Tower Issue #4 2013-2014

Tower The Masters School

VOLUME 70, NUMBER 4

49 Clinton Avenue Dobbs Ferry, N.Y. 10522

TUESDAY, FEBRUARY 18, 2014

tower.mastersny.org

Number of senior speeches doubles

Fonseca heading to Heads program

Daniel Barnett Photo Editor

Teerin Julsawad Wen-Xuan Ni Editor-in-Chief Featrues and Arts Editor

Twice as many seniors this year as last year intend to walk down the stairs of the theatre, step up on stage, place their papers on the podium and proclaim, “Hi. My name is ______, and this is my senior speech.” Senior speeches are a way of expressing oneself on stage in front of the student body, and to reflect on one’s years here and confer advice upon younger students. The question arises: why will the Class of 2014 graduate the highest number of senior speech-givers in recent history? Senior Lucy Price credits the rise in speeches to two main factors. “ She said, “The senior class saw a wide variety of speeches last year. The range of media through which speeches were given definitely opened 2014’s mind to the endless possibilities.” She added, “More than anything, though, I think the enthusiasm can be attributed to Mr. Comforto, the senior class dean. He has repeatedly stressed to the senior class the significance of a senior speech.” As a first-time class dean, Comforto commented on the input he has given to the senior class. He said, “I asked the seniors to reflect on their responsibility to serve as models in the community.” He continued, “I also invited them to consider meaningful ways in which to use the power that comes with stage time at morning meeting.” Olivia Lifflander, senior class co-president, noted that even though the number of speeches has increased, the days on which seniors can give their speeches have not changed. “Friday is the only day that truly works, because Tuesdays alternate between MISH and Matters of Spirit and many Mondays are Musical Mondays,” Lifflander said. There will be at least 12 speeches a month.”

YIYI OUYANG/TOWER

FOLLOWING COLLEGE DECISIONS, a cork board was put up in the Day Student Lounge (DSL) and several college rejection and deferral letters were put up by the seniors as a “bonding activity” and coping mechanism. However, it was pulled down within hours.

College rejection letters removal stirs controversy and debate Sofia Linden News Editor Seniors who applied early decision have all heard back from their college of choice. But in December, the bulk of those decisions, yay and nay, were still rolling in. Members of the Class of 2014 hung up a corkboard in the Day Student Lounge (DSL) to post their rejection and deferral letters as a way to sympathize with each other during the college process, but the board was quickly taken down the same day it was placed there by their class dean, John Comforto. On their Facebook class page, students voiced their opinions on the matter. Senior Sabrina Stanich was one of those students who were vocally advocating for the board. “The college process becomes a giant numbers game, and the reality is that many qualified students get rejected, deferred or waitlisted from schools at which they are completely capable of performing.” She continued, “But when you are a recepient of one of those letters, it feels like a personal insult.” Senior Zach Oscar offered another point of view. “A large majority of people were saying it [the board’s removal] was absurd because it was meant to be a community support system,” he said. He explained that there is the possibility of students who are still immersed

in the application process getting nervous, and making those who were accepted feel isolated even though that is what the corkboard was trying to avoid. Oscar said that at this time of year the general sentiment towards college is negative. “I was personally deferred from my college, and if I was accepted, I think I’d feel more uncomfortable [sharing the outcome].” Stanich and senior class co-president Bennett Saltzman met with Comforto to discuss the issue. “Mr. Comforto was very receptive. I think he’s in a difficult position,” Stanich said. Comforto declined to comment on the cork board’s removal. History teacher Max McKenna had a “Rejection Board” at his high school that strove to foster the same spirit of sympathy and camraderie that members of the Class of 2014 were attempting to create. “At my high school (Lexington High School in Lexington, MA), we had a cork board in one of the cafeterias where seniors could post their rejection letters. It became an institution there, and had been there for years before I even got to high school.” He spoke about the goals and function of the board at his high school. “The idea was that it would be a place for seniors to commiserate, and to share in what can be an incredibly stressful process—a sort of catharsis at the end of a long road of college applications. So, in that way it was a very

positive, and communal outlet for these frustrations.” But the board that members of the Class of 2014 attempted to put up was placed in the DSL in December, rather than at the end of the year. “Personally, I never posted anything on the “Wall of Rejection”, as we called it, but I did absolutely see the value in having it at my high school,” McKenna said. He added, “A way to publicly and communally share in this stress and frustration can be a positive outlet – but it also shouldn’t get in the way of students being able to celebrate their own victories or accomplishments, as well.” “I got deferred,” senior and newly-elected co-chair Julia Butterfield said. “It happened, and it sucked, and there were two days of feeling bad, and then I woke up and decided I can’t change it, and I shouldn’t dwell on it.” She spoke about the potential unintended outcomes the board could have caused. “I wouldn’t be surprised if having the board made it more difficult for people to move on,” Butterfield said. “For me, seeing how so many people in the senior class weren’t accepted could make it worse, because I would focus on feeling concerned for them instead of positive about my own situation.” She continued, “I wouldn’t have a problem with people doing what they want, but I don’t think having the board up would be healthy in the in the long run.”

INSIDE THE ISSUE GENDER STEREOTYPES Setting an example to break off the ingrained gender stereotypes at a young age. PAGE 4

SURVEY MONKEY The easily manipulated of the site raises questions about the reliability of online surveys. PAGE 7

MAAC POOL The six-lane pool in the new MAAC will allow for swim meets but not water polo or diving teams. PAGE 10

Head of School Maureen Fonseca is heading back to school. Fonseca is among 22 Heads of School who have been admitted to the Klingenstein Center for Independent School Leadership’s 2014 Heads of Schools program at Columbia University’s Teachers College. She was awarded a fully-funded fellowship where all tuition and accommodation costs are covered. Like seniors during the college admissions process, Fonseca had to submit an application to the university comprised of a resume, a personal statement essay and a research topic. The Klingenstein Center focuses on developing and strengthening the leadership skills of teachers and administrators in independent and international schools. During the program, the 22 Heads (18 from various states and four from outside of the country) will get together and learn about educational leadership. They will work closely with each other on personal and group projects, learning and understanding what each school wants. While Fonseca is no stranger to Klingenstein, having spoken there about her work at Masters, she has never had the opportunity to apply until now. She said, “The Head of the program encouraged me once and I know it’s a great program. I’m familiar with Klingenstein but have always been busy, and it’s hard to take time off during the school year.” Program participants intensively study and discuss current issues in private school education. The program aims to strengthen the participants’ skills through examining global educational issues and policies, research and discussion. Additionally, participants will have the opportunity to visit different types of local schools to expose themselves continued on page 9

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School elects Butterfield as co-chair; wins by three votes

Special Olympics: Funding issues and lack of children impel organizational change

Gabby Davies Advertising/Web Content Manager

Tony Rosenberg Staff Writer

After more than a semester of school, a female co-chair has finally been elected and has filled a spot that;s been vacant since June. Like in all previous elections, candidates for the position of female co-chair presented a speech to the school with an introduction from another student. Secretary Christina Guarin, who had been assisting co-chair Henry DuBeau with Morning Meeting announcements, and Julia Butterfield were the seniors running for the position. Heading into the election, DuBeau said that he had no preference for either of the candidates as long as it was someone who would be passionate about the role. “As long as they have enthusiasm, I am willing to work with either candidate or anyone for that matter,” DuBeau said. Elections took place on Jan. 27 and the results for the new female co-chair were announced the following day. Julia Butterfield was elected the new female co-chair. According to DuBeau, she won by a margin of three votes. “I’m very happy that we have another member of Executive Committee who is ready, willing and able to participate,” DuBeau said about Butterfield’s recent victory. Butterfield said that she applied for the position because she wants to be part of the school’s rapid evolution. “I saw that Masters was changing a lot,” Butterfield said. “I wanted to be a part of helping it change into whatever it was going to change into next while keeping the important aspects of Masters that made me originally pick the school.” One of Butterfield’s goals as a co-chair is to help the school grow and change through encouraging student involvement and participation. “I want to make sure that all students are heard in Executive Committee,” Butterfield said. As spring rolls around, the juniors will have to start preparing speeches if they want to run for next year’s co-chairs. Butterfield also had some advice for juniors considering running in the next co-chair election: “Don’t see it [the elections] as a popularity contest, because it isn’t. Don’t miss out on the chance to become cochair because you think not enough people like you, or know you.”

The Junior Games, previously known as the Special Olympics, is an event that the school hosts every year; however, as a result of past predicaments regarding funds and the company that is responsible for the event, Amy Atlee, Director of Community Service, decided it was time for a change. Traditionally, this event represents a time for students to work with younger children, who are somewhat limited because of their disabilities, as well as the faculty’s children. Additionally, it is productive for the participating children, as they are in an environment with other people their age competing in a variety of different athletic games and contests. This year would have been the 31st time the school could host the Special Olympics, but as a result of a change of organization, this will be the school’s first year with the Junior Games. Although the Special Olympics had been a success, Atlee was concerned about fewer and fewer children participating, meaning that they had many more Masters students volunteering than participants. More importantly, however, the lack of kids participating could turn out to be a significant long-term issue. “The organization was only getting 10-15 kids in an event where we were accustomed to get 50,” Atlee said. In previous years, the student-to-Olympic participant ratio had been 2:1, in favor of the students. However, last year, the ratio was even more in favor of the students as a result of the shortage in children

Success of the water theme prompts school to choose next year’s theme Abigail Costigan Opinion Editor Due to the success of the schoolwide water theme in the current academic year, Executive Committee has decided to create a committee to discuss and choose next year’s theme. According to Head of the Upper School Matt Ives, at least fifty students and faculty showed interest in being part of the committee. The three members of the committee (two upper school students and one faculty member) were picked out of a hat. Currently, the committee includes: English teacher Shelley Kaye, junior Kaspar Hudak and freshman Lazarena Lazarova. Hudak said that he wants to choose a theme that is easily accessible and relevant, but not too controversial. He said, “We have a lot of Russian students, so maybe we could focus on some of the problems there.” As of press time, the committee has not met, and will not meet until a Middle School representative has been chosen.

TOWER/FEBRUARY 18, 2014

NEWS

KIERA WILSON/TOWER

JUNIOR BEN SIBLEY VOLUNTEERS at last year’s Special Olympics. Due to a myriad of issues with the previous organization, the school has found a new partner. This year’s event will be called the Junior Games. participants, according to Claudia Lamberty, senior and the student cochair of the event. Moreover, due to the organizational change, the school was also forced to change the name of the event. “It wasn’t really our choice. We are working with a new organization this year called the Southeast Consortium and we legally cannot use the name, Special Olympics, because we are not working with that company anymore,”said Lamberty. Amy Atlee also said that our school switched organizations because of ongoing issues with funding. She said, “They are a great organization, but they have had some trou-

ble with funding. Supporting a lot of programs is difficult.” The reason for the switch was more of a financial issue than anything else. These financial issues are exceptionally important because two years ago, the Special Olympics was canceled because of a lack of funding. Hoops for Hope took place that year instead. to raise money for the next year’s event. “It was best because essentially they (the old company) didn’t get their stuff together. It was financial issues. The old company was also causing many problems,” Lamberty said. The organization that sponsors the Junior Game raises money before the

event to ensure sufficient funds. One way that Junior Games raises money is through an event called the Leprechaun Leap, in which people—often sponsored by friends and family— jump into a freezing cold lake. Atlee anticipates a more successful event this year. She said, “We have been assured that we will get more kids to participate this year than we had last year.” She continued, “Despite the numbers, the Junior Games event is always magical because of the person-to-person interaction and the care and kindness that is shared that day. That transcends everything else.”

Green is the new gold: new MAAC is the first to be LEED-certified on campus Daniel Barnett Photo Editor As the whole world’s attention turns towards the 2014 Winter Olympics in Sochi, Russia to see who is going for gold, The Masters School also reaches for the gold— gold certification. The Masters Athletic and Arts Center (MAAC) slated for completion by January of 2015, will be the school’s first LEED-certified building on campus. LEED-certified buildings are more energy efficient and safe up to 40 percent more water than a conventional building, according to the United States Green Building Council (USGBC).

The USGBC’s literature encour- to support leaders of any industry ages participation in building ini- as they help turn buildings “green.” tiatives by highlighting the bene- The LEED industry is a part of, and works with, the fits. “If you’re USGBC. serious about The LEED saving money, ranking system conserving enis broken down ergy, reducing The truth is the ranking does have into four categowater, consumpits costs. LEED silver doesn’t cost ries: Certified, tion, improvtoo much [...] LEED Gold adds a ing indoor air Silver, Gold and little more cost to the project [...] quality, making Platinum, however, can add a more Platinum. Each better building category has a substantial cost [...] material choiccertain numes, and driving - Ari Engelman ber of points to innovation, then earn for six maLEED is the jor categories: best choice.” sustainable sites, water efficiency, The Leadership in Energy and energy and atmosphere, materials Environmental Design (LEED) is an and resources, indoor environmenimmense infrastructure developed tal quality and LEED innovation

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credits. The point system is as follows: basic certification needs 40-49 points, silver needs 50-59 points, gold needs 60-79 points and lastly, platinum is 80+ points according to USGBC. The MAAC is going to have 60 points, the minimum number of points required to obtain the gold certification. “The concept of LEED is easy but there is a lot of paper work. We needed a LEED consultant to help us out,” Ari Engelman, MAAC Lead Architect said. LEED is a simple concept but people get lost in the “land of points and credits.” Engleman went on to say that gold certification is a good choice and much more feasible and realistic than platinum.

Western Africa beckons students to Senegal this summer Naomi Nivar Contributing Writer This summer, an intrepid group of 15 to 20 students will travel from the East Coast of the United States to the western-most tip of Africa. Destination: Senegal. Like the trip to Morocco two summers ago, this 14-day trip is designed to enhance the student’s global awareness. French teacher Abdoulaye Ngom, a native of Senegal, is one of the two chaperones for the trip. Ngom had proposed the trip last year and said he was pleased the trip was moving forward. He said that he thinks visiting Senegal will give students a chance to experience a positive side of Africa that they may not get to see on the news. Rob Fish, a history teacher as well as the Global Studies Coordinator, said, “In Senegal, stu-

CAI YANG

LOCAL WOMEN DANCE during the flame arrival ceremony at the Leopold Sedar Senghor airport in Dakar, capital city of Senegal. dents can experience things they couldn’t normally do on a tour, like a home-stay with a local family.” Fish said he sees the trip as an

excellent educational opportunity. Librarian Judy Murphy will also serve as chaperone. “I love to travel and love the opportunity

to get to know the students at our school better,” Murphy said. Faculty members aren’t the only ones getting excited for this summer trip. Sophomore Zoe Kreutzer is excited to visit the high schools in Senegal. She said, “It seems cool to be able to see how kids my age in other countries have school.” She also added, “It will be interesting since they will be speaking in a different language.” Sophomore boarder Khyle Richards-Corke, who is also planning on going on the trip, said that he is most excited about visiting a new country and absorbing its culture. From the Senegal experience, Richards-Corke also said that he hopes to gain a better understanding of the French language. Fish believes that the students will bring their experiences back to the school in the fall and will be able to use them in their classes and their interaction in the dorms as well.

TOWER/FEBRUARY 18, 2014

OP-ED

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Opinion EDITORIAL

Tower 2013-2014

Editor-in-Chief Teerin Julsawad

Deputy Editor Lucy Price

News Editors

Sofia Linden Rachel Saunders

Opinion Editors Abigail Costigan Rajan Cutting

Features and Arts Editors Sang Bae Wen-Xuan Ni

Sports Editor Tyler Jarecki

Managing Editor Ariel Censor

Copy Editor Ariel Censor

Web Content Manager Gabby Davies

YIYI OUYANG/TOWER

WHILE THE FIRST FEW STUDENTS expressed legitimate counterpoints to the example used by a recent speaker on feminism, the key points on women’s equality got swallowed up in the wider conversation that followed in causal conversations throughout the day.

Embrace brave originality with commendation, not dismissal

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s students at a Harkness-based, discussion-dependent school, we are constantly communicating. We strive to share our ideas vocally and fearlessly, actively and respectfully. After practicing our communication skills each day in an academic context, we can greatly benefit from the chance to stand back and listen; we deserve to be an audience. Whether we are sitting in our seats at Morning Meeting, listening to the goings-on of our community from friends and teachers or sitting by ourselves and reading Tower, we desire and demand the chance to actively listen to ideas and controversies, both directly and indirectly related to our school. But when we commit to participating, we promise that we will hear what the speaker has to say. We do not have to agree with what

we hear. We don’t have to like the deliverer; we don’t have to enjoy ourselves during every talk. But we also do not have the privilege of writing off someone else’s honest opinions and efforts as irrelevant or unwarranted. Perhaps we do not have to exercise the privilege of walking out of a talk or putting down a comment made around the Harkness table. Instead, we can assess our own opinions carefully and genuinely, rather than clinging to the first semi-related comment we hear from a peer, whether that individual is someone we respect or fear or love. We are fortunate to attend a school that not only provides us with the means, skills and resources to access a variety of opinions and sources, but also allows and encourages us to share our reactions to these people’s words, whether written or spoken.

We are encouraged here to take risks intellectually, to be original thinkers. But you will hear of students’ peers or teachers expressing disappointment in them for sharing blatantly recycled, unoriginal thoughts, purely because they were desperate to contribute and believed that these well-tested reactions would not elicit judgment from their listeners. While there is an appreciation for daring to express one’s own viewpoint, not every contribution will be embraced with adulation. We should seize the opportunity to listen well, discuss sincerely, question content in lieu of style or personality. This—the task of strengthening our own analytical and communicative skills while contributing thoughtful and individualized ideas to our community is not our privilege as Masters students; it is our duty.

Advertising Manager Gabby Davies

Contributing Editor Sabrina Stanich

Photo Editor Daniel Barnett

Staff Writer

Tony Rosenberg

Staff Artist YiYi OuYang

Distribution Manager Marianna Zapata

Board Manager Wei Wang

Columnists

Henry DuBeau Mary Jac Heuman Angaelica LaPasta Lucy Price Benjamin Sibley

Staff Photographers Bob Cornigans Linkon Duong Gavin Koepke Sam Miller Ken Verral

Contributing Writers Danny Hong Owen Lieber Phil Minton Jackson Myers-Brown Naomi Nivar Jasandeep Singh

Contributing Photographers TJ Allen Gayle Miller Kiera Wilson Cai Yang

Faculty Adviser

LETTER TO THE EDITOR

Ellen Cowhey

Student feels changes to the Dining Hall make it less palatable To the Editor of Tower, I’ve been at Masters for five years now, and I can’t help but notice the many changes that have caused me to dread eating meals in the Dining Hall. A faculty member told me that popular and unhealthy foods and drinks were eliminated from the Dining Hall to promote healthier food choices. But since the changes took effect, I’ve seen more students order in dinner or eat ramen in their rooms. I am a picky eater. The Dining Hall was the first place besides my home which

had endless options for me. Sadly, my favorite foods have disappeared from the Dining Hall, causing me to dread going there for my meals. I dislike making myself a quick meal in the dorm, as well as spending money on other food, but I don’t see another option for myself. I miss the food options that satisfied me. Many believe that the Dining Hall is a safe place that effectively caters to their needs. For example, a friend of mine is deathly allergic to peanuts. He attended Masters for four years, and noted

that while there were many food options he couldn’t even touch, there were just as many viable options for him. No other place provided him with as many food choices as Masters. It is clear that we can accommodate for those who have eating restrictions without completely altering the Dining Hall choices. I accept that there are many students and faculty members who may not share my eating habits, and I accept that many students want to eat healthy food and thus find these changes very helpful.

The more I’m forced to eat healthily, the less I want to. I want those who are attempting to change the Dining Hall to know that while I understand the adjustments, I long for the old Dining Hall, the one in which I had a choice. I want CrystalLight instead of six containers of water, I want chicken nuggets and grilled cheese Thursdays and I want grape jelly.

Sincerely, Jazmine Figueroa

Distribution Process Tower is hand-delivered on the day of publication to the Upper School. 500 copies are printed, and one is put in each faculty member’s mailbox. In addition, a copy is sent to each of our advertisers.

Scholastic Press Affiliations and Letter Policy Tower is an award-winning member of the National Scholastic Press Association (NSPA), Columbia Scholastic Press Association (CSPA), Journalism Education Association (JEA) and Quill and Scroll. E-mail TowerEditors@MastersNY.org to send Letters to the Editor. See the subsequent page for information regarding letters to the editor. Published approximately eight times a year, Tower, the student newspaper of The Masters School, is a public forum, with its Editorial Board making all decisions concerning content. Unsigned editorials express views of the majority of the Editorial Board.

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TOWER/FEBRUARY 18, 2014

op-ed

LETTER TO THE EDITOR

Director of Community Service acknowledges other ways of service To the Editor of Tower, Some good questions have been raised in recent weeks about Jeans Days, and asking such questions about charities is important and is a tribute to our students and their concerns over how Jeans Days are allocated and where their dollars go. Since the inception of Jeans Days in the 1980s, Masters has grown and evolved, and so have our unique tradition of Jeans Days and our habits of giving. Some insight, then, into how Jeans Days work: Individuals interested in having a Jeans Day share their proposals with me and explain their involvement with their designated charities. To be eligible, the charity must be registered as a 501c3, which guarantees non-profit status. A demonstrated commitment to the charity and an active role in the Jeans Day presentation are required of the individual. Once approved, the charity is added to the list, and several factors are considered when determining the actual date for the Jeans Day, among them the student’s year of graduation, the category and purpose of the char-

ity, the availability of the guest speaker, and the urgency of the need. As you can imagine, the needs in the world are unlimited, and our Jeans Days are limited. We cannot meet every need, but we do our best to respond to the needs that we can meet. As our upper-school enrollment has nearly doubled during my tenure as Director of Community Service, the request for Jeans Days has also increased, and the scope of our Jeans Day program broadened. In addition to those coming from students, we have requests from faculty, alumnae/i, parents, administration, and our community partners. We offer a diversity of programs that at times create controversy and challenge our ways of thinking – and that is good and healthy. All non-profits are feeling the economic pinch, and we look at the big picture to plan a program that represents all these constituencies and includes opportunities to give on the local, domestic, and international levels. We also select a diversity of charities that range from small organizations that operate on a shoestring to large, well-known charities with larger donor pools. And when tragedy strikes, we do our best to respond in a timely

manner, often inserting special collections to meet urgent needs. With so many factors to consider when mapping out the Jeans Day calendar, those who submit proposals are asked to be patient and remain passionate. Sometimes, a request may need to wait a few years, but we accommodate most requests within two years’ time. If the calendar is full and one cannot wait, remember that Jeans Days are a convenient and efficient means but not the only vehicle for fundraising. Jeans Days are a privilege, and many individuals work hard to make them successful: the MISH officers who come in early every Friday to collect money, the theater tech team, our MISH treasurers who give up their breaks to count the collection, Ms. Winogradoff who recounts it for accuracy, and the Business Office staff who recount, deposit, and finally send a check to the charity after I write the letter on behalf of the school community. Finally, it is important that we exercise our giving conscience, for the dollars we give and spend – for donations or on clothing or food or electronic devices – all have an impact

on the way we give and take in the world. When you scrutinize a charity or a company, as a donor or a consumer, do so in a consistent, fair-minded way. If you don’t support a charity, you don’t have to wear jeans or contribute to it. But do contribute to the common good in some way: serve, learn, create a Waffle Wednesday, make a difference. Don’t let waiting for a Jeans Day hold you back, and don’t use the complexity of giving as an excuse not to give and sit back as critic. We can open our hearts and minds as well as our wallets. As we focus on service learning and on being a force for good, know that a more just, compassionate, and peaceful world begins with our own awareness and actions—establishing a habit of regular giving is a mindful and compassionate way to respond to a world of need. Thanks to all who give in so many ways and make our Masters community more caring, aware, and connected. Sincerely, Amy Atlee

COLUMN: AS I SEE IT..

Studies suggest Head Start is no start at all Lucy Price Do we, as a nation, care about making some of America’s most vulnerable toddlers great future students? Yes. But the bigger question: how? Head Start—or universal pre-k— was created in 1965 as part of President Johnson’s War on Poverty. Initially a summer school wherein impoverished children could catch up to their middle-class counterparts, Head Start soon transformed into a year-round program to give low-income children enough time to effectively overpower the disadvantages they faced in their upbringings. The idea of helping low-income children prepare for kindergarten is admirable and important. If all kids entered school on a level playing field, society would undoubtedly be better. But, as is often the case, taking a good idea and turning into an actionable program is a difficult thing to do. As our nation’s debt increases, and universal education becomes a hot-button issue, many have debated the success of Head Start. In 2010, the Department of Health and Human Services released a comprehensive report detailing the effectiveness of Head Start. The study focused on nearly 5,000 three and four-year-olds seeking entry into the Head Start program. It analyzed the progress of children who entered Head Start vs. those who either remained at home or found an alternative preschool. To effectively examine the program, the study looked at its four goals: cognitive development, social-emotional development, health status and services, and parenting practices. The conclusion: Head Start is a failure. Cognitive development: At the end of their Head Start year, 3-yearolds showed positive improvements in language and literacy development. However, by age 4, very few positive impacts were evident. Interestingly, kindergarten teachers reported that Head Start had a negative effect on the math ability of this age group. The cognitive skills of 4-year-olds—such as vocabulary, letter-word identification, spelling and letter naming— had improved at the end of their Head Start year. The positive outcomes disappeared by the time they entered 1st grade. Social-emotional development: At the conclusion of 1st grade, some evidence suggested that the 3-year-olds had positive behavioral outcomes as assessed by their parents. However, 1st and 3rd grade teachers of this group reported numerous negative effects in their relationships with Head Start children. No visible improvements were seen in the 4-year-olds.

Health status and services: The 3-year-olds and the 4-year-olds appeared to have significant health benefits, such as increased child health insurance coverage. Yet by 3rd grade, the health status and services of Head Start children did not differ from non-Head Start children. Parenting practices: The 3-year-olds experienced significant positive impacts regarding parenting practices, such as lack of spankings and time-outs. However, 4-year-olds experienced no significant changes in parenting practices. I, and others, question why Head Start is a failure. Some believe it’s because of the poor quality of Head Start teachers and their programs. However, Peter Bernardy refutes the merit of this assertion. In 2012, Bernardy, a doctoral student, evaluated Head Start in his dissertation. He found that the quality of the Head Start program was unrelated to social and cognitive outcomes. Using previous studies, he also concluded there is no correlation between teacher education and social and cognitive outcomes. He found other oddities as well, such as those who didn’t attend preschool had higher cognitive scores than those enrolled in Head Start. He ultimately concluded that Head Start children don’t differ from those who never attended preschool. I strongly believe education is the key to upward mobility, and, as such, I wish that Head Start worked. Yet when numerous studies point out the ineffectiveness of the program, I cannot simply turn a blind eye to the facts, as so many who believe government is the answer to all our problems have done. While I sympathize with the single-mothers who are able to work while their children are at Head Start, I also sympathize with the middle-class American taxpayers who too have families to support. Our debt is skyrocketing, and the more we spend on unsuccessful programs, the more vulnerable our economy becomes. Neither the single-mothers nor the taxpayers would ever benefit from a severely harmed economy, which massive, unfruitful government programs ultimately lead to. Many policymakers and our President now want to invest $75 billion into Head Start. A debt-ridden nation cannot afford to spend $8000-per-child on an ineffective program. President Obama must suggest full-scale national evaluations that would track the progress of Head Start children through elementary school and seek to create a more effective universal pre-k. No longer can we afford to throw useless dollars at government programs that time and time again yield unsuccessful results.

YIYI OUYANG/TOWER

BOYS ARE TAUGHT from a young age that they have to act and be a certain way in order to be considered masculine. Although Masters is a tolerant place, some boys who break gender stereotypes are labeled as “girly”.

Breaking the gender stereotype and setting an example for a new generation Ariel Censor Managing Editor and Copy Editor “You’re not a real boy,” a 5th grade girl on my bus told another 5th grader. “You play instruments, sing, dance and don’t follow any sports. You cry all the time. That makes you a girl.” Hearing this made me realize that although the majority of older students in our school are very tolerant, younger students have a very limited perspective of what it means to be masculine. If a boy isn’t athletic or “tough”, he’s often made fun of for not being manly enough. When a boy is told from a young age that his interest in the arts makes him different from other boys his age, it can often discourage him from pursuing the things he loves in the future. In much the same way, athletic or ambitious young girls’ interests often cause them to be perceived as less feminine. If a girl is interested in sports, cars, the outdoors or other typically masculine in-

terests instead of fashion or other supposed feminine pursuits, she is often called a “tomboy” and, once she gets older, “butch”. By classifying girls like this, society tells them that they can’t be considered feminine while pursuing their interests. Our school encourages everyone to try both arts and athletics, allowing students to participate in a variety of activities. Because of this, our community is one in which people are not afraid to be themselves and do what they love, regardless of whether or not it is stereotypically masculine or feminine. Because we foster an environment of acceptance, young students just entering our school, such as the 5th graders on my bus, often completely change their narrow views in even a short amount of time at school. However, it is what to do when students continue to judge others about their masculinity or femininity even after being at the school that is the problem. When I heard the conversation above, I didn’t do anything that might have helped the young-

er students change any of their views. It was early in the morning; I was tired, and it was much easier to just say nothing than to try to have an adult conversation with ten-year-olds. Now, I realize that it’s extremely important for younger students to be made aware of the consequences of these judgments and for older students to intervene. Although there is a huge difference between the views of a 5th grader and the views of a senior at our school, we all subconsciously judge actions and qualities as masculine or feminine. The only way we older students can be positive examples for younger students coming into our school is to stop classifying peoples’ interests by what supposed gender they belong to. Although it is ingrained into our society, it is very doable to catch ourselves making these judgments and change the way we look at others’ interests. So next time your male friend tells you he’s auditioning for the musical, encourage him; don’t question his sexuality.

How Can You Submit a Letter to the Editor? 1.) Have an Opinion

2.) Write a 300-word Letter

3.) E-mail it to Tower Editors

4.) Get Published

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TOWER/FEBRUARY 18, 2014

OP-ED

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The second time around is never like the first: Movie sequels lack creativity and newness Sang Bae Features and Arts Editor Against all better judgment, people still fork over money to watch movie sequels. Never mind if the original movie needed a sequel, or if that sequel had any effort or quality put into it. Our hearts were poured into the characters of our favorite movies, and Hollywood went out of its way to cash in on our empathy with lackluster sequels. Sequels create profit. Even a cinematic embarrassment like Jaws 4, a movie scoring 0% on Rotten Tomatoes with a 1% margin of error, made a net profit of 30 million dollars in the box office. Even if a producer loses money from a movie, the merchandising sales alone can make up for the investment. Pixar’s only critically panned movie Cars 2, while tarnishing the company’s prestigious reputation, made over 300 million in the box office. There’s no amount of risk that goes into green lighting a bad sequel, and it annoys me that a good chunk of the movies in theater consist of these bad sequels, sequels that tarnish the image I hold for my favorite actors and movies. To be fair, not all movie sequels are complete flops. In certain cases, directors understand the limitations of a movie sequel, and manage to create the same spirit of the first movie. Fast and Furious 6 and Fast Five, two recent but welcomed additions to a mostly forgettable franchise, managed to intensify the iconic high speed action and underplay the cliché undertones and cheesy B-movie plot. It’s certainly painful to watch Vin Diesel talk through a romantic subplot, and it’s even more painful to

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MOVIE SEQUELS AREN’T as exciting or as thoughtful as the original. People should be more selective with sequels and producers should introduce new possibilities in them. remember any of the movie’s exposition. But watching his glistening bald head and bulging muscles jump out of a speeding car off a highway bridge always makes my heart race, and Fast and Furious 6 hammers adrenaline filled action shot after another to convey that feeling. And while each movie from Fast and Furious made millions of dollars, no matter how bad the movie, the latest addition to the franchise made

over 600 million in the box office, proving the point that a good sequel can make even more money. Ultimately, sequels, if properly utilized, can be opportunities for writers to take creative liberties, learn from the limitations of the first movie and expand a world that the viewers were engulfed in. It’s like getting a second shot to make something better. Why waste it? Hollywood, if you’re going to show me a sequel, no matter how

bad the first movie was, please show me that just a little bit more effort went into the production. It’s definitely an easy way to make a quick buck by slapping a number to a movie, but think for a few seconds before green lighting a lazy movie. People are suckers for movies, sure, and people can watch any bad movie for the sake of nostalgia. But some people are also smart enough not to come back to a lazy film, and

perhaps it is best not to reward mediocrity. While you’re at it, why not be a good Samaritan and actually let our empty souls rejoice in a well-made sequel to a movie that defined our expectations for cinema. Take the standards and themes of the first movie and explore new possibilities, give life to the old and bring a breath of fresh air to the new. I’m sure you will not regret taking my advice.

One athlete’s dream: to get rid of the ACR Rajan Cutting Opinion Editor I’m an athlete and from an athlete’s perspective, I believe we no longer need the Athletic Credit Requirement (ACR). The ACR does some good things. It might introduce a sport to an otherwise reluctant participant or give a kid something to do after school but our school no longer needs it, and here’s why. The ACR overpopulates our facilities. This winter season, weight room has about 120 students coming weekly. The majority of its participants aren’t trying to stay in shape or become better athletes, but they’re desperately trying to fulfill the requirement. Unfortunately, the small percentage actually committed to weight room waste time as they wait to use certain machines because some students are trying to stay out of gym class. Basketball, this year, has two junior varsity (JV) teams; one is composed of a handful of beginning players. I talked to two boys about their involvement with the team and why they joined, both boys wished to be left anonymous. One of the boys said, “It was either this or run track, and it’s too cold to run track.”

The other said, “It’s like killing two birds with one stone, I have an athletic co-curricular and one team sport.” This mindset is bad for a team; it makes them less successful because while half are committed to winning the other half couldn’t care less. The players who aren’t fully committed are essentially dead weight. While the ACR does make our athletics program/community larger in numbers, you can’t force uninterested students to participate. Right now our athletics program is heading into all around success. Last year I witnessed the boys’ varsity basketball team win a state championship. This year I watched as they defeated Greens Farm Academy twice, taking the number one seed in the Fairchester Athletic Association (FAA). Cross country had a memorable season; fencing continues to dominate as they have in previous years. We currently have a sufficient number of committed athletes, and continue to receive more through new enrollment. But until we stop forcing non-athletic, uninterested kids to play sports, we’re holding ourselves back. Editor’s note: Last year, Tower published an investigative three-part series on the ACR. You can check out our old issues online at http://www.issuu.com/MastersTower

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“Other Desert Cities” denied performance rights Henry DuBeau Web Columnist Not so long ago, I stood up at Morning Meeting to announce the winter Phoenix Presents that I was to direct: an entirely student-run production of Other Desert Cities. In that moment, I had finally reached a goal of mine that I had dreamed about since sophomore year. But all that was to change within the course of 24 hours. Before Masters puts on a production, we must procure the performance rights for each show, which

entails submitting an application for approval, and then forming a contract with the company that holds said rights. This is what proved to be an impasse when I learned that our application for my show was denied, because a regional theater nearby who was putting on a production of Other Desert Cities had a clause in their contract specifying that no theater within a radius of 50 miles could receive performance rights as well until the end of their run with the show. This, as I’ve learned, is usually included in a performance contract. Now, I completely understand the reasoning behind such a restric-

tion, because it promotes individual expression and prevents economic competition. But this leads me to question whether something so drastic such as this is entirely necessary. There are few people I know who would be so dedicated to one particular show that they would drive 50 miles to see it unless their life depended on it. I’m sure there’s some wiggle room within such a vast domain, which is why I believe there should be some leeway when it comes to these regulations. Before we had reached a solution, I tried to think up as many potential loopholes as possible. Perhaps we could still do the show because it’s for a

school community versus a professional theater, or because we aren’t collecting ticket revenue. In the end, however, we decided that it would be best for me to switch seasons with the other Phoenix Presents since the rights would be obtainable in April, which is why The Complete Works of William Shakespeare (abridged) was shown in the winter instead of in the spring. Because of all this commotion, rehearsal time was cut drastically for both productions, and had these restrictions not been in place at the time, the production would have been considerably more smooth-sailing.

▲ Editorial Cartoon: The boys of Strong Dorm and Thompson Dorm struggle to get WiFi signal. They will go to any lengths (including climbing to the roof ) to get a strong enough signal to properly connect to the Internet.

Congratulations

to our former editors-in-chief Tyler Pager ‘13 and Daniel Block ‘12 on their latest literary promotions. Pager was promoted to Assistant Campus Editor of Northwestern University’s The Daily Northwestern. Block was named the next editor-in-chief of Swarthmore College’s student newspaper, The Phoenix.

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TOWER/FEBRUARY 18, 2014

FEATURES and arts

F eatures & Arts

Content and audience direct choice of performance space

FEATURES and arts

SurveyMonkey: Giving up security for convenience Jackson Myers-Brown Danny Hong Jasandeep Singh Contributing Writers Opinions are a click away. Feedback is constantly accessible. A myriad of online survey websites elicit precise results with great efficiency and speed. Survey Monkey, one of the more well-known websites for electronic feedback, serves as an alternative to paper questionnaires in schools. To save time and paper, the departments of History and Religion, English and Modern and Classical Languages, along with the College Office, all use Survey Monkey as a way to obtain feedback. Faculty representatives for Executive Committee were also elected via Survey Monkey. English Department Chair Miguel Segovia supports Survey Monkey as a way to receive student feedback. “Survey Monkey has something called data analysis that helps to organize information faster than paper surveys,” Segovia said. “Students can be more honest with their answers because with the papers, teachers might be able to determine who wrote something by his or her handwriting, but in Survey Monkey, teachers cannot figure it out.” Of course, not every method is perfect. Seventeen students in Introduction to Journalism began exploring Survey Monkey’s advantages and disadvantages. Some students found ways to vote more than once, by using different devices or clearing cookies on a previously-used device. After discovering this loophole, the class quickly conducted an experiment. Creating a new account, the students made a survey with a simple question: “Do you use Survey Monkey?” Next, as an initial trial, everyone clicked ‘yes’. Then, everyone switched devices and clicked ‘no’ for subsequent trials. With a total of 116 generated responses from seventeen students, this experiment proves that

students can vote more than once by either switching from one electronic device to another or erasing the cookies on a previously used device. Survey Monkey is not impervious to corruption. In October 2013, Survey Monkey served as the voting vehicle for sophomore class president and MISH representative elections. Students were given three days to vote, and Lisa Berrol, sophomore class dean, explained that the sophomore advisors voted unanimously on the use of Survey Monkey. According to Berrol, some teachers, specifically Kristen Tregar, “have knowledge of how to put security devices into place, so we would be employing those at the next election.” Berrol currently uses Survey Monkey extensively with her psychology class and American Studies class. She believes that the site is good at creating charts, distributing information and analyzing results. Andrew Ciacci, one of the candidates for the sophomore class election, expressed doubts about the integrity of the voting process. “It [the result] appeared kind of shady,” Ciacci said. “Someone could vote more than once. So it got me a bit upset […] I mean, C h r i s [the male sophomore president] is a great guy and he definitely deserves it, but I felt that the double voting and the lack of students voting made it a little unfair. I know that many people didn’t vote because I asked around.”

Ariel Censor Copy Editor/Managing Editor A small group of actors run around the Estherwood library, using the whole space to practice their warm-ups. Meanwhile, a much larger group practices vocal warm-ups in the theater. They yell and jump around the stage as they practice performing in a large space. The smaller group is preparing for the winter play, Translations by Brian Friel, which will be performed Feb. 7 and 8. It is a three-act play set in Baile Beag, a Donegal village in 19th century Ireland. The larger is practicing for the musical, Into the Woods by Stephen Sondheim, a fairytale involving a witch, Cinderella and Little Red Riding Hood which will be performed Feb. 28. Because the winter play only has ten cast members and the musical has 38, those involved practice and perform in Estherwood. Kristen Tregar, science teacher

and director of the play, said the space causes many challenges, including limited practice time in the space in which they’ll actually perform. She said, “As a result of yoga and Pilates meeting so often, we can only practice in Estherwood on Fridays. Generally, on the other days we end up using the Phoenix room, which is pretty small. It’s hard, but it works for us.” Junior Alexander Broekhuijse, a cast member of the play, said having such little practice time in their performance space affects the performance itself. “Since it’s not a space we have access to, it hurts our individual ability to work with the set and puts a lot more emphasis on quickly learning how to use that area,” he said. Even when the cast can practice in their performance space, they still face difficulties. “In terms of geometry, the space is very different than most actors are used to performing in,” Tregar said of the octagonal room. “The space is also not as easy to transform into a set as the theater is. Estherwood is very opulent, which worked

for some plays in the past. This one is set in a barn, so it doesn’t work as well. It also doesn’t help that we’re limited technologically.” Junior Angaelica LaPasta, a cast member of the play, said that the acoustics of the space also affects the performance. “Estherwood has pretty awful acoustics, so you really have to know how to work the space in order to be heard,” she said. “A lot of the limited time we have is spent just trying to project.” However, M.A. Haskin, chair of the Drama Department and director of the musical, said the theater works very well for the musical’s purposes. “A musical is larger than life,” Haskin said. “There are large dance numbers, there is singing with great volume; it works well in a large space.” Sophomore Will Hallock, a cast member of the musical, agreed. “This is a larger show, so the theater allows us to do more with the space we’re given,” he said. “There’s more space to do what you want to do in terms of sets and the production.” “The play is more intimate,” Haskin

said. “Facial expressions, even raising an eyebrow, become very important. When you’re in Estherwood, the audience is much closer, so they can pick up every tiny detail of the actor’s expression.” Additionally, Haskin said that in terms of audience capacity, the theater fits the musical’s audience. “The musical usually attracts a larger number of people from our community, primarily because of the number of kids in our cast. They all have parents and friends that want to come see them.” Broekhuijse believes that although the space they are provided tends to fill up, Estherwood works for the play’s smaller audience size in comparison to the play’s larger one. “The winter play attracts a smaller crowd. It tends to be deeper, darker, and it’s a little more sophisticated,” he said. Despite the challenges the play is facing currently, Tregar is optimistic about the future. “When the black box theater is built in the MAAC, we’ll definitely have an easier time rehearsing.” Sophomore Julius Rodriguez is playing at Jazz at Lincoln Center’s Allen Room on March 2 with the Senakwami Music Institute. Rodriguez is also playing at Somethin’ Jazz Club on March 17 as a fundraiser for the New Jazz Messengers for a competition.

Sang Bae Features and Arts Editor It’s definitely purple enough to put Barney to shame. The Dawg House concocted its “Dawg of the Month” in our Masters image: a deep fried hotdog piled high with sriracha sauce, barbeque onion sauce, bacon bits and enough purple coleslaw to get a few heads rolling. With a price tag of $4.50, the question remains: is it worth taking a bite? If you guys want my answer, yes. From my experience, anything from the culinary minds of Robb Dublilier and Jeff Lee is worth a taste. Taking a bite out of this hotdog feels like an entire battle of textures and tastes. The purple creaminess and slight crunch of coleslaw fights to win supreme over warring factions of bacon and barbeque onion sauce combination while the hotdog splits open by the edges of my teeth, bursting into a sensation of satisfying confusion. It’s hard to taste any of the sriracha, but everything mixes well enough to not bother trying to taste it. However, not everyone at

Masters thought this hotdog was a smash hit. From the 10 taste testers taking Introduction to Journalism I had try the Masters Dawg, most of the criticism centers around the purple coleslaw. Leo Psaros described the Masters Dawg as a “purple slime dog” while Jack Murray wrote that the flavors didn’t mix and that the coleslaw “threw the dog off”. However, Danny Hong wrote that he looked past its appearance to really enjoy the hotdog, only to comment that the large quantity of ingredients slightly lessened the impact of the taste. To establish some semblance of a control group, I had the six remaining students try a “classic dawg” from the main menu. Far from the mixed responses of the other group, Phil Minton went as far as describe the Mac Attack Dawg as “amazing” while Naomi Nivar thought the Hawaiian Dawg had a satisfying balance of flavors that had her taste everything. The Dawg House ultimately takes the risk of stretching the creative limits of the hotdog, striking gold with a satisfying experience, concocting a failed

SurveyMonkey a better alternative to paper voting. “I am a very comfortable user of technology. I think it’s easier to use Survey Monkey, because we don’t have much extra time,” Tregar said. “Also, there’s more of a chance of human error in paper voting than with Survey Monkey.” Many teachers use Survey Monkey, and other online services similar to it, because of its simplicity and efficiency. Simon paralleled Survey Monkey to a problem during the historic space race between the Soviet Union and the United States. After realizing ballpoint pens don’t work in zero gravity, the United States spent millions of dollars developing a pen that can work in space. What did the Soviets do to combat that problem? “The Soviets used pencils,” said Simon.

Sophomore Julius Rodriguez has always been active in the jazz community, in school and outside of school. Recently, he attended the “YoungArts” competition in Florida on Dec. 16. He became a finalist in the competition and spent a week with 165 of the top artists in the country. Starting from an early age, Rodriguez has always had a passion for music. “When I was three, my parents saw me banging on pots and pans and decided that they wanted me to learn an instrument,” Rodriguez said. “So, they signed me up for piano lessons and I’ve been taking piano ever since.” Since then Rodriguez has gone on to win a gold medal in the NAACP (National Association for the Advancement of Colored People) and ACT-SO (Afro-Academic, Cultural, Technological and Scientific Olympics) for instrumental contemporary music and many other awards. “When I won the competitions it was exciting because I hadn’t entered a lot of them before. It was really exciting to win, especial-

ly on the first time entering the competition,” Rodriguez said. Though Rodriguez is widely acknowledged to be a talented musician, he has to do all his schoolwork and meet deadlines just like any other student. In addition, Rodriguez also is involved in a variety of Masters musical clubs, including Rhythm Society, Positive Rhythm and Trent and the Wreckers. “I’m probably going to go to music school,” Rodriguez said. “Right now, school is occupying most of my time, making it harder to perform shows. I want to get around more and do more music outside of school.” Rodriguez played in a jazz album called Coins by Kate Gratson that reached #14 in the iTunes charts for jazz. “I got involved with studio work through my music school. When I was there I met some other musicians. One of their friends was graduating and wanted to make an EP, so they recommended to me to play on the album,” Rodriguez said. “Kate Gratson [the creator of the EP] gave me a call and asked me to play, so that’s how I became involved.” For anyone interested in watching Rodriguez perform, he will be playing on March 18 at Somethin’ Jazz Club with Jack Gulielmetti and Ethan Cohn’s project, JC3.

Boarding community transitions to Tony Rosenberg Sports Editor

experiment meant to fade away, or something in between. Where the Masters Dawg falls in that spectrum depends on the person. But as Dublilier once said, “The crazier the ingredients, the better the taste,” and there’s nothing wrong in taking a chance with that kind of philosophy.

“If you look at Survey Monkey results by user, you can see which answer that particular user provided on any given question,” Tregar said. “So, if you’re using Survey Monkey for something like an election, it would be possible, if you have asked each user to provide their name, to see who voted for whom. Most likely, it would be a class dean or administrator who has access to that information, so it probably wouldn’t matter much for our purposes. However, if there is a concern about the ability to vote anonymously, asking people to include their names when they vote would be a problem.” But Tregar ultimately finds

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The purple “Dawg” of Masters hits the scene

Ciacci also stated that it’s not the fault of a single person, but the fault of the voting process itself. When asked if Berrol will use paper ballots for the next election, she said she’d have to go to the sophomore advisors for a decision. Science teacher and sophomore advisor Kristen Tregar addressed the security issue, commenting on a secondary issue.

Julius Rodriguez sets the jazz standard

ARIEL CENSOR/TOWER

Winter play Cast members Angaelica LaPasta and Julia Butterfield rehearse a scene during tech week. Translations is set in 19th century Ireland, and required the tech crew to transform the Estherwood mansion into a barn. Meanwhile, Into the Woods, a satire on the Brothers Grimm fairytale plot lines, turns the Claudia Boettcher Theater into a deep dark forest of fable. Right: Juniors Christian Weimer and LaPasta’s characters lament the British occupation.

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Students are currently assimilating to the school’s new technological asset, Google Docs. The school is using the program to sign up for winter co-curriculars and fill out weekend leave forms. Utilizing Google Docs creates a virtual bulletin board composed of spreadsheets, which allows for school information, such as news and upcoming trips, to be posted in one domain for everyone to view. Some students wonder why the school would transition from paper forms to online ones, while others support the change. “Google Docs is unreliable because it malfunctions occasionally,” sophomore Mady Clow said. Although some may find difficulty in logging onto the site, students are

now able to do several school-related functions more efficiently. On Oct. 29, Associate Head of the Upper School Gillian Crane made the official announcement about the transition via e-mail. “I personally was slow to warm up to the idea. When Ms. Nunéz (Dean of Students) came, she said how great it would be to have everyone view everything,” Crane said. Crane also believes everything became less of a hassle for both students and faculty as a result of the transition. “There is less paper being printed every week for chaperones and dorm parents,” Crane said. Google Docs makes it easier for boarding students to view all of the events going on every weekend and enable them to complete travel forms online. “When I arrived last year, I knew that they were still using

paper forms for boarders to sign out on weekends,” said Director of Residential Life Tim Weir. He added, “All boarding students (now) have to fill out a form that makes it easy for me and other dorm parents to sort out all of the student’s information about transformation.” Additionally, boarding students have definitely noticed the benefits of switching to Google Docs. “It is a convenient way for me to access information about what the weekend schedules are, along with filling out online forms,” Clow said. Furthermore, teachers have begun using this online program in their classes, having students post notes and homework assignments via Google Docs. Many people believe that switching to Google Docs will turn out to be significantly more effective than the original method of deliv-

technology ering news to students, which was via e-mail or by using a class folder on Panther. “Google Docs will let us collaborate. It is so important to try to find ways to utilize these technologies,” newly hired Academic Technology Coordinator Julie Miran said. Miran believes that the school felt the need to use Google Docs not only because of what it enables people to do, but also because this program has been rising in popularity in many schools. After students were informed about the change, many had mixed feelings. Students have reported difficulty accessing forms on Google Docs. Senior Santiago Rozas said, “Most kids are indifferent about it. For boarders it’s helpful because the travel forms are located on Google Docs. He continued, “It’s a great idea but it’s hard to get it started.”

On the other hand, several students are opposed to the change. Sophomore Dylan Chan said, “It’s been annoying so far because I’ve tried to log on in the past and even after seeking help, I still cannot access the site.” Crane has noticed struggles with Google Docs. “A lot of kids have emailed me saying they have had a hard time getting on Google Docs,” Crane said. “As long as they went to Mr. Patel, they have gotten their issues sorted out.” “The only reason students are having trouble with Google Docs is because they don’t know their password or they are typing it in wrong,” Technology Systems Administrator Bhavin Patel said. Although many students have mixed feelings about the switch to Google Docs, Crane is optimistic it will prove useful in the future. “In the long run, it is going to be a smart move,” Crane said.