MA Voice: November 4, 2011 by Marin Academy

2011-12

Volume 21, No. 3

Friday, November 4, 2011

San Rafael, CA 94901

The SAT

Edition

INSIDE: • Copy Paper Crisis 2011 pg. 4 • Student Skirt Length pg. 9 • Missing Coaches pg. 11

MarinAcademyVoiceSAT Cover Design Annie Warner

News

After 18 years of silence, LGBTQ people now serve openly

News Briefs MA Community

October - November: Academic Dean Scott Young shadowed senior Kamille Johnson, junior Stephen Hannan, sophomore Kate Lehmann and freshman Albert Yamamoto in an effort to get to know students.

Morgan Buckley Staff Writer With the repeal of the U.S. military’s Don’t Ask, Don’t Tell [DADT] policy on September 20, members of the LGBTQ community are now able to serve in the armed forces openly. The U.S. government spent months getting ready for the revocation, from updating policy to accepting military applications from openly gay men and women. DADT, a bill that prevented commanders from asking about an army member’s sexual orientation and prohibited military members from disclosing their sexual identities, was passed by Bill Clinton in 1993. The bill to repeal the act was signed by President Obama in late 2010. When the bill was first passed in 1993, it was praised as a form of protection for LGBTQ people. However, as gays and lesbians began to fight for civil rights in other areas of society, the law became a reminder that members of the military still had to keep their sexual orientation under wraps for fear of federal punishment. “It shows how much the world has changed,” librarian and teacher Derek Anderson said of the repeal. “When Clinton sponsored the bill in 1993 it was seen as progressive. The nation was trying to not discriminate against gays and lesbians, and now, twenty years later, [a bill] that was seen as helpful is actually hurtful.” Many LGBTQ service members are celebrating the annulment of the policy by getting married, or coming out to their friends and family. On the YouTube channel “AreYouSuprised,” an armed service member came out to his dad over the phone. Also, Navy Lieutenant Gary Ross married his partner at the exact moment of the repeal. Ross told the Associated Press that he doesn’t plan to make a big deal out of his marriage when he returns to work in Arizona, but he is excited about not having to keep

November 4, 2011

October 31: Winter sports commenced. October 25: Girls’ volleyball team trumped rival University High School in five-game thriller.

Fill text is U.S. Armed Forces Oath of Enlistment

it a secret. “Don’t Ask Don’t Tell requires you to lie several times a day,” Ross said to the Associated Press. Although there is now freedom for soldiers to talk about their love lives, general procedure concerning personal conduct still applies to everyone in the military. The regulation of public displays of affection, for example, is still enforced, regardless of sexual orientation. The MA community has generally been relieved at the news of the repeal. A few students updated their Facebook statuses the day of the official revocation. “Don’t Ask Don’t Tell is finally over! bye!” sophomore Sofie Werthan wrote on Facebook. “The repeal is another step towards equality,” Werthan said to The Voice. “The more that the world advances, the more MA will advance.” Although the repeal may not affect many people directly in the community, most agree that it represents a form of hope and assurance for students. “I hope it gives all students a sense that there is one less piece

Annie Warner

of legislated bias in the world,” Head of School Travis Brownley said, “and I hope that makes students feel that our country is a more respectful and more inclusive place.” The repeal may seem like only a small step in the right direction. Yet, a few members of the community are optimistic about the revocation and its implications on the the rest of the country’s outlook on the LGBTQ community’s rights, including same-sex marriage. “The issue [of same-sex marriage] is different, however, the army is an equalizer,” Anderson said. “When the army goes, the nation goes. When the army was de-segregated, the success of the civil rights movement for African Americans followed quickly.” Brownley agreed. “From a historical and statistical point of view, changes that are made in the military end up having effects on the greater culture of this country.”

October 20-21: Conference on Democracy keynote speakers Jennifer Newsom and Caroline Heldman stirred controversy surrounding feminism. D block alumnus speaker was forced off stage. October: Backpack burglaries plagued community; personal technology devices and bags stolen Beyond the MA Bubble According to President Barack Obama, all U.S. troops will be out of Iraq by January 1, 2012. October 26: Participants in Oakland’s faction of the “Occupy Wall Street” protest were subjected to tear gas. October 23: Magnitude 7.2 earthquake struck eastern Turkey. Casualties are estimated at nearly 2000. October 20: Libyan dictator Col. Muammar el-Qaddafi was killed by rebel forces.

Features

November 4, 2011

Students report surprisingly packed schedules Cami Carrera Staff Writer

Pittsburgh Bay Point to Rockridge. There he waits for the bus that will take him to school. By then it is 7: 10 a.m. and he has been awake for an hour and a half. It usually takes him 30 minutes more to get to school. Finally at about 7:45 a.m. he enters the MA doors ready for class. Grubbs has to sacrifice free time in order to get all his work done on time. “Homework piles up which is why I take a lot of my lunch time finishing it and leave the rest for the bus rides home,” Grubbs said. Every Friday morning Grubbs has to wake up even earlier in order to make it to cross country morning practice at 6:30 a.m. Every night he gets home around 7:30 pm after cross country practice.

and a free block one day, and the other day I have English, math, and history,” Colin said. “It’s hard to balance these uneven schedules because the workload is completely different each night.”

3:00 p.m. to 7:30 p.m.

Colin has to organize her day and gets ahead on homework so she can have enough time to sleep after all of her activities. “I have to prioritize and sometimes I have to cut one thing to achieve the other,” Colin said, “but I try to get all my work done and still have time to have the occasional dance party with my brother.”

YASMINE EICHBAUM, JUNIOR Eichbaum also has a busy schedule during the day, including advanced calculus honors and dance. Her schedule is most hectic after school. Eichbaum is an active member of WISE (Women In Support of Empowerment), a group for junior and senior girls, that meets twice a month after school. She also does dance during school, but sometimes meets for extra rehearsals thoughout the week. Additionally, Eichbaum practices ballet and studies for her SATs every weekend. This leaves very little time to do homework. “It takes lots of planning to get my life organized, which is why I like to think ahead and get my homework done two days ahead of the due date,” Eichbaum said, “I do have a free block and I have the car rides to my house in Santa Rosa to do it too, but its still hard because it eats up a lot of time.” The load of school work and the

have time before my first Jansports, Patagonias, and class,” Timbuk2 bags are slung over sophoburdened shoulders. On any given m o r e day, the BBLC hallway is litswimmer tered with students’ and teachers’ and crossbackpacks. country Though the American Chirorunner practic Association recommends E m m a that a person should carry no S k l a more than 10 percent of his or her rin said. body weight, students often schlep “Usually around textbooks, binders, sports I have too gear, and computers, which can much stuff add up fast. to put it After weighing 106 random all in one Olivia Lloyd backpacks found in the café, the Students are frequently weighed down by sports and music bags bag.” BBLC, the courtyard and the liR e brary, statistical analysis was done c e n t l y, with the help of senior Evy Roy. discovered. While some teachm a n y The data shows that the commuers allow students to leave their backpack companies have made nity’s average backpack weight is heavy textbooks at home, many their products more ergonomic nearly 16 pounds. Backpacks were classes require textbooks daily. by adding gel or foam in shoulweighed over the course of two “I look like a sherpa when I der pads or waist straps. Though days, during which time more than walk into school in the morning. most students opt for form over a few 24 and 25 pound packs were I dump my bags in the BBLC if I function, a few have lessened the

tension on their backs and necks by resorting to backpacks on wheels. “The true story is that my mom is a chiropractor, and so she cares a lot about you know, the back, the neck,” junior Dezi Gallegos said. “In middle school, she [proposed] the idea of me getting a rolly backpack.” Gallegos swapped his rolly backpack for a conventional one partway through his freshman year, but it didn’t seem right. He switched back after a week. He says that his signature rolly backpack has become part of his identity and is better for his spine. “No matter how dorky or awkward or any of those things it was, it just sort of became me in a way,” Gallegos said. “But each time I still get a little embarrassed as the new freshman class comes in and I meet them in the hall with my rolly backpack.” Freshman aren’t as concerned with heavy backpacks, though. No one in the class of 2015 has

Students come from near and far, and do everything from dance to cross country. Here’s a look at some of the busiest schedules on campus.

5:30 a.m. to 8:00 a.m.

BRYCE GRUBBS, FRESHMAN While most students in Marin are tucked away in their warm beds at 5:30 in the morning, Grubbs is waking up to get to school on time. He starts off by getting on Bart and then waits about a half hour for the Richmond train that takes him to 19th street. He goes from

8:00 a.m. to 3:00 p.m.

Cami Carrera

JESSIE COLIN, SOPHOMORE Colin has a very busy life with cross country, soccer, eco-council, and homework. “I have chemistry, spanish, art,

Cami Carrera

number of activities is at times too much to handle. “When the load of homework is overwhelming, I sometimes think that teachers should take into consideration that kids have so many activities afterschool and that it is hard to complete everything they ask for,” Eichbaum said. After a rigorous day of meetings, activities, sports, and school Eichbaum finally gets home around 7: 30 p.m., depending on the day. Then she has to get started on her homework.

Textbooks, electronics in; backs, necks out Olivia Lloyd News Editor

emerged with a rolling backpack thus far. Freshman Bevin McCullough says that her backpack has actually been lighter than it was in middle school. “With the lockers, my backpack is pretty light because I have time in between classes to get my stuff. It’s only heavy at the beginning and end of the day,” McCullough said. “I don’t think it’s a problem yet. Maybe it will become one later, but I think it helps [strengthen] the back muscles.” Though some students don’t yet feel the negative effects of carrying heavy backpacks, healthcare professionals fear that students’ still growing spines are being compressed by the heavy loads they drag around on a daily basis. Though considered a social fauxpaus, many know that rolly backpacks would be a good solution. Gallegos Gallegos said, “If I had my way, the entire school would be walkin’ around rolling their backpacks.”

Features

November 4, 2011

School makes nearly one million copies per year Inside the e-mail that reveals community’s struggle with appropriate paper usage Julia Irwin and Lena Felton Copy Editors Eco-Council, Greenfest, cornstarch utensils: all stand as proof of Marin Academy’s pride in being an environmentally conscious school. But as a certain beloved green frog once said, it’s not easy being green. Indeed, a closer evaluation of the school’s paper consumption reveals unexpected information. A recent email sent from Chief Financial Officer Mike Joyce to the faculty and staff showed that the six copiers on campus - in Foster, Founders, the BBLC upstairs and downstairs, Thacher, and the library - have produced an average of 950, 265 copies (2,376 copies per student) per year over the past 57 months. Even adjusted to account for our use of 30% post consumer waste (PCW) paper, that’s a paper consumption rate of 80 trees, every year. “I would love to see us use less paper,” Joyce said, “for the simple reason that is helps us walk our talk. It’s one of the five lenses of sustainability in the Strategic Plan, and when we’re chopping down 80 trees a year for our copies, it doesn’t sound very sustainable to me.” Part of the reason there is a particular focus on the copiers is because the five-year lease on them recently ended, forcing the school to obtain new ones. Joyce had experimented with the old machines and post consumer waste paper, finding that the higher percentage of post consumer waste used, the more likely the paper would jam. He attributed this to the machines’ tendency to generate heat. Heat causes the paper, especially paper made with high amounts of PCW materal, to wrap and curl. The paper curling was causing jams during the copying process. “In recent years, the copier industry has entered a new frontier. Our new copiers don’t run as hot,” Joyce said. “That means we’ll save some money on our electrical bills and maybe there’s

an opporunity to move to a higher post consumer waste pecentagem with fewer jams. That’s an area we want to test with these new units. So far, however, it seems that the new copiers are only contributing to increased paper usage. “I was surprised to learn that the copier in the BBLC upstairs [produced] about 10,000 copies in the first 10 days,” Joyce said. “That’s pretty serious. There is either a really big copying project that went through there, or folks are seeing a new tool and just want to use it.”

going to be an unnecessary page at the end. But students don’t think about that. I think more students need to be aware of the ecological footprint that they have. Do they really need to print that web page? I think we do default to, ‘I’m going to just print that out and stick it in my backpack.’” The printers are a significant source of paper waste: “3,000 sheets of paper have gone through [the Founders color printer] in the first few weeks of school,” Lakritz said. “And that’s typically not a busy time for printing and research. So to me, 3,000 sheets seems like a lot. But that pales in comparison the amount we print on copiers.” An apparent resolution to printing and copying is transferring information online. More Brad Lakritz, manager of edu- teachers are using sites, usually cational technology resources, in the form of blogs, to post sylemphasized a need for greater labuses and notes. Some have personal responsibility and greater even implemented websites like awareness of personal consump- turnitin.com, allowing students to tion. Lakritz cited student use of submit essays virtually and receive printers as an area in need of im- comments back online as well. provement. “I think we’re getting more “Many times when students teachers using electronic servicprint data, they’ll print and there es,” Lakritz said. “Another thing will be an unnecessary page at the that’s being done is students are end,” Lakritz said. “If you look at being asked to do things electhe print job, you’ll see that there’s tronically, like assignments are electronic. You might be asked to do a blog, instead of a paper.” Junior August Larmer appreciates this increasingly technology-heavy approach. “Jon Bretan’s really good. He does everything online,” Larmer said. “But in history, Bill [Meyer] gives us huge packets of entire PowerPoint presentations.” Perhaps this discrepancy between paper use is what is preventing improvement: according to continued printing levels new technological implementations Lena Felton haven’t impacted paper

WHAT WE CAN DO ABOUT IT

use as much as might have been projected. “As a school, [our printing] is not dropping drastically,” said Joyce. “It either means that despite

I was surprised to learn that the copier in the BBLC upstairs workroom [produced] about 10,000 copies in the first 10 days. conservation efforts, there are offsetting increases in other program areas, or that our conservation efforts aren’t being applied in a way that’s making a big dent on paper consumption.” Other teachers aren’t convinced that technology is the be all and end all of the school’s paper situation.

“We’ve found out, at least for languages, it’s better if [students] have something concrete,” spanish teacher Anayansi Aranda-Yee said. “I try to avoid just electronic version and no paperwork, because yes, we’re saving trees at the cost of our eyesight. It’s hard on the eyes.” Science teacher Mark Stefanski, Thoreau Chair of EcoCouncil, relays that either way, necessary resources will have an Julia Irwin impact on the environment. “Trees and paper are one resource, but the use of electronic media also consumes a lot of resources: energy for one, that has to be factored into it,” Stefanski said. “And then, the material components. What are some rare minerals that need to be mined for the raw materials? And what are we doing about waste disposal?” His proposed solution? “I think it’s best that we take a systemic approach, and we try to look at all aspect of the resources that we use in communicating,” Stefanski said. One unifying remedy to the overarching issue of resources that Stefanski, Lakritz, and Joyce stressed was simply being conscious and paying attention – “thinking before you print.” Perhaps all of this new information, however, will bring upon a sense of awareness and reform. After all, Joyce sent his e-mail to help school employees understand the big picture: “These are important metrics for everyone in our community to know and appreciate, but the real challenge is creating a sense of urgency about our paper consumption, because without a sense of urgency, change is unlikely to happen,” he said.

Opinion

November 4, 2011

Editorial: get the Advil, SATs are a headache You see the hints of it everywhere you go. Students tucked away into a corner of the Silent Room at lunch, hunched over a bubble-filled sheet. Four-inch thick tomes, with that kiss of death — “College Board” — printed on them, are lugged throughout the school. Those red, puffy eyes, and that crazed look. You know what it is. It is the SAT. Strictly speaking, of course, it is not just the SAT that causes most upperclassmen, and even some of the more jumpy underclassmen, to become stressed. No, there are a whole host of standardized tests that have the ability to frazzle our students, with the most prominent among them including the ACT, the SAT Subject Test, and the Advanced Placement (AP) exams. The reason why these exams induce so much tension is their perceived affect on a student’s admittance to college. And in this way, students’ fears and stresses are well founded. It is commonly known that formally preparing for

the standardized of readiness to take tests — whether the tests. with a tutor, a proThis disparity is gram, or by oneanother overreachself — increases ing issue with stanthe likelihood of dardized tests. Usureceiving a good ally, colleges will score. However, take into account this preparation, a person’s finanpiled on top of a cial situation when student’s alreadyviewing their test overwhelming scores, because it workload, can be can clue them in to the spark that igwhether or not that nites the explosive student received meltdowns that ocany type of prepacasionally occur in ration. However, Max Weiss the school’s halldoes this same rule ways. (Don’t lie. To study for the SAT, students often have to summit this mountain of text books apply when an apIt’s either been you plication reader sees or you’ve seen one.) tain individual teachers make their “Marin Academy” stamped on the Additionally, the school’s services available. These issues transcript? Does MA’s reputation courses, while wonderful and can create an MA student who, actually mask the large economic directly in-line with the mission while perhaps doing well in school differences among the students at statement, do not tailor towards and an overall perfectly intelligent school? the standardized tests. The school person, is woefully unprepared Another source of inequality itself also does not provide any for standardized test-taking. Mix is the extra time system. Many type of in-house program or tutor in the cost of outside-of-school students require extra time on that is available to help students preparation courses and there is a their standardized tests for varistudy for the exams, although cer- large disparity in the varying levels ous reasons. However, some take

My MA: life as a teacher-coach Josh Frechette Guest Writer I’ve always thought of myself as a student/teacher first and an athlete/coach second. This was the image I had of myself all the way through high school, through college and graduate school, and each high school where I worked before coming to MA; however, this image changed when I came to Marin Academy in 2007. MA was the first school, after 10 years, where I would no longer identify myself as a classroom teacher. Instead, I became that big, hairy dude, who lived in the glass office jutting off the New Gym, who was in charge of the Athletic Department. It took some time to get used to this new persona, and it still is a hurdle to overcome at times; it’s not always easy when your internal vision of yourself doesn’t match up with your public persona.

I miss my time with students in the classroom tremendously. Although— I have to be honest here—I don’t miss grading endless amounts of essays, especially as I watch Trixie sit down each night to grade her students’ work, I do miss discussing literature and seeing students grapple with difficult texts. More than anything, I miss seeing my students learn to enjoy literature and become adept at communicating in a variety of ways. At heart, I know I’m a book nerd, and I have always loved that part of myself, as tucked away as it might be in this larger than average body. I have coached at the high school and college level for the last 18 years, but my coaching experience at MA has taken on a new significance since my arrival in 2007. Not having the opportunity to be in the classroom has made my time with the lacrosse team that much more special to me. Knowing now that my time on

the field with the boys is my only “classroom” teaching opportunity with students, I find myself appreciating that time more each season. I love my job as Athletic Director. I get the chance to “coach” all of the stakeholders in MA athletics and to provide endless opportunities for both adults and students to learn more about themselves as individuals and as teammates. I can’t thank MA and the families involved with our lacrosse program enough for the opportunity to work with their sons. And I can’t help but feel the same about the larger MA community. The time I get to spend in my outdoor classroom has become the home for both my student/teacher and athlete/coach personas. And, for now, my inner book nerd will have to find a home in the intense discussions with my son Teaghan about Good Night, Moon. Thank you, MA.

issue with the fact that a test like the ACT allows for extra time in certain situations because of the fact that the ACT is an exam that is based around the notion of time limits. Still one more place where test-takers see inequality is in the fact that some students simply test better than others. Students often wonder whether or not it is fair that they be judged on a supposedly “equal” plane by a test such as the SAT, yet some students happen to be inherently better at standardized test-taking. Success can come down to something as arbitrary as learning style. Yet, despite all of their issues, standardized tests seem like a necessary evil. No test, at least at this point, can put every student on equal footing. Colleges need some way of equalizing the vast field of candidates, and standardized tests provides them with this. So while the stress of the SAT is unfortunate, it won’t be removed any time soon.

marin academy voice 1600 Mission Ave., San Rafael, CA 94901 website: http://mavoice.org pdf edition: http://issuu.com/mavoice

The Marin Academy Voice is a student-run newspaper published free from faculty or administrative censorship or prior review. Unsigned editorials represent the views of the entire staff. Columns represent the views of the writer, not necessarily those of this paper. Letters to the editor and guest columns/articles are welcomed and encouraged. Editors reserve the right to edit for space and appropriateness. Please submit to voice@ma.org. The Voice is distributed to the entire school community (400 students and 93 staff members). Editors-in-Chief Neha Budhraja Max Weiss Managing Editor Annie Warner News Editor Olivia Lloyd Features Editor Sam Pritzker Op-Ed Editor Marshall Levensohn A&E Editor Avery Hale Copy Editors Lena Felton Julia Irwin Faculty Advisor Mary Collie

Staff Morgan Buckley Cami Carrera Tiffany Chang Tia Fung Samantha Jolson Greig Stein David Sutter Scholastic Press Associations NSPA First Class 2008-current CSPA Gold Medalist 2008-current

Page design by Annie Warner November 4, 2011

FEATURES

Time - Unlimited

2 Pages

The standadized testing profile of the Class of 2012 is derived from the school profile that Marin Academy itself sends out to all colleges. It describes the middle 50 percent SAT and ACT scores of the senior class and the range of their GPAs. See below. The five questions below the testing profile depict the results from a anonymous standardized testing and extra help survey taken by the juniors and seniors. Eighty-six juniors and 90 seniors took the survey, for a total of 176 upperclassmen. 3.

Standardized Testing Profile for the Class of 2012

(A) 9th (4.8%, 8 students) (B) 10th (15.1%, 25 students)

SAT Middle 50% Averages Total: 1890-2130 (out of 2400) Critical Reading: 610 – 700 Math: 620 – 720 Writing: 630 – 730 (out of 800)

ACT Composite for Middle 50% 29-31 (out of 36)

FOR JUNIORS: What forms of extra help have you utilized? Respondents checked all forms that apply for them. (A) (B) (C) (D) (E)

Un-weighted GPA Range: Highest – 3.99 Lowest – 2.24

Outside tutoring (62%, 49 students) Tutoring from an MA teacher (1.3%, 1 student) A prep class (24.1%, 19 students) Practice tests (76%, 60 students) Used a self-help book (55.7%, 44 students)

5. FOR SENIORS: What forms of extra help have you utilized? Respondents checked all forms that apply for them.

1. Which college placement test(s) have you registered to take? (One person did not answer)

(A) (B) (C) (D) (E)

(A) Exclusively the SAT (55.4 %, 97 students) (B) Exclusively the ACT (3.4%, 6 students) (C) Both (25.2%, 44 students) (D) Don’t Know (16%, 28 students)

In what grade level did you start utilizing extra help for standardized tests?

Have you ever recieved/will you recieve any extra help while preparing for any of these tests? (A) Yes (93.2%, 164 students) (B) No (6.8%, 12 students)

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Outside tutoring (73%, 62 students) Tutoring from an MA teacher (3.5%, 3 students) A prep class (29.4%, 25 students) Practice tests (85.9%, 73 students) Used a self-help book (57.6%, 49 students)

Writing by Neha Budhraja Additional Reporting by Max Weiss November 4, 2011

Preparation woes Line 5

Standardized tests and the rising pressure to do well on them has sparked much could get two or three questions right” senior Alex Hartzell said. “He said for a debate on what exactly is the best way for a student to demonstrate how prepared high schooler that was a waste of time and not necessary, so it became all about they are for college. Despite the fact that the school has an academic philosophy strategies.” centered around careful thought and discussion, standardized tests do not necessar- 70 School curriculum and style are but one aspect contributing to how prepared ily follow this trajectory. students are for standardized tests. In the end, tackling these tests is just like “[Standardized tests are] not something we require; [they’re] required by the studying for a test from a teacher you have never had before – the format being colleges,” Learning Services Coordinator Rebecca Young said. “And they’re not completely unfamiliar. necessarily looking at your intellectual level.” “Everybody has to study for the SAT.” Young said. “Even those who go to high 75 Students generally agree with this viewpoint, describing tests like the SAT and schools where there were many more multiple choice tests and things like that, ACT as “evil tests full of tricks” and “all about strategy.” College counselor Jennifer the SAT and ACT are whole different tests.” Christensen reveals the true reason they were instituted. “The idea was that standardized testing might level the playing field for first generation college bound students or students from an ethnic or national backgrounds,” Christensen said. The issue surrounding equality in testing relates to the concept of extra time Still, the tests have now become more about who can become the most skilled at and providing students with learning differences the opportunity to demonstrate taking them. Students notice that the skills and theories they learn in classes are not 80 their intellect on both aptitude and achievement tests. necessarily the ones they need to practice to do well on the SAT and ACT. Acquiring accommodations is not always an easy decision. Extra-curricular “Grammar is something on the SAT that’s not really something taught at all in activities can affect how willing students are to comitt to academic extra time. the English classes at MA,” junior Anne Williams said. “Even in math it’s more “One thing I tell students is that extra time is a big time commitment. It means conceptual.” you have to stay during lunch or after school to finish tests.” Young said. “But for Testing of any kind, whether in the classroom or in a cold gym full of angsty 85 some students if they didn’t have that time then they would not be able to achieve teenagers, comes in two forms: aptitude tests and achievement tests. The PSAT, SAT, at the level they are able to.” and ACT are considered aptitude tests. For sophomore Madeline Ginsburg, test anxiety has affected her since middle “An aptitude test looks at your cognitive ability, or your skill level with certain school. Although getting As and Bs in her academic classes, Ginsburg scored problems,” Young said. “School is really a lot about achievement tests, so your abilextremely low in certain sections of the ERB, a standardized aptitude test for ity to read or to do math or to write in an intellectual way.” 90 primary independent schools. After a teacher noticed her focus drop and anxiety Although these two definitions rest on close borders, aptitude tests are geared build right before tests, and especially math sections, Ginsburg was tested for a more towards predicting potential in problem solving whereas achievement tests learning difference. look at specific subjects and content. In the context of college, this distinction hardly “A psychologist determined that I would benefit from extra time on school math seems to matter. tests and also the math sections on standardized tests,” Ginsburg said. “It’s nice “[Ratings that determine loan qualifications] for colleges and universities are 95 that I get to relax a little during the test and avoid focus drops.” sometimes attached to how high are the average SATs or ACTs for incoming stuHowever, Ginsburg and others have noticed that a certain stigma revolves dents,” Christensen said. “Every college and university oftentimes borrows money in around the concept of giving students extra time around campus. order to complete projects or to grow. And one of the ways these outside organizations “I’ve heard people say that it’s just a way to get more time even though you evaluate the stability or the wrath of an institution can be standardized test scores.” don’t really need it,” Venkataraman said. “But if someone does have a learning Experienced teacher, and SAT math tutor, Jamie Collie explains how achieving 100 disability in that way it’s good to let them have that chance to prove themselves” in the classroom often doesn’t matter when it comes to the scores. There is a common misconception that extra time is simply handed out by the “Usually I find that students who do well in the math classroom do well on the learning counselors and advisors. Rather a strict process for providing accommath part of the SAT,” Collie said. “But there can easily be a 50 to 60 point swing modations exists for all students. Teachers too admit to have misunderstanding depending on how much they have prepared.” the concept at first. Students appreciate the value of an MA education and don’t seem to be looking 105 “When I first started teaching I certainly thought that everyone would do better for more standardized material from their teachers. This, however, only generates with extra time since it’s such a luxury,” Collie said. “But its not just about having a greater need to seek outside help. more time, its about having an equal opportunity to communicate your knowledge “It isn’t really the schools job to prepare you for standardized tests and I don’t and for some people it takes longer to -do so. think students really expect that from MA,” senior Sharanya Venkataraman said. “But While this may stand in the classroom, when extended time also applies for I needed an outside tutor to help me figure out how not to fall for the trick questions 110 students taking standardized tests the situation becomes more complex. and other little things I might not have figured out on my own.” “When it comes to the SAT and extra time, I think learning differences pose a Collie agrees knowing that the school’s academic policy and mission would never serious challenge,” senior Jamie Muresanu said. “Instead of trying to devise some support a curriculum surrounded on standardized tests. formula to calculate the correct amount of additional time kids need to achieve “At schools that I have taught at before, SAT prep was a part of Algebra 2 and parity, maybe there should be a supplemental test or just an altogether different Precalc,” Collie said. “But if that started happening at MA surely people would ask 115 testing route that students exclusively with learning differences take.” why are you doing that.” Those that do have extra time note their advantage in test-taking situations as Nonetheless standardized test preparation seems to create more anxiety than the well. actual test itself. This revolves around the uncertainty of the content and how little “I didn’t even see it in myself, but I would get really panicky before and during intellectual skill is required to receive a high score. the test,” Ginsburg said. “And I’m sure other people do too, but it’s just the fact “[My SAT tutor] knew that I wasn’t going to study 400 vocab words just so I that a teacher noticed it that was lucky for me.”

Extra time as a factor

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Opinion

November 4, 2011

Mission impossible: writing the college essay Sam Pritzker Features Editor I am currently in the car on my way to college number fifteen. My mom asks how I’ve been doing with the sudden influx of applications to complete. “Everything’s fine,” I mention, “except for one thing — one very important thing — my essay.” Writing the perfect college essay is like baking a flawless soufflé. All of the different elements are beside you, but when it comes to mixing them together, there’s always a good chance it will fall flat. I’m awe-struck by the kinds of personal statements that garner attention from top-tier universities. Princeton University claimed the best essay they read last year was about a girl who walked her dog everyday after school. To which I reply: Seriously? How did she make picking up Charlie’s poop in any way, shape, or form noteworthy? Did she disregard discussing

her experience as a hawk tamer? And what about her role as school president? Colleges want to know that, right? The answer to all of those questions is both yes and no. Over the years, I have (embarrassingly) managed to read college essays from the best and the brightest here in the Bay Area. The topics have ranged from one student’s autistic twin sister, to another student’s love of her wheeled backpack. Oh, and did I forget to mention one applicant’s essay about his favorite M&M color? Let’s face it: we all kind of want to save someone from an exploding volcano or take a trip abroad and come away with profound realizations. They would make for awesome stories, would they not? Again, yes and no. Plain and simple, I am a perfectionist. I hit myself over the head every time I spot a grammatical error in my section of The Voice and am never truly happy with my

artwork. Often times, I suffer the consequences: sleep deprivation and, if I’m not careful, according to my close friends and doctors alike, chronic stomach ulcers. My motto for class representative elec-

tions last year was “I get things done so you don’t have to,” but right now it doesn’t feel as though I’m getting much of anything done (aside from almost having induced my first ulcer…I have my astro-

physics midterm to thank for that!) When it comes down to it, though, what I have learned in these past few months is uncomplicated: no essay is perfect. Despite heartfelt metaphors and completely unique storylines, there is always room for improvement. Perhaps this is a good thing. Perhaps instead of ensuring who I am and what I Anna Kelly stand for is successfully reduced to a mere 500 words, I should focus instead on who I would like to be. Just don’t expect the ulcers to go away. Those are here to stay, college or not.

Personal connections tie students to schools Marshall Levensohn Op-Ed Editor

My email inbox only had 20 new robo-messages from random colleges wanting Prospective Applicant (me) to “Apply Today!” Among the dozens of unwanted messages, however, I received a message from a Director of Admissions that I actually know, Dan Babior. Dan invited me to join him to visit my middle school to talk about Marin Academy. Upon reading his message, I immediately remembered Dan’s visit to my class with a Town alumnus when I was a prospective student. That boy was a junior at MA, and his deep voice conveyed wisdom and mightiness to us all. During his visit I personally connected with both the alumnus and Dan. This interaction was a significant factor in my decision to attend MA. I was now back at Town as the alumnus, telling tales of my experiences going through the eighth grade admissions process

Tiffany Chang

and attending school with girls. Although they were four years younger than I, the students had a

lot in common with me. Both the eighth-graders and I were going through the stages of applying to

the next level of education. We were preparing to make decisions that would influence the courses of our lives. Going back to Town gave me new perspective on applying to schools, whether they are high schools or colleges. Instead of listening from the audience — as I have so many times during recent college info-sessions — I was now leading the discussion. This contrast highlighted the importance of personal connections in the admissions process as Dan fielded each question, first by asking for the student’s name. The eighth graders were able to make a personal connection with Dan, with me, and thus with MA. Every applicant at some point feels powerless when their academic fate lies in the hands of unknown members

of an admissions staff. The power, however, inevitably reverts back to the applicant once acceptance letters arrive. When this shift occurs, personal connections with a school pay dividends because students are more likely to attend a school to which they feel connected. While MA obviously receives fewer applicants than colleges do, its push to make applicants feel a personal connection to the school is still outstanding. From shadows to ambassador lunches, MA’s emphasis on personally connecting applicants to our school is the driving force behind recruiting such high-performing classes. As I anxiously anticipate spring, when the power will (hopefully) shift back to me, I take note of all the components that have personally linked me to our school. Similar to my eigth grade decision, I expect personal connections to highly influence my college choice because where one attends is more than just an academic institution; it’s a community.

A&E

November 4, 2011

Upperclassmen and underclassmen skirts: meant to flirt or drag in the dirt? Avery Hale A&E Editor The middle school days of jean mini skirts and other barely there apparel have seemed to fade further and further away as female high school students grow older. At MA, a noticeable difference in style choice can be easily recognized between underclassmen and upperclassmen girls. Not only do the younger girls often have a different style altogether than say a senior student, but their skirts in particular appear to be significantly shorter and noticeably tighter. This fashion trend tends to vary by student, but it is no question that recently the skirts girls choose to wear have become more and more conservative throughout the years they spend at MA. “I think part of it is that maxi

It’s always the indie girls that are wearing the long skirts, but honestly, shorter skirts are just way more attractive. dresses and long skirts are coming back into style now, so people are more willing to wear them to school,” senior Lyla Wilton said. “Younger girls may not be willing to do this because the people who do, definitely get criticism for it from guys, and as an underclassman this can be especially scary.” In addition to the idea that the younger girls are more scared of criticism, many students believe that the underclassmen simply care more about their ap-

Photos taken by Avery Hale

pearance. “I guess younger girls are more worried about making a good first impression and being hot, but once you’re an upperclassman you already know everyone so it’s less about worrying about what your friends think and more about expression,” junior Ella Cooke said. “I also think it’s kind of just people who are willing to be more artsy that wear longer skirts.” While not all of the long skirts have a particularly ‘artsy’ look to them besides the fact that they are a bit longer, students continually argue that it is a very particular type of person who tends to wear them, and that this look goes against what is typically thought of as mainstream. “It’s always the indie girls that are wearing the long skirts, or the girls that seem more down to earth” senior Andrew Schleeter said. “But honestly, shorter skirts are just way more attractive.” While this idea that guys do not approve of the longer skirt trend may have an impact on the clothes girls choose to wear, the skirts continue to make an appearance around school day after day. Yet the more the older girls choose to wear these long skirts, the more adamant the guys have become about their disapproval, including underclass males. “When younger girls wear shorter skirts it’s way better just because it shows off their bodies which is what guys want,” sophomore Ben

Ly o n s said. “I think m o s t guys just think tighter clothes in gene r a l and especially s h o r t skirts just look much more attractive.” Despite this backlash from the male population , girls continue to wear skirts of all lengths. Although it is predominantly upperclass girls who choose to don longer skirts, this trend seems to be creeping into the younger grades as well with a select few freshmen and sophomores choosing to steer clear of the tight and tiny body con skirts. New fashion trends come and

I think part of it is that maxi dresses and long skirts are coming back into style now, so people are more willing to wear them to school.

go, but the long skirt and maxi dress trend has certainly had an impact on both male and female students in all grades.

A&E

November 4, 2011

Improvisation fuels fall play: “Descent Into Mayhem” Samantha Jolson Staff Writer This year’s fall theatre production is “Descent Into Mayhem”, a collection of interconnected stories concocted by writer and director Annie Elias, will run on Nov. 4 and 5. Based on the Italian folktale “The Parrot,” the show begins in a Rapunzel-esque fashion with a businessman locking his daughter in her room before he leaves for Dubai, leaving behind a parrot to provide her companionship while he is away. The majority of the play revolves around a series of increasingly fantastic stories that a parrot tells the girl in an attempt to distract her from letting her obsessed suitor into the house. The play is acted in the Italian style of Comedia del Arte, in which there is a set plotline and largely improvised dialogue. Junior Stephan Hannan, who plays a general who embodies how

the girl views her father, is getting a lot of improvisational experience from his part. At one point in the play, he has to tell a long-winded war story. “Basically, [every show] I’m making up a monologue that’s tying into a scene going on at the same time,” Hannan said. “There’s a lot of give and take, [but the] cast is really great.” Many of the actors in the play also have the opportunity to write their own dialogue. Sophomore Charlie Hurtt and freshmen Sara Scannell and Maddie Salesky play three clowns who try to make a humorless prince laugh. “We get to create our own little show, and it’s really fun,” Hurtt said. “And because of [the structure of the play,] we get to make every show slightly different.” At a rehearsal, the practice was based around perfecting comedic timing (which needed very little alteration) and blocking. There was a lot of brainstorming about

Samantha Jolson

Students refine their improvisation skills during a rehearsal for “Descent Into Mayhem”

set pieces and additional props, as well as some toying with the idea of a drawn-on background. The final appearance of the stage has yet to be determined, but it is sure to reflect the spontaneous nature

of the show. While the show has changed over time, some changes were deliberate. “We have these two highwaymen who we rewrote the dialogue

for to make them more comedic than [intimidating],” Elias said. “Keep in mind, this was written before 9/11 and the terrorist threat. [In the original script,] they were talking about planting a car bomb and beheading the main character.” Similarly, in one torture scene, the performers change the costume of the torturers from black hoods to a more medieval style. The character designs themselves have taken on a far more mystical air than in past productions, said Elias. “One character is a sort of witch who collects hearts, and in one scene she has the heart of a young boy. She used to be more of a scientist, but now she kind of reminds me of Sybill Trelawney from the Harry Potter books.” Elias says that she is happy with the direction the show has taken this year. “It’ll be its own thing- not just redoing something they did at another school.”

From lanyards to mid-calves, guys’ fashion sweeps school

HIGH SOCKS: High socks seem to be one the most common trends, showing up frequently throughout school. Reaching the middle of the calf, guy seem to love this recent trend. What’s the secret behind their popularity? “To be honest,” said senior Alex Moss-Bolanos, “the high socks just make calves look great.” So, if you’ve been hitting the gym, grab some high socks and show off your toned calves.

It’s not hard to tell what’s “in” at MA. Look around the cafeteria on any given day and you are sure to find a multitude of male students with lanyards dangling from their necks and pockets, mid-calf socks, college sweatshirts, and boat shoes. The real question is, what’s the appeal?

COLLEGE APPAREL: College shirts, sweatshirts and hats are abundant on campus. “With college shirts it’s just that you wear the shirt of the college you really want to go to,” said junior Jeremy Berkov. But college apparel doesn’t necessarily seem to correspond to college aspirations. “I have a Yale sweater,” said junior Austin Reid, “so girls ask me if I go to Yale and I say ‘yeeaah lil’ mama’”. KEY LANYARDS: Lanyards seem to be both practical and popular. “I have a lanyard because it’s easy to use,” said junior AJ Johanson, “you can leave your keys in your pocket or on your neck, so it’s hard to lose your keys.” If you really want to go with the trend, let your lanyard hang out of the side pocket of your shorts, so that it can be easily snatched by anyone who wants to annoy you or steal your car. However, perhaps not all fashion statements are conscious choices. “With [these trends] I have it because someone gave it to me,” said freshman Milton Dimas, “I didn’t get it for myself.”

BOAT SHOES: With the amount of boat shoes present at MA, you’d think the sailing team had more members. But no, we have just many students who want to look as though they should be hoisting sails on a yacht in Nantucket. “Boat shoes are classy as heck,” said junior Alex Herdman, “but…I don’t see any boats at MA. Be conservative when deciding to wear them or not.” In short, wear them sparingly to optimize classiness.

Annie Warner

Writing and reporting by Annie Warner, Managing Editor

Sports

November 4, 2011

Five coaches resign, irking players in their wake Tiffany Chang Staff Writer

the team]. It was his choice to leave.” In the track team’s case, the coach told one member who then told everyone else. “Over the summer I was doing some work with Don and he just told me one day ‘You

This summer, six sports teams found out that their coaches resigned. Michael Coffino, boys’ varsity basketball coach; J O’Malley, girls’ JV basketball coach; Don Oliver, head track coach; Hilary Gruendle, varsity softball coach; and Eamon Kavanaugh, boys’ and girls’ JV soccer coach, all will not be returning this year. At first I was really upset. I “I found texted [Eamon]... ‘How could out three you do this?’ weeks ago when [Coffino] sent an Oliva Lloyd email,” junior, varsity basketball know Devron, I’m Who’s next? Varsity basketball isn’t the only team with an uncertain future player and track team member not coming back AJ Johanson said. “I was playing this year.’ He was basketball in the gym when Noah matter-of-fact,” sophomore and else, should be the person to no- should be finished in a few weeks. Lakritz came in and said, ‘Did you track team member Devron Martin tify the players and parents of my Although there are no candidates guys hear? Check your email!’ So said. “I told AJ, Berk [Norman], decision,” Coffino said. “I tried to for the softball coach yet, the team I looked at my phone and sure Kenny [Volkmann] and some figure out a way to make this hap- hopes that their replacement sticks enough, there was his letter of other people, and it got around pen in a timely manner, i.e., before around longer than the last one. resignation.” that way.” word of my decision leaked out in “[Gruendle] was only here for Members of the varsity softball the county.” one year,” said Hansen, “and to team, which received an email In response to the statement come and create a team around her from Frechette in late July, were that track, JV soccer and girls’ JV coaching, only to leave, made me also upset by the way they were basketball had not received any feel like she was just being fake informed. formal announcement, Frechette with us.” Of the six teams whose coaches “The worst part about it was said, “I think we can do a better have left, only varsity basketball finding out over email from Josh. job, but you know, some coaches received a team-wide email from I wish [Gruendle] had at least reach out and let them know right their coach. Some members of the had the deaway and JV girls’ soccer team learned the c e n c y t o some don’t. I didn’t even consider telling news by stumbling upon an ad on tell the othFrechette said Gruendle’s situaI try to fill in the team myself, as I thought the blanks tion was difficult because she fully Craigslist. er captains it was more of Josh’s Role. “[Over the summer,] a friend and I [sic],” as best as I expected to be here for an extended posted a link on my Facebook junior and can. Unfor- period of time, but then her situawall to an ad on Craigslist that said softball captunately I tion changed. that MA was looking for a new JV tain Lauren Hansen said. “She was working from home, think we get a little too focused soccer coach,” sophomore and JV but she took a new job where she Frechette said that athletes on the season at hand.” soccer player Amanda Klein said. typically find out that their coach While members of the basket- was traveling three or four days “She found the ad when she was is leaving from the coaches them- ball team were upset by the way a week, so it was not going to looking for a summer job.” selves. However, in Gruendle’s they heard the announcement, a be possible for her to continue,” Fellow JV soccer teammate So- case, she was not told to send the larger part of that dissatisfaction Frechette said. fia Miller saw the post on Klein’s email herself. Kavanaugh and Coffino left was due to the timing of the anwall. for Marin Catholic and Tamalpais “I didn’t even consider telling nouncement. “At first I was really upset. I the team myself, as I thought it “[My basketball teammates] High School, respectively. texted [Eamon]… ‘How could you was more of Josh’s role,” Gruendle were like ‘What now?’” JohanAs to why they left, Frechette do this?’” said Miller. said. “I firmly believe he is a huge son said. “There was a little bit of said that the two schools simply Sophomore goalkeeper Sammy asset to your organization and I animosity because we found out in offered better opportunities for the Barish was also upset by the news. would hate to step on his toes in September, which is two months coaches, who will both become “I really disliked how he didn’t that regard.” head coaches of MCAL teams. before the season starts.” tell us that he was leaving,” BarCoffino was the only coach who Frechette said that, along with When asked if pay was a factor in ish said. “I think it should be the emailed his athletes. the search for the track coach, the their decision, he said that it is hard coach’s responsibility [to notify “I felt firmly that I, and no one search for a new basketball coach to compare MA’s and the MCAL’s

The Informants and Informed

Inside the Decisions

coaching pay. “The MCAL often has teaching positions along with their coaching positions, so you can’t really compare that,” Frechette said. “I couldn’t say with the MCAL whether their pay is more or less…I don’t think whether coaches stay [at MA] or not depends on their pay.” Coach Coffino agreed. “Pay was a total non-factor in my decision,” Coffino said. “In fact, I will be making less money at Tam as a coach than at MA.” Coffino cited the main reason for his departure as his desire to be in the MCAL. “Four years ago, I expressed hope that MA might move into [the] MCAL,” said Coffino. “I believed then, and even more so now, that MA can compete effectively in the MCAL, although I am mindful … that some think otherwise. I eventually came to understand that the league switch was not likely in the foreseeable future or ever. Hence, I took advantage of … a rare opportunity. I was also drawn to the challenge of coaching in a large public school with a diverse demographic.”

A Lasting Impact Whatever the reason for the coaches’ departures, one thing is certain: their presence will be missed. “[Don] was really kind, really cared about us, and was always there…he was motivational in his own way, and fun - you wanted to go to track because Don was a nice guy,” Martin said. As a member of both the basketball and track teams, Johanson will be among those most impacted. “It’s funny because this year I quit cross-country, so it’s like I quit those coaches,” Johanson said. “But then I found out that my other two coaches quit me…I was thinking ‘This is going to be a fun year.’”

November 4, 2011

Sports

Suffering and success go hand in hand, rower finds Greig Stein Staff Writer Sometimes to accomplish what you dream of doing, you have to sacrifice everything. Last summer I was in Kent, Connecticut trying out for the United States National Rowing Team. Three days into the camp, I called my parents and insisted I come home. I was sick and showed no hope of making the roster — only 18 of the 60 rowers would make the team. I was the smallest out of the group and had trouble keeping up with my competition. In my dreams, making the national team was a completely different experience. Somehow, physical pain never factored into my dreams about rowing. I had always thought about the glory, and never the work that would get me there. Yet after only three days, I had turned from a race-hungry, dedicated athlete into a beaten down rower who just wanted to go home and sleep in his own bed. I called the head coach so I could meet with him and tell him I would be going home the next day due to my sickness. Being sick was enough to get me an honorable discharge from camp, but inside I knew that it

was not the real reason I was leaving. I couldn’t admit it to myself at the time, but I was leaving because I just could not take it anymore. The work was too much. We were being tested every day - and losing just one four minute race meant that they would send you home. It was survival of the fittest. To my frustration, my coach didn’t pick up. He texted me later that night, asking me what it was that I needed to meet with him about, but I had already gone to bed. If he had picked up I would have quit that night. I woke up the next morning and forced myself to endure one last practice. It was a miserable morning —16 kilometers of high intensity rowing — but I got through it, and was finally going home. I would talk to the coaches after lunch. But as I walked back to the dining hall to eat I couldn’t help but think about all those nights I had laid awake dreaming about racing at Worlds and representing my country. It had been two years since I had set my goal, two years of constantly imagining myself wearing a USA unisuit. My teammates told me that I probably wouldn’t make

it, and even my coach had pulled me aside and suggested I try a ‘development camp’ instead. But still, I thought about it constantly. For those two years, I told myself that courtesy of writer I could do it, and Greig’s boat, in front, racing at the World I would do it, no matter what sac- Championships against Belarus, Serbia and Canada. rifices it took. Worlds. There were ten of us comI soon realized that the misery I peting for the six spots left. It was was going through was that sacri- clear that it would come down to one fice. I would have to sacrifice my final four minute race; 1500 meters entire summer if I wanted to make would decide whether I would make the team. So I soldiered on, day by the cut. day, one practice at a time. I took my They put us out in two boats days moment by moment, hanging of four men each. After one time on for my life. down the course, I switched boats After a few weeks, I realized my with another rower. Whoever focused thinking was working. I made the boat go faster would be was keeping up. I had made it past the one. I shook his hand before the first two rounds of cuts. I won we drifted away - we both knew my seat races and proved myself this was it.One of us would be on the water. There were just four going home. more rowers to be cut, and after sufThe coaches started the two fering so much, there was no way I boats even with each other, and was about to let one be me. after just twenty strokes my boat It came down to one final day of had gained three feet on the other. seat racing on the water to determine Half way through the race I was who would be in the boat to race at thirty feet ahead. I knew it right

then that I had done it. I had made the national team. This meant going to Eton, England, to represent the United States. There, I had the experience of a lifetime racing against other countries’ national teams, an experience I may never have again. I had spent two years dreaming of racing at the international level and I finally got there. My boat came in twelfth, which was not as good as we had hoped for. But when I put my head down after our last race, in which England and Denmark sprinted past us in the last fifteen strokes, I didn’t feel an ounce of regret, as I knew that there was nothing more I could have given. Sure, I didn’t completely achieve what I wanted, which was to medal at Worlds, but that didn’t matter to me. I pushed myself further than ever before, and put it all out there. The satisfaction of knowing I had worked so unbelievably hard weighed more than a medal around my neck. This summer I learned that to live your dreams you have to stick with it even when times get tough. Even if that means suffering, it’s a whole lot better than giving up.

Wildcat athletes: universally unified against University Anna Dawson

DS: Why did you start playing volleyball? AD: I started in sixth grade because it was something I had never done before. I started playing for my school. DS: Does the team have any pregame ‘rituals’? AD: We always go after warm-ups outside to change into our game jerseys, grab our pinkie tape which has an inspiring word on it, and put it on our left pinkies. Then we hold each other’s hands in a circle and Ellie starts with a hand squeeze to the person next to her right. They pass it on, and when it comes back to her we all go, “Aaaaaahhh! Cats!” DS: Are there any rival schools that your team is Dawson, at home in the New Gym determined to beat? AD: Beat University. DS: How does the team get pumped before a game? AD: We get pumped up during warm-ups with the music and the pre-game play to build up our intensity. DS: What is one moment in volleyball that you hope to remember years from now? AD: It was last year when we played University in the BCL championships. Even though I was a bench warmer, it was just such an intense game and it felt so good to win. It was a really close game, kept everyone on the edge the entire time, and it was a huge comeback for us.

Andreas Freund

DS: When and why did you start playing soccer? AF: I started playing soccer when I was about seven just because I enjoyed it. In second grade it was a lot like a job in my life rather than something I do for fun. Now it has become more like a passion. DS: Does the team or you have any pre-game rituals? AF: Before every game we huddle up and the captains give a motivational pre-game speech. We pump each other up and remind every member of the team to work hard. DS: Who/what has been the inspiration for you? Why? AF: Josh Kalkstein has been the biggest inspiration for Freund rips a shot on goal me, for my whole time at MA. He knows how to get the team pumped up before a big game and can get the best out of us. His high expectations for the team motivate us to work hard every training session and in every game. DS: Are there any arch rivals that your team is determined to beat? why? AF: Branson and University. We just don’t like them. DS: Who on the team inspires you the most? AF: Terry Castleman inspires me a lot. He is always very vocal and never lets anyone get off without working. Writing and photography by David Sutter