is the happy user of a bionic arm that allows him to experience touch, almost as if he had his real arm back. He can even tell the difference between objects by his sense of touch alone. What makes this bionic arm special is nerve implants. The upper arm is implanted with four electrodes into the ulnar and median nerve bundles. The implanted electrodes are connected to pressure sensors on the fingertips and palm of the robotic hand. Special software was developed to interpret the electric signals from the sensors into a form that the human nervous system can understand. These bad boys may be cool, but they still aren’t quite ready for the market because of concerns over how long the electrodes will last.
By KEEGAN MILLER
This month, there have been several interesting headlines in the world of science, and I will be telling you about a few.
2. Bionic eye This, my friends, is the bionic eye. Those affected by degenerative blindness will have the Boston Retinal Implant Project to thank for recently developing a bionic eye implant that will restore their vision. The eye is implanted into the back of the eyeball and works as a light transmitter to the brain. Sadly, this device will only work for those who have previously had sight and have functional optic nerves. It can’t give sight to people who were born blind or who suffer from glaucoma. It is still an incredible achievement nonetheless.
3. Successful tests of new artificial skin A new study performed on mice showed that artificial skin can actually come close to the real thing. Gel-like scaffolding was injected with blood and lymph cells. After being incubated for a while, the skin was grafted onto a real test subject and actually regulated the fluid content well, which current artificial skin often fails to do. However, this improved skin is still far from becoming an alternative to skin grafts, but if all continues to go well, it will change lives.
Humans of IHS
What makes you happy no matter what? IMAGE: ELISE REYNOLDS AND SOPHIA SHI
IMAGE: ELISE REYNOLDS AND SOPHIA SHI
Jordan Babatunde ’14: Music? Because . . . I don’t know—music is awesome. Are you recording what I’m saying right now? But I sound stupid. Never mind. I have to think. I want to say something profound. Give James Lu ’15: me a second. . . . Music That’s a hard one. That’s pretty hard. I guess makes me happy. Music makes me happy because, really, there’s nothing my sister—I don’t know. My sister makes me else on the planet that can, you know, invoke feeling without actually . . . happy all the time. I mean, I never expected that You can listen to a song without words, and it will make you feel a certain I was going to have a sister . . . you know, her in way. And nothing else can do that besides maybe poetry, but then, you’re my life? You know, it just changed everything. reading words. Interviews conducted by Elise Reynolds and Sophia Shi.
IMAGE: PROVIDED
“Men love to wonder, and that is the seed of science.” —Ralph Waldo Emerson
5. Discovered fossils reveal oldest known vertebrate live birth That’s right—I said live birth. This 248 million-yearold fossil Ichthyosaur (a giant marine reptile) shows a well-preserved female with three embryos still inside. The fossil dates back to the Mesozoic Era. This is about ten million years older than the previous record holder for the oldest known evidence of vertebrate live birth. Scientists were surprised to see that the embryos appeared to be emerging through the birth canal head first. This is commonly seen among terrestrial animals, while most marine live births occur tail first. This means that the previous belief that live births occurred first in water, then on land, could be wrong.
Humans of IHS
What makes you happy no matter what?
Mr. Lira: Talking to my grandkids because they’re far away in Arizona. I got eight grandkids in Arizona and four in Colorado. So whenever I’m on the phone talking to them, it’s like they’re telling me all the stuff they’ve been doing, you know, and that they’d like to see me. And then we talk about the last time we were together (it was two Christmases ago). So, you know, I feel great talking to them, but I also I wish I was right there living close by so I could see them more often in person, you know, do stuff with them— maybe go to their activities and all that. So that always makes me happy, whether I receive a card from them or a little note or I send something to them—makes me feel good to prepare something to send to them. Or when I get ready to talk to them on the weekends.
IMAGE: ELISE REYNOLDS AND SOPHIA SHI
IMAGE: ELISE REYNOLDS AND SOPHIA SHI
4. Astronomers discover oldest star known in our universe This star formed around 13.7 billion years ago. This means that it came into existence so early in our universe that it is most likely of the second generation of stars that formed after the Big Bang. Astronomers believe the star to be 60 times more massive than our sun. In humongous stars like this, heavy elements fuse together in the star’s core. One of these elements is iron. As more iron is created, the star’s core becomes so big and unstable that it collapses. This is when the star dies. There is then a violent supernova explosion, from which all of the elements are shot out through the universe, where they will eventually form new stars or planets.
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in Science
March 2014
Mr. Mellander: Being outside would be mine. Because it allows me to get away from screens and . . . it allows me to get away from it all and feel like a human being again, I would say.
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March 2014
Teacher Feature: Karen Seifert IMAGE: AUDREY KAN
By OWEN ZHANG
Karen Seifert teaches Algebra 2 and AP Statistics. Because of her casualness and wittiness, many students view her classes as entertaining and relaxing while still educational. I interviewed Ms. Seifert to learn more about her and her experiences.
OZ: How long have you taught at IHS? If you could change one thing about IHS, what would it be? KS: I’ve been teaching at IHS for 18 years. I think I’d change the layout of the building. Its sprawling nature makes it difficult to secure and also makes it easy for kids to hide out if they want to avoid going to classes. It makes it difficult to get a sense of community, which is something I think many kids need in order to be successful. It’s just too easy for kids to get lost, figuratively speaking.
Owen Zhang ’15: Where did you grow up / go to school? Karen Seifert: I graduated from Maine-Endwell High School. Spent my entire life up to about age 24 in Endwell. OZ: Describe your family as well as some of its traditions. KS: I was adopted as a newborn. I had a great extended and immediate family. We didn’t really have any family traditions. We spent summers at our lake house in Pennsylvania that was originally built by my great-grandparents. I still spend my summers there. The house is shared by myself and my mother’s sister (and her family). It can be a houseful when everyone is in town. My cousins and their families spend many weekends at the lake each summer. OZ: What type of student were you in high school? Did you learn any lessons in high school that might be especially relevant to current IHS students? KS: High school was a social experience for me. Grades weren’t important to me; as long as I passed, I was content. As a result of my experiences in high school, I’ve learned that you can’t judge students’ intelligence based on their grades. I am also very understanding when students take the same approach I did. However, I do wish I had taken school more seriously, so I do my best to encourage my students to reach their academic potential. I
was the only subject I truly enjoyed in high school, so math education seemed like the logical career to pursue.
Ms. Seifert in a classic pose.
also know how important it was for me to have my teachers attend my sporting events, so I try to make it to at least one game a year for each sport. OZ: When and why did you become interested in math and education? Were you naturally adept at math, or did you struggle with it? KS: Teaching was actually a third career choice for me. I was always good at math and always enjoyed it. Straight out of high school, I majored in actuarial science. After the death of a close friend during my freshman year, I changed colleges and majors. I earned an associate degree in criminal justice. After getting denied entrance to the New York State Police Academy, I worked some minimum-wage jobs for a few years. I decided I needed to get myself a real job. Teaching appealed to me because I enjoy teenagers. Math
OZ: Many students consider your classes to be “chill”. Is this intentional? If so, why? KS: I know that math is not exciting for many of my students, but I like to think that I still make class fun. I want students to feel comfortable making mistakes because a lot of learning takes place in correcting those mistakes. I often say that you learn more from your mistakes than from getting a problem correct. If the classroom atmosphere is somewhat relaxed, students will hopefully be more at ease and therefore willing to take chances. OZ: You are known for your sarcasm and wittiness. Have you ever seriously offended someone at school with your humor? If so, did the incident change the way you teach? KS: If I’ve ever seriously offended anyone, I’m not aware of it. OZ: What is the hardest challenge that you regularly face as a math teacher? KS: I think the most difficult challenge Continued on Page 19.
March 2014 TF: Karen Seifert Continued from Page 18. for me is getting through the mandated curriculum while still fully teaching the topics. With so much to cover in so little time, I often find it difficult not to just train students to follow steps. The time constraints make it almost impossible to make the content relevant. Which is why I enjoy statistics so much: no one ever asks, “When am I ever going to use this?” OZ: What hobbies do you have outside of school? KS: I spend a lot of time hanging out with my friends. We play games a lot. I do a lot of crocheting; I mostly make blankets that I then donate to the chemo clinic where my parents were treated. I also enjoy a good hockey game. I have season tickets for the Cornell men’s games. I also watch almost all of the Los Angeles Kings games on TV. I also really love dogs. I’ve got two of my own and have been involved to varying degrees with “Guiding Eyes for the Blind” puppy-raising program since 2007. OZ: What is something that most students do not know about you? KS: That I’m actually a huge softy and an even bigger sap. I routinely cry over things that people post on Facebook. I’ve also been teaching off and on at Auburn Correctional Facility since 2011. I teach through the Cornell Prison Education Program (CPEP), which offers college courses to inmates who are working toward an associate degree. I taught a two-semester statistics course in 2010–2011 and in 2011–2012. I TA’ed the basic math class in 2013. Classes meet once a week for about two hours. On June 5, 2012, I attended the graduation ceremony for 15 students who had earned their degrees. That was a pretty incredible experience. After the ceremony, we had lunch in the prison mess hall with the graduates and some of their family members. Seeing them say goodbye to their loved ones was one of the toughest things I’ve ever had to witness—it was absolutely heartbreaking. Most of the guys in my classes are
serving 20 or 25 to life, most for murder or rape convictions. Classes are held in the school building at the facility. The top half of the classroom walls are windows and correctional officers are stationed out in the hallways. The guys in my classes have always been very polite and respectful. They truly appreciate the opportunity to get an education and are very grateful to those of us willing to go in and teach them. I took the opportunity to get involved because I believe in forgiveness and redemption. Most, if not all, of the inmates I encounter have experienced traumatic events in their lives. Many were abused or neglected as children and never really had a chance. Some saw active duty in Iraq and came back suffering from posttraumatic stress disorder that went untreated. None of them make excuses for the crimes they’ve committed, but most committed those crimes when they were very young. They are now grown men who would certainly have the capacity to handle things differently if put in the same situation that landed them in prison. OZ: What is the worst mistake you have made, and how has it affected your life? KS: Probably not helping my friend stay sober after he got out of rehab when he told me he was thinking about drinking on New Year’s Eve. I wish I had insisted that we go to the movies or something instead. I didn’t. He relapsed that night and committed suicide two days later. That was over winter break in my freshman year of college. My second semester didn’t go so well, and I ended up leaving that school. It was a long time before I was able to forgive myself for not being there for him. I’m fairly certain that I would have continued on to be an actuary had that not happened. I likely wouldn’t have ended up in teaching had this not happened. OZ: Who has most influenced you in life or in the way you teach? KS: I don’t know that I can point to any one person. You know the saying “It takes a village”? Well, I consider
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myself a product of my village. I have grown a lot as a teacher since I began in 1996. I attribute that growth to my past students and the many incredible teachers with whom I’ve had the privilege of working. Both groups have really pushed me to be a better teacher. The academic rigor at IHS has often really forced me to work toward perfecting my craft. OZ: What personal achievement are you most proud of? KS: Completing a century bike ride for the Leukemia and Lymphoma Society in memory of my father. I participated in the “Team in Training” ride around Lake Tahoe in 2006. Either that or the puppy I raised who is now a working narcotics dog with the Westchester Police Department. OZ: What are some things you wish to accomplish in the future? What do you plan to do after teaching? KS: After teaching, I’d like to get back into raising puppies for Guiding Eyes. Traveling would also be on the agenda. Maybe take a photography class. Fun facts: Favorite subjects in high school: Math and photography Original college major: Actuarial science Biggest pet peeve: Probably poor grammar. And not being able to correctly pronounce words. You know, like, “exscape”. Ugh—it kills me to even type that. Favorite sport to play or to watch: To watch: hockey and basketball. To play: basketball, but I haven’t played in so long—I’m not sure I can even count that. Favorite season: I love summer because I don’t have to work, but I really love fall because of the scenery and the temperature. Please don’t make me choose. Favorite vacation location: My vacation in the Dominican Republic has been my favorite so far.
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March 2014
IMAGE: CONOR COUTTS
Introducing . . . MEET OUR PRINCIPALS Dear Reader, It is no secret that IHS has had a high turnover rate of principals in the last 25 years (to be specific, we are on our 11th since 1988). It is also no secret that this turnover rate is significantly higher than the norm. However, these aren’t just numbers—these are people: the job of principal is a huge one that requires great dedication. I have taken it upon myself to interview as many former IHS principals as possible in order to learn about their tenures and their lives, for it is through our history that we fully understand our community. Two or three of these Principal Features will be shown in each issue of the Tattler until June. I hope you enjoy these interviews and learn something about our school’s amazing history and about those who have led it! Conor Coutts ’15
Principal Feature: Susan Strauss (’97–’00) Conor Coutts ’15: Where were you born and raised? Susan Strauss: I was born in Cincinnati, Ohio. My dad is a civil engineer, and we moved around a lot with his work for Martin, then Grumann. So, growing up, we were in Ohio, then Maryland, Florida, and New York. From fourth grade on, we were in Troy, New York.
ance counselor for senior year had a very different outlook. Because of him, I took the Regents Scholarship Exam and ended up with a score that gave me a scholarship to any SUNY school. I applied to SUNY New Paltz and SUNY Buffalo for art education, got in both places, and selected New Paltz.
CC: Tell us a bit about your personal life. SS: I am married to Ed David. He is the Assistant Superintendent for Business at a school district in Westchester County. We like to go on bicycling vacations. This summer, we will be going to Bulgaria! CC: Describe your high-school experiences and how they influenced your decision to become a principal. SS: I was not especially engaged in high-school life, managed honor-roll grades without a lot of commitment to my studies, and actually spent a fair amount of time not bothering to show up at school. That is, until I was caught. Then, I was assigned to the guidance office for all the periods that I didn’t have
classes. Honestly, that is what changed the course of my life. I had a guidance counselor, Ms. Raymond, for my first three years who used to tell me that I didn’t have to worry about what I’d do after high school because I was pretty and would get married. She retired after my junior year, and my new guid-
CC: Describe your careers before becoming IHS Principal. SS: From 1974 to 1980, I taught art in Troy, New York. I moved to Newport, Rhode Island, and had my own stainedglass design studio for several years. There weren’t any art teaching positions available, so I continued outside of teaching—several years for Herff Jones Yearbook as a regional sales rep; several years with Swarovski Crystal as its United States spokesperson for the Collectors’ Society; then with Waterford/Wedgwood as its spokesperson. After that, I returned to college with a graduate assistantship and earned a second master’s degree in education administration. Immediately after that, I was hired as the assistant principal at Ponaganset High School. From there, I Continued on Page 21.
March 2014 PF: Susan Strauss Continued from Page 20. became the house principal at Lincoln High School, and after two-plus years in that role, I was named principal. CC: How were you received during your tenure as Principal? SS: There had been a succession of principals when I arrived, and I think there had been weariness and wariness about what one more in that line would or could bring. But most people were very welcoming and interested in working together for what would be best for the students. I recall that the members of the Site-Based Council were excited to learn of my support for that organization. It was something that I believed in, having created something similar in my prior school. CC: What were some problems you inherited as Principal? SS: There were significant issues in the area of trust, especially among the parents and students of color and school leadership, as well as parents/caregivers who felt that IHS was a welcoming place for them to be. The presence, support, and connection between home and school are paramount for the success of students. CC: What were your goals? SS: Coming in as the new principal, there had to be an entry plan and a vision for where to go. Any change actions need to anticipate a three-to-fiveyear cycle of implementation, although some things can be accomplished sooner. Critical is to get to know the constituencies and not just have topdown directives. I worked really hard to build new connections to the SiteBased Council, the Student Council, the Parent-Teacher Association (PTA), the Parents of African and Latino Students (PALS), and the community. I also sought to improve the access to Regents diplomas for all students, seeking to include students with disabilities within the general education environment. CC: What were some of your greatest achievements during your tenure as
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Principal? SS: I created the New Tomorrows Leadership Team, a leadership group made up of community members, faculty, and students that was tasked to identify strategies to combat institutional racism and classism at IHS. Additionally, and in connection with this effort, I pursued the undertaking of The Portfolio for School Improvement. This was an accountability document—a living, public document through which IHS could display best practices and efforts, and to also function as a master plan to set forth the goals and strategies of IHS to improve student achievement.
puppets while at IHS. SS: The only puppet I have is a reindeer one. I’ve used it occasionally as a way to wish students happy holidays in December where I work now, so maybe I did the same at IHS. If I did use it, it was for the same purpose, to go around to the classrooms at the holiday time and wish everyone happy holidays. The reindeer puppet’s name was Darryl, probably a distant cousin of Rudolph, but never confirmed.
CC: What are your memories of the Tattler? SS: The Tattler was always really well written, and the advisor, Ms. Eileen Bach, provided outstanding guidance. I also remember that the Tattler never backed away from tackling difficult issues. After I became principal of my current school, I gave Ms. Bach’s name to the advisor for our school newspaper to contact as a resource.
CC: Where have you worked since leaving IHS, and how have your experiences working at those positions differed from your IHS experiences? SS: I left IHS to take the position of principal at Walter Panas High School (WPHS), where I am today, 14 years later. WPHS is a smaller school, but still a comprehensive high school with all of the attendant issues, challenges, and good times of a contemporary suburban school. It is much the same as IHS, only smaller.
CC: Recall a particularly fond memory at IHS and explain why it was so pleasant. SS: “Treetops 2000”, which was a design-build project at Cayuga Nature Center. To this day, I have a slice of tree branch with Treetops 2000 written on it that I use as a paperweight. The commitment of the Class of 2000, teachers, staff, parents and community to create this original resource for everyone to enjoy was an amazing accomplishment. Everyone worked so hard! CC: Describe your relationships with
CC: Why did you leave IHS? SS: My personal life had changed, and Ithaca was not aligned to what my needs were. I was very sad to leave.
CC: If you could give one piece of advice to graduating seniors, what would it be? SS: The same advice that I gave to the graduating class after my first year at IHS still holds true. Quoting American businesswoman Joyce Myers: “Life’s an open book and an education helps you write success stories.” I wish to all IHS seniors that the great work they have accomplished during high school will be just the first of many success stories in the future!
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Principal Feature: Kathryn Hellweg (’94–’96) Conor Coutts ’15: Describe your early/personal life. Kathryn Hellweg: I was born in Lincoln, Nebraska and lived there for 12 years before my father was transferred to Prairie Village, Kansas (Kansas City), Cedar Rapids, Iowa, and back to Lincoln. I recall life without a car until I was eight or a television set until I was ten. I graduated from Lincoln High School and received my B.S. in education from the University of Nebraska–Lincoln, earned an M.A. in secondary education from the University of Nebraska, and completed coursework for two doctoral programs, one in curriculum, administration, and supervision and the other in stress physiology, thus earning a Ph.D. CC: Describe your careers before becoming IHS Principal. KH: I babysat and published a neighborhood newspaper. I worked a newspaper route, secretarial jobs, as the assistant to the academic dean of the college, as well as some crazy jobs for a variety of companies when I worked for a temporary office help company. I also had two very interesting summer jobs prior to college graduation. I taught English at Lincoln High School. Three years later, I became Assistant Principal for Instruction. Later, I had opportunities to lecture at the Madame Curie Institute at the Sorbonne in Paris, Goteborg University in Sweden, the University of Edinburgh in Scotland, as well as hundreds of places in the United States. CC: What were some pressing problems that faced IHS when you first arrived? KH: There needed to be more attention paid to meeting the needs of students with a variety of learning styles and to those who faced academic challenges. Huge divisions existed among some students. Some of these divisions created behavioral and safety issues. The student body was comprised of stu-
dents from all over Ithaca, some who were world travelers, some who had never left their immediate neighborhoods, some who were from rural areas, some who were from the inner city area, some whose families had money, some whose families did not, some whose parents from New York City sent their children to Ithaca to live with relatives and “get straightened out”. There were skinheads and gangs and drugs and Ku Klux Klan (KKK) members and cross burnings and fights . . . a relatively small number of students with problems compared to the vast majority of students who were simply incredible people. The physical facilities had numerous problems (flat roofs, lack of walkways between buildings, etc.). A bond issue for renovation had been approved, but no planning had taken place on the actual architectural changes, and, obviously, no construction had started. CC: Who challenged you the most during your time at IHS? Please elaborate. KH: Several things stand out: 1. Parents who wouldn’t believe that their children were instigating some of the fights and/or drug trafficking and
parents who wanted to believe that the high school was discriminating based on race. 2. Parents who did not want anything but the traditional curriculum offered. During our work toward making some major additions to the science curriculum, we had several very large meetings with parents and community members. At one point, a group invited a reporter from the New York Times to check out the horrible mistake we were making in adding some more hands-on, inquiry courses to the department offerings. It backfired, and the reporter stayed for a week instead of one meeting. His visit resulted in a Sunday Times lead article about the incredible changes we were making. The IHS staff did a wonderful job! Probably the worst challenge was that of an interim superintendent who should have been supportive to staff and leadership, but whose leadership style resulted in, I believe, 14 ICSD administrators leaving, including myself. CC: What were some of your greatest achievements during your tenure as Principal? KH: Students, staff, the administration, and the community worked together to help create a high school where all students were respected. The city attorney, the police chief, and I met with families in their communities within ICSD to work together to find ways for all of our students and their families to live in harmony. We brought families together at IHS so that they could begin to get to know each other. I invited parents and community members in for lunch on a monthly basis to discuss their concerns and issues. Just as many students had not ventured out of their various communities prior to middle school, many of the parents had not either. We worked with community groups to help facilitate understanding. And we worked with gang leaders in the school to help them learn to redirect Continued on Page 23.
March 2014 PF: Kathryn Hellweg Continued from Page 22. their leadership skills for the good of IHS. And we worked with the entire student body to help them get to know each other and be more accepting. CC: How did cultural trends of the mid-’90s affect the school community? KH: IHS was very much a microcosm of the larger Ithaca community. These were some of the cultural issues/trends that affected IHS: • Socioeconomic and racial differences • Active existence of the KKK • Divisions among students • Guns on campus • Drugs on campus • Senior class T-shirt issue—students pushing the limits • Young man in Homecoming Court who wore a wedding gown to the dance—it was a beautiful dress! • Streaking CC: What is one piece of advice you would give to the current/future IHS principal(s)? KH: You can’t please everybody all of the time. You have to live with yourself. Be open to ideas and opinions, but make decisions you can live with that are, most importantly, in the best interest of students. And be sure students know that you genuinely care about them! CC: In what specific ways did you foster relationships or positive interactions with IHS students? KH: I was actively involved in student life. This included being in the halls, in the cafeteria, and in the classrooms. I attended numerous school activities. I skied with the students, participated with them in community activities, and attended their community activities. I organized student lunches with the principal on a regular basis, met with student leadership, and traveled with various teams. I made myself available to students, listened to them, helped them through crises, helped them celebrate their successes, and supported their efforts. This was never
difficult—I loved interacting with students. CC: What measures did you take to ensure that IHS students had the ability to perform to their absolute academic potential? KH: We made major curricular additions in many departments that provided for students varying learning styles. We made some adjustments for specific classes in scheduling and teaching techniques. Individual departments also worked to support students in them, to ensure that students were prepared for the next level of classes, and to equip students to apply the skills learned in one department in other departments. Inter-department course offerings and team-taught classes also provided opportunities for students to reach their absolute potential. And, of course, students had the opportunity to take university classes through arrangements with Ithaca College and Cornell University. Another of our efforts was to work in partnership with Tompkins Cortland Community College to move the GED program there so that GED students could see college as a possibility and seamlessly transition into college as they completed their high-school education. CC: Overall, how did the staff and faculty receive you during your time a principal? KH: I was very well received. They were willing to work collaboratively to improve opportunities for all students at IHS. CC: Recall a particularly funny memory you had during your time as principal and elaborate on why it was so funny. KH: This one comes to mind immediately. I don’t think I have to elaborate on why it was so funny. Several track/cross country students streaked the field during halftime of a football game. They were quick—the game video caught them perfectly. And, unfortunately for them, when they dropped their clothes under the bleachers, one of them left the keys to their getaway
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car in his pocket! Obviously, this made for an interesting ending to their adventure. CC: Why did you leave your post? KH: I left primarily because I did not know whether there would be supportive leadership in the superintendent’s office in the following year. I, along with other administrators and staff, had a horrendous experience during my second year as high-school principal. I couldn’t take the chance of waiting months to see if a new superintendent would be hired. While I was waiting to see what would happen, I was recruited by another school district. Being a single parent, I couldn’t take the risk of waiting to see what would happen next. I loved IHS and the Ithaca community. There were definitely challenges, but ones that could be overcome. CC: What employment opportunities have you had since you left IHS? KH: Among the positions I have had since I left IHS are Principal and District Executive Leadership Committee member in the Richmond, Indiana school system; Director of Teaching and Learning (assistant superintendent) for Rochester, Minnesota public schools; Superintendent of the Northwest Local School District in Cincinnati, Ohio; and Superintendent of Warren City Schools in Warren, Ohio. I retired in 2011 after over 43 years in education. CC: What are your favorite things to do since you have retired? KH: Playing my dulcimers, reading, traveling, playing golf, gourmet cooking, writing, and bowling. And I have started writing two books that are currently waiting for attention. CC: What is one piece of advice you would give to graduating seniors? KH: Never stop learning. Take time to enjoy life. Don’t be afraid to take reasonable risks: when opportunities present themselves, take advantage of them—you never know what doors will be opened for you. And don’t ever forget to thank the people who have helped you along your journey.
Back to Band: Nicki Zawel Nicki Zawel, energetic director of the concert band, recently returned from maternity leave. After a great first semester with Mr. Carichner, we look forward to finishing off the year with her. The band will perform with both the Boynton Middle School and Dewitt Middle School bands on Wednesday, March 12, and will end the year with the “Night on Fire” concert (with a post-concert reception by Purity Ice Cream) on Wednesday, June 4. I emailed her with some questions. Julian Eng ’14: It’s been a little over a month since you returned. How does it feel to be back? Nicki Zawel: Busy, but wonderful. As much as I loved being at home with my son, Quincy, I missed my “other kids” a lot. I think it’s a nice balance now. JE: What’s changed since you were away? NZ: New faces (students and colleagues), shorter hair. JE: Where did you grow up / go to school? NZ: I grew up near Syracuse in the small town of Kirkville. From there, I went to Northwestern University and, later, Ithaca College. JE: What got you into music? NZ: Great teachers, camaraderie, and the challenge of playing an instrument and creating sound. JE: What instrument do you play? NZ: My primary instrument is the clari-
IMAGE: NAOMI POWERS
By JULIAN ENG
JE: What do you enjoy most about teaching? NZ: Hard to narrow it down to one thing: The newness of every day. The vibrancy of my students. The endless inspiration I find in music. JE: What do you love about music? NZ: Community, freedom of expression, creation, challenge, the power it has over all of us.
Ms. Zawel says she was pregnant, but where is the baby? What’s really going on?
net, but I’m proficient with most instruments. Tuba, though: that’s my nemesis. JE: Why did you decide to become a teacher? NZ: I’ve known since the ninth grade that I wanted to be a high-school band director. My mom and grandmother were both teachers for 30 years. I also had some very influential and inspiring teachers in high school. They were incredibly dedicated to their students and their subjects (Latin, English, and math) and helped me navigate the choices and opportunities ahead of me. I wanted to be “that” teacher for my future students. JE: What brought you to Ithaca? How long have you been teaching here? NZ: After living and teaching in the New York City / New Jersey area for a while, my husband and I came to Ithaca for graduate school and knew that we wanted to raise our family here. This is my 17th year teaching and my sixth year at IHS.
JE: What do you have in store for the band? NZ: Great music, hard work, and puns. JE: Tell us something most people don’t know about you. NZ: My brother was a professional poker player for a while and even played in the world series. Well, I guess that’s about my brother, but I think it’s pretty cool. JE: What types of music do you like listening to? NZ: Classic rock, Celtic, classical, rap, funk, blues. . . . There’s almost nothing I won’t listen to. Except country—I’m just not a fan. JE: What are some of your hobbies (besides music)? NZ: I love to cook, read, hike, and fish. I also like to run. JE: What is your favorite restaurant? In Ithaca? NZ: Northstar. JE: In the world? NZ: Wd~50.
A&E
March 2014
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Inside Llewyn Davis: A Review By EMILY SCARPULLA
IMAGE: PROVIDED
Inside Llewyn Davis is a dramedy following the life of a 1960s folk singer who is down on his luck, constantly running into problems over the course of just one week. Directed by the Coen Brothers (famous for The Big Lebowski), this film also included quite an array of A-list stars, including Carey Mulligan, John Goodman, and Justin Timberlake. This movie had an independent artsy feel with a small budget, but was put together with top box office talent and organization. It did so well that it has been nominated for two Academy Awards. This movie had a cynical comedy mixed with folk music in a way I never would have thought possible. As an Ithacan, I usually associate folk music with a hippy attitude towards the world. This movie was able to take the music seriously while rejecting and making fun of the stereotypical culture surrounding it. I don’t know too much about folk music, but it seemed to have many inside jokes about the people involved in folk music, a pretty select group. Of course, being within an Ithaca audience, a few people happened to understand everything and laugh at just about all of it. Even without understanding everything, I was able to laugh almost constantly as Llewyn Davis (Oscar Isaac) dealt with a crazy cast of characters that satirized common archetypes. I would give this movie a nine out of ten. It was really intriguing with the mix of humor, and drama and the performances were exceptional. The only criticism I have is the lack of plot. I understand the idea of going for a The Catcher in the Rye feel, but I think there could have been a bit more structure to give the characters somewhere to go. The ending left me wanting more of a conclusion, but in the best way. I felt so invested that I needed more to feel satisfied, and I really liked that. I suggest that anyone who likes folk music, cynical comedy, or independent movies see this. It really has something for most people.
Better than ’N Sync? Maybe not, but then again, is anything?
Chris Pine is the coolest person ever.
Jack Ryan: Shadow Recruit: A Review By RENA BRAND
In the midst of awards season, it is hard to find a movie that isn’t full of drama or vying for awards. For those who didn’t want something drama-filled but instead wanted something action-packed, Jack Ryan: Shadow Recruit was the way to go. Featuring an all-star cast and a suspenseful plot, it exceeded expectations and was worth the $8.50 paid to see it. Directed by and starring Kenneth Branagh (who played Gilderoy Lockhart in Harry Potter and the Chamber of Secrets), Jack Ryan is about a CIA analyst of the same name (Chris Pine) who gets a bit over his head when he finds some odd financial files coming out of Russia. When he goes to investigate, he—along with his fiancée (Keira Knightley) and mentor (Kevin Costner)—is forced to stop an impending terrorist attack on the United States. Although the plot seemed a bit overdone and cliché, there were new elements that made it seem original. Jack Ryan found the line between action and suspense perfectly. It wasn’t packed with action, but there was enough action spaced out well throughout it to keep it interesting. The suspense was very well done, and kept audience members on the edge of their seats. The only problem of the movie involved the accents of its characters. Two of the four main actors were British, and not a single character in the movie was. The selection of Kenneth Branagh was understandable, as he played the Russian terrorist, but the selection of Keira Knightley seemed odd. When her character is first introduced, the setting is in England, but she is playing an American doctor. She didn’t do a bad American accent by any means, but the choice didn’t seem to make any sense. Besides that, there really weren’t any glaring issues with the movie as a whole. Cathy (Keira Knightley) was, however, a pleasantly surprising character. As the unsuspecting woman who learns her fiancée is in the CIA, her character could have easily gone into damsel-in-distress territory, but she didn’t. Her characContinued on Page 26.
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IMAGE: ROBERT MAPPLETHORPE
Feminist Playlist Yes: this song is literally about your period, and it might be the most hilarious thing since, well, ever. The Academy cuts the squeamishness out of Mother Nature’s gift, dropping lines about toxic shock to supply several B-horror films.
Patti Smith doesn’t need a man, but she wouldn’t mind some nice beats.
By NAOMI POWERS
March is Women’s History Month, and what better way to celebrate than with a playlist featuring the powerful women and feminist figures of the music industry? So put on your bedazzled headphones, mes amigas, and don’t worry: there is Beyoncé. 1. “Renaissance Girls”: Oh Land Besides being crazy catchy, this song by the Danish pop singer Nanna Fabricius delivers a sarcastic commentary on the idea of a “Renaissance girl”, the female counterpart to the classic “Renaissance man”. The life Oh Land describes is one of impossible standards and limitations, with lines such as “Having three kids and still remain a virgin / Is my version of a Renaissance girl.” 2. “Vanessa”: Grimes Grimes is a very unique woman in the music world, and consistently produces songs that are eerily catchy and haunting. She has also frequently spoken out against the music industry’s underestimation of the talent of female artists, opposing the exploitation of femininity for financial gain. “I don’t want to be infantilized because I refuse to be sexualized,” she wrote of how the media frames her. “I’m sad that my desire to be treated as an equal and as a human being is in-
terpreted as hatred of men, rather than a request to be included and respected.” 3. “Walking with a Ghost”: Tegan and Sara “Walking with a Ghost” revisits the pre-Heartthrob years of this lesbian sister duo, who have been icons of female indie rock since the late ’90s. 4. “Sure Shot”: The Beastie Boys You might think, “Why include a Beastie Boys song in a playlist about empowered female musicians?” Well, dear reader, the Beastie Boys are here to remind you that not all feminists have to be women. Although the hip-hop group began its songwriting career continuing the canon of female objectification and submission that is all too common to the genre, it managed to see the error of its ways, going on to support women and minorities through its lyrics. The clincher of this track? “I want to say a little something that’s long overdue / The disrespect to women has got to be through / To all the mothers and sisters and the wives and friends / I want to offer my love and respect to the end.” 5. “Mine”: Beyoncé (ft. Drake) Beyoncé. Need I say more? 6. “Shark Week”: Handjob Academy Three words: feminist menstrual rap.
7. “Thunderbird”: Hans Zimmer In addition to the deliciously ’80s chill cowboy vibes of this power-guitar-driven instrumental track, “Thunderbird” also happens to be the theme of the feminist cult classic Thelma & Louise. This movie is a required watch for anyone who wants to understand female empowerment in the media, or, you know, just anyone who likes good cinema. 8. “Kimberly”: Patti Smith This playlist would not be complete without a contribution by the godmother of punk rock. 9. “No Better”: Lorde “Oh my god—we already know about Lorde. Why does she need to be in literally every playlist?” you groan while self-consciously taking Pure Heroine off continuous repeat. Sure, Lorde’s talent isn’t news, but the first female artist to top the alternative charts in 17 years? That’s something. Not only has she pushed the records of achievement in the alternative music world, but Lorde’s views on feminism and expression have helped advance girl power farther into pop culture. Jack Ryan: A Review Continued from Page 25. ter evolved and actually became vital to the progression and conclusion of the movie. She was not the annoying, weak female character that I expected, which was nice to see. Overall, I give this movie four out of five stars. It was good and suspenseful and had interesting characters and good acting. The plot was a bit cliché, but the unexpected twist of Cathy’s character was a nice surprise. Watching the movie was an afternoon well spent.
Competing at Westminster IMAGE: PROVIDED
This Month at IHS Boys’ varsity hockey finished the season 10–9–1 after losses to McQuaid and Pittsford, and will compete in Division 1 quarterfinals on 3/2
Boys’ varsity basketball finished 5–7 after a three-point win over Vestal Melissa LoPinto shows Finn at Westminster.
By MELISSA LOPINTO
I have wanted to be a part of a dog show ever since, as a little girl, I watched the Westminster Kennel Club Dog Show televised live from Madison Square Garden in New York City. I wasn’t able to get my own American Kennel Club-registered dog until last February. Finn, my brindle Whippet, was born on December 5, 2012 in a large litter of 12 puppies. I was permitted to choose the puppy that I thought was the “pick of the litter”. Over the summer, when Finn was just seven months old, he beat enough other Whippets to earn the major points that he needed to qualify to compete at Westminster. On the day Finn turned one, I registered him for Westminster. We competed in the 138th annual Westminster Kennel Club dog show in New York City on Monday, February 10 (along with nearly 3,000 dogs competing in 187 breeds and varieties). It was my first trip to New York City. Even the Empire State Building was lit up in purple and gold—the Westminster Kennel Club colors! Held since 1877, this dog show is the second-longest continuously held sporting event in this country (behind only the Kentucky Derby). Finn did a great job, but was not selected as “Best of Breed” over 22 other Whippets (who were already champions), so he did not continue on to the evening competitions. But he did come home with an impressive Westminster ribbon for “Reserve Winners Dog”. I have been an active participant in the Tompkins County 4-H dog club since returning to the Ithaca area in 2010. I am also a member of the Finger Lakes Kennel Club (FLKC), and have received agility training at Pawsitively Fun in Freeville, New York. I compete with Finn and my other dogs in agility, lure coursing, rally, and obedience in addition to conformation at events including the New York State Fair, Canine Performance Events (CPE), and other shows mostly in the Northeast, including in Pennsylvania, Maryland, Ohio, and New Hampshire. I would be happy to talk to anyone who has an interest in dog showing or training and share information on these wonderful organizations. You can find me at Facebook or contact me at windspritelover@gmail.com.
Boys’ JV basketball beat Vestal in JV/varsity doubleheader, and finished season undefeated
Girls’ JV and varsity basketball beat Corning in doubleheader
Wrestler Richie Burke ’15 completed wrestling season 12–0, and moved to state championships
Cheerleading team competed at STAC Championships
Boys’ swimming won Class A Sectional Championship; Noah Frostclapp ’14 (100 breaststroke) and Faadhil Moheed ’14 (100 backstroke) moved to state championships
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March 2014
SPORTS IMAGE: VANESSA ANDERSON
Why I Committed to Cornell
Why I Committed to Syracuse
By CHARLIE ESTILL
By SPENCER KOPKO
I love playing lacrosse. I started playing back in elementary school, and it quickly became my favorite sport. As college approached, I couldn’t imagine not playing. I wanted to find a school that was the right fit for me in terms of academics, location, and size, a school where I could also be part of the lacrosse team. I was lucky coming from the IHS team. Our coach, Frank Welch, is well-respected by college coaches and knows many of them. My teammates are highly skilled, and many in the classes ahead of me have been through the recruiting process and offered me advice and support. In addition, college coaches came to watch our team both during the scholastic and summer seasons. That is when I had my first contacts with recruiters: on the sidelines after games. NCAA regulations control the contact between athletes and college coaches. I couldn’t be called or emailed before September 1 of my junior year. Until then, I could only contact coaches myself. I sent out a number of emails and completed online recruiting surveys, pairing them with high-school transcripts and tapes highlighting my play. IHS’s assistant coach, Justin Coffman, is a talented photographer, and made great tapes for me and many of my teammates. As a result of the contacts I made, a number of coaches invited me to come visit their schools, meet them, and learn more about their programs. Over the course of my junior winter and spring, I traveled to Dartmouth, Williams, Amherst, and Hamilton. Each visit was useful in helping me define what type of school and lacrosse experience I hoped to have. The more I traveled, the more I realized how much I loved Cornell: its size, its diverse student body, its depth of curriculum. Last July, I met with then-coach Ben DeLuca to talk about the Cornell team. Coach DeLuca encouraged me to apply to Cornell early, and offered me the chance to join the Cornell recruiting class of 2018. I applied to the College of Arts and Sciences in November and was accepted. Recently, I met acting head coach Matt Kerwick, and had the chance to watch the Big Red team at its practice. I look forward to a great IHS season and, next fall, to joining the Cornell team.
Ever since I started playing youth soccer at the age of four, I had dreams of one day playing Division 1 soccer in college. I seriously started to consider that this dream could become a reality after I joined Revolution Empire, an academy travel team based out of Rochester, in the spring of my junior year. I joined this travel team following my sophomore year playing with IHS because it provided me with a greater opportunity to get recruited and to be seen by college coaches. Looking back, it was this transition from high school to the academy that had the largest impact on my recruitment, because I was able to be seen by many more coaches and have exposure to a higher level of play. The most difficult part of the recruiting process was deciding where I would like to play soccer for the next four years of my life. In the end my decision came down to Syracuse University, Cornell University, and Lehigh University. I chose Syracuse University because of its recent move to the Atlantic Coastal Conference (ACC), the amenities that are provided to athletes at Syracuse, and the closeness of the University to home (so that my family and friends can attend the games). Other positive aspects of Syracuse include its focus on academics and the personalized tutoring that every athlete receives. The fact that my dad went to Syracuse Law School played a large part in my decision because my family has a history of attending Syracuse. I wanted to play soccer at the highest level possible and Syracuse is known for having a strong program, so in the end, the decision was not a difficult one. If I were to give advice to any young and aspiring athlete, I’d say that, if you put in the hard work and the long hours of practice, you will be rewarded and things will work out for you. I am beyond excited to be playing for Syracuse soccer, and thank you to anyone reading this article who has helped me in any way throughout the years: I couldn’t have done it without you.
SPORTS
March 2014
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Sam is one among many who face discrimination based on sexuality.
Michael Sam and the Tragedy of Gay Athletes Everywhere By NOAH FROSTCLAPP
Michael Sam is one of the many athletes to recently come out as gay. He played defensive end for the University of Missouri from 2009 to 2013. He was the 2013 SEC Defensive Player of the Year, racking up 123 tackles, six forced fumbles, and two intercepted passes over the course of his four seasons. Sam is a force to reckon with in the 2014 NFL draft, or was at least thought to be. He came out in an interview on ESPN’s Outside the Lines on February 9. Since his interview with Chris Connelly, eight NFL coaches and executives have stated anonymously that Sam’s draft stock has plummeted, and that the NFL is not ready for a gay athlete, on or off the field. Sadly, these comments did not come as a surprise to many. It’s a sad thing, really, that after athletes come out as gay, their biggest support system is often their heterosexual friends and family. In my experience, there is often a lack of unity among LGBT athletes. Those who come out consistently face the stress of having to train, shower, and compete with teammates who may feel uncomfortable with having a gay teammate. And usually, they end up having to face this alone without support from their fellow LGBT athletes. Hopefully, this will not be the case in the future. It has been my unfortunate experience that LGBT athletes (and the “community” as a whole) do not have any sense of community or semblance for one another. Instead they take advantage of and encroach upon other LGBT people’s successes,
consume them, and spit them out. LGBT people with insecurities are often exploited by other LGBT people who get pleasure from making their lives worse, including through sexual harassment and bullying. It is my experience that many LGBT people do not protect one another, that they would rather stay in their own faction than extend their amiability to other LGBT people. I sincerely hope that my experiences are shared only by a few; however, I suspect that this is the norm for the thousands of youths struggling with their sexuality worldwide. The littlest things can be done to effect change. Reach out to someone you think may be struggling, tell your friends that you care about them, and send texts to LGBT friends asking how they are doing. Just do one of these every day and I assure you, there will be change. Things will get better.
Call Barnes & Noble for your next bookfair! We are now booking for the spring and summer. Also check out our event calendar online! (607) 273-6784 www.barnesandnoble.com
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March 2014
The Win Column: How Have the Olympics Changed over the Years? By OWEN HARTMAN
The Olympics have changed a lot since they were first introduced back in ancient Greece. The first recorded games were in 776 BC; however, some people believe that they were held earlier. The games are still held on a four-year rotation, but beginning in 1924, the Winter Games were held two years off from the Summer Games. Switching from the fixed location of the ancient Games, the modern Olympics are held in a new location every time, with London being the last location for the Summer Games and Sochi being the location of the last Winter Games. In ancient times, athletes competed in a limited suite of events, including four running races, wrestling, boxing, and chariot racing. Part of the modern Olympics schedule is a wide array of sports, including gymnastics, cycling, equestrian events, rowing, volleyball, basketball, and newly minted sports like slope-style ski jumping. On an even more basic level, expectations of athletes have changed. When the modern Olympics were first held in 1900, people believed that the perfect athlete was of average size. However, as time went on and as our understanding of subjects such as aerodynamics, physics, and physical training advanced, those views changed. New expectations are focused on an athlete’s body shape being most effective for the sport he or she is competing in. For example, the average height of a female gymnast has decreased from five-footthree to four-foot-nine. Olympic ski jumpers have discovered that, if they weigh less, their jumps are longer. Many professional jumpers have reportedly suffered from anorexia. In fact, female ski jumpers may be larger than males because the sport is just now being cultivated at the Olympic level for women. While the Games may have changed since they were introduced long ago in Greece, at the end of the day, they still showcase the ancient spirit of people coming together to compete in sports and, ultimately, to crown world champions.
SPORTS
Wacky Sport: The Fine Art of Civilized Warfare Using a Cardboard Tube
(In which one uses a handheld weapon—none of this ludicrous “gun” nonsense—expertly appropriated to fit our society’s stigma against killing people by making the handheld weapon not a machine of killing, but an instrument of fun—oh joy! Why, I remember a time when, by George, we had some real class, and we used to play War with my father’s old cavalry sword. Now that was fun! But now that’s all gone. Thanks, Obama.) By CHRIS SKAWSKI
So, if you have read that title and have decided that it makes sense to you and that you agree with it (particularly with the last bit), you should (1) stop watching Fox News (which you should probably do anyways) and (2) learn to understand sarcasm. If you have absolutely no idea what I’m talking about, fear not dear reader, for I’ll tell you what’s up. If you’ve ever played with the remnants of a cardboard box or tube and used them like armor or weapons, raise your hand. Seriously. The rest of this article doesn’t work unless you raise your hand. I’m doing it right now while writing this. Just raise it a little . . . wow, taking orders from writing. That’s how the Chamber of Secrets was opened, you know. Gosh. Read a book or something. Anyways, most of us have, and some never really wanted to give up the practice. The Cardboard Tube Fighting League (CTFL) exists to fulfill that desire. It has a beautifully crafted website at www.tubeduel.com. It also becomes quite funny when one fully appreciates its historical references. But more to the point. Regular CTFL events are held in Seattle; San Francisco; Washington D.C.; Sydney, Australia; and Bristol, England; there was even an event this past September in New York City. Events take one of two forms: tournament, where individuals clash to see who has the stronger tube; and battles, where participants can make their own armor and are assigned a team to fight for. Tournaments are simply a collection in standard bracket format, though occasionally, three-man “chaos bouts” will erupt. A battle splits participants into two teams. Each team is awarded a colored sticker to mark it as separate, and the team with the last tube standing wins. Alcohol is expressly forbidden at these events (a welcome addendum in my opinion), and they regularly draw anywhere from 20 to 70 people. The rules are quite strict, and prohibit blocking with one’s arms, body slamming, face shots (not cool, man), shields, and stabbing motions. The whole organization was started around the idea that people needed more opportunities to take themselves less seriously. So for any of you who just want to unwind and smack a complete stranger with a cardboard tube, CTFL might just be for you.
March 2014
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“Fun” Facts! 1. Drowning in saltwater is different from drowning in freshwater. It takes longer, as saltwater draws blood out of cells into the lungs. You drown in your own blood. 2. In a 2008 survey, 58 percent of British teens thought Sherlock Holmes was a real guy, while 20 percent thought Winston Churchill was not. 3. Nutella was invented during World War II, when an Italian pastry maker mixed hazelnuts into chocolate to extend his chocolate ration. 4. In 1974, Basil Brown, a 48-year-old health food advocate from London, drank himself to death with carrot juice. 5. New Mexico State’s first graduating class in 1893 had only one student—and he was shot and killed before graduation. 6. African-Americans make up ten percent of the House of Representatives but only two percent of the Senate. 7. New Hampshire is the only state to have an all-female congressional delegation plus a female governor. 8. There was a third Apple founder. Ronald Wayne sold his ten-percent stake for $800 in 1976.
Riddle
A town contains only one barber (he is male). The barber shaves all of the people who do not shave themselves, and only those people.
?
Who shaves the barber?
Jokes Q: What did the Ph.D. in math with a job say to the Ph.D. in math without a job? A: “Paper or plastic?” Q: Why was the calculus teacher bad at baseball? A: He was better at fitting curves than hitting them. Q: What is it called when the Queen of England farts? A: A noble gas. Q: What does a nosy pepper do? A: Gets jalapeño business! A guy walks into a bar with his pet dog. The bartender says, “No pets allowed.” The man replies, “This is a special dog. Turn on the Jets game and you’ll see. Whenever the Jets score, my dog does flips.” The Jets keep scoring field goals, and the dog keeps flipping and jumping. “Wow! What happens when the Jets score a touchdown?” The man replies, “I don’t know. I’ve only had him for seven years.”
A: The way out of this riddle is to realize that this is an impossible situation. Therefore, no such barber exists.
Horoscopes Pisces (Feb. 19–Mar. 20): When vacationing in beautiful Kazakhstan, you will meet a goat. But as it happens, it will be no ordinary goat—it will be Hector, your brother. Aries (Mar. 21–Apr. 19): Around the second week of the month, someone will try to sell you teal urine— it’s a trap. Taurus (Apr. 20–May 20): You’ve got to make a decision this month: are you going to help young kids get out of the ghetto, or are you gonna help rich people beat up their friends? Gemini (May 21–June 20): You will hear chanting in your head—wait for the Valium to kick in. Cancer (June 21–July 22): While wig shopping, it hits you: you don’t need a wig
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Irony
because you already possess a “rockin’” mullet that your male counterparts “adore”.
ulate the entire plot of Pulp Fiction at a family reunion. This will not go as planned.
Leo (July 23–Aug. 22): Retirement offers you great opportunities, such as participating in gout studies and writing rap songs about ancient history.
Sagittarius (Nov. 22–Dec. 21): Maybe shaving your eyebrows wasn’t “practical” because of the “sub-zero temperatures”, but you always have great friends like Doug and Aloysious to do normal “teenage stuff ” with, like make homemade wine and watch Antiques Roadshow.
Virgo (Aug. 23–Sept. 22): This is your month: with persistence, that particular event you have been diligently planning will happen. Libra (Sept. 23–Oct. 22): You will have a great Friday night with that special someone, eat your favorite meal—jellied mayonnaise salad—and watch Geologists Gone Wild, your favorite film. Scorpio (Oct. 23–Nov. 21): You will attempt to em-
Capricorn (Dec. 22–Jan. 19): As an ambitious person, you will attempt to pursue great things, like creating a support group for disgruntled proctologists, but you won’t always succeed. Aquarius (Jan. 20–Feb. 18): Someone you know is struggling with chionophobia—be there for him.
Guardians of the Galaxy
Shaun White Not Being a Disappointment
Chris and Rubin’s Jokes
ALL THE CLOCKS
Mr. Powers’s Leg Injury
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The Coolness Spectrum