The
ubicon
the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 www.rubiconline.com Volume 44. Issue 7. April 27, 2017.
“It’s important to know cursive for...
reading letters from older relatives.”
Junior Dorienne Hoven
“Time would be better spent learning to type.”
Sophomore Charlie Gannon
Handwriting necessary art form? Obsolete skill? Or absolutely
“Handwriting develops motor skills.”
Sophomore Elise Parsons
IN DEPTH pp. 8-9
“It would be better in an art class.”
Junior Hendrie Grant
IN THIS ISSUE: 1 COVER • 2-3 NEWS • 4-5 OPINION • 6-7 FEATURE • 8-9 IN DEPTH • 10-11 AROUND TOWN • 12-13 A&E • 14-15 SPORTS • 16 PHOTO STORY
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DESIGN CREDIT: Sophie Jaro
ABOUT THE COVER
HANDWRITING ON HANDS: Students display their opinions on handwriting, cursive, and typing in the modern era.
THE
UBICON
the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 www.rubiconline.com Volume 44. Issue 7. April 27, 2017.
“It’s Important to know cursIve for...
readIng letters from older relatIves.”
JunIor dorIenne Hoven
“tIme would be better spent learnIng to type.”
sopHomore cHarlIe gannon
HANDWRITING necessary art form? Obsolete skill? Or absolutely
“HandwrItIng develops motor skIlls.”
N ews
sopHomore elIse parsons
cover pp. 8-9
“It would be better In an art class.”
JunIor HendrIe grant
IN THIS ISSUE: 1 COVER • 2-3 NEWS • 4-5 OPINION • 6-7 FEATURE • 8-9 INDEPTH • 10-11 AROUND TOWN • 12-13 A&E • 14-15 SPORTS • 16 PHOTO STORY
Common Ground and Penumbra presentation kick-starts community discussions
UNPACKING SCHOOL CULTURE. H. Adam Harris and members of Common Ground led an assembly on Apr. 17. After the assembly, senior Kathryn Schmechel said, “I hope that there is a renewed sense of activism.” Read the full story at RUBICONLINE PHOTO: Diane Huang
THE RUBICON • APRIL 2017
Community digs into environment Just before Earth Day, USC hosts Speaker Day
THE RUBICON PHOTO: Javier Whitaker-Castañeda
THE RUBICON PHOTO: Andrew Johnson
DEPARTMENT OF UNCERTAINTY. Barb Naramore explained the role climate change has played in her work at the Department of Natural Resources. “The only thing we know about the future is it’s uncertain,” she said.
BERRY POWERFUL. Senior Shefali Bijwadia stains a titanium dioxide coated chip with crushed raspberries to make a solar cell in University of Minnesota professor Ted Pappenfus’s session. RUBICONLINE PHOTO: Diane Huang
ENVIRONMENTALISM IS KEY. Speaker Day Keynote Eric Olson (‘82) founded the nonprofit Business and Social Responsibility (BSR) which works with successful companies to reduce their pollution and make them more environmentally friendly.
JASPER GREEN The Rubicon Editor PHOTO: Kathryn Campbell
RAPID CHANGE. Cordelia Pearson talked about climate change and urban living. “Minnesota [the Upper Midwest] is seeing faster climate change than any other state in the U.S.”
THE RUBICON PHOTO: Stephanie Li
CLIMATE NEWS. Elizabeth Dunbar is an environment reporter for MPR News. She talked about her experience and profession in environmental journalism. She’s covered climate justice, policy changes, and climate change and politics.
PHOTO: Kathryn Campbell
RISKY BUSINESS. Jeff Anderson talked about risk assessment as a factor for action in climate change. “We tend to delay the solutions and, in the process, the solutions become more difficult.”
Sessions on environmental preservation and sustainability filled most of the agenda for the bi-annual Speaker Day on Apr. 21. Every other year, students spend the school day listening to speakers at this Upper School Council hosted event. “As with each class that you attend at school, the hope of Speaker Day is that you will come away having learned something and having gained some perspective. And, this year, the hope is that students will become more aware of the environment,” McVeety said. USC members determined the focus and schedule of the day. “We tried to be as responsible as possible to student interests. We sent out a poll on the specific subjects relating to the environment, and made sure to cater to the diversity of subjects that people wanted. Learning how to plan events like Speaker Day was tedious yet educational, and while it was difficult to track down all of the speakers, I felt it was a valuable experience,” USC member Emilia Topp-Johnson said. This year’s keynote speaker is alumni Eric Olson (‘82). His nonprofit, Business and Social Responsibility (BSR) works with Fortune 500 companies in order to help them reduce pollution and preserve the environment. During his presentation, Olson talked a little about how his SPA education prepared him for what he is
doing now, then talked about how opportunities and world events changed his path, then delved into what his company does.
“We decided on the theme of environment because it is such a prevalent issue in our community,” — USC MEMBER EMILIA TOPP JOHNSON “I think it is really important to help out the environment because without it, we will not be able to sustain ourselves and when we run out of our natural resources,” sophomore Lucie Hoeschen said. From there, students and faculty attended 45-minute breakout sessions with two of the 28 speakers present for the day. Each session covered a different aspect of environmentalism. For instance, Donna Goodlaxson spoke about agriculture, while Sarah Hobbie explained ecosystem ecology and the effects of nutrient pollution in the Mississippi River. “At one of my speakers, I learned about fracking and how there are benefits but how mostly there are drawbacks to it, because people can get sick from the chemicals and even develop cancer,” Hoeschen said.
One hope of Speaker Day is that it provides connections to people and opportunities to take what they learn beyond the day. “If students are interested in something a speaker covers, they could reach out to them and help by volunteering, or they could use the relationship as an option for a senior project later on,” McVeety said. Part of the schedule also included watching Before the Flood, a National Geographic documentary starring Leonardo DiCaprio that focuses on the global effects of climate change. Then, the typical Friday lunch menu of burgers and fries was replaced with a meal of dominantly vegetarian, locally sourced foods. The last two hours of the day were set for volunteering, a new aspect to the day. Students’ volunteering consisted environmental cleanup at parks, whether it be cleaning up invasive species like buckthorn or garlic mustard plant, or picking up trash. “It felt good to get outside today and help out the environment by pulling out the invasive species and picking up trash,” sophomore Riley Teitel said. One community service group stayed on campus and wrote letters with Betsy Daub, after a presentation on mining near the Boundary Waters. Speaker Day has focused on a number of topics over the years, including Immigration and Cultural Diversity (2015) and Bridging Barriers and Overcoming Obstacles (2013).
THE RUBICON PHOTO: Javier Whitaker-Castañeda
FAILING GRADE. John Stine works for the Minnesota Pollution Control Agency. During his talk he imparted his thoughts on why the state of Minnesota is not on track to reach its emission reduction goal of 80%.
THE RUBICON PHOTO: Marlee Baron
INVASION EVASION. Juniors Izzy Denny and Hannah Scott pull buckthorn and other invasive plant species while volunteering at Urban Roots.
THE RUBICON PHOTO: Marlee Baron
SAY YEA. Freshman Nina Smetana signed up for YEA! MN during her session from Meghan Van Loh and Jason Rodney from Climate Generation.
Students wear purple for Day of Silence, GSA members paint nails to bring awareness
PURPLE PEOPLE. GSA Co-president Aaron Datta paints nails in Lilly Courtyard on Apr. 21 PHOTO: Kathryn Campbell
NEWS IN BRIEF The Rubicon
Out of respect for the speakers present on campus for Speaker Day, members of the Gay Straight Alliance offered a new way to support the Day of Silence without being quiet. In a Blue Sheet announcement, GSA members wrote, “The GSA
would like to invite all students and faculty to wear purple, pick up purple ribbons and get their nails painted purple at a table in the courtyard as symbols of solidarity. Though some people choose to go silent the entire day, we will not be doing this.” It brought record participation for the annual event.
N ews
THE RUBICON • April 2017
Romans named Asst. Head of School
Middle School Principal steps into new role Jack Benson
The Rubicon Editor When Head of School Bryn Roberts announced there would be an additional Asst. Head of School position and that current Middle School Principal Jill Romans had been selected for the role, he wrote that, “Jill is particularly well-suited for this role, which will demand a deep understanding of children’s social and emotional needs as well as exceptional administrative and organizational strength.” Romans joins current Asst. Head of School Cindy Reis-Richter who focuses on academic programs, while Romans focus on other parts of a student’s life. “Under my umbrella will be things like health and wellness programs, advisory programs, any sort of social or emotional learning programs that we do related to that, diversity initiatives, equity initiatives, the center for Teaching and Learning, and athletics.” Romans said Romans believes that a school is more than just a place for learning. There are other parts of a student’s development than just academics. Her job will be to focus on the other types of student growth that could be a benefit to SPA.
“It really feels like it’s putting SPA in front of where other programs are in terms of thinking about the wholeness of students in the context of school.” Romans said.
The Rubicon Editor
— Jill romans
THE RUBICON PHOTO: Jack Benson
BEHIND THE SCENES. Jill Romans sits in her MS office this spring and talks about the new job she will take on as Assistant Head of School. ganization of different programs such as advisory and wellness. “I don’t think students will see any change immediately, behind the scenes the organization of how we think about those programs will be the first big step.” Romans said Another part of the new position will be doing research. Romans has a background in neuropsychology, which will play a large role in her research and how she plans to achieve her goals. “I see myself as a researcher in some ways. I’m going to be doing a lot of listening. I believe that I need to be talking with focus
groups of students: former and current, [and groups] of teachers, and of parents.” Romans said. One way to view the new position is to look at SPA’s mission statement. “Shaping the minds and hearts of the people who will change the world.” Romans will be building on the second part of the statement. “We look at the mind, and now we’re looking at the heart. How do we build character? How do we define collaboration, Define leaders? How do we look at different kinds of leadership, and support them?” Romans said.
Iris: Art and Lit club hosts their second painting party Krista schlinger The Rubicon Editor
It may have been a Friday after school, but a walk down the art wing hallway meant bright lights, laughter, snacks, and an eclectic play list. Iris: Art and Literature Club held their second Painting Night on Apr. 14, inviting students to relax and relieve stress by painting and chatting with friends. Guests were able to paint whatever they wanted on prepared canvasses laid out across tables in the Art Wing. “The first one [on Mar. 3] went really well and we wanted to cultivate creativity and have a stressfree environment,” Iris co-president Amodhya Samarakoon said. With all of the transitions surrounding this month in fourth quarter — senior finals and the fast pace of a short few weeks
— the event gave students a time to relax and socialize their classmates. Ashley Su, a 9th grader, enjoyed having time to paint: “I came because I needed a break from all of the rigorous classes and it is a fun experience to bond with friends and classmates,” she said. “[Painting] is calming because you just do it and you don’t really have to think about it,” sophomore Elea Besse said. For students who haven’t taking a painting class or who are used to working in other mediums, the paint night was also an opportunity to try something new. “It’s not something I do very often and I don’t think a lot of people do this type of painting regularly so it’s just fun to try,” Iris co-president A.M. Roberts said.
As seniors leave for project, coordinators talk project goals Claire hallaway
“It really feels like it’s putting SPA in front of where other programs are.” Romans will be improving existing programs at SPA, as well as doing research to improve students lives. She will be looking at all parts of a student’s development. “There is [student] cognitive development, what they’re learning academically, there is the cognitive development in terms of student skills and who they are as a learner. There is the emotional piece, how are they achieving balance, how they are being tended to in terms of their emotional safety.” Romans said. For high school students, their daily life will not see a change. At first, Romans’ work will stay in the background, changing the or-
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THE RUBICON PHOTO: Krista Schlinger
WET PAINT: 9th grader Ashley Su and sophomores Elise Parsons, Elea Besse, Lucy Sandeen and Chloe Morse paint their canvases at Paint Nite. The event was designed to encourage exploring and taking on new activities that may interest others. “I think part of what makes SPA so great is that there are a ton of people that do different things and so it’s awesome when you
are given a chance to take part in other people’s interests,” senior Tabeer Naqvi said. Iris: Art and Literature is a new club created this year to promote creative engagement with art and literature within the student body.
Senior projects started when SPA was still an all boys school. During the month of May, their schoolwork shifted as professors from nearby universities would come to the school to teach a one month class. “At some point after that, it changed, so students had to...find projects that they could work on during the month of May,” former Senior Project Coordinator Anne Marie Shimkus said. Until last year, Shimkus worked on the senior projects for 33 years. This is the first year that senior projects haven’t been run by Shimkus; science teacher Steve Heilig and Director of Debate Tom Fones took on the job. They planned to follow the setup that Shimkus worked with for the past few years but decided to enhance some of its goals. “We’ve got some ideas for tinkering it a little bit in the future, but mostly it’s a question of finding something that fits [the student]. That’s sort of my goal, ...to find ways to get people excited enough to really think up some fun things,” Heilig said. Project proposals went high tech, with all information and forms going paperless with Google forms and folders. “It’s a good preparation for what you’re going to be doing later on in your life, meeting new people plus community service is required, people that do things that really help the community and get them into organizations that can be useful,” Fones said. Heilig hopes to expand the projects and make sure that all students can do something that they want to do. Students should consider what they want to do as a career or what might be fun to pursue. In the end, whatever students choose to do will be beneficial and they’ll be able to gain mentorship from. “The senior project can be pretty much anything you want it to be; it’s really wonderful that you take the time to say ‘what would be really cool?’. Almost always we can find a way to make those people find a way to make it happen,” Heilig said.
CORRECTIONS POLICY
MARCH CORRECTIONS
During the post-critique process, staff members will identify innacuracies and report on feedback from readers. Corrections will be printed in the next edition of the newspaper in the News section.
AROUND TOWN 7: Dulono’s pizza was spelled wrong in headline. Pinz was spelled wrong in the story. IN DEPTH 8-9: Eva Garcia is a junior. SPORTS 12: The boys fencing team won state for 4th year in a row. A & E 15: Joy Liberman’s name was spelled wrong in the story and the caption.
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E ditorial
THE RUBICON • APRIL 2017
Make lasting connections with alumni Editorial
The Rubicon Staff
Sean Flahaven ‘91 Founding worldwide CEO of The Musical Company. Flahaven has been a producer on two dozen albums including the Broadway hit Hamilton.
M ex aya ed ec D a itor utive use n fo jo ial cu ur at dir bery ne sed nal Fe ect ‘0 ct o ism mi or 4 n ed n w to ri we istin of fe tin bs g, mi g c it nis on e m. -
Printed in bold blues and golds, the admission materials of St. Paul Academy and Summit School never fail to feature the faces and names of notable alumni/ae, from F. Scott Fitzgerald to Mary Bigelow McMillan ('37) to Carlton Calvin (‘79). While students may not have heard the names or stories of many alumni, they have plenty of opportunities to learn about their predecessors and what they have done with their diplomas and dedication. Connecting with alumni/ae would be incredibly encouraging for students, and could lead to unique opportunities. As such, students should make early and frequent connections with alumni/ae. One source of this encouragement is the biennial Speaker Day, organized by the Upper School Council. Besides providing students a unique opportunity to listen to various speakers regarding a general theme, this event illustrates how many incredible, talented, and accomplished alumni/ae have graduated to show the meaning of changing the world, be it through profession or community service. This year alone, three alumni spoke on the topic of Environmentalism, including keynote speaker Eric Olson (‘82), Jim Hilbert (‘85), and Alex Gast (‘06). The purposes and stories of the alumni/ae model inspiring connection and generosity to the school. From the Huss Center for Performing arts initiated by the contribution of John and Ruth ('57) Huss, to the Schilling Math and Science Center made possible by a gift from Hugh K. Schilling (‘43), to the founding of a new professional development fund started by Sam McVeety (‘04) this year, it is evident that the people who used to sit in the same classrooms as current students care to improve the experience of the latter. Alumni Relations is a tremendous resource for students to get in touch with alumni/ae as it is only a flight of stairs away from most classes. Students could learn about the historic and contemporary people who have taken their education and applied it as they entered new communities and careers. This could be done by means
You
fou Nola n n (for der o Filter m Gam erly f Up ‘08 T tha es, L wenty at Ni LC) t m g , a Perc ht ake ent s co and digital mpan app gam y s es
EDITORIAL CARTOON: Jonah Harrison
CREATE CONNECTIONS. Many alumni/ae have continued to make an impact on the larger community. These past students do amazing things and current students should take advantage of the opportunities that they can create by communicating with the available resources. of a 9th grade research project on an SPA or Summit School (SS) alumni/ae, or an interview with a recent SPA/SS alumni/ae as a part of a Humanities assignment or during grade level retreats, along the lines of the Spartan Stories created by the middle schoolers. Such projects and research would not only allow for a greater understanding of the history and mission of our school, but could serve as the launching pad for most students for future connections. Meeting and speaking with alumni/ae would be a primary connection that the students could later make the most of, and not necessarily several years afterwards. Knowing an alumni/ae personally would allow students the opportunity to reach out to the community and try to get more involved in the community when it is not required, as are volunteering hours and senior projects. Other options include assigning the 10th grade service hours
with a list of alumni/ae with whom the students could fulfill those hours. 11th and 12th grade students could expand to practice interviews with alumni/ae, especially as it connects to col-
Connecting with alumni/ae would be incredibly encouraging for students and could lead to unique opportunities
lege searches and senior project internships. Other opportunities could arise from such connections, including, but not limited to, volunteering positions, internships, summer programs and scholarships. Some students have made such connections, for instance, with the
Sanneh Foundation, whose CEO, Tony Sanneh, graduated from SPA in 1990. They could connect with other alumni/ae who are involved in areas interesting to students. However, in order to find these people, the students have to learn about them. For instance, Hugh K Schilling story did great things, and students only learned about that after we’re directly told about it. It’s time students take it upon themselves to try and make some of these connections. The alumni/ae network is filled with graduates who are generous with their time and talents and care deeply for the school. Current students could benefit from this in tangible ways that would motivate them, in turn, to stay connected to the school after graduation. We are proud to claim the alumni/ae, walk in their footsteps, and be inspired by their legacies while shaping the opportunity to create our own.
MINI EDITORIALS
Common Ground conversation succeeds The format of the latest Common Ground assembly was successful, in that it was interactive with the whole Upper School, students, teachers and faculty. On 18 April. the student group Common Ground and recurring Penumbra educator H. Adam Harris led a school wide assembly. The assembly was focused on the people, places, and experiences that make St. Paul Academy and Summit School unique. The format of this assembly helped emphasize that each member of the school’s community has an opinion as well as an impact on the environment of the school. Not only were Common Ground members allowed to input to the discussion, but audience members could raise their hands to share things that they know or have noticed. Even without raising their hand, every student contributed to the assembly through the information they wrote down beforehand.
Unlocking doors key to student mobility With the addition of the new temporary classrooms, the doors by the gym should be left unlocked during the school day. After spring break, students and teachers moved into the temporary trailer classrooms off to the side of Lilly Courtyard. The transition has gone smoothly, other than the expected students arriving late to classes some of the time. Reaching the temporary classrooms is not the issue, it’s returning to the main building that is time consuming. Students must walk through the Davern Entrance to enter the main building, yet some students avoid this walk by pounding on the doors by the gym in hopes of a student or teacher walking by and opening the doors. This proves disruptive, as well as a nuisance for students and teachers who are already inside of the building and heading to class. This time consuming walk to students’ destination leads them to be more restless near the end of class, packing up their backpacks and standing up so that they can hurry to their next class, to lunch, or to senior speeches as soon as the teacher dismisses them.
THE RUBICON
St. Paul Academy and Summit School • 1712 Randolph Ave St. Paul, MN 55105 • rubicon.spa@gmail.com • www.RubicOnline.com • @TheRubiconSPA Editor-in-Chief Chief Visual Editor Managing Editor Graphics Manager News Editors Opinions Editors Feature Editors In Depth Editor Arts & Entertainment Editor Sports Editor Around Town Editor Photo Story Editor
Javier Whitaker-Castañeda Sophie Jaro Noor Qureishy Mari Knudson Andrew Johnson, Ellie Nowakowski Jasper Green, Krista Schlinger Jack Benson, Claire Hallaway Iya Abdulkarim Jonah Harrison Jenny Sogin Marlee Baron Stephanie Li
Director of Rubiconline Creative Design Manager Production Manager Story/ Social Media Editor News Editors Opinions Editor Feature Editor Arts & Entertainment Editor Sports Editors Photojournalist Illustrator/Videographer Columnists
Diane Huang Amodhya Samarakoon Clare Tipler Lauren Boettcher Ellie Findell, Peter Blanchfield Emily Thissen Isabel Saavedra-Weis Mimi Geller Breandan Gibbons, Michael Forsgren Kelby Wittenberg Web Lehmann Spencer Allen, Ewan Lang, Peter Schavee
Staff Writers Jake Adams, Annie Bottern, Quinn Christensen, Flannery Enneking-Norton, Isabel Gisser, Eli Goldman, Sam Hanson, Tristan Hitchens-Brookins, Austin Leiby, Chloe Morse, Melissa Nie, Noah Raaum, Noah Rice, Sharee Roman , Lucy Sandeen, Kat St. Martin-Norburg, Nitya Thakkar ADVISER Kathryn Campbell
O pinions
Home economics curriculum would benefit students Javier Whitaker-Castañeda Editor-in-Chief
It may seem like a tradition of the past, but home economics classes are still a helpful tool for pushing students towards the future. Though their implementation was questionable, home ec classes provided invaluable knowledge; the class structure of experiencing tasks would become essential later gave students more confidence and preparedness for the future. While we do not need to return to the home ec classes of the past, St. Paul Academy and Summit School would serve its student body well by designing a class that teaches students about life beyond academics and prepares them for the unknowable future.
There are many ways in which SPA could teach at least parts of this beneficial curriculum to its students. The essential mission of home economics classes was to prepare students for the skills that they would need outside of academic and professional spheres. Unfortunately, these classes were often divided by gender, sending the message that men and women
should have different household tasks. The modern reality is that there are tasks that all students could use in their mental arsenal. The information that home economics classes would provide would make students more self-sufficient and capable of taking on the world. According to the Huffington Post, Ellen Swallow Richards, a main proponent of home ec classes initially, aimed to make life more efficient to leave more time for activities like education and professional endeavors. Her belief was that adults who were capable of taking care of their households could live more productive lives outside of the home. Besides the obvious benefit of teaching students valuable life skills, home ec classes could be designed to reflect SPA’s mission and have potential to propel education to the contemporary age of technology. A large part of student preparedness is experience with tasks they will have to face as adults. Besides the obvious lessons, in an new age of increasingly ubiquitous technology, lessons about computing and responsible living in the digital age could be just as valuable. According to Pew Research, 73% of American teenagers have access to a smartphone and therefore have the internet in the palm of their hand. Keeping financial and personal information safe online will be just as important a skill as maintaining a livable household in the future.
Peter schavee Columnist
READING RAINBOWS Standing out: it’s the only way to change the status quo
Trying to fit in takes up a number of hours and head space when you desire to simply conform to the status quo. A certain sense of peace accompanies the perception of similarity, but each school environment contains their own unique atmosphere that a majority of people create and maintain. Though places develop their own society with its own social constructs, an ever developing evolution occurs within each community and the old status quo slowly transforms or blows up into a new scene. The only
THE RUBICON • APRIL 2017
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Which parts of Home Economics curric are still relevent to S.P.A. students
Which parts of Home Economics curriculum Housekeeping are still releventCooking to S.P.A. students? Cooking
Anyone can benefit from the self-sufficiency that the ability to cook provides. Additionally, cooking is often a sensible decision both environmentally and economically.
Anyone can benefit from
the self-sufficiency that Housekeeping the ability to cook
Segregated cleaning provides. Additionally, classes for women and a cooking is often shop classes fordecision men both sensible should remain in the past; environmentally and however,economically. cleaning and maintenance are both useful skills for any person who might later own a house.
Segregated cleaning
classes for women and Finances shop classes for men
Receiving shouldeducation remain in the past; abouthowever, money and how and to cleaning are both use itmaintenance early on increases useful skills the possibility offor a any person stable who might later financially future.
Receiving ed about money use it early o the possibilit financially st
own a house.
Infographic: Javier Whitaker-Castaneda
PAST AND FUTURE. SPA should consider a home ec curriculum that integrates staples of historic home economics education with forward-thinking classes for the digital age. Implementing this curriculum has some initial barriers. Some key lessons of home economics, cooking for example, need additional infrastructure such as ovens. Still, there are many ways in which SPA could teach at least parts of this beneficial curriculum toCybersecurity its students. Home economics classes overlap subIn an era where more stantially withpersonal the concept of Fitinformation ness for Life classes and Wellness is stored online than classes, and could integrated in ourbe homes, knowing how to keep into those classes. Wellness and money andthat identity Fitness for Life prove SPA safe from online is already committed to the criminals is crucial. mission of preparing students for a prosperous future; additional curriculum in this area would only enhance this. Another option is to consider home economics curriculum as an addition to the new Schilling Science Center. This building is an opportunity to expand course offerings and create spaces for new classrooms. Home economics should be a top candidate to be one of these newly offered classes because of the benefits
What is the future of Home Economics? Cybersecurity
In an era where more What is the future of Home Economics? personal information
predictable part about social constructs is the fact that they will change. Yet there remains a desire to be part of the status quo, and negative reactions become an expected response for individuals fighting society’s rules. This is true, even in our highest offices of government and made news this month in Minnesota when Minority Leader Melissa Hortman asked members of the MN House of Representatives to return to the floor by saying “I hate to break up the 100 percent white male card game.” She was calling out the high number of male representatives who regu-
is stored online than
in our homes, Digital Literacy
knowing how to keep
Knowledge of how money and to identity use the internet safe from online effectively is an is crucial. criminals increasingly valuable skill. Computer competency is becoming standard for many jobs.
Digital Literacy Knowledge of how to use the internet effectively is an increasingly valuable skill. Computer competency is becoming standard for many jobs.
it would provide SPA students in regards to their future. The advantage of implementing home economics ideas is that the course is so flexible that there are a multitude of ways to incorporate it into the school. Unlike a math subject or U.S. history, there is a very limited amount of content that is needed to move forward in the class. The content does not necessarily
build off of itself, nor does hamper the ability of a student to get back on track if they miss a class. Home economics is truly a conglomeration of many individual skills that educators can pick and choose; even in small doses it is a benefit to students. SPA should strongly consider elevating its service to students by preparing the often overlooked parts of the near future.
larly left the floor when their female colleagues were speaking (KSTP). The lawmakers Hortman referred to demanded an apology, but she refused to issue any such statement. The Minority Leader’s comment challenged the status quo in place in the House: those members accused of being wrong felt incorrectly blamed due to the customs already in place that dictated and justified certain behaviors. Hortman’s comment did not try to alienate her from the Minnesota House; instead she tried to earn respect and her rightful place in the culture at the Capitol.
Looking at our own community, what practices that are status quo might need to change? Where might you bravely change them? This is my last column after a year of writing columns. Most of the topics have touched on the idea of fitting into a culture or learning to accept those seeking a different place in a society. If anything, I hope this column has preached accepting those perspectives and people different from the expected. So, to all my readers, continue to speak, work, and change the world around you for the betterment of all.
POLICIES, MEMBERSHIPS, AND AWARDS
We strive to capture the spirit of the community through its stories while inspiring deeper conversations. Above all, we stand for integrity in our pursuit to inform and engage our readers. PUBLICATION INFO The Rubicon is published eight times a year. We distribute 750 copies of each issue to the Upper School which are available for free. EDITORIALS articulate the collective opinion of The Rubicon staff, while mini-editorials, opinions pieces, arts reviews, and columns belong to the author of works published in the Opinions section.
SUBMISSION GUIDELINES Opinions are welcomed as Letters to the Editor or Submitted Opinions and may be published in the print or online edition. Letters to the Editor should not exceed 400 words and Submitted Opinions should not exceed 650 words and may be edited for style. All pieces must be submitted with a full name. advertising The Rubicon does not accept advertisements.
by lines credit the individual who conducted interviews, drafted, revised and fact-checked an assigned story. Double bylines are given to joint effort assignments, with reporters listed alphabetically by last name. Stories that include supplemental materials include a credit at the bottom that states “Additional reporting provided by” followed by the name of the reporter.
anonymous sources Although it is always preferable to use names when reporting, there are times when it is necessary to protect those we report on. In the case of a student, the use of grade level as a name designation will be the preferred method of anonymity.
POLICIES detailed The Rubicon policies are published at RubicOnline.
MEMBERSHIPS Columbia Scholastic Press Association, National Scholastic Press Association, MN High School Press Association, Quill and Scroll Society PUBLICATION AWARDS NSPA All-American, Pacemaker (Online) and Finalist (Print) CSPA Gold Medalist (Hybrid), Silver Crown Award (Hybrid), SNO Distinguished Site JEM All State Gold
Finan
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F eature
THE RUBICON • APRIL 2017
Science Museum creates active exhibit for all Marlee Baron takes you on a tour of Sportsology EXHIBIT FEATURES
SPORTSOLOGY
MOTION LAB: YOUR ACTION IS RECORDED THEN COMPARED, ON REPLAY TO A PROFESSIONAL
SCIENCE MUSEUM OF MINNESOTA 120 W KELLOGG BLVD, ST PAUL, MN 55102
BORN TO RUN: RACE AGAINST PROFESSIONAL ATHLETES OR A T-REX
T, W, SU - 9:30-5 TH-SAT - 9:30-9
FASTER, HIGHER, BETTER: JUMP AS HIGH AS YOU CAN TO SEE WHICH PRO ATHLETES YOU MATCH
MARLEE BARON The Rubicon Editor
When you think of the Science Museum of Minnesota you probably think about exhibits that don’t require the visitor to be very active, but the science museum is trying to change that. The newest exhibit at the Science Museum is centered around the science of sports, and is aptly named Sportsology. I went to the exhibit on Apr. 3 after school and thankfully it wasn’t very crowded. I started at the “Faster, Higher, Better” activity where basketballs are suspended in the air at different heights. The goal is to jump in the air and hit the highest basketball possible. I reached eight feet, which I am very proud of. The highest basketball is 11 feet, which professionals should be able to reach. That means I jumped 73 percent as high as a professional basketball player. After that, I went to the slow motion activity where you choose a sport and then do that sport in front of a camera. After that you can watch yourself in slow motion. I’m not a particularly athletically inclined person so none of the sports options looked great to me, but I decided on football because I thought it would be the most interesting. I pathetically threw the football in front of the camera and then anxiously waited to see my video. The video of me throwing a football was played right next to a video of a professional throwing a football. I can only assume this would be even cooler if you actually knew what you were doing and what to look for in the video, but it was definitely cool for me. The next activity I went to was a race, where you step up to the starting plate and choose someone to race against. There are probably ten options, such as professional track and basketball players, a T-Rex and a mascot. I chose to race against the T-Rex because while waiting in line I had seen people choose almost all but the T-Rex and I was curious. Every other option was shown on the track but the background changed when I choose the T-Rex, it looked like a jungle.
FROM THE SMM WEBSITE
AIMING HIGH. Junior Marlee Baron reaches the eight-foot basketball at the Sportsology exhibit. “I can jump 73 percent as high as a professional basketball player,” she said.
FAST FACT The Sportsology exhibit is included in the price of museum admission so you can see other exhibits in the same trip From the beginning I had a massive disadvantage because my legs were so much shorter than the T-Rex’s, on the screen where you can normally see the athlete, you could only see the bottom of the T-Rex’s legs. The race started and within four seconds the T-Rex had already finished. That’s right, he beat me in less than five steps. I finished the race about one second after him, which doesn’t seem like that long but in a five second race it’s a lot of time. This was one of my favorite activities because it was easy to do even if you aren’t super athletic.
BALANCING ACT. The Rubicon Editor Marlee Baron successfully attempts a handstand at the Sportsology exhibit. “Considering I stayed up for a couple seconds and did not give any small children concussions, I consider my third try a success,” she said.
The final activity was a weird balancing activity. There were small oval-shaped balls, similar to yoga balls, pinned to the floor, and you were allowed try whatever you would like on them. I consider myself to be fairly good at balancing and after mastering the art of standing on the ovals I decided to go for the more advanced handstand. On the first try I did not get close to a handstand. My attempt more closely resembled a donkey kick than a handstand but I was determined to try again. The second try was a little better but I still didn’t get it and finally on the third try I kicked up, stayed there
for a couple seconds and fell to the ground almost kicking a little kid in the head in the process. Considering I stayed up for a couple seconds, and did not give any small children concussions, I consider my third try a success. Not wanting to risk injuring anyone, including myself, I decided to be done. I had a great time at the exhibit, the only downfall being that it was fairly small, I was in and out within 45 minutes. The Science Museum has plenty of other fun exhibits and you are paying for them all with your museum admission, so I would advise checking out the whole museum. Regular admission costs $18.95, but on Friday after 5 p.m. if you bring your student ID, you can get in for $6 and see a movie in the Omnitheater for only $6 more.
SLOW MOTION REPLAY. Junior Marlee Baron throws a football while being recorded at the Sportsology exhibit. “The video of me throwing a football was played right next to a video of a professional throwing a football,” she said.
F eature
THE RUBICON • APRIL 2017
A decade of SPASMA winners 2008: Willie Gambucci & Jake Schuerger "Augie's"
2009: Gavy Levy Haskell & Hannah Lutz "When the Doorbell Rings"
2010: Nathaniel Bear "Kid Grim"
2011: Nathaniel Bear "Nerf Wars"
2012: Kaia Findlay "Clementine"
2013: Anna Biggs, Calla Saunders, & Maggie Vlietstra "The Doll House" 2014: Olivia Fitch &
Michael Wilkens "Cowboy Entrepeneur"
2015: Karsten Runquist "Karl"
2016: Calla Saunders "SuperZeroes"
2017: Adnan Askari, Tommy Dicke, Tabeer Naqvi, Ned Laird-Raylor, & Ian Scott "Rebooted"
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Film Club celebrates 10 years of student movies ““[The purpose of student film night] is mostly to showcase students.”
IYA ABDULKARIM The Rubicon Editor
It’s been 10 years since the first credits rolled, and students— some of them directors and actors—gathered in the Driscoll Commons to celebrate a decade of the St. Paul Academy Student Movie Contest. As a non-academic event in the middle of the week, the student film night gave community members the opportunity to ponder, smile, and question the visual and script decisions that went into the frames they watched. Film Club co-president Dorienne Hoven believes student film night to be a unique opportunity for students to share their work. “[The purpose of student film night] is mostly to showcase students ... we are always watching these professionals [direct and act films] ... but it’s cool to give students a chance to show us what they can do,” Hoven said. The evening opened with “Augie’s” (2007), the first film to ever be submitted to the contest, a time-lapse of a car ride through America’s highways. It was followed by two movies created by students for the Literature of Monstrosity fall English elective. The first, titled “Arachnacresco” was directed by seniors El-
—JUNIOR DORIENNE HOVEN
THE RUBICON PHOTO: Iya Abdulkarim
STUDENT FILMMAKERS SHOW THEIR STUFF. Junior Noa Carlson welcomes viewers to the SPA Student Movie Night. The winning film from each year takes home the coveted SPASMA award. lie Brass, Lauren Hansen, Sam Petronio, and Bailey Troth. The plot revolves around a spider bite that altered the life of its host by inciting paranoia that is finally relieved after a trip to the hospital. The second, “Rebooted,” directed by seniors Tommy Dicke and Ian Scott and juniors Adnan Askari and Ned Laird-Raylor, spoofs the destructive capabilities of the last Nobi Laptop. Another submission was “Grillin’ with Gib” (Ep. 2) a video series on RubicOnline hosted by Breandan Gibbons and directed by Ned Laird-Raylor. Their film
featured food critics from across the globe, who were actually their French exchange students. Another film that included experience with France, the film “Paris” directed by Lillian Pettigrew, took the audience across the Atlantic to see fabulous views and memorable experiences during her visit abroad for the French exchange over Spring Break. Co Presidents Carlson and Hoben handed out scoring sheets after each film, designed to collect viewer input on aspects of the production, ranging from camera
angles to plot to audio. This is the first year SPASMA hasn’t had designated judges. During the Apr. 18 assembly, Hoven and Carlson announced “Rebooted” the SPASMA winner based on audience scores. “There are no other opportunities within school ... for students who are interested in film to get to show off [their work],” Hoven said. “There’s photography [class], there’s art class, but there are no [classes just for filmmaking],” she added. Fortunately for film and movie enthusiasts, a video arts elective is being introduced next year. “We are thinking of talking to the [future students of the Video Arts class] and seeing if they either want to participate in the actual event—so having their students actually put in their work as a competitor, or … being like a precursor to the main event and showing the students’ work,” Carlson said.
Subscription boxes offer easy ways to try new products MARLEE BARON The Rubicon Editor
For people that want to get food, makeup, or other random things but don’t want to spend time going to a store and deciding what to buy, subscription boxes can be a great idea. For a fee, a box of items is delivered each month. There are different types of subscription boxes that send items for every interest, including candy, makeup, snacks clothes and jewelry. Junior Libby Woodson subscribes to Birchbox, a monthly subscription box that sends its subscribers four to five sample-sized makeup or other beauty products for $10 a month. “You put in all your makeup preferences like what color your hair is, skin tone, and stuff like that, and then they send you makeup samples every month,” Woodson said. Senior A.M. Roberts subscribes to a similar subscription box, Ipsy. Ipsy also costs $10 a month and each box includes five sample or full size products in a cute glam bag. “I think it’s a good value because some of the stuff I’ve gotten is really expensive and I would not have bought it if I didn’t get it from Ipsy,” Roberts said. For both of these subscription boxes subscribers don’t get to
choose what they receive in the box. “Some of the stuff I really like, some of it I don’t like, but it’s nice because it’s just a sample so you don’t get a ton of it but if you really like it it’s really easy to order a larger size of it,” Woodson said. “I’ve found products that I will definitely continue to buy and
“I’ve found products that I will definitely continue to buy and I’ve tried stuff that I won’t buy again ...but at least I know.” — SENIOR A.M. ROBERTS
I’ve tried stuff that I won’t buy again but at least I know. I think it’s helpful but there are products I don’t use at all so that is kind of a waste but I still think it’s worth it,” Roberts said. US Science teacher Mallory Schmidt used to subscribe to BarkBox, a monthly subscription box that includes two bags of dog treats and two dog toys.
“I thought the value was good; I got a lot more for $12 than I would have if I had just gone to a pet store,” Schmidt said. BarkBox costs $18 dollars a month if ordered on a monthly basis, but only $12 a month for a 18 month subscription. “It was worth the 18 month price but not the month to month price, even though the month to month would have been easier,” Schmidt said. Schmidt canceled her subscription after 18 months because she was accumulating too much stuff. “The problem was they give you pretty sizable bags of treats and I just don’t give my dogs that many treats so I still have a whole drawer of treats and I stopped my subscription about six months ago. For me it was just too much, the toys were great but I kept building up stuff I didn’t use,” Schmidt said. Some of the hottest subscription boxes, according to Buzzfeed, include: Graze - provides healthy, gourmet snacks in portion controlled sizes. Conscious Box - sends environmentally friendly products. Boxes can be requested as vegan, gluten-free, or classic. Cravory - although you can order other items from this bakery, the monthly box is full of gourmet cookies.
A pink subscription box from Birchbox, which sends 4-5 product samples per month.
When the box slides out of the mailer, it says “Magic Inside.”
THE RUBICON PHOTOS: Jenny Sogin
SPECIALLY-PICKED PRODUCTS. When someone orders from Birchbox, a pink package arrives on their doorstep. The packaging covers a box titled “Magic inside,” and within that are the makeup and beauty products of the month. “Some of the stuff I really like, but it’s nice because it’s just a sample so you don’t get a ton of it. If you really like it, it’s easy to order a larger size of it,” junior Libby Woodson said.
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THE RUBICON
Jonah Harrison The Rubicon Editor
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hrough letters that flow together in a never ending line of writing, cursive has been an important form of penmanship for many centuries. As handwriting becomes less and less apparent in the daily lives of many, cursive seems to be more of a lost art form. The argument of whether or not cursive should still be taught has been an ongoing debate. Based on a poll sent out to students and faculty in the St. Paul Academy and Summit School community, 63% of people believe that cursive should be taught in schools. Although encountering a student who writes in cursive is increasingly difficult with typing as an alternative, junior Hendrie Grant keeps a notebook to write in cursive as a way to work on his writing appearance. “I was taught cursive in second grade, and I was also taught [touch] typing at about the same time,” Grant said. “[However] I don’t think it
“i type a lot more often than i write because it is more convenient and most of the time we are told to type anyway.” — 9th grader abby hedberg
was necessary to learn cursive,” he added. Grant is not the only person to have this belief. In an article published by The New York Times, professor of education at the University of Southern California Morgan Polikoff explains that there is no reason for students to be taught both print and cursive, and that students should be taught what will benefit them in the future. For sophomore Elise Parsons, cursive has just been naturally used throughout her life. “I was taught cursive in second grade,” Parsons said. Although cursive has served multiple purposes throughout her education, Parsons realizes the importance of typing and the role it plays in the classroom. “I was never actually taught to [touch] type. We didn’t ever type out our assignments or essays at my old school so there was never a need for me to learn until 9th grade,” Parsons said. “I’m still really slow at it,” she added. “Other than using [cursive] to write my signature or writing to
look cool,” Grant said, “it has not really been useful to me.” Although cursive doesn’t prove useful in his daily life, Grant believes that cursive should be used as an art form taught in fine arts classes. “It can be used as an art form when using calligraphy, so I think it shouldn’t be taught in English classes, but it would be better served in an art class,” Grant said. Parsons, on the other hand, believes that the type of writing depends hugely on what needs to be accomplished. “It really depends on what you’re doing. I prefer cursive for note-taking and creative writing but typing makes more sense for academic essays because it makes editing easier,” she said. For many students, trying to read feedback from teachers who do write in cursive is often difficult and students can have a hard time trying to understand what their teachers are saying. However, for people who do use cursive often like Grant, it does not seem to be an issue. “I have [used cursive often], so I am able to understand what
[teachers] write,” Grant said, “but a lot of the times when teachers use cursive they usually just write sloppily, and then it’s hard for anyone to understand, whether they use cursive or not.” Although many people are opposed to the idea of teaching cursive in school, Concordia University gives the case for the opposite. The University said that cursive helps develop fine motor skills, reinforces learning, helps for reading and writing legal documents, and connects students to the past. For some students including Grant and Parsons, writing in cursive can be used as a creative outlet, but also just used for notetaking. “I do use cursive on a daily basis. I use it for all my notetaking, annotations, and creative writing,¨ Parsons said. The days of cursive being used in academic classes may soon be over, but the art of calligraphy will be kept for many years ahead of us.
“Other than using [cursive] to write my signature or writing to look cool, it has not really been useful to me.”
“I like to my hand because i be awful b gotten be the y —
— junior hendrie grant
“[cursive] looks so beautiful and harkens back to the past before computers.” — senior sara bohjanen
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Typing proves convenient alternative for some, but not all, types of assignments Krista Schlinger The Rubicon Editor
Technology is influencing education more than ever before with new innovations constantly changing the way students learn. The most significant of these innovations in affecting the daily lives of students is computer-based typing. Students are putting down their pencils and pens for this quicker and easier way to complete assignments. “I prefer to type because it takes less work and auto-correct can fix your spelling,” 9th grader Abby Hedberg said. “I only write by hand when it’s required because it’s easier and quicker to type papers and to
complete assignments online,” she said. Some students almost never write on paper anymore as nearly all essays and projects now are done on computers. “For school related assignments, I type a lot more often than I write because it is more convenient and most of the time we are told to type anyway,” Hedberg said. Typing is now commonly seen as a quicker and more efficient form of writing leading teachers to spend more time teaching students to type. “When I was in the lower school, my teachers had us use Typing Pal. I thought it was really fun because it was an opportunity to learn a new skill,” Hedberg said. “I think that in
a society that is rapidly developing and becoming more dependent on technology, typing is a more useful skill to students,” she said. As students begin to predominantly rely on typing, they also begin to lose the benefits of writing by hand. “I like handwriting when it comes to note-taking [because] it helps me to memorize more,” junior Erik Quillopa said. Research shows that writing by hand increases memorization and comprehension of the topic. A study conducted by Princeton University’s Pam A. Mueller, and the University of California’s Daniel M. Oppenheimer, showed that students who wrote their notes by hand showed higher rates of
conceptualization of the topics than those who typed their notes on laptops. Having good handwriting can also be helpful for classes with paper assignments. Some classes like math, most often require handwritten work that must be legible for grading. “I like to improve my handwriting because it used to be awful but it has gotten better over the years,” Quillopa said. Writing by hand is also a useful skill to have for letters or any professional applications. “You don’t want to write a letter and have it look like a kid wrote it, you want it to look professional,” he said.
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-8 P M H O U R 10A M O N S: D M -6 FOR P M AY-S AT SUN WW U M DAY R DAY W.M O R E I N I D TO F WN ORMA T G LO BA L I O N V I S MA R K E I T: 920 A D D R T.O R E G M I N E. L A K E S S: N EA STR E POL I S, ME T, N
A round T own THE RUBICON • April 2017
Midtown Global Market fosters international connections Claire Hallaway The Rubicon Editor
Proudly known for it’s slogan, “a global experience close to home” Midtown Global Market, located in Minneapolis, offers foods and goods from a variety of countries and cultures. Next time you’re craving a hot cup of coffee from Starbucks or some ice cream from Dairy Queen, why not get fair trade coffee from Mapps or a sweet treat from The Salty Tart instead? Opened in 2006, “the $18 million project was spearheaded by the Latino Economic Development Center, Neighborhood Development Center, African Development Center, and Powderhorn Phillips Central Wellness Center,” according to the LEDC website. Merchants operate food stalls ranging from a simple takeout to sit down restaurants. It is an international public market thriving through small businesses that foster connections between people from different backgrounds and experiences by bringing people together with food. The Global Market doesn’t only sell food. It’s packed with authentic gifts, clothing, spices, sauces, restaurants, coffee shops, candy, arts and crafts, and so much more. Each vendor sells something unique and each item has its own story. It’s a place where you can buy a backpack made in Peru or a keychain made in Sweden. The atmosphere of the building is very welcoming. Lively music can be heard playing through one of the many restaurants, Salsa a La Salsa.
On certain days, there is live music. If you visit the market on certain holidays, large cultural celebrations are held. On Mar. 11, the market celebrated the Indian Holi festival together, and there were vendors, music, henna, dancing and crafts. Apr. 21 brought a weekend long celebration for Earth Day, including a Garden Celebrations hosted by Kitchen in the Market. Upcoming events include a Cinco de Mayo event on May 5. One of the newer restaurants at the Midtown Global Market is Moroccan Flavors, which opened about a year ago. It features many authentic Moroccan dishes inspired from a Moroccan city, Chefchaouen, traditional Couscous and tagine are some of the staples on the menu. Tangine consists of slowcooked meat in a unique pot called a tagine, a special type of stoneware to enhance the flavors. It is very different from what you would find at many other restaurants in Minneapolis. The booth is owned by Hassan and Raja who immigrated from Morocco. The restaurant just celebrated its one year anniversary. Along with food and restaurants, there are various coffee shops and merchants who sell special drinks at Midtown Global Market. The Midtown Global Market is located at 920 E. Lake Street Minneapolis, MN. It is open from 10am-8pm Monday through Saturday and 10am-6pm on Sundays. Special early merchants or full bar merchants have extended hours. For more information visit the Midtown Global Market page on Facebook.
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An international public market thriving through small businesses that fosters connections between people from different backgrounds.
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1 FEATURED EVERYWHERE. The booth “Moroccan Flavors” displays clippings of publications they’ve been featured in. 2 CANDY FROM AROUND THE WORLD. Visitors are able to try new things at the Midtown Global Market, especially at this booth that specializes in Mexican candy. 3 MOROCCAN FLAVORS. The chef at a Moroccan restaurant whips up some delicious food. Because French is spoken in Morocco this chef also speaks French. 4 SPACE TO EAT. There is plenty of room at the Midtown Global Market for visitors to sit and enjoy the food they’ve bought. 5 BAKING UP GOODNESS. This is the prep station from the bakery featured in photo six. 6 ABIERTO. The Midtown Global Market houses stands from many different countries and many of the vendors speak another language along with English. 7 HONEY HONEY HONEY. A lot of the food at Midtown Global Market is locally sourced and organic. 8 COLLEGE COFFEE OFF CAMPUS. This University of Minnesota coffee shop also has a booth at the Midtown Global Market. They specialize in ethical, sustainable, direct trade coffee. THE RUBICON PHOTOS: Claire Hallaway
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A rts & E ntertainment THE RUBICON • APRIL 2017
SICK SHADES. Sophomore Max Moen shows off his Snap Spectacles, from the company that brought us Snapchat. “I think it’s actually kind of cool, the idea of pressing a button and being able to record, because it just reduces the phone ski ow k in your face or your hand mentality, which I wa No feel like people have a lot nowadays,” e i ll :E Moen said. TO O
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Snap Spectacles change video taking for the better Ellie Nowakowski The Rubicon Editor
Snapchat has released a new product that has changed the way people can record snapchat videos. The product is called Spectacles, which are sunglasses that take ten second videos at the push of a button. They upload to Snapchat memories over Bluetooth or wifi. The Spectacles make taking the ten second videos, that any Snapchat user is familiar with, much easier. Sophomore Max Moen recently received a pair as a gift and would definitely recommend them to anyone who finds themselves constantly trying to capture a moment on their phones. “I think it’s actually kind of cool, the idea of pressing a button and being able to record, because it just reduces the phone in your face or your hand mentality, which I feel like people have a lot nowadays,” Moen said. The spectacles come in the colors black, coral and teal. The spectacles cost $129.99 and come with a charging case and charging cable. Though the sunglasses are expensive Moen believes they are definitely worth the cost. “I think they are [worth the cost], because one thing that’s really nice about them is it reduces the need to have to pick up your phone and record things when you’re in a moment and you’re trying to enjoy it. You just have to press a button and it will automatically stop. It’s so much nicer than having to constantly have a phone in front of your face,” Moen said. An added feature is that the glasses have round lenses, which means that just rotating the phone as the video plays gives new perspective to the video. Many people add videos to their Snapchat stories to share moments with their friends, and now people taking the videos can enjoy the moment too. Sophomore Ethan Dincer, who shares the spectacles with Moen, wishes that they served multiple purposes, not just to take videos for Snapchat. “I wish it wasn’t only limited to video, like you could also take pictures, and instead of only snapchat having the 360 video effect it would be outside of Snapchat too so you could integrate it into software for the phones,” Dincer said. The spectacles help people to capture moments as they live them. Moen looks forward to fun events in the future as a new chance to take videos with his Spectacles. “I imagine I’ll use them the most often for vacations or special events. I’ll probably use them for homecoming next year,” Moen said. Dincer expects to have a similar use for the spectacles. “[I will use the Spectacles] to film my daily life or special events, especially if I’m travelling somewhere,” Dincer said.
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Finstagrams offer more realistic looks into daily life of students
In the current social media world, especially Instagram, students may feel pressured to post only pictures where they show their best self. “I think there is a lot of tension around the way people present themselves on social media. Especially on Instagram, people post less lifestyle material and more photoshoot esque,” Schifsky said. This stigma around polished posting can build on top of itself to the extent that some students portray themselves on social media nowhere near who they are in real life. On the other hand, some students choose to disregard others’ opinions altogether, and they post whatever they want to, whenever they want to. But, for most students, both of these options seem somewhat unpleasant, which is why some students choose to have “finstagrams.” The term “finstagram” or “fake-instagram” is used to describe a separate account which students use on top of their main account, and in these separate accounts, students are able to post whatever they want to, unfiltered. For the most part, students who have “finstagrams” choose to keep them private, and often limit their followers to close friends. While these separate accounts are coined “fake-Instagrams,” in reality, they are a lot more real than their over-polished alternative. “I have a lot of thoughts, and I don’t necessarily want to share them with all of my Instagram followers. I got one when Marlo Graham told me to get one back in 7th grade, and now I have like 700 posts on my finsta. I have a lot of things to say,” junior Sylvie Schifsky said. Main Instagram accounts are often full of pictures that look like they come straight from a photoshoot, but the photos posted on “finstagrams” are the exact opposite. “In comparison, my main Instagram is really boring, I’d say. I deliberate for like three days before I post something on my main Instagram,” Schifsky said. Finstas allow friends to post funny and spontaneous pictures to show up on each other’s feeds and brighten each other’s day, whether it be an ugly selfie, or a video of oneself singing for fun. “It’s a spiritual thing for sure. I post like 10 times a day, and nobody asked for that, I just feel com- pelled to,” Schifsky said. But, while these photos and videos are great to share with a chosen few, one must acknowledge that they are not sharing with the whole world for a reason. They must know that even though they are posting to their private finsta account, that anything put on the internet is a click or a screenshot away from being shared with the whole world via a follower. Still, while finstagrams can be a place to publish photos only a select few can see, they allow students to avoid the judgment that comes with main accounts, and to post whatever is desired. And, if you want to get away from the world where being perfect gets more likes, a “finstagram” is clearly the way to go.
FINSTA REALNESS. Junior Sylvie Schifsky shows off one of her photos from her private finstagram account. ““I have a lot of thoughts, and I don’t necessarily want to share them with all of my Instagram followers.
A rts & E ntertainment
THE RUBICON • APRIL 2017
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Before you visit Guillermo del Toro’s: At Home with Monsters at the Minneapolis Institute of Art, prepare yourself for more than just paintings on a wall. This thoughtfully-curated exhibit features classic artwork, pre-production storyboards, movie props, horror comics, soundscapes, movie clips, and wax figures of men, mutants, and other monsters from acclaimed filmmakers personal collection from his “Bleak House” (as well as complementary pieces added by the museum). This exhibit makes horror high-culture but still accessible to the masses eager to take the time to investigate del Toro’s process, inspirations, and creations. The exhibit begins with an introduction to del Toro’s early work and philosophies. After a short description from Mia’s curator comparing del Toro to Hitchcock and
Hieronymus Bosch, the exhibit eases into images of G-rated spooky stories, including illustrations from haunting children’s books, del Toro’s movies, and a photo of the filmmaker himself “strangling” his sister on the lawn when he was seven. The creation of the room reflects del Toro’s belief that children, who express unfiltered emotions, should not be insulated from fear, harm, abandonment, or death. In this room, you’ll see everything from fairytale illustrations (the original medium vulnerable children use to make a compelling story) to life-sized movie-character models. As the exhibit progresses into the next room, you get acquainted with del Toro’s tame and moody Victorian inspirations. Don’t miss the portraits of sea monkey-human hybrids, moonlit gothic paintings, and a collage of colorful bug carcasses.
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Sophie Jaro
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THE RUBICON PHOTOS: Sophie Jaro
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del Toro exhibit turns horror into high-culture
Yo u ’ r e welcomed into the next room by a realistic, creepy, wide-eyed butler. Exhibit-goers stopped and stared trying to discern whether he was a living statue or a wax one before enjoying the rest of the room themed “Magic, Alchemy and the Occult.” This room introduced more sensory components including a hole in the wall haunted by music and a young wax boy ,as well as zoomed projections of creepy images on the walls.
Panels of comic books as well as costumes and props from Hellboy comprise the “Comics and Pop Culture” rooms continuing this maturing understanding of del Toro’s unique artistic intrigues. Another highlight of the exhibit is the “Rain Room,” which features a full-sized Edgar Allen Poe (with whom del Toro shares intellectual kinship) and a stormy score soundscape designed by Oscar-winning film composer Gustavo Santaolalla (Brokeback Mountain, Babel). This room in the exhibit replicated the real Rain Room of del Toro’s “Bleak House,” which he created to feel he was in a world apart. Based on a dream from his childhood, he created a permanent thunderstorm in sunny California. An enormous and realistic Frankenstein face, an array of carnival freaks, and an oozing albino penguin lead you into the
final room which makes you realize that behind the accessible joy and childhood inspirations in the exhibit, horror has been creeping up on you the whole time. “Death and the Afterlife” finally exudes the distraught and excited mood typical of the genre with pieces such as gruesome clips from the movies, a portrait that looked like it had been contemptuously streaked while still wet, or the pale drooping, monster with an eyeball on the hand. We fear the unknown. Guillermo del Toro’s: At Home with Monsters thoughtfully-curated display turns a collection of scary art, sketches, and wax figures into a portal to a comfortable, understandable, and inspirational monster world. This exhibit achieves the intrigue of horror while eliminating the distress by liberating the enigmatic genre from the unknown.
Alternative playlist expresses Gannon’s emotions through music Stephanie Li
The Rubicon Editor Sophomore Charles Gannon connects most with music from SoundCloud, an online audio distribution platform filled with music produced by new and emerging artists all for free. Gannon enjoys listening to indie alternative rock and some mainstream music - when it doesn’t become repetitive and indistinguishable from the next song. “[My favorite music is] not really categorizable. It’s kind of like electronic music in a way but it’s kind of weird… I like going to listen to other kind of music and that’s why I use SoundCloud. It’s a lot of music that people don’t listen to as much. There’s a lot of opportunity for finding new [music].” Music helps Gannon focus on homework and it helps keep him motivated and energized while biking.
“I like music [because I use] it as a soundtrack for life and everything,” he said. What’s unique about Gannon’s playlist is that it’s a collection of never-heard-before songs from SoundCloud. Gannon discovers most of his music through the stream page which provides a wide array of music released or reposted by his favorite artists. “A lot of the [music] that I have is really offbeat. It’s not on the 1-2-3-4 of everything. It’s all kind of off a little bit which makes it interesting and different,” Gannon said. While many people enjoy listening to the unmistakable beat of the bass or the catchy tone of the marimba, one of Gannon’s favorite sound effects is the vinyl record texture. “It gives an organic feel to [the song],” he said. While Gannon obviously prefers indie and alternative music,
he wasn’t always drawn to the electronic vibes. “My music taste has changed a lot over the years. I remember when I was around five years old, I really liked heavy metal. When I was around 12 to 13, I enjoyed (and still do enjoy) indie alternative rock, and just around this year, I started digging around SoundCloud for all the obscure music that not many people know about,” he said. Music has been an integral part of Gannon’s everyday life as it inspires him to make his own music. “Music is really important to me because it allows for me and others to express emotions in a way other than words [so] that everyone can understand no matter what language we speak. It’s also fun to just listen to music and escape from everything,” he said.
ist ’s Play l C h a r l ie u t Yo u-Létha rg ien
THE RUBICON PHOTO: Stephanie Li
in g ʻB o t. dy lA - T h in k io n-m a r in a f OU) t a u A R EY ic R d y e b . d -m o r (P r ID R ege - LOW R ide-My le s Ja tS dn . n r B - B r ig h s y Tr yp - In f in it ife-Ya n g . L o' s is -K lwo o d e-e n g e - bays id b-e u-IV ajo - W h at Fo rd . Spir it .- its o k l C r u s h- G ia nt ea r e h t E -
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SPRING
THE RUBICON • April 2017
Captain
THE RUBICON PHOTO: Chloe Morse
9th grader Kathleen Bishop, softball player
THE RUBICON PHOTO: Noah Raaum
9th grader Duncan Flemming, lacrosse player
IBID PHOTO: Austin Leiby
Senior Riley Bowman, baseball captain
Baseball
austin leiby Staff Writer
Captain Weston Lombard
Q: How has the team changed since you first started to play? A: We have a lot more experience than most years because we’re returning 7 starters, and we have a lot of senior leadership which will pay off come the playoffs Q: How is being a leader different than being a player? A: You can be a good player, but not put the team first. But by being a leader it forces you to put the team first, and by setting good example others will follow that Q: What are some areas that you would like the team to improve in? A: We’ve improved our work ethic and focus this year, and it’s something that we’ve improved a lot since previous years. That’s the difference from being good and great
Softball
chloe morse Staff Writer
Captain Sarah Murad
Q: What makes your team stand out? What’s unique? A: I think that what makes us unique is that we have so many different kinds of people that play this sport. We have volleyball players, and hockey players, and soccer players. So we have people who have a lot of different kinds of strengths because of all the other sports they do, so that’s nice to have that kind of diversity in our team. Q: How is being a leader different than being a player? A: You have more contact with the coach outside of practice … and we talk to the athletic directors about things. I guess the other side of it [is that] being captain is like you’re seen as a leader of the team ... so if they see the team dynamic struggling you kinda have a team meeting and be like we need to reset our mindsets and go about this a different way. It’s just kinda the captain’s responsibility to look out for everybody on the team.
THE RUBICON PHOTO: Javier Whitaker-Castñeda
Senior Ella Matticks, lacrosse captain
Boys Lacrosse sam hanson Staff Writer
Captain Ross Kirby
Q: What are your most memorable moments in the past seasons? A: Team gatherings [and] just being together with the team. [We have team dinners] about once every two weeks. They’re either potlucks, where everybody brings something, or the booster clubs will pay for a spaghetti dinner or something. Q: How has the team evolved since you first started playing? A: The whole mindset of the team has changed. When the program started three years ago, the coaches were more focused on our physical ability, which obviously is necessary for sports, but when that happened, it took the fun out of the game. Most of the practices were just running; we’d probably run more than we’d actually do games or skill-based things. But last year, new coaching staff came in, and it [became] about making sure kids are having fun and [are] enjoying the game.
Girls Lacrosse noah rice Staff Writer
Captain Ella Matticks
Q: As a captain how do you act as a leader for your teammates? A: As a captain I add a buffer between students and the coaches. If someone needs to reach out or has a problem, I can provide an alternative resource. Additionally, as a captain we set a tone for the team, such as expectations and mentality . Q: What are your goals for the team this year? A: The most obvious goal for any team is to make it to state, we don’t differ from anyone else in that regard. [Also],in order to play good lacrosse, just like any other team sport, you’ve got to mesh well with other players on the field. My goal is to reach that understanding earlier on into the season so the team has more success. Q: How have you helped to shape the team into what you believe is ideal? A: When I was a freshman, the girls lacrosse team had to play into sections, now we are ranked in the top 20 in the state. For every program I play in I want to improve it, and that’s happened.
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SPORTS Q&A
THE RUBICON • april 2017
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Trap shooters target team building IBID PHOTO: Allen Wang
Senior Noah Keogh, tennis captain
THE RUBICON PHOTO: Sharee Roman
PULL. Sophomore Dylan Rosso aims his gun in preparation for his shot. “It’s really cool that [Trap Shooting] became an official sport because it helps diversify [both] the sports we have and also the people of SPA,” sophomore Riley Tietel said.
Photo reprinted with permission: Colin O’Hern
Senior Tony Dierssen-Morice, golfer
Sharee Roman Staff Writer
THE RUBICON PHOTO: Quinn Christenen
Junior Flannery Enneking-Norton, track runner IBID PHOTO: Sky Li Griffiths
Sophomore Lily Nestor, golfer
Boys Golf eli goldman Staff Writer
Captain Colin O’Hern
Q: Now that you are both a captain and a senior, what will make this year different than past years? A: Because [I am a] senior and [I’m] going away next year, there is really nothing to lose. [I want] to rebuild the team and get the youngsters into the game, so that when [I] leave, the program will be sturdy like how it was when [I was] there. Q: You went to state last year as an individual, what will it take to get back to state? A: As always it takes hard work, determination and perseverance. Any day you can shoot whatever but it is about getting past those mental blocks.
Girls Golf flannery enneking-norton
Boys Tennis izzy Gisser Staff Writer
kat st. martin-norberg
Captain Noah Keogh
Staff Writer
Q: Are there any lessons that can be learned from the previous season? A: Last season we learned to unite as a team and work together not as individuals, but as a team. It is this team spirit that allowed us to make it to state last year. This year I hope we can continue to have this same level of team spirit and hope to possibly take the state champion title this year. Q: What’s unique about the team? A: Something that’s unique about our team is that we are a very young team. I’m the only senior this year and I think that’s a good thing for the team. We took the state title last year so I can’t imagine what our team will do this year or in the next couple years.
Track and Field quinn Christensen Staff Writer
The Rubicon Editor
Captain Shelby Tietel
Q: What do you think is the most underrated or under appreciated aspect of golf? A: The most underrated aspect of golf, and our team in particular, is the community we have with one another. Since the game is very complicated and a bit frustrating, we all can make fun of it and ourselves, making us a group that has a lot of fun in golf although it is usually seen as something very serious. Q: What are your goals as captains/seniors? A: My goal for the team is to get the newer golfers really immersed in the game and give them some basic skills and a love for golf. For the more “varsity” team, I hope we can get as many players out to sections as possible, and also have everyone beat their personal best.
Captain Lauren Hansen
Q: What’s it like to be starting your last season as a senior? A: I haven’t really thought about it being over. I’ve been doing track since sixth grade and it always seemed like something I did in the spring, part of my normal schedule. They have a senior night at one meet where all the seniors run a lap around the track and get roses. Q: What has been your biggest takeaway from track? A: A lot of it is just pushing yourself because no one else is going to hold you accountable but yourself. You really need to learn how to motivate yourself and push yourself, and even though it’s just one track workout or one practice, you owe it to yourself to try your hardest, because every practice can make a difference.
“Pull.” A bright orange disk shoots into the sky followed by a shot still audible through the earplugs and earmuffs. It shatters and falls to the ground amongst the other fragments scattered across the field. Although this year is only the second year the St. Paul Academy and Summit School Trap Team has been an official school sport, the team has been around a lot longer than that. Even though the club had plenty of interested and dedicated students for several years, the school wanted to make sure that they were well established before endorsing it as an official school sport. Sophomore Riley Tietel has been committed to the team for five consecutive years. Because he was there before and after the switch from club to team, Tietel has come to realize how much he enjoys the change. “I think it’s really cool that it became an official sport because it helps diversify [both] the sports we have and also the people of SPA,” Tietel said. There are a total of nine members on the team this year, including a few new members. Junior Turab Naqvi feels that it’s good to see new and seasoned players on the team. “There’s a lot of new faces. [The team has] been [changing each year], which is really great. Since last year, we have made each other a family. We [have] built a better relationship with everyone and [they] are ready to go with anything,” said Naqvi. Although the trap shooters compete individually, it is still a team sport. Assistant Coach Dave Doubbles believes it is critical to have good team sportsmanship in a sport where the shooters compete and practice against each other. “It’s a team sport because you’re [going to] defeat yourself if you view it as a competition against your own teammates,” Doubbles said. Read full story on:
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P hoto S tory THE RUBICON • april 2017
How to: help save the bees
Build a bee hotel to provide habitat, protection Mari Knudson Graphics Manager
Picture the average grocery store produce section: a rainbow of fruits and vegetables, chock full of flavors and nutrients. Suddenly, about half the display disappears, leaving behind disheartened shelves lacking in color and diversity. This scenario represents the fate of the world following
the extinction of pollinators, a collection of birds, insects, and small mammals that spread pollen from plant to plant in search of food, helping native plant populations, including food-bearing ones, to thrive. Pollinators, especially bees, face increasingly high threat of extinction today, through a multiple of causes, many of which are human related. According to the Bee Informed Partnership
STEP 1: Find or build a container
research portal, winter colony losses were as high as 35% in Minnesota for the 2015-16 season, compared to the typical 5-10%. However, there are many actions individuals can take to reverse this trend. One action that requires very little space, time, and money is building a solitary bee hotel. These bee hotels create a place for species such as mason and leafcutter bees to grow and thrive,
even in an urban environment. Follow the steps below to create a bee hotel and help combat declining bee populations in the process.
Materials n e e de
d: timber, logs, saw, sticks, PVC pipes, drill, contain ers
STEP 2: Go on a walk
Facts to help you
Which bees will inhabit the bee hotels? Mason bees, leaf-cutter bees, harebell bees, whitefaced bees. How much honey do honey bees produce? An average hive can produce 11 lb. How many bees usually inhabit a beehive? 40,000 to 60,000 bees during the late spring or early summer
You will need some sort of container to house the bees and provide shelter from the elements. If you’re crafty, you can try building a box using pallet wood or other untreated materials; otherwise, you can recycle an old container like the crate I used here or even a two-liter bottle with the mouth cut off.
STEP 3: Drill some holes
Take a walk around your house or go to a nearby park and try to find as many natural materials as possible. The goal is to use objects that the bees can burrow into or between and lay eggs. Possible materials include loosely tied bundles of sticks, large pine cones, logs or large blocks of wood, or hollow reeds and bamboo shoots. I also used PVC that I had laying around. Certain materials attract certain bees, so do further research if you’re looking to attract a certain type of pollinator.
Pesticides
STEP 4: Fill up the container
If you’re good with tools, holes drilled into chunks of wood make great nest sites for bees. Vary the diameter of the holes to attract a wide range of pollinators, making sure to stay within the 2-10 mm range. If the holes are splintered on the outside, smooth the surface with sandpaper, otherwise the bees will be deterred.
Parasites
Industrial Agriculture
One easy design is to fill a plastic bottle with reeds, bamboo, or other weather- resistant hollow tubes, making sure to pack them together as tightly as possible. You can also get more elaborate with your design; try filling a large box up with a mix of hollow reeds and bamboo stems, wooden blocks drilled with holes, and other natural materials. Feel free to get as creative as possible and turn your bee hotel into a work of art.
STEP 5: Set up your hotel and wait
What are the leading causes of bee population declines?
In 2015-16, the colony loss for Minnesota was 35.38%.
STEP 6: Maintain your bee hotel Set up your hotel and wait for visitors: It is crucial that you place your bee hotel in full sun facing east or south as solitary bees are cold-blooded creatures. If you hang it up, make sure it is securely fastened so it will not move or be disturbed by wind. If you set it on the ground, make sure it is not blocked by vegetation or it will not be used.
Bee hotels require maintenance or they will become unusable or overridden with pests. Check occasionally to see if pests have invaded the hotel; use online resources for further information on what these invaders look like and how to get rid of them. Also, make sure to replace any tubes or materials which have become rotten or moldy with new ones from time to time.
INFOGRAPHICS: Stephanie Li
To learn more about bees, visit www.beeinformed.org and www.pollinator.org/ beeissues.
On Apr. 21, Gary Reuter visited St. Paul Academy and Summit School to talk about bees and climate change for Speaker Day. View the full gallery of all the speakers at