Polygon May/June 2022

the

POLYGON

POLY PREP’S Student Newspaper VOL. CVI ISSUE VII MAY/JUNE 2022 Issue

polygonnews.org

Cannon Accepts Position at Springfield College

Students React to Supreme Court Leak

MAEROSE DANIELS EDITOR-IN-CHIEF

US hosts discussion, MS steers away from ‘controversial’ topic

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MAEROSE DANIELS EDITOR-IN-CHIEF

VIA POLY COMMUNICATIONS

ead Coach of the Girls’ Soccer team Kristin Cannon will be leaving at the end of this school year. Head of Athletics Richard Corso shared the news in an email on May 5 to the Poly community, including students, faculty, and parents.

“There are not really words to explain my experience at Poly. I’ve learned so much from the people around me and I have been given the space to grow and take on so many challenges while here,” Cannon wrote in an email to the Polygon. In Corso’s letter, he detailed that “Cannon has accepted a position at Springfield College as the new Head Women’s Soccer Coach and will also serve as the Assistant Professor of Physical Education and Health Education.”

The letter also shared Cannon’s coaching accomplishments from her four years at Poly: “In her time at Poly, she coached our Girls’ Soccer program to their first NYSAIS championship in 2018 and repeated it again in 2019 when the team clinched both the Ivy Prep League and NYSAIS trophies — another new record.

Today, four of her Poly players are playing Division 1 soccer and two seniors are headed to Division 3 teams in the fall.”

Cannon has been involved in many different operations throughout her ca-

reer at Poly. “I value the team concept and working in teams, and my time at Poly has given me the honor of collaborating with so many different teams from soccer to MS basketball to our COVID team to many different committees,” she said.

Besides training, coaches play a significant role in nurturing the character of their players. “She really taught me the value of hard work, and working not only for yourself, but for an entire team,” said junior Zoe Wells.

Cannon coached some players all through high school but equally impacted those who worked with her for just one season. Eighth-grader Anna Brandmeyer was one such player. Brandmeyer wrote in an email to the Polygon, “She made it so we all looked forward to practice and felt valued on the team. I’m so thankful that I got the opportunity to have her as a coach and I know that the fun and intensity she brought to the team will be continued in the following seasons.”

Junior Nicole Bogdanos has been coached by Cannon since her eighth-grade year. Bogdanos said, “Coach Cannon did more than coach the girls soccer team. She was a role model and a mentor for every girl, whether she was doing the brutal preseason running with us, welcoming a large and loud group of girls into her childhood (continued on page 10)

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VIA MAEROSE DANIELS

confidential Supreme Court draft opinion to overturn Roe v. Wade was obtained by Politico and released to the public on May 2 — the overturning of Roe v. Wade would leave the decision for abortion laws up to each state, giving legislators substantial power to limit abortion rights.

At Poly, students in the Upper School and Middle School approached discussions about this national news differently. Providing an option for Upper Schoolers to discuss this matter “felt particularly necessary because of the radical nature of the potential change in this particular case,” wrote history department chair Maggie Moslander in an email to the Polygon. The Middle School, on the other hand, was not provided an en-

vironment for discussion generally because of complications due to their age.

Upper School students were emailed an invitation to an optional conversation led by Moslander during a DEIB block three days after the leak. “I think it’s always helpful for students to have a place to come discuss and learn from faculty and from each other in an informal way; it helps us build a culture of conversation that leads to deeper understanding,” wrote Moslander. About a dozen students, along with a handful of faculty, attended the discussion.

Head of Middle School André Del Valle said in an interview regarding a Middle School conversation about the draft leak, “That won’t happen this year. At this point to take the curric-

ulum and any course off of the track that it’s on to then shift toward [a discussion of the draft leak] would eliminate a lot of the things that teachers are doing with the rest of the year. In talking to the history department chair [Moslander] we both decided that the timing was not right.”

Del Valle further discussed the reasoning behind the decision to not discuss the topic with the Middle School.

“Whenever you are dealing with any sensitive topic like that, there is a lot of pre-knowledge and discussion that needs to be laid out before you just jump to a discussion about the leak,” Del Valle said. “Obviously sometimes kids might hear faculty talking about it.

Typically in cases like that whenever it is some(continued on page 2)

Two Baseball Coaches Depart Amid Problematic Team TikTok EMMA SPRING EDITOR-IN-CHIEF 2021-2022

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n mid-April, Assistant Baseball Coaches Todd Holt and Mikael Mogues left Poly suddenly midway through the season.

Their departure occurred after a TikTok that a member of the Varsity Baseball team posted, which prompted a team conversation with Director of Student Life Jared Winston regarding the video’s misogynistic and heteronormative implications.

Head of School Audrius Barzdukas confirmed that the coaches are no longer at Poly and that they were connected to the video, but declined to comment on whether they left Poly because of the video.

The video was posted on the @polyprepbase TikTok account — run by team members — and, following a recent TikTok trend, the players asked their teammates and two assistant coaches, “Who [on the baseball team] would you not let date your daughter?” The responses, naming numerous players, included responses from

VIA POLY COMMUNICATIONS

Holt and Mogues. The Polygon had access to the video, which has since been deleted.

Barzdukas and Winston confirmed that this description of the video is accurate.

After the video was posted, after

conversing with Barzdukas, Winston met with the baseball team to discuss how behavior, words, and actions come off to others within the Poly community. Barzdukas noted that the meeting

wasn’t about discipline, but education.

Winston noted that the video “is an ongoing social media trend on TikTok across the country. Men’s teams are doing this; women’s teams are doing this.

This is a social media phenomenon that has swept the nation and our baseball team got swept up in that phenomenon.”

During the meeting, Winston said he asked the team, “If you’re being asked that question and you’re naming somebody, are you naming that person because they treat young women nicely?

No. The insinuation is that they might treat women disrespectfully or harmfully.”

“I told them, if you were just joking around, it’s kind of bullying,” he continued.“If it wasn’t a joke, I told them that…it is their moral and human responsibility to step in before that person hurts somebody in this community. It’s not going to be one of the players that’s (continued on page 4)

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NEWS

Recycling Update: ‘A Schoolwide Buy-In’ Is a ‘Key Factor’ to Reduce Cross-Contamination KYLE WILLIAMS STAFF WRITER

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uring the COVID-19 pandemic, Poly Prep was forced to cease full campus recycling operations, a pause that continued into the fall of 2021. At the end of the 2022 school year, obstacles that prevent a full and consistent recycling and composting schedule remain. According to the City of New York Department of Sanitation (DSNY) institutions cannot recycle contaminated bins, and Head of Operations Matt Stelluto sustains that bin contamination largely hinders Poly’s ability to recycle most glass, plastic, and compost on a consistent schedule. Stelluto noted in a recent email to The Polygon, “A school wide [buy-in] to sort waste in their proper containers is a key factor in recycling effectively.” Cardboard recycling, according to Stelluto, has maintained its regular pickup schedule of three times per week, and non-contaminated plastic also continues to be recycled.

Elijah Sivin, Director of Service Learning, Hannah Crowley, a junior and incoming leader of the Environmental Justice Club, and Stelluto emphasized the importance of not contaminating waste streams in order for recycling to

be successful. If someone, for example, were to pour a drink into a paper recycling bin instead of a trash can, that entire bin is now contaminated. Contaminated bins either need to be sorted to decontaminate the trash or must be thrown away entirely as their contents are not recoverable.

Sivin emphasized the expensive nature of sorting for maintenance: “There has to be enough resources from the administration to allow maintenance workers the time to do this. Those men and women are already working probably harder than anyone else in the building, and so it’s not really fair to ask them to do this other really significant task on top of that.” DSNY avoids sorting as well, Sivin noted, simply throwing contaminated streams into the landfill, which is harmful to the environment and can sometimes lead to a self-fulfilling prophecy of not recycling.

The pressure to sort falls largely upon our community’s 1,200 members, for which recycling can be confusing. Sivin notes that Re:Dish, the school’s reusable food container initiative, has been successful because of how easy it is to put a single container in a (continued on page 3)

The POLYGON Managing Editors Chelsea Lin Jordan Millar News Editors Alida Lissak Jess Dosik

Roe v. Wade (continued from page 1) thing as controversial as talking about someone’s own personal beliefs, we typically shy away from having adults lead those conversations because we don’t want kids to take away from a discussion to say ‘my teacher feels this way so maybe I should feel this way,’ or the complete opposite, where this teacher’s beliefs fall differently than [the student’s] own or [their] families,” he said.

Some Middle School students, howev-

“It is important to talk about these things to educate students about what’s going on.”

- Eliza Rorech er, still have questions. “I know the pro-life vs. pro-choice thing has been going on for a while but I haven’t heard much about anything else,” said 8th-grade student Madeline Gross.

“Is something happening in the Supreme Court? I didn’t know anything was happening,” said 6th grader Tony Pasquariello.

Eliza Rorech, an eighth-grader, was aware of the news and said, “Roe v. Wade is being talked about in the Supreme Court and might be overturned...it is important to talk about these things to educate students about what’s going on.”

In an effort to gather student opinions, the Polygon sent out a survey to Upper School students and asked what they believed the outcome of the case should be. Students were asked to record their religions to indicate the religious diversity of the sample.

Overall, the sample represents 113 anonymous Upper School students and the religions of those who participated. Forty-six survey respondents are unaffiliated with religion, 31 respondents are Jewish, and 19 are Roman Catholic. (The last 16 percent of answers represented too few students affiliated with various religions and therefore would not be represen-

Photography Editors Tallulah Glancy Elizabeth Perry Online Managing Editor Seanna Sankar Layout Editors Danielle Jason Sidney Rothkin

People Editor Beatrice Larkin

Copy Editors Abby Ben-Ur Zachary Udin

Arts Editors Sadie Schoenberger Lucy Goldberg Sports Editors Anjali Budhram Summer Hornbeck

tative of the relationship between the student’s religious beliefs and opinion on the Supreme Court leak.)

The majority opinion of the 113 respondents was that 88.4 percent (99 students) were against the proposal to overturn the case. Most student responders did not support the majority opinion in the draft, and many advocate for the upholding of Roe. “There should be a constitutional right for abortion because of the tremendous impact of raising a kid and even the impact that pregnancy itself has on women. A lot of families can’t afford to raise a child, yet [anti-abortion advocates] don’t take the steps to ameliorate the foster care system and how traumatizing it is for the tens of thousands of children in the U.S.,” junior Isabella Nash wrote in an email to the Polygon.

According to the Center for Reproductive Rights, 25 states are likely to outlaw abortion entirely, 22 states have protected rights to abortion established in a state constitution or statute, and three do not have state protections for abortion.

Junior Kyle Williams said he is upset with the proposal in the leaked draft. He said, “So much progress would be completely undone…it’s overturning unenumerated rights which gives so many communities protection.”

Williams is particularly worried about the effect that the decision would have on communities with less financial resources: “The only option you are going to have now if you need an abortion, and you are in a state that does not allow you to get one, is that you need to go to another state…

For the majority of people that this is not financially viable for they are [people of color],” he said.

The states’ determination of abortion rights may lead to Democrat-led states seeing an influx of outof-state patients seeking abortions. The draft does not guarantee the court’s final opinion because justices can change their opinion before the final ruling is released; however, Politico reported on May 11 that five justices still back the overturn to date.

Editors-in-Chief Maerose Daniels Selah Ilunga-Reed

Opinions Editors Lola Pitman TJ Iannelli

Features Editor William Ling-Reagan

MAY/JUNE 2022

Head Cartoonist Michael Gabriel Middle School Editors Brianna Sylvain Charlotte Arzouian Social Media Editor Noah Saivetz

The Polygon is published at least eight times a year by the students of Poly Prep Country Day School. We welcome both letters to the editor and guest opinions pieces of interest. All submissions should be emailed to polygon@polyprep.org and must include the author’s name. The Polygon reserves the right to edit all submissions for spelling, grammar, and length.

Letters should be no longer than 200 words, and opinion pieces should be no longer than 750 words.

You can find the full Polygon editorial policy online at polygonnews.org.

Faculty Advisor: Rachael Allen

The Polygon c/o Poly Prep CDS 1 Poly Prep Drive Brooklyn, NY 11228

MAY/JUNE 2022

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NEWS

Recycling (continued from page 2)

COVID Cases on the Rise

box made just for it. This is in stark contrast to the intricacies of sorting trash, plastics and metal, paper, and compost; for example, you can recycle hard plastics but not soft plastics. Sivin has found it hard to send proper messaging about the complex sorting process to the community due to non-academic periods such as dean cohort meetings being cut from the schedule, making it harder to send community-wide messages.

Community members like history teacher AJ Blandford have been working to encourage recycling within their sectors of Poly.

Blandford wrote in an email to The Polygon, “I made a few posters, I guilt trip my students :), and I try to speak up when I see an easy and friendly way to remind everyone about easy ways we can use less like bringing a water bottle and coffee

VIA TALLULAH GLANCY mug instead of using paper cups.”

Poly faculty and students shared advice for effective recycling. “Recycling is hard, but that’s no excuse to not try,” Sivin emphasized. Jared

Winston, director of student life, encourages community members to recycle at home to practice good habits that can then be brought to campus. Blandford asks community members to “use and consume less” and “think about the small adjustments they …might be able to make to both recycle more.” Crowley asks students to only sort if they have the time: “The best course of action is obviously to take the time to sort your waste into the correct bins, but if you’re in a rush and don’t have time, the next best thing is to just

“The best course of action is obviously to take the time to sort your waste into the correct bins.”

- Hannah Crowley put your waste in the landfill bins.”

Recycling is not a switch that the school can turn on or off, but a complex pipeline. The COVID-19 pandemic rocked the once-solid foundations of various institutions, forcing them to prioritize other systems over recycling. On top of that, sorting, a crucial part of the recycling process, is a logistical challenge for students, faculty, maintenance, and DSNY alike, requiring due diligence and time at risk of increasing waste because of bin contamination. Finally, helping students and faculty understand recycling better is challenging, as Sivin shared, due to there being limited time to instruct.

Additional reporting by Maerose Daniels

ALIDA LISSAK AND NOAH SAIVETZ HEAD NEWS EDITOR AND SOCIAL MEDIA EDITOR

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s the school year closes out, positive COVID cases increase citywide and on Poly’s campus. According to the New York State website, there have been 47 positive cases at the Poly Prep Dyker Heights campus between May 13 and May 26: 33 are students, 11 cases are teachers, and 3 are other staff. Thirty-seven of those total cases have been reported from May 20 to May 26. Sara Siller, the interim head nurse, confirmed on May 26 that “there has been an uptick citywide and that’s being reflected at Poly,” when asked about any recent increase in positivity rates among community members.

Earlier, in mid-May, Poly announced the school will be stopping weekly at-home Sunday testing and daily Ruvna checks. Siller shared in an email to the Polygon at the time that “We have discontinued school-administered contact tracing for our vaccinated population of Kindergarten - Grade 12.

We will continue school-administered contact tracing for our unvaccinated population of Nursery and Pre-K Students.” Siller added, “We encourage families to continue with their own asymptomatic testing at whatever intervals is best for their family.”

When Siller was asked to comment on the school’s possible reactions to the recent surge in cases, she noted that the community should be on the lookout for updated policy.

Thursday, May 26 marked the end of the “pilot period” of data collection, following the stop in weekly testing, daily Ruvna checks, and contact tracing, according to Siller. At the time this paper went to press on Friday, May 27 in the afternoon, Poly had not yet announced COVID policy adaptations in reaction to the increase in positive case reports.

Some students have been taking note of the increase. “I’ve had a couple kids out [in my classes] but not a lot,” said junior Cooper

Flinn-Beane, speaking about students missing school after testing positive. “But it has impacted the way we move through material.”

Faculty have also noticed the uptick in cases. Head of the history department Maggie Moslander said on Wednesday, May 25, “Currently there are three teachers out with COVID, plus one whose child is sick and so they can’t come in.” Moslander noted that this is the first week in which there has been such a high positivity rate among members of her department since the beginning of the pandemic.

Siller noted that Poly’s plan is mostly similar to what schools across the state are doing with optional masking and flexible COVID policies. “Poly was one of the few independent schools still conducting asymptomatic testing until last week,” she wrote in midMay. Siller noted at the time that if a newly spreading variant pops up, the school may return to some old safety measures in order to ensure the safety of everyone on campus and at home. “This includes but is not limited to weekly asymptomatic testing, daily Ruvna screening, school-administered contact tracing and mandatory masking,” wrote Siller.

In terms of the fall, many COVID policies are subject to change. “This is an extremely fluid situation and we are prepared to adjust our guidelines as necessary. It is too soon to know what that will look like in August and September, but we will always keep the Poly community informed of any changes in policy,” Siller wrote in an email to the Polygon.

The school continues to support testing whenever families feel necessary; students can pick up an at-home test for free at the nurse’s office and should stay home and test if they do not feel well.

Additional reporting by Selah Ilunga-Reed

Senior Insights on College Decisions LOLA PITMAN HEAD OPINIONS EDITOR

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VIA LIZZIE PERRY

ay 1 brought a happy reprieve to Poly’s seniors and seniors around the country; it was the final day that seniors could submit their acceptance deposit to the school where they will pursue their higher education. The journey has been quite a long one, beginning in early junior year for most. On the path to an acceptance letter, the senior class has learned a lot, like how to pick the school that was right for them and where to even begin looking.

Most of these hardships have come to an end in recent weeks; the beginning of April signaled the end of college decisions and the end of May marked the traditional end of college enrollments. However, until the end of August, students that have been put on the waitlist at a school can potentially still be accepted. This is why some students do not make their final choice until the last few days.

Poly’s senior class, however, has been committing to schools throughout the school year. Many decisions were reported by the @polyprep2022 Instagram; the account is run by a member of the senior class. When a student decides on their school, they have the option to send in a baby photo to be posted with their acceptance. Adding to the heightened tension and anticipation, seniors are excited to see where they and their peers will end up.

Along with the end of their college applica-

tion process comes reflection. Senior Emilie Schilling said, “I didn’t like hearing ‘no,’ but [I] don’t take it too personally, which is what all the deans will say.”

A school isn’t looking only for academics—they also look for students who are suitable for their campus and will thrive in their new environment. Rejection can mean that the school just wasn’t the right fit.

Senior Miranda Meyer said, “Originally I wanted to go to a bigger school, but I also realized that the people at Tulane were more similar to me, that I fit in more there. Even though Wisconsin was a larger sports school, which I originally wanted.”

The pressure to choose the best-fitting school can be intense.

“I think that in general, there’s a heavy sort of pressure to go to certain schools, name schools, thinking that X school is the perfect place for me. But colleges have become now that if you want to become an economics major, you can do that anywhere. Not just the Harvards of the world. I also think that largely, students from Poly, if accepted to any school, across the spectrum, can do well,” said Dean Douglas Wong, who advises his cohort through the college process.

Rather than basing a decision on what peers think, the

college decision should be based on where students can see themselves thriving. Thanks to Poly, Wong said he has faith that any student should be able to thrive in their new schools. While the whole process can be highly stressful, the seniors have reached the end of the arduous stretch. To celebrate, they used their last few days to host some long-held traditions. One of these traditions included seniors coming

“I’m ready to move on to the next chapter of my life.”

- Ben Rosenberg to school dressed in merch from their future college. The students often take photos at Poly with friends and commemorate the beginning of the next chapter of their lives.

Wong expressed his excitement for the seniors: “I think that that symbolizes a huge release of stress and anxiety and it is always a nice thing to see kids sort of excited for the next piece.”

Senior Ben Rosenberg echoed this sentiment: “It’s certainly been a journey, a lot of rejections.

But it’s been a lot of fun at the end of the day and it’s just taken a lot of time…I’m excited and I’m ready to move on to the next chapter of my life.”

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MAY/JUNE 2022

NEWS

The Real Returns of Re:Dish ANJALI BUDHRAM SPORTS EDITOR

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oly implemented the Re:Dish program: reusable containers in which Commons’ sandwiches and salads are packaged in an effort to reduce waste and promote sustainability. In just its first few months, Re:Dish has raised questions about its financial feasibility in the long-term, despite its initial success sustainably.

Poly aims to improve our community’s environmental impact through this program. After only 10 washes and 500 individual container uses, greenhouse gas emissions are reduced by 93.2 percent and water consumption by 71.7 percent, which drastically reduces our carbon footprint, explained Louis “Chef Lou” Rossini, Poly’s chef manager, in an email sent out schoolwide.

Disposal bins are located throughout the Poly campus: in Commons, the tents, as well as the student center, making them easily accessible. After dropping containers off in the bins, they are taken to the Re:Dish cleaning facility where they are thoroughly sanitized and returned to campus to be used again the next day.

The seniors of the students for environmental justice club, Xavier Stolt and Jack Lille-Yerington as well as, Rossini and his team implemented the program.

“We were having supply chain issues and environmental impact issues with our disposable containers. At the same time, Re:Dish was a startup Brooklyn-based company looking to partner with local schools and businesses,” said Rossini.

“The main motive behind the program is to convert Poly’s food services, which often used one-time disposable plastic containers, into a more sustainable system with reusable ones,” added Lille-Yerington.

Director of Service Learning Elijah Sivin, said, “I don’t want to say that Poly has never tried to do the right thing sustainably. I think it is hard to stay focused on it and institutionally, I don’t think we have done a good job staying on that track — we have been inconsistent.

But it is interesting to me that when we gave students

Baseball (cont. from page 1)

going to be on the receiving end of that misogyny, sexism, or harm — it’s going to be a young woman in our community.” Barzdukas added, “I think that content can be interpreted as not respectful of women and girls.”

Additionally, Winston also explained to the team the issue with the video from another perspective. “Realize that on a team of 45 young men, that not everybody on this team is straight,” Winston recounted that he said to the team. “Statistically speaking, probably like seven or eight, are a part of the LGBT community. Involving them in that conversation under that premise is neglecting their identities and their lived experiences.”

Winston felt that the meeting had a positive outcome, with players leaving the conversation with more self-awareness.

Junior Andruw Castaneda said, “We were upset about the whole situation because we didn’t think that what we did was bad. After [Winston] explained the impact, we kinda understood why the TikTok was harmful. I think we will be more aware of what we post from now on.”

“We were upset about the whole situation because we didn’t think that what we did was bad...I think we will be more aware of what we post from now on.”

- Andruw Castaneda

Mogues was the team’s hitting and first base coach. Holt served as the outfield coach for varsity and as a JV coach.

Though Barzdukas couldn’t comment on whether the assistant coaches left Poly because of involvement with the video, when asked if it was a concern that the coaches were on the TikTok, Barzdukas said, “I think that for anybody, when you’re at work, on our premises, wearing our clothing, we expect you to do your job.”

The Polygon reached out to Mogues for comment, who wrote in a text, “I’ve been advised not to speak yet from my lawyers.”

Junior baseball player Esteban García spoke to how the dynamic of the team has changed since their coaches left. “Coach Mogues would give us that extra energy and those extra tips we needed. Coach Todd always made us laugh. It’s definitely sad to see them leave. We really loved having them around as coaches. We have two less coaches at the moment and it definitely affects us,” said García.

Additional reporting by Maerose Daniels

a really focused and specific message, in a more accessible way, students mostly did it right. And that makes me optimistic about the possibility of improving our community sustainably and even in other ways as well.”

Although Re:Dish might be appealing because it gives the community a sense of fulfillment in helping the environment, the financial implications of running the program must also be considered.

“We are facing real issues with the rate of re-

intact is that a local loss economically?” added Sivin.

For now, for the most part, students have tried to do their part. Director of Student Life Jared Winston has been enthusiastically encouraging this program since its arrival.

“The program’s success thus far has reduced water waste and plastic waste on campus, which has a direct impact on our sustainability footprint. When we think about the kind of community we hope to be and the kind of world we hope to create, it is important that we think globally and act locally at Poly,” said Winston.

“Whenever I look in those Re:Dish containers

“It’s super easy to follow. I also feel like I am helping our community by utilizing it.”

-Kaia Scott

VIA LIZZIE PERRY turn on the containers. The cost for each container is a little higher, we do think it’s worth it. But we need EVERY container to be returned to avoid much higher costs which might make us discontinue the program,” wrote Rossini in an email to the Polygon.

“We have seen around 88 percent of containers returned, but in terms of sustainability, this is just a shortterm win. In the month of April we lost 9.8 percent of the Re:Dish containers, which has resulted in a loss of around $2,400. In the long run, if the school is losing this kind of money this program would not be ’sustainable’ for the school. I think what we need to consider in the long run is if we terminate this program, is that a loss environmentally? But if we keep the program

in student areas I do notice they are being used fairly well. I see about 85 percent of the correct usage of the bins, and that is out of around 1,000 students and 300 faculty members on campus,” said Sivin.

“It’s super easy to follow. I also feel like I am helping our community by utilizing it,” stated sophomore Kaia Scott.

Winston added, “Re:Dish helps our students to think creatively about how we can move into a more sustainable future. The program is innovative and addresses a real need on campus and in this world, and it demonstrates a level of procedural intention that is needed to create lasting change.”

“Sustainability, unfortunately, isn’t so simple — if it were, our planet would be on a different trajectory,” Winston continued. “Innovating systems and solutions to the various problems facing us and our environment means thinking outside the box and trying new things to see if we can make a difference — Re:Dish is a prime example of just that.”

The Student-Athlete Action Team: A Team Across Sports BEATRICE LARKIN PEOPLE EDITOR

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thletics are a substantial part of Poly life, and student-athletes are under a great deal of stress. Coach Kristin Cannon had an idea for how to have more representation for student-athletes: a Student-Athlete Advisory Committee.

“The vision of what would happen on campus is what they do with college student-athlete advisory committees,” said Cannon. She elaborated that the goal is to “give student-athletes a voice in different events around campus.” With the commitments students have to their

“The separation of the student and athlete at Poly is a challenge we all face.”

- Kristin Cannon

team and the classroom, they play a crucial role and have a unique voice that could better our community. Junior Sasha Lifton-Lewis, a member of the committee, explained, “it is a group of students that participate in different sports at Poly.” Their voices can be used to “raise any questions, concerns, or goals that they have for their specific teams or the athletic department,” added Cannon.

Cannon said the committee discusses important issues that pertain to Poly’s student-athletes, saying “the separation of the student and athlete at Poly is a challenge we all face.” Lifton-Lewis relayed an example: “We’ve talked about things such as how the

structure of the schedule affects athletes to holding a spring sports event.” Cannon said that many student-athletes have shared that they feel “many times teachers are not sympathetic to all that [they] have to deal with, and all of the time-consuming work that is on [their] plate for both [their] teams and classes.”

Another meaningful discussion that they had was about transgender athletes. Cannon said, “we discussed trangender youth in sports, and what that means for Poly, our league the Ivy-League and the NYSAIS.” This conversation was between a wide variety of athletes of different sports, and they shared their thoughts about this complex issue. Cannon shared, “we tried to open the books and see what the handbook was saying, and compare it to what the students thought.”

Additionally, the committee reflects on Poly: “Are we doing a good job equity-wise, or Title IX-wise?” Community-building decisions, such as working with Director of Student Life Jared Winston, who is a major source of school spirit, are also devised by the committee.

Rather than having administrators take the lead, the opportunity for leadership is given to the students. Lifton-Lewis elaborated, “we discuss different issues related to being student-athletes at Poly and potential ideas to improve the experience.” Cannon said, “the students are ones who have the ideas, and they have the opportunity to present ideas to us as a staff. The students are the only ones experiencing this every day, this being school, life, and athletics.”

The Morning Devil Now introducing video journalism at Poly: The Morning Devil.

Starting this spring, this video series will be hosted by juniors Alida Lissak and Bess Hort. Tune in on Poly social media to see them explore water bottle culture at Poly in their first episode.

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OPINIONS

Dear Poly...

EMMA SPRING EDITOR-IN-CHIEF 2021-2022

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ver the past year as Editor-in-Chief of the Polygon, with help from my coEditor-in-Chief Carly Pyles, our wonderful faculty advisor Rachael Allen, the staff, and all the people I’ve interacted with, I’ve learned quite a bit. I’ve learned how to tacitly ask probing questions; how to subtly craft a story; and how to navigate the politics of leading a free press through the rules of a school administration. Of course, I’ve also discovered that the writer’s high that comes with pumping out an article is unmatched.

After a modest 10 years at Poly, and as a writer for the Polygon for four, I feel that Poly Prep, despite some improvements, has remained the non-transparent, reactive institution it has been for decades. At the beginning of this year, knowing a bit about how this posture has resulted in some of Poly’s most troubling, public, and difficult moments, my goal as Editor-in-Chief was to help push this institution onto a more open, honest, and forthcoming path. I knew both the school, its students, and its alumni (of which I am about to become) would benefit from more openness and clarity.

I crave knowledge and answers. While the school was pretty communicative in the early days of COVID-19, in many other areas, I, the Polygon, and you, dear readers, were met with initial silence, sometimes obfuscation, and occasionally a straightforward response. Does Poly recycle following a COVID delay? What is taking the backfield renovation so long? What happened when Poly tried to change its mask policy? What happened to the faculty and staff members that left the school? (Check out polygonnews.org for some answers).

This year, the Polygon did not shy away from controversy. Instead, we took it headon, always sure to challenge authority. We often pushed the boundaries, yielding nonstop back and forth between the Polygon and the administration. I saw first-hand how complicated the value of transparency is to figure out.

In many ways, a school or business cannot reveal everything. The question remains as to what extent a school’s administration should be transparent with its community. At a private school, not stringently supervised by the government, the school may choose to tell us as much or as little as it wants. It may also choose to say less simply for confidentiality purposes. Even further, just like any school, Poly has to grapple with what is appropriate to tell students aged 10 to 18. ​​In its history, Poly has been known to push things under the rug. Even when an issue comes to light, today, Poly often responds without addressing the actual problem, seemingly hoping that it will go away before all facts are disclosed. For example, Poly did not confront the content of a racially-offensive, student-made video that circulated online in 2019 until students demanded they do so with a letter and school-wide sit-in. In a statement posted on Facebook, Poly wrote, “We took immediate action as soon as we learned of a highly offensive video, taken years ago, being circulated on our campus. It was an egregious violation of our community values and code of conduct.” The statement did not specify what action had been taken, if any.

In a letter in response to this statement, republished by the Polygon, leaders of Umoja wrote to administrators at the time: “While we acknowledge that the current administration has made efforts to address

the video, they have not done enough; their repeated lack of action has contributed to an unsafe learning environment.” Additionally, they requested, “​​For an email sent out to parents, students, and alumni clearly addressing the content of the video (specifying that it was blackface).” After this letter, the aforementioned sit-in, and city-wide media coverage, Head of School Audrius Barzdukas sent an email to the community, writing, “Our Chapel was silent as [The leaders of Umoja] described a recently posted ‘video in which white female students were seen making monkey gestures and noises while wearing blackface.’”

The email put the description of the video that Umoja demanded in quotation marks, which, in my opinion, took away from the email’s sincerity to address and confront what occurred.

As in cases like this, Poly often gives vague responses to crises, and the community is left with more questions that are inevitably filled with rumor and innuendo. Maybe it’s just the curious journalist in me, but I believe clearly communicated answers are always better than amorphous gossip, for everyone.

VIA LIZZIE PERRY Barzdukas pledged loyalty to transparency in his first speech to faculty at the very start of his tenure, yet Poly disappointed a number of times. The most telling, in my opinion, was “mask-gate.”

A month after Poly adopted a policy that sent students home if they did not properly mask-up, former Director of Health and Well-being Sarah Zuercher emailed to employees, writing, “we will quietly end our practice of sending students home if they are not masked properly. Please do not announce this to students.” The Polygon got a tip with a copy of this email. That day, I sat down with Zuercher, pressing on if there were any changes to the protocol. To no avail, I read the email aloud. “Who leaked the email?!” Zuercher exclaimed with a grunt of frustration.

Poly told faculty not to tell anyone about the change in protocol. Poly was not planning to tell students that they would no longer be sent home for mask violations. Head of Upper School Sarah Bates explained to the Polygon, “Zuercher, as is protocol, usually releases information to faculty [first]…What we don’t want is kids to be like, ‘OK great,’ and wander around without their masks on. Because faculty are experts in their fields and not necessarily in coronavirus or public health, we want that to come from the appropriate person here on campus, [Ms. Zuercher].” Nonetheless, only after The Polygon spoke with Zuercher, she sent an update email to students.

Students deserve to know what the possible repercussions of their actions are, or Poly cannot claim to be fairly holding students accountable.

I do appreciate that, less than two weeks

later, Zuercher reached out to ask if The Polygon would write a story about some information she would be announcing to the school soon: Poly was going mask-optional. My article was published online that evening, coinciding with an email from the administration to the community. Kudos to Zuercher and Poly for being more open when they realized The Polygon could release sensitive information at any moment, like a fully functioning newspaper. School newspapers are real-world publications but live in a tricker space. Not only is The Polygon funded by the school it works to keep in check, but administrators hold powerful leverage over student journalists and faculty advisors, both of whom have lives at the school separate and apart from the newspaper.

Potential legal implications are always an obstacle, too. The Polygon confronted several personnel matters this year, dealing with the departure of several long-term faculty members such as Football Coach Kevin Fountaine and Middle School Drama Teacher Jill Bolstridge. Poly did not share the concrete details of the reasoning, but their sudden departures would not go without speculation within the community. At a school like Poly, as with many other institutions, the matter of employees and their occupation status is duly withheld. That does not mean, however, that any student, faculty, or even the school newspaper cannot ask questions. I reached out to both Fountaine and Bolstridge when reporting on their departures, who both shared that they could not speak in further detail on the record. If people must remain silent, so be it, but the people have a right to ask questions.

Poly is ill-served by hiding the full truth from the community as it just creates later rumors, and further harms our already tainted historical reputation. But Poly doesn’t have to be this way. Information should be extended far beyond the corridors of the front Oval hallway. As Zuercher discovered, The Polygon can be used as a communication resource if it is used to publicize new information and details, and clear up rumors.

But it should not be that The Polygon has to push the school to make things known. Polygon aside, Poly could reinstate more consistent meetings that include all the people who work at Poly –– administrators, teachers, coaches, and all to let them into the decision-making process, to know what’s going on behind-the-scenes, to ask questions, and to offer feedback. There was once a faculty-appointed dean of faculty to advocate on the faculty’s behalf. That ended when Barzdukas came to Poly. Maybe reinstating something like that would be worthwhile. For students, they shouldn’t have to ask questions, and they shouldn’t be secondhand to what the administration offers to faculty and staff first.

I addressed this letter to Poly Prep. Poly Prep isn’t just the board, Head of School, and other supervisors; Poly Prep is a school of students, teachers, administrators, coaches, and staff. While I’ve come to realize how complicated running a school can be, I still uphold that Poly Prep deserves a little more transparency. Don’t you think?

It’s been quite a year, Poly Prep. I hope you enjoyed.

Yours truly, Emma ‘Chief’ Spring

Eid al-Fitr: From a Student who Celebrates RAYEEDA MAHMUD CONTRIBUTING WRITER

VIA RAYEEDA MAHMUD

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humkas. Saris. Bangles. Henna.

Eid al-Fitr marks the end of a long month of fasting and sacrifices for those of us who are Muslim. It comes around twice a year, lasting for three days each time. In Islam, we fast from dawn to dusk (which can be anywhere from 8 to 18 hours depending on the time of year) in order to practice discipline for ourselves and those around us. This period of fasting, reflection, and prayer is called Ramadan. Ramadan teaches the value of food and how to better empathize with the less fortunate. Often people are surprised that I think that Ramadan is overall a positive experience, despite the challenges of fasting everyday for a month.

Nowadays, with constant SAT tutoring and exams, it is hard to find time to have dinner as a family in my home. My parents have meetings that run late, and my brother and I always have homework that requires our attention, so usually we have dinner separately on weekdays.

During Ramadan, however, every single day for a month we come together and break our fast, having our first meal of

The smell of [my grandmother’s] handrolled sweets envelopes us and draws us to the big dining table that’s stacked with 15 different dishes. the day as a family. It gives my brother and I time to bond; we make smoothies and appetizers while our parents cook the meal. When we all sit down to break the fast, we begin with a glass of water and a date, and talk about our day while eating the rest of our freshly cooked meal. During Ramadan, our shared builtup hunger brings us closer together.

The celebration of Eid comes after the long month of fasting. Though this holiday lasts for three days, the first day is usually the most exciting and hectic.

Ever since my family moved to America in 2009, we have always followed the same routine. The day starts with us getting ready in our cultural clothes. The long patterned skirts and silk saris contrast with my Western clothes, and they remind me of how both sides of my identity can coexist. My mom and I put co(continued on page 6)

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OPINIONS

Save the Date: Donation Drive Last Week of School CHANEL MONTOUTE CONTRIBUTING WRITER

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ach day, New Yorkers alone produce 7,000 tons of mixed solid waste that gets sent to landfills. According to the New York Times, as of 2017 New York City was recycling less than a fifth of the city’s garbage. This is a problem for our school community, our region, and our world —

but there is something we can do about it.

I am a part of the spring Service-Learning team that focuses on sustainability.

The collective goal as a group is to reduce the waste at our school. To start, it was crucial for us to understand the importance of sustainability before we reached out to our

VIA MAEROSE DANIELS

community. On our team, we learned about environmental injustice and how it plagues black and brown communities as industrial plants like landfills and incinerators are built in and around their neighborhoods.

During online learning, we watched a film called The Sacrifice Zone. In the film, we saw firsthand how communities of color are surrounded by factories, landfills, airports, incinerators, and many other problem areas that contribute to overwhelming levels of pollution. Due to industrial, environmental, and systemic racism, people are finding themselves living at risk and being directly affected by the pollutants in the air.

These same pollutants are found everywhere across the city and around the globe and are being produced more rapidly than they used to be, contributing to both global warming and the broader climate crisis. The more harmful substances go into the atmosphere, the warmer the average global temperature becomes. The more the temperature rises, the greater the risk our planet is in.

Although we are unable to stop mass pollution caused by big corporate companies, we can start small as a community and focus on reducing the amount of waste we throw away each year at school. NYC public schools have been doing their part to

Eric Adams Strives for Safety WHIT WILLIAMSON CONTRIBUTING WRITER

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s the 110th mayor of New York, sleeping in subway cars and destroyEric Adams, reaches his six- ing homeless tent societies. Accordmonth milestone, I seek to review ing to the Coalition for the Homeless, his contributions as mayor thus far. homelessness in New York City is at Democrat Adams’ four-year term be- its highest levels since the 1930s, gan on January 1, 2022. He is the sec- during the Great Depression. Upper ond black Mayor of New York City, a School history teacher Alex Carformer police officer of 20 years, and ter said, “He should invest in better served in the New York State Senate housing for people who don’t have it from 2006 to 2013. Since taking of- instead of putting more police in the fice, his most significant impact has street.” I also think that more funding been his tough-on-crime approach. for investments in permanent housFirst, I seek to assess the topic of ing and shelter beds would aid longhis campaign focal point: the priority term results. According to Adams, he of easing crime and improving pub- has begun a plan to initiate this: “We lic safety. I believe that thus far, he are making the largest investment has delivered on his promises; since in street outreach and low-barrier taking office he has removed 1,800 beds that a city administration ever guns off the streets of New York has,” Adams announced in a speech and has followed through with various initiatives. Additionally, Adams promised to bring back New York’s controversial plainclothes anti-crime police teams during his campaign. The former Police Commissioner dissolved the unit and said that its officers were behind more complaints and shootings compared to other sectors. Adams has followed through with his words: “We are going to learn from the past so we don’t repeat the past, and we will never use, under my administration, any abusive targeted tactics that goes after people based on their ethnicity and where they live,” he said on MSNBC. VIA THE NEW YORK TIMES Although, crime across the city, however, was up by 36.5 percent at the mayor’s office in late April. in March 2022 compared to March Adams has been in major sup2021; according to NYPD statistics, port of social and educational prorobberies are up by 48.4 percent, fel- grams designed to steer children ony assaults up by 17.5 percent, bur- away from a life of crime and vioglaries up by 40 percent, grand lar- lence. He has also decided to crack cenies up by 40.5 percent, and grand down on certain misdemeanors larcenies auto up by 59.4 percent. such as public drinking or smoking As an initiative to direct the home- as well as shoplifting. But perhaps less to shelters, Adams implemented the most upright policy Adams has a zero-tolerance policy on people brought back the plainclothes police

sector, intending for it to confiscate drugs from high -rime neighborhoods without repeating abusive “stop and frisk” tendencies that were in action during the terms of former mayors Rudy Giuliani and Michael Bloomberg. In an interview on 60 Minutes in late April, Adams said, “we were so far in the wrong direction of really abusive policing in our city and country, that people got so fed up that they turned the ship too far in the wrong direction.”

With this, Adams still believes that “there is a middle ground.”

Adams also strives to inspire tourists and commuters to return to the city after the two brutal years of COVID we all lived through. He wants people to get back on the streets and start spending money again, in turn bringing back the cities once bombing economy. Forty percent of workers have reportedly returned to their offices since his inauguration on New year’s day. Junior Lucas Hunter said, “all our doctors and healthcare workers, and everyone involved in the fight get most of the credit.” In addition, Dr. Carter was pleased how Adams “made a commitment to listen to the science” regarding COVID — for example, lifting mandates once it was appropriate and how all establishments were required to check vaccine status.

Ultimately, I approve of the job Eric Adams has done so far. Looking towards the future the city will observe if his mayorship initiatives lead to making the city a safer place for all demographics. And after years and COVID devestion and poor leadership under former mayor Bill de Blasio I agree with Dr. Carter that “it was time for a change.”

contribute to working towards zero waste, most notably through the participants and winners of the Department of Sanitation’s Zero Waste School competition. According to their website, these schools took unused clothing, old books, old equipment, and other items that might have been initially thrown away and donated them to schools, churches, and other organizations that will make great use of those things.

Our sustainability team has high hopes for a project with a similar outcome that would take place during the last week of school, from June 13 to June 16. We hope to collect the following items from our community: used clothing, old books, technology and art supplies. To make the project as efficient as possible for both students and faculty, all items will be collected in Tent 4 on the Tennis Courts, where the majority of the student body had been passing through in order to scan their Ruvna codes each morning. Stay alert for updates as the plans for the drive get finalized. The participation of everyone in the community is greatly appreciated! Each item supports the larger goal at hand: to help us make our mark and work our way to becoming a school that produces little to no waste.

EID (continued from page 5) conut oil over the intricate henna designs on our hands so that they last longer and look darker. She then takes out a large jewelry box that holds all her bangles (traditional bracelets), jhumkas (traditional Southeast Asian dangly earrings), and colorful bindis (a dot that’s placed on the forehead). We then choose the sets that match the color and design of our dresses and shoes.

Every time I get ready in my traditional clothes I am reminded of just how long it took me to feel confident and proud of my culture.

Much of my early years at Poly were spent feeling embarrassed about not being “American” enough and always being one of the only brown kids in my classes. Now however, I take pride in showing off my hands covered in henna and sending photos of my dresses to my friends.

My grandma makes sure that all seven of her children and 20 grandchildren go to her house first for a big family breakfast so that she is the first to see us all dressed up. She and my grandfather wait by the door so they can greet us with envelopes filled with money. The front yard is decorated with gold and black banners and balloons that say “Eid Mubarak!”

Even from outside of the house, the strong aromas of my grandmother’s deliciously prepared food seeps out. The smell of her hand-rolled sweets envelopes us and draws us to the big dining table that’s stacked with

15 different dishes. Once we eat until there isn’t an ounce of space left in our stomachs, we all head out to my aunt’s house for appetizers, then to my other aunt’s for lunch, then to our house for a late lunch, and it continues until we get to my eldest aunt’s house for dinner. There, the rest of the aunts and uncles give the kids their money envelopes. The festivities usually continue until 2 a.m., when we are all half asleep with our stomachs ready to pop.

When I first saw that Poly was giving us a day off I was pleasantly surprised since there are only a handful of Muslim students in our school. The tricky thing with Eid is that it is difficult to pinpoint the exact date it will happen since it is based on the positioning of the moon. We do not know for sure which day it will fall on until the day after the sighting of the new crescent moon. Although at first I was a little disappointed that we were given the day off on the wrong day, (May 3 instead of May 2) it luckily ended up working in my favor because it meant that I didn’t have to feel stressed about staying up late and having to wake up at 7 a.m. for school. Even though I missed a day, I could spend the next sleeping in and catching up on my work. I was able to spend the entire day focusing on just my family and our festivities instead of worrying about homework I had to complete by the next day.

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FEATURES

Got Spirit?

Poly’s First ‘Anything but a Backpack Day’ Commences Spirit Week

DANIELLE JASON LAYOUT EDITOR

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uesday, April 26 marked the official start of Poly Prep’s Spring Spirit Week.

The theme? Bring Anything But a Backpack Day. In the days leading up to Anything But a Backpack Day, there was a lot of excitement amongst students. Many wanted to use the day as an excuse to not bring their school supplies and avoid work in class. On the morning of, I was excitedly trying to fit all my essential supplies into my tote bag, but quickly ran into a major problem — it was too small. After taking my many highlighters, history binder, and a book I was planning on returning to the library out of my bag, I was finally packed for the day.

When I got on my bus, I was surprised to see that not many people had participated in the themed day. Once I arrived on campus,the pattern continued. In Commons, for example, I no-

ticed that most of the students around me had brought their backpacks to school.

Sophomore Iliana Borges did not join in on Anything But a Backpack Day. When asked why she and many other Poly kids were using their ordinary bags, she stated that she felt that “it was a waste of a spirit day.” She then mentioned that with all the classes that Poly students take and the textbooks and folders that may come along with those classes, it didn’t make sense for her to participate.

Sophomore Chantal Guthrie was looking forward to taking part in Anything but a Backpack Day, but felt “very rushed” that morning. She planned on using a comforter storage bag to hold all of her materials, but ended up not participating.

Sophomore Lea Glass participated in Tuesday’s festivities and used her sister’s

toy car to hold her supplies. When asked if the car was more convenient than her regular backpack, Glass replied,“absolutely not.”

She expressed that if more people participated, the spirit day would have been more exciting. Senior MJ Allers participated by using a pot to hold all of his supplies. When asked, sophomore Nyjah Harris gave this spirit day an “8/10.” To her, it would have been better if more people took part in it.

The consensus among everyone I spoke with was that location made it more difficult for students to participate in the theme.

Guthrie said that “because of where we are in New York, I don’t think people can really [get] as wacky as they wanted to.” She described the objects that high schoolers on TikTok have brought to their schools in other, more accessible areas. She recalls seeing students with canoes, trash

cans, and even wagons. When traveling by school bus or car, as most Poly students do, bringing large items like these isn’t prac-

“People at this school need more spirit.”

- Hazel Budker tical . When comparing Anything but a Backpack Day to some of the other spirit days like Pajama Day or Poly Spirit Day, this one takes far more work and planning than just putting on a piece of Poly merch.

Sophomore Hazel Budker, who brought a cooler to school, put it best when she said that “people at this school need more spirit.” Despite the lower turnout than some of the other spirit days, it’s great for Poly to branch out and try new ways to keep everyone excited by school spirit.

VIA TALLULAH GLANCY

Everyday Innovations: The Media TJ IANNELLI DEPUTY OPINIONS EDITOR

Introduction:

For thousands of years people have gotten information through the news. It is a source where people communicate interesting and pressing information across the world, distributing knowledge very quickly.

People today get their news from many different publications and in many different ways. From public announcements, to live broadcasts, paper prints, news has been and continues to be consumed in many different ways. What will news look like in the future?

media include the television and radio, at forty and sixteen percent respectively. Another study by Pew Research revealed that in 2020, thirty-nine percent of newspaper revenue came from digital circulation, more than double the seventeen percent it made up in 2011. It is clear that today, the media is shifting to a digital format, which includes not only sources provided directly by publishing companies, but also social media. Now, various forms of social media are popular news sources. What will become of it?

Origins:

The first ever recorded “newspaper” was from 59 B.C.E. This ancient Roman newspaper, called “Acta Diurna,” was a stone or metal board that had messages and information carved onto it daily. Stone and metal inscription had been used for quite some time, but this was the first recorded daily publishing of information. This tablet acted as an information board placed in a popular area, similar to today’s newspaper stands. Jumping forward to the 1400s, printing evolved in various ways across the world. The main purpose of printing at this time was to produce religious texts. The first actual newspaper made from a printing press was “Relation aller Fürnemmen und gedenckwürdigen Historien” (Account of All Distinguished and Commemorable News), which was published by Johann Carolus in Germany in 1609.

Today:

Currently, the World Association of Newspapers recognizes about 18,000 newspapers in 102 countries. Despite these numbers, newspapers are not even the most common way people consume news. In a recent study by the Pew Research Center, sixty percent of people get their news through a digital device.. This is a much greater percentage than the ten percent of people that get their news through a print publication. Other ways people consume

VIA LIZZIE PERRY

Future:

Looking ahead, there does not seem to be an answer

to the question of how to regulate the online world of news, particularly on social media. The line between freedom of speech and false or misleading information often gets blurred with people posting blatantly untrue information, an issue that needs to be confronted. In this new world of social media, there are a few proposals for a solution. One argument is that people simply need to be more informed and become better critical thinkers, which partly requires a better education. This seems to be the most concrete solution.

Other solutions involve fact checkers or changes in federal laws. While legal action might have a more immediate impact, it would almost certainly infringe on the First Amendment. The First Amendment states that generally, a person cannot be held liable criminally or civilly for anything they write or say — as long as what the person is saying is the truth or an honest opinion.

What would make regulation so difficult is that people can technically share whatever opinion they please as long as it isn’t a hate crime or another form of directed violence. Even then, someone may get away with claiming their intention was not to cause violence.

While it is possible to regulate people on social media, very few — if any — companies take the risk of possibly infringing on an individual’s rights. One controversial example of this is how Twitter has banned Donald Trump on their platform. With very little regulation on what is published online by individuals or private entities, groups of people can isolate themselves to hearing only the news that supports their belief. As a result, it is difficult for many people to be aware and open to different perspectives.

From the times of ancient Rome to the future, the idea of news being able to share information hasn’t changed very much. The main thing that has changed is who is able to publish news, which has become much more free to almost any individual in the U.S. The change from only governing bodies being able to publish news to any individual, though it certainly has faults, seems to be a step forward.

FEATURES

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MAY/JUNE 2022

An Inside Look at the Board of Trustees: ‘As a Group They Show Where the School Is Going’ BEATRICE LARKIN PEOPLE EDITOR

Andrew Foote

Thomas Iannelli

VIA POLY COMMUNICATIONS

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he Board of Trustees plays an immense role in all decisions made at our school. But what is the exact function of the board, and who is on it?

Associate Head of School Kyle Graham explained that “Mr. Barzdukas is the only employee of the Board of Trustees.”

Barzdukas reports to the board; all the other employees report to him. In doing so, Barzdukus works hand-in-hand with the board to make sure Poly is running smoothly.

Graham outlined the chain of command: “Staff department chairs report to their division head who reports to [Assistant Head of School Michal] Hershkovitz, up to Mr. Barzdukas, who reports to the Board of Trustees.”

Graham emphasized that the board is focused on the long-term growth of Poly, stating that “they think about the longterm plan for the school,” dealing with issues like financial oversight, business, and more. Their job, Graham said, is to “make sure Poly is thriving 100 years from now.”

With that goal in mind, Graham elucidated that sometimes the board has to make decisions that might not seem as beneficial right now but will be advantageous in the long run. A prime example of such a decision was the purchase of Lower Poly.

Graham explained that buying the Lower School in the ’90s was considered a big risk at the time. In the present day, however, Graham said, the investment paid off.

According to Graham, being on the board is “a collaborative relationship.” There are 25 members on the board, who must attend five meetings a year, where members will give presentations on their given area of expertise, such as finances or admissions.

Each member of the board is there because they have something to contribute.

Graham elaborated on the different groups, noting subcommittees of the board, such as the finance committee, the diversity committee, the audit committee, and the business committee. He explained, these groups will break out into smaller meetings when working on a particular topic Graham then elaborated on the section members, mentioning people like Thomas Iannelli, who “is an expert in buildings and grounds. For example, with the art center, Mr. [Matt] Stelluto [head of operations] will work closely with him on logistics.” Often, he explained, the board works together with Poly staff, as “senior leadership at school leans on the expertise of the board.”

Identifying the leadership of the board, Graham stated, “Andrew Foote is the chair of the board. Robin L. Bramwell-Stewart is the treasurer…[she is] the lead person in charge of financial oversight.” Graham noted that Lynda Casarella is the chief financial officer, who works closely with Bramwell-Stewart. The head of the diversity committee is Indhira Arrington.

Graham described the board as being a reflection of the school itself. “As a group they show where the school is going,” he said, “and they are volunteers who help Poly because they care a lot about the school.” The board has undergone many changes throughout Poly’s history, and now “the board has become much more diverse, as Poly has.” Graham said he is proud that the board includes members from all five boroughs and has “become more reflective of Poly’s community.”

Robin L. Bramwell-Stewart

Indhira Arrington

New and Nutritious: The Farmer’s Fridge WILLIAM LING-REGAN FEATURES EDITOR

W

hen Poly students returned from spring break, they were greeted by a new arrival in the lobby of the Novogratz Building: a Farmer’s Fridge. This vending machine, described as “the smallest restaurant in the world — 24/7 labor free” by the Farmer’s Fridge website, provides students and faculty with a variety of health-conscious snacks and meals.

To use the fridge, Poly customers can pay with a credit card like they would any vending machine or order ahead of time on the Farmer’s Fridge app to pick up their food at any time during the day. The fridge has several options for breakfast, lunch, dinner, and snacks, all centered around fruits, vegetables, and other natural ingredients. Breakfast foods include yogurt, oatmeal, hard-boiled eggs, and chia puddings. For lunch and dinner, diners can choose from sandwiches, like a Napa chickpea wrap or an Italian turkey wrap, bowls, such as pesto pasta, Thai noodles, burrito bowls, or salads, like the popular turkey cobb salad or the apple pecan chicken salad.

One concern with keeping fresh, perishable foods like these in a vending machine is that customers will receive spoiled food. To prevent this, the Farmer’s Fridge website says they use “temperature sensor data” to ensure that “expired items are automatically locked and will not vend.” In addition, the fridge is equipped with a “proprietary stocking algorithm [that] lets us stock smarter every time. This leads to less food waste time and meals tailored to your…preferences.”

Food from the fridge ranges from $3.29 for white cheddar cheese to $10.99 for a salad with chicken or turkey. For some, these prices are too much to justify buying from the fridge, especially when Commons has delicious snacks for much lower prices. Sophomore Nikash Khanna said that he “thinks the Farmer’s Fridge gives students a really great option for healthier snacks; however, I personally haven’t gotten anything

from there because of the somewhat pricey cost. I would rather just get something from Commons. I also just don’t use the vending machines often in general.”

After trying the Farmer’s Fridge food, sophomore Eleni Smith agreed with Khanna, saying that “it was overpriced and a waste of money. It wasn’t even that good.”

Nevertheless, many students love the fridge. Sophomore Eleanor Brown said, “there’s a great range of options, and I think it’s so cool that we’re the first school to have it. I love testing the new options and it’s great when I get hungry during the day.” Her favorite item is the pineapple chia pudding, which she calls delicious. “I’ve also tried some of the salads and bowls,” says Brown, “and everything is surpris-

“I love testing the new options and it’s great when I get hungry during the day.”

- Eleanor Brown ingly good quality and something I would definitely eat again.” Faculty are fans of the fridge as well.

Director of Admissions Tami Ling has tried the elote salad and the truffle couscous chicken bowl. “It was good,” she said. “Convenient, fresh and healthy. I really appreciated the opportunity to get food when Commons was closed and I loved the variety.”

The fridge’s location in the Novogratz lobby makes it a convenient option for athletes hungry after practice, or anyone looking for a quick bite. Despite complaints about overpricing, it still attracts a steady stream of customers. A sign on a column near the fridge perhaps best sums up its purpose: “Poly Fuel.” With an option for everyone, the Farmer’s Fridge offers the Poly community a new, healthy, and delicious way to stay fueled — for a price.

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MAY/JUNE 2022

PEOPLE

Susan Beiles’ 48-Year Career at Poly EMMA SPRING EDITOR-IN-CHIEF 2021-2022

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nited States History at Poly Prep is defined by history teacher of 48 years, Susan Beiles. A teacher at Poly since 1979, parent of three alums, and grandparent of four students, Beiles holds a deep connection to Poly. Her approaching retirement at the end of this year evokes bittersweet emotions for her. However, Beiles is unable to completely leave behind her reign at Poly, and will be coming in once a week as a writing specialist assistant.

A native New Yorker, Beiles grew up on Staten Island, where she attended Curtis High School. After graduating from Smith College and obtaining her master’s degree at Columbia, Beiles returned to Curtis to do some substitute teaching while balancing being a mother of three at home. After three years of substituting, Beiles was frustrated that she would never know her hours in advance. “They would call me in the morning, and if I could arrange a babysitter, then I could go,” said Beiles.

Belies elaborates on her experience substitute teaching, “it wasn’t very satisfactory or dependable. I knew people who had gone both to Poly and Staten Island Academy, and I wrote to both schools to see if they had any part-time positions.

Staten Island Academy told me they don’t take part time teachers and good luck with my life, and Poly wrote back and said, ‘we have no part-time positions now but we will keep your resume on file.’ Six months later I got a call that the man who was teaching AP U.S. History wasn’t well and he was reducing his teaching schedule. [I went] in for an interview, and it changed my life.”

Beiles came to Poly in January of 1979 and has been here ever since, serving as the AP U.S. History teacher from the first day she walked in the door to now. She has also taught almost every other core history course from 8th to 12th grade. Funnily enough, Beiles initially thought she would major in math or science in college.

“I had never liked Social Studies, particularly in high school because the teachers I had would write outlines on the board and we would spend most of the time copying the outlines. There really wasn’t discussion,” said Beiles.

Beiles’ view of history changed when she got to college. She shared, “When I got [to college], I realized I had

VIA POLY COMMUNICATIONS been good at [math and science] in high school because I could duplicate what was asked of me, but I really wasn’t creative in that way of thinking. That happened at the same time I was taking a required history course called Modern European History from the fall of Rome to the present.” Exposed to engaging and challenging teachers like herself, Beiles was intrigued by the excitement of history.

“I learned then [that history] is not static. It doesn’t happen and is frozen in place. It’s always being reassessed and reevaluated. And that was very exciting,” said Beiles.

As well as teaching history, Beiles also served as a 9th-grade dean, college counselor, dean of the faculty, and member of the administrative council. Beiles held these positions until 2016 when she decided to work part-time

and just focus on teaching. When Head of School Audrius Barzdukas first arrived at Poly in 2016, he reorganized the administrative structure, removing the then-unoccupied dean of the faculty and council position. “I think that this is an area that does need more attention,” said Beiles. “I always thought of the dean of the faculty of someone who had different hats –– being a career council, being a psychologist, being a social worker, being a liaison to others in the administration who was a more independent unfiltered voice [for the faculty]. I don’t feel that decisions have to be made by majority vote, but I feel that the voice of the faculty is important for the institution and validating for the individual faculty.

One thing I have learned in my years here is that things change…Certainly I’ve been very happy at Poly or else I would not have been here for as long as I have. I have trusted the institution and respected it and I’ve always felt things were always done with the best intentions even though I might not agree.”

Beiles nor the history department is not quite sure yet what her role as writing specialist assistant will totally entail. From what she knows now, Beiles will be working with students of varying skill levels under Learning Specialist Juliet Moretti’s direction to help with their writing.

Aside from her position next year, Beiles is excited to use more of her free time for herself. She hopes to engage in more drop-in lectures at museums or the 92nd Street Y, spend more time in the three book clubs she is a part of, and possibly even attempt something like Tai Chi to maintain balance. Additionally, Beiles mentioned with a chuckle, “when you get to be a certain age, doctor’s appointments for follow-ups becomes a full-time job in itself. I just wish for good health, physically, emotionally, and mentally.”

In reflecting upon her career at Poly, Beiles said, “I’m always reminded of something [late longtime Middle School History Teacher] Ms. [Liane] Dougherty would say to me when I was dismayed over something: she’d listen, she’d acknowledge my feelings, and then she’d say, ‘Remember why we’re here. We’re here for the students.’”

Sunday Routine With Dr. Sharma 10 questions with Dr. Sharma about his typical Sunday CHELSEA LIN MANAGING EDITOR What time do you wake up?

“On Sundays, 5 a.m.”

What do you usually eat for breakfast?

“We go to our local diner, so bacon, eggs — the whole shebang.”

called Rosie’s and they make homemade pasta. So generally, if we don’t go there on Friday nights, we go there on Sunday nights. And if we don’t do that, then it’s generally because my sister has made something that we could eat, or we come home and my partner makes phenomenal pizza, so we sometimes have that.”

What do you eat for lunch?

“It depends — if we are home, then something from home, otherwise lunch is not a big deal. Breakfast is a big deal because it’s brunch. Generally we either go out somewhere or are doing something, so lunch is not really a big deal.”

What do you like about Sundays?

“It helps me get ready for the week. Saturday is my day of just being lazy and Sunday is my day of OK, let’s get back into the groove, so Sunday morning is a slow start. I drink coffee, do my meditation exercises, and talk to people. So it’s kind of like my day zero — let’s go!”

What are some things you have to do every Sunday?

“Every morning I have to take my dog out — that’s why I wake up at five. I meditate every morning, so that’s something I have to do. Everything else is up in the air, from reading the New York Times to watching TV to traveling.”

What’s one thing you like to do every night before you go to bed?

“Turn off my phone, turn off everything, and put myself in a dark room, so I can fall asleep. I never take my phone, never take any electronics into my room. It’s a strict no for me, because I know that I will stay up the whole night.”

Who do you spend time with on Sundays?

“My partner and my dog mostly. Other than that my sister and my nieces or friends. The majority of the time it’s me going to my sister’s place because my sister is a

VIA LIZZIE PERRY phenomenal cook or them coming to my place.”

What do you eat for dinner?

“Dinner can be a big elaborate thing where we order.

Our favorite restaurant is this Italian restaurant — it’s

What time do you go to bed?

“10 p.m. would be a good time — anywhere plus or minus 30 minutes.”

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PEOPLE

MAY/JUNE 2022

Meet the New Head of the Science Department Dr. Ramesh Laungani’s Past, and His Future at Poly TJ IANNELLI AND NOAH SAIVETZ DEPUTY OPINIONS EDITOR AND SOCIAL MEDIA MANAGER

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r. Ramesh Laungani is the current Head of Science at Poly and it is his first year at Poly Prep. Born only a couple of miles from Poly Prep, he has journeyed all around the world.

Growing up in Valley Stream, New York, both of his parents were physicians in Brooklyn. He excelled in biology in high school, so he assumed this meant he liked biology. However, Laungani admits that it was wrong to think that just because he got a good grade in biology meant he enjoyed it. As a pre-med student in college, Laungani took a class in the Australian rainforest during the summer of his junior year. Laungani empha-

what he wanted to specialize in. After receiving his PhD in ecology from the University of Nebraska-Lincoln, he worked as a professor at Doane University in Crete, Nebraska.

Although it is only Laungani’s first year at Poly, he has set the goal to inspire students in the same way Dr. Florentine helped

“I had never thought about science from the perspective of questions that need to be answered, as opposed to answers I need to memorize.”

- Ramesh Laungani

“I remember...being like ‘This is the most boring stuff on the planet. Who could actually spend their lives studying ecology?’ which is ironic given I am an ecologist now.”

- Ramesh Laungani sizes the significance of this hands-on experience, “my freshman year of college I was in biology class and we were in a five-hundred-person classroom. The professor didn’t know any of our names, we were just a bunch of faces. We were going over ecology and I remember leaning over to a friend of mine, being like, ‘‘This is the most boring stuff on the planet. Who could actually spend their lives studying ecology?’ which is ironic given I am an ecologist now,” he said. The goal of the class was to restore a part of the tropical rainforest.

Laungani says, “I had never thought about science from the perspective of questions that need to be answered, as opposed to answers I need to memorize.”

One of Laungani’s professors during his time in Australia was a man named Dr. Florentine, who was from Sri Lanka. Laungani says how he had never seen or interacted with a South Asian ecologist, so learning from him was a unique experience. He wanted to reach other students as Dr. Florentine did. “Dr. Florentine opened up this whole world of ecology for me that I didn’t realize existed, so that is what I wanted to do for other students,” Laungani said.

Beyond studying ecology, Laungani still needed to decide his specific area of expertise during the period between college and graduate school. He determined

him. His goal at Poly “is to get students more and more involved in research and center research as a key distinguishing characteristic of the Poly science program.”

Laungani has high hopes for the future of Poly science. He expressed, “the hope is that soon enough, over the next couple of years, I can get Poly students doing some research

“[My goal at Poly] is to get students more and more involved in research and center research as a key distinguishing characteristic of the Poly science program.”

- Ramesh Laungani VIA POLY COMMUNICATIONS this by getting interactive experience worldwide such as working at a research station in Minnesota and going to the Grand Canyon for three months for a research project. Laungani continued on to work in Panama, where he studied tropical ecology. During that time he discovered he greatly enjoyed studying grasslands in the midwest, which helped him further narrow down

Cannon (continued from page 1) home, or simply giving looks of encouragement from the sideline. Not only did she lead this team to two NYSAIS championships, but more importantly she inspired all of us to be better today than we were yesterday, and better tomorrow than we are today. ” For the Girls’ Soccer preseason, Cannon formed an annual trip to Rhode Island to strengthen their soccer skills and for the team to bond. Junior Haley Clayton said, “She’s the best soccer coach I’ve ever had hands down. When I was new to Poly she made a point to have me included in all the Zoom calls and COVID practices [and] challenges which helped me so much in adjusting to Poly…I think she had an amazing team-first mentality and always did what she thought was the best for the team…sometimes she gave

us days off instead of more training, and in Rhode Island assigned roommates to make us closer as a team and not just choose who we were already friends with.”

As Poly looks for her replacement, Corso wrote in his email to the Poly community, “Dr. Cannon will help us through this transition and search for our next Athletic Director and Girls’ Soccer Coach.”

“The soccer team means everything to me,” Cannon wrote. “We have built a program rooted in a strong culture and deep foundation thanks to the commitment and belief of so many. I know they will continue to welcome new players and coaches and nurture the family who are already here.”

Additional reporting

by Allie Weiser

VIA @POLYPREP_GVS

that we could maybe even publish.” He would accomplish this with the new classes that he, along with the rest of the science department, are offering starting next school year, such as neuroscience. Laungani claims that these classes will set Poly science apart from other high school science departments across the country. “Every high school offers biology, every high school offers chemistry, every high school offers physics,” he said. “The electives that we’re gonna offer therefore distinguish Poly from any other high school in New York.”

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MAY/JUNE 2022

ARTS

Review: Celebrities Attempt Gilded Age Fashion at the Met Gala GENEVIEVE FITZPATRICK CONTRIBUTING WRITER

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any people argue that the 2022 Met Gala theme had one of the most straightforward themes for attendees to follow. The theme was “Gilded Glamour,” and Met Gala enthusiasts were very disappointed after seeing all of the red carpet looks. Personally, I can see where the disappointment came from. The Gilded Age is the time between roughly 1870 to 1900. This theme entails corsets, big hats, and elaborate floor-length skirts, essentially the fashion you would see in Bridgerton. However, most celebrities did not deliver. Instead of sharing my opinions on the worst looks of the night, I will be focusing on my top three favorite looks of the night. What I was looking for in the outfits was the ability to have a personal and distinct detail and fitting the theme while looking glamorous.

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Laura Harrier in H&M Harper’s Bazaar stated that actress and model Laura Harrier “wanted to reference the late 1800s in her look without having it look like a costume.” In my opinion, she did just that. Harrier wore a gorgeous ball gown, covered head to toe with silver and shimmery black details. The dress has a built-in corset that includes a subtle but very effective “V” shaped detail in the front of the dress. She accessorized with gray and white chunky pearls, black velvet gloves, silvery eye shadow, and a sleek wet-look hairdo.

Taylor Hill in Miss Sohee Model Taylor Hill truly stole the show in this gorgeous off-the-shoulder blue dress that included a massive train with embroidered flowers arranged in a beautiful pattern. Both the embroidered flowers and long train of the dress tie into the theme, but this look took a modern twist by having a short cut in the front which showed off thigh-high stiletto boots that matched the satin fabric of the dress. This dress is without a doubt a work of art.

Blake Lively in Atelier Versace It is definitely a challenge to stand out at a fashion event as significant as the annual Met Gala, but Blake Lively seems to hardly ever disappoint with her looks. At first, we saw Lively show up in a gorgeous, shimmering, rose-gold gown with a very extravagant bow on her waist, but later we got a lovely surprise when the bow on the dress untied, and revealed a stunning light blue train. This transformation was meant to pay homage to the Statue of Liberty and how the structure turned from a copper color to teal.

The light blue details of the dress were inspired by the constellation design at Grand Central station. Lively accessorized with matching gloves for both outfits and stunning jewelry that included a seven-tier crown which was also inspired by the Statue of Liberty.

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VIA PAGE SIX Moving on from the beautiful and very well-received looks we saw at the Gala, let’s discuss Kim Kardashian’s look.

At first glance, this is a pretty generic and glamorous dress for Kardashian to wear. But it seems that many onlookers are absolutely outraged by the fact that Kardashian is wearing this dress, as it is the same dress that actress and American icon Marilyn Monroe wore when she sang “Happy Birthday” to former president John F. Kennedy.

According to various articles about the event, many people are very angry with Kardashian for many different reasons.

Some say that she didn’t deserve to wear this dress because she and Marilyn Monroe are not on par. Others are saying that this piece of history should have been left untouched.

Personally, I agree that Kardashian should not have worn this dress for a few reasons. Firstly, this dress was worn by Marilyn Monroe in 1962, meaning it doesn’t even fit into the Gilded Age theme time period-wise. Some people defending Kardashian argue that Marilyn Monroe was very famous and influential during the “Golden Age of Hollywood” and that’s why it fits the theme. I personally disagree and don’t really understand how mid-20th-century Hollywood fashion has anything to do with the fashion of the Gilded Age. Monroe did not seem to have as much control over her presentation and body image as Kardashian does. She tried to prove how serious she was as an actress and performer but was often torn down and futher exploited for her “sex appeal” and her body.

One can argue that Kardashian is also exploited for her body and physical appeal, but it seems that she embraces it more and consents to it much more than Monroe ever got the chance to. Kardashian even owns a fashion-line dedicated to shapewear. Monroe was continuously treated poorly due to the fact that she was a successful woman who gained popularity for being attractive, which wasn’t even her choice. It didn’t matter that she was singing for the president at a political event — she was still treated like a sex object. Monroe fought so hard for her entire life trying to be seen as more than that. People believe that Kardashian wearing her dress reduced Monroe to exactly what she did not want to be: a sex symbol. In my opinion, it was irresponsible and unnecessary for Kardashian to wear this dress.

Kardashian also had a replica created that would have been indistinguishable from the original. She had to wear it after the red carpet because she was not allowed to sit or eat in the real dress. So why didn’t she wear the replica on the red carpet? The answer seems simple: She wanted to wear the orginal dress in order to associate herself with Monroe because both of them are American “sex icons.” I believe the dress is a piece of history and should not be put at risk of damage just for the sake of an ego boost and a photo.

Monroe historian and collector Scott Fortner said in People Magazine that “the dress was custom-made for Marilyn Monroe. It’s not an off-the-rack garment.” Monroe had to be sewn into the dress in order for it to fit perfectly for her body. Fortner said Monroe wanted “to design a truly historic dress, a dazzling dress that’s one of a kind” — a dress that “only Marilyn Monroe could wear.” The dress fit Monroe so perfectly that if it were to be worn by anyone else, it is very likely that fabric and seams would be stressed.

It is up to the individual to decide whether or not this dress should have been worn by Kardashian, but I believe that before someone makes this personal decision, they should ask themselves, was it worth it? Was it worthwhile to potentially permanently damage a delicate piece of history? You decide for yourself, but I do not think so.

MAY/JUNE PLAYLIST We Will Always Love You The Avalanches, Blood Orange Strawberry Letter 23 Shuggie Otis Full Metal Jacket Dirty Art Club Lying Has To Stop Soft Hair, LA Priest, Connan Mockasin Uptown Top Ranking Althea And Donna Genesis Grimes Shrim Melody’s Echo Chamber Zombies Childish Gambino Coming Home Interlude by Kali Uchis Only If Steve Lacy Southern Isolation Matt Martians Summer Is Ending Jet Age of Tomorrow Dent Jusay Matt Martians, Syd, Steve Lacy Compiled by Chantal Guthrie

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MAY/JUNE 2022

Pirouettes and Philosophy With the New Dance Teacher A Personal Reflection on Samuel Turner’s Dance Class

SADIE SCHOENBERGER ARTS EDITOR

VIA STAVI GABRIEL

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pper School dance teacher and choreographer Samuel Turner’s first year at Poly is coming to a close. Since enrolling in his class in September, I can confidently say that my perspective on dance has drastically changed, along with how I view learning, creating, and trying something new.

Turner sees at dance as movement, and movement as life. While he teaches dancers in the studio, his philosophies can also be applied to us all.

“I had an infatuation with ballet, the discipline behind it, the aesthetic and artistic lines that I saw these dancers creating with their bodies,” Turner stated. This infatuation began in Turner’s freshman year of high school at a school talent show, where Turner saw a boy perform a ballet solo. “He was doing a la seconde turns, and he did jumps that were so high. And I remember he had the biggest calves I’d ever seen. And I said to myself, I want calves like that; I want to be able to do that!”

When discussing his start in dance, he remembers his mom being seriously against it. “My family is also from the islands, Jamaica. So it’s very cultural, very religious background, in the sense where dancing is not something we do in that regard.” Smiling, Turner recalls calling his grandfather, hoping it would sway his mother. “He didn’t know what it was. He just knew that the kid wanted to dance, so let him dance.”

This was only the beginning. Turner went on to study with prima ballerina Violette Verdy, who danced for the New York City Ballet. Turner graduated with a B.S in ballet performance and Kinesiology, the scientific study behind movement. “When you take the science behind the movement, then you can understand how it really works,” he explains.

After graduating, Turner continued his career with esteemed credits, including performing with Elise Monte, the Rockettes, and the Metropolitan Opera.

“My teachers often told me that I should audition for modern dance instead of ballet companies because I did not have “the look” for ballet,” Turner added. “What they meant was that I wasn’t white, and I wasn’t slender, and I wasn’t tall, which you would think would be a setback. But as you know, we live in this world where there have been many setbacks for many people; it’s how you move forward. You’re saying I need to be a modern dancer, but I know I can be a ballet dancer. And I wanted to be a Black

ballet dancer. Because there’s not many of those.”

In my heart, I am a performer. I am a dancer first. When we dance, we create endorphins. And the more endorphins you have, the happier you are,” Turner said, grinning. “When you’re doing things that make you feel a certain way, it feeds your soul. That’s what’s carrying us to the next day, to the next moment. And I think that’s what I found.

And I’m lucky to have found that and be able to do that in some kind of dynamic. I’m able to let go of all of that baggage and leave it on the floor as art for someone else to admire, for someone else to feel.”

“Witnessing the sport’s involvement, the excitement, the activity; that’s how I want people to treat the dance department. Because if I asked one of those football players to do a tombé, coupé, jeté, then turn with a jump to the floor and get back up in eight counts, would they be able to do it? No, of course not. Because they’re not conditioned to. Dance is like a language, and you have to study it for years to grasp it. What we do here, the training that goes into being able to do what we do, because not everyone can do it; it takes skill, it takes power, and it most certainly takes athleticism. We need to be considered as athletes.”

“I think there’s a sense of a lack of time. I don’t know how to do a split right now, so I’m not going to. I’ll do something else. No, put some time into it, and you’ll get there.” As Turner’s student, I couldn’t do a split at the beginning of the year. In fact, I could barely get my feet to turn out. But every week, we practiced, stretched, and strengthened, and nine months later, I’ve done it!

But Turner’s theory doesn’t apply to just dance.

The concept of working towards a goal that, at the moment, looks unattainable is something that applies to our everyday lives. It’s easy to get discouraged, not to try at all, because the process won’t be easy. But as Turner says, “if we don’t allow time for creativity, we don’t like the process; we can never get to the feeling that I think everyone wants to feel.”

Feeling Caught Between Two Worlds: Being an Exchange Student at Poly EASON YAO CONTRIBUTING WRITER

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ou might assume that you live in one world and have one life, as at least for now, the multiverse seems a foreign and unlikely hypothesis. However, many of us truly do live in multiple worlds within ourselves. For instance, as teenagers, we often think and act differently with our friends than with our family.

On a surface level, this is what it means to live in a mental multiverse. However, what is it like to live in two worlds that are constantly in conflict? This is the situation in which Tambu, the teenage protagonist of Nervous Conditions, and I, a Chinese-American student, find ourselves.

In Nervous Conditions, a semi-autobiographical novel written by Tsitsi Dangarembga, that ninth-grade English students read this year, many characters seem stuck between worlds in one way or another. Perhaps this is not surprising since the book was set in colonial Zimbabwe, where British control caused numerous societal problems and imbalances. Unfortunately, many natives sank into poverty, while only a selective few received formal education from the British. Tambu was one of the lucky ones. Yet, she struggled to coexist in her contradicting universes: that of her homestead and that of the wealthier mission school. The contradictions between these “worlds” posed seemingly impossible questions for Tambu: Who am I, and which world do I belong to? Throughout her coming of age, Tambu hunted for an answer while being

forced to assimilate to one side or the other. By the end of the novel, with the influence of her cousin, Nyasha, Tambu realizes that education won’t necessarily lead to wealth or happiness and could even brainwash her. Gradually, suspicion and dislike of the new Western world grew, and Tambu became confused and disoriented.

It’s easy to dismiss Tambu’s struggles as specific to her and her fellow African peers. Nervous Conditions is such an impactful novel because Tambu’s story is truly universal and timeless. Millions of people worldwide suffer from the same issues as Tambu, split between distinct sets of cultures and ideologies.

Tambu’s story deeply moved me. Not only because of the tragedies that happened to various women, not only because of Tambu’s thrilling academic journeys, but also because of the internal conflicts we share. As a Chinese student studying in America, I often find myself caught between two worlds: China, my homeland, and the US, my education, and my future.

In Tambu, I see a clear reflection of myself. I felt empathetic for Tambu’s mental struggles, knowing that I, along with many others, have experienced the same.

There are several moments in the novel that I particularly correlate to. Most notably, Tambu’s initial parting with her family induced me to reflect on my own experience of leaving a place where I have spent my whole life. I was born in Fuzhou, a small city in China. Since my parents

were pretty well-off, I received a decent education in an international school and got what I wanted most of the time. However, in China, the common assumption is that better education and life lie abroad, with more opportunities to succeed. In Tambu’s society, Babamukuru had a similar opinion, incessantly promoting that Western education would make people better somehow. Indeed, many people in developing countries see the developed, Western world as superior to theirs. But is this really true? I often pondered this question and found the answer to be a no.

Still, I was quite attracted by the idea of going abroad at the time. Anyways, many of the wealthy adults close to my family sent their children to Western countries.

Eventually, my parents would put themselves into this category. In 7th grade, I decided — or rather my parents decided for me — to attend school in the US. To put it simply, it was a bold decision. We left behind a lot: our home, our family, and our culture, among lots of other things. And what was the reward?

Honestly, I don’t know. For me, the U.S. represents a glorious future. I wrote down countless hopes and aspirations on my wishlist: friends, tennis, freedom, Ivy League, big salary, big house, big life… however, none were guaranteed. Besides, the decision meant leaving behind my beloved hometown and entering a world I had barely been to before. There was also the question of ideology: I need-

ed to adapt to the Western way of living and thinking, which, as I later realized, has as many problems as any other. It is safe to say that my two worlds commenced a battle in my head the moment we finalized our decision to move here.

The battle never ended. I have been totally stuck between the two worlds. On the one hand, I have enjoyed life, and my goals are mostly on track. Nothing has really gone wrong. However, there are still a lot of moments when I doubt whether I should be here and where I belong, particularly during periods of high tensions.

For instance, the COVID pandemic unnerved me. The fact that my home country and the rest of my family were under such a severe threat reduced me to tears. Besides, I was overwhelmed with a strong feeling of guilt, the feeling that I was betraying my country and escaping danger. My heart was torn between sympathy for China and appreciation for the place I lived in. However, my troubles did not end there. Rumors about the virus spread like wildfire at the start of the pandemic. A major one was that China leaked the virus from a lab. Therefore, the coronavirus was often referred to as the “Wuhan virus” or “Chinese virus.”

This rumor dealt me a hammer blow, as it did to countless Chinese people who loved their home country. We were enraged but powerless. Discrimination against Chinese people, even within the Asian community, increased drastically.

(continued on page 13)

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MAY/JUNE 2022

Young Artists Enter First Student-Run Visual Arts Competition ISABELLA INCATA AND MIA PINEDA CONTRIBUTING WRITERS

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his past April, Poly hosted its first visual arts competition, a concept, as Director of Student Life Jared Winston put it, “created by students, for students.”

Competition founder senior Tasha Fonstein has been involved in Poly’s arts programs throughout her time at Poly. “What inspired me to create this competition was the lack of arts awards for non-seniors,” Fonstein explained. “I wanted Poly’s art department to get more attention.” Fonstein designed the competition to be a place where middle schoolers and underclassmen could be recognized for their artistic abilities by winning awards.

More than 40 Poly students participated in this year’s competition, with submissions ranging from illustrations, fashion designs, ceramics, and even photography and videography. There were six winners in total, three for the Blue team and three for the Gray team.

(The Polygon interviewed the Middle School winners; for more information on the Upper School winners, please see the photo gallery below.) First place was awarded to the Gray team’s member, City Smith ’27, who shared that he hadn’t expected much from the competition and “was scared I wouldn’t win anything or get acknowledged.” City also says that he forgot he

had entered the competition in the first place, and later missed when the winning results had come out.

Second place Gray-team winner Lila Suter-Chung ’28 had been hoping that an art competition would happen at Poly.” She said, “I really wanted to show off my skills and really just wanted to try my best.” Lila spent about three to four days on her artwork and said she was extremely nervous about the competition. Another winners, Fiona Inamoto ’29, third-place Blue team, said that winning this competition will inspire and motivate her to continue to draw new things and carry out her passion for art. Additionally, Inamoto wants to earn points for her team in hopes that this will bring up her team’s place.

Helena Elko, one of Poly’s art teachers, believes that this competition mimics a real-world experience. Elko said, “The art competition was an incredible act of dedication and creative purposefulness on the part of the students who put it together.” She hopes that this platform for young artists at Poly Prep will continue over the years.

After this year’s competition, Fonstein shares her hopes for future visual arts competitions. There were a variety of entries this year, but she says that she would like to see a “wider range of media like sewing and sculp-

VIA TALLULAH GLANCY ture” in the future. The products of the competition have been getting attention from the students, and Fonstein said she is “filled with happiness that people are taking an interest in the artwork in this competition.” As Fonstein is graduating this year, she says, “I will not be involved with next year’s art competition but I will be in contact with next year’s judges if they have any questions.”

UPPER AND MIDDLE SCHOOL WINNERS: THE FINAL THREE

Art by Gemma Pauls ’24

Art by Selena Wu ’25

Art by Wendy Zhou ’25

Art by City Smith ’27

Art by Lila Suter-Chung ’28

Art by Fiona Imanoto ’29

Being an Exchange Student at Poly (continued from page 12) Although I have never experienced it directly, I heard countless stories of anti-Chinese discrimination, from unintentional accusations to explicit hate crimes. This shook my sense of identity. On the one hand, my national and cultural pride plunged, and I was content to be in the U.S. On the other hand, I began to think that I did not belong here.

Like Tambu, I took the middle path. It is the least-trodden path, filled with obstacles and

challenges. However, Tambu and I decided on this path because of our common indecision. Mentally, we were both unable to pick a side, primarily because of the various contradictions between our respective two worlds. We endured the constant warfare, literally and figuratively, between our two worlds.

14

MAY/JUNE 2022

MIDDLE SCHOOL CORNER Lunch With the Deans, a New Disciplinary Initiative

MS Sentiments Guide Latest Workshop

CHARLOTTE ARZOUIAN DEPUTY MIDDLE SCHOOL EDITOR

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t most schools, hav- child receives a dean’s lunch. ing lunch with a teacher Countless dean lunches reseems like it would be a raffle sult in significant consequencprize. At Poly, however, eat- es. Middle School Dean Alia ing with a dean is anything Carponter-Walker reiterated but a pretty scene. Dean’s the dean’s lunch “scale,” in an lunches were introduced to email to The Polygon. Each middle school students in an Dean Lunch requires students assembly about a week ago to complete a reflection sheet. as a new form of discipline. If students are tardy to or miss Dean’s lunches are an ex- a Dean Lunch they must attension to Poly’s long-standing tend an additional one. The punishment of being sent to the following are the disciplinary dean, and have added to Po- correlations for these Middle ly’s traditional motto, “Mind, School behavioral violations: Body, Character,” by improving student’s choices. “Disci- 1 Deans Lunch = Email plinary warnings and in-school home to share next steps and suspensions have always been explain the situation a part of our code. The new system is just a reminder to 3 Deans Lunches = In-School stay accountable for your Suspension (ISS) mistakes,” said 5th- and 6thgrade teacher Caesar Fabella. 1 Infraction post ISS = Out“The purpose of these of-School Suspension (OSS) lunches is to give students the time to reflect upon poor deci- 1 Infraction post OSS = Dissions and help them to make ciplinary Warning more informed and better decisions in the future. Support and Many students seemed petriadvocacy is at the center of all fied when they first heard about that we do as Middle School Poly’s new form of discipline.

Deans,” says Middle School An eerie silence grew in the Dean Alia Carponter-Walker. theater when it was introduced.

However, the new system To some, the system may allows only five minutes for appear overkill, but it is not students to secure food at Com- without a purpose. “I don’t mons before reporting to the want people to think that dean’s room and the time provided. lunches are just for someone Regardless of the reason, being to be in trouble. I think a lot of late results people in anothsee it er reflecas putive meal. nitive, T h e unruly student — just sits in a a punroom with i s h one of the ment. deans or And I Director like to of Student think Life Jared about Wi n s t o n , every and proopporceeds to VIA LIZZIE PERRY tunity eat lunch to learn in silence while answering re- and grow, so I want people to flective questions. These ques- think of it as a different way to tions were created by the deans think about an issue,” said Midand aim to help students think dle School Dean Peter Soto. about what they did wrong in Although dean’s luncheffort to improve next time. es cannot be given without a Head of Middle School An- warning, one action can be dré Del Valle identified “say- equivalent to multiple dean’s ing something to a student that lunches or a greater conseis intentionally meant to hurt quence. “I don’t want people them as a person, cutting class- to think that we have dean’s es and not being where you are lunches because we have bad expected to be, bullying other students,” added Del Valle. students, picking on other stu- “We are having dean’s lunchdents,” as all types of activities es to become more thoughtful students execute repeatedly and reflective about the choicthat land them a dean’s lunch es we make as students, and after being spoken to multiple just as importantly, as memtimes. To top it off, an email is bers of a bigger community.” also sent to parents when their

JORDAN MILLAR MANAGING EDITOR n Wednesday April 27, the school hosted its third and final Upstander Workshop for Middle School students. Similar to the Upstander Workshop held recently in the Upper School, Director of Student Life Jared Winston collaborated with the Middle School Senate Representatives, Middle School Senate Faculty Advisor Danielle Rauch, and the Social and Emotional Learning Committee to improve the Upstander Workshop programming and structure after receiving feedback from students and faculty. But the structure itself of the third Upstander Workshop in the Middle School was different from the recent workshop held in the Upper School.

While both Winston and Middle School faculty members have generally noticed a more positive reception, 5th through 8th grade students have varying thoughts.

The development of the third Upstander Workshop began immediately after the second workshop that took place on January 19. “As with the last Upper School Upstander Workshop, we leaned on elected representatives to drive the planning process,” Winston wrote in an email to The Polygon.

Based on the feedback received from the previous two workshops, Middle School students wanted workshop programming designed by the students themselves. “The Middle School Senate designed the program from start to finish, focusing on an organized discussion around a specific topic: peer relationships at Poly,” Winston added.

Middle School Senate Faculty Advisor Danielle Rauch, in addition to the Social and Emotional Learning Committee, assisted Senate representatives with the Upstander Workshop planning.

“We wanted to do an activity that was more interactive and didn’t feel like just sitting and listening to something. I helped to get the conversation started and then the Middle School Senate members created the actual idea,” Rauch said. English teacher Lee Marcus, a faculty member serving on the school’s Social and Emotional Learning Committee, stated “We were sent over the agenda for the workshop and overall we thought the students did a great job of putting the program together. We didn’t really have much input at all in terms of the structure or facilitation.”

This time, the Upstander Workshop programming was only for Middle School students, a major change from the previous workshops in which Middle and Upper School students spoke with each other. “I think that made the environment a little bit more comfortable for some kids that felt shy speaking up in a room of Upper School students,” Rauch said. The ultimate goal was to make everything comfortable and

VIA LIZZIE PERRY enjoyable for Poly’s younger students. “In the previous Upstander Workshops, students were not as engaged since they felt like they were just listening to teachers speak more. There were awkward silences or some students felt like they were being asked questions that felt like common sense to them — that was the feedback that the Middle School Senate gathered,” Rauch stated. “Then, going off of that, we tried to make it more interactive and student-driven.”

On the day of the Upstander Workshop, students were first greeted by members of the Middle School Senate in the Theater: Anna Brandmeyer ’26, Naomi Bobbitt ’27, Leo Yang ’28, and Caiden Silverstein ’29. The Senate set a foundation for the workshop by leading an example activity, so students had an idea of what to expect as they were divided into small groups throughout the school. These groups consisted of roughly 15 to 17 students with two faculty supervisors.

The groups were also designed with the intent of keeping conversations age appropriate, which meant that grades 5 and 6 met together while grades 7 and 8 met together. “It started off with an ice breaker activity since not all of the students knew each other very well,” Rauch said. The main workshop activity was rolled out in the format of an open session where students anonymously wrote down how they felt about their peer relationships at Poly.

Faculty members then shared these ideas so that students in the group could provide feedback, support, and encouragement using different colored index cards.

Conversations were centered around different statements, ranging from “I like some friends but some of them can be a little much.

I feel like one of my friends follows me around and copies me” to “All of my close friends are in different Advisories. I’ve tried to be friends with those in my Advisory, but it’s not the same.” These statements were designed to be much more realistic and relatable from a student perspective, and therefore facilitate stronger discussion within the workshop.

Following the workshop, Winston, Rauch, and Marcus have all said that they have noticed a far more positive reception among Middle School students and fac-

ulty compared to the previous two Upstander Workshops. “Middle School Faculty had generally positive reactions to the conversations they led. As with the Upper School Upstander Workshop, it seems the third and final workshop was the most well received by Middle School students,” Winston wrote in an email to The Polygon.

“From the students in my room, I heard that they felt that the activity was more engaging than the first rounds of Upstander Workshops. I also spoke to a few teachers who felt like students were being very supportive of each other and giving thoughtful feedback to the scenarios that were being shared out,” Rauch stated.

“Because the workshop was created by students there was a greater sense of engagement,” Marcus added.

However, Middle School students still have differing opinions despite the overall improvement in reception. Some students found the new workshop structure to be invasive. Sixth grader Savannah Park said that she “thought that the teachers were kind of peeking, and I thought it would be better if you would put the cards in a box.

It was very intrusive and I don’t like intrusive activities like that.

But other than that, it was fine.”

Another sixth grader, Bennett Ling-Regan, stated that “It was cool, I [liked] my group, it was more comfortable than the previous ones. But I feel like the activities were more intrusive.”

Other students found the workshop to be repetitive. Eighth grader Noah Pessin said “I think it is fine to do it once or twice because it gets people to think about standing up for themselves and other people, but I think when there is like three or many more, it gets out of hand and unnecessary because we have already gone over the point of being an Upstander.”

Eighth grader Alex Basham added, “Most students get quite bored during the time period.”

Winston is confident that Upstander Workshop is here to stay at Poly. “Will all workshops look the same? Probably not,” Winston wrote in an email to The Polygon. “Moving forward, we want Student Government to own these types of programs so being an upstander can become a more prominent aspect of Poly’s ethos and school community.”

MAY/JUNE 2022

15

SPORTS

SPRING SPORTS RECAP

Courts and Coffee With Coach Amurao... at 6:30 a.m.

LUCAS BASHAM STAFF WRITER

Baseball:

ANJALI BUDHRAM AND SUMMER HORNBECK SPORTS EDITORS

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oaching at Poly since 2020, Varsity Tennis Coach Jeff Amurao has led both the Girls’ and Boys’ tennis teams to numerous victories this season. Since his academic years, Amurao has been competing at a high level, and tennis has grown to be an enormous part of his daily life, so much so, he

“I’ve always been more of a morning person. Tennis and I spend a lot of the day together...”

- Jeff Amurao said, his days would feel lacking without it.

Amurao said he starts his day off bright and early at 6:30 a.m. I don’t really need an alarm,” he said. “I’ve always been more of a morning person. Tennis and I spend a lot of the day together. I’ll usually watch some match footage on YouTube in the morning before heading out to Poly. I’m on my computer with my cup of coffee right after I wake up, and then I’m coaching players pretty much all day long, so by the time team practice rolls around, I’ve already been hitting for hours. I really never get tired of tennis, but by the end of the day, I’m generally pretty worn out, so I almost always fall asleep before midnight.”

Because of COVID, Poly has made a few alterations to our campus, notably the addition of lunch tents occupying three of the tennis courts. The team has had to adapt to the circumstances and new practice schedule.

“It can be a challenge at times, but half the courts are better than no courts right? Similar to the girls’ season, we’ve

had to adjust the JV and Varsity practice schedules, and we’ve managed,” Amurao said. “It hasn’t been perfect or optimal, but we’ve made it work. But I would very much like to get back all of the courts.”

Amurao and the boys tennis team have maintained a positive attitude even after the newfound adjustments. The team has persevered despite losing half of their courts and has fought hard to make the most of it.

Currently in his first ‘normal’ Boys’ Varsity season since joining Poly’s athletic department, Amurao reflected on his season so far:“The regular season and playoffs are over for us now, and we are turning our focus towards a possible NYSAIS berth and also the Mayor’s Cup. We stand at 8-4, which is a reasonable record. That said, I think the team understands that we had the potential to go deep into the Ivy Tournament. We had our chances but we didn’t execute when we had to, and that was that. But we’ve definitely established ourselves as a dangerous team and we will be back next season. We’ve learned. And we will be more prepared for the moment the next time it comes around.”

Holding a respectable four more wins than losses this season, Amurao sees much potential for future seasons and holds his players to the highest standards.

“This is a team with a ton of talent. I expect that those who are not graduating this year will find a way next season to fully harness that talent in the service of an inspired run of tennis,” he said. “And if we’re able to get a berth in the singles and doubles at NYSAIS this season, my players will be very motivated. At some point in the near future, I expect that we will get it done.”

The Poly Baseball team clinched their 14th straight Ivy League Championship this season with an undefeated record of 14-0 and went 19-4 overall as of May 19. One of Poly’s most notable events this spring was the opening of the new Matt Roventini Baseball Field, where the team beat Don Bosco, the 16thranked team in the country, 8-2. The team cruised through the first two rounds of the NYSAIS playoffs and beat Stonybrook to win the championship on Wednesday, May 25, claiming its 10th NYSAIS title since 2007. Head Coach Matt Roventini said, “[it was] one of the more memorable days in my 19 years at Poly.”

Boys’ Tennis: Varsity Boys’ Tennis finished 4th in the Ivy League this season with a record of 5-4 (including the playoffs), up four spots from their placement in the last full season in 2019. They went 8-4 overall. “I think we’ve come to understand as a team that opportunities can be fleeting and that it’s vital to seize the moment,” said Varsity Head Coach Jeff Amurao. “We’ll be more prepared when that moment comes around again.”

Softball: Poly Softball finished 1st in the Ivy League this season, going 11-0, claiming their third straight title. The team crushed Trinity 18-0 in the first round of the NYSAIS playoffs, defeated Spence in round 2, and took home the championship in an 8-3 win over Hackley on Wednesday, May 25. One of the most notable moments of their season was beating Hackley to claim the #1 seed in the NYSAIS bracket, where senior “Ella Carter [hit] a monster homerun over their fence which is about 300 feet,” said Head Coach Renae Beauchman. Beauchman loved watching “how we have come together as a team, building relationships, [and] memories that will last a lifetime.”

Boys’ Volleyball: Boys’ Volleyball returned to Poly this spring, notably playing a strong 25-22 set against PSAL powerhouse Midwood High School and two five-set grudge matches against rival Packer High School, unfortunately coming up short in both outings. “Overall a group of young men that were completely new to the sport of volleyball [and] gave it their all,” said Head Coach Alex Mouse. “[They] had lots of fun navigating the ups and downs that come with competing at the Varsity Volleyball level.”

(continued on page 16)

Sports Analysis: This Year in the NBA CARLO CARSON CONTRIBUTING WRITER

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he NBA is at an all-time high count of stars, and we’ve seen them all face off in the past few weeks. The playoffs are in full swing, and it’s been a treat for basketball fans.

Jess Park is the Vice President of Global Fan Marketing at the NBA. I asked her some questions about how the NBA felt the playoffs were going.

“This season, we are celebrating our 75thAnniversary, and there is no better time to celebrate our past, present, and future than during the NBA Playoffs. The competition has been incredible with must-watch match-ups where the one thing you can count on is to expect the unexpected. There’s an electric energy to the postseason and fans are allthe-way leaning in — we’ve just had our most-viewed opening playoffs weekend in more than a decade. On social media, we’ve generated more than 1.6 billion views so far during the playoffs. Across the board, it’s been a thrilling NBA Playoffs already, and I can’t wait to see who wins it all and takes home the Larry O’Brien trophy this year,” stated Park.

The Philadelphia 76ers had been a great team all season led by Joel Embiid. For a shot at the championship, general manager Elton Brand made the executive decision to trade for James Harden. ​​This flipped the NBA world upside down.

After beating the Toronto Raptors comfortably, the 76ers are tied with the Miami Heat at 2-2. The Miami Heat emerged from the Eastern Conference as the No. 1-seed, and while they may not have mainstream superstars, their bench has extreme depth, and they’re a force to watch. My prediction for the series: 76ers in 7.

This has been the best playoff series by a mile, and there is incredible drama, impressive comebacks, and high-level pay for young superstars. The Boston Celtics are a dangerous team, and they showed that by sweeping the star-heavy Brooklyn Nets in the first round of the playoffs. A team’s ability to win has nothing to do with how many star players a team has, but the team dynamic and how the players work together. The Celtics, now move on to the second round, against the Milwaukee Bucks led by last year’s Finals MVP and honoree as one of the league’s greatest players of all time, Giannis Antetok-

ounmpo. The battle between Boston’s Jayson Tatum and Milwaukee’s Antetokounmpo is a must-watch event for any basketball fan. My prediction for the series: Bucks in 7.

The Golden Warriors have been on a decline since their magical 2017 season, where they had a regular season record of 67-15. Now that Stephen “Steph” Curry and Klay Thompson are playing at a high level alongside emerging superstar Jordan Poole, we’re starting to see how the Warriors used to play. The Golden State looks unstoppable right now, even against the No. 2-seed Memphis Grizzlies. The Grizzlies have been heavily reliant on Ja Morant’s spark throughout their season, and with him now out of the game due to injuries, I don’t see the Memphis Grizzlies winning another game against the Warriors. My prediction for the series: Warriors in 5.

“The Golden State Warriors second-round Game 1 win over the Memphis Grizzlies showcased a budding rivalry and some of our league’s rising young stars — that game peaked with over 10.2 million viewers and was the most-watched Conference Semifinals game in 11 years,” Park added.

The Phoenix Suns are coming off a 2021 NBA Championship where they looked complete a team I’ve ever seen, with good players working well with the team’s superstars.

The dynamic between Devin Booker and Chris Paul allowed this team to go above and beyond in games. But now, in the 2022 Western Conference Semifinals, the Suns have found their match: Luka Doncic and the Dallas Mavericks. This series is exceptionally close, and in each game there are surprises. The Mavericks’ Luka Dončić is very impressive on the court; his playmaking and shooting keep the Mavericks alive in this series, and I don’t see him slowing down anytime soon. My prediction for the series: Mavericks in 7.

“Anything can happen!” Park said. “It’s our Diamond anniversary and you know what they say — pressure makes diamonds. If you have been watching the action you must agree — every series has been a marquee match-up. Every team still in the playoffs picture has the ability to take it all…I know I’m excited to see it all play out.”

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16

Sports Betting in our Digital Age OLLIE SCHIFF STEIN CONTRIBUTING WRITER

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ambling is one of mankind’s oldest activities. It has continued to occupy our modern world as a pastime for many.

Betting dates back to the Paleolithic period. One of gambling’s most notable devices, the six-sided dice, even dates back to about 3000 B.C. in Mesopotamia. Tiles recovered from ancient China are believed to have been used in many lottery-type games. Cards are believed to have first appeared in China as early as the 9th century. And even the Ancient Romans dipped into their bank accounts to bet on gladiators battling to the death.

As gambling spread and evolved across cultures, it became more organized and regulated; the most significant change was the incorporation of technology. Leading up to this year’s Super Bowl, around 23 million Americans planned to bet a total of $4.3 billion on the game, according to the American Gaming Association (AGA). An all-time high of 7.6 million people said they would bet online, which is more than a 60 percent increase from last year. Technology has made the betting process much easier — it’s as simple as sitting on the couch and tapping a button — but the accessibility of gambling hasn’t decreased its risks. The immense rise of gamblers as a result of advanced technology highlights the personal and social problem of pathological gambling, in which individuals are unable to control their gambling addiction.

Technology is one of the leading causes of the rise of sports betting, but it’s not the only reason. The COVID pandemic may well have been a major psychological factor

in this rise. Adults and teens alike acquired bad habits as they became lonely, and faced extreme mental challenges, such as anxiety, depression, and suicidality. Sports betting can serve as an outlet for these mental health struggles. Betting should be done in moderation with small amounts in order for it to be healthy, even as at the same time this may take away the thrill that many gamblers chase. Part of the appeal of sports gambling is the thrill and excitement; many are always eager for action or excitement out of boredom, while others say that they have acquired this pastime out of love for their favorite team.

There are other ways of thinking about gambling. Many people around the world enjoy sports betting and aren’t affected by the adverse side effects. It’s a great way to socialize and have fun with friends, it doesn’t have to be addictive and, of course, it is a way to win money. Sports betting can be a great hobby if you’re responsible for the money you spend. As the saying goes, bet with your head, not over it.

If you or someone you know struggles with a gambling addiction, please seek help.

Here are some resources: The National Problem Gambling Helpline (1-800-522-4700) https://www.ncpgambling.org/help-treatment/national-helpline-1-800-522-4700/

SPRING SPORTS RECAP (continued from page 15) Crew:

Golf:

Poly’s Crew team of about 25 people had two competitions this year. Still, one of the most exciting moments of this year’s season was one of the team’s practices, where they had a relay race with teams of three people alternating rowing, according to team member William Ling-Regan ’24. “It was a really fun event…and it was a really good atmosphere and it helped us come together as a team,” said Ling-Regan.

Poly Golf finished with an overall record of 4-4-1 as of May 20. Due to COVID and injury setbacks, the team didn’t have enough players to earn a placement in the NYSAIS finals. The team was resilient and dedicated this season, practicing through the rain several times. The hard work showed in competitions: “The most exciting [part] of the season was the broad improvement in play,” said Head Coach Alex Carter.

“The improvements are a testament to the hard work and dedication of the golf team.”

Girls’ Lacrosse: Girls’ Varsity Lacrosse finished tied for 3rd in the Ivy League this season with a winning record of 7-5. They entered the NYSAIS playoffs as the 7-seed but pulled off the upset with a 14-10 win over 2-seed Stony Brook in the first round, who had beaten them earlier in the season. Girls lax fell short to Fieldston 9-5 in the semifinals. “I don’t know if this group of girls has ever been prouder of each other or happier,” said junior Selah Ilunga-Reed. “I think the game that changed it for us was when we played Dalton on the road at Randall’s Island. We had a game plan and executed it to perfection. From there, we started rolling,” said Head Coach Lisa Beltramello. “Coaches get to be with teams like this once or twice in their career and I am so lucky to be a part of a team with this incredible group of young women.”

Boys’ Lacrosse: Poly’s Boys’ Lacrosse team went 7-5 in the regular season, finishing tied for 3rd in the Ivy League, and went 10-8 overall including the games from the team’s trip to Florida over Spring Break. “The most notable and exciting [part] of the season for me was our victory over Cheshire (CT) Academy in Florida,” said Head Coach Lou Candel, who recorded his first 10-win season since getting the job in 2017. Despite holding their ground in the first half of the game, they were ultimately defeated by 3-seed Hackley in the first round of the NYSAIS playoffs.

Track and Field: Both Poly’s Boys’ and Girls’ Track and Field teams finished 4th in Ivy League Championships this season. The boys’ team tied for 2nd place and the girls’ team finished 8th in the NYSAIS Championships on Wednesday, May 25. “This season is only the beginning of an exciting journey for many of our athletes,” said junior captain Brianna Kwan. “This has really been our first meet-filled schedule since the start of the [pandemic] and we’ve had so many people join that have been essential to the success of the team. I highly encourage you to join the team, as it is a great offseason sport with a great team vibe,” Kwan added.