April 22, 2011: Marin Academy Voice

Volume XX, No. 8

Friday, April 22, 2011

San Rafael, CA

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Features

April 22, 2011

Computers on campus reused and recycled

Thievery in community brought to light When signing on and checking the Marin Academy web mail, there is usually one or two all student emails with the subject “Lost!” and then an email asking everyone to keep an eye out for whatever it is that they are missing. These emails account for misplaced and forgotten items, but at least some of them account for stolen items too, which poses a daunting question: is thievery an issue in the community?

“I definitely have heard of things that have gone missing” said Dean of Students Lynn Hansen. “[Especially] with backpacks.”

Backpacks and other belongings can be found crowded in the BBLC hallway, the courtyard, the library, and outside of the gym.

People leave their stuff lying around campus during all times of the day. However the school’s policy of an open campus might

not create as safe and secure of a place as one might hope.

“Textbooks and calculators always seem to get stolen,” said sophomore Alberto Flores. “I left my calculator in the math room once and I am pretty sure it was

I’m going to be honest. I have taken a few textbooks from the lost and found and the library that were not mine. stolen.”

More students report missing textbooks or calculators than iPods or computers. This seems to stem from the idea that school supplies are inexpensive.

“I’m going to be honest. I have taken a few textbooks from the lost and found and the library that were not mine,” said an anonymous Sophomore student. “But I would

never take something expensive.”

Thieves aside, student carelessness only adds to the issue.

“I hope people are mindful of their belongings and keep track of their valuables and they don’t leave them unattended,” said Hansen. “I think there is some responsibility in that. And as a school and an institution it is our job to remind people of that. They need to take care of their stuff.”

Junior Alex Moss-Bolanos experienced the consequences of not being more responsible and vigilant with his belongings.

“My backpack was stolen earlier this year,” said Moss-Bolanos.

“I left it in the BBLC on Friday, and when I came to school Monday, it was gone. I looked everywhere, but knew to give up when I found my binders outside Founders. Someone had taken my backpack and dumped the academic materials before running off with it. I lost my notebook, a lot of clothing, and most importantly, a $400 retainer. It was the worst and

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I certainly learned from this. Never leave your bags at school overnight!”

Other students echo the importance of being more watchful of personal belongings and feel that thievery at the school has increased lately.

“I used to not believe it was a big issue,” said junior Alec White. “I thought people mostly lost items, but after hearing certain announcements in the bulletin, I think it is becoming an issue. My advice for people is that they should not throw their stuff anywhere. People should be more careful about where they throw stuff. I do not think thievery is an issue yet but it can become one.”

100

%

Graphs by Riley Champine Survey by Neha Budhraja

Have you ever had something stolen while on the MA campus?

NO

(93 responses)

69.9%

YES 30.1%

Did you ever get a stolen item back?

NO

(84 responses)

70.2%

YES 29.8%

100

%

THIEVES

Claire Schurz Staff Writer

100

50 %

Have you ever stolen something from around campus?

NO

(92 responses)

70.2%

YES 29.8%

Where did you steal it from?

(34 responses)

41.1%

8.8%

38.2%

Location

Other

when we’re struggling.”

However, these days, technology can feel out of date the minute it comes out of the box. The same was true for the first MA laptops, and ever since, the system for recycling teacher laptops has been complex.

“Within two to three years we

The Lost & Found

in MA’s classrooms and lecture halls,” said English teacher Nicole Stanton. “And it means that we all have the same software - allowing us to share information and resources more easily, and to sleep better knowing that our technology staff, Greg Lentz and Brad Lakritz, know how to help us

Someone’s Backpack

Ben Bogin

Math teacher Doreen Clark uses a Macbook Pro to update her syllabus.

All the same, Lakritz uses the phrase “ubiquitous computing” to describe how the school tries to keep enough computers so that at any given time there are some available for students who need them.

When computing equipment is no longer functioning at the expected standard, it gets reused by other schools. Lakritz puts an ad on an independent schools network that works like Craigslist.

“I’ll say, ‘Hey I’ve got these white iMacs, anybody interested in them?’” Lakritz said. “Generally they get scooped up by other schools immediately, and they put them in their own computer lab.

Every working computer that I have will go that way.”

This system works for those who expect sustainable technology.

“It’s good that the laptops don’t go to waste,” said freshman Emma Sklarin. “It’s nice to know that other people will use them after us.”

The Ground

All around campus, teachers can be seen using laptops issued to them by the technology department. Every few years, the laptops are replaced and updated, but it remains unknown where these laptops come from and what happens to the old ones.

This cycle began with the arrival of Brad Lakritz as the Manager of Educational Technology Resources in 1998.

“In my first year here one of the very first things that I did was to issue a laptop for every teacher,” said Lakritz. “There was an E.E. Ford grant that helped us purchase that first batch of laptops. And then [the school] had to pitch in money because that’s never enough.”

Teachers were very appreciative of this new system and found it essential to their job.

“We all have computers that easily hook up to the smart boxes

began purchasing a new set and returning the old ones and issuing new ones to faculty,” said Lakritz. “So for about the first half of my time here, maybe even three quarters, it’s been every three years we issue new laptops because that’s about the life of the laptops. Now with the Macbook Pros, we’re getting probably four years out of those.”

Lakritz also explained the status of the rest of the computers avaliable on campus.

“We’re not a one-to-one school,” said Lakritz, meaning that MA does not provide a laptop for every student.

Instead computer labs remain open for students to use, which is seen as sufficient for the community.

“We shouldn’t receive free laptops because a lot of students are better off and can afford their own computers,” said freshman Katie Zesiger. “We don’t need to provide something they can afford.”

VICTIMS

Ben Bogin & Matthew Jackett Staff Writers

11.8%

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Features

April 22, 2011

Harvey to be replaced with dean duo next year Sam Pritzker A&E Editor As Joe Harvey departs for the head of school position at St. Mark’s School, two new positions must be filled: one to replace Harvey as Academic Dean, the other to undertake the new role of Dean of Faculty. Those individuals will be Scott Young and Nicole Stanton, respectively. The two were selected because of their unique philosophies and work experiences, among a host of other qualities.

“Young has been a full-time teacher, a department chair, done quite a bit of work in academic technology, is warm and funny, and can add a real vibrancy to the community,” said head of school Travis Brownley. “Nicole has such a strong sense of what Marin Academy is, but also demonstrates a willingness to look outside of the confines of the school.”

As the two will join the admin-

istration beginning this summer, Harvey will move on in a different direction. The prospect of his departure is saddening to the administration and community as a whole.

“It’s going to be incredibly difficult to see [Harvey] leave, as he has clearly been an integral part of the school,” said Dean of Students Lynne Hansen. “I mean, what has the guy not done? Joe sees the big picture and puts the need of the institution over his own, and that’s the loss for us here.”

The process to replace Harvey has been lengthy. Once Brownley had a clear sense of each position, she made the job describtions and then résumés were solicited.

Candidates were asked to submit a statement of their educational philosophy, as well as a cover letter that established their interest in the position. From there, Harvey, Brownley, and Hansen winnowed down the applicants to a “large”

Anna Kelly

pool of about 10 – 15 whose information was passed onto the Search Advisory Committee, composed of administrators and faculty members. The applicants were then ranked and Brownley determined which individuals would come to campus for a two full-day visit. Final decisions were then made among members of the administration.

While the selection process has been comprehensive, some members of the student

body do not feel that it has been sufficiently publicized.

“Now that I think about it, I do not know much at all about this process,” said senior Chloé Ouyang. “I actually did not even know about this Dean of Faculty position until just now. Whether or not this lack of transparency is purposeful, I’m not so sure.”

Brownley, while understanding of how the process might seem cloistered to certain students, believes student collaboration

with the administration was key, particularly in selecting the Academic Dean.

“The Dean of Faculty won’t really be all that involved in student life, so I didn’t think it would be particularly relevant for students to be involved,” said Brownley.

“That being said, many Marin Academy students were involved in interviewing the candidates for Academic Dean, as the position entails focusing on the experiences of students, working alongside parents, and handling departmentspecific curricular issues.”

Members of the administration are sure that the community is headed in a good direction due to the methods used to evaluate the candidates.

“I am confident that two exceptional people will fill these positions as a result of this process,” said Hansen. “[They] have demonstrated amazing leadership skills .”

Wake up in the morning feeling like P-Diddy...

Lena Felton Staff Writer The sun is shining, the birds are chirping, and alarms buzz pleasantly around the Bay Area. Waking students stretch out from under their blankets and yawn in content, zealously welcoming the new day with smiles and bright eyes. They are refreshed, rejuvenated, and awake. Or not.

Whether they are instances of bliss or chaos, morning routines are topics of conversation among the community. Did he really wake up only minutes before school?

And, how does she get dressed in that amount of time? Such distinct qualities are prevalent throughout morning routines in the community.

Junior Marina Pickrel, for example, partakes in a daily habit.

“I read the newspaper comics every morning. They’re never that funny, but I think it’s a good foot to start out on for the day.”

Other students, though, view their mornings as the “norm.”

Lena Felton

They say that they haven’t implemented customs that spice up their routines.

“There’s nothing really special about my routine,” said senior Sophia Dauria. “I wake up at 6:30, and make myself eat breakfast.

Then I brush my teeth and wash my face, get dressed, put makeup on, then walk up my driveway to meet my carpool by 7:23. I’d say mine is pretty common with students.”

While various students accept mornings as an imminent part of life, there are others who challenge this notion. They view morning-

time as the mortal enemy.

“Waking up is terrible because the first thing I do is wake up to my terrible alarm,” said sophomore Maia Sinaiko. “I look up to my ceiling and think this is the worst morning ever, every morning.”

Others feel it disturbs their natural routines.

“It’s like a bear waking up from a hibernation, but it’s still wintertime,” said freshman Eian Thomas. “I’m thinking, I should still be asleep.”

Regardless of the hardships posed by waking up, mornings can be a source of extra time. Sopho-

more Andrew Bourhis said that after reading that the brain works more efficiently during mornings, he decided to do his homework before school.

“I started waking up around 5:20 in order to get all my homework done before school, and I wouldn’t do any at night,” said Bourhis. “After a week of that I gave it up because it was just too tiring.”

Some swimmers and other athletes utilize time before school to pencil in some extra workouts.

“The main reason I lose sleep is because of swimming, which starts at 6:00 a.m,” said freshman Lena McDonnel. “I set my alarm for 4:50 or 5:00 in the morning because I have to leave at 5:25. It’s not too bad because I like getting the exercise in in the morning, but then I fall asleep during the rest of the day.”

By senior year, maintaining athletic skill for college can demand even more out of student mornings. Senior Mason McDowell knows firsthand what this

is like.

“I wake up at 5:50 everyday, go to the gym, and follow a workout packet from LMU before school because after school plans can always get messed up,” said McDowell.

And although persecuted, mornings aren’t gruesome for all.

There are still students who manage to tolerate and even enjoy the time before school.

“I’m kind of a morning person,” said senior Lucy McCullough.

“Even though I live 15 minutes away from school I wake up at 6:30. I eat oatmeal almost every morning, cram some last minute homework, and do calisthenics like crunches, push-ups, and jumping jacks for 15 minutes.”

Doing homework, working out, reading comics, and dreading the thought of waking up all comprise students’ established routines for the time between waking up and the school day. Students inevitably execute varied morning routines, but the question remains: does the early bird really get the worm?

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I’ve got 99 “Prom”blems, but a date ain’t one Features

Avery Hale & Ella Storey Staff Writers Prom, a traditional high school event, is fast approaching. On May 7, 2011, juniors, seniors, and any dates they bring will dance, dine, and dawn corsages and boutannieres to celebrate the occasion.

This is the third year that prom will be held at The Supper Club in San Francisco, a usually eighteen and over dance club. Although the dance itself is categorized as exciting and enjoyable, students claim that the weeks leading up to it can often cause “Prama” or Prom drama.

“One big factor of Prama is finding a date. For girls, there is the dilemma of either asking someone or waiting to be asked,” said senior and this year’s co-leader of the Uncensored workshop “Prama” Eloise LaHorgue. “On top of that, there is logistical Prama like who’s going to throw the after-party.”

April 22, 2011

But it is not simply the social aspects that can cause such anxiety. The cost of clothing, tickets, and fancy transportation is a part of the process.

“Prom is definitely a meaningful tradition and ritual of high school life, but it also costs a lot of money,” said school guidance counselor Joani Lacey. “This makes it so that prom is not actually accessible to everybody even though we say it is.”

While it is not necessary or even feasible to spend hundreds or even thousands of dollars on prom related items such as a dress or a tuxedo, many, Maree Leroux especially girls, are constantly Last year’s juniors and their dates smile for hours at a pre-prom event. confronted with pressure from wealthy peers. In the weeks leading up to prom last year, a helpful, many students responded vid Fisher. “Despite this, I think Facebook group was created for negatively to the group. the formal aspect of Prom sounds female students to post pictures “I think it’s pretty ridiculous fun and I am looking forward to of their dresses with the intension that last year there was a Facebook dressing up.” of eliminating the possibility of group where girls were posting Sarah Shaw, a clothing stortwo girls wearing the same dress. pictures of their insanely highly eowner in San Francisco, agrees Although it was intended to be priced dresses,” said junior Da- that high school students tend to

buy high priced dresses for prom.

“I buy really nice clothing for the store and they seem high end for high school,” said Shaw. “Personally I think a teenager doesn’t grow that much more so she could get a lot of use out of the dress, but I don’t think that teenagers really dress up that much. It’s a lot to spend.”

However, once the day of the dance finally arrives, many students find that all of the commotion tends to fall by the way side.

“In the end, I had an amazing time at prom,” said senior Chloe Ouyang, also co-leader of the “Prama” workshop.

“For any first time prom-goers, remember to keep everything in perspective. You are going to have a great time, although I know it’s hard to think that way in the midst of prama. Just have fun!”

Further insight from Sarah Shaw

Ella Storey

The new Halston Heritage arrivals at Sarah Shaw boutique.

Sarah Shaw is a Branson high school alum who returned to her hometown of San Francisco after graduating from Boston University in 1986.

She further studied in Boston to recieve a degree in Design from the Fashion Institutie of Design and Mechandising, and took a job at Levi Strauss and Co. Shaw eventually grew tired of always having to go to New York City or Los Angeles to look for the latest designer wear and felt San Francisco should take a stance in the fashion world. Thus came about the creation of the Sarah Shaw boutique on Sacramento street in San Francisco.

The botique’s main goal is to rival high-end designers of New York and LA, but staff writer Avery Hale spoke with Shaw about her store’s relation to high school students and Prom.

Avery Hale: About what time of the year do girls come in and look for prom dresses?

Sarah Shaw: They start as early as February.

AH: What kinds of dresses do most girls tend to buy?

SS: Recently in the passed few years girls have a liked short, solid color, strapless and sexy dresses.

The one shoulder was popular last year, and again this year.

AH: What are the price ranges for your dresses?

SS: They range from around $275 up to $455.

AH: How do the prices compare to other popular boutiques where girls buy prom dresses?

SS: They are a little higher end then BB or Diva Diva.

AH: When girls come in what

is the energy they bring into the store? Do you often see stress?

Excitement?

SS: They are mostly excited and in a good mood. I don’t get a lot of stressed out prom shoppers.

AH: Do you have any suggestions for girls preparing for prom in terms of what to buy and when?

SS:My suggestion would be to open minded about going outside the box for what you are going to wear. I think it would be fun to see kids try to be more creative with their choices.

AH: Did you struggle to find your prom dress? How did you find it?

SS: When I was at Branson I shopped in Marin for my prom dress and I wore like a Japanese komono, but I was really funky in high school.

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Opinion

April 22, 2011

Learning based on both our failures and successes There are many things that a Marin Academy education prepares us for, from college to careers and beyond. In addition to academics, MA teaches students to speak their minds, enhances their critical thinking skills, and encourages them to take active roles in what governs their lives.

Four years of juggling schoolwork with the slew of extracurriculars that most students commit themselves to leaves us with a superior ability to effectively manage our time, and the at once competitive and supportive MA community gives us high expectations of ourselves and what we can accomplish.

Yet, despite the strength of our education, we know it would be foolish to expect our lives to always be without difficulties and to only encounter success around every turn. The truth is that no amount of essays, history tests, or math problems will be able to

prevent us from certain failures, whether we like it or not. Perhaps, then, one of the most important lessons that MA can teach us is not how to evade all failure (for it is inevitable), but rather how to deal with failures when they do crease our lives, and how to turn a negative experience into one we can build and learn from.

At a school where actual failures seem few and far between, sometimes a learning experience can come from receiving a less-than-satisfactory grade on an

assignment for class. Although certainly not always the case, some

teachers encourage students to do essay or test corrections to increase their understanding of the material as well as to improve their scores.

This process of identifying one’s mistakes and working to fix them or make them better has its applications not only in academics but the real world as well. Test corrections can teach us that failure isn’t always permanent or defining, and Lauren Thomas can give us a positive and proactive attitude about approaching it.

Similarly, we are taught in

sports not to let “failures” like a close loss against our biggest rivals bring our spirits down. Rather, coaches and teammates encourage us to channel our anger and disappointment at losing towards energy to train even harder for a win the next time around. In this way, failures sometimes push us to be our best, and make subsequent successes seem that much sweeter in light of defeat.

Years from now, when we look back on our high school careers, the highlights of our time at Marin Academy will stand out in our memories. Yet, failure and how we react and grow from it shapes as much of who we are as our successes do. Although our small failures will undoubtedly fade into triviality with time, the growth we experience from them will stay with us long after the horror of getting a D on a science quiz or missing what would have been the winning goal is forgotten.

Youth Court offers redemption, but is flawed Riley Champine Managing Editor I live down the street from 16 Jeannette Prandi Way, the address of Marin County’s Juvenile Hall.

Once upon a time, I joked with my parents that if I ever got in trouble it would be wonderfully convenient for them to visit me there.

But as a freezing December rain lashed at the glazed glass windows one night I actually found myself behind the defendant’s stand of the Juvie courtroom.

Fortunately, I was not in any danger of having to spend the night there. I was at Juvie to tell the story of how I broke the law to an assemblage of 15 or so teenagers.

These kids acted as jury and were allowed to ask me a series of questions to try to get an idea of my life.

Almost all of the jurors before me had sat behind the defendants stand and had gone through same process I was about to begin. After a short deliberation, they decided that 20 hours of community ser-

vice and three stints of jury duty were a fitting sentence for my crime. But this story isn’t about violating California Health and Safety Code 11357(b). It’s a peek into the Youth Court System from the inside, and if you are so hard pressed to find about how I broke the law you can ask me in person.

For the next few Tuesdays I returned to Juvie on foot. Though these jury duties were supposed be a form of punishment, I felt some excitement to hear my first cases.

Each session began with the acting judge–who was usually the same pro-bono lawyer–reciting the purpose of the youth court.

She would tell the jury and the fidgety defendant that this is a restorative justice program. Successfully completing the youth court process, she explained, will prevent an offender from having a permanent record and being subjected to random searches by police officers that are part of the traditional probation system. Because the respondent has already

admitted guilt, the goal of the jury is not to determine whether the defendant is lying but to establish an appropriate consequence for his action.

I end up hearing pretty much the same case every week for the next seven or so weeks. The kid gets busted for either possession of marijuana or alcohol, usually by a school security guard or after getting pulled over by a suspicious police officer. Every kid brought the same answers to the same questions. They all seemed so average, just unlucky to have been caught trying to have a good time. Almost every sentence ended up being the bare minimum. My initial excitement for jury duty quickly turned into silent indifference. But one cold Tuesday in the courtroom, a curly haired kid sitting next to me changed my outlook on Youth Court completely.

I was half watching the clock and half listening to a defendant talk about her life. Her case seemed as mundane as all the

others I had seen, until this curlyhaired kid suddenly leaned over and whispered, “she’s definitely lying,” in my unsuspecting ear.

From that point forward, I couldn’t help but eye each new defendant with increasing wariness. I could believe their accounts of getting busted, but their self-portrayals seemed faker by the week.

My swelling distrust finally manifested itself during one of my final jury deliberations. A particularly sketchy respondent had just finished addressing the jury’s questions with some of the most vague and contrived answers I had ever heard. To my dismay, members of the jury were already discussing the minimum sentence as the sketchy guy left the room with a smirk.

During these deliberations, I generally remained quiet to avoid any drawn out arguments that would only delay me from getting dinner at home. But on this occasion, I raised my voice and told these gullible teenage jurors

that this kid was a straight up liar.

I told them quite plainly that letting this guy off with the minimum sentence would be a disgrace. At this point the bailiff cut in and reminded me that the jury’s duty was to make a decision based on what we had just heard, not on assumptions. A chorus of other jurors murmured in agreement. So with my stomach grumbling for dinner, I threw my hands up and conceded.

I walked home in shame. That kid got the minimum.

I fully support the intentions of Youth Court. I think it is extremely important that teenagers who commit minor infractions get a chance to live their lives without a criminal record. But as long as defendants can walk into the Juvie courtroom and give fake answers that make them seem like innocent people, the program directors should forgo the lengthy jury process and sentence everyone to a meager number of community service hours and three sessions of story time.

6

Opinion

April 22, 2011

Hallway problems unlock our innermost rage Marshall Levensohn Sports Editor Backpack roadblocks, human traffic congestion and vexing encounters with freshmen, are just a few contributors to an increasingly common sense of frustration in our corridors that often leads to the dreaded “hallway rage.” It has happened to almost everyone.

Whether one runs and pushes recklessly or attempts to glide silently through the havoc of the halls, many of us feel the urge to succumb to this seething rage and unleash our innate primal instincts.

Accidentally–or not–at some point in time teachers and students alike share the propensity to reveal their inner football player during a hallway gridlock session by delivering a robust tackle to an unsuspecting bystander.

For this reason, I must include an apology to an unknown freshman that I accidentally pummeled amid a stampede of students in the upstairs library. With the infamous addition of “Assassin”, (see pg, 10), add to the mix a new

group of running and screaming participants in the already chaotic halls. Students are not the only ones at risk of being pummeled by hallway rogues; teachers are also vulnerable. Just ask junior Alex Moss-Bolanos about his unfortunate collision with Dean of Students Lynne Hansen.

The tangled mess that characterizes “walking down the hallway” would lead any outside observer to question whether the school could ever excel in athletics. Navigating the countless backpacks covering nearly every square inch of the hallways would be a challenging feat for even an elite athlete. Instead, our community’s lack of spatial awareness should be severely questioned.

Marin Academy encourages students to think, question, and create in the classroom; however, this core motto is ignored when it comes to walking around campus.

There is no thinking when students

slyly shove the unidentified person in front of you, especially if Murphy’s Law would intervene to have the victim be your teacher.

The only things being created in this cycle are hallways in disarray.

High school students are subconsciously programmed to stand in the middle of hallways, to leave their backpacks in harm’s way, and to always be in a klutzy rush. In a way, it is a student’s right of passage to fall in front of a large crowd, or to stumble into someone at an inopportune time Annie Warner and in an inopportune place. But there is a decide to stand in the middle of solution for those who remain the hallway while others need to insistent on improving hallway pass or leave their backpacks as conditions: I propose the revival obstacles. There is no questioning of a true legend, a lost high school of whether it really is a good idea tradition… the return of the hall to sprint around a blind corner or monitor.

Dealing with sore shoulders from the weight of the world Jenelle Matthews Staff Writer As we grow up, there are many rights of passage: getting a license, casting a vote, leaving for college and going to bars. With these perks, it is easy to overlook the disadvantages and responsibilities that come with age, including paying taxes, getting full time jobs and purchasing adult tickets at the movies.

Unfortunately, it might be more difficult for our generation to see the benefits of adulthood. Environmental disasters, economic depressions, and oil shortages all make the future look pretty bleak.

There is no one solution that will fix the world we inherited either. The math problems we are assigned and the standardized tests we take all have a perfect score that can be achieved, but

this does not apply to reality. History proves that even the most well-thoughtout decisions have unexpected consequences, and the system of trial and error depends on mistakes. The knowledge that despite our best efforts, our generation might fail only adds to the growing pressure we face in “fixing the world.”

Up until now, it seems our predecessors have procrastinated on these urgent problems the same way many of us have put off studying for finals

Jenelle Matthews

or completing term projects.

With so many superficial disasters to distract us it is so easy to forget about the looming consequences in the near future. It is much easier to watch YouTube videos of cats than accept the reality presented in the news. Convenience and comfort in the short term have taken precedence over a sustainable future. Whether it is opting to drive solo instead of carpooling to save gas, or buying a mocha instead of donating that same money to charity, these choices send the same message.

While we might desperately want to help the world, we are not yet ready to change.

Our generation has inherited these global problems at a time when they can no longer be ignored. The deadline has finally arrived - it is 9:00 the night before, and we have an overwhelming pile

of work ahead of us.

However, now we are threatened by far more than a bad grade or a college rejection letter, as failure results in drowning polar bears, nuclear meltdowns and high unemployment rates. While there is no need to grab a pinch of pixie dust and head off to Neverland just yet, be prepared to work, for our generation will be paying its dues.

Want to share your perspective?

Approach a member of the Voice staff or email the OpEd editor at mweiss@ma.org in order to contribute your own My MA piece.

Opinion

April 22, 2011

7

Haiti and Japan quakes remind us of our fortune Max Weiss Op-Ed Editor

ity of the time in Haiti, the rules as we know them in the United States do not apply. Sterilization is mediocre at best, and I—as an obviously unlicensed 16-year-old— was permitted to scrub-in to and participate in several of the minor operations that my father and the Haitian surgeon, Dr. Richeme, performed. Let’s just say that the US government wouldn’t have exactly approved this hospital.

Beyond showing me that the hospital conditions in Haiti cannot be accurately described as subpar, my experience in the earthquakestricken nation in combination with the recent tragedy in Japan caused me to come to terms with the ideas of luck and opportunity, as well as the concept that despite what many Americans may feel, we are not any more invincible than the Japanese or Haitians were to calamity and despair.

The sole doctor in charge of operations at Hospital Lumierre, Dr. Rudolph Richeme, was a native Haitian and one of the smartest and most versatile people that I have ever met. He worked 16-hour days six days a week, resting only on Sundays to go to the local church.

He was responsible for the wellbeing of thousands of Haitians, and he was somehow managing the task; I have no doubt that almost any American doctor would have been hopelessly overwhelmed if placed in his situation. And yet Dr. Richeme, with all of the intellect, skill, and hard work that would

surely have made him a star in the medical profession in the States, had basically as There are seven or eight beds to little to his name as the avera room probably the size of your age Haitian. living room. The paint peels off of So much of the fortune in the walls in uneven blue chunks the lives of students at Marin and strips. The lighting is sparse Academy—and make no and fluorescent. The scene from mistake, we are fortunate— the hospital is dismal, but I can is based on luck. We had the and have become used to it. No, good chance not to grow up the thing that gets me, and gets in a poverty-crushed nation me every time I walk through the that became earthquakesmall wooden gate that serves as crushed. We are provided so the buildings door, is the smell. many opportunities at our Maybe it is simply my imagischool, in our communities, nation, but in the odor rising from and in our homes that—even Noah Weiss the different corners of the hospiif we aren’t always thankful The devastation from the Jan. 12, 2010 earthquake in Haiti is still very apparent in the nation’s capital city, Port au Prince. tal, ever present, is the feeling of for them—we have the abildespair. It is a palpable horribleity to take advantage of. Alness that pervades my nostrils and most all Haitians are not afforded luck at all.” Yet, it was extremely we receive without hardship on a creeps into my heart every time I this type of luck or opportunity. rare to ever hear a Haitian com- daily basis for granted, and I am no set foot in the building.

No, instead they must deal with plain of anything. Nothing was exception. Yet, traveling to Haiti Instead of participating in Minia natural disaster and outbreaks ever taken for granted. The con- has made me eternally conscious course like almost all students of cholera. trast to life at home was striking. of every complaint that I utter did last month, I traveled to Haiti Still, the recent catastrophe in I do not forget that despite what and of how, if I were a Haitian, with my father, who is an orthoJapan involving a 9.0-magnitude I may wish, I am a hypocrite in I would instead stand with my pedic surgeon. We went as part of earthquake and the subsequent writing this piece. As most of you mouth closed and bear whatever a group whose goal was to assist tsunami that the quake caused pro- know, many of us find it challeng- was ailing me like I always would in the beleaguered hospital called vide a warning to all of us that even ing not to take those things that have done.

Hospital Lumierre in the tiny HaiFirst World nations are subject to tian town of Bonne Fin, or “Happy tragedy. While it is easy to look at marin academy voice Ending” in Haitian Creole. Bonne Haiti and think that the destruction Fin itself may have been tiny, but that has occurred there was largely 1600 Mission Ave., San Rafael, CA 94901 with quality hospitals few and far because of a lack of infrastructure, http://issuu.com/mavoice between in Haiti—especially since one merely needs to examine the the earthquake—the number of images from the devastation in JaThe Marin Academy Voice is a student-run newspaper published people that the hospital serviced pan to see that this is not the case. free from faculty or administrative censorship or prior review. Unwas anything but small.

Japan was and is a rising nation, signed editorials represent the views of the entire staff. Columns The experience working at the one that had one of the strongest represent the views of the writer, not necessarily those of this paper. hospital was unlike anything I infrastructures in the world—yet If you have any questions or would like to receive The Voice, have ever known. The vast majorits streets are strewn with rubble please send a request to voice@ma.org. and its cities in ruin just as Staff Editors-in-Chief Haiti’s are.

Everett Barger Katie Eiseman Exactly how deep into Ted Billings Lauren Thomas Ben Bogin naiveté are we in the Bay Area?

Alex Claman Managing Editor Lena Felton Do we really believe that we Riley Champine Vanessa Gerber News Editor are not susceptible to the same Avery Hale Julia Irwin Ruby James tragedy and misfortune as the Matthew Jackett Features Editor Joseph Kind Haitians? While we have infiNeha Budhraja Isabelle Kitze nitely more opportunity in our Charlotte Lobdell Op-Ed Editor Henry Lyons Max Weiss lives as the average Haitian, Jenelle Mathews Sports Editor Miles McCreary never forget that the Bay Area Kyle Newell Marshall Levensohn still sits atop a fault line. You Kevin O’Hehir A&E Editor Ilana Salant never know when our luck Sam Pritzker Maddy Scheer Claire Schurz Copy Editors might run out.

Hannah Shank Olivia Lloyd This extends to our everyGreig Stein Andrew Miller Ella Storey day lives. I saw firsthand in David Sutter Faculty Advisor Annie Warner Haiti a people who personified Mary Collie Ruben Kalra Tess Winston the saying, “If it wasn’t for bad The author (left, with drill) performs a procedure of his own on a Haitian patient as Dr. Noah Weiss (middle), a Haitian nurse (right), and two Haitian interns (far left) look on. luck, they wouldn’t have any

8

Features

April 2

Success stories blend

Marin Academy asks students to “think, question, and create in an environment of encouragement and compassion.” The ways in which members of the community interpret and apply the school’s philosophy are varied, but all share a passionate belief that graduates will be successful beyond their high school years.

“From the broadest perspective, we want students to leave with really strong critical thinking skills, as people of integrity and citizens of compassion,” said Head of School Travis Brownley. “We want you to know how to collaborate and work with people, and we want you to have some skills: critical reading, writing, public speaking, technology and we want you to care about things, we want you to have a role in the life you’re leading. We don’t want you to stand by the sideline.”

Academic Dean Joe Harvey cited teaching communication and collaboration as some of the school’s most important goals.

“There are not too many more important things than being able to work with others,” said Harvey. “No matter what we do it comes down to how well we communicate with the people around us, and how we make the community we’re in a better place. Those are things that everybody is engaged in their whole life, hopefully.”

Dean of Students Lynne Hansen concluded that educating students across a broad spectrum of disciplines is key to the program, as it allows students more options upon graduation.

“Students here are encouraged to try new things and to take risks, to think about possibilities that they might not have thought of before,” said Hansen. “It doesn’t necessarily prepare students for anything specifically, but I wouldn’t want to work in a place where that was the case. A lot of times I hear people refer to MA as not a cookie cutter school; the kids that come to MA are very different. There isn’t a typical MA student necessarily, and I think that translates to there not being a typical path that people follow when they’re done here.”

Embracing the methods espoused by the administration, the long-time teachers at MA have taught countless students, and have watched them graduate and begin careers of their own. The success of alumni reflects the experience this school offers and how what students learn will guide them in the future.

“It’s cool to hear what [alumni] are doing with their lives and that most of them seem happy with their career choices,” said math teacher Doreen Clark.

The ability and opportunity to continue with an enriched education after high school is common for MA graduates, and helps students obtain successful careers, often in a field they explored in high school.

With the growing popularity of green jobs and environmental studies, science teacher Mark Stefanski reflects on the importance of an investment in the green economy, noting that sustainability is an “urgent long term issue that we’ll be grappling with.”

“It’s a combination of things we do in our academic curriculum, our outings curriculum, and our extracurricular activities that inspire students to seek careers that help sustain the natural world,” said Stefanski.

When long-time teachers learn of the whereabouts of graduates, the gratification received often reinforces their confidence in the curriculum here.

“More than a few [graduates] have gone on to become teachers,” said Stefanski, “which is gratifying to those in the teaching profession … a couple of those are just down the street at San Rafael High School.”

Not only is it gratifying to learn of alumni practicing educational careers, but also when the inspiration for the career choice is an MA teacher, the sense of fulfillment increases.

“It is always awesome to hear when a student goes off and majors in language and goes on to teach a language,” said Spanish teacher Anayansi Aranda-Yee. “It makes us realize that somewhere back there, we did something right.”

There isn’t a typical MA student and that translates to there not being a typical path that people follow when they’re done here.

Caitlyn Toropova take their educat

Marine Biologist As a science and marine biology enthusiast, Caitlyn Toropova ‘92 took full advantage of what Marin Academy had to offer in those fields.

“I always knew I would be a marine biologist from an early age,” said Toropova, “and MA helped shape my direction after going on the Baja Minicourse (which I have since co-led and love still!) and learning about grey whales. I then went on to do my master’s thesis on grey whales in California, Oregon and Washington.”

In college, Toropova was shocked at the superficiality of many of her peers’ conversations in comparison to many of those she had at MA. “I have to say MA spoiled me for me college because we had such mature conversations about the world in class (like James Shipman’s senior thesis class where we read Noam Chomsky) and in the halls that it was actually a surprise when I got to college and all people wanted to talk about was partying,” said Toropova. “College was supposed to be about figuring out how we would change the world. [Those deep, worldly conversations are] what I got out of MA and those are the conversations that keep me going as a person and a professional.”

Since then, Toropova has taken a slightly different path, but has used her immense biology background to help her find her dream job.

“I started out as a field biologist working on whales,” said Toropova, “but there has always been an aspect of conservation to my work that I now get to focus on full time.”

Currently, Caitlyn Toropova is the manager of the Reef Resilience Program through the Nature Conservancy and plays a major role in getting support throughout the international community for active protection of the world’s coral reefs.

“Basically I work with our field teams, other experts, policy makers and country leaders to try and save coral reefs from the numerous threats from climate change,” said Toropova. “ In June I will go to Palau to train 20 fisheries managers, marine park managers and National Oceanic and Atmospheric Administration (NOAA) biologists on how to use current science to better manage their reefs... This is very much in line with what I had always wanted to do.”

22, 2011

Features

9

a, MOlly Hunter, Spencer Porter, and Jack Schow tion into the real world Human Rights Activist, News Reporter

Script Writer for Family Guy

After graduating from Marin Academy in 2005, Molly Hunter took three of her greatest passions -- journalism, the Middle East, and volleyball -- to Williams College and then to Amman, Jordan. At Williams, Hunter and a few of her fellow varsity athletes and Middle East studying peers established that their greatest self-confidence as young women had come from playing sports and wanted to share this gift with the emergent population of young Iraqi women refugees. Five days after graduating from college, Hunter traveled halfway around the world to arrive at Reclaim Childhood, the sports and refugee opportunities camp for young Iraqi women that she had dreamed up with her classmates at Williams.

“Reclaim Childhood was a natural application of my theoretical background,” she said. When Hunter was not on the soccer field with the girls, she traveled the Middle East freelance reporting and blogging on a journalism scholarship from Williams.

After graduating from Stanford University in 2005, Marin Academy alumnus Spencer Porter has spent the past two years writing for the Fox comedy “Family Guy.” Porter’s interest in writing began in high school, leading him to a major in American studies with a minor in creative writing.

“MA was the first place where I considered a career in writing,” said Porter. “While I didn’t ‘know I was going to be a writer after leaving that class’ or anything prophetic like that, it encouraged me to take more writing classes in college, which in turn, helped my decision to make a go of it as a professional writer.”

Porter feels his experiences at MA prepared him well for a multitude of opportunities.

“There are many paths you can take with your life, and MA is a great place that can open your eyes to a great many things,” said Porter. “That said, I would make sure you stay aware of all paths without closing off any in the process … MA is a great place to prepare yourself for what’s to come. So do that!”

Photographer

Hunter said her time at MA helped form many of these interests. She wrote for The Voice under the supervision of Peter Poutiatine all four of her years. Her interest in the Middle East was sparked in Nancy Hoffman’s International Relations class and went on to become an IR major. Hunter was a valued player on the volleyball court and was a part of the 2004 State Championship team. Perhaps most significant however, was the development of critical thinking skills.

“Even in high school - you couldn’t get out of some of those classrooms alive without learning how to critically think and that, above all, is MA’s greatest advantage when prepping its students for college and beyond,” said Hunter. “If you learn how to think outside the box, think analytically on the go - there will be no test you can’t take and more importantly no problem you can’t solve.”

After returning home in November of 2010, Hunter continued her journalism career from a news desk at ABC and has recently been promoted to the Assignment Desk where she orchestrates what news will be reported from which sources.

She recognizes the practical applications of the lessons that she learned as a student at MA. “Whether I’m bargaining for 10 buses to transport our soccer teams from different refugee camps in Amman, Jordan or doing background research on Colonel Gadhafi on the Foreign Desk at ABC News, those basic skills remain the most important.”

For Jack Schow ‘06, a senior at Rhode Island School of Design (RISD), high school was a string of epiphanies that allowed him to focus on what he loved -- photography.

After finishing Visual Arts I, Schow elected to take Photography 200 because of a marginal experience he had in middle school.

“Really, I didn’t get serious about photography until I took Jenny Rosenberg’s class,” said Schow.

This hobby quickly evolved into a passion, and he soon became an expert on black and white, digital, alternative photo processes, printing, and Photoshop. Schow said that while at MA, he progressed onto higher levels of photography that were “way nerdier than was normal” and completed an independent study senior year with Rosenberg.

At RISD, Schow has been hired by several magazines, including Vogue, Vanity Fair, and Italian GQ to shoot photo spreads. Schow acknowledges his shock at how well his career has started to take off with such high level media, which he credits to his newfound independence at college. While he said he enjoys the projects there, he noted certain differences between MA and the Bay Area.

“I think that [the Bay Area and Providence are] really different cultures in terms of how people interact with each other,” said Schow. “At MA, you take the sense of community for granted; it’s more natural, while on the other hand, here [at RISD], it’s hard to spend time with others. People don’t really help each other with projects or collaborate.”

With only three months left of college, Schow plans to move back to Marin, start a digital production company, and work with local book publishers and magazines that are shooting in the area. While his path to success wasn’t always clear (he at one point thought he would become a nueroscientist), Schow is grateful for his circumstances and success.

“You never know what you’re going to do in life. Hopefully, [my work] will pay off and I’ll get payed to do what I love. I couldn’t ask for more than that.”

Writing and Reporting by Katie Eiseman, Vanessa Gerber, Julia Irwin, Isabelle Kitze, Henry Lyons, Andrew Miller and Maddy Scheer Layout and Design by Katie Eiseman and Lauren Thomas

10

News

Students aid in Japanese relief Kevin O’Hehir & Hannah Shank Staff Writers On Mar. 11, 2011 a 9.0 magnitude earthquake off the coast of Japan caused a tsunami that ravaged the nation leaving thousands of people dead and millions homeless. Despite being more than five thousand miles away from Japan, the Marin Academy community has been deeply affected by the tragedy.

“This is a horrendous tragedy,” said senior Megan Kallstrom. “My thoughts go out to the Japanese people and those affected, and I hope that the destruction soon stops and the healing begins.”

The community has always been connected to Japan through the classes offered and the roots they have in Japan.

“It seemed like it hit really

close because not only have we been to Japan, and we have a close relationship with our sister school, we also offer Taiko and Aikido” said Japanese and Taiko teacher Hideko Akashi.

For years MA has participated in a host program with its sister school in Japan, Sakura Gaoka, in which students visit and attend the other school and country. These trips have created strong friendships between students here and those in Japan.

Many students still keep in touch with peers from their trip overseas via Facebook and email.

After hearing news of the tsunami, many of them were able to use social networking sites to check to see if the Japanese students were safe.

“My experience [with connecting with the students in Japan] has been that even though they may

April 22, 2011

31 to send financial aid to those affected in Japan.

“I just feel like the school has a very close connection and [we] wanted to do something to respond” said Akashi.

The Acoustic Band, Taiko Class, and San Francisco Taiko Dojo all donated their time to perform at the concert and helped raise money for the relief effort in Japan. All together the concert raised $5,077 for the Northern Japan Relief Kevin O’Hehir Fund.

San Francisco Taiko Dojo performs at Northern Japan Relief Benefit concert.

“I also hope we use this event to evaluate our own not have been directly affected by here in the U.S. It means a lot to preparation. If such a horror must the tragedy, it is on the forefront of them that we have their backs and occur, let’s use it for any good posall their minds,” said senior Trevor that the crisis has not gone unno- sible and not let it happen again Chetlin, a Japanese Language ticed by us.” to the best of our ability,” said student.“They truly appreciate it Akashi and her students put Kallstrom. when we show our support over together a benefit concert on Mar.

Crouching wildcat, hidden assassins pounce Charlotte Lobdell & Alex Claman Staff Writers It started on Monday, Mar. 21.

Students darted around furtively, peering slowly around corners and making mad dashes to safety. Assassin has begun.

Assassin takes place once a year in March, when students create teams of three and pay $10 in hopes of winning an iPod Touch and the renowned title as Assassin Champion. Eric Johanson started Assassin in its current form last year.

“We played it my freshman year here, and it was absolutely amazing,” Johanson said. “Sophomore year no one really took it, so my junior year I was fine with organizing it, and then decided to put it on again this year.”

When Assassin begins, each team of three is assigned another team as its target on a set of nametags. The object is to place a name tag on the target student, but completing the task can be difficult, as students have to be mindful of

Alex Claman

Fearful student attempts to evade her Assasin opponent.

other players targeting them and make sure they adhere to the rules.

“Eric [Johanson] has put in some guidelines and rules for this year that I hope will address some of the safety issues that a lot of the adults on campus have around the game,” said Dean of Students Lynne Hansen. “I think any opportunity for kids in high school to have fun and release some energy is great, but I worry about the frenetic nature of [the game].”

Most students are hesitant to share their game plans out of fear

they will become easier targets. “ O u r t e a m ’s game plan i s t o s t ay as hidden s possible and try to find out my opponent’s schedules,” said sophomore Cameron Stanton. “I’m a

little nervous.”

Nerves are normal for this game. Students who have experienced Assassin recall horror stories.

“The team that was targeting us trapped Lena Kristy, our team captain, in her car and wouldn’t leave,” said junior Sommer Stein.

“I advise everyone to always check over your shoulder and wear athletic gear. You don’t want to trip down the stairs if you’re being chased.”

Johanson recommends: “You give yourself away by running, so think less about running after someone and getting them, think more about finding a clever way to get them by themselves.”

Students can be tagged anywhere on campus, except while in the library, a classroom, the cafeteria during lunch, or while on any staircase.

“Any faculty members who see students behaving in unsafe ways can report them and those students would then be disqualified,” said Hansen. “But that puts the faculty in the tough place of being police.”

Some of the faculty, however, do not police the game, as they themselves are playing it. Math teacher Jamie Collie has played Assassin for the past two years.

While most students think teachers as quick to condemn the game, some enjoy the competitive atmosphere.

“I like the energy it creates on campus. It spices up a slow time of the year,” said Collie.

Other teachers, however, are not so fond of the sport.

“In a normal week, students seem focused on their learning,” said history teacher Tom Woodward, “but from the little I know about Assassin, it seems to take away from that environment.”

Johanson, leader of Assassin, must abide by the demands of the faculty.

“If a teacher for any reason comes to me and asks for a team to be disqualified,” said Johanson.

“That will be it with no questions asked.”

This rule is strongly enforced, more than 10 teams have been disqualified for running or disrupting the school environment.

Some students, however, will even go as far as missing school to prevent being tagged, or losing.

“Our team captain is missing school because she doesn’t want to be tagged,” said one source who wished to remain anonymous.

Regardless of what the game will brings, students look forward to Assassin beginning again.

“I don’t expect to win,” said Stanton. “But you never know what will happen.”

11

News

April 22, 2011

Community questions potential grade inflation Neha Budhraja Features Editor Marin Academy has a distinct academic principle. This includes asking students to develop social, environmental, and global awareness that foster an understanding of one’s place in a sustainable world. To embrace curiosity, creativity, and passion for a life of learning. But at the end of day it’s a transcript and GPA that gets mailed home to document this process.

Letter grades at MA are given based upon teacher discretion.

Usually a culmination of percentage-based homework, assessment, and participation scores accumulated throughout a semester will become a final grade. No grades are boosted due to Honors or Advanced Placement class distinctions.

“If a college is looking at your transcript closely, they’re going to see the Honors or AP,” said history teacher Dave Marshall. “Some colleges even do their own weighting for normalizing those that have weighted versus non-weighted GPAs.” Recently, as a part of strategic planning for the school’s academic future, college admissions officers

who have seen many MA graduates go through the process were asked to review and assess this grading system.

“Their perception was the grades students earn at Marin Academy translate very well to grades they earn in college,” said Academic Dean Joe Harvey.

“They valued that there was not grade inflation going on at the school.”

This isn’t to say that some forms of grade inflation still exist and for various reasons.

“A thing to think about is when you get to junior and senior year, and grades become more important for college, if a student is on the fence, and you’re thinking this could make the difference, you’re more inclined to bump up the grade,” said Marshall. “But this is just one of many factors that may or may not lead to inflation.”

However, students still expressed concern in that the letter grades they have received in certain courses did not reflect the amount of effort they had put into each assignment.

“Honors classes are obviously much harder than regular classes,” said sophomore Jessie Capper.

“For example, Honors Geometry

was really frustrating for me because I was challenged by the subject and tried really hard to get sufficient grades in that class when my friends in regular Geometry got easy As and ended up with higher GPAs.” At the same time, weighting each Honors class could cause heavy inflation as many required classes are given Honors distinctions without option. Aside from the Math and Foreign Language departments where placement into Honors is required, many of the history, English, science, and even art electives don’t offer regular alternatives.

“We can’t create regular classes for some subjects because the courses are what we define to be rigorous,” said Harvey. “There must be some sort of recognition given to students applying to UCs and other schools for taking challenging classes without the weight being necessary.

Although there might not be explicit grade inflation in terms of calculating GPAs, a form of subjective grade discrepancies amidst the curriculum seems to exist. Depending on the subject and teacher, grades can fluctuate even within different blocks of the same class.

“The spectrum of difficulty with English II is absolutely staggering,” said sophomore Max Norman. “On one hand you have teachers willing to give out As with minimal work, and on the other you have teachers with the principle of not giving As ever.”

The administration has taken initiatives to prevent these types of inconsistencies from occurring.

Over the past five years it has introduced certain communicative devices among teachers to increase what they call coherence amidst courses. This includes sharing rubrics and assignments, reporting grades to department chairs, and grading other teachers’ material to provide perspectives on student work. Nonetheless, the system is not perfect.

“There are always disagreements, that’s normal,” said Harvey.

“Part of our job is to articulate clearly what the standards of mastery look like and part of your job, collectively as students, is to meet and exceed those.”

Part of evaluating such mastery doesn’t always include an exami-

Neha Budhraja

nation of actual letter grades and GPAs. And for this students are grateful.

“I’m glad we don’t rank and give our academic awards based solely on what our GPAs are,” said senior Sophia Dauria. “Because if we did then I think I would have an issue with the system because I know I put in a lot of work in certain classes that I might not have ended up with a straight A in.”

For additional perspectives Math Department Chair Kevin Rees and English teacher Peter Poutiatine were approached. Neither was inclined to comment.

OVERHEARD: ridiculous things said around campus Senior girl talking about yearbook layout days: “When you’re in there, you have no friends.”

Senior girl on the phone with guy friend: “Well I was gonna lift weights before we do P-90X...”

Freshman girl: “You know, I think I could actually be a good eye model. I’ve got an array of looks -- the family portrait, the greeting card, the sensual cupcake advertisement.”

Sam Pritzker

Junior girl: “Are you a capricorn?”

Junior girl: “No, you know I’m not Jewish!”

Freshman boy: “Are you athiest?”

Freshman boy: “No I eat all food groups man.”

Senior girl in library: “We’re gonna go get our legs waxed if you want to come.”

Other senior girl: “I’m Asian; I don’t need that.”

Freshman boy to friend: “Whoopie Goldberg would be such a fun best friend!”

Freshman boy at swim practice: “I smell like muffins and sadness.”

12

A&E

April 22, 2011

Shining a spotlight on hidden talents Tess Winston Staff Writer Many know of the soccer powerhouses and the improv stars gracing the campus. There are several students, however, who pursue their interests and talents outside of the school community.

From practicing martial arts to playing the clarinet, these people have quietly excelled in their various areas of expertise.

While some children were riding tricycles and playing hopscotch, sophomore Jeremy Berkov was on his way to achieving the highest rank in marshal arts, the shodan and a black belt.

“I began when I was four because my best friend and many of my other friends had started,” said Berkov.

Unlike Berkov, this kind of dedication at such a young age can result in missing out on certain social opportunities for some students.

“I have missed out on social gatherings because of my passions,” said Fleming, who started her career as a performer at age 11. “I felt disconnected from my school friends and the social scene because I was so busy with rehearsals outside of school.”

Many of these talented students, however, prioritize their interests over their social commitments. San Francisco Symphony Youth Orchestra member sophomore Jordan Kauffman spends hours practicing the Janett Flemming clarinet everyday.

Flemming works behind the scenes of a recent theater production.

“My musical commitment can be extremely demanding and frustrating at times, but [bass] because I just find it fun,” “Music is something I know it’s totally worth it,” said Kauff- said Beaudoin. “I don’t think of it I can fall back on when all else man. “Doing something I love so like doing homework, but more fails,” said Kauffman. “When I’m much is such a rewarding experi- like playing video games.” practicing, it’s easy to forget about ence, and I wouldn’t give it up for Unlike school activities, these all the difficulties in life and just anything.” passions provide an escape from enjoy the music.”

Senior bassist Gabe Beaudoin typical high school life, and they Fleming agrees, “It is nice to takes a different approach. offer an alternate environment to have two worlds because some“I’m passionate about playing thrive. times I really need to be with my

theater friends and sometimes I just want to be with my school friends; it is a really beneficial balance.”

There are additional benefits to such activities as well.

Junior Stephen Schmetz uses his passion for dance as a stress reliever.

“With the great pressure at school I feel constricted by MA’s social scene and I love being able to transform into a different person when I go to dance.”

Schmetz not only escapes from his school pressure through dance, but he helps break down gender stereotypes.

“Everyone should feel free to do what they wish and not be criticized,” said Schmetz. “Dance is not only for girls, and when I see a soccer or basketball star, hold a handstand for over a minute and spin on his head then that will be the day.”

Although Glee shirts are not common on campus, there are many Gleeks on campus. History teacher Dave Marshall is among them.

“When it’s good it’s the perfect blend of ridiculously cheesy and exaggerated high school caricatures and dangerously catchy music,” said Marshall. “I’ve bought maybe ten singles. I get them stuck in my head. It actually becomes annoying.”

Catchy songs aside, the Gleeks do have opposition. Many people have a strong aversion to the show.

“I stopped watching,” said sophomore Ruby Fisher-Smith.

“The episodes just got really predictable, cheesy and they didn’t make me very happy.”

Marshall dressed up as Sue Sylvester for Halloween to mixed reactions.

“Some students loved it, but then other students were like: ‘Dave, I just lost so much respect for you.’”

mainstream, which is curiously mainstream at MA. But [Glee] is not all that popular here.”

Freshman Gleek Taylor Galla agrees.

“Gleek culture doesn’t affect MA that much because not that many people talk about the show,” said Galla. “There isn’t any really obvious love of it. The most it affects MA is that people mock it sometimes and use it in a humorous context.”

Perhaps Glee just isn’t able to summon the same kind of obsessive disciples as other shows.

“I was a big Trekkie,” said Woodward, “but I don’t watch Glee that way. I wouldn’t consider myself a cult fan.”

In any case, fans and opponents will continue the debate while Glee has been renewed for a third season.

“I think everybody should give it a chance,” said sophomore Anne Williams.

Students sing Glee’s praises; Gleeks on campus Annie Warner Staff Writer A scream pierces the silence of the early morning air. As students look around dazed and confused, the two underclassmen continue screaming. Is this some sort of emergency? A ritual of great importance? A fire, flood or earthquake? Not quite. It’s Wednesday morning, and Glee was on last night.

Last year Fox aired a show it described as “musical comedy”.

With high initial ratings “Glee” quickly rose in popularity. The show now has enough fans to rival those of Twilight and Justin Bieber. Now, Gleeks (Glee + geek) are everywhere. However, no ordinary fan can claim the title of a Gleek. “[Being a Gleek means] having all the songs, owning [all the] shirts,” said sophomore Tai Hallstein, “and watching it faithfully every Tuesday night.”

Sue Sylvester, a Glee character, is the fictional school’s sardonic, tracksuit-sporting cheerleading coach. Jane Lynch has won both an Emmy and a Golden Globe for her performance in the role. The show features many such characters portraying high school stereotypes, something it has been both criticized and praised for. The show also addresses issues not typically

seen on teen-based television.

“It’s very interesting how they are portraying Kurt, who is gay, and how it’s like to be gay in Ohio, a part of the country where it’s not easy to be gay,” said history teacher Tom Woodward.

Glee is markedly different than Annie Warner other shows on television, partly because its characters are prone to bursting into song.

While it doesn’t necessarily aspire to inspire groups of teenagers to sing at random intervals, it does try to create a unique kind of ‘culture’ around the show.

“I think Gleek Culture is a media construction,” said Marshall, “but I guess it’s being quirky and being an outcast and out of the

13

A&E

April 22, 2011

Talk or text? O’Malley and Cheitlin discuss Everett Barger & Kyle Newell Staff Writers

What are some of the benefits of texting?

Trevor Cheitlin: You can totally control what you are saying.

You know, if you type something totally embarrassing or stupid, you can erase it and like take time to think about what you want to say.

J O’Malley: I agree. I say it’s much more succinct and it’s— TC: We’re just going to end up agreeing on everything!

JO: Yeah, I would rather text communication or talk to somebody in person. FYI is this based on the [New York] Times article that came out last week?

Everett Barger: It’s not.

JO: Did you read about that?

The absolute decline in phone conversations? I read it on Saturday but it could have been in Friday’s edition. Total increase in texting and it said that it was going to out pace, like, minutes used. But that more and more, especially adults, so beyond you guys… are saying

no to phones. In fact even in businesses it’s email conversations and to say “can I call you” is a weird thing now.

Could texting ever be useful in the classroom?

JO: Grrrrr…In an emergency situation.

TC: I mean, I sometimes use my phone to text in class and stuff. Just, you know, like earlier today, my physics partner texted me in class and told me he wasn’t going to be here; he was going home. So for like school reasons or like emergency situations, I think phones should be allowed.

Because then you have to search for them [people] and find them— JO: On our big sprawling campus? Where there’s never any time where we come together. Say, like, assembly?

Where’s the most embarrassing place you’ve been caught texting?

TC: I guess, in the bathroom.

Like at a urinal, like you’re go-

ing to the bathroom and texting…I mean, that’s the one that comes to mind.

JO: Yeah I don’t have that problem. For me, it’s probably when you’re out with a group of people and you know, you’re either eating dinner or hanging out and suddenly you’re in the corner.

TC: If you have to hide the fact you are texting you probably shouldn’t be texting. So beyond you guys… are saying no to phones. In fact even in businesses it’s email conversations and to say “can I call you” is a weird thing now.

caught texting as much in class than they do if their phone rings.

I’ve definitely seen people texting in class.

Kevin O’Hehir

O’Malley is a jayhawk for texters in the classroom.

Should there be more severe penalties for people who text in class?

JO: Well, we should cut off their hands. No, I don’t think too many people do. At least I don’t see it as often in my classes.

TC: Yeah I think it depends

on the teacher and how strict they are about it. But I think, definitely, some teachers could be less strict about it.

JO: Well, how prevalent is it in classes at MA? TC: I don’t think people get

If you couldn’t text, how would it impact your life?

JO: I would talk with my family my sisters- less. We are not phone talkers. She’s a Duke fan and I’m a UNC fan so we were texting each other during March Madness. No one wants to talk on the phone while you’re watching the game.

TC: I think it would make communication harder with my friends. I’m not a huge fan of talking on the phone because it can get awkward. But, you know, when I’m trying to send some sweet texts to the ladies and stuff. It’s good to be able to erase a text when I think “damn this is really embarrassing what I’m about to send right now.”

It would just be harder for me to interact with people.

Want a good laugh? Get to know the “caf” staff Olivia Lloyd Copy Editor Though many students pass through the Café nearly every day for four years, few take time to interact with the members of the Epicurean staff. However, there are some who have taken the time to become close with the Café crew.

“Usually, there’s a couple of regulars that come everyday for the same thing,” said Epicurean staff member Dae’ Janique Harris.

“After a while they just come and ask a couple questions and then more people come.”

The Epicurean Group, a San Francisco based company, is in its second year of providing food for the community. A few students have become friends with Harris, as well as Gina Royall, another member of the Epicurean crew. “[Harris] has one of those attitudes that just attracts people,” said sophomore Cherise Halls. “She’s

one of the nice ones, so you might as well hang with her.”

Particularly after school, when Epicurean serves smoothies and other afternoon treats, one group of students often discusses a host of current topics with Harris.

“They show me the latest dance moves…

They’ve showed me how to Dougie and how to Cat Daddy, so it’s pretty cool,” said Harris. “We talk about Olivia Lloyd the dance moves, the Students hang with Harris as the school day comes to an end. latest celebrity gossip.

We talk about the prom “One question from one person Jesse [Moore] and Cameron that’s coming up.” can turn into a big conversation,” [Young-Harry] to dance; that’s The after-school crowd often said Harris. “Every day is a differ- pretty funny,” said Hall. starts out small, but it grows in ent group.”

While it might seem like the size and energy depending on the There seem to be common students who regularly converse how interested certain students are themes: dance-offs and laughter. with the café staff and occasionally in the topic.

“We’re always trying to get help clean up, receive special treat-

ment, they don’t claim the perks that might be expected.

“She still doesn’t let me run the [cash register], but sometimes I help her close up,” said Hall.

For the students who regularly talk to the Epicurean staff, it isn’t about getting freebies or benefits.

They seek the advice and friendship of the adults.

“She lets me talk to her,” said senior Jesse Moore, “which I think is pretty good.”

The conversations also foster a sense of respect for the staff members and make the work that goes on in the café more transparent.

“I’m not going to say I appreciate [the work the café staff] does more [than other students],” said Hall, “but probably hanging out with her and sometimes helping her wrap up, I think I kind of see more of the stuff they do.”

14

Sports

April 22, 2011

Ilana Salant Staff Writer On April 30, 12 members of the community, students and teachers alike, will compete in a 196-mile relay race from Calistoga to Santa Cruz. The “I ♥ MA Relay” team, led by senior Gabe Joseph, is both excited and anxious to undertake the endeavor.

“We’ve never done anything like this before, and quite frankly no one, not even Gabe, knows exactly what we’re getting into,” said junior team member Tiffany Chang. “Personally, I’m doing it because I want to be part of something epic.”

Members Gabe Joseph, Ben Bogin, Jesse Collin, Talia Krahling, Lauren Thomas, Maddy Scheer, Tiffany Chang, James Kinney, Krista Tokarz, Jamie Collie, Mary Collie, and Ken Ellingboe will each run three legs of the 36leg race.

“When we signed up, we had

to submit all of our mile paces,” said senior team member Dhruv Maheshwari, who is now unable to practice due to conflict. “The difficulty of the legs will be dependent on our mile times.”

The wide range of runners, from nine-minute milers to sub-five-minute milers, balances out the diverse team, which plans to finish in 30 hours or less.

Their preparation includes morning and afternoon runs as well as weight room training.

Although the runners are driven by the challenge at

http://therelay.com/co_maps.htm

Students and teachers run for a cause hand, the charitable aspect of the race is also a driving force.

The relay is partnered with Organs R US, an organization that generates millions of dollars for organ donation publicity.

“We have to pay $130 per runner in fees and donations to Organs R US,” said Chang. “Because of that, we’re going to try to solicit donations from local businesses like T&B Sports, Marin Running Co, Sports Basement, Ariz Mendi, Sol Food, people at MA, etc.”

The 12 good Samaritans are also motivated the opportunity to bond with and

encourage one and other.

“There’s a great group dynamic,” said Maheshwari. “I’m excited to dress up, to see the enthusiasm of our team and other teams, and to maybe even start an MA tradition.”

Gabe Joseph, the captain and a member of MA’s cross-country team, was sad to see the running season end.

“The run will be a final, epic cross country adventure,” said Joseph. “In the same way that we have culminating academic projects, this is almost a culminating running experience.”

Relay verteran and faculty member Kirsta Tokarz “It’s awesome that the interest and desire to compete came from the students,” said Tokarz. “I’m looking forward to finishing…finishing it as a team.”

Baseball Lit hits a home run with students Joseph Kind & David Sutter Staff Writers

English teacher Mary Collie has thrown Marin Academy a curveball. “Field of Dreams: Baseball Lit,” the school’s newest English elective for juniors and seniors, is the first class to be centered around the integration of sports into academics. Many students in the class feel that Collie’s creation has hit a home run in its first at-bat.

“I love Baseball Lit,” said junior Alex Hartzell. “Academics always talk about making classes fun in order to further students’ learning. I believe this class epitomizes that.”

As described in the 2010-2011 course catalog, “Field of Dreams: Baseball Lit” utilizes baseball as a way of “[looking] at the meaning of myth, the importance of the game in relation to our culture, and the role of heroes” in greater American society.

Collie pitched have to know a lot about the idea as a class baseball in order to fully specifically for the appreciate the class, she spring semester, quickly learned this was not coinciding with the case. the beginning of “It’s not about playing the Major League baseball,” said Neal, “but Baseball season. A learning about the history baseball fanatic herof baseball.” self, Collie began Collie agrees. going to baseball “Students have to be games at age five willing to think about baseand is no stranger ball as the representation to the sport’s social of race, class, and gender norms. issues, in terms of question“I think you can ing politicians’ selling the find everything in American Dream through David SutterSutter American culture- Baseball Lit Teacher, Mary Collie, steps up to the plate baseball,” said Collie. “I -class disparity, race don’t think you need perand gender issuesard Fine. Collie is also excited to sonal experience in baseball -in baseball,” said Collie. “The take her class on a tour of AT&T to enjoy the class.” experience of the game--eating hot Park in the near future.

Nonetheless, the class is largely dogs, watching the game, etc.--is “It should be pretty cool,” said male-dominated, a reflection of American culture.” Collie. “The tour will be just for “A lot of the boys in the class So far this semester, students the class. We’ll get to see every- play baseball, [and] I think a lot have learned the game’s history, thing except for the Giants’ locker of them have a better sense of [the read books, made their own base- room.” game]…” said Neal. “The only ball cards, and met other lovers of While senior Cara Neal was people who play baseball are male, the game such as MA parent How- initially concerned that she would so [guys] would most likely know

more about baseball [than girls would]. It’s not really surprising that there are more boys than girls in the class.”

Students have also come to acknowledge that baseball’s lessons can apply to other academic subjects.

Examples include “the geometry of a curveball [or] the physics of baseball bats,” said Collie.

In addition, Collie believes that baseball’s lessons lend themselves easily to an academic setting.

“There are times when you’re up big, and times when you just can’t get out of the inning fast enough,” said Collie, “[but] by the end of the semester, you improve your game.”

The students’ consensus is that Baseball Lit has stepped up to the plate and hit a home run for everyone.

15

Sports

April 22, 2011

Hacky sack attack: hackers kick back David Sutter & Annie Warner Staff Writers A new trend is bouncing around MA: hacky sacks. The colorful beanbags have become a common sight around campus. There is no hacky sack club, but there are organized groups of hacky sackers.

In fact, freshman Eian Thomas says that it’s “definitely a sport like any other.”

Hacky sackers and non-hacky sackers alike congregate most lunch periods and have created a “welcoming, and conversational community” said junior Nick Bernal.

Started by seniors Bo and Nic Titus and two hackysacks from The San Francisco Academy of Science, this lunchtime tradition has been growing steadily for two years.

And what is its proper name?

“It’s called hacking,” said Thomas.

David Sutter

Riley Champine

Senior Bo Titus shows off his recently honed hacky sack skills

“Anyone can hack,” said Thomas, “and everyone is encouraged to.”

“When you first start you’re just awful,” he said “but as long as you practice, you’ll get better.”

And practice they do. Hacking has developed from a pastime, into a culture.

“To me, hacky sacking isn’t just a sport or a hobby,” said sophomore Maia Sinaiko. “It’s a way of life.”

“I like it because everyone is welcoming, and it’s easier to converse. Everyone should do it,” said Bernal.

Senior hackers hope that other grades will continue the tradition.

“I hope that more people, especially underclassmen, start playing more as to keep it going.” said Titus. “As of now, [many] of the participants in hacky sack will

graduate this year. But hopefully this won’t stop the game from being played.”

Other students do seem to be interested in joining in.

For example, sophomore Callan Coghlan, who has never ‘hacked’ said “it seems like a kind, caring community.”

Bo Titus says he wants to spread the word and, “get more people interested in hackysacking at lunch with us, its a warm community, and welcomes all new members” Hackysackers even have a motto: “Hack, don’t Hate.”

Hacky Sack Dictionary

by RIley CHAMPINE

AIRTIME (noun): -The state of keeping the hacky sack high in the air, and therefore easy to kick.

“Airtime, it’s a good time.”

Crescent Kick (noun): -A difficult hacky sack maneuver that involves Karate.

“Gabe’s Crescent Kicks are immaculate.”

HACK (noun or verb): -A complete session where every member of the circle touches the hacky sack.

-The act of playing hacky sack.

“A triple hack is hard to achieve.”

“Let’s hack before assembly starts.”

STALL (noun or verb): -To trap the hacky sack on the top of one’s foot with precision and control.

“That was an epic stall.”

16

Sports

April 22, 2011

Even without sports, PE credits still accesible 1

1.5

2

2.5

3.5

3

LEGEND:

OUTING

Oregon Running and Hiking

Independent Study*

HiGH Sierra Ski and Winter Skills

MiniCouRse*

Pinnacles Rock Climbing

Sierra Winter Wonderland

full Year

Kayaking the SF BAY

Bikram Yoga

Sierra Winter wOnderland

OUTDOOR EDUCATION CLASS

Road Biking For Fun

20 Hours

High SIerra BackPacking

Sykes Hot SPrings

Introduction to surfing

Russian River Canoeing

Personal Trainer

Epic Cycling Adventure

Mclure’s to Kehoe

One SemEster

40 Hours

Tide Water Hike

Aikido

One SEmester

Autumnal Equinox Hike

Rock Climbing Independent Study

HIP HOP DANCE

Yosemite BackPacking

One Semester

MT. Tam

one Semester

Dance in the Bay Area

Circumambulation

JAZZ Dance

Diving on the Sonoma Coast

TAIKO Drumming

Outdoorsman

Mixed Bag

.5

MiniCOURSE HEAVY

Students have the opportunity to fulfill their P.E. requirements in a variety of ways, and are given the choice to do the ahtletics and activities they want. Sports offer one P.E. credit per season, but for those who are not athletic there are many alternatives. Dance, Aikido, Minicourse and Outings are all ways to earn credits, and give students the option to shape their physical education around their own schedule. Just how can earn the 3.5 credits required to graduate, without playing a single sport? Here are some suggestions:

DANCETASTIC

P.E. CREDITS:

Greig Stein & Ted Billings Staff Writers

ACADEMIC BLOCK**

*Completion and documentation of an approved independent study earns one point. **Students must designate if they are taking Dance to fulfill their Art requirement or if it is being taken to earn PE points. It cannot fulfill both.

Johnson and Jacks: Yoga in the Park(our) Alex Jacks

Miles McCreary Staff Writer

MM: How did you first learn about Parkour? Who was your biggest inspiration when you were new to the sport?

AJ: My dad mentioned street gymnastics in a movie he saw, or something like that, and I googled it. One thing lead to another, and it turned out parkour had a pretty big following, so I joined in.

MM: Do you have a goal you Travis Tyson are trying to reach with parkour?

AJ: Not really. I do it because it’s fun and gets me in shape when I remember to actually work out. Parkour gives you a certain sense of freedom in your movement - I guess if I had to say I have a goal, it’s to develop that freedom as much as I can, because it’s really liberating.

MM: What is the hardest thing about parkour?

AJ: For me, dedication, hands down. It’s incredibly easy to slack off for a while, get out of shape, and get discouraged when you expect to be as good as you were a month ago. Also, because everything is so progression oriented, a whole lot of people, maybe half of those who try it, get fed up with the slow pace and quit after only a month of training. But if you stick with it, it’s really rewarding.

Pa

rk

r ou

Ryan Johnson

MM: How long have you been doing yoga for and how did you become interested in it?

RJ: I have been doing yoga for almost exactly one year.

My first class was at a hotel in Mexico, on the beach. I felt really amazing.

MM: Do you consider yoga an athletic activity, or is it more relaxed and meditative for you?

RJ: For me, I do yoga as a Ryan Johnson way of physically purifying my body, and because I always come away with a “yoga high”. MM: What is the most challenging yoga position you can do?

RJ: One yoga pose that I feel I have been doing much better lately is called “Prasarita Padottanasana.” You spread your legs so they are about as wide as you are tall, turn your toes in a bit, and slightly spread your heels so your legs are rotating in. Then you grab your big toes with your first two fingers, and try to get your head to the ground, between your feet. It requires flexible legs, a strong core, and strong muscles right around your Achilles tendon. I’ve been working on the pose for three or four months now.

a

g Yo