Park Tudor Tribune Issue 3 May 2014 by Park Tudor School

Park Tudor Tribune

Issue 3 May 2014

Image from photos.parktudor.org

Table of Contents Letter to the Editor

Letter from your Editors

Helping Others to Help Themselves

Turning Our Backs on Ourselves

To Comfortably Fix a Problem

The 100 Club

A Misplaced Burden

Learning is Better

Suicide Prevention

Senior Polls

Interview with Mr. Hull

The “Problem” with Pop

Editors Douglass Boshkoff Amy Cohn Dan Fu Joseph Komari Margaret Kosten Amanda Li Angela Li Meredith Mannix

Mattie Shepard Alexus Sims-Barnes Emily Stark Alayna Weiss Mia Zhao

Contributors Maddie Allen Douglass Boshkoff Amy Cohn Nick Hornedo Margaret Kosten Layna Owens Hadley Rankin Emily Stark

Nikhil Tewari Anne Ullyot Alayna Weiss

Letter to the Editor “All young people, regardless of sexual orientation or identity, deserve a safe and supportive environment in which to achieve their full potential.”--Harvey Milk On April 11, you may have noticed that the hallways were a little quieter, the library a little more library-like. On this day, many students at Park Tudor participated in the National Day of Silence (DOS), to raise awareness about the silencing effects of anti-LGBT (lesbian, gay, bisexual, and transgender) bullying. By taking a vow of silence, students participated in an active, public silence--a loud silence, if you will. By publicly choosing to remain silent, we sought to honor those who have been silenced and to make their silence heard, seen, and felt.

ment we received from the majority of the student body. However, amidst all the wonderful reception we saw, the DOS brought forth language and actions that were both disrespectful and offensive. We in the GSA are aware that there are those in the student body who do not support the GSA and what we stand for. Let us preface this letter by saying that this is perfectly okay. The purpose of the DOS was not to change anyone’s views regarding gay marriage, LGBT rights, etc., but rather to raise awareness of the effects of bullying based on someone’s sexual orientation or gender identity.

During the DOS, participants encountered some students who made hurtful comments. Incidents such as students yelling “fag” in the hallways Overall, the execution and reception and making inappropriate comments of the DOS was positive, and the GSA on social media are serious, offenwould like to sincerely thank all the sive, and disrespectful to those supstudents who participated (whether porting the initiative. Anti-LGBT bulor not they were lying is a huge “Park Tudor is so much more GSA members) problem in the and all the stu- than a community; it’s a fami- United States dents who showed ly. We have to be able to respect today. Accordtheir support of each other, regardless of our dif- ing to a GLSEN those participat- ferences.” (Gay Lesbian ing. We also greatStraight Eduly appreciate the strong support we cation Network) survey, nearly 82% received from the faculty, the admin- of LGBT students report being veristration, and the respectful treat- bally harassed and 38% report phys-

ical harassment. Furthermore, nearly 85% of the students surveyed reported hearing homophobic remarks at school. Bullying on the basis sexual orientation is no different than bullying on the basis of race, sex, religion, or ethnicity. It can cause the same types of negative effects in its victims: skipping classes, receiving lower grades, and even self-destructive behavior such as suicide attempts. Our words and actions can have real, detrimental effects on others, regardless of their intent. We’re not asking you to take a particular position on LGBT rights issues, but we are asking you to be respectful of your fellow students. It is important to remember that Park Tudor is so much more than a community; it’s a family. We have to be able to respect each other, regardless of our differences. The point is, no type of bullying or verbal harassment is acceptable. Basically, “we don’t do that here.” As we enter the 2014-2015 school year, we’d like to encourage you to reflect on whose voices you are hearing and whose voices, due to bullying or offensive and disrespectful language, might be being silenced. Respectfully, The GSA

Letter from your Editors The Senior Editors

This past year, we, at the Tribune, have published articles on topics ranging from pertinent current events--like the Black History Month lunch controversy--to serious issues concerning people our age--such as teenage suicide-to more light-hearted topics--such as a review of the latest Pokemon video game. We hope you have found these articles relevant, informative, and interesting. As always, we encourage those of you who have particular topics you would like to see covered in the Tribune to submit articles to our advisor Ms. Cleveland.

Finally, we would like to thank those whose support has made our newspaper possible. Firstly, we would like to thank Ms. Cleveland, our amazing advisor and leader. We are deeply grateful for all of her help, support, and guidance. Secondly, we would like to thank Ms. Dean whose help and support with the technical and design aspects of our newspaper has been outstanding. Thirdly, we would like to thank Ms. Gellin and Ms. Southard for having their juniors write and submit editorials to us. We would also like to thank all of the other teachers and administrators whose involvement and support has As we depart for college, we know that been crucial to our newspaper. we are leaving the Tribune in strong and capable hands. But we also know While we will miss you all next year, we that more help is always appreciated. are excited to see what you produce. If you are interested in what we do-- We would like to leave you with two which ranges from writing news arti- quotations, which we find particularly cles, editorials, personal essays, and inspirational. reviews, to conducting interviews of teachers and students, to taking pho- “Either write something worth reading, tographs, to bringing all of these arti- or do something worth writing.” cles and pictures together into a news- --Benjamin Franklin paper through InDesign--we heartily encourage you to get involved. If you “The pen is mightier than the sword.” are interested, you can contact Ms. --Edward Bulwer-Lytton Cleveland or our rising senior editors, Douglass Boshkoff, Emily Stark, and Alayna Weiss.

Helping Others to Help Themselves by Layna Owens

Typically the kids that Park Tudor students and administration choose to donate their time, money, and efforts to definitely could use some guidance and financial assistance. But how much can a group of rich white people give the kids everything they need really help them in their future lives? Aren’t the important things in life how you benefit the world around you and to be happy? It is important for Park Tudor to realize that how we have been volunteering for other kids has altered how they see what their role in society is.

it is a problem. Even President Obama has traveled the country giving speeches on this growing gap between rich and poor. Park Tudor, as a school filled with wealthy families, has done its part in donating money. However, what it has not done is accept its duty as a philanthropic high school to assist those same organizations and people that it has donated to, by showing them that they are able to help the world or the community as well. Step into the shoes of those kids. Imagine seeing rich people from a private school come to help you every week, or once a year, or hear Let’s start with the Kaleidoscope. It about what they’ve done for you and is an afterschool program in a rough your school on the news, or from your neighborhood and it’s made up of administrators. Would you not assume primarily, if not totally, black kids. In that your role is to receive help from hindsight the PT volunteers at Kaleido- rich white people? Would you not be scope can say, “I helped tutor kids that inclined to believe that you, as well as have financial struggles and attend your peers, couldn’t help yourselves? IPS.” However, there is a very different Children in poverty, broken families, perspective that is the elephant in the and with lesser educational opportuniroom for the organizations Park Tudor ties do not just need money. They need chooses to volunteer for. That perspec- guidance in a manner that directs tive is based on how providing oppor- them to not believe, but know, that tunities for Park they are capable Tudor students to “Children in poverty do not of making a difconsistently help just need money. They need ference for thempoor black kids selves as well as guidance that directs them shapes the mind their communiof the kids on to not believe, but know, that ties. It is importwhat their role in they are capable of making a ant for them to society is/will be. realize that they difference for themselves and In America as a have the power whole and within their communities.” to help other peoour own state of ple, and that they Indiana the division between econom- are not always the ones who need to ic classes is increasingly apparent, and be helped.

The Kaleidoscope Club does make a very selfless decision to give the toys purchased with Elves for Education to the parents to give to their children on their own. This type of selfless giving should be embraced in nearly all of our philanthropic ventures. Now, I’m not saying that going to Kaleidoscope or The Project School to tutor kids and play with them is a bad thing. Instead, I’m comparing the effects of making the kids feel like they need to be helped by rich people outside of their community, and showing kids that they are the ones who can help their own community. Programs like this make Park Tudor students feel happy and proud to be helping out someone who has less than them, as it should. Unfortunately, the kids that we help rarely have the opportunity to have those same feelings because they are consistently being made into a group of people who need assistance rather than being a group of people that can give assistance. Our programs would be more beneficial if we allowed the kids from certain organizations the chance to give back to their own community. Why don’t we sign them up to come along with us to volunteer for homeless shelters or the Humane Society? We can do more than give material items. We can help people who have been taught by experience to believe that they, and their community, are in need of help, to realize that their help is also needed.

Turning Our Backs on Ourselves by Nick Hornedo

Park Tudor fans cheering on the team at the State basketball game. Image from photos.parktudor.org

I’ve never been the biggest sports fan. Many friends, family members, and really any casual onlookers have been quick to attribute this to my apparent lack of coordination. Nevertheless, I still like going to PT basketball games. Being the undisputed king of Park Tudor fandom, our basketball games are supremely popular not just because of our team, but also because of our fan section. PT games are undeniably fun and having a student body that is always willing to show their spirit is an invaluable resource for our players. However, at the beginning of every game that spirit manages to take a darker turn. When the opposing team comes out, students traditionally turn their backs as a sign of disrespect. Then, the game doesn’t seem so fun, and our spirit not so great. Recently I’ve asked some close friends of mine what they thought about the turning of our backs during the game, and the response is usually along the lines of “It’s just a game,” or “What do you expect? It’s sports.” And as much as I’d like to join my friends in our hoorah for PT basketball, I can’t help feeling a sense of irony that sportsmanlike conduct and antagonism are even considered related in the first place. Traditionally, sportsmanship is seen as a celebration

of the game itself, not for the rival- fact that we could relate antagory mentality that we tend to make nism with sportsmanlike conduct out of it. It’s supposed to be a love is just ironic. It’s harmful to the and respect integrity of our for the game. “What I find most ironic about games. It is the And although the unsportsmanlike conduct very essence most students is the fact that it’s happen- of what sportscan agree that manship is not. ing at Park Tudor. How, in our basket school that so fervently proball team disHowever, what plays excellent motes respect for others, can I find most irons p o r t s m a n - the student body show such ic about the ship, it’s easy disrespect towards others?” unsportsmanto forget that like conduct sportsmanship going on at applies to fans too. According to school games is the fact that it’s the Indiana High School Athletic As- happening at Park Tudor. As stusociation’s (IHSAA) policy on spec- dents, we tend to hear about the tator sportsmanship, fans are en- student motto, scholarship, integcouraged to “stimulate [a] desired rity, and respect, quite a lot. We’re crowd response…without antago- reminded of them nearly everyday nizing or demeaning opponents.” and we’ve even established an Spirit is still okay; in fact, it’s en- honor council with the purpose of couraged. But it’s when school promoting them throughout the spirit becomes equated with dis- school. So how, in school that so respecting one’s opponent, that’s fervently promotes respect for othwhen unsportsmanlike conduct ers, can the student body show comes into play. And although it’s such disrespect towards others? easy to forget that we’re not sup- Part of the reason is that it’s just posed to root for the other team’s easy. Ponoma University student, failure, we should remember that Ariana Sanchez, described a simwithout skilled opponents, PT bas- ilar situation in his school newsketball would be nearly as pop- paper as being the result of us ular as it is. After all, our favorite losing “self-awareness” and begames are typically the ones that coming “less concerned with how are close, not the ones where we others may interpret our actions.” crush the other team by thirty. The

When we’re in a big crowd cheering on our team everybody is more focused on what everybody else is doing that it’s easy to forget ourselves and how are actions are likely to be interpreted. In the past three years of attending games, I’ve seen student council presidents turn around, 4.0 students turn around, but I never noticed myself turn around. I was so content with being part of the crowd that I never noticed what I was doing or who I was devaluing. Following through with a set of values doesn’t just require memorizing three words. It requires self-reflection and a constant awareness of one’s actions. Last year during one of the games, the opposing fan section chanted, “You’re so gay.” Instead of striking back and insulting their school, we instead drew from our own source of pride as a school and chanted back, “GSA.” Why can’t we do more things like that? Hopefully next game we can. If we really care about the values we hold as a school, and if we really care about PT basketball, then during upcoming tournaments, let’s make a pledge to not turn our backs on the other team and ourselves in the process.

To Comfortably Fix a Problem by Nikhil Tewari

ting the warm feeling that you’re promoting equality and adding to our community. But eventually one has to stop and wonder… How does raising money help integrate homosexuals in our society?

It’s common knowledge in the upper school that the GSA has the best bake sales. However, what makes them so great is not the quality of their food. Let’s be honest- any food in general will sell like wildfire in the upper school before

lunch. But what separates the GSA’s bake sale from the others is that you know that you’re giving your money to a good cause. When you give their bake sale some money, not only are you getting a homebaked cookie, but you’re also get-

The answer might be complicated or a resounding no, but either way the real question is why has no one brought this up? The answer is a psychological phenomenon called the halo effect. The halo effect is a cognitive bias in which our overall impression of a person or people’s character influences how we feel about their actions. This principle can be applied to a nationalistic view of the United States. The world knows that the U.S. stands for freedom, so therefore everything they do must be in the name of freedom. As for the GSA, they are pursuing one of the noblest causes there is. To promote equality and try to fix one of the largest social issues in America right now in our community is unquestionably forward thinking of the group. Don’t get me wrong; I think that they are tackling a problem that needs to be fixed. Keep in mind that I am questioning their method of fixing the problem, not

the problem itself. Since everyone knows them as a good and innovative group, everything they do appears good and innovative.

and understanding and personally connecting with the people in your socially uncomfortable zone, or in this case the homosexuals at Park Tudor. He believed that you Yes, I do realize that the GSA does could give money to this cause, or more than just hold bake sales. talk about this cause with others in Along with bake sales, we have your socially comfortable zone, but had one public speaker at Park the only real change is made when Tudor, and a few speakers for stu- you step outside of your socially dents who wanted to attend after comfortable zones, or the margins. or outside of school. But my ques- It is for this reason that I don’t tion still stands: Do they help? think the GSA is helping the probMartin Luther King once said that lem that they initially set out to fix. you could throw They are invitall the money “Dr. King believed that you ing people who you wanted at could give money to a cause want equality “the margins”, to learn about or talk about it with your but every step it, and they are in the margins friends, but that real change raising money is a footstep is made only when you step to help keep sized hole in it. outside of your socially com- the group runBy margins, he fortable zones into the mar- ning and get meant the area the speakers to gins. For this reason that I outside of our talk with them. socially com- don’t believe that the GSA is This is not stepfortable zone helping the problem that they ping into the that are gener- initially set out to fix.” margins; this is ally occupied wanting to help by the groups them from afar. that are singled out as different, I realize that stepping into the handicapped, or bizarre by soci- margins is complicated and diffiety. By stepping in the margins, cult, and finding a way to do this is Martin Luther King meant going more complicated. But this is why

the GSA was created: to find a way to get people into the margins and push the stubborn ones in along with them. Why is homophobia a problem right now? We as a whole are predictable, and it seems to be our nature to want to separate ourselves by group. If you looked at a picture of people protesting African Americans going to school and people protesting gay marriage, you’d notice a striking similarity. Everyone is mad that the status quo is changing, and there is no possible way his or her belief system or religion would allow this to happen. However, nowadays we look back at the people protesting African Americans going to school and we think of how silly all those people look, angry at what was clearly a fair thing to do. One could only extrapolate that years from now, we will look upon people protesting gay marriage with the same feel of condescension and disdain. But for now this is merely a thought. A thought that I want to happen, and a thought that the GSA is trying to make a reality.

The 100 Club by Maddie Allen

The quick clicking of a smartphone Even in Park Tudor’s small, relativekeyboard. The sound effect of every ly spread out community, we are imtext, every tweet, every time you re- mersed in an environment that idolisfresh a page. The desire to get a few es social media. more likes, or a few more favorites, to beat your last record. Strolling The number of ways we validate our through the halls of Park Tudor, there own lives here at Park Tudor seems endless. After is a high chance that this is what “If we all just stepped away all, who doesn’t you might wit- from our smartphones and enjoy seeing a picture on Faceness, if not oversocial networks for a litbook “liked” or hear people distle while, we could all relax cussing. This is if a tweet “favoryou’re among the knowing that we’re being re- ited” by anothmajority of the garded not by how our social er user? What you put on sostudents, myself media profile portrays us, but cial media is included, who tend to frequent- genuine interaction instead.” judged by your ly, perhaps even peers at most obsessively, use some kind of social schools, but here, the small environnetworking site such as Twitter, Face- ment with the aspect of, “everybody book, Instagram, Snapchat, or Vine. knowing everybody” intensifies the

feeling of needing to watch what you post. Here, what you put on social media is a big deal, and impacts how others see you. Some might say, those who actively participate in social media have no one to blame but themselves for the negative effects that occur with them, and around the community. I believe this isn’t the case. As if being a teenager wasn’t already stressful enough, those who do not yet know exactly who they are tend to mold themselves based on other people’s opinions and views. I have witnessed this first hand many times in the hallways of our school, so I’m confident when I say that these people who end up conforming to society’s views of what it means to be, “cool” usually end up feeling rejected, excluded

and lonely. In terms of social media, I mean that students here do this by either being judged for not participating in social media, are thought of as acting stuck up or superior if they refuse to participate as often as everybody else, or finally, run the risk of being ridiculed, mocked, or talked about behind their back after every status or picture they post. If you didn’t tweet, instagram, or document a social event on some social networking site did it really happen? This seemingly common joke seems to be becoming more and more real in our small community of Park Tudor. I’ve gone to uncountable social events where every single person in the room has found it necessary to post something about the fact that they attended an event, as if flaunting the fact that some people who read it may not have been. I will be the first one to admit this, that documenting precious time spent with friends outside of school sometimes seems important. Especially when phrases like, “247 likes in twenty minutes? Are you Jesus or something?” on instagram, or “Wow how did you get so many favorites?” on Twitter encourages us to try to get as many followers on our social networking sites as possible, which will ultimately lead to a broader audience of who will view our posts.

Being a part of such a small student munity. As we know, perception is evbody, around 400 tightly knit kids, everything; especially in the world of soeryone has the desire to distinguish cial media. In order to appear perfect themselves in some way or another, to the social network world, people whether it’s at Park Tudor through ath- “‘247 likes in twenty minutes? spend excesletics, arts, sive amounts Are you Jesus or something?’” music or othof time tweaker school acing their Instivities. However in this day in age, tagram filtered photos, formulating when social media use is at the high- their tweets and posts to make sure est it has ever been, it has become that they are projecting this perfect an entirely new way on it’s own for image of who they want to be. student’s to stand out. Bringing back the word I mentioned earlier, idoliza- In short, the question now becomes, tion. Research done by the National why do the students here, myself inInstitute of Mental Health concluded cluded, care so much about how oththat while being a teenager, we are ers perceive ourselves online? I am forced to deal with a string of new asking our community to realize that concepts that seemingly contradict creating and maintaining an online themselves. “Being expected to act presence at Park Tudor has almost like a grown up, but having to ask become most relevant online than permission to do the things we want; in it has in real life. I feel that if we the need to “stand out”, but simul- all just stepped away from our smarttaneously conform to what our peer phones and social networks for a litgroup accepts is ‘cool’ has become tle while, we could all relax knowing an obsessive task” that we’re being regarded not by how our social media profile portrays us, Questions like, “What should my cap- but genuine interaction instead. I feel tion be? Is this filter okay? Who favor- that the time has come for our school ited this? Who retweeted this? Who to live as a community without the liked this? Who didn’t like this? When constant burden of smartphones. is the best time to post this? How The time has come to stop with the many likes did I get?” These types of obsessive refreshing, the constant questions feel necessary to ask your- texting, and the posts. The time has self whenever formulating a status, come to stop valuing the little screen filtering a photo, or making a caption ten inches from our faces more than in order to make yourself, “seem a what the person sitting next to us has certain way” to the peers in our com- to say.

A Misplaced Burden by Douglass Boshkoff

Last week I sat down to eat my lunch homework before our chapter test. The in the Commons. As I tried to eat my teacher told us that the test was similar food, I sighed inwardly. A couple of my to doing the worksheets. The workfriends were talking about the same sheets were optional, but the teacher topic they discuss every other lunch. offered to go over the correct answers They were criticizing a certain teachto the worksheets after class with er’s teaching style harshly. As I nodanyone wanted to come. Yet instead of ded along, I couldn’t help feeling that being grateful for the opportunity she this was unfair to the teacher. Why do was providing us, most of us were just students critique their teachers for any irritated at the amount of work she had minor flaw in teaching style when we assigned. When we got the test back, it are the ones trying to learn from them? was one of the worst of the semester. It makes sense to discuss teachers as This is a classic example of a teacher they are the primary adult mentors in providing students at Park Tudor the our life besides parents. However, an tools we need in order to do well only unacceptable amount of blame is dele- for us not to use them because we gated to teachers. I often hear “Well, he expect teachers ensure our educational just didn’t teach the material well” or “I success. One of the reasons that we don’t know why she gave us so much place responsibility on the teachers is homework”. As students we expect the that it makes it much easier to dismiss teachers to spoon-feed us information our own mistakes. We can make excusthen we get angry when they follow up es for ourselves so we don’t have to by giving us homework. Students at think about how we messed up. We are Park Tudor incorrectly put the burden of afraid botch our work so we shift the relearning on sponsibility the teachers “We expect our teachers to spoon-feed of learning instead of us. We incorrectly put the bruden of to teachers our selves. as a defense learning on our teachers instead of our mechanism. selves.” Students may argue Due to the that the job of a teacher is to ensure perceived responsibility of teachers that students have an adequate grasp for each student, Park Tudor students on the material. While this is true, expect teachers to think for us. We isn’t our job as student to learn from are often guilty of what I like to call teachers. Is a teacher’s job to make “empty learning.” Students memorize sure that we all get an A? No, we are facts just so that they can pass a test responsible for our own grades. Yet and assume that teachers will make we expect that teachers be responsiimportant connections for them. This ble for the academic career of each style of learning is opposed to connectstudent individually. Recently I had a ed learning where we attempt to think teacher who gave out a huge amount of critically about course material to other

classes and see how it relates to real life. To some extent, we are all guilty of empty learning. For example, when I had a calculus test last semester that I hadn’t studied for, I just memorized the theorems given to us without thinking about how they related to the chapter. By participating in this type of learning more frequently we are negating the main reason we come to school: to learn to think. As Assistant Dean of The University of Phoenix College for Education puts it, students shouldn’t only be concerned with “rote memorization” rather, they should be learning outside of the classroom. By utilizing empty learning strategies students are placing more and more reliance on teachers to think for them. Unfortunately we can’t always have a crowd of our teachers following us around telling us what to think. Of course there are always going to be great expectations upon teachers at Park Tudor due to the nature of an expensive private school. However, this isn’t a reason to allow them to shoulder the responsibility of teaching alone. The solution to this problem isn’t easily fixed. We need to learn to take interest in our own education. Small things like doing an optional reading assignment or coming in for help after school can lead us on the path to becoming self-sufficient learners. If we don’t start to take responsibility for our own learning, it will cost many students dearly in future education and careers where they are expected to take the initiative in their own learning.

Learning is Better by Alayna Weiss

I usually spend the night before a test trying to soak up all of the key terms and concepts that I will be tested over. I walk into the test feeling confident and hand my test in still feeling confident. I know I will recieve a good grade. After all, it was only a multiple choice test. As soon as I leave the room, however, all of the information drains out of my head, leaving me struggling to recall what the first question of the test was, let alone what I learned in the previous unit. Many Park Tudor students, myself included, engage in this regurgitation of information to get a satisfying grade, doing the absolute bare minimum to get an A. This is because we, as students, share a responsibility with the faculty in putting too much value on grades and not enough value on learning. The weight that students give to grades originates from many sources. First and foremost, students put pressure on themselves to get good grades. It may be an inner determination or a yearn to outcompete peers, however, both result in simply memorizing information rather than understanding and applying the information to gain a new skill set. Students also don’t want to disappoint parents who tack on extra stress, but with good intentions. Parents want their kids to receive good grades to give them a chance at being accepted into a good college. Furthermore, colleges are becoming increasingly competitive and have higher standards for applicants than ever before. According to the Princeton Review, the average high school GPA of those accepted into Purdue University last year was a 3.7 compared

to a 3.57 average in 2010. Therefore, students feel the pressure mounting to have a stellar transcript. Moreover, if a stellar transcript can be attained by the memorization and regurgitation of information, then there will be a greater attitude of indifference towards learning among students.

that when a student values learning and takes the time to really understand concepts and apply them to real life situations, good grades will follow. Although I concede that this does sometimes apply, good grades often take a longer time to follow than most students are willing to wait. The extra hours a student puts “Both students at teachers at Park Tudor in studying Faculty also does not alput too much value on grades and not plays a role in ways yield emphasizing enough on learning.” the desired grades over result by learning by treating each as a separate virtue of the test. Therefore, students entity. Getting good grades is distinct skimp on understanding and applying from learning how to think critically and the material and resort back to memoproblem solve. Furthermore, the two rizing because the grade payoff is more separate entities do not necessarily rely or less the same. on each other; Having a 4.0 does not Ultimately though, the solution to make necessarily constitute life skills that will learning the top priority lies both withbe essential outside of high school. Stu- in the students and the faculty. It is our dents put their energy towards getting responsibility as students to be interestgood grades and looking good on paper, ed in learning and gaining new skills to while actually enjoying what they are succeed beyond school, not the facullearning and fostering skills from said ty’s responsibility to make us interested. enjoyment becomes secondary. For in- However, the faculty can take steps to stance, students skim or sometimes foster learning by straying from making ignore worthwhile articles and supple- all grades content based, for example ments that teachers send because stu- multiple choice tests. Faculty can intedents have limited time and taking time grate more projects into the curriculum to read articles that won’t directly ben- that require students to apply what they efit one’s grade is seen as wasteful or are learning in a new way whether it be unnecessary. It is this negative attitude using public speaking skills to make a that students have, fostered by tests presentation or thinking innovatively to that don’t challenge students to do any- come up with a solution to a global isthing but memorize what they are learn- sue. Whatever the means, the end reing, that results in students not getting sult must be a higher regard for learning the most out of their education. as that is what will really help students when they step off the Park Tudor camSome faculty might object to getting good pus. grades and actually learning new skills being separate entities on the grounds

Suicide Prevention by Margaret Kosten and Anne Ullyot

Just six months ago, Lawrence Cen- her life may only push another pergoing to take their own life. It may tral students were left devastated son farther into depression. It is im- help to give specific reasons as to by the discovery of the corpse of a portant to realize this when talking why you are concerned, and let him fellow student in a school restroom; to somebody about suicide. Each or her know that you are coming her cause of death solemnly conindividual will be to them out of firmed as suicide. The loss abruptly facing a differ“If you are considering sui- care for his or altered the previously exuberant en- ent problem and her well-being. cide, talk to somebody. Peovironment over a big football game techniques used This question ple will want to be there for may strain a to a tragically somber one; the trage- to discourage dy gaining the attention of both local and comfort him you. Remember that suicide relationship and national media alike. Although or her should be if the answer is a permanent solution to a Park Tudor is abnormally fortunate equally unique. is “no,” but it temporary problem.” in their lack of successful student could ultimately suicides, the likelihood of this trend If you are worsave the life of continuing is becoming increasingly ried about a friend or loved one, you a loved one. Obviously, this quesbleak. I assert that the competineed to know the risk factors before tion should not be unjustified. Don’t tive environment leaves Park Tudor jumping to a conclusion. HelpGuide. throw around the word as a joke. students dangerously susceptible org, a non-profit resource, defines Only bring it up if you have a true beto suicidal thoughts. The caustic traumatic or stressful events, mental lief that he or she is already thinking combination of personality type and illness, a family history of suicide, about it. rigorous course load can lead to im- a previous attempt, isolation, selfmense academic success. However, harm, change in behavior, or subIf a person admits to you that he or it can also amplify depression, and stance abuse as risk factors. Obvishe has been considering suicide, ultimately lead a student to consider ously, you know the person better evaluate the risk level. According to suicide. Park Tudor students and than any prescribed guideline. If you HelpGuide.org, the way to do this is faculty must learn how to address have reason to be worried, act on it. to ask them if he or she knows how, the threat of suiTalk to him or when, and if he or she will do it. If “Park Tudor students and cide in a classher about suihe or she seems to have a successmate, friend, or faculty must learn how to ad- cide. ful and plausible plan in mind and student. he or she says they are going to do dress the threat of suicide in First of all, it is it, he or she is at severe risk and a classmate, friend, or Experts disimportant not is in a suicidal crisis. A reasonable agree on how to student.” to tiptoe around answer to any of these questions prevent suicidal the topic of puts him or her at risk and he or she thoughts, and ultimately attempts. suicide. If you believe that someone needs to receive immediate profesWhat may convince one person to is experiencing suicidal thoughts, sional help. Sometimes the best seek help instead of taking his or ask him or her directly if they are questions are open-ended so that

you can hear the person’s thoughts without giving him or her ideas.

sional and are not equipped to handle this on your own.

After someone reveals suicidal thoughts to you, the conversation that follows is very important. Suicide is a call for help, and if you manage to get the message before the person hurts him or herself, you should take full advantage of the situation. Do not lecture the person or argue with him or her. According to HelpGuide.org, there are specific ways to handle this. See the “dos and don’ts” list for some helpful tips.

If you are considering suicide, talk to somebody. People will want to be there for you. Do not be ashamed of your feelings. The best way to make yourself feel better is to let out your feelings. Remember that suicide is a permanent solution to a temporary problem.

If a person comes to you in crisis during or immediately preceding an attempt on his or her life, first, make sure he or she is in no immediate danger. This might include hiding or locking up the proposed method of suicide. Then, authorities or adults should be contacted. If the person attempts suicide again, there is a better chance that he or she will succeed. To prevent this from happening, it is best if those most often around him or her, like his or her family, are aware of the problem. After talking to someone about suicide, it is important to follow through. Make him or her promise to get help, and make sure he or she does it. You are not a trained profes-

Do’s:

Don’ts:

Comfort them. Let them relieve their stresses. Encourage them to seek professional help. Act as you normally would. Follow through. Ask about suicidal thoughts. Evaluate risk level (means, plan, time, desire).

Act suprised. Argue with or lecture them. Try to fix their problems. Be sworn to secrecy. (You can say tat you will be discrete, but don’t make promises that shouldn’t be kept.)

Do’s and Don’ts adapted from HelpGuide.Org Resources at Park Tudor: If you are feeling suicidal, or are concerned about a friend, you can talk to either of our conselors, Mrs. Mercurio and Grinkmeyer. You can also talk to any of the teachers, as they are trained to help students with these issues.

Senior Polls

Image from photos.parktudor.org

Best Hair: Jack Frenzel, Quinn Divens

Most Photogenic: Jonny Rulli, Kelly Gaughan

Best Smile: Kevin Olson, Sydney Weiss

Most Artistic/Creative: Joseph Komari, Samantha Schacht

Best Eyes: Jack Kaefer, Emily Mitlak

Most Musically Talented: Joseph Komari, Rachel Bir

Best Laugh: Ravi Shah, Shelby Brown Best Dressed: Cooper Ramsey, Quinn Divens Best Sass: Josh Hayes, DeForest Williamson Best Couple that Never Dated: Martha Brainard and Kevin Olson Most Sarcastic: Pierce Hardacker, Amy Skeels

Most Competitive: Charlie Schwab, Samantha Schwab

Worst Case of Senioritis: James Cain, Sydney Weiss Highest Score on Snapchat: Pierce Hardacker, Allison Schacht Most Like to be on a Reality Television Show: Josh Hayes, Kelly Gaughan

Biggest Social Media Presence: Ravi Shah, Kelly Gaughan

Most Likely to be a Professional Athlete: Trevon Blueitt, Haley Hallenbeck

Biggest Class Clown: Nick Beeson, Meredith Mannix

Most Likely to Gamble Away Their Fortune: Luke Brougher, Rachel Bir

Most Caring: Neale Moore, Allison Schacht

Most Likely to be Successful Without Even Trying: Thomas Klimek, Victoria Longe

Most Likely to be in Slytherin: Cooper Ramsey, Jessica Newton

Most Likely to be a Vampire: Jack Kaefer, Maddi Heberden Most Likely to Win the Hunger Games: Chris Elbrecht, Katelynn Kyker

Most Likely to Debate Bill Oâ&#x20AC;&#x2122;Reilly on National TV: Ryan Betz, Linda Tauscher

Most Bowties: Danny Hupfer, Lexi Petrucciani Most School Spirit: Joe Moore, Maddi Heberden

Most Likely to Win an Oscar: Chris Hsu, Quinn Divens

Most Likely to Denounce All Material Possessions and Study Under a Monk in the Mountains for Five Years: Joseph Komari, Sophie Oâ&#x20AC;&#x2122;Neill

Most Likely to Have 10 Kids: Neale Moore, Shelby Brown

Most Likely to be a Chef: James Cain, Amy Skeels

Most Likely to Get Married First: Charlie Schwab, Shelby Brown Most Likely to be on SNL: Stu Summerville, Meredith Mannix

Most Likely to Become the Lead Favorite Cartoon from Childhood: Singer of a Band: Sam Ossip, Sydney Avatar: The Last Airbender Weiss Favorite Book: The Great Gatsby Most Likely to Work for Google: Dan Fu, Lexi Petrucciani

Most Likely to be a Politician: Ruben Schuckit, Mattie Shepard

Best Potential Beard: Cooper Ramsey

Favorite Movie: John Tucker Must Die Favorite Song: Sorta Tryna Party Favorite TV Show: Game of Thrones

Interview with Mr. Hull by Amy Cohn

As you probably know, Mr. Hull is leaving Park Tudor,. He will be moving to Los Gatos, CA. Those of us who have had a chance to interact with him, whether we have had the privlege of taking one of his classes, participating in one of the extra-curricular activities he helps organize, traveling with him to Europe, or simply being greeted by him in the hall know what an excellent teacher he is. He will be dearly missed. How long have you been teaching at Park Tudor? -This is my 23rd year here. Iâ&#x20AC;&#x2122;ve been teaching at Park Tudor since August of 1991. What did you do prior to teaching at Park Tudor? -Prior to teaching at Park Tudor school, I was a graduate student at IU Bloomington. I received an MA in Latin and Greek in May of 1990 and an MA in Classical Archaeology in May of 1991. I was then appointed as the Latin and Classical Greek instructor here at Park Tudor School.

Mr. Hull in Naphlion, Greece. Images courtesy of Mr. Hull

Had you taught at any schools previously? -Yes. After I graduated from the University of Stellenbosch in December, 1978 (the academic years in South Africa run from Jan-

uary through December), I was appointed as the Latin teacher at Jan Van Riebeeck High School in Cape Town and started teaching there in January, 1979. Two years later, I was appointed as the Latin master at Paul Roos Gymnasium (one of only four Rhodes scholar schools in South Africa). This is an all boys boarding school. I taught there until I came to the USA in August of 1988.

What are your roles and responsibilities as a teacher at Park Tudor? What classes do you teach? -When I started teaching at PT, I was hired to teach Latin and Etymology, which I did. Because of my green card requirements, I had to teach Greek as well. So Greek actually helped me get my citizenship. So I have a lot to thank for Greek. For the past twenty three years I’ve been teaching Latin 1 through 4AP, and Greek.

three college professors served on both of these committees. I was really lucky to work on these committees because I learned not only how the AP exam is written but also how the exams are graded. So I’ve had a really good experience working on these two committees and that helped me a lot.

Could you tell me some about your experience teaching at the college Did you always know you wanted to level? be teacher? -Here in the US I taught Classical My-Not really. I went to college thinking Could you tell me about your involve- thology and Medical Terms from LatI was going to become a vintner, of ment in creating the AP Latin Exam? in and Greek at IUPUI since 1995, all things. However, when I got to -I was an AP reader, a grader of the so I taught there for close to 19 college I found that I didn’t enjoy the AP Latin exams, for several years Six years. I also taught Roman culture at science classes I had to take. I foryears ago College Board approached Butler University for two years. It was tuitously attended a Latin class with me and asked me to serve on the most enjoyable to get to work with a friend, (I had taken Latin at high committee that writes the AP Latin college age students. They function school). After that class, I decided I Exam-- the AP Latin Development on a different level than high school wanted to switch gears and take Lat- Exam Committee. It was originally a students. in. The professor of the class, Profour year commitment, but I actually fessor Suretha Bruwer, was a very served six years, which was such a Could you tell me about writing Latin bright womgreat Exfor Dummies? an. She was “I went to college thinking I was perience. I -A representative from John Wylie an amazing also served Company, who is responsible for going to become a vintner, of all teacher and on the AP publishing all of the “For Dummies” I was so im- things. ... I fortuitously attended Curriculum series approached me in 2000 and pressed by a Latin class with a friend. After Review Com- asked me to write “Latin for Dumher teaching mittee which mies”. The catch was that I only had that, I decieded I wanted to switch skills; I deredesigned six weeks to write it. I told him that gears.” cided then the AP Sylla- it was absolutely impossible to write and there bus for the a book in six weeks. I was also purthat I wanted to become a Latin AP Latin Exam which is given all over suing a Masters in Library Science teacher. I have her to thank for that. the US and the rest of the world as at the same time. I was obviously I’ve been teaching since 1979. well. Three high school teachers and really pressed for time. I insisted on

getting a co-author, another Latin teacher, and between the two of us we wrote the Latin For Dummies in record time, which meant a lot of hard work and late nights. But it was a most enjoyable experience. Do you have a favorite memory from your teaching experience? -Favorite teaching experience…I love working with the students. I really love developing good relationships with students. I have so many good, positive memories it’s really hard to single any one out. But I think that I really enjoy it when students come back after 10-15 years and tell me how much I meant to them and for them and that they still remember things that I told them, certain sayings and expressions and advice that they still recall after so many years.

-I’m going to miss Park Tudor very much. I’m going to miss the community, the family that we are, the faculty members, the people who make Park Tudor what it is--and that also includes the students as well. I’m very much miss everybody here and I hope that faculty, and colleagues and students will stay in touch with me after I have left.

What advice would you give to students interested in pursuing teaching? -I think that teaching is a great profession. I think that it is not appreciated enough in this society. We have a big need for educators. I would encourage students to strongly consider pursuing education as a career because they can have a profound influence on a young mind and on a young student. I enjoy Latin and Greek and my students know that I enjoy these two beautiful languages. Is there anything else you would like to add? Mr. Hull at the National Museum in Athens

The “Problem” with Pop by Hadley Rankin

Music lyrics range from really deep: “I ponder of something terrifying ‘Cause this time there’s no sound to hide behind I find over the course of our human existence One thing consists of consistence And it’s that we’re all battling fear Oh dear, I don’t know if we know why we’re here” -Car Radio by twenty one pilots

the more meaningful issues of life, we will fail to be a generation of any significance.

to, well, not so much: “Baby, even though I hate ya I wanna love ya. I want you  And even though I can’t forgive ya  I really want to. I want you  Tell me, tell me baby  Why did you leave me  Cause even though I shouldn’t want it  I gotta have it. I want you” -Problem by Ariana Grande Why is the main population of people so interested in wimpy, mainstream lyrics? “Problem” is number one on iTunes, but it is so boring and typical. “Car Radio,” on the other hand, no one knows. It has an unusual and wonderful beat and sound, with lyrics that have a deeper meaning. What are we afraid of? Music is supposed to be an escape, but if the place you’re escaping to is filled with unintelligible junk about guys and we don’t allow ourselves to think about

iTunes Top Songs May 29, 2014

iTunes Top Alternative Songs May 29, 2014

Pride by Emily Stark Pride by Emily Stark