Inklings Issue May 25

Inklings May 25, 2012

Founded in 1933

inklingsnews.com

Where’s the Beef?

Westport Public Schools to Remove ‘Pink Slime’ by Fall Ryder Chasin ’14, Danny Cooper ’13 & Reni Forer ’15 Web News Editor, News Editor & Staff Writer

I

t’s a stunt straight out of “Fear Factor”: drinking a bottle of Windex.

That’s Windex, a cleaner featuring “ammonium hydroxide,” or the chemical ammonia, mixed in water.

That’s ammonia, an ingredient used in the Staples cafeteria ground beef through the end of this year, according to a PTA newsletter statement from Superintendent Elliott Landon, announcing a “new option for school lunch programs.”

The meat additive Lean Finely Textured Beef—or, more commonly, “Pink Slime”—has been featured sensationally in the national media for the past several months.

British celebrity chef and health campaigner Jamie Oliver brought it to the country’s attention, describing it as the leftover trimmings from butchered meat, “all the bits that no one wants.”

Oliver continued, on his ABC food show, “This meat is not fit for human consumption, but in America, they’ve found a piece of technology that can turn this into something that turns up in your school food.”

For AP Environmental Science teacher Michael Aitkenhead,

the product is disgusting: “Yuck.

It’s so highly processed you really don’t know what you’re putting in your mouth,” he said.

Brianne Birch ’12 added, “I literally think I’m going to throw up.”

When approached with questions regarding the additive, the staff of the Staples cafeteria declined to comment. Landon’s newsletter said only that Westport has directed Chartwell’s, the school food services contractor, to “ONLY purchase ground hamburger meat” without the additive in the 2012-13 school year.

Why will the additive continue to be used in food currently served? Landon’s letter did not answer the question. And Frank Rupp, director of dining services for the town of Westport, deferred

to Landon’s letter when asked for comment.

It’s also unclear what foods in the cafeteria include the additive; current federal laws do not require labeling on beef that includes the treated beef scraps.

“As someone who is naturally adept at culinary, I’m very used to knowing the entire process behind my food, and one important part of that is where your food comes from,” Rusty Schindler ’13 said.

“Not knowing what’s in the Staples cafeteria food is disgusting.”

Some say that the additive is not harmful. Yes, ammonia is used to coat the additive; however, this is only to aid in killing any potential bacteria that may be living on the meat scraps. The bacteria could lead to serious illnesses, like

salmonella or E. coli, that can be life-threatening.

According to government researchers, the company that makes the meat additive uses only government-regulated beef.

The beef is centrifuged, which separates the fat from the meat; the product is relatively cheap as lunch officials claim it saves school budgets upwards of $1 million per year.

The additive is by no means a new addition to meat products; it originated in the early 1990s in fast food chains such as Burger King, McDonald’s, and Taco Bell.

Only recently has it garnered consumer attention.

“The first thing I thought was: I’ve been eating this stuff for much of my life? That’s disgusting,”

THE TRUTH ABOUT ‘PINK SLIME’ ‘Pink slime’ is found in up to 70% of all beef sold in supermarkets in the United States.

The USDA plans to purchase a further 7,000,000 pounds of ‘pink slime’ for school lunches.

Inside the Issue

STATISTICS FROM JAMIEOLIVER.COM | PHOTOS BY JAMIE WHEELER-ROBERTS ’13

Q&A: Red Hot Chili Pepper Drummer Chad Smith

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Principal John Dodig said.

Megan McArdle of The Atlantic cites this visceral reaction from consumers as a response to the fact that the ammonia-treated scraps were used in several brands of pet food.

McArdle argues that consumers are appalled by what they see as a low-class eating style rather than food “not fit for consumption.”

According to Rupp, Chartwells will make these changes to the meat selection for Westport schools starting next school year.

“Chartwells has a good longstanding relationship with the town of Westport. We will comply with any and all requests,” he said.

Dodig is in agreement with Rupp, endorsing the Chartwells program.

“I’ve been in schools for 43 years and I’m telling you, Chartwells is the best of the bunch,” Dodig said.

Landon shares the same perspective as the other two, saying in an e-mail interview, “Chartwells observes the highest standards in bringing food services to our students and has been responsive to students and parents for more exciting food choices for our students.”

Some students, though, remain wary and say they’ll choose their lunches carefully.

“Pink slime sounds disgusting,” Birch said. “I think I’ll just stick to the salad bar.”

Girls’ Lacrosse Team Lingo of the Season

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News May 25, 2012

Staples Responds to President’s Support of Same-Sex Marriage Bailey Ethier ’15

Web Opinions Editor

“I

've just concluded that for me personally, it is important for me to go ahead and affirm that I think same-sex couples should be able to get married,” said President Barack Obama in a White House interview with ABC News’ Robin Roberts on May 9.

With these remarks, Obama has become the first President of the United States to openly endorse same-sex marriage.

Alye Pollack ’15, president of the Gay-Straight Alliance, could not believe the news that Obama supported same-sex marriage.

“When I first heard about it, I thought it wasn't true,” Pollack said. “I saw it go all through my newsfeed and I was like, ‘Finally, pride in my country.’”

Principal John Dodig was also excited upon hearing of Obama’s endorsement.

“I never thought I’d live long enough to hear an United States president say those words,” Dodig said. “I think it’s another indication that the country is evolving.”

President Obama himself has said his views of same-sex marriage continue to “evolve.” In 1998, while running for re-election to the Illinois state senate, Obama said he was, “undecided”

on legalizing same-sex marriage.

However, in 2004, Obama said, “I am a fierce supporter of domestic partnership and civilunion laws. I am not a supporter of gay marriage as it has been thrown about, primarily just as a strategic issue. I think that marriage, in the minds of a lot of voters, has a religious connotation.”

Kenzie Furman ’12, a member of the GSA, understands why same-sex marriage troubles some people: “I think the term ‘marriage’ bothers some people because they want it to be considered a religious sacrament, and the Bible doesn't endorse same-sex relationships,” Furman said. “I don't really think it matters if it's called marriage or not, as long as everyone has the same rights, and I think in the past Obama has felt the same way.”

Hours after Obama declared his support for same-sex marriage, presumptive Republican presidential nominee Mitt Romney reiterated his opposition to same-sex marriage while campaigning in Oklahoma City.

“I have the same view on marriage that I had when I was governor. I believe marriage is a relationship between a man and a woman," Romney said. "I have the same view I've had since, well, running for office.”

The timing of the announce-

ADDRESSING THE CROWD: President Barack Obama speaks to the press at a White House press conference.

GRAPHIC BY RUSTY SCHINDLER ’13 ment has some Staples students and teachers questiong the impending political ramifications Nick Esposito ’15 believes that Romney was more sincere in his remarks regarding samesex marriage.

“He [Romney] has always had conservative views, so he

doesn't come across as trying to play the political game,” he said.

What remains to be seen, however, is how Obama’s endorsement of same-sex marriage will impact the upcoming presidential election.

For Chris Fray, advisor of GSA, the endorsement is risky.

“I think that people going to the polls are not going to say, ‘I support Barack Obama on so many things, but because he said that about gay marriage, I’m not going to vote for him,’” Fray said.

Three days prior to Obama’s endorsement of same-sex marriage, Vice President Joe Biden said in an interview on NBC’s “Meet the Press” with David Gregory, “I am absolutely comfortable with the fact that men marrying men, women marrying women, and heterosexual men and women marrying another are entitled to the same exact rights, all the civil rights, all the civil liberties.”

Along with Massachusetts, Iowa, Vermont, New Hampshire, New York, Washington, and Maryland, Connecticut is one of eight states that has legalized same-sex marriage. However, in comparison, 31 states have constitutional amendments that ban same-sex marriage.

“Unfortunately, it’s tied up in a religious issue. From my point of view, it has nothing to do with religion. It’s a civil rights issue,” Dodig said. “If a church doesn’t believe in it and doesn’t want to marry a same-sex couple, that’s their right.”

Pollack uttered a similar message: “Some dudes marry dudes, some chicks marry chicks.”

The War Against Cheating

Why Some Teachers Create Different Versions of the Same Test Aaron Hendel ’14 Sports Editor

Students will do whatever it takes to get an edge, which could potentially mean boosting a grade, and thus boosting the frequently discussed GPA. Whether it’s the quick glance over to another person’s answers during the actual test, or the discussion of test material with someone who had already taken the same or a similar test, academic integrity is often discharged.

In other words, they cheat.

Right behind their teachers’ backs.

However, many teachers at Staples have methods they think can either eliminate, or at the very least, reduce the amount of cheating going on in their respective classes.

Some common ways of keeping test takers honest include changing their tests within a class or give different sections of

the same topic different forms of tests.

However, the challenge that results from these test alterations is always the same: to avoid giving some students advantages or disadvantages based on the test they receive. A main way of preventing this is to keep the test questions exactly the same, but just to rearrange the order of the questions, which is what chemistry teacher Trema Voytek does.

The test variations have “absolutely the same content,” Voytek assured, although she doesn’t really believe there is all that much discussion of test material with kids from different classes. “I’m pleasantly surprised,” she said.

Another way of trying to limit violations of academic integrity while still giving each student the same chance at success (or failure) is by keeping each exam within a class the same, but adjusting

the exams for different sections.

Such is the method of English teacher Christine Radler.

“I don’t see any way I can [completely] prevent discussion of test material,” Radler said, explaining the reasoning for her test-giving approach.

But what she does do is move kids around and constantly “monitor” her students during a testing period.

Yet another technique is that of social studies teacher Eric Mongirdas. Mongirdas creates what he calls a “big bank of questions” that he creates, then has his computer randomly pick out questions for two test forms that he will hand out, while also occasionally manually selecting questions himself. Not only do the different forms get distributed to different classes, but they also,

they both get distributed within the same class. At times, the two forms can be similar; on other occasions they can be completely different.

“I don’t think one form is more difficult,” Mongirdas said, although he also acknowledged that sometimes, one period’s test could be different than another of the same class based on in-class discussions.

Some students, however, are skeptical that all test forms are of equal difficulty.

“I think it’s fair to have different tests for different classes, but not within a class,” Justin Gallanty ’14 said. “Otherwise, there’s no way to ensure the same difficulty [for the different tests].”

On the contrary, others, somewhat surprisingly, want as many measures as possible to be

taken against copying answers.

“Every student should have their own [different] test,” Jack Dulsky ’15 said. “That way, it would be impossible to cheat.”

Realistically though, for teachers to take the time to create a different test for each and every student, would in all likelihood reduce cheating, would take a significant amount of time.

“To give [many] different tests would be quite labor intensive,” Radler said, with a sigh.

“Any more than two different tests would make it crazy for teachers while they’re grading and going over tests,” agreed Nick Ward ’14.

And regardless of what methods teachers use, the only thing students really seem to care about is fairness.

“I think that as long as the tests are equally difficult, it’s definitely fair,” Hannah Lewis ’15 said.

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News

The Science Symposium

Inklings / May 25, 2012 / inklingsnews.com

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A Culmination of a Year of Research Molly Barreca ’13 Sports Editor

F ence.

or a group of Staples science students, May 22 marked the end of a unique experi-

The annual Science Symposium took place in the Staples library, and seniors gave their final presentations regarding the projects they have been working on for three years.

The library was transformed into a room of colorful posters, each with a unique and specific subject, giving a chance for all students in the Authentic Scientific Research program to showcase their work, although they are at different stages in their research.

“One of the things that’s special about ASR is the relationship you build with your teacher. You meet with your advisor every week and the class fosters a love of science” said Jason Lustbader ’12, who is conducting research on X-ray timing data compared with neutron stars and black holes.

The Symposium began with awards from the science department for prominent students in various science classes, such as chemistry, biology, and physics; as well as science electives and AP classes.

After the awards, sopho-

mores, juniors and seniors working on their projects were able to display posters with the data they have been collecting. Students spoke in detail about the complexity of their projects.

The draw of this year’s symposium was the keynote speaker, Yale professor Udo Schwarz, who talked to attendees about nanotechnology.

Schwarz described his work in mechanical engineering and visualizing the nano-world, which includes taking pictures beyond those visible through powerful microscopes. Students were able to get a glimpse of the world of a professional scientist.

Additionally, Schwarz viewed all of the posters and offered guidance to the students as some continue to further develop their projects.

The students who participate in ASR all feel similarly about their experiences in the program as well as their teachers, Michelle Morse and Nick Morgan.

“Dr. Morgan has made this whole process a lot of fun. ASR is a class I look forward to each day because it’s all about understanding the concepts, not just being lectured at,” Joseph Yang ’12 said.

Students, faculty, and parents alike came to support the program while also to hear about the high level of research that each participant does.

The progression of each proj-

PHOTOS BY MOLLY BARRECA ’13 WORKING HARD (TOP): Amelia Brackett ’14 presents her research project to a parent at the symposium.

TAKING IN THE SIGHTS (BELOW): Guests walk around the library to observe science research projects. ect varied depending on the year of the student. Sophomores displayed the preliminary data they have collected as well as their experimental design, while seniors displayed their final conclusions.

For Morgan, the symposium is a chance for students to display their expertise.

“After a few months, the students really become experts.

The information is always flowing from them to me; we’re really just here to guide them,” Morgan said.

President Obama Lends Hand to Students in Debt Eric Essagof ’12 Staff Writer

DEBT

FACTS ABOUT

The younger generation voted dramatically in favor of President Barack Obama in the 2008 election, and now he appears to be paying them back.

From the Oval Office and the campaign trail, Obama has been announcing plans to forgive student loan debt, and has argued for interest rates, the amount a student has to pay back per month on loans, to stay low.

According to the New York Times, the average college student pays back $23,300 in student loan debt, and this debt is widespread. There are $1 trillion in outstanding loans in this country.

Obama has already lowered the percentage of income that students are required to pay on their loans from 15 percent to 10 percent, and has announced that any remaining debt will be forgiven entirely in 20 years. This means that

students will be paying less over a shorter period of time.

These announcements are motivated not just in politics, but also based on troubling statistics that have come out about student debt in recent years. According to the New York Daily News, student loan debt in America has reached $1 trillion. To make matters worse, unless Congress acts as the president has advised them to, the interest rates on current loans could rise from 3.4 percent to 6.8 percent this summer, meaning that graduates may start paying a lot more.

According to AP Government and Politics teacher Suzanne Klein, a teacher at Staples High School and a former political reporter for Congressional Quarterly, this move shows that Obama is keeping an eye on the upcoming November election.

“The fact that [young voters] turned up in 2008 larger than usual for Obama was important for his victory,” Kammerman said.

Young people certainly preferred Obama in the past election.

According to MSNBC, among those between the ages of 18-29, 68 percent of them chose Obama over Senator John McCain.

But, according to Kammerman, Obama is going to have to work to get them to come out in such strong numbers again.

“Over the past few years some people have been disappointed,” Kammerman said.

While both political parties want to keep the rates low, they both disagree on how to pay for the plan, setting Washington up for yet another messy legislative fight.

Democrats want to raise taxes on the wealthy, while Republicans want to take money out of Obama’s health care reform law.

Senate Republicans recently blocked a vote on the Democratic plan to keep interest rates low. Democrats argued that Republicans wanted to protect the taxes of the wealthy at the

expense of the students, while Florida Senator Marco Rubio (R) argued that the plan unfairly raised taxes on "the kinds of small businesses that give jobs to graduates who not only need low interest rates but need jobs in order to pay their student loans."

According to Lenny Klein, teacher and creator of the Personal Finance course at Staples High School, the recent fear of student loans should not be a disincentive from getting a college education.

“There are many ways to get money for college and [the cost of loans] should never be a deterrent,” Klein said.

Instead, Klein recommends that students looking at colleges start doing research into alternatives, including scholarships and grants, which are two forms of payment that do not require the recipient to pay anything back.

The college and career center and the guidance office are two sources in the school that

offer such funding options.

But, without either of those options, student loans may have to play a role in deciding which college a student should choose.

“If all else fails and you have to go the student loan route, I wouldn’t necessarily let having to pay for your own education deter you from going to college, but that should be a factor in which college you choose,” Klein said.

For those who cannot afford college without student loans, Klein recommends looking at state schools, which offer cheaper in-state tuition.

Klein himself is a graduate of University of Connecticut.

Klein also believes that students should not be afraid of student loans, and that they are a manageable form of debt.

“Student loan organizations will work with you and structure the loans in such a way that it works within the constraints of whatever your individual budget is,” Klein said.

○ 2/3 of college graduates have student loans. ○ College students graduate with an average of $23,000 in debt. ○ The total outstanding student loan debt is expected to exceed $1,000,000,000,000 by the end of this year. ○ If the new bill fails, student loan interest rates will rise to 6.8%, double the current rate.

STATISTICS FROM WHITEHOUSE.GOV

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News Inklings / May 25, 2012 / inklingsnews.com

Out with the Old, In with the New?

SafeRides in Short Supply of Licensed Drivers for 2012-13 Year

PHOTO BY ERIC ESSAGOF ’12

Ellie Mann ’13

Business Manager

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t’s a busy Saturday night in December. There are two dispatchers and four navigators ready for duty at the Christ and Holy Trinity Church, the SafeRides base. However, there are only two drivers. The SafeRides phone is ringing non-stop, but the waits may be longer due to the lack of drivers.

While Julie Mombello, the director of Westport’s SafeRides organization, is grateful to all who volunteered and feels that SafeRides has had a good year so far, she also says there have been a couple nights with only two working cars. This results in longer waits and “frustrated students.” Frustrated students may be tempted into finding an alternate and potentially dangerous

ride home, she said.

Mombello believes that the best way to improve this situation is to make sure that all of the volunteers know that once they have had their driver’s license for four months, they are eligible to drive for SafeRides.

While she does not want to discourage volunteers from working because she realizes that they will be eligible to drive one day, in order to make sure that every non-driver has the chance to work, a limit has been set on the number of times a non-driver can sign up to work at a time. This number is two.

There will be another training session in June in which new volunteers can sign up to work in Sept. and Mombello encourages students to sign up.

Mombello also encourages people that the process for be-

coming a driver is easy. A student simply needs parent consent and then must fill out the basic SafeRides application. If a student is already a member of SafeRides, no extra fee is due.

Danielle Honigstein ’13, a member of the SafeRides Board, believes that part of the reason why it is difficult to find drivers is that as students get older, they are busier with activities on Saturday nights that they do not want to miss out on.

Upperclassmen are more likely to be doing something from 9:30-1:30 at night than freshmen and sophomores are,” Honigstein said. “They don’t want to miss their social events to volunteer for SafeRides.”

Will Haskell ’14, another member of the SafeRides board, agrees with Honigstein. “Most juniors and seniors are not will-

ing to give up time during their pletely ridiculous and distracts weekend to volunteer for a great people from comprehending our cause.” goal.”

Board member, Julia TzioWhile SafeRides relies on lis ’13, encourages more licensed drivers and non-drivers equally, drivers to sign up with friends. and it has been difficult at times “There have been times where to get drivers to work, the orgait has been hard to fill up spots. nization is running smoothly and But, because we do allow people is looking forward to a successful to sign up in pairs, now people do end of the school year. not have to work with someone that they do not know. There is really no excuse not to drive.”

The SafeRides Board plans on addressing this issues for next year and Haskell feels that in order to do this, SafeRides should be publicized to generate more interest in volunteering.

“I don’t think that people realize how fun and easy SafeRides really is,” Haskell said. “By next year, I want to dispel the rumors that ‘people throw up in cars’ because that is comGRAPHIC CONTRIBUTED BY SAFERIDESUS.COM

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Opinions May 25, 2012

What’s Our Thing?

Many Words, Not Much Action PHOTO BY BEN REISER ’13

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t’s a cold and windy Saturday morning. While most Staples students doze in bed, people armed with signs, shouts, and spirit head downtown to exercise their First Amendment rights.

For decades, they’ve worn down their voices, f lagging down pedestrians while rallying against wars from Vietnam to Iraq.

These protestors are 80-years-old.

What happens when they die?

Who will take their place on the Ruth Steinkraus Cohen Memorial Bridge?

The ’60s had the Civil Rights Movement. The ’70s had Vietnam. The ’80s had No Nukes.

What’s our thing?

What are we, as students, passionate about? Westport is a liberal, aff luent community. Yet we seem to be intrinsically unmotivated to do anything that requires any significant effort.

It’s hard for us to relate to na-

“Silver Crown Award” for Inklingsnews.com from Columbia Scholastic Press Association 2011 “Crown Newspaper Finalist” Columbia Scholastic Press Association 2011 First Place “All-American” from National Scholastic Press Association 2010-2011

All the opinions, news, and features in this paper are those of Staples High School students. Inklings has a circulation of 1,800. The paper is a member of the Columbia Scholastic Press Association, the Natioanal Schoalstic Press Association and supports the Student Press Law Center. All letters to the editor must be signed before they will be published.

The editorial board reserves the right not to publish letters and to edit all submissions as it sees fit.

tional issues. We don’t see child hunger on a daily basis. We don’t see gang violence as we walk down Main Street. We don’t see poor public schooling in the halls of Staples.

We live the American Dream.

But most of America doesn’t.

While we’re sheltered behind our white picket fences and perfectly manicured lawns, we sit and stare at our iPhone texts, Facebook notifications, and Twitter feeds. We are cocooned in a virtual world of ease.

We do try.

We change our profile pictures to cartoon characters to stop child abuse. We retweet 140-character blurbs urging people to donate $10 to cancer research. We “like” pages to bring down warlords like Joseph Kony.

But did anyone actually “Cover the Night?” No. These f leeting five seconds of altruism make us feel better about ourselves, but they’re not actually constructive.

We aren’t actually stopping Joseph Kony or eliminating child abuse or curing cancer simply

Inklings EDITORIAL

Editors-in-Chief Rachel Guetta Ned Hardy Managing Editors Chloe Baker Ben Reiser Web Managing Editors Cheyenne Haslett Jordan Shenhar News Editors Danny Cooper Hannah Foley Will McDonald Jamie Wheeler-Roberts Opinions Editors Callie Ahlgrim Kate Beispel Katie Cion Erik Sommer

Features Editors Rachel Labarre Deanna Schreiber Julia Sharkey Haley Zeldes Arts & Entertainment Editors Greta Bjornson Sophia Hampton Claudia Landowne Sara Luttinger Sports Editors Molly Barecca Aaron Hendel Simon Stracher Bailey Valente Web News Editors Ryder Chasin Eliza Llewellyn Web Opinions Editors Bailey Ethier Eliza Yass

by tapping on a touchscreen.

As Staples students, it seems that we only physically step in to help others when our own interests are in jeopardy. Even this occurs rarely, if ever.

Sure, we successfully picketed the cut of Staples Players and Collab in 2009, but we failed to voice our opinions when Arena was cut a year later.

Of course, students were outraged after the fact, but no one did anything to remedy the situation.

It’s pathetic that the most recent display of Staples students standing up for what they believe in was nearly three years ago.

Sometimes, the obstacle is that we are reluctant to share how we truly feel. We’ve become so politically correct, so afraid of breaking social norms, that we’ve forgotten how to be political.

It’s trendy to post a link. But there’s a big difference between 100 “likes” on a Facebook page and 100 people protesting on a bridge.

Web Features Editors Sophie de Bruijn Chris Ramey Web Arts & Entertainment Editors Claire O’Halloran Caroline Rossi Web Sports Editors Sami Bautista Joe Greenwald Photography Editors Alex Greene Rose Propp Business Managers Ellie Mann Alex Spector Advisers Elizabeth Humphrey Julia McNamee Stephen Rexford

Correspondence and Subscriptions: Inklings 70 North Ave. Staples High School Westport, CT 06880 Phone: (203) 341–1994 Inklingsnews@gmail.com Printed on recycled paper

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Opinions

Inklings / May 25, 2012 / inklingsnews.com

Don’t Leave Your Past Behind

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ote to self: things I’m not going to miss about Westport...

Chartwells cafeteria food.

Eight classes a day. Taking those oh-so-boring required courses. Waking up at 6:30 so I can skip the traffic. Hav ing a midnight curfew, and that anxiety I get on my way to school over finding a parking space (thanks, juniors).

So I’ve finished my list with a sense of satisfaction. In just a few months, I’m going to put on my “big girl pants” and go off to college. If you’re like me, and I know you are, you’re totally ready to blow this popsicle stand and march off to higher education. That’s right, move forward, and don’t look back.

Cut all ties and embrace the future that lies ahead.

Sigh. If only it were that simple. No matter how much you and I deny it, you know it’s true. You’re going to miss this place.

This is how I see it. As mom sheds a tear waving me off to my ungodly-expensive education. (Is she crying because she’ll miss me, or because of the check she’ll have to write?), I fake an eye roll and pretend that I’ll be okay.

But when mom’s not looking, I choke back a sob.

Prediction: you’ll be on the phone with your mom 12 times a day those first two months.

You’ll be asking her what she made for dinner last night, what trouble your little brother has gotten in to, and

GRAPHIC BY MEGAN FOREMAN ’14

asking her for news of the most arcane variety.

You’re going to miss that bedroom that you grew up in.

Where your Spice Girls poster morphed into the Jonas Brothers, which turned into Justin Bieber, which finally morphed into Dave Matthews.

Think of your former sleeping quarters as a time capsule that you’ll occasionally return back to on breaks and holidays. It’s a place where you’ll reacquaint yourself with the stuffed animals that were tucked underneath your bed.

While we’re at it, let’s give a shout out to the high school friends that stuck by our sides

through thick and thin.

Understandably, we promise each other on graduation that we’ll promise to our high school friends that we will remain B.F.F.’s for life (that may be redundant, but it’s true).

Forget all the future friends you’ll make in college, graduate school or the real world; the friends you grew up with in high school are the ones who will stay with you for a life time. After all, those were your first official Facebook friends, remember. (Hint: Cut this column out and put it in a safe place, pull it out 20 years from now, and you’ll see that I was right

about this. Guaranteed).

The thing I think I’ll miss the most? My good old alma mater.

Nationally recognized as one of the most accomplished and competitive schools in the country, I’ll admit, there were times (such as finals week), when I wished I were anything but a Wrecker.

But just the other day, as I drove up to school, I stared in awe at the sheer architectural beauty of the place I’ve spent the last four years. The clock is every bit as grand as the one in the middle of Grand Central Station. That day, I saw my school with a newfound appreciation. It hit me like a big yellow school bus.

All the sporting events that thrilled us, the state championships (the ones we won, and the ones we nearly won) will always be with us.

The faculty has been world-class, and has given us knowledge that not only prepared us for our college career, but also shaped us and our intellectual thought for years to come.

As you read this, I’m sure certain teachers come to mind, that you know had an amazing impact on you, and helped make who you are today and who you may be in the future.

After all that I’ve seen making my way through Staples, there is one enigmatic, indelible image that will stay with me for the years to come, an image that has resonated in you as well. Can you guess what it is…?

It’s Principal Dodig. Picture him as we know him best: standing at the entrance of the school every morning, greeting each one of us warmly as we file in for a new day of education.

More than anything else, this image symbolizes the totality of our common experience as students—and soon to be graduates—of Staples High School in Westport, Conn.

We will miss all of these things, but we can take comfort in knowing that not only will we have these collective memories that link us together as classmates, but we can stand back and appreciate the essence of all of these things being a part of who we are.

And what we will become.

By the way, to all of my classmates whom I’ve grown up with, I’ll never forget all the times we’ve had together.

Thanks for the memories.

Something’s Gotta Give

Wake Up Without Needing to Smell Coffee sible.

The fact is you want to do what you love, but something’s gotta give.

I spend the majority of my free time dancing. In order to adjust for this, I take fewer APs, and pick classes where I know I can get the work done. While I still have the occasional nights where I am up until one in the morning, I know that it’s a result of my own choices.

Regardless of what classes your parents or your college counselor are dictating that you take, you need to think in terms of what you can actually handle without getting overwhelmed.

You’re the only one who knows what your schedule will be the following year, so plan for it. Don’t go into your guidance counselor and sign up for five APs because you “think” you can handle it on top of everything else that you do. At this point, you should know

what you are getting yourself into when you sign off on your final schedule for the following year.

So, you can sit back and pretend that it’s all your teachers’ fault for doing their job or you can give something up and adjust your schedule to accommodate your schoolwork and eight hours of sleep each night.

The choice is yours.

GRAPHIC BY OLIVIA CROSBY ’15

I

dance five days a week, on average three hours a night, take two AP classes, attend weekly meetings for the several clubs and organizations I am a part of, and babysit after school. Cramming all of this into just seven days every week does not always seem possible, but this is the schedule I built for myself, so somehow I have to make it work.

Now for some people this is a lot to handle. For others, my schedule does not even come close to the amount of afterschool activities they commit themselves to.

Some days, like a lot of students, I feel as though teachers are simply assigning a two-hour assignment believing that I have nothing to do after school other than work; however, between dance and my other commitments, there is no way I will be able to complete that assignment

without staying up until one.

I can be either frustrated with my teachers and blame them for thoughtlessly assigning a paper the night of my three-hour dance rehearsal, or I can blame myself for essentially putting myself in this situation.

We, as students, are always quick to blame the teacher for “carelessly” giving out big work loads, but we forget that it is our busy schedules that got us there in the first place.

A student can join as many after-school sports teams or clubs as they would like, but then they have to think about taking that extra AP. You can’t load up on four APs, not get home until eight and expect to get everything done for the next day; it’s just not pos-

Opinions

The Bro Code

Inklings / May 25, 2012 / Inklingsnews.com

Junior Blues GR AP HIC SBY RO AC IVI OL BY

T

‘15

It’s a Guy Thing

here is one thing that separates men from animals.

There is one thing that unites them in the world. There is one thing that defines the rules of brotherhood.

The Bro Code.

To guys, the Bro Code is an internal code of conduct, similar to the way people let their sense of morality determine their actions. Or how people look to religion to decide what is right.

The Bro Code is our Bible.

The Ten Commandments in the Bible let religious people know what sins are. The rules in the Bro Code let guys know what offenses against your fellow bros are.

However, a difference between the Bro Code and the Bible is that the Bro Code doesn’t need to be written in black and white.

There is no published book.

There is no pamphlet that is

handed out. The Bro Code is encoded in all guys DNA. “It is important because it sets out all the rules for bro culture,” Jack Dobrich ’13 said. “It will guide a bro through every situation.” It’s a crazy world we live in. But, through all of it the brotherhood survives.

How? The Bro Code.

The Bro Code preserves the ties between guys. That is how the brotherhood is so strong. We respect each other because that is what the Bro Code teaches us to do.

We don’t hook up with our friend’s ex-girlfriends. We don’t talk trash another man’s mom.

We don’t snitch on other guys.

We don’t ditch a friend when he needs a wingman. And we always have a bro’s back.

But, that is just the beginning of the list.

Those guys who go rogue and fail to abide by these requirements should be ashamed. By my standards they are not men. And

by definition they are not bros.

Don’t be discouraged though, real bros. One day guys who went rogue will be in need of a bro. And on that day they will realize that you need to be a bro to be protected by the Bro Code.

And all rules of the Bro Code are to be revered and respected.

However, one stands above the rest.

Guys before Girls.

To answer the question your thinking; no, I am not trying to be a sexist jerk. Face it though, girls do have a way of getting be-

tween bros. Girls will come and go. Bros are all you have at the end of the day.

And I’m not saying girls don’t have a reason to dislike this rule.

They are most definitely entitled to their opinion. Grace McDavidSeidner ’13 said, “I mean sometimes I wish those kinds of rules could exist with girls too. But, it’s annoying when guys use it as an excuse to be rude to a girl.”

She has a point too. I wouldn’t like it if girls had rules that put their girl friends above guy friends.

Luckily though, I don’t have to worry about that.

That is exactly why the brotherhood is stronger than the sisterhood. Girls, think about how often you catch your “frienemies” spreading rumors about you. Or how about hitting on a guy you like.

I bet it rings a bell.

Guys don’t have that problem though. Because whether you like it or not, the Bro Code is alive and well.

To anybody who doubts it, to anybody who thinks it’s ridiculous, I have one thing to say: Bite me.

Trendy Now, Embarrassing Later

Long-Run Lessons About Some 2012 Trends

I

f there was any word I would use to describe 2012, that word would definitely not be “chic.”

It seems as though style and class have been completely obliterated, to the point where I just went through a miniature panic attack merely to type out the word “class” because people overuse it so much.

I’m all for the concept of trends. Where would Marc Jacobs be without them? But when people begin to let the trends take over, that’s when I start hyperventilating.

I almost feel as if I’m in an amusement park at school these days. A very scary, very un-chic amusement park, that is a combination of Middle Earth and the Death Star, where people wear poorly made elf shoes (Tom’s) and shirts with built in ventilation (basically anything from LF).

Maybe it’s because I’m a second semester senior and I’m ready to go to college. But even

7

my college friends are latching on to these depressing trends.

The sheer number of Frozen Yogurt (Froyo) stores per capita there are is astonishing and frightening.

Do people not realize that Froyo is basically glorified ice cream?

You are not being more healthy by having over-sweetened sour milk with 0.25 servings worth of strawberries and the 500 calories worth of cookie bites and mochi.

Meanwhile, while half of us are gorging ourselves on that illusion of health, the other half are adorning themselves in the style monstrosity that is currently known as “neon.” Maybe in the 80s, neon was cool. It was new. It was a thing.

Neon is an eyesore, and you aren’t original for wearing it.

Let’s just say once Disney Channel catches onto the trend, it’s dead.

The female American youth needs to get their act together.

Seriously, I’m embarrassed for us, and wouldn’t be surprised if our deplorable actions lead to an eventual warrant by the International Criminal Court— or worse, the fashion police.

But actually, take a look in the mirror.

GRAPHIC BY ELIZABETH CAMCHE ’14

There is something inherently frustrating about being in school when the sun starts shining and temperatures climb into the 70s.

This is compounded, furthermore, when AP tests end and seemingly simultaneously classes empty out. I got a preview of it the day of the senior class trip, and as a junior it’s killing me.

It’s not really reasonable to be resentful. Everyone goes through the same thing and the Senior Internship Program is a great opportunity I hope to take advantage of next year.

But there’s something infuriating about being stuck in a classroom for most of the month of June, when many classes (AP’s in particular) are over and students you’ve come to see as peers throughout the course of the year are gone already.

I’m a little tempered by the fact that most of my teachers haven’t told me what’s going to happen after the tests, after internships. I guess it could be fun...maybe. Or educational.

Something like that, I think.

The vagueness is unusual. AP tests are ending, the school population is shrinking, and it’s just not clear what’s going on. We’ve been adhering to a strict schedule for the whole year, but all the sudden there’s plenty of time and we have no idea what’s being done with it. The sudden lack of structure is cool, but at the same time rather unsettling.

“I never noticed the tremendous stress everyone freaked out about with junior year until now.”

From what I’ve gathered, most AP’s will be doing some form of project for the end of the year, while non-AP classes will soldier on with material even when their numbers dwindle.

The change is noticeable. My physics and calculus classes will race through the rest of their curriculum with fewer kids, while AP classes are suddenly slowing down, switching from rigid structure to independent projects. It’s something of a role reversal, actually.

I never noticed the tremendous stress everyone freaked out about with junior year until now, but I think it’s very real during this time.

Kids around you are in college and done, and everything is just getting started for the class of ’13.

The kid sitting next to you in physics is off working in an elementary school and you’re still trying to decipher harmonics.

Yeah, that’s stressful.

8

Opinions

Inklings / May 25, 2012 / inklingsnews.com

Bash the Trash

It’s Time to Clean Up The Cafeteria

T

oday, I had first lunch, and the tables were—very surprisingly—clean. Spotless, no, but there wasn’t any trash on them.

Of course, this was only a deviation and one that was quickly corrected. By the end of first lunch, there were plenty of tables with trash that someone had neglected—or perhaps lazily refused—to throw away.

You know who they are. You know what it’s like.

The plastic cookie bags.

Half-drunk chocolate milks, the other half is spilled on the table.

White boats filled with fries, cheese, or some other remnant of the meal they once held.

Now, I understand. It’s perfectly fine for people to be lazy and force others to pick up after them.

It’s so much work to get up and take an extra five steps to the garbage can. And you’d have to be Hercules to be able to carry such enormous weight! Those lunches can weigh as much as a

GRAPHIC BY AMY PERELBERG ‘15

whopping twenty grams.

For these reasons, I understand why some people are simply unable to throw away their trash. After all, it’s not as though leaving trash around is disgusting.

Except, oh wait, it is.

They’re leaving their food for others to pick up after them. And very few people pick up trash that they did not leave. But why shouldn’t they? I always throw away trash that’s been left on my

table, whether or not it is mine.

And I am getting pretty annoyed at having to do it so often.

Or every single day.

Last year, I was not as good about this. I always threw away my own trash, but I rarely, if ever, threw away anyone else’s.

What changed this? Last year, second semester, I took Child Development 1, taught by the lovely Mrs. McClary. One day, when we had an irregular schedule, we got to see the kids who were eating

their snack.

Mrs. McClary pointed out that every single one of the kids cleaned their place and threw away their napkins after munching on their goldfish.

They then put their placemats—a laminated paper that had outlines of a plate, a fork, and a spoon on it—back in the proper place. None of them needed prompting to act so... maturely.

And this was in glaring

contrast to the supposedly mature high school students.

Now, if four-year-olds can walk an extra ten steps (similar distance, but they have shorter strides) while carrying a onegram napkin, I think it’s fair to say that high schoolers can walk an extra five steps carrying twenty grams of trash, whether or not they left that trash there.

I don’t like cleaning up after others. I’m not anyone’s maid-and, guess what, neither are the custodians!

That’s another reason I pick up trash. I don’t know many of the custodians, but I know all of them are nice, and I do know Mr. Watts is one of the friendliest guys at Staples. Every time I see him, he gives me a smile and a fist bump. I met him at GFS, and, back then, he was just as great a guy as he is now.

I could never leave trash for Mr. Watts to clean up, to act like my maid. And I don’t like it when others turn Mr. Watts or any of the other custodians into their maids.

So, just clean up after yourself. Nobody likes trash at their lunch table; it’s disgusting.

Ask yourself, do you like sitting in a trash heap?

Actually, I’ll change that.

Instead, ask yourself, do you like eating in a trash heap?

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Features

9

May 25, 2012

How the Staples Community Personalizes Memorial Day Claire O’Halloran ’13

H

Web A&E Editor

ero (noun): “An illustrious warrior; one who shows great courage; a man admired for his achievements and noble qualities.”

According to Merriam-Webster’s Online Dictionary, that is the definition of a hero.

There are few people who can truly be considered heroes; however, soldiers are among those few.

It’s a national holiday in which the population commemorates the loss of soldiers fighting for the United States.

Yet, sometimes Memorial Day is seen as a day off of school to enjoy the early signs of summer.

“I think it’s an important holiday, but in the modern day, people are often too busy to stop and to celebrate,” said Jessica Ellison ’13.

Ellison, along with Griffin Thrush ’15, sometimes find other instances to remember the soldiers.

“I think about soldiers during Veteran’s Day because the school often recognizes it in some way, and while at war memorials like the Tomb of the Unknown Solider,” Ellison said.

Although Memorial Day may be a holiday that sometimes slips the minds of students, it is still considered important. Thrush believes that even though the holiday is very overlooked, it is still very significant.

Tom Armas, a lieutenant colonel in the Marine Corps Reserve, and a friend of Assistant Principal

PHOTO CONTRIBUTED BY RICHARD FRANZIS SERVING HIS COUNTRY: Principal Richard Franzis poses in uniform in front of a piece of artillery.

Richard Franzis, has been deployed to Iraq three times and is one example of why Memorial Day should be celebrated. Armas was interviewed on Good Morning Staples on May 24.

Armas risked his life and saved multiple lives , on 9/11 just before the north tower collapsed. According to an account documented on Youtube, he was awarded a Navy Marine Corps Medal for these heroic actions. Armas, along with the multitude of other soldiers and veterans who put their own safety at risk in order to ensure the safety of the people, are heros.

Staples Assistant Principal Richard Franzis, a colonel in the Army Reserve, believes that Memorial Day is an important day for

people to recognize. In past years, it has received more publicity due to United States involvement in war, he said.

Franzis has been in the Army Reserve for 30 years and in 2007, was sent to Iraq for one year. While it is good for all people to acknowledge the importance of Memorial Day, Franzis believes that seeing soldiers fight and die around you shows the real significance of the holiday.

“When you’re up close and personal, when you see young men and women die in combat, and when you see young promising lives cut off way too soon,” Franzis said, “it makes you reflect on how you owe it to the [soldiers] to live your life well.”

Franzis believes it is important

that Memorial Day not be a day of sadness but instead a time to reflect and live life to the fullest.

There are many different opinions on whether or not US involvement in wars is just; however, students and administrators alike agree that the question should not take away from the purpose of Memorial Day. “At the end of the day, it doesn’t make [the soldier’s] sacrifice any less honorable,” Franzis said.

Thrush agrees that, “it’s important to recognize soldiers and veterans who defend us.”

Memorial Day is meant to honor those who sacrifice their lives for the safety of Americans.

On Memorial Day, Franzis takes time to “think about all of

the young lives cut short and the dreams never realized.”

He remembers for all of the lives that were cut short while defending America.

“To many of us, they were just a statistic, but every one of them left a family landscape tragically altered forever,” Franzis said. “I really think about how unbearable the conditions were under which these American died and how small most of our daily troubles truly are when you give a moment to reflect on all that these folks gave.”

Bill Wilkes, a math teacher at Staples, also served for the US and has thoughts similar to Franzis regarding Memorial Day. “I think of the brave men and women who have fought to preserve our way of life,” Wilkes said. “I had many friends in the service who did not make it back from the first or second Gulf Wars and think of them often. Some that did make it back will never be the same, and the results have had detrimental effects on them and their families. I think good wishes for all of them.”

Memorial Day is meant to be an important holiday recognizing the valiant soldiers who risk their lives for their country, all agreed.

It is an important day for students, among their teachers, to simply remember.

“It’s really a great day to do some reflection,” Franzis said, “to slow down, and stop thinking about things that aren’t really important.

It puts things in perspective.”

Fire Lane Renegade

Lorberbaum ’13 Takes Corporate-Style Negotiation to the Streets Isaac Stein ’12 Staff Writer

“I aim to be the Gandhi of student parking.”

This is how Perry Lorberbaum ’13 describes his ability, desire, and successes against what he perceives to be “a broken Staples parking system.”

Take, for instance, the number of tickets that he has received, which exceeds 20.

Lorberbaum readily recounts one specific incident in which he parked not illegally in the Wakeman parking lot but rather on Wakeman field itself.

This resulted in a $25 charge from the Town of Westport.

However, Lorberbaum believed he had a case.

“I was late for an important test in Economics. There were no spaces left. The concept of paying $25 because I was late for a test was just ridiculous. And I knew I could take a calculated risk because I knew I could win,” Lorberbaum said.

And win he did, as the ticket was completely thrown out of parking court.

The secret? According to Lorberbaum, wearing the right clothes—a suit— made a big impression even before he actually argued the ticket.

“People respect you more when you dress up,” Lorberbaum

said. If a highly-respected man like Mr. Dodig were to one day show up to school in a t-shirt and flip flops, I guarantee that students would respect him less.

So do I think that clothes make a difference when I show up to negotiate? One hundred percent.”

Lorberbaum, who has worked as an intern at Northwestern Mutual Financial Network, a financial services firm, for over four years, believes that he has benefited tremendously by learning to work and dress in a corporate environment. However, he also thinks that another main contributor to his refined negotiation skills is a firm belief that he is in the right.

“Various people involved with [Staples] and local parking enforcement tried to charge me for consistently parking in the fire lane at Wakeman Field. Yes, I’m aware that it’s completely illegal. But I had to do what I had to do. And there’s a reason I do it: corruption in the parking lot,” Lorberbaum said.

Lorberbaum believes that the semester parking lottery for juniors is flawed: students who don’t have their licenses or access to vehicles at the time of the drawing may siphon away spaces from students who can and would make better use of them. His solution is a lottery for every academic quarter, which

PHOTO BY ROSE PROPP ‘13 MODERN DAY GANDHI: Perry Lorberbaum ’13 proudly poses in front of his Audi after accumulating over 20 parking tickets this year. he thinks would be fairer to all students involved.

“I will never illegally park in an area that blocks or impedes other vehicles. But when I proposed my ‘quarterly lottery’ system to a member of the Staples administration and was simply told that it’s just ‘not gonna happen,’ I was pretty pissed off, because I felt as though my concerns were ignored,” Lorberbaum said. “Therefore, when I fight these tickets, I see it as a

just cause.”

Additionally, Lorberbaum’s will to argue for what he thinks is fair transcends the parking lot and enters the classroom setting.

“There was one time when I was assigned a PowerPoint project. I put in a slide that I recognize was slightly gory, but my teacher took off seven of eight possible points because she claimed I had used “inappropriate images.” Lorberbaum then

went on to explain how he used negotiation tactics to regain all but one of the lost points.

It was all about recognizing that we all have different senses of humor—and that “inappropriate images” were not banned on the rubric,” Lorberbaum said.

In general, Lorberbaum is confident that the determination of an individual determines success.

“It’s not a skill set,” Lorberbaum said. “It’s a mindset.”

10 Features

Inklings / May 25, 2012 / inklingsnews.com

The Working World of Westport MLB.com CEO Bob Bowman

WESTPORT AT WORK

Rose Propp ’13

P

Photo Editor

art of what makes Westport so special is the interesting individuals who live here. Bob Bowman, a father of two Staples children, a former Little League coach, and an active Westporter, is also the CEO and President of MLB.com.

According to Bowman, “MLB.com is the one stop place for everything baseball, regardless of device, location or time.

Our job is to provide the best, live content to all fans and their favorite teams.”

At his offices in Chelsea Market in New York City, Bowman does “a little bit of everything. Mainly I focus on strategy and less on tactics, day-to-day.”

This means figuring out what the company should be focusing on next, “wireless, social, the death of websites-whatever.”

One exciting project that MLB.com is currently working on is “At Bat,” which is the top grossing app of all time on iOS devises. “Like all good apps, its goal is to surgically combine great content with cool user in-

PHOTO CONTRIBUTED BY BOB BOWMAN A GLANCE INTO THE WORKING WORLD: Bob Bowman poses with his two children, Emily ’12 and Jack ’15. terface. Streaming live content was a first for the world, which we did in 2002, but making it cool for kids—that’s the needed element for today.”

Before his days at MLB, Bowman gathered a long list of accomplishments. He holds an M.B.A. from the Wharton School of the University of Pennsylvania and a Bachelor of Arts degree from Harvard University.

His first job out of college was in the U.S. Department of the Treasury. Bowman later served as Treasurer for the State of Michigan from 1983 to 1991, as President of the Michigan Education Trust and as a Director of Blockbuster Ink. In the midst of all of his hard work, Bowman still has time to focus on his family: his wife Lisa, his daughter Emily ’12 and his son Jack ’15, and as most

The Extracurricular Scene

Finding Strength

GSA President Stresses Alliance Chloe Baker ’13 Managing Editor

GSA stands for Gay Straight Alliance, not “the gay club.” This is the message that president Alye Pollack ‘15 wants to make known throughout school.

Pollack wants to build on the alliance, a word recently used in Obama’s speech endorsing gay marriage.

Building this alliance is no small task. Yet Pollack SHOWING THEIR ALLIANCE: GSA president Alye Pollack ’15 is committed to taking it on and GSA members Arianne Goodell ’15, Caroline Ritter ’14, as a freshman president, and Kenzie Furman ’12 pose for a photo during a meeting. something very unusual at Staples. Despite only being in her first year of high school, Pollack has where sex is discussed the entire time. received national attention from her video “Kids I know have said that GSA is like on bullying, “Words DO Hurt,” posted on the Yu-Gi-Oh! Club and only for freaks and YouTube. weird people. It’s my way of bringing a part “I was bullied throughout middle of my life into school, so it’s very important school for being gay, and there weren’t any to me,” said Arianne Goodell ’15. support groups, so I was happy when I Since some believe that the club is soleasked who the GSA adviser was and found ly for gay students, many would be surprised that it was Mr. Fray” Pollack said. to hear that the majority of the club memIn March, members of the club attendbers are heterosexual and join to show their ed the True Colors Conference, in Storrs, alliance. A week in October is set aside for CT., an event that emphasizes the important this- Ally Week- where non-LGBT students of alliance. There, LGBT kids attend worksign up to be allies and show their support. shops on different aspects of social justice “I’m very proud of the heterosexual and to meet students from other chapters kids in GSA because it really takes courage of GSA. The Staples chapter shared a bus to to do that. Most assume that they must be the conference with Bassick’s chapter. gay to join, and for some people that is truly “It was the best day of my life. It was devastating,” Dodig said. “Staples hasn’t nice to feel like I could just be myself and evolved to the point where same sex couples not be judged,” Pollack said. “I just felt recan walk each other to class and kiss goodally safe.” bye, but I’m satisfied that we don’t have haMany misconceptions exist about the rassment against gay kids.” club. As Pollack said, some think that it’s Staples was the first public school in only for gay kids. Principal John Dodig said Connecticut to allow a chapter of GSA to be that he has heard some people say that it is established. Created in 1993 by Dan Woog, a club that is used to recruit kids to become varsity soccer coach, the club continues to gay. Chris Fray, club advisor, said that some grow and network in order to strengthen the people believe GSA to be a dating service fight for their cause.

parents do, he wants them to approve of his job. “I think they think it is a job that I love, and they think that is cool,” Bowman said.

Their enthusiasm seems to spread farther than that though.

“I think my dad’s job is cool because he is always around such a popular sport and gets chances to do things that many other people can’t do, like meeting players,” Emily ’12 said.

Many parents in Westport sit behind desks or in little cubicles, for law firms or investment banks, but Jack and Emily get to say that their dad is in charge of the media for America’s favorite sport. While some parents are meeting consultants and business partners, Bob Bowman is shaking the hands of some of today’s most famous baseball players.

While some kids whose parents have cool jobs may strive to follow in their footsteps, both Emily and Jack plan on following their own path. “I don’t really have an interest in pursuing a career like my dad’s. Don’t get me wrong, his job is awesome, but I’m not really a big sports fan,” said Jack ’15.

Emily has a similar opinion as Jack, but neither belittles the work of their dad. In fact they do the opposite. “He is in charge of a lot, and his job is a big time commitment. It amazes me how he can do it all,” Jack ’15 said.

Features

Inklings / May 25, 2012 / inklingsnews.com

One Important Decision

A

sk seniors what they want to be when they grow up. Their answer? A mere shrug and a grunt for a response. However, there are some seniors who have a definite reply. These seniors know exactly what job they want to acquire after they graduate college and as a result enter into their freshmen year with a decided major.

Sami Bautista ’13 Web Sports Editor

PHOTO BY ROSE PROPP ’13 Kenzie Roof ’12 has known that she wanted to be a doctor since seventh grade.

“It was when I really started to like science, especially learning about the heart and doing dissections,” Roof said. Since then, she has oriented her life toward medicine.

Sophomore year, Roof started volunteering at the Westport Emergency Medical Service as a Medical Response Technician.

In her junior year, she was certified as an Emergency Medical Technician. Roof said that her experience with EMS made her realize that she enjoyed the emergency aspect of medicine.

She continued to gain practice in the medical field by volunteering at the New York Presbyterian Hospital in both the emergency room and cardiology unit.

Knowing she was interested in medicine helped Roof pick classes, she said; she took Medical Terminology, Anatomy, AP Biology and AP Chemistry. Roof has decided to attend the University of Southern California due to its neuroscience program, which she has also chosen as her major.

PHOTO BY BEN REISER ’13 For Chelsea Steinberg ’12, there simply isn’t any other question in her mind: music is her ultimate passion.

Steinberg, who has played the cello for both the symphonic orchestra, as well as the pit orchestra for Players shows over the course of her high school career, plans to pursue a career as a music teacher.

“I didn’t want to end up in a cubicle,” she said. “I know people who have ended up like that, and they’re so unhappy.”

Steinberg finds that the most practical way to exercise her musical passion and skill would be to teach.

She will be attending the University of Massachusetts Amherst, where she will double major in cello performance and music education.

“I love music,” Steinberg said, “and I don’t see how I couldn’t be doing it for the rest of my life.”

Chelsea Steinberg ’12

Charlotte Feinstein ’12

Kenzie Roof ’12

PHOTO CONTRIBUTED BY CHARLOTTE FEINSTEIN ’12 Charlotte Feinstein ’12 has taken almost every art class that Staples has to offer and possesses more than enough art credits to graduate. However, one form of art has made a significant impact on her life: photography.

Feinstein picked up this hobby about two years ago and claims she hasn’t been able to put down her camera since.

“I became intrigued with composition, colors, models, atmosphere, and the aesthetics of photography,” Feinstein said. “Everything inspires me: stories, art, clothing, environments, and emotions.”

Feinstein has chosen to go to an art school and major in photography, greatly affecting her college process because it meant focusing on creating her portfolio along with grades.

Feinstein admits that at first she was hesitant about going to an art school; however, she didn’t let that stop her. “It is really out of my comfort zone,” Feinstein said. “But that’s how much I want to pursue photography in my life.”

11

A Trip Away From the Classroom Rachel Labarre ’14 Missing just one day of school can be tough – making up work, tests, and learning the new material is never an easy task. It’s necessary to miss school if one is truly sick, but are field trips really worth the repercussions of being absent?

“Sometimes field trips are an essential part of a curriculum and should be attended even when it means the students will need to make arrangements to make-up work in other classes,” said art teacher Angela Simpson.

Simpson has attended a variety of field trips, such as chaperoning a trip to the Museum of Modern Art. A range of classes at Staples High School takes field trips, like Spanish 5H, Culinary, Environmental Science, Marine Biology, and multiple music and theater classes.

Enviornmental teacher Heather Morley thinks that the field trips are necessary as they are truly the only way to effectively teach her class.

“If we were forced to teach it with out field trips, we would still have to go outside. Why would you learn about Maple trees out of a book when you can go and see them?” Morley said. She feels that allowing students to observe what they are learning helps them better digest the material, to the point where testing students on the material afterwards is not as important.

“Overall, I think field trips provide an authentic, enriching way to learn, and as long as attending the trip doesn’t pose too

PHOTO BY ALEX GREENE ’13

Features Editor

TRANSFORMING THE LEARNING PROCESS: Taking knowledge from textbooks out into the real world on field trips proves to be an effective way of teaching. much difficulty in missing other commitments, they are very valuable,” Simpson said.

But it’s not only teachers who value field trips. Although some students don’t see the need for them, many understand their importance.

“They’re helpful because they provide a way of mixing up the way students learn,” said Alec Solder ’14. Agreeing with Solder, Victoria Mechanic ’12 said, “I’ve actually learned a lot on some of the field trips I’ve gone on, got hands-on experience on the subject while having fun.”

The Environmental Science class goes on two and a half hour

long field trips twice a week that provide them with a tangible learning experience that doesn’t require them to miss their other classes. But other courses take day-long field trips, which in turn leave students a day behind their peers. “It can affect hundreds of people when students miss a day of school, but you can’t fight it – field trips are too important,” Morley said.

Morley said, “In a perfect world, we’d be able to take field trips every Friday and decide which subject got it that week.”

And in that perfect world that Morley describes, each student would take the textbook learning

they receive in class and would be able to apply it to the real world.

However, many students feel the opposite of their teachers.

Amanda Keiser ’12, who took Environmental first semester, said that she was grateful to have the wonderful Morley as her teacher, but “all field trips in general don’t do much for kids except excited them because it’s something different.”

This excitement starts to dwindle by the second half of the Environmental course after spending two hours twice a week out of school, Keiser said. Luckily for students in Environmental, they never miss school due to the

trips, but field trips in other classes sometimes do require students to be absent for an entire day.

Dan Haroun ’12 went on a day-long Spanish field trip to New York to watch a play based on a story that he had read in class.

He noted the difficulty that came with missing an entire day of school. “I think that sometimes field trips are important and a great experience, but depending on the class they can make it difficult for students to catch up with school work they missed,” Haroun said.

Kumi Goto ’12 can attest to the difficulty of making up work.

“When I was on the AP Environmental Science field trip, my AP Calculus started a new unit that was basically the basis for the rest of the year. So, I had to teach myself that, which was difficult,” she said.

Simpson felt that making field trips optional would be the best way to deal with the difficulty of being absent from school for a day, while still providing students with an opportunity for hands on learning. If students feel that the field trip would be enriching to their personal interests, they will still have the option of going on the trip, she said.

However, if a student knows that they will be missing a lot of work and doesn’t feel that they will profit from the experience, they will not be forced to go. “When it is optional, I would hope that the student weighs the educational benefits of attending against the hardship of making up work and doesn’t attend simply to have a day off of school,” Simpson concluded.

1st

government for a redress of grievances. | Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech

12 Features

Inklings / May 25, 2012 / inklingsnews.com

1n History

A Hazel-Lined Decision Julian Clarke ’12 & Stevie Klein ’12

I

Staff Writers

t began at a story generation meeting with co-editors, in early 1983.

One Andrea Callow, then 16 and a junior at Hazelwood East High School in a suburb of St. Louis, Missouri, was the idealistic high school reporter.

Encouraged by her progressive journalism adviser to write socially-controversial stories and to uncover stories that had been pushed aside by her school’s community, she and the members of her student newspaper, The Spectrum, wanted to do something big.

“We were kind of done with covering the football game and talking about the next dance. We thought there were some real issues that our peers were dealing with,” Callow said. “We noticed that there were girls around campus that weren’t just getting fat—they were getting pregnant.

People’s parents were divorcing, some had siblings that were getting into drugs, and we thought these were issues that needed to be reported.”

Callow volunteered to write the story about teen pregnancy.

What ensued was a series of articles about socially-relevant topics, including runaway students, teen marriage and divorcing families. Callow and her staff were proud of their work, and when publication day came, they couldn’t wait to see the stories that were truly reflective of the environment they were liv-

ing in.

However, when they opened the paper up that day, the spread was missing. The immediate reaction was to run to Principal Reynolds.

“We all went down there, and he, in a very paternalistic way, told us, ‘I don’t think they were appropriate, and it’s my decision, and you kids don’t really know what you’re doing,’” Callow said.

Essentially, for Principal Reynolds, the reality of their reporting was frightening. Their newspaper had never been censored in recent memory.

They got together as a group to discuss what to do next, and someone suggested they go to the American Civil Liberties Union, a national organization that advocates for individual rights.

“That afternoon, we all went down there, and I remember us piling into the office; of one of the volunteer attorneys, that’s where it all began,” Callow said.

The lawyer informed them of their rights as journalist, and said they felt that their case had a strong basis. The staff chose the editor at that time, Cathy Kuhlmeier, to be the lead plaintiff.

Callow stayed involved in the case until she graduated from Hazelwood East, and during her time at University of Missouri, she was always informed of the case’s progression, which had made its way to the U.S. Supreme Court by the time she was a senior.

Amendment Adopted in 1791, this

all-important section of the Bill

of Rights in the U.S. Constitution is the very source of our freedoms of religion, speech,

press, assembly, and petition.

The Supreme Court, however, ruled in favor school. I’m glad it happened because it raised of the school district, despite the implications awareness and got people to start talking about that it limited free speech and press in schools. challenging the norms of high school journalism,” They concluded that the First Amendment does Callow said. not prevent school ofNow, as a parent, Calficials from having aulow does see a line to be thority over what is in drawn where things beschool-sponsored pubcome too inappropriate. lications.

“I think a little difTo this day, offiferently about the topcials have control over ics I’d like to see in the the publications and school newspaper. I think can keep out material socially-relevant topics deemed to be inapprolike sexuality, drug use, priate for the student abstinence and others body. The decision in are things that need to Hazelwood vs. Kuhlbe talked about because meier sets the prechigh school is when a lot edent for high school of these things come up,” press and plays a sigCallow said. “It’s diffinificant role in the cult to remember how I lives of high school thought about things as a journalists.

16-year-old reporter now “If I had the opbeing a 45-year-old mom.” tion to go back and The most important do it all over again, thing to do to protect freeGRAPHIC FROM ARCHIVES.GOV I wouldn’t change dom of speech and press, use divorce, and dr ug y, anything.

It was an according to Callow, is to nc na eg pr n tee s court nter spread on overwhelming experience, but I think it maintain an open and consistent dialogue with ich led to the famou wh , The Spectrum’s ce ion at str ni mi ad e school was important, and I hope it made a dif- the school’s administration. was censored by th eech to this day. rriculur student sp cu s rn ve go at ference,” Callow said.

“I never had another conversation about what case th Even though the court sided with occurred with Principal Reynolds after what hapthe school district, the attention drawn pened at Hazelwood East,” Callow said. “I think from the case has provided a good deal it’s important to have discussions with the adto high school press. “If it wasn’t Hazel- ministration of your school and allow for that diawood East, it would have been another logue to take place.”

e exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the

h, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. | Congress shall make

1n Westport

13

Town Has History of Speaking Its Mind Emily Goldberg ’12 & Eliza Llewellyn ’14 Staff Writer & Web News Editor

W

ith a bold sign in hand, Callie Loparo ’12 has spent over ten Saturday afternoons standing on a picket line, protesting against puppy mills outside of Puppies of Westport. Loparo sees her role in the protests as a way of standing up for her beliefs.

However, she only has this ability because of rights granted to her by the First Amendment of the United States Constitution.

“I feel thankful that we live in a country where we can express our opinions through protesting,” Loparo said. “It’s a satisfying feeling that you are publicly trying to right a wrong and raise awareness about a problem in your own backyard.”

Throughout its history, Westport has been an environment that encourages freedom of expression within Staples, as well as around town.

Speaking Freely in School According to Principal John Dodig, the Staples administration encourages an open environment tolerant of a range of books, clothing, and conversations. This has allowed students to express themselves freely and rarely have concerns about being restricted.

“I don’t worry about what I say,” said Ashley Rey ’14. “It’s not what I think about when I walk into school.”

Dodig emphasizes the importance of limited restrictions on student speech.

“It’s important for kids to come to school and feel safe,” Dodig said.

“They must have a broad latitude in what they can say and do for that to happen.”

At Staples, First Amendment rights are evident in the library’s wide array of books, mature content in a student’s short story, or even in the length of shorts sported by girls in the summer.

Other districts can be different, according to Adam Goldstein, a lawyer at the Student Press Law Center in Alexandra, Virginia.

“The average high school is run like a little Cuba.”

Students’ free speech is a privilege in a school environment; the Supreme Court has ruled that free speech is not protected if it disrupts the school. According to Goldstein, in addition, vulgar comments are not protected, nor are pro-drug statements. And what’s called school-sponsored speech, including newspapers, are on shaky ground.

“There are only two groups of people with diminished First Amendment rights,” Goldstein said. “Students and prisoners.”

Dodig feels that Staples is relatively open to student free speech “There are lots of places even in this state that are a lot more conservative than Westport.”

Some students agree. “It’s a lot more lenient than the school I went to before,” said Michelle Gurevich ‘14, who previously attended a private school.

However, speech promoting sex, drugs, and alcohol is still not protected even at Staples. In the Inklings Senior Supplement two years ago, anonymous seniors shared their “Senior Confessions.”

Dodig had not reviewed this article before it was published and after publication asked Inklings to remove this page from the issue before it was sent to subscribers.

“It was totally inappropriate,” Dodig said of the article, which included content about sex and drinking. “I was embarrassed.”

Dodig said that in the future, he would not let a similar article be published. Dodig reviews all issues of Inklings before they are sent to print, a right of prior review guaranteed to administrators under another Supreme Court ruling.

However, he is liberal in terms of

joined 31 people in an act of civil disobedience, linking arms and sitting in the middle of traffic on the Saugatuck Bridge in order to protest the war in Vietnam.

Despite having being arrested for standing up for her beliefs, Margolis remains a fervent believ-

PHOTO BY EMILY GOLDBERG ’12 MAKING PEACE A PRIORITY: Protestors stand on the Ruth Steinkraus Cohen Bridge with signs in hand, raising awareness for their cause. allowing controversial content including student cigarette use, underage drinking, and sex.

“A wide range of speech is supported due to the community,” Dodig said.

A History of Free Speech in Westport A Westport resident of 47 years, Estelle Margolis recalls times when Westport was more of an activists’ town. During the Vietnam War, she and many others would protests against the war on the steps of Westport Town Hall. These were family events that Margolis would bring her three children to.

On May 9, 1972, Margolis

er in the right to free speech, and shows her support with a handful of Westporters that stand on the Saugatuck Bridge each Saturday, protesting against the wars in Iraq and Afghanistan.

“I’ve been protesting here for seven years, and I’m going to be here until everyone is out of Iraq and Afghanistan,” Margolis said.

Aside from war, other issues Westporters have been vocal about are those addressed by the Board of Education (BOE) and Board of Finance (BOF).

According to BOE Chairman Donald O’Day the Board welcomes comments from the public before meetings and at specified times during meetings.

This type of open dialogue is not only helpful for Westport residents trying to express their beliefs but for the Board as well, he said.

“This year a man came to talk about continuing the A Better Chance (ABC) program, which was temporarily suspended last year,” O’Day said. “He highlighted the fact that it is a good program, and this fast forwarded the discussion to continuing the program.”

Students have also taken a stand. In 2009, then-freshman JJ Mathewson ’12 stood on the steps of Town Hall, armed with a megaphone, to implore the BOE to not cut classes like computer science and Collab due to budget reductions.

“I am absolutely thankful that I had the ability to speak out against what I thought was wrong,” Mathewson said.

While Mathewson recognizes student discussion of problems, many of which are brought to his attention as President of Student Assembly, he encourages students to express their opinions more often.

He referenced the issue of Arena, a 38-year-old program cut in 2011, where students were able to try to select which teachers they wanted. “While a lot of students were upset [about Arena being cut], there weren’t enough people who followed through and actually made an effort to try and stop it.”

Along with Mathewson, Margolis has seen the widespread effects of using our Constitutiongranted right to express our beliefs.

“The First Amendment impacts every important issue in our lives, in the government, in the courts,” Margolis said. “We have been extraordinarily blessed to have great thinkers at the Philadelphia convention who created what proves to be a great Constitution.”

INKLINATIONS: Students’ Free Speech 1n Action

ABORTION

“I think that the death penalty is controversial because two wrongs don’t make a right, but it depends what role you play in the situation.”

“I think it should be the woman’s choice because it is a decision that will affect her for the rest of her life.”

— Catherine Lane ’13

— Henry Dumke ’13

GAY MARRIAGE “I think gay marriage should be legal. If a man and woman can freely express love for each other, then two men or two women should be able to experience love in the same way, because we are all human. Love is love.”

— Maddie Kimball ’12

POLITICS “I feel as if Obama is doing a pretty good job. Ever since he took oath, he has combatted issues such as Osama bin Laden and gay marriage.”

— Luke Crowley ’13

PHOTOS BY ROSE PROPP ’13 AND ELLIE MANN ’13

DEATH PENALTY

no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition

Features

Inklings / May 25, 2012 / inklingsnews.com

the government for a redress of grievances. | Congress shall make no law respecting an establishment of religion, or prohibiting the fr

14

A&E May 25, 2012

Talking with a Pepper:

Q&A with Chad Smith of the Red Hot Chili Peppers Charlie Greenwald ’12 & Ryan Panny ’12 Staff Writers

A

few weeks ago, Inklings landed a phone interview with Chad Smith, the longtime drummer of the Red Hot Chili Peppers. Smith, who called us an hour late in typical rock star fashion, spoke candidly about his childhood, his various side projects, and his band’s recent induction into the Rock n’ Roll Hall of Fame.

Inklings: What was your childhood like?

Smith: I started playing the drums when I was seven. As I got older, and I have to be honest with you, I went to three different high schools, not because I was some academic genius, but because I was more focused on music. I went to a Catholic boarding school for a bit, you can imagine how that went.

Inklings: That could not have gone well.

Smith: (laughs) Yeah, it didn’t. But what did help me graduate and get decent enough grades was that I took every music class available. I took music theory, I was in a marching band.

What’s unfortunate is that nowadays many public schools are getting rid of music programs.

They’ll buy shoulder pads for the football team, but they’ll cut out the music programs. It’s really sad. But back in 1979-1980, they had all these music classes, and any kind of music classes I could take, I would get good grades because I was into it. It was my passion. It balanced out all the Ds in biology. (laughs) Inklings: Let’s talk briefly about the Red Hot Chili Peppers audition. You weren’t always into the style that the Peppers wanted to go for. You were more of a hard rock guy.

Smith: I had heard of them but I didn’t have any of their records. My friend that told me

PHOTOS CONTRIBUTED BY NANCY MACK RED ROCKIN’: Chad Smith makes music with his bandmate, Flea, during a Red Hot Chili Peppers concert. about the audition told me I was going to love it, so I was like, “cool, this sounds awesome.” I wasn’t really nervous but more curious.

I literally bought, at that time, a casette of one of their records and listened to it in the car on the way to the audition. I sat in the parking lot to finish up the last couple songs, and I was like, “Oh, I could do this.” And even though I came from the Midwest and had a hard rock background, the chemistry just worked. Musically, we hit it off right away.

Inklings: That’s a great story for a lot of musicians here who don’t know what genre of music they want to go into. You can start off liking a particular style of music and falling into another.

Smith: Yeah. You just have to be open-minded. To be wellrounded as a musician, you need to be open to all different styles of music.

Inklings: It’s definitely interesting that you talk about being open-minded, because looking as your repertoire, you’ve played with everyone from George Clin-

ton, to the Dixie Chicks, to the straight-up hard rock of Chickenfoot.

Smith: I’ve been really fortunate to play with Sammy [Hagar] and Michael [Anthony].

I mean Van Halen, I grew up listening to that stuff. That’s right in my wheelhouse. I can do the Chili Peppers, and that’s great, but if going to play other types of music, I really enjoy playing other stuff that’s not like the Chili Peppers.

That’s just more fun. But I’ve been fortunate enough to be in a good situation—certainly with the Chili Peppers for the last 20 whatever years—and we’re still trying to challenge ourselves to come up with new stuff. We still enjoy it, you know. We do it because we love it. And that comes through.

Inklings: Yeah and speaking of new stuff, on Tuesday, you guys just came out with a covers EP in light of your induction into the Rock n’ Roll Hall of Fame.

You guys did David Bowie, Beach Boys, etc. How did you decide what songs you wanted to do?

Smith: Well, the EP is something we put out to commemorate us being inducted. We’ve always covered songs of bands and artists that we admire and love. The groups that are on that record, we just thought that it was a nice representation of some of the groups that we love. And we wanted to put it out to honor them.

Inklings: Let’s talk a little bit about your latest record, “I’m With You.” Losing John Frusciante was obviously a big change for the band, but then you picked up Josh Klinghoffer to fill in. Do you guys find yourselves meshing with him as well as you meshed with John, or was it tough to adapt to that new direction?

Smith: You know, I can’t compare, and you’re not trying to replace. John was a very important person in our lives, and we still love him, and he made the choice to leave because he wanted to do other things. And we respected that. We had some of our greatest times and successes with him and wrote some of our best songs with him. He’s an incred-

ible musician, probably the best I’ve ever played with as far as guitar players go.

Inklings: Wow, that’s saying a lot.

Smith: That being said, we wanted to continue with the band, and Josh is certainly a great player. He’s not only a great guitar player—he’s great on the keyboards, bass, drums, and he’s a great singer too. We’ve known him for 12 years as a friend. After John’s departure, we thought, “Here’s a guy who we already know and he knows us, so let’s see if we can write songs together.”

Some of the stuff we wrote that first time we jammed ended up on the record. Chemistry is so important with any band or team. I know that when we make our next record with Josh, it will be even better because we’ve spent all of this time getting to know each other better as musicians and people. Things can only grow and get better. It feels very new and exciting.

Inklings: Yeah that’s awesome that after that many years you can add another guy and still make a great record like “I’m With You.” I was wondering—do you have a favorite from that album?

I know you guys are touring right now and I’m sure you’re playing some stuff off the new record.

Smith: Yeah, we played “Goodbye Hooray” last night, and that was really fun. “The Adventures of Rain Dance Maggie” is a great jam. There’s a little bit of everything. It’s like choosing your favorite child. It’s kind of hard to say. But I’m proud of it and glad that people want to come out and see us play it.

Inklings: You’ve played the World’s Largest Drum kit at 308 pieces. How is that physically possible? Neil Peart must be incredibly jealous right now.

Smith: It wasn’t like a drum kit, it was like a drum room. It was like a giant music store. It was not the most musical thing in the world, but it was fun.

FIVE Fast Facts about Chad Smith 1. He likes watching “Saturday Night Live.”

2. He helps with many charities, such as the Teenage Cancer Trust.

3. He has six children.

4. His full name is Chad Gaylord Smith.

5. And yes, indeed, he looks like celeb Will Ferrell.

A&E

Inklings / May 25, 2012 / inklingsnews.com

Bringing Back the Classics Samantha Rutter ’ 12 Staff Writer

T

hose who work in the music industry know that they need to be on the lookoutfor the “Next Big Thing”.

From YouTube sensations such as Justin Bieber and Greyson Chance, and hidden talentbeing discovered on popular TV shows “American Idol” and “The Voice”, it’s all about finding the next big star who can top the charts and have the most downloads on iTunes.

But what if now the next big stars are coming from the past?

With the release of new albums and concert tours from classic artists, it seems that now what was once was old is new.

Just take a look at the success of the Dave Matthews Band.

One of the world’s most revered rock bands since the 1990s, the band is back with the announcement of a 2012 summer tour and the release of a new album later this year.

Fans of all ages are lining up to see the band in concert, and are eagerly waiting for thealbum to drop in the fall.

Some, like Juan Castro ’12, have been fans since they were little.

Castro first became interested in the band when, “I saw a recording of one of their concerts on the TV when I was 8, and I’ve

liked their stuff since,” said Castro, “I would love to get tickets to see one of their shows, and I’ll defiantly download the album once it comes out.”

Other artists such as Tony Bennett, Foreigner, and Journey are also making their way back into the music scene; but for one artist, his comeback is happening posthumously.

After the Beatles broke up in 1970, the members of the “Fab-

“The artists that influence the new stars are the same ‘oldie’ artists theat they know and love.”

— Juan Castro ’12

Four” decided to each pursue other projects.

For guitarist George Harrison, he recently stole the show and captivated fans instead on the silver screen with the 2011 documentary “George Harrison: Living in the Material World.”

The film includes unseen clips of his life with The Beatles

and other artists, and his hidden life out of the spotlight.

For fans, the movie has reaffirmed their love for Harrison and his work.

As Brad Payne ’13 explained, “George Harrison was one of the guys who changed music forever, so I’m really glad they’re making a documentary about him.”

Michael Jonas ’15 echoed Payne’s thoughts.

“It was cool to see the story of his life from the Beatles to his solo career to his tragic death of lung cancer in 2001,” Jonas said.

“He has a lot of great music, and the film really showcases his talent as a songwriter and a guitarist. He’s just one artist whose music will never go out of style.”

Which leaves the remaining question; with the triumphant return of older artists, why is the music industry still searching for new talent?

Castro has one idea why the industry is so keen on finding new talent.

“It’s simple really,” laughs Castro, “It’s not that the music industry isn’t going to stop searching for the ‘Next Big Thing,’ but what they aren’t noticing that the artists that influence the new stars are the same ‘oldie’ artists that they know and love. The music industry may be always looking at the future, but the musical inspiration will always come from the past.”

15

Covering the Best

The cover of Martin Scorcese’s 2011 documentary on George Harrison entitled “George Harrison: Living in the Material World.”

The Dave Matthews Band will be stopping in Hartford, Conn. during Memorial Day weekend for a concert.

George Harrison’s September 2011 cover of Rolling Stone commemorating the release of a new biography about his life.

The Dave Matthews Band has been together since 1991 and has gathered a strong fanbase since then.

Behind the Notes

The Technical Aspect Behind Student Orchestral Music Amanda Piccolino ’12 Staff Writer

Staples students have a limited view of the Symphonic Orchestra, and it’s not because of their seat locations. According to Chelsea Steinberg ’12, polished onstage attire and demeanor conceal the constant rigor and teamwork ethic that being in Symphonic requires.

“The saying ‘you’re only as strong as your weakest link’ definitely applies to ensemble playing,” Steinberg said, “It is very difficult to get everyone to master their individual parts and simultaneously blend with other members of the group.”

Gabrielle Wimer ’12 agrees that the most difficult part of being in an ensemble, or any orchestral group, is that each musician is an integral part of a harmoni-

ous whole. She emphasizes the importance of sectionals, where each instrumental section practices apart from the others for both individual and collaborative mastery.

“In order for a piece to sound good, everybody needs to know their parts well individually, and then come back together to perfect it and really make it musical,” Wimer said. “Group success can only happen with individual progress.”

The Music Department helps ensure such progress with its compulsory attendance policy and individual instrumental lessons, which can be taken before or after school, during a free period or lunch wave. Staples attendance policy states that absences from practices and performances count towards students’ total number of allowable absences (five maxiTAKE NOTE: Sam Weiser ’12 concentrates as he plays the first violin part during a rehearsal.

PHOTOS BY SOPHIA HAMPTON ’15 & GRETA BJORNSON ’15 HELLO CELLO: Symphonic orchestra members Chelsea Steinberg ’12 and Margi Goelz ’12 rehearse their parts.

mum each year).

Flutist Katie Hickson ’13 says that the best way to master a piece is to focus during orchestra rehearsals and pay attention to the nuances of the other instruments’ parts.

“That allows you to understand how your own part fits into the whole piece. If everyone is attentive during rehearsal, then we are more likely to have a successful concert,” Hickson said.

“In that way, everyone depends on each other, but an individual has to take responsibility for learning his or her part and practicing it independently.”

Hickson experiences her greatest difficulties learning long pieces with fasttempos, such as the fourth movement of Dvorak’s New World Symphony, which Steinberg recounts as “incredibly hard, but very satisfying to pull off.” Alternatively, Hickson, Steinberg and Wimer all describe slow pieces to be challenging due to the intense focus they require on musical dynamics and contrast.

“For me, this usually means practicing at home slowly, so I can learn all the rhythms and notes.

That way when I get to rehearsal, I can focus on making it more musical by adding more dynam-

ics and bringing it up to tempo,” Wimer said.

Steinberg uses a similar strategy: spending extensive time learning notes and rhythm, followed by the rehearsal of really small sections “over and over and over again.”

Evidently, Symphonic Orchestra requires the same sportsmanship and group work ethic as any athletic team.

“Every player has to be very accurate as well as confident in order to bring their best to the whole group,” Steinberg said.

“Work ethic always starts with the individual.”

16

A&E

Inklings / May 25, 2012 / inklingsnews.com

Spring Television Preview: HBO’s “Girls” Kelsey Landauer ’12 Staff Writer

T

he title of the show “Girls” pretty much embodies the premise of the show. The viewer follows the lives of four twenty-something-aged girls living in New York City. Sounds familiar, sure, but Girls is the antithesis of the former hit series “Sex and the City” created by Darren Star.

Girls creator Lena Dunham produced a group of girls, not women, who have been brought together by circumstance rather than unbreakable friendship.

Aside from creating the series, Dunham also produces, writes, and stars in the show.

H e r character, Hannah Hor vat h, lives in Greenpoint, Brooklyn with her best friend Marnie Michaels, played by Allison Williams. The duo makes up half of the motley crew, representing the single functional friendship thus far in the series. Hannah, a witty aspiring writer who has been cut off financially by her parents, creates the perfect foil for Marnie, a responsible art gallery assistant who is still dating her college boyfriend. Such an unlikely friendship is barely acknowledged by the other characters in the show, suggesting that they were brought together by some event in the past.

The other half of the crew is just as unlikely, but also overtly incompatible. Jessa Johansson, played by Jemima Kirke, is

a caricature of the free-spirited world-traveler. With a consistently bohemian wardrobe and British accent, she assumes the role of the cool one in the group. Her nonchalant attitude and superior aura make it hard to believe that she could possibly be related to her American cousin, Shoshanna Shapiro, played by Zosia Mamet.

The alliteration in her name is just a sample of her uniform, puttogether persona. She answers the door to her apartment in a pink velour Juicy tracksuit and reveals to Hannah that her biggest baggage is that she is still a virgin. Her innocence, however, gives her an adorable quality, which balances out her hyper energy.

T h e show’s selling point is its raw quality.

There is nothing about the girls’ lives that is left to the imagination. Within just the first four episodes of the show, the girls have dealt with an opium overdose, abortion, and HPV. The characters take you with them on all of these experiences; whether it’s an intimate moment, an uncomfortable sex scene, or a heated argument, the viewer gets a taste of both the highlights and the not-so-glamorous moments of all their lives. Whether or not this contributes to the notable success of the series is debatable.

At times, the rawness is taken to the point of discomfort.

“Nothing left to the imagination.”

Watch “Girls” on Sundays at 10:30 p.m. on HBO.

Cracking the Code

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All About the Logos Quiz App Deanna Schreiber ’13 Features Editor

Company logos inevitably surround us 24/7, and the average American sees thousands of company advertisements daily. It’s no surprise that app developer Javier Perez Estarriaga decided to make a game out of it. With app fads like Temple Run, Scramble with Friends, and Face Juggler, it is hard to tell what the next it thing is going to be. But Logos Quiz has certainly gained popularity.

Logos Quiz is a free app that challenges the mind to recall and fill in the company name that matches the logo. The game pulls logos from over 500 hundred companies and builds in difficulty by each level. Points are received based on your ability to fill in the name without spelling errors. As points are received, levels are unlocked, and hints are offered. If the series of three hints doesn’t help, you can always ask a friend.

Nicole McNees ’13 discovered the fun of playing this game. She saw all her friends playing it and thought it would be fun.

“Why wouldn’t I get it? It’s free!” Her eyes were glued to her phone as she told me about the fun of the game with exclamations like “I

can’t figure this one out!” and “I just unlocked level three!”

But Logos Quiz is more then just fun and games. Annie Kessler ’13 describes how beneficial it is in the hallways. “You know when you are walking in the hallways alone ,and you don’t want to look like a loser? Well you can just open up Logos Quiz, start playing, and it looks as if you are texting,” said Kessler.

It is no surprise that this game has soared to number one on the app charts for iPads and number three for iPhones. Julia Kaner ’13 explains, “It is fun to try to guess what the logo is.”

L ogos Quiz is more then a personal challenge of your knowledge of corporate logos. This game often becomes a collaborative effort. The game is structured so that asking friends is easy and common. The game links in through your Facebook and Twitter so the user can ask friends for help.

As Kaner said, “I could not get through the game without help.”

“Why wouldn’t I get it? It’s free!”

— Nicole McNees ’13

Answers read from left to right starting in the top right corner: Staples, Inklings, Microsoft Word, Apple, Chartwells, Roundcube, Smart Board, North Face, Staples Players, PowerPoint, Wreckers, Excel, Smart Water, “Good Morning

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MYSTERY

Diviners

by Libba Bray Evie, new to the New York of the Roaring Twenties, lives with her uncle who owns what is commonly known as “The Museum of Creepy Crawlies.”

There is a series of occultbased, gross-out murders, and Evie is caught in the middle. Plenty of laughs, and plenty of thrill, especially when we discover that Evie has a mysterious super power. - $10.98

The Fault in Our Stars

BIOGRAPHY

FICTION

by John Green

Green’s latest book is about Augustus and Hazel, both dealing with terminal cancer. Neither one knows how much time they have. Sounds depressing?

Green turns it into a romance with humor and honesty. As Hazel says, “It’s not a cancer book, because cancer books suck.”

Other Green novels are Looking for Alaska, An Abundance of Katherines, Papertowns, and Will Grayson. - $12.47

Steve Jobs

by Walter Isaacson Isaacson conducted over 40 interviews with Jobs before his death, as well as with family, colleagues, and competitors. This is a riveting tale of a troubled genius who changed industries and the world. - $16.98

Gentlemen

by Michael Northrop Only one person calls this group of rough friends gentlemen: their teacher, Mr. Haberman.When one of the group goes missing, the clues all point to the teacher. This is a gritty,brutal novel which asks what holds friends together and what tears them apart. - $9.99

Game of Thrones

by George R. R. Martin

FICTION

S

ick and tired of staring blankly at textboks and required outside reading? Give your brain a break this summer with these exciting new titles recomended by our very own librarian, Julia Roberts.

MYSTERY

Summer Reading Suggestions from a Librarian

Have you been watching the HBO series? Winter is approaching and may last years. Royalty and renegades fight for control of a throne.

This is the first volume in a series considered a masterpiece of fantasy. Magic, mystery, intrigue, romance, and adventure spill off the pages.

- $19.51

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Inklings / May 25, 2012 / inklingsnews.com

Smart Food

A Look at the Snacks That’ll Make Finals Week Speedier Cadence Neenan ’15 Staff Writer

When it comes to finals, I need all the help I can get. Sometimes, this is season one of “Gossip Girl” playing in the background of my study room.

Other times, it’s a friend holding up notecard after notecard until I have simply memorized the way she writes her alphabet.

And sometimes, the only thing that will help is the perfect snack.

There are certain things that are definitely going to help you study for finals. Maybe you think that one of these things would be a couple cans of Monster or Red Bull, but, and I’m sorry to be the one to finally break it to you, no

energy drink is really going to help you.

To get the best brain you possibly can, you’re going to have to try something with a less interesting label, and a lot fewer ingredients.

For help with the neverending mystery that is the food frontier, I went to the master of Staples. I asked the famous Chef Gans what the helpless students of Staples (aka me) should eat while studying for impending finals. So here is the 411 on food you should eat to help your brain don its superhero cloak and prepare for battle.

If you are aiming to increase memory function and brain power, Chef Gans recommends a

Kale and Quinoa

Ingredients

also be made 2 cups quinoa – this can aranth, barley, and with wheatberries, am grains, but quinoa is or many other whole . the highest in protein ble stock eta veg 4 cups water or in olive oil 4 teaspoons extra virg 2 onions, ½” dice

4 garlic cloves, minced ½” diced but2 cups peeled, cored and ternut squash

d ‘Dinosaur’ kale 2 cups roughly choppe me, chopped 1 tablespoon fresh thy pped flat-leaf 2 tablespoons fresh cho parsley

cheese 2 cups crumbled feta s or pine nuts (op1 cup toasted almond

meal chock full of fresh avocado and roasted or poached salmon.

These are both excellent if you want to remember your Spanish vocabulary or ace that chem final.

Both avocado and salmon are rich in Omega-3, a fatty acid that is good for you in all the best ways. This acid will help your brain function at its very best. So if you’re anything like me, and usually the thought of anything that once had scales makes you wrinkle your nose and run, try to smile when your mother offers you some peachy-pink salmon and envision a beautiful 100 percent on the top of your Scantron sheet.

Another food Chef Gans gives the thumbs-up to is Chia seeds. Chef says, “Chia seeds are a super-food, extremely high in protein, ALA’s, omega-3 fatty acids and fiber!”

Chia seeds are an increasingly popular addition to many foods, such as salads and breads, and are even eaten plain. Try adding Chia seeds to the Kale and Quinoa salad for added texture, and of course, to boost your brain as you study for finals!

Nothing says “stellar student” like Chia Seeds!

(Except for maybe actually saying “stellar student,” of course.

But that is beside the point.)

In a world full of supermarkets the size of football fields and bags of chips bigger than your head, it seems nearly impossible to find something that will help you study for finals. Or something that will actually help you study, and not just make you sick to your stomach.

So remember, as per Chef Gans’ guidance, try out some salmon, avocado or Chia seeds while you study for finals.

As you eat your “brain foods,” try to think of ways you can somehow work your new-found knowledge of healthy foods into your science open-ended questions.

Or your Social Studies.

Maybe even English?

With your brain powered up by the best foods, anything is possible.

or the quinoa and water 1. In a large pot, bring covthe heat and simmer, stock to a boil, reduce out 20 has been absorbed (ab ered until all the water fork the heat, fluff with a minutes). Remove from l to cool. and place in a large bow large ons of the olive oil in a 2. Heat about 2 teaspo lightly on and cook until it is sauté pan, add the oni . wn), stirring as needed caramelized (golden bro e. Cover ternut squash and kal 3. Add the garlic, but r low about 10 minutes ove with a lid and cook for check that the butternut heat. Remove the lid and tinue d the thyme, and con squash is al dente. Ad liquid has evaporated. cooking until the all the the perature. Gently fold 4. Let cool to room tem ng vegetables together alo quinoa and the cooked te. s, herbs and vinaigret with the feta, almond d black salt and freshly cracke 5. Season with kosher the il ready to ser ve to let pepper. Refrigerate unt

From the kitchen of: Chef Gans

flavors blend.

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re or cold.

Ser ve room temperatu

Ingredients

range zest mon or o le sh e fr n 1 teaspoo vinegar on cider o sp le b 1 ta ge juice oons oran 3 tablesp mustard ste oon Dijon ore to ta 1 tablesp y, plus m e n o h ed n p o o o es, ch p 1 tablesp yme leav th sh e fr on ½ teaspo salt on kosher epper o sp ¼ tea d black p ely groun n fi n o o ¼ teasp olive oil tra-virgin x e p u c ¼

Directions

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, ijon, honey ge juice, D n a or e, ic ju zest, lemon combined. the lemon l until well• Whisk ow b m iu ed m s, and then d salt in a a few drop h it thyme, an w g in rt the oil, sta th, slightly lly whisk in ake a smoo m to , m • Gradua a eady stre rest in a st frigerated. adding the ead and re h a e d a m ing. Can be thick dress

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Inklings / May 25, 2012 / inklingsnews.com

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Sports May 25, 2012

Girls Linked And Xtreme

The Cohesive Culture Behind a Winning Team

Leah Bitsky ’12

E

Staff Writer

veryone knows who the girls’ lacrosse players are at Staples High School.

It is undeniable that they are a close team. They travel through the hallways in giant packs, sometimes matching their outfits, and on the day of a game are seen carrying their lacrosse sticks from class to class, a tradition that has been around for years.

“The ‘Don’t-touch-the-stick’ rule has been around for a long time, since before we were freshmen,” said captain Kenzie Roof ’12, who plays low-defense.

Roof explains the idea is that the stick is basically an extension of their bodies, and they decide who can touch it.

“It’s about demanding respect for what is rightfully ours and protecting those things,” Roof said.

Besides keeping this, the team bonds in other ways to stay close.

Katie Kleinberg ’12, who plays defense, says that the team hangs out before and after games to watch a movie, or eat pasta dinners together.

“We like doing things that can bring the whole team, from freshman to seniors, together,” Kleinberg said.

The team also bonds by matching their hair in fun and different ways. Ryan Kirshner ’13, who plays attacking midfield, said that all team members got blue feather extensions in their hair, and last year they all dyed a streak of their hair blue. She also said that they may dye their hair blue again to show their spirit.

“It just shows our pride and how much we love our team,” Kirshner said.

Though these traditions are out there for all of Staples to see,

BRING IT IN: The team holds their sticks high in the air, a tradition before games.

LAX PRIDE : Ryan Kirshner ’13 flaunts the blue feather hairpieces each player wears.

PHOTOS BY ROSE PROPP ’13

UNITY: The team demonstrates their great sportsmanship by shaking hands with the other team after a game.

some traditions are kept solely within the girls’ lacrosse circle.

Kirshner said, “I can’t say too much because a few things are only between the team, and I am superstitious.”

The team seems to agree that team bonding sets the foundation for a successful season.

Jessie Ambrose ’12, who plays attack wing, says that after playing on multiple teams, she believes that whatever team is the closest and has the best chemistry off the field seems to be most successful on the field.

“It’s the little things that contribute to this bond like put-

TEAM COUTURE: Two players model the various logowear the team orders to show their pride.

ting feathers in your hair, going to scout games together, cleaning up after practice with teammates—regardless of your age—getting to know each other’s lives out of lacrosse, and communicating more in practice and games that helps contribute to the special relationship,” Am-

brose said.

“Our team chemistry continues to grow, and so does our potential of excelling this season in States and FCIACS.” With a record of 11-3 this season, the team shows that bonding can definitely have a positive effect on success.

When Stealing’s Not A Crime Will McDonald ’14 & Isaac Stein ’12 News Editor & Staff Writer

On April 13, a post-victory bus ride back to school for the Staples boys’ volleyball team was interrupted by Ridgefield Police sirens.

The police had been called

by Ridgefield volleyball coaches, who wanted to retrieve several Ridgefield High School volleyball warm-up jerseys that had disappeared during the game. The culprits, the coaches suspected, were the Wreckers.

After a search of the players’ bags on the bus, police found three jerseys. Soon after, the player who stole the jerseys was suspended from the team for 20 days by head coach Jon Shepro.

Since then, the school administration has described the incident as a single individual’s isolated act.

However, numerous interviews with athletes representing a variety of girls and boys teams alike reveals that stealing opponents’ gear after a victory is a more common practice that not only includes the volleyball team,

and not only other Staples teams, but many throughout the region.

Athletes characterized the actions as a mischievous tradition, not a felony.

“If I were to liken this kind of stealing to anything, it’s like the concept of souvenirs. Win or lose, some people want memorabilia from the game. There’s no malice in it,” said Emily Garber ’13, a girls’ water polo captain.

In boys’ volleyball’s case, the practice of swiping something from a rival is nothing new.

“In all the years I’ve played volleyball for Staples, not last year’s class, but every class before that – ’10, ’09, ’08, ’06 – stealing jerseys has been a part of a tradition,” said a varsity boys’ team member.

According to former volleyball player Danny Hlawitschka ’10, the tradition dates back even further than that.

“It started way before I was a freshman,” he said. “Every team and coach knows about it and, including us, everyone knows to keep an eye on their stuff.”

Both the anonymous player and Hlawitschka individually Continued on page 22

PHOTO BY LUCAS HAMMERMAN ’10 LEGENDARY: Mike McGowan ’11 demonstrates Wrecker pride as he waves the stolen Cardinals flag with a block S taped over it at the 2009 Thanksgiving Day football game against Greenwich.

Sports

Inklings / May 25, 2012 / inklingsnews.com

21

Girls’ Water Polo Hits the Water Swimming Alicia Lourekas ’12 Staff Writer

A

n increased interest and more players have lead to the creation of girls’ team that has been two years in the making.

“It feels good to have an all girls team, because we’re not being overshadowed by the boys,” Alex Greene ’13 said.“Now it’s our time to shine as a new team,” Greene said The girls’ water polo team has been slowly phasing out the boys as teammates for the past couple years and 2012 marks the first time they have played a full season without boys.

“This season there are more girls than ever who tried out, so in order to make sure that the pool isn’t too crowded we’ve made it an all girls team,” captain Gabby Wimer ’12 said.

Coach Michael Laux started the co-ed team for girls swim team members to get in shape for swim season. There was a lack of interest from girls and therefore they decided to let boys join so they could field a team.

Now with more girls, the team is officially an all-girls team that competes and practices without any boys. Last year about 80 percent of the games were without any boys.

“It is a significant change, boys wouldn’t pass to girls so there was no improvement,” Laux said. “By becoming an allgirls team the girls have become better players.”

This improvement was proven last year with the team’s first win over Hopkins. They have increased their technical skills in shooting and throwing and were

CONTRIBUTED PHOTO FROM MARK WIMER X CHROMOSOME TAKEOVER: Sara Banbury ’14 takes charge on defense in a match against Choate on April 7. able to beat a highly competitive team.

The transition to an allgirls team has been significant.

Boys and girls water polo teams, according to coaches, have two different styles of play.

“Girls don’t throw as hard, and boys are more aggressive when it comes to passing and shooting,” Laux said.

Although the guys played a large role during practices, playing with only girls has been beneficial for both improvements in teamwork and technical aspects.

“I think a lack of guys has helped the girls mesh together

in the pool a bit better in terms of working as a team and communicating,” captain Sarah Cooperman ’13 said.

The progression away from a co-ed team has been slow, but has been a much needed change.

It was a rough transition as first, but the team has adapted and to the physical and coaching changes.

“There is a difference in coaching styles for boys. It’s more of a focus on strength and for girls you need a softer touch,” alumni Stephanie Nussbaum ‘11 said.

In the same respect a lot of the girls would rely on the boys’

strength during games and practices. This resulted in little improvement from the girls, as well as a lack of cohesion within the team.

“We relied on the guys to do better and it was tough to get away from that,” alumni Elizabeth Rubel ‘10 said.

Girls’ water polo has beaten one team, Greenwich Aquatics, this season. The players are still optimistic because they have seen vast improvements from every player. This was shown in the last match against Choate, the closest Staples has ever come to beating them, with a final score of 6-10. “I think that

we’re really starting to gel as a team and finding that cohesion that’s so important in team sports,” Wimer said.

This years’ team is a young team of freshmen and sophomores that make up a team of 30, where only 14 are needed during a game. The coaches feel that the team has enough interest for them to improve at a level to be competitive for the next couple of years.

“Not having a co-ed team is good for the future of girls’ water polo, because we are able to train the girls better” Laux said.

A Tale of Two Seasons

Early Success Leads to Late Season Losses Charlotte Breig ’12 & Jake Chernok ’13 Staff Writers

After a tough season, the boys’ lacrosse team enjoyed a bright first quarter in last Saturday afternoon’s FCIAC quarterfinals against Ridgefield at Tiger Hollow, only to fall in the end 15-4.

For Staples, the game looked good early on. After Ridgefield junior midfielder Cal Dearth gave the Tigers a 1-0 lead just 1:31 into the game, the Wreckers fought back, as Peter Paul ’12 answered back just 19 seconds later to tie up the game at one. Minutes later after Paul knotted up the score, it was Kyle Murray ’12 beating Ridgefield goalie Adam Winne to give the Wreckers a 2-1 lead - a lead they would hold for the rest of the first quarter.

However, from that point on the Tigers dominated, outscoring the Wreckers 4-1 in the second quarter. Ridgefield senior attacker Sean Riley gave the Wreckers fits all afternoon as he scored eight goals, including four in the third. The Wreckers were held to only one shot on goal in the period, coming from Jake Frimet ’12.

The Wreckers finally got on the board again in the fourth quarter, snapping Ridgefield’s 12 goals unanswered streak as Joey

CONTRIBUTED PHOTO BY STAPLES LACROSSE ON THEIR A-GAME: The Wreckers work hard on defense to ensure a 5-3 win over St. Joseph’s on April 28.

Zelkowitz ’13 scored with 1:53 left in the game.

Through a challenging spring, the Wreckers persevered, finishing the regular season with a winning 9-7 record.

“The season has been a little tough,” said quad-captain attack player Jake Frimet. “We have a good team, though, and we’re hoping to finish out the season strong.”

The team enters the state

championship series next week.

Staples lacrosse faced a difficult schedule because of its success in recent years, going up against challenging teams from Greenwich, Ridgefield, New Canaan, Joel Barlow and Darien, the eighth ranked team in the nation.

At the start of the season, things were looking good for the Wreckers, who had a 6-2 victory over Greenwich for the first time

in several years. Shortly after, however, they suffered a fivegame losing streak, which finally came to an end with a 5-3 win over St. Joseph on April 28.

Losing five games in a row might tear some teams apart, but the streak had the opposite effect on the Wreckers.

“With most teams, you’d get down on yourselves,” said quad-captain defenseman Adam Levinson ’12. “Our practices just

got more intense. We got through the rough patch well as a team.”

Close relationships between every member of the team and a general sense of cooperation are perhaps the team’s greatest strength this season. In past years, there has been more focus on individual talents. This season, their success has been the result of efforts from the entire team.

Quad-captain attack player Peter Paul ’12 is the team’s leading scorer, but the attack has been “pretty balanced” according to head coach Paul McNulty.

“In some ways, that’s better than having one big figure,” he said.

The team is also fortunate to have strong players and leaders across the grade levels, including four freshmen who practice with the varsity team and have seen the field in many of their games.

“The younger kids lead by playing well and making everyone around them work hard,” said McNulty.

One young player whose performance has been a welcome surprise this season is Cole Gendels ’14, the team’s starting goalie. “He was the best at stopping the ball,” said McNulty.

“That’s why he got the job.

22 Sports

Inklings / May 25, 2012 / inklingsnews.com

Traditions or Crimes?

Continued from pg. 20 went on to say that the typical targets are a warm-up jersey or a volleyball bearing the other team’s name. As former captain Tom Prenderville ’10 put it, “In the volleyball community, jerseys are the equivalent of trading cards.”

In perhaps the most highprofile case of stealing prior than the Ridgefield incident, the flag of the Greenwich Marching Band was stolen prior to the 2009 Thanksgiving football game.

It’s not uncommon – and is actually expected – that the other team will try and reciprocate the gesture by taking something for themselves. The Ridgefield incident on April 13 was not the first time this had occurred between the two rivals.

“At one practice at my club team two years ago, a Ridgefield player strolled in to practice in a Staples warm-up,” the current player said. “Everyone laughed, maybe a little anger behind that laugh, but it’s been a thing that goes on. People look the other way.”

Hlawitschka also was familiar with instances of theft on Ridgefield’s part.

“They actually stole some of our jerseys back when I was a senior,” he said. “However, we didn’t make a big deal about it because we probably had a couple of their warmups as we were leaving the gym.”

The long history of backand-forth thefts between the two programs made both Prenderville and Hlawitschka question why the police were involved on the night of April 13.

“This type of stuff goes on year in and year out, not just at the high school level but at the

PHOTO BY ROSE PROPP ’13 THE PRIZED POSSESSION: It is often the equipment and jerseys that teams are after. regional and national level as well, and should hardly ever result in police involvement,” Prenderville said.

Calls to the office of Ridgefield Athletic Director Carl Charles on the subject were not returned.

Staples Athletic Director Marty Lisevick describes the concept of rival teams defacing each other’s property or stealing equipment as a “ridiculous ‘tradition’” between sports teams of high schools in towns of similar socioeconomic standing to Westport. However, he holds that the larger issue with theft is, and was in the past, students from less advantaged schools attempting to seize equipment from the locker

rooms in wealthier districts.

“For two or three years running, there was a school that competed with Staples that, whenever they showed up, I would tell our coaches to tell their players to lock all of their possessions in the locker room. It’s just that it can be very tempting for some kids to take something that they could really use when it’s out in the open and not even locked.

Crime like that has been reduced as of present, but it was extremely serious,” Lisevick said.

Hlawitschka clarified that the tradition was never for economic gain, but rather for the sentimental value that the other team’s equipment provided and the increased camaraderie that it

creates.

“It’s a team-building activity because of the high risk. However, everyone knew to never get caught, and there were unwritten rules - such as not stealing from inner city schools.”

The custom exists in a number of other sports. A varsity girls’ swimmer reported that in that sport, like boys’ volleyball, the stealing of other teams’ paraphernalia occurs throughout the FCIAC. Given the nature of the sport, there isn’t as much equipment for the taking in swimming.

Thus, the stealing is generally limited to one item: swim caps.

“I think people take caps because they always have the team logo on them, so they’re

kind of like mementos of all the meets you’ve been too,” she said.

“They’re also not as expensive, compared to suits and goggles, and most swimmers have more than one, so I think people don’t feel as bad taking them.”

According to team captain Garber, captured swim caps and various apparel decorate an entire wall at Staples.

One boys’ water polo player related the story of when he and a fellow teammate stole jerseys after an away game. On the way into the pool, the player had spotted a box of uniforms. The two teammates decided that if they were to win the game, they would take a few.

“There was a box of pinnies and a box of t-shirts,” he said.

“My fellow teammate went in and grabbed two of each, one for me and one for him, and quickly stuffed them into his bag.”

He went on to echo the girls’ swimmer’s notion that the stolen items act as a keepsake of sorts.

“It serves the same purpose as a trophy, except instead of an organization or independent group giving you the trophy, you take it from the other team yourself,” he said. “I wouldn’t liken it to kicking someone when they’re down, but the idea is kind of close. You just beat a team, and you want something to show for it.”

The practice isn’t observed in all sports. Darryle Wiggins ’14, a starting varsity basketball player, said that he has never seen any theft occur between teams in his time playing the sport. And boys’ soccer Head Coach Dan Woog said stealing does not happen in Staples soccer.

Other Staples coaches approached for comment declined interviews.

Sports

The Fun Never Stops

Inklings / May 25, 2012 / inklingsnews.com

23

A Childhood Favorite Makes an Appearance in Phys Ed Jordan Shenhar ’13

Web Managing Editor olor is scarce in the Staples fieldhouse. Its dull crimson floor and faded cinder walls are illuminated by little more than flickering fluorescent lights strung onto high girders.

But all that changes once the parachute comes out.

A billowing mass of color that is frequently regarded as the domain of elementary schools, the parachute has found its niche as an activity in Staples P.E. classes.

“It’s an opportunity to play in a relaxed, non-competitive situation, which kids really enjoy,” said physical education teacher Marce Petroccio, who uses the parachute in his junior gym class “every once in a while.”

P.E. teacher Janet Zamary has been using the parachute for eight years in both her sophomore classes and the adapted P.E. program, which is part of the special education curriculum. Zamary praised the parachute’s versatility, which allows it to be used for different purposes in each of her classes.

“The parachute is usually used in high school to teach teamwork, cooperation, and communication,” Zamary said, “but my adapted classes can use it to improve fitness and directional skills.”

The difference in activities is easy to spot in the eight-page manual on parachute games. For instance, regular gym classes may play “rollerball,” in which students try to move a large ball around the edge of the parachute without it flying off.

But students in the adapted courses might simply wave the parachute up and down, exercising their arms while launching a rippling breeze through the thick fieldhouse air.

But according to Zamary, the vast majority of students share the same favorite activity: “The Mushroom,” an elementary school classic in which students fan out the parachute and sit down on the edges to form a tent.

Zamary and Petroccio both use the parachute as part of the New Games unit, which emphasizes strategy-based and cooperative activities over traditional sports. However, not every New Games teacher uses the para-

C

PHOTOS BY ROSE PROPP ’13 HEADS UP: Blaney Rotanz ’12, Carlie Schwaeber ’12, and Emerson Lovell ’12 enjoy the inside view of the much-loved parachute.

chute.

“I haven’t experimented with the parachute because I have plenty of new games that work extremely effectively,” said C.J. Shamas. “I’m confident that students enjoy the unit.”

Zamary.

Petroccio noticed a similar split when using the parachute in his classes.

“The parachute is not for everyone,” said Petroccio. “Mostly girls enjoy it—I’m not sure why.”

“It’s an opportunity to play in a relaxed, noncompetitive situation.”

“We all wanted to do something less competitive and aggressive than the guys,” said Sych. “I like some gym activities more than the parachute, but it can be a fun break to do something less physical for a change of pace.”

Although Ross Dener ’13 hasn’t used the parachute since

freshman year, he agreed with Sych’s assessment.

“It gives the kids who might not be good at regular gym sports a chance to shine,” he said.

But even if it’s only unfurled every now and again, the parachute leaves its mark on the Staples fieldhouse, radiating color in an otherwise dreary room.

— Phys. Ed. teacher Marce Petroccio

But while they may enjoy the unit as a whole, students tend to split up when given a choice between the parachute and another activity.

“Kids that like cooperative games seem to prefer the parachute more,” said

Felicia Sych ’13 was in a class that was given a choice between basketball and parachute games.

According to Sych, only girls chose to use the parachute.

BLOBS AWAY: The students above huddle underneath the parachute, forming it into a mushroom-like shape.

E Th S I ne e ve ’ch D u r ge te ts o pg ld! .2 3

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The Wreckers

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ports

PHOTO BY ROSE PROPP ’13 GAME FACES: Star pitchers Matt Reynolds ’12, Jimmy Kopack ’12, Greg Salamone ’13, Chris Speer ’13, and Julian Clarke ’12 constantly pitch for their team.

Bringin’ The Heat

Wreckers See Success with Five Great Arms Social Media Specialist

A

fter eight starters on last year’s baseball team graduated, the team wasn’t sure what to expect for this year. They soon realized, though, that their uncertainty was unnecessary.

“This year’s team is quite a surprise; they are quite talented,” said pitching coach P.J. Washenko. The team is off to a strong start with a record of 14-6 at the end of the regular season, and much of this success is a result of the very strong pitching staff.

The pitching staff has an overall earned run average (ERA) of 1.74. ERA is the average number of runs that a pitcher gives up in a game; therefore, the lower the average, the better.

The pitchers are so important to the team because they “set the tempo for a game. They keep the team in the game by keeping the

score low,” Washenko said. While the batters get hits and score runs, it is the pitchers who help keep the other team from doing the same.

According to pitcher and captain Jimmy Kopack ’12, the pitchers “keep their team in the game” by keeping the score low. Then, “we have the offense win it,” he said.

The pitchers are different from the rest of the team, according to Greg Salamone ’13, a relief pitcher. “Pitchers are unique players,” he said. “They tend to carry a different sense of humor and a different level of maturity.”

Late in the game, pitchers become even more important. The pace of each pitcher is different, and when the pitchers change in the middle of a game, “it keeps the other team’s players on their toes,” Washenko said.

To develop their unique skills, the pitchers practice on their own as well as with the rest of the team.

When they practice on their own, the pitchers throw in the bullpen, run, and stretch their arms.

WRECKERS ERA TO DATE “We have to do special arm workouts to keep them in good condition,” Salamone said. The pitchers also practice with the rest of the team, taking their place on the mound to have real game simulations.

Kopack described the benefits of the bullpen. “We pitch off the mound full strength for about 20 to 30 pitches, either throwing to batters or just a catcher. This

helps us pitchers keep our mechanics in tune, so when game time comes, we can be as effective as possible.”

According to Salamone, all of the preparation that is done in practice is vitally important when it comes time for a game. “Pitching is all about preparing,” he said. “Every practice, I am doing my necessary throwing routines, stretching exercises, and even mental preparations to get ready for the next game.”

When it comes time for the whole team to come together, they all get along and support one another, Washenko said. “During games, pitchers are always trying to help with the team with the mental aspect of the game. We have perfected the art of pumping players up to help excel offensively or cooling players down if they are dealing with their mistakes,” Salamone said.

“In games there really isn’t a

difference between our pitchers and the rest of the players. We’re all just supporting each other during the games,” Kopack said.

When the team gets along so well, it becomes easy to do well; there is friendly competition during practice, and everyone pushes the others to do their best. “The team always has talent. It is the chemistry of this team that brings their success to a whole new level,” Washenko said.

The respect that exists between all of the players also carries through to the coaches and their advice. Washenko said that the players are very receptive and try to do exactly what the coaches tell them.

In turn, the coaches give the players a lot of freedom and respect. “The coaches understand that we want the best for ourselves and will do what we need to be ready for ‘the nod’ or the ‘call to the pen,’” Salamone said.

Meet the P itc he rs

MATT REYNOLDS ’12 1-0, 2.76 ERA

JIMMY KOPACK ’12 3-3, 1.75 ERA

GREG SALAMONE ’13 2-2, 5 saves, 1.47 ERA

CHRIS SPEER ’13 4-0, 1.81 ERA

JULIAN CLARKE ’12 3-1, 2.02 ERA

CONTRIBUTED PHOTOS FROM STAPLES BASEBALL

A lexandra O’K ane ’13