THE LIONS ROAR V 30 ISSUE 6

the LION’S

R AR

Non-Profit Organization U.S. Postage PAID Boston, MA Permit No. 54523

Volume 30, Issue 6 140 Brandeis Road Newton Centre, MA 02459

Newton South High School’s Student Newspaper · Newton, MA · Established 1984 · March 7, 2014

Perrin to resign as AD Sasha Kuznetsov Sr. News Editor

Kayana Szymczak for The Boston Globe

Lila McCain, mother of Karen Douglas, with Mayor Setti Warren (center) and Superintendent David Fleishman.

‘It’s multi-faceted’ After the death of junior Roee Grutman, the third Newton high schooler to commit suicide this school year, the community attempts to answer the question: “Why?” and officials implement an action plan.

By Nathaniel Bolter, Yonatan Gazit and Kylie Walters

O

n Feb. 6, what started as a normal school day was transformed as the news of junior Roee Grutman’s suicide reached students and faculty members.

South officials were notified first in the morning and teachers informed students who had yet to hear during advisory.

Grutman became the third Newton high school student to commit suicide in the 2013-2014 school year. North senior Karen Douglas and South sophomore Katie Stack committed suicide last October.

In immediate response to Grutman’s death, city and school officials hosted a community forum on Tuesday, Feb. 11 at South.

At the meeting, the superintendent, mayor and mental health professionals announced South’s plan to address the recent tragedy and the issues of mental health and suicide. Both high schools will follow the

protocol of support and prevention decided provide some support just to focus on this.” upon after the suicides of this fall, yet some in Along with several other mental health the South community question the scope, di- initiatives, South also scheduled student-run rection and effectiveness of the city’s response. suicide prevention workshops that were set to take place Feb. 25-28, four months after Stack’s death. “There’s a general feeling among most What was done after Stack’s death?

Upon the advice of Dr. Susan Swick, of us who’ve done the work that we want to Chief of Adolescent and Child Psychiatry at make sure the environment is kind of stable Newton Wellesley Hospital, and Dr. Larry enough that people are over the initial grief Berkowitz, Director of Riverside Trauma, reaction and the intensity of that grief reaction South provided extra support and counsel- so that we can start carefully and planfully ing following Stack’s death. The school also doing some education,” Berkowitz said, in engaged in a partnership with the Riverside explanation. But following Grutman’s death, Trauma Center to help manage the extenu- the workshops have been delayed indefinitely.

One of these student presenters, senior ating circumstances. “Riverside has a lot of Alex Cohen, however, said that four months expertise. So one of the challenges is everyone was too long to wait. “Four months does seem in Newton Public Schools (NPS) already like it was a bit excessive,” he said. “I think has a job to do — we don’t have a staff solely devoted to this issue,” Superintendent David SUICIDES, 4 Fleishman said. “So Riverside is going to

Athletics director Scott Perrin has announced his resignation as head of the wellness department and intention to resume his former position as a special education teacher for the 2014-2015 school year.

A South alumnus of ‘88, Perrin was first hired at South in 2003 in the special education department. He replaced Ron Lanham as athletics director in 2007.

Ac c o r d i n g to Perrin, the job’s time requirements conflict with his current family lifestyle and professional interests. “I have many different things in my life that take priority Regulus — my family, my desire to get back into the classroom and other things.” he said, “It’s been a lot of fun, but it’s time for a change.”

Wellness teacher and volleyball coach Todd Elwell said that Perrin’s post change is understandable considering the busy schedule of the athletics department. “I certainly can understand, respect and appreciate where he is coming from. It is a demanding job in so many different ways,” Elwell said. “It’s really hard to be an athletic director — really hard.”

Perrin was also on good and personal terms with students, whom he helped manage their athletics commitments, senior Jake Alexander said. “He was someone you could talk to, and for me personally, he was a good role model,” he said. “He [is] from South, he played sports, he knows the deal, he knows how to have the balance between a social life, academics and athletics.”

According to Elwell, both the new athletics director and the athletics and wellness departments will need to be ready for change.

“Whoever comes in new will have to get used to the coaching staff, the wellness staff, the facilities,” Elwell said. “Whoever comes in next may have some different expectations, so you’ve got to be ready to change.”

Regarding new leadership, Perrin said that he foresees a successful future for the athletics and wellness departments despite inevitable changes. “Things will change, for the good, for the bad, for the different, for the sake of everything, everything sometimes has to change,” he said. “But I leave this place in very good shape and I think that it has a bright future ahead of it.”

INSIDE THIS ISSUE:

Literary Hit

English teacher Jodi Daynard’s self-published book acheives great success. page

New Nicotine

2

Hookah pens are on the rise as more students experiment with e-cigarettes. page

12

Pinning Passion Three standout wrestlers talk to The Roar about their love for the sport. page

20

NEWS 2 GLOBAL 5 EDITORIALS 6 OPINIONS 9 CENTERFOLD 12 FEATURES 15 SPORTS 20

page 2|March 7, 2014|THE LION’S ROAR|THELIONSROAR.COM

NEwS

Jack Lovett and South Senate take on stress

city reacts to third teen suicide with action

pAGE 3

pAGE 4

News@thelionsroar.com|VOLUME 30, ISSUE 6

SOUTH SPOTS

compiled by Roar editors

GELF Dinner The Global Educational Leadership Fund, which offers scholarships for students who go abroad through the Newton schools, will hold its annual dinner and fundraiser on March 8, from 6:30 p.m. to 10:30 p.m. at North. METCO counselor Katani Sumner’s band will be performing at the event.

Sophomore Spring Fest The annual Sophomore Spring Fest will take place Saturday, March 15 from 7:00 p.m. to 12:00 a.m. Admission costs $35, and students are encouraged to wear pajamas.

Dance for a Cause The Dance Academy of Siagel Productions will hold a hip hop dance show on March 16 from 5:00 p.m. to 6:00 p.m. in the auditorium.

All proceeds from the event will go to Jared’s Foundation to fund research for Sanfilipo Syndome.

photo by Max Baker

Mixed media teacher Jeffrey Wixon (center) gives some tips to sophomore Miranda Lassar (left) as she works on a stained glass project.

Intro arts classes designated ‘no level’ Nathaniel Bolter & Bhavik Nagda

Sr. News Editor, News Contributor Vice Principal Mary Scott was putting together the 2014-2015 course catalog when she realized there was a problem.

“We got to Woodworking I, Intro to Woodworking, and we realized we were going to be calling Intro to Woodworking ‘Advanced College Prep.’ And we said, ‘Something is wrong with that — what are the colleges going to think when an Introductory Woodworking course is being called by this school ‘Advanced College Prep’?” she said.

“So that set it in motion.”

Woodworking I’s classification as an Advanced College Preparatory course re-

sults from the administration’s renaming of Curriculum I and Curriculum II classes to Advanced College Preparatory and College Preparatory, respectively. So, like the other Curriculum I art classes, Woodworking I gained a new title.

Scott began to look into other ways to classify introductory art courses. “People will tell you that I’m the last person to want South and North being the same; I fight for South being a different school,” Scott said, “but I did go to the North catalog and … what they’ve been doing all along is ‘no level.’”

A “no level” course has no specified level and does not count toward a student’s GPA. Department heads still retain the INTRO ART CLASSES, 4

In a Feb. 25 survey of 91 students, The Roar found that ...

87% 87%

28% 28%

of students believe students should have been consulted before the change of students are more likely to take an art class if it does not count toward GPA

English teacher’s book realizes success Amelia Stern News Editor

English teacher Jodi Daynard’s selfpublished book, “The Midwife’s Revolt,” has achieved success beyond her expectations, reaching number one in historical fiction on amazon.com last December.

From the age of 5, Daynard has had a passion for writing. “I feel driven to tell a story,” she said. “I don’t think much beyond that.”

The inspiration for Daynard’s book came from “A Midwife’s Tale,” a collection of diary entries from the American midwife Martha Ballard compiled by Laurel Thatcher Ulrich.

“I was very inspired to have a midwife as my character because they have access to all the secrets of family life, not just births

but also deaths,” she said.

Thus, her character Lizzie Boylston, a midwife during the Revolutionary War, was born.

“I was really moved to show what happened to the women at the time of the Revolutionary War while the men were away because that’s not a story normally told,” she said.

Daynard made a calendar of events from 1774 to 1779 detailing the real epidemics, deaths and births at the time the Revolution. “When I went to write, my characters could interact with reality in front of me,” she said.

After several months of historical research, she began the writing process. “It’s almost like staging a play; I need to bring it to life by writing the vision in my head,” she said.

After three months, her first draft was

written, and three years and 12 drafts later “The Midwife’s Revolt” was complete.

Daynard has just finished the sequel, which will hit shelves next spring. “I worked really hard and did a lot of reading and the word did spread,” she said.

photo by Alexa Rhynd

Daynard reads Hamlet, which she teaches to her senior class.

THE LION’S ROAR|THELIONSROAR.COM

‘War on Stress’

South Senate proposes five initiatives to tackle stress, which many have said is a problem at South

By David Li student-teacher conferences that allow for more grade transparency, set up Friday J blocks and encourage teachers to reevaluate the effectiveness of homework assignments.

Faculty C ouncil

ferences to allow for grade transparency can actually lead to more stress, according to Reinstein. “[Greater grade transparency] is problematic too because some students ... misuse it to the point that they become obsessed with it,” he said. “I’m not sure if that’s the solution to reducing stress because I think a greater emphasis on grades can increase photo by Sofia Osorio stress as well.”

Senior Jack Lovett speaks at the Senate press conference.

The semimember and Engnars, chemistry It is high time that we put one outh Senate declared a “War on lish teacher Alan te acher Alan initiative front and center as C ro s by s ai d , Stress” and proposed five policies at a Reinstein said that our primary goal. That press conference on Feb. 3 that would while some of the would be bendecrease stress among students, but some proposals could be eficial, as he beinitiative is our anti-stress question the likelihood of these policies effective, others are lieves that stuinitiative. being implemented effectively. just unrealistic. dent stress stems To ensure their success, Senate presi“If the li- Jack Lovett, Class of 2014 from an inability dent Jack Lovett said the Senate will be fo- brary or some kind to manage time. cusing on these policies for the remainder of setting [is set up] where students could “Having materials and seminars and of the school year. do homework before they went home from courses and adults available to advise stu“I think some of [the policies] can be school, I can see that as being useful,” he said. dents on how to manage their time and how quite effective [in reducing stress]. Maybe “[But] I don’t see Friday J blocks happening. to lower stress levels ... is all a motion in the not for every single student, but that’s why It would require teachers to change the way right direction,” he said. we proposed multiple versions of them,” they think about the week.”

Sophomore Alex Frankel agreed that he said. “Overall I’m pretty confident that Freshman Ben Fisher said he does not seminars would help students obtain skills at least some form of our agenda ... [will] believe more J blocks would reduce stress. “J to reduce their stress. become policies.” blocks aren’t really the answer to the stress,” “I think [seminars] would be really The five proposals are to create semi- he said. “I have enough J blocks throughout helpful for a lot of people,” he said. “Because nars that will teach students time manage- the week. I think I have too much work.” a lot of people have trouble with time manment skills, extend library hours, institute In addition, the student-teacher con- agement, everyone is staying up till 2 a.m. every school night. People need to just know how to manage their time better.”

Lovett said that he wants students to get involved in developing these policies and tackling the issue of stress.

Student-teacher conferences Seminars on dealing with “I really hope students speak up about stress offered through the school during mid-terms these issues,” he said, “because the only way to truly represent them is to know what the Friday J blocks Extension of student body thinks and the way they feel A reevaluation of library hours or anand what they believe.”

S

Senate’s 5 initiatives

1.

3.

2.

4.

5.

other work space

the purpose of homework

Additional reporting by Josh Goldenberg

Faculty begins a dialogue on the purpose of homework Bella Ehrlich & Jason Lange News Reporter, News Contributor

In an effort to reduce student stress, the faculty has begun a dialogue to address questions about the purpose and effectiveness of homework.

Each department has held its own discussion to evaluate the homework assignments for that specific subject.

To honestly consider the purpose of homework, the departments had to start from scratch, according to math department head Steven Rattendi.

“Within our department we were saying, ‘Okay, so what are all the things we think homework is used for?’” he said.

According to world language department head Suzanne MurphyFerguson, unnecessary homework only adds to students’ precarious balancing act of homework, extracurriculars and social life.

Unnecessary or unconstructive homework can be defined as “‘busy work’ — homework that is more recall or overly repetitious,” Principal Joel Stembridge said.

Although faculty discussions focus on “busy work,” students also encounter difficulty in homework that is on the other end of the spectrum — homework that introduces concepts rather than practicing and enforcing them.

“Homework is supposed to actually teach you what you did in class, and make it a stronger base for the future,” freshman Kayla Chang said. “When you are learning

To read a student perspective on the conversation about homework, see Opinions (page 10) a new thing or topic for homework, you don’t get a good enough of an understanding because the teacher isn’t there to answer your questions.”

According to sophomore Albert Wu, teachers should strive to assign homework that seeks the middle ground between repetition and discovery.

“If I get a chemistry worksheet, it might take me a long time to complete the mate-

rial because it was not explained in class, or I don’t understand the concepts very well,” he said. “On the other side, I might be given an assignment in Spanish where I have to write 50 sentences. This is pretty easy, but dull and repetitive, and [it] takes a long time to complete. I think the best type of homework would be a mix of these two ideas. Not too difficult, but interesting enough where it is not the same thing over and over again.”

At this stage, however, Rattendi said the conversation is more of a self-reflection than an effort to solve a discrete problem. “I think the conversation is even do we need to change?” he said. “I don’t think we have reached a level of conversation that says something needs to change.”

Even if the faculty concludes that changes should be made, not many specifics will come from this conversation, according to math teacher Amanda Bastien.

“There is a wide range of what homework can be: Is it for practice, for extension [or] for figuring it out on your own?” she said.

“So [the conversation] is probably going to be a pretty general description of what homework should be.”

March 7, 2014|page 3

Politics and Points of View

U.S. War: Our favorite pastime

Daniel Ehrlich

America seems to have a perverted fascination with warfare. Even after all the peace treaties we’ve signed, we’ve continued going to war, sometimes for nothing more than access to oil.

Our greatest, most revered moments as a nation are during wartime, and events like the raising of the flag on Iwo Jima are enshrined in our memories through movies that glorify the battle and the bravery of war. Even more so than American movies, perhaps the best romanticization of war comes in the form of football.

Although most sports are a competition among two or more entities, football takes this competition to the extreme with excessively violent play. Critics have labeled it a “modern day gladiator sport,” and although in Rome many of the gladiators were slaves while football is a game one chooses to play, football has many similarities with the gladiators of ancient Rome.

“Both involve spectacular, violent displays before a massive, cheering audience. Fans choose sides and strongly identify with their team—just as Roman citizens cheered their favorite gladiators in combat,” according to Garrett Fagan, associate professor of Classics and Ancient Mediterranean Studies and History at Penn State.

Violence as entertainment is a spectacle that pervades both modern and ancient history.

The gladiator analogy, however, is unfair; it doesn’t do justice to the concept of football. The game is more complex than two men battling one another – there is strategy.

Former national security advisor to President Jimmy Carter explains that coaches are like generals, quarterbacks are like field commanders making “last minute tactical-decisions,” good intelligence is critical to success and armies play offense and defense.

Americans don’t just romanticize violence; we romanticize war. As Chris Hedges writes in his book “War is a Force that Gives Us Meaning,” “War is an enticing elixir. It gives us resolve, a cause. It allows us to be noble.” War is a form of national rhetoric, allowing a government to unite its people under one banner.

And this is true not just of America but of all countries. What football is to America, bullfights are to Spanish Catalonia.

What makes America unique, then, is the expression of these beliefs in foreign policy. World War II was supposed to be the war that ended all wars, yet the U.S. has since fought in Korea, Vietnam, Afghanistan and a myriad of other countries.

In fact, unlike its neighbors in Western Europe, the U.S. is the most interventionist of all the developed nations.

British Prime Minister Tony Blair notes that “globalization is not just economic. It is also a political and security phenomenon. We live in a world where isolationism has ceased to have a reason to exist. By necessity we have to co-operate with each other across nations.”

Perhaps it is time to stop engaging in war and instead start engaging in cooperation.

page 4|March 7, 2014

!

Warning signs of suicide

t 5BMLJOH BCPVU XBOUJOH UP EJF t -PPLJOH GPS B XBZ UP LJMM POFTFMG t 5BMLJOH BCPVU GFFMJOH IPQFMFTT PS IBWJOH OP QVSQPTF t 5BMLJOH BCPVU GFFMJOH USBQQFE PS JO VOCFBSBCMF QBJO t 5BMLJOH BCPVU CFJOH B CVSEFO UP PUIFST t *ODSFBTJOH UIF VTF PG BMDPIPM PS ESVHT t "DUJOH BOYJPVT BHJUBUFE PS SFDLMFTTMZ t 4MFFQJOH UPP MJUUMF PS UPP NVDI t 8JUIESBXJOH PS GFFMJOH JTPMBUFE t 4IPXJOH SBHF PS UBMLJOH BCPVU TFFLJOH SFWFOHF t %JTQMBZJOH FYUSFNF NPPE TXJOHT 5IF NPSF PG UIFTF TJHOT B QFSTPO TIPXT UIF HSFBUFS UIF SJTL 8BSOJOH TJHOT BSF BTTPDJBUFE XJUI TVJDJEF CVU NBZ OPU CF XIBU DBVTFT B TVJDJEF

What to do *G TPNFPOF ZPV LOPX FYIJCJUT XBSOJOH TJHOT PG TVJDJEF t %P OPU MFBWF UIF QFSTPO BMPOF t 3FNPWF BOZ ĂśSFBSNT BMDPIPM ESVHT PS TIBSQ PCKFDUT UIBU DPVME CF VTFE JO B TVJDJEF BUUFNQU t $BMM UIF 6 4 /BUJPOBM 4VJDJEF 1SFWFOUJPO -JGFMJOF BU 5"-,

t 5BLF UIF QFSTPO UP BO FNFSHFODZ SPPN PS TFFL IFMQ GSPN B NFEJDBM PS NFOUBM IFBMUI QSPGFTTJPOBM reportingonsuicide.org

THE LION’S ROAR|THELIONSROAR.COM

City mobilizes after third suicide SUICIDES, from 1

“You have to know what you’re looking for and then you can definitely find it.�

Physics teacher Hema Roychowdhury added that many students have found support in more personal and informal ways. “In a small setting, like in homerooms or in classrooms, I’m sure there are some discussions and that every student’s hopefully had at least one adult in the school talking to them,� she said.

that the presentations would have been more effective ‌ if we had gotten on that a little bit more promptly because I think that people respond more when it feels relevant.�

Principal Joel Stembridge said that the response to Stack’s death was initially focused on identifying students in need of individual support. Stembridge said the city also hired a full time clinical coordinator to help hospitalized students at both North and South Community involvement transition back to a school setting.

NPS’s response to Grutman’s death has also drawn criticism for lacking inclusion of What has been and will be done follow- students, parents and community members in deciding how to deal with the situation. ing Grutman’s suicide?

Both Berkowitz and Swick, however, Mayor Setti Warren has also allocated $100,000 to expand Newton’s partnership have said that the schools have been open with Riverside Trauma, and the city has to community and student input, pointing continued to grow Newton Cares: Coalition to the two community forums as evidence of for Suicide Prevention and Mental Health, this. “One thing I’ve appreciated here at both which will focus on giving suicide aware- South and North is that the principals and ness training to community members and administrators have said they really want stupromoting emotional well-being. Fleishman dents to be involved in the decision-making, also said that the city plans on having all which has been really cool,� Berkowitz said.

Swick acknowledged however that Newton students participate in programs such as the nationally-recognized “Signs of there is always room for improvement. “I Suicide� program, for which adult presenters think both high schools have been working hard ... I do think that it raises the question will be trained in March.

Yet just as some students opposed the of ‘but clearly we could do better,’� she said.

Their own involvement in the decisionfour month interim between Stack’s death and the planned workshops, senior Sydney making, however, has not been evident to Caminetsky said the school should have some students. “I don’t think there’s been acted already. “[Changes] should already be enough communication and starting to get in effect,� she said. “Students need to know the ball rolling on making a change,� Caminetsky said. “Simple things [such] as discussthat the school cares.�

But Stembridge said that the city is try- ing things in advisories would be a great way ing to make calculated decisions, which has to start doing that. ‌ The only opportunity slowed the process of implementing plans. students have had to speak is at these com“I definitely feel a sense of urgency to share munity meetings and students haven’t really plans. On the other hand, we definitely want even been going to the meetings ‌ but it’s to make sure that the plans are well thought really been difficult to share ideas.â€?

After Grutman’s death, Dr. Gonzalo out and we have expert advice on them,â€? he said. “For many folks it feels like we’re delay- Bacigalupe a South parent, the president of ing telling people what we’re going to do but the American Family Therapy Academy and a it’s simply because we’re trying to make really professor of psychology at University of Massachusetts Boston with a specialty in trauma good decisions ‌ we just can’t rush it.â€?

Stembridge also said that the first step response, published two columns on WBUR’s after Grutman’s death was stabilization. “The website entitled “Newton Suicides: Is Highfirst thing you do when a school has a trau- Achiever School Culture Breaking Our Kids?� matic event like that is stabilize the school. and “Teen Suicides In Privileged Suburb: We Meaning we have to make sure that all the kids Have To Keep Talking� in which he stressed are safe. So before you start thinking about that, in a community full of “accomplished education or even processing, our first task is scientists, professionals, artists, trade workto figure out and ensure that all our students ers, business owners, politicians and more,� are getting the supports they need. And all of it would be foolish not to engage parents and our adults, too,� he said. “We couldn’t just push community members in a conversation about a go button on some things that we had been what the schools can do differently. “I think that there’s some prejudice planning from before because circumstances had changed. We had to stop and rethink.� against parents, this idea that we want to According to senior Noa Shneorson, control everything,� he said. “I would like to South provides the resources and support be seen as more of a positive influence than to help students with the volition to seek anything else.� out assistance. “In light of the suicides and everything [they’ve reintroduced] those Asking “Why?� and “What now?� outlets — Riverside and counseling. But To many, the most concerning aspect they’re always there, just like anything else of Grutman’s death has been the inability in the school. You really have to take your to discern why he committed suicide. Both own initiative to find what you’re looking Douglas and Stack struggled with depression, for, like clubs, counselors, teachers, and the and Douglas also with an eating disorder, school needs to teach kids to do that, which whereas Grutman, according to family and they do a pretty good job of I think,� she said. friends, was not known to be suicidal or even

depressed. “Sometimes there are kids who seem to function really well in school but are falling apart outside of school, so we have to get a message to them,� Fleishman said. “And we need to figure out how to reach these kids and get them help ... What can we do to kind of lower the stakes so that students don’t put so much pressure on themselves or what can we do as a school district to address some of that? I think that’s a very worthwhile question, but I would say it’s multi-faceted.�

Swick said that even if the school implemented suicide screening tests, there would most likely still be students at risk who would not be identified by the test. Instead, she suggested focusing on the entire student body and providing support for parents. “I say it’s critical to do things in the school that are going to increase the protective factor.

Amping up the protective factors, building resilience in everybody can provide a measure of protection for everybody,� she said. “I think offering parents a meeting to help teach kids stress management would give them some information, teach skill building itself and help them feel really connected to the school and the community.�

Even without knowing why the last suicide occurred, Bacigalupe said, the schools should strive to improve students’ well-being. “I do think I wanted to bring the conversation to a level of, ‘What can we do differently? ‌ I don’t think there’s one thing [that caused these suicides], but there are some things we can control,â€? Bacigalupe said.

Stembridge, however, said that discussions about stress at Newton high schools have been ongoing even before the suicides occurred. “The most highly correlated issue that’s connected to suicide is mental health.

Stress, like school stress or other types of stress, impacts mental health, but school stress doesn’t cause suicides,� he said. “If we miss the importance of identifying mental health issues and if that continues to be something that we don’t talk about, and there’s a stigma, then we’re missing the real issue. Both of those things are treatable.�

Stembridge said he has heard students call for immediate large-scale action but that city officials are following the advice of a variety of experts. “Some of the things that students have identified as an obvious next step are not going to happen. For example, a school wide gathering ‌ and that’s just something the experts say don’t do,â€? he said. “The Superintendent is seeking the advice of a lot of other districts that have also been through this. So not only here in Massachusetts but also places like Palo Alto, California.â€?

Shneorson said that while students wait for programs to take effect they should prioritize the well-being of themselves and those around them. “It’s really hard to implement relief methods in broad settings,� she said. “I think the most important thing is that everyone takes care of the people around them and makes sure that nobody is left out. Take care of your friends, take care of yourself, your family, and that way, everyone is being looked after.�

What has been done elsewhere?: Schools That Rebounded from Suicide Gunn high School

Needham Public Schools

After five suicides at Gunn in 2009, three friends received training from psychologists and formed ROCK, a student-led group devoted to helping peers cope with academic, personal and parental stresses.

After four suicides, Needam High formed a Stress Reduction Committee and made yoga a requisite for all seniors. Kevin Youkilis, who has had personal experience with suicides, led an awareness benefit.

Palo Alto, CA

Needham, MA

March 7, 2014|page 5

THE LION’S ROAR|THELIONSROAR.COM

Next year, intro art classes labeled ‘no level’ INTRO ART CLASSES, from 2 option for these classes to give standard A through F grades, though these grades would not carry any weight toward the students’ transcripts and GPAs. Beginning next year, most family and consumer science, music and introductory art courses will be “no level.”

Some teachers and students, however, said this switch diminishes the status of art and other electives.

The need to encourage participation in the arts, Scott said, stems from South’s academically intense atmosphere. “In past years, there are kids who wouldn’t take Ceramics I as a junior or senior because it

would actually hurt their GPA,” she said.

Scott said the change was not monumental. “Mostly, the introductory courses are taken by ninth graders. Well, guess what?

Ninth grade courses don’t count for the GPA,” she said. “So for the majority of students in these classes, there’s absolutely no change.

They were already in ‘no level’ classes, they just didn’t call them that.”

Specifically designating the introductory arts classes as “no level,” however, lowers their stature according to photography teacher Robert Bouchal. “The switch creates a perception that the electives are of less importance than the academic offerings,” he said.

Ceramics teacher Karen Sobin-Jonash,

on the other hand, said that art students should find motivation to succeed elsewhere.

“My feeling is that it would be fine if we did pass/fail, because I don’t motivate kids by their grade; my job is to motivate them to explore their own creativity, and be here because they want to do that,” SobinJonash said.

This principle can be applied to all the arts, according to junior Diego Bacigalupe, a member of the band. “I think it makes for better music when not everybody is worried about their grade so much. And it’s less stressful, and I think it’s better for art in general,” he said.

Bouchal, however, said that, irrespective of its impact, the decision to have “no

level” classes was made the wrong way.

“I wish that the constituency that will be most significantly impacted had been brought into the discussion at the onset — and that constituency would be the students,” he said.

Scott conceded that the decisionmaking process was not as inclusive or as thorough as it should have been.

“Normally, we would spend a lot of time and a lot of thought working with the departments to get them to understand the issues, get them to think out, [but] we had a short time frame and it was really unfair to those teachers,” she said.

“We will revisit this and put time of thought into this.”

A Glimpse of the Globe Information compiled by Roar editors from CNN, The Economist, BBC, Al Jazeera, The New York Times, Twitter and the rest of the Internet.

Ukraine: what is actually happening? News this week In November 2013, Ukrainian president Viktor Yanukovych and his advisers went back on an agreement for more involvement in the European Union. The alternative they suggested was stronger ties with the Russian government, which many citizens did not want.

Protests mainly centered in Kiev, the capital, erupted later that month, with police arresting dozens. A protest in Kiev’s Independence Square on Dec. 1 solidified the tension between Ukrainian citizens and Yanukovych’s government, as over 800,000 demonstrators seized

Kiev’s city hall.

Hoping to ease tension and maintain political stability in the region, Russian president Vladimir Putin offered to buy $15 billion worth of Ukraine’s government bonds and reduce prices of Russian gas in December.

Demonstrations continued, however, and January 2014 marked the beginning of protests turning deadly. As the Ukrainian parliament passed anti-demonstration laws, protestors vowed to keep fighting for what they wanted. Police opened fire on the demonstra-

tors, and two were killed on Jan. 22.

Ukrainian parliament voted to depose Yanukovych in late February, scheduling free elections for a new government on May 25. Yanukovych’s political party disowned him, and the ousted Yanukovych fled.

Parliamentary leaders were looking to former Prime Minister Yulia Tymoshenko to run in the upcoming elections. Tymoshenko was imprisoned under Yanukovych’s rule and freed after he fled.

Former Economy Minister Arseny Yatsenyuk was appointed

to lead Ukraine’s interim government.

The interim government, however, is facing the issue of a European Ukraine versus a Russian Ukraine. Ukraine’s Crimean Peninsula, a pro-Russian region, seems to be resisting the new government and looking to Russian president Vladimir Putin.

Putin asked parliament to approve mobilizing troops into Crimea, and the motion was passed. Other world powers, such as the United States, are now intervening in the situation as the future of Ukrainian politics remains uncertain.

An Overview:

The problem: Internal tension in Ukraine led to the ousting of President Viktor Yanukovych. Following his removal, parliament struggled to regain political and economic stability as Russian influence in parts of the country threatened national unity.

Just his luck

Everyone in Newton has had to deal with their fair share of Massholes on the roads. They are everywhere.

But for the first time since the Commonwealth of Massachusetts declared their independence in 1776, one Mass. driver has a legitimate excuse for their reckless driving. An officer pulled over 22-yearold Scott Lowe Public Domain

for speeding, but ended up letting him off with only warning, according to an ABC News article.

What was Lowe’s groundbreaking excuse? He was on his way to cash in a $50,000 winning lottery ticket. So the officer let him go, and Lowe did happily collect his prize later that day.

Feb. 28, 2014 may end up being considered the luckiest day of his life.

the nation, Venezuelan president Nicolas Maduro decided to break economic and diplomatic ties with Panama under the pretense of conspiracy.

t The longest-serving

representative in the House, John Dingell of Michigan announced that he would not run for re-election for the position he has held since 1955.

t The College Board redesigned the SAT for 2016. The test will be scored out of 1600 points, no longer deduct points for incorrect answers and have an optional essay portion.

Reuters

Nonsensical News

t Amid unrest within

Fun and informational.

Travoltified

We all make mistakes. These mistakes, however, are rarely as publicized as John Travolta’s pronounciation error at the Oscars.

Travolta was supposed to introduce performer Idina Menzel, who sings “Let It Go” in Disney’s Oscar-winning animated film “Frozen,” but he botched her name despite having it written in front of him.

Travolta introduced the singer as “Adele Dazeem,” and the internet had a field day. Slate.com created the “Adele Dazeem Name Generator,” where users can enter their name and find out what their Travoltified name is.

As stated on the website, “You’re no one until you’ve had your name mangled by a confused, squinting John Travolta.”

The Lion’s Roar Travoltified is ... “Ty Loing”

page 6|March 7, 2014|THE LION’S ROAR|THELIONSROAR.COM

EDITORIALS

Editor discusses paradox of adolescence

Veronica Podolny: a raby through and through

pAGE 7

pAGE 7

SRSTAFF@thelionsroar.com|VOLUME 30, ISSUE 6

The Cat’s

Meow All the news that’s fit to print ... and then some!

Student prepares early, secures 2022 prom date in fourth grade Eager to claim his prom date before everyone else, fourth grader Tom Riddle staged a grand but unoriginal proposal. Riddle ran to the stage during a school assembly, grabbed the microphone from the principal and asked his date to commit to attending senior prom with him in their graduating year, 2022.

Riddle’s move was considered bold by some, but others complained that the proposal was a little too soon. Senior Wade Formey said that Riddle should anticipate the social changes that occur between fourth grade and spring of senior year.

“I just think it’s a bit premature. He can’t be older than 9. So much can change between him and this girl by the time he’s a senior,” Formey said. “He also has created such a pressure among kids to ask earlier and earlier. Apparently he started a chain reaction and now everyone from fetuses to kindergarteners to eighth graders is asking each other to prom. I’m a senior and now I feel horrible for not knowing who to ask yet.”

Riddle defended his move. “I’m courageous. People should be thanking me. I had the guts to ask someone first,” he said. “I’m one heck of a heartthrob for a 9-year-old, if you ask me. I’m the man.”

Student misunderstands “Wall of Shame,” posts acceptance letters After seeing letters with college seals posted on the Wall of Shame, senior May Furst posted seven college acceptance letters.

“Most of the letters of ‘Wall of Shame’ were missing, and I saw all the letters posted, so I assumed it was some kind of place to put up where you got in,” she said. “I posted my Northwestern, WashU, Duke, Yale, UPenn, UChicago, Michigan and Brown acceptances. I really didn’t think it was a big deal. I thought it was something I should be proud of. I did so well and I don’t see why it was so wrong of me to want to share that.”

Not everyone has supported Furst, though. Several students organized a burning, inviting all seniors to come watch Furst’s letters be consumed by a massive fire. The event boasted an impressive attendance, with 98 percent of all seniors and even some teachers attending.

Some questioned Furst’s intelligence because of the misunderstanding.

“It’s amazing that she could be so stupid as to post all her acceptances and yet she got into all those schools,” junior Sue Madd said. “She’ll never live this down. She has burned all her bridges.”

Please note that “The Cat’s Meow” is intended to be satirical.

Change in introductory art grading demonstrates underlying issue Effective in the upcoming school year, all introductory level art courses will no longer be factored into students’ grade point averages, as reported in The Roar’s coverage on pages 2 and 5.

Like any changes, the new weighting will bring with it both flaws and benefits. While the change systematically degrades the arts in relation to the core academic classes, pass/fail arts could be conducive to more exploration across the disciplines.

Freshmen, the majority of students enrolled in introductory courses, will be able to experiment with different art forms without fearing that lack of skill will result in a low grade. The Roar sees the change as an opportunity for students to tackle artistic pursuits without the pressure of grading, but this change will also greatly alter the culture of introductory art classes.

The Roar feels that some students are driven to new artistic sucesses by the knowledge that their work will be graded.

For some, grades serve as an important benchmark from term to term. It’s likely in fact that some art classes hinge on this motivation to succeed nominally.

The greater issue at stake is the absence of dialogue between teachers and the adminstration.

The administration has acknowledged that the decision resulted from an immediate need realized during the making of the course catalog and that a lack of time hindered the opportunity for discussion.

But why aren’t we asking why the school didn’t realize

years to come.

The Roar sees the more arresting issue to be the continued lack of conversation and partnership between the teachers and the administration. Students, too, were entirely left out of the discussion. Again potentially valuable voices were left out of administrative decisions by which they will be most directly affected.

Again potentially valuable voices were left out of administrative decisions by which they will be most directly affected. this sooner? The origin of the entire dilemma was a change in curriculum names to be more aligned with other high schools around the nation, particularly so that collegiate athletes would receive proper credit for courses taken at South. Art at South was once again an afterthought.

The changes to art’s weighting will no doubt have profound effects on many teachers’ curriculums. But it can be revised in

The decision was forced, but that should be no excuse for a continued neglect of the value of conversation and debate. This change comes after the walls of the photo room were painted over, a decision made without the consultation of students and teachers and one that left many feeling disrespected and angered.

The administration ought to demonstrate more regard for the arts, teachers and students.

Editorial Policy

The Lion’s Roar, founded in 1984, is the student newspaper of Newton South High School, acting as a public forum for student views and attitudes.

The Lion’s Roar’s right to freedom of expression is protected by the Massachusetts Student Free Expression Law (Mass. Gen. Laws Ann. ch. 71, Section 82). All content decisions are made by student editors, and the content of The Lion’s Roar in no way reflects the official policy of Newton South, its faculty or its administration.

Editorials are the official opinion of The Lion’s Roar, while opinions and letters are the personal viewpoints of the writers and do not necessarily reflect the opinion of The Lion’s Roar. The Lion’s Roar reserves the right to edit all submitted content, to reject advertising copy for resubmission of new copy that is deemed acceptable by student editors and to make decisions regarding the submission of letters to the editors, which are welcomed.

The Lion’s Roar is printed by Seacoast Newspapers and published every four weeks by Newton South students. All funding comes from advertisers, subscriptions and independent fundraising.

In-school distribution of The Lion’s Roar is free, but each copy of the paper shall cost one dollar for each copy more than ten (10) that is taken by any individual or by many individuals on behalf of a single individual.

Violation of this policy shall constitute theft.

Join The Roar!

Monday J Block Room 1201

Positions available for photographers, graphic designers, writers and editors DINA

YGKY

March 7, 2013|page 7

THE LION’S ROAR|THELIONSROAR.COM

THE Editor reflects on school’s lack of EDITOR’S student inclusion in major decisions DESK Yonatan Gazit Editor-in-Chief

I have patchy facial hair. It’s just enough that I need to shave about twice a week, but not enough to grow a beard.

With a driver’s licence I can drive myself wherever I choose. On Dec. 29 I became legally responsible for myself. I registered to vote on Jan. 31, 2014. I can now call myself out sick. And in four months I will graduate high school.

There are many more changes I have to look forward to as I age. I know chest hair is on its way (but it could hurry up a bit). All these changes in my life come with more responsibility, yet now, and for the years to come, I’m still very much a child. I’m in the care of my parents and only a high schooler.

As a result, I’m slowly transitioning into a grown-up while still being treated as the kid I used to be. I haven’t yet completely left childhood or been accepted into adulthood, but high school is one of the best times to prepare for the world I am about to enter.

South promotes a proactive environment for its students. The school is set up to recognize and reward initiative; everything from independent studies to the ease of creating clubs and South Senate encourages students to take action and change the school for the better.

Yet I still feel helpless over most of my future at South because I’ve had little to no say in issues that are actually pertinent to me.

Anti-bullying, the new school-wide capstone English paper, the proposed changes to introductory art classes, newerer computers and curriculum changes all seemed to be put into effect with little to no student input.

I feel as though students are consistently neglected from these discussions, yet it is our lives, our education and our future that is most affected by those decisions.

This trend has sadly continued since the recent losses.

The past year has been especially trying for the almost-adult student body of South. The tragedies have shaken our community to its core, and there has been incredible outreach and care for all the high schoolers.

By no means am I trying to discredit the work done so far, because we are only teenagers who need help to process and recover from these struggles. However during these times it seems everyone forgets that we are soon-to-be adults,

increasingly independent and taking on more responsibility.

There’s so much clamor and hurry to start aiding the students that it seems as though everyone forgot to ask them what they needed. And in many circumstances parents do often know best, but I don’t believe this is one of those cases.

Yes, we are students, and yes, we do need help from the adults in our lives during such trying times. But at the same time it can feel even worse when we’re not included in planning our own care. Not just in outreach programs to the school, but also in the meetings creating and organizing the care we receive. No one knows better than us what we need right now.

After high school we pass a critical point-of-no-return in our lives, taking charge of ourselves. Newton strives to prepare us for that by taking in a kindergartner and 13 years later spitting them out a young adult ready to take on the world, yet with the way we are treated now there is a gaping hole in our education.

Yes, we leave knowing great amounts of mathematics, countless literary clas-

As of now we also graduate believing our voices are secondary to those of adults.

sics, incredible amounts of history and so much more, but as of now we also graduate believing our voices are secondary to those of adults, believing that whether it be something as small as managing stress or allocating resources to dealing with a tragedy, our opinions are of less value than those in charge. Given this, how can the class of 2014 graduate feeling empowered enough to create the change we wish to see in life?

The school should be actively reaching out to students, including them in everything from new curriculum changes to developing mental health initiatives, not waiting for the students to approach first.

We are still kids, in many ways, and ignorant of just how powerful we can be.

We cannot be invited and welcomed to these meetings as students. Nor can we be treated as an ultimate authority over an issue. Instead, our opinions must be encouraged and clearly valued, but we must be treated as equals — nothing more, nothing less — in the discussion.

We need to see just how powerful we can be, just how far some initiative and hard work can go and just how much change we can make in our own lives, before we leave for the “real world”. I believe it is the school’s responsibility to open our eyes to all this potential. Then, and only then, can we graduate prepared to change the world as we see fit.

Volume 30

The Lion’s Roar

Newton South High School’s Student Newspaper 140 Brandeis Road Newton, MA 02459 srstaff@thelionsroar.com

Editors-in-Chief

Yonatan Gazit

Kylie Walters

Managing Editor Dina Busaba

Business and Production

Chief Copy Editor

Jordan Cohen-Kaplan

Julie Olesky

Julia Mount Tom Howe

Section Editors Sr. News Editors

Sasha Kuznetsova Nathaniel Bolter News editors David Li Amelia Stern

Sr. Centerfold Editors Faith Bergman Hyunnew Choi

Graphics Managers David Gorelik Olivia Hamilton

Sr. Sports Editors

Sr. Features Editor Parisa Siddiqui Features editors Sophia Fisher Maia Fefer Shelley Friedland

Advisers

Ashley Elpern Paul Estin Brian Baron

Jack McElduff Darren Trementozzi Sports editor Lizzie Fineman

SR. OPINIONS EDITOR Veronica Podolny

Photo Managers Katie Asch Dylan Block Sofia Osorio

Aaron Edelstein

page 8|March 7, 2014

THE LION’S ROAR|THELIONSROAR.COM Columns, rows and squares Each take a digit, falling Between one and nine.

ROSSWORD

bad haiku by Tony Vashevko & Rob Hass puzzles courtesy of sudokuoftheday.com

EASY: 2

1

8

3 2

1

8

3

9

4

8

2

5

7

1

4 8

1

3

5 4

v

3

5

9

3

1

6

14

15 17

15

9

1

3

2

9

9 9

3

1

8

4

2

4 9

4

2 7

5

8

6

25

1. Puke

16

2. Between so and ti 19

20

23

22

29. Sudden impulse

DOWN:

15

20

3. Kid’s card game 4. Near bottom of pants or skirt

26

27

5. Negative 6. Hoodlum

29

9. Big black cat

ACROSS: 7

5 10

16

28

5 4

9

14 16

24

4

7

89

4

13

18

CHALLENGING: 9

4

12

21

6

3

11

9

2

3

7

3

7

Crossword courtesy of printactivities.com

17. Tusked African

11. Wading bird

1. Hard punch

beast

12. Encourages

4. Search for prey

18. Pig holder

14. Astonishment

7. Common battery

19. A dwarf

16. In the past

8. Gorilla or Chimp

21. Makes level

18. Match up

10. Sound of under-

24. Identification

20. Jam

standing

26. ___ you afraid of

22. Family vehicle

11. Muscle problem

the dark?

23. Not used before

13. Distant

27. Mommy

25. Pop

15. Dustcloth

28. Precipitation

27. Doh, re, __

is almost here! See if you can find all the Word Search Spring words about March, Spring and other stuff!

Embarrassing Roar Staff G C S U N X Q P X L E H X W U B C D W Z T Z E F O

M Z P J U S P C C A X G R

U O O U G G Q Q K X W S P

D Y L Q V S Y I U H E M W

H P A S E I G R E L L A X

E V R Q I M R F D I N A C

N U V N K A Z K T L S K Q

A M O J Y R Y C U D N H A

E L R H L C G O B N A B R

S L T Y I H B R S L T W F

R A E T E D C M J T A E X

F B X T J M U A B N N Q D

T T T J L Q D H L U O S V

Q E G R E E N S D A Y K H

P K L H K Q F P V H Y Y H

Z S A Y J T R S G C H X S

T A R R Y B B W S E M D C

K B S R Z J S J D R T J L

C C S U W J E U D P F P E

Z N E Z A J R O O E T T O

1) Allergies 2) Basketball 3) Green 4) Leprechaun 5) Madness 6) March 7) Polar Vortex 8) Shamrock 9) Spring 10) Sun 11) Trees 12) Warmer

N S N W S K F B P L A K J

D E D A P P B A T X D Z O

A E A R D Y A O R Q D K J

X R M M C O E S P R I N G

F T H E S Y M H O N J J N

K B N R M I N H A N K F N

Photo of the Month:

Veronica Podolny: My Crew Kills.

page 9|march 7, 2014|THE LION’S ROAR|THELIONSROAR.COM

OPINIONS

sophomore embraces homework discussion

Campus chatter: what do you binge watch?

pAGE 10

pAGE 11

opinions@thelionsroar.com|VOLUME 30, ISSUE 6

#Perspectives:

Is subtweeting an acceptable way to express emotion?

not at all

BY Tom howe

When I signed up for Twitter, I did not realize that I was also signing up for immediate news access, a much more intimate connection with celebrities and the world of subtweeting.

Subtweeting, unique to Twitter, is the action of sending a message, through a public tweet, that does not directly name anyone yet hints at and is intended for a particular target.

Subtweeting is yet another method for cyberbullying.

Unlike its counterparts on other sites, such as Formspring, Ask.fm and Honesty Box, subtweeting does not grant the aggressor anonymity, which can make the comment that much more hurtful and confusing.

Not only do you know that someone thinks something negative about you, but the insult comes with a nametag. This leaves a slew of potential targets wondering if the tweet is about them or someone else.

Subtweets do not just affect the intended targets, but whoever’s foot fits the shoe as well.

They bring about the worst type of mystery. Expression should not be released through a subtweet.

Try sighing, or maybe writing in a diary, rather than causing a good portion of the Twitter-sphere to question the state of their relationship with you.

Some avid subtweeters think that releasing their pent up feelings in a way that everyone can see, but is also not risking residual damage because subtweets are not

direct, is a healthy way to vent.

This is a distorted point of view.

Subtweets tend to aggravate any negative situation, not release tension without consequences, and they get publicly sent, texts filled with questions and angry responses quickly follow, whether or not the tweet even served its purpose.

So, why do it? Yeah, it might feel good to say “take that” as you slam that signature blue button and project your thoughts to the world, but is it really worth it? You are literally tying your name to an insult, a desperate “I miss what we were,” or some other personal, ridiculous claim. I don’t think it is.

Rather than yelling at the world, why not try to resolve the problem at its root? Talk to your friend, find a new companion, do whatever you feel as though you have to do. If you truly value the relationship, you should just be mature and talk to them. Subtweets are not just hurtful, they are annoying and most of all unnecessary.

Many people don’t want drama catapulted across Twitter on a nightly basis, leaving everyone with questions.

It is better to keep your problems private, rather than involve the entire network of your followers, for your own sake, if not the victim’s. If others become involved in whatever problems you have, they can really disturb and intensify the situation.

Subtweeting is an ineffective and faulty excuse for a means of expression and should be avoided.

photo by Kylie Walters

absolutely BY faith bergman

I first joined Twitter my freshman year to see what all the buzz was about.

I’ve now had my account for almost two years, but I didn’t really start tweeting until about a year ago. My tweets cover a variety of topics from things that are going on at school, to quoting my friends when they say something funny, replying to other people’s tweets and the occasional subtweet.

A subtweet is when you tweet about someone in an indirect way to gain their attention without directly mentioning them in the tweet.

When people know you well enough they are usually able to guess right away who your tweet is about. Subtweeting is a helpful way to get your feelings and emotions across without getting too personal or having to tell the person how you feel to their face.

I have over 4,000 tweets, but I would say that under 30 percent of them are subtweets. Even though there are a good amount of subtweets, you are limited to 140 characters per tweet, so sometimes I tweet multiple times to get my point across.

Although many people refrain from subtweeting, as they find it very annoying and unnecessary, it’s a good way to send someone a message.

A lot of people are very hypocritical and will say they hate subtweeting, but these people often end up doing it themselves.

There are many different ways to subtweet. These tweets can range from

a variety of topics; someone is ignoring you so you feel the need to get a message across to them, someone does something that really bothers you and you want to “get back at them” or maybe even someone is really nice to you so you feel like thanking them indirectly.

Not all subtweets are negative.

Sometimes subtweeting can get ironic when the person you subtweet about favorites the tweet about them. It’s happened to me a good amount of times, but it’s the person you’re tweeting about who looks funny after favoriting the tweet about him or her.

It’s hard to tell at that point if they want you to feel uncomfortable, or if they just want you to realize that they figured out that the tweet was about them. There are times when the other person knows a tweet is about them,- so they feel the need to favorite it so they can let you know that they saw it.

Subtweeting is really just freedom of expression and there is ultimately nothing wrong with it. It allows you to send a message to someone, and a lot of the time it can be positive.

There have been times that I have tweeted things just to get the other person’s attention, but I am never trying to actually be mean to the other person. It’s kind of fun.

It is essentially a way to get your feelings across, and there is really no harm in doing it as long as you do more than subtweet and as long as you are not actually trying to spite someone.

page 10|March 7, 2014

THE LION’S ROAR|THELIONSROAR.COM

Sick with Stress

BY Victoria bergman High school pressures are so excessive that students feel obligated to go to school when they’re sick.

Everyday, a number of ill students must choose between going to school or staying home to heal. They are afraid of what they might miss academically and even socially by staying home for only one day. Although it’s good to strive for perfect attendance, students frequently go to school when they are clearly sick enough to stay home, which is a serious problem.

This is a huge, yet commonly made mistake with many consequences. Sick students don’t focus well, can spread their sickness, prevent themselves from getting better and just tire themselves out unnecessarily.

Students and teachers sometimes get sick because their peers did not want to miss school. When I was younger, if

someone got sick they would inevitably stay home without hesitation. The priority was to get better and be fever-free before heading back to school, even if it meant missing a day or two.

I knew I would be missing out on some work, but it was not a big deal. In elementary school it was mostly our parents’ decision whether or not we stayed home, and most of us were probably too excited about missing school to argue.

In high school, the situation changed. Now, the decision to miss school is primarily up to the student. Everyday there are students who make the choice to go

to school sick because they do not want to miss their presentation, test, quiz or class.

Sick students come to school and sit through class simply because their attendance and school work is so important to them.

There have been numerous times this year when I didn’t feel well or had a cold, but even as a freshman I felt compelled to go to school so that I did not fall behind.

Yes, there are a multitude of chances to meet with teachers to make up work, but missing class was a major factor.

Additionally, all teachers have different policies when it comes to making up work.

Some teachers expect

graphic by David Gorelik

your work to be handed in by the next class, even if you had been out for several days prior.

Missing school becomes very overwhelming when it means making up work for every class missed in addition to the work assigned for that night.

This would be avoidable if teachers gave students a couple of days to catch up in order to avoid a major accumulation of makeup work and class notes. Students would not feel pressured to come to school sick, and would experience a lot less stress allowing them to recover.

With better sick day policies, kids could come back to school and be able to focus completely on catching up as quickly as possible.

It is undoubtedly a major issue that so many students come to school despite how sick they are, just because they fear falling behind one day.

On Feb. 25, The Roar informally surveyed 92 students

94.6%

of those surveyed said they have come to school sick to avoid getting behind or missing tests and quizzes

No More Busywork

BY Ben rabin I hate the number i. I hate how it always shows up on SAT questions. I hate having to waste a month learning about i.

I mean, it is an IMAGINARY number (the square root of -1, to be exact). If it doesn’t exist, why do we need to learn about it?

Well, it turns out that i actually can be useful, because it helps us think outside the box and use multiple methods of solving problems. All that being said, learning about it really felt useless and sometimes off-topic.

While I can imagine that I am wrong about imaginary numbers, Principal Stembridge certainly agrees with me that there are unnecessary, irrelevant or nonconstructive homework (and sometimes classwork) assignments.

To limit this, Mr. Stembridge has initiated conversations within each department about creating outlines of all their assignments and the reasoning behind them. It is my firm opinion that this is an excellent idea.

Although homework is meant to be constructive and help students understand what they are learning, many of my friends and I feel that sometimes teachers assign homework just for the sake of assigning homework. One teacher told me that oftentimes she doesn’t want her students to assume that she is “softcore.” Therefore, she admitted that sometimes she assigns unnecessary homework. I’m sure that she is not the only one.

Instances like this are why Mr. Stembridge’s simple proposal makes a lot of sense. If the departments were to outline their homework assignments, and if they can explain why they assign them, it would not only make life easier for the students, it would also help out teachers a great deal.

To clarify this, I now invite you to imagine yourself as a teacher. Imagine that your department is making you assign something that you don’t think is neces-

graphic by Alex Cohen

sary. You now have to waste your — and your students’ — time going off track to teach them how to do an irrelevant assignment. Now, on the next day you have to

grade this unnecessary assignment instead of doing something more productive.

Looking at this from a student’s perspective, I have to say that school isn’t just about academics. It is also about discovering social connections, making lasting friendships and discovering who you are as a person and what you are good at.

In the online magazine Newsday, Anne Michaud writes that too much homework always leads to students asking the perennial question, “Why will I need this after I graduate?” Of course a majority of what we learn is important, but some of it isn’t.

I remember how I once asked my dad for help with some trigonometry problems, and he told me that the last time he had seen sine, cosine and tangent was 35 years ago.

Of course trigonometry is important, but is a poster describing your values and favorite stuffed animals absolutely necessary for English class? Are four pages of the same geometric proofs absolutely imperative for math? Works like these are usually unnecessary and excessive. The departments really do need to keep track of this. When students are overwhelmed with unconstructive homework assignments, they can’t focus on the things that actually matter.

In the famous Disney movie “The Jungle Book” Baloo the bear sings the lyrics, “Look for the bare necessities, the simple bare necessities, forget about your worries and your strife, I mean the bare necessities, that’s why a bear can rest at ease, with just the bare necessities of life.”

Perhaps the departments should take Mr. Stembridge’s advice, by applying these lyrics to a new and improved homework policy.

March 7, 2014|page 11

THE LION’S ROAR|THELIONSROAR.COM

UPGRADE

9

Days are getting longer

campus chatter The Lion’s Roar asked...

What television shows do you binge watch?

Opening Day for Red Sox in one month

“I like ‘Psych.’ It’s about this psychic but he’s not actually psychic and he solves crimes.”

“Heroes” to return to NBC

- Lauren Najarian, Class of 2017

St. Patrick’s Day

“‘Sopranos.’ [It’s about] the Mafia in New Jersey. It has a really interesting plot thats different from anything else.”

March Madness

- Jay Martin, Class of 2016

“House of Cards” Season 2 Success of boys hockey team Ellen Degeneres hosts Oscars

9

DOWNGRADE SAT tomorrow The month of March MCAS Prom proposals start in February Massive snow banks Boys basketball team’s loss in tournament Leonardo DiCaprio still hasn’t won an Oscar

“‘Orange is the New Black’. Its about this woman who goes to prison but she’s kind of like upper class but when she was a teenager she used to help people bring drugs across the border and now she has to go to this prison.”

- Ellie Yorke, Class of 2015 “We all love ‘Family Guy’.”

- Julian Asuaje Solon ‘14, Genevive Ogden ‘15, Patrick Torres ‘14, Lewis Morin ‘14, Dylan Cloud ‘14, Anna Rhatigan ‘14, JH McBreen ‘14, Andrew Dembling ‘14, Charlotte Huth ‘14, Ben Robinson ‘14

photos by Alexa Rhynd

“Pompeii”

BY Parisa Siddiqui Pompeii is, at its core, a story of revenge and of star-crossed love in the year 79 CE. The movie focuses on a Celtic slave turned renown gladiator named Milo, played

by Kit Harington, who must save a wealthy young woman, Cassia (played by Emily Browning), from her engagement to a cruel Roman senator while also getting her out of the city during the violent explosion of the volcano Mount Vesuvius.

Pompeii is not particularly gory, though it does contain numerous fight sequences, which I found creatively choreographed.

Gladiatorial killings using swords, javelins, spears and shields, along with assorted fist fights thrown in, provided a good deal of thrilling action with very little blood.

The movie starts with Milo witnessing a childhood trauma that affects him his whole life. He becomes one of the greatest gladiators, massacring everyone else in the arena for the enjoyment of spectators. He impresses Cassia and they forge a connection despite their different socioeconomic standings.

Complete with a reluctant fraternal bond between Milo and another gladiator, a doomed romance and a copious amount of computer-generated explosions, the movie attempts to meet all of the requirements for a modern day box office success.

“Pompeii”

Milo (Kit Harington) and Cassia (Emily Browning) try to escape from an eruption in “Pompeii”.

This is all well and good — this format is successful for a reason, after all — but the lackluster acting, especially on Browning’s part, along with the lack of chemistry between her and Milo, did not leave me particularly rooting for the couple.While Harington certainly knows how to fight, the film lacks an emotional component present in all good disaster-epic romances. As an action film, however, it is satisfactory.

The film definitely took some creative

license with history; there were not actually flaming lava bombs crashing into the city, setting crowds ablaze, nor was there a massive tsunami crashing past the walls, carrying escaping ships into the streets.

I thought of “Pompeii” as more of a fun journey through loud gladiatorial fights and fiery explosions more than an unfortunate tale of two passionate youths and their quest to be together despite all the obstacles in their way.

how does an e - cigarette work ?

PORTABLE ADDICTION

LED lights up when smoker draws on ciagrette

Microprocessor controls the lighter and heater

Sensor detects when smoker draws

Battery charges the cigarette

Millions of Dollars

1000

By Kylie Walters Hookah pens, a type of electronic cigarette, have grown in popularity among students, many of whom are unaware of potential health risks

Heater vaporizes the nicotine

Cartridge holds nicotine and flavors

e - cigarette sales by year in the u . s .

800 600 400 200 0

2008

2009

2010

2011

2012

2013

Source: UBS, Wells Fargo, Tobacco Vapor Electronic

Sitting in the back row of a science class, senior David* took a quick pull of a small, electric cigarette.

With her back turned, the teacher remained unaware of the smokeless nicotine consumption and proceeded with her lesson on ocean currents.

photo by Kylie Walters

“I was sitting in class and my friend tapped me on my shoulder to get my attention and I looked back and saw my classmate … taking a puff out of the hookah pen,” senior Tom Howe said. “I was pretty much in shock because smoking is one of the things I thought I would never see in a classroom environment, but hey, there it was.”

David is just one student in a growing trend of vaping. E-cigarettes, and more specifically e-hookahs, or hookah pens, are on the rise at South as the electric nicotine trend captures high schools across the nation.

According to the Center for Disease Control and Prevention (CDC), e-cigarette use increased among middle school students from 0.6 percent in 2011 to 1.1 percent in 2012. The percentage of high school students smoking e-cigarettes increased in one year from 1.5 percent to 2.8 percent, and those smoking hookahs increased from 4.1 percent to 5.4 percent.

Hookah pens, so named because of their pen-like shape, typically contain a battery, vapor chamber and flavor tank. Some heat up instantly after a user inhales on the mouthpiece, and others require a button to start the heating process.

Hookah pens come in hundreds of flavors, and most sell for fewer than $10 and last for over 500 puffs.

Senior Taylor*, who is not yet 18, the legal age to purchase e-cigarettes and hookah pens in many parts of Massachusetts, said an underage friend introduced her to the habit.

“I was in my house, and my friends were over, and she had a hookah pen and she was like, ‘Here, do this.’ Oh my god this sounds like peer pressure.

HOOKED ON E-HOOKAHS

In an online survey, The Roar surveyed 136 South students about their knowledge and use of electronic cigarettes, or e-hookahs

And I was like, ‘Okay, it can’t be that bad,’ so I tried it and I like kind of choked,” she said. “I was like, ‘What am I supposed to do with it?’ and she kind of taught me you have to breathe in, but you can’t breathe the smoke in your lungs – you have to breathe it out.”

After experimenting with friends’ pens, Taylor said she had an of-age friend purchase one for her.

“It was kind of scary. [The store] just sold like a lot of smoking stuff, like bongs and hookah pens.

It was pretty sketchy,” she said. “The flavors, they have weird names like ‘Blue Sky’ and kind of names that allure you I guess. When you taste them it’s like vanilla and watermelon and strawberry.”

Ta y l o r s a i d o n e attractive feature of hookah pens is the ease with which they can be hidden from adults.

“I don’t like, show it to my mom and be like, ‘Hey, mom, look, want to try?’ but I’ve never had to like, go to drastic measures to keep it in a safe place. It’s like pretty small anyways,” she said. “You can just put it in your pocket. You can’t do that with a lot of things.”

The boxes of Tsunami disposable hookahs, the brand Taylor buys, are vibrant and colorful. In small print, the boxes advertise that each pen contains 12 mg of nicotine. Taylor was unaware of this number.

Senior Mackenzie*, who was also introduced to hookah pens by an underage friend, said she used the pen without any prior knowledge of the product.

“I had no idea what was in that hookah pen.

That was the first time I had ever heard about a

2.7%

hookah pen,” Mackenzie said. “I don’t know if there are any health risks, but I’m sure there are.”

On the Frequently Asked Questions page of the Tsunami e-cigarettes website, and not in the product description, the company reveals that one 800-puff hookah pen has the nicotine equivalency of three packs of cigarettes. According to the site, the pens also contain propylene glycol, polyethylene glycol, vegetable glycerin and flavors in addition to nicotine.

In an email exchange with Sari Yono, a Tsunami customer service representative, Yono wrote that the pens also contain a battery, wires,

many friends that she tried to wash it with water, breaking the electronic device.

Mackenzie said this desire to experiment with e-cigarette products is more socially-driven than a result of practicality.

“I don’t think it has to do with the fact that it’s more portable or anything. People can bring hookah to parties, and the smoke isn’t that big of a deal. The smell goes away fast. I think is more just, ‘I look so glamorous with a hookah pen. Look at me, I can smoke out of this little shit,’” she said.

Bikash J. Thapa, the cashier at Tobacco Shed in Watertown, where Taylor said she and her older friend purchased her hookah pen, said that the store has stocked hookah pens for approximately one and a half years.

“The sales are going up,” Thapa said. “It’s easy and convenient to take anywhere.

Some of them last like 600 puffs, some 800, some 1,000.”

Thapa said that the store stocks pens both with and without nicotine.

“We keep more than enough [hookah pens] for a month. Probably like 40 flavors. They come with nicotine and without nicotine too,” he said.

“Kids like you guys, they come in, they probably buy the nicotine hookah pens.”

Although they are often advertised as safer than standard cigarettes, e-cigarettes and hookah pens are seen by many specialists to be gateway products to nicotine addiction and tobacco abuse.

I had no idea what was in that hookah pen. That was the first time I had ever heard about a hookah pen. I don’t know if there are any health risks, but I’m sure there are.

of adults in the U.S. have tried using electronic cigarettes

- Mackenzie*, Class of 2014 sensors, a chip and a vaporizing device on the inside.

Taylor said when she brings her pen out at parties it often intrigues onlookers, and people like Grace*, who don’t own pens of their own, sample Taylor’s, often with little knowledge of its contents.

“I’ve done this once or twice. [If you] bring it out ... you might use it or give it to a friend, and then a couple people standing by might say, ‘Oh, can I use it? Can I use it?’ or like, ‘What’s that? What does that do?’ A lot of curiosity and desire,” Taylor said.

Taylor said that she shared the pen with so

35%

of students have tried; that’s nearly 12 times the national rate

78%

of students have seen other students using hookah pens or e-cigarettes

The concern to many, however, is the unknown.

In an interview with The Boston Globe, the CDC’s senior scientific advisor Brian King said e-cigarettes are less expensive, easier to access and marketed more heavily to younger people than standard cigarettes.

King said that because they are so new, e-cigarettes still remain a mystery.

“It’s tough to nail down the specific components that people inhale through the nicotine vapor since they haven’t been well studied,” King said. “A few studies have found some potentially hazardous components.”

Taylor said she has seen the effects of the e-cigarette trend trickle down to lower grades.

“I’ve seen even sophomores use it, and that seems pretty young to me, but I feel like it’s something that even if it was a temporary trend, it’s going to happen for a long time,” she said. “You’re going to see more people become familiar with it because right now it seems kind of new, and maybe in the future it won’t be.”

According to Taylor, stopping is a matter of decision. “I don’t really smoke marijuana and I don’t drink a lot, so this, although I know it has harm, it’s less harmful than, like, other things like if you were to binge drink or something,” she said. “I just started, so I don’t like, regret it, and I’m not addicted, but I could stop any minute. That sounds so addict, but it’s just a matter of wanting to stop. If one day I was just like, ‘Okay, it’s time to stop,’ then I will.” *Names have been changed to protect students’ identities

64%

of students think there should be more education about hookah pens or e-cigarettes infographics by Hyunnew Choi

page 14|March 7, 2014

THE LION’S ROAR|THELIONSROAR.COM

Although most hookah pens are labeled tobacco-free, many still include nicotine, an addictive and potentially dangerous chemical compound

THE HEALTH RISKS

One Tsunami brand 800-puff hookah pen contains the nicotine equivalency of roughly

3

Nicotine increases risk of death from chronic obstructive lung disease

packs of cigarettes

1 hookah pen has

12

Nicotine consumption constricts arteries and makes blood pumping harder

1 cigarette has

vs

1.5 milligrams of nicotine

milligrams of nicotine

Nicotine stimulates the release of dopamine, which increases addictive behavior

seconds: time it takes for nicotine to hit the brain once inhaled

SYMPTOMS OF WITHDRAWAL drowsiness indigestion headache nausea insomnia

depression weight gain irritability hunger dry mouth

SOURCES OF INFORMATION:

“The Facts About Nicotine,” Suzanne LeVert National Institute on Drug Abuse Center for Disease Control and Prevention FAQ of “Tsunami” e-cigarettes website

more than

85%

of smokers who try to quit will star t smoking again in around a week

DID YOU KNOW?

40-60

mg of nicotine can kill an adult if taken in all at once infographic by Hyunnew Choi

page 15|march 7, 2014|THE LION’S ROAR|THELIONSROAR.COM

FEATURES

origami club cultivates community by folding

Language schools unite students with culture

page 16

pAGE 18

FEATURES@thelionsroar.com|VOLUME 30, ISSUE 6

From South

To Style South alumnus Sam Donovan ‘09 furthers his career in fashion by competing on “Project Runway: Under the Gunn”

By Parisa Siddiqui

W

hen Sam Donovan, an ‘09 South graduate, was younger, he asked for a Barbie for Christmas, only to completely redesign her wardrobe.

“I decided the outfits she had on weren’t suitable, so I had my mother cut and sew new ones,” he said.

Now, Donovan is a contestant on the first season of Lifetime’s “Project Runway” spin-off show, “Under the Gunn,” a fashion competition show hosted by “Project Runway” judge Tim Gunn.

Donovan said he has loved fashion for his entire life and designed since he was young. While he was at South, Donovan took fashion design courses and participated in the fashion show.

“I tried to coordinate the fashion show, and I think it was OK … My senior year, I basically redid the fashion program.

It mandated that everyone had to have a

After graduating from South, Donovan attended college at Parsons The New School for Design in New York City. He said that although he learned a lot about fashion while there, he did not fully enjoy his experience.

“My experience at Parsons was kind of rough. It’s kind of like the whole ‘don’t take life too seriously’ thing. That doesn’t really work when you’re at the best fashion school in the country,” he said. “You have to take everything very seriously. I’ve always had a very defined idea of what I wanted to do in fashion, and I guess ... I didn’t really want to budge too much. I’ve always sort of marched to the beat of my own drum. That’s not the best way to be at Parsons.”

Donovan’s friend Erica Rose, also an ‘09 South graduate, agreed that Donovan’s design style did not align with that of Parsons. “He felt a little stifled at Parsons.

My most consistent inspirations are women who refuse to conform to what society expects from them.

- Sam Donovan, Class of 2009

piece in the fashion show or they failed the class,” he said. “I don’t really remember what I did in South, because I’ve always been really independent ... I’ve always wanted to be alone. When I was at South … I worked a lot, I held two jobs. I was always thinking about what was next for me … because there wasn’t much for me to latch onto in high school.”

During high school, Donovan said he came out as gay to very little adversity. “As a gay person, I’ve gotten to talk to other people who are gay about their experiences growing up, and Newton is a different kind of place. Newton definitely tries very hard. I think there is a collective mentality of ‘do the right thing, say the right thing,’” he said. “You’re treating everyone in the best manner possible.

Newton’s a good place to grow up, but when you go out into the real world, it’s kind of like a splash of cold water.”

There’s kind of a set requirement of how they want you to be a designer. He’s a ready-to-wear designer and not avant garde, and they kind of value avant garde more than his design aesthetic. He kind of needed to break free from that, and I think ‘Under the Gunn’ has given him the opportunity to do so,” she said.

Donovan auditioned for “Under the Gunn” upon his graduation from Parsons after not making the cut for “Project Runway,” of which he had been a longtime fan.

“I had always loved ‘Project Runway.’

I had always thought it was really cool, and I never thought I’d be able to do it,” he said.

“I auditioned for season 12, and I didn’t make it, and I auditioned for season 13, and I got very far, and then they called me after they made me a semifinalist. They said, ‘would you be interested in this show called ‘Under the Gunn?’’ They told me it

was going to be very Tim Gunn-heavy.”

Rose agreed with Donovan. “I think Donovan said the show pushed him he’s very intense, and he’s a provocateur,” to new successes. “Shooting the show was she said. “His whole thing is designing for ridiculous in the best way possible, but still women … He always surrounds himit was a lot of long days, a lot of freak-out self with powerful, opinionated women moments,” Donovan said. “It was just a lot because he thrives off that; he wants to of stress, but at the same time, I and a lot design for them. He doesn’t want to design of other people on the show were able to for that manufactured, made-up Barbie turn that stress into great design energy doll. He wants to design for real people.” that got us to do things that I don’t think “For me, designs come from a feelany of us thought possible otherwise.” ing rather than a visual stimulus,” DonoDonovan’s fellow “Under the Gunn” van said. “I think what I learned from ‘Uncontestant and friend Asha Daniels said der the Gunn’ that I value the most is that that Donovan’s interest in “Project Runyou can’t really be afraid to take a chance. way” helped him anticipate the challenges Let what you want to express come out, of the competition. “He was probably the because I think when you do that, that’s most prepared person coming on ‘Under when you get the most ... personal, beautithe Gunn’ … he would be the go-to person ful, emotional result from something.” as to what was going to happen next because he was so wellversed in ‘Project Runway,’” she said. “He is the king of readyto wear.”

Sam’s sister and ‘12 South graduate Shea Donovan said he designs everyday pieces as opposed to editorial clothes. “I feel like he takes a really lighthearted approach to each challenge, and I think that that is reflected in his pieces that feel really effortless.

[They] have a fun kind of sass to them, which is like him,” she said.

Shea agreed with Daniels. “He loves making clothes that women feel comfortable in but also look great. He doesn’t like the whole glamorous red carpet dresses — he doesn’t design those,” she said.

“You’re always going to be inspired by different things in fashion. I’d say my most consistent inspirations are photos courtesy of Lifetime women who refuse to conDonovan’s sketch and final product for a challenge in form to what society expects episode six of “Under the Gunn.” from them,” Donovan said.

page 16|march 7, 2014

Relationships: Stay True to Yourself

EDITOR’S NOTE: Every issue, The Roar publishes a different anonymous student’s perspective on relationships. The views expressed in the “Relationships Column” do not reflect the official views of The Lion’s Roar, nor are they intended as a guide or source of advice for others.

I’ve never been one for relationships.

In fact, my last three relationships were in the sixth grade, when the main reason I even “went out” with anybody was probably because of pity or because someone was zapped (the game in which someone writes down a name on your hand and if you look at it before a certain time you have to ask them out).

Now that I am in high school, I’m starting to explore the dating world. At first I had no idea what to expect.

I had never had a real boyfriend. I always hear girls whining about not having a boyfriend, but now that I think about it, I used to be that girl. I even nicknamed myself “Anita Man.” I was desperate. I had had no real connection in a long time and I just wanted a boy.

High school is all about trying new things and having new experiences, and you shouldn’t let the desire for a boyfriend hold you back. I have witnessed too many of my friends fall for guys who do not share the same feelings, only to watch the guys let my friends down.

Those friends spend all of their time and energy on getting a boy and trying to make him commit to them. I feel truly bad for my friends, but why would you keep going back to the same guy when you should be searching for someone new?

Don’t waste your time on someone who will just lead you on; instead, start opening up yourself to new people and new experiences.

Now that I do have a boyfriend and it’s going really well, I can confidently say it was worth the wait. When we started talking, I could sense the mutual interest and one thing led to another. At first I was skeptical, because now that I was talking to a boy I liked, I didn’t want to fall too hard too fast. The main reason why we like each other so much is that we are comfortable around each other.

I don’t feel like I have to filter what I say around him and I am not afraid to be myself. Whenever you are looking for someone, you have to make sure that you are not afraid to be yourself around them.

If you pretend to be someone you are not, not only will your relationship fizzle out, but it won’t be genuine while it lasts.

You are in high school. You need to meet new people and have new experiences. Do not settle for someone you don’t truly like just because you want that title of “girlfriend” or “boyfriend.” The dating world can be anything you want it to be.

Take risks and meet someone new.

If it doesn’t work out with someone, don’t stop yourself from moving on and creating new memories rather than just living in the past. It’s easy to stray away from your true identity just to be able to say you have a significant other or to be who somebody else wants you to be. Just be yourself and everything will fall into place.

THE LION’S ROAR|THELIONSROAR.COM

A Thousand

Paper Cranes Origami Club aims to bring members together through folding cranes

By Maia Fefer, Risa Gelles-Watnick and Feli Kuperwasser

Make Origami: A Step-by-Step Guide in the dotted 1) Fold lines to make creases and fold back

on the dotted 2) Fold lines

backward on the 3) Fold dotted line

4) Draw a lion face and

One thousand paper cranes is not an arbitrary number of folded paper birds, but a well-known Japanese symbol for good luck, left in hospitals after World War II to wish the victims of the Hiroshima bombing a healthy and speedy recovery.

Now, sophomores Rebecca Spitz and Melanie Wu are spearheading efforts to make Origami Club a success, which will attempt to fold this number of cranes by the end of the year while teaching members both how to do and to enjoy origami along the way, prosper.

“We have a goal to make a thousand cranes by the end of the year because ac-

The club’s faculty advisor, math teacher Amanda Bastien, agreed with other members that the club has an open atmosphere. “It’s fun, and it’s an easy way to meet new people; there’s a lot of people in there,” she said. “I think that they’re [a] really nice [group], and it’s not like you need to be good [at origami] or anything to be in the club. They’re very welcoming.”

The club also accommodates folders of varying skill level. “Usually what we do is that we break off into two groups, more of an advanced group, and more of a slow group,” Spitz said. “I usually teach more of the advanced group, and Melanie will help … [while others] will teach a smaller thing for people who don’t feel like they are ready for [more challenging folds].”

According to Oliver, the Origami Club stands out from other clubs at South cording because of its classroom-like atmosphere. to Japanese lore … if “It’s sort of set up like a class strucyou make a thousand cranes, ture, but it’s not like in class where you a wish will come true and it is good luck,” can’t talk with other people or you’ll be Spitz, one of the creators of Origami Club, kicked out,” she said. “You can have small which meets in room 2202 every Monday conversations as long as you’re paying J block, said. attention, and you According to can do other folding Spitz and Wu, making stuff if you want to.”

It’s a very friendly and 1000 paper cranes is Spitz said that one of many goals calming environment; ev- the club’s positive they have for their atmosphere stems origami gakusei (stu- eryone’s really respectful of from the fact that dents). “I want them the members want one another. personally to be able to be there and - Jill Oliver, Class of 2016 to make origami and learn what is being enjoy it, because it is taught. “It is a good fun,” Spitz said. atmosphere because Wu, who has been folding for a few years, they all want to do [the club], and it is not said that she enjoys origami because of something that is being forced upon them,” both the challenge and the excitement it she said. brings. “I like [all origami models] because Though at the beginit is a challenge, like a puzzle,” she said. n i n g of a meeting a member “The more you do, the better you get and may feel overwhelmed and nervous it is more fun.” about attempting a difficult According to sophomore Jill Oliver, fold, by the end they are one of the club’s newer members, the club proud of what they have environment is very relaxing and friendly. accomplished, according “There’s always a familiar face, or to Spitz.“[Members] are someone I know there, even if we’re not always really confused, super close,” she said. “It’s a very friendly but then when and calming environment; everyone’s rethey do an ally respectful of one another, and we all important help each other out when someone has fold pho trouble doing a certain fold.” tos b y Ch lo e M Wu agreed with Oliver. “The [most and iller fun] part [of the club] is that I know most complete [it] or they get of the people, so it is a relaxing time to it without me having to repeat it over spend with friends,” she said. over again, they feel accomplished and they After joining the club one Monday J feel really happy,” she said. block when she had nothing to do, Oliver, Although the Origami Club may not a self-proclaimed “dedicated trier” when hold fundraisers or plan events like other it comes to new folding techniques, said clubs, according to Spitz, the simplicity of that she has been coming back ever since. folding is what makes it fun.

“I have a lot of friends that do the club, “It is really easy and it is a good thing and I’ve made new friends,” she said. “[My to do because it is very stress relieving,” she favorite thing to make so far] is the paper said. “It is only small things, but you can crane, because it’s really simple to make, do them over and over again and enjoy and but really pretty.” do anywhere.”

page 18|March 7, 2014

THE LION’S ROAR|THELIONSROAR.COM

Design class allows students to pursue fashion Nicole Yu

Features Reporter Since senior Monique Gould was five years old, she dreamed of designing clothes, she said.

Now, at South, she can design and create a custom silk evening gown, a skirt, a shirt and more — all during class. All she needed was an independent study in the Fashion and Clothing Design program at South.

“I wanted to be a fashion designer since I was like five years old,” Gould said. “I am actually going to college for fashion design.” Many others like Gould have been able to pursue an interest in fashion design by taking South’s fashion course, taught by health and design teacher Lisa Petrizzi. The course’s curriculum is flexible to accommodate different levels. Sophomore Kim Gravlin is the Design 1 class.

“Ms. Petrizzi starts off by demonstrating how to do something, a skill, and she’ll try to have us incorporate it into our project,” she said. “For example, she taught us to how to hem our pajama pants or any other clothing.”

Junior Rachel Linsky, a third-year student in the course, said she has more freedom. “I just go in and I keep working on my project,” Linsky said. “You can make whatever you want to make.”

According to Petrizzi, the combination of different levels allowed students of varying experience to learn from and help one another.

“We have from the most basic student up to the most talented, experienced students all in the same room, which is neat,” she said. “In this class, they all come together and they will help each other with many different aspects of creating a piece of clothing.”

Petrizzi said that she strives to nurture creativity and independence in her classroom. “We do some lecturing in the beginning, but my goal mainly is to have the kids sewing and creating,” she said.

“They can choose some patterns that they can purchase in a store, or they can mix and match things [and] they can come up with their own ideas,” she said. “I want them to be as creative and independent as they can so that they can keep learning and trying new things.”

“A lot of people are surprised that South has a program like this,” Linsky said.

Hannah Arber, a sophomore who is interested in fashion, had never heard of the class. “[Fashion] is going to be a big part of my life: maybe ... a backup plan,” she said.

Although South offers a class that is solely devoted to fashion and design, some other

schools do not. According to and how to use a machine or sew not just sewing. We learn more about the industry too; [we learn] Linsky, more schools should offer on a button.” about designers and different design classes to support student “The school’s … let it go interest.“There are definitely and it’s unfortunate because some types of fabric,” she said.

Petrizzi said that most students in other schools that are kids really flourish in those areas. importantly, she hopes that her interested in doing [design]. It’s The creative piece gets put to the class can provide students a break a lot of fun, and it’s a good art side,” Petrizzi said. from the stress of high school course to have,” she said.

In addition to learning baand foster an environment where Arber agreed that the sic sewing skills, Gould said that opportunity to experiment with she has learned larger life lessons students can really express themselves. “So much of the school fashion could be useful. “I think in the class. “[I’ve learned about] is stressful,” she said. “This is a that having it as an option could keeping calm even when you space where … each kid gets to be a good idea; it could open mess up, [because] everything work at their own pace and create kids’ eyes,” she said. can be redone [and] there’s no something and just have an outlet Gravlin agreed that stuneed to freak out,” she said.

— something different than a dents would benefit from having The class goes beyond just the option to take fashion design. design, according to Gravlin. “It’s book.”

“If there are other classes like woodworking, photography or mixed media, why shouldn’t there be fashion?

I think everyone should know the basics of sewing, [like] how to sew a button or thread a needle, he said.”

Petrizzi added that she believes a similar course should be taught from earlier grades. “I think that at the middle school level, all kids should be taught basic photo by Neoreet Braha hand-stitching Petrizzi helps younger students with their projects in the multi-level fashion design class.

Language, culture schools connect students to heritages Mona Baloch, Risa GellesWatnick & Nicole Yu

Features Contributors, Features Reporter “Culture is really important; it’s a huge part of you, and it’s important not to let it go,” freshman Anastasia Haidar, who attends an extracurricular Armenian school, said.

Other students who attend a number of different cultural schools said these schools help them gain a deeper understanding of their cultural background while simultaneously allowing them to become part of a community.

Every Monday evening, senior Emily Kaufman attends classes at Temple Beth Avodah, which range from Jewish leadership and ethics to current events.

“It adds another aspect to my life in terms of culture,” Kaufman said. “It’s made me learn so much more about Israel and the Hebrew language and culture … It’s brought so many new friends and experiences that I am really grateful for.”

Sophomore Amanda Stavis, who also participates in a program at her temple, enjoys the sense of being part of a larger group. “Community is central, and it’s really important,” she said. “I feel like I am more part of [that] community now, like I can go to my temple and go pray.”

Freshman Bhavik Nagda, a teacher’s assistant at the Indian Shishu Bharti School, which he has attended since kindergarten, said he feels more connected with his culture and ancestors by attending

the school. “I’ve built a community there,” began to actually really enjoy this program he said. and the teachers, and the classes, and all Overall, Kaufman said her experimy friends that were there,” she said. “I ence at Hebrew school has provided a ended up getting more involved than I number of benefits. “It’s a great way for expected to in the first place. My parents me to not only see my friends outside of influenced me in the beginning, but after school, in a different environment, but a while, it sort of became something I also to continue to further my Jewish looked forward to, and now it’s my choice education, which is important to me,” she and I [want] to continue.” said. “[Studying at the temple] definitely Nagda agreed that although at first fostered my curiosity and desire to learn he attended the Shishu Bharti School at his more where I’m from.” parents’ insistence, his interest in his culStudents said another benefit of tural and language studies has increased cultural schools is that they connect stu- over time. dents to real-world issues and viewpoints.

“For a while, [I went] just because Sophoof my more Shira parents, Abramovbut then If you don’t know where you come ich said became from, what good is it to tell everyone itfun. that her Me Hebrew ‘Oh, hey, I’m from Greece; I’m Russian.’ and my school has other It’s like, ‘Okay, well, so what?’ influenced classmates her political became - Anastasia Haidar, Class of 2017 views. “It friends,” certainly he said. “It gives me a different standpoint in world became part of my lifestyle.” politics, just because of the way that Abramovich said her Hebrew Hebrew and Israeli identity is involved in school also helps maintain part of her politics at the moment,” she said. identity as an Israeli citizen. “It’s just really Kaufman said that in recent years, important for me, because I am also an Isshe has come to appreciate the out-ofraeli citizen, [to] just keep that connection school education more. Her parents signed there, and for it not to just be arbitrary,” her up for Hebrew school until seventh she said. “It is definitely a really big part in grade, at which point she chose to conwho I consider myself.” tinue studying.

Stavis said that attending cultural “Once I entered ninth grade, I schools is important for preserving one’s

background. “[Heritage] is still a part of who you are today,” she said, “especially if it’s something your family really believes in.”

Nagda agreed that heritage is a vital part of anyone’s identity. “It’s important to become more connected with your heritage, so then you know where you came from,” Nagda said. “I’ve gotten more connected to Indian culture.”

Haidar stressed how important cultural education is to stay connected to her roots. “If you don’t know where you come from, what good is it to tell everyone ‘Oh, hey, I’m from Greece; I’m Russian.’ It’s like, ‘Okay, well, so what?’” she said.

Although the continuous study of languages and culture is not an easy task, Abramovich still values the importance of her culture and strives to maintain her Hebrew skills.

“You can’t just let a language that you know … sit; it doesn’t stay. It will go away if you don’t practice,” she said. “You have to take action in preserving your own identity, if it’s important to you, and it should be important to you I think, because probably if you let it go, later on you’ll look back and regret it.”

Kaufman said she hopes to pass down her culture to the next generation.

“When I am older and have a family,” she said, “I would like to continue my kid’s education about Judaism and culture and [incorporate] the traditions that I have learned. I want to experience that with my family in the future.”

march 7, 2014|page 19

THE LION’S ROAR|THELIONSROAR.COM

Matthew Kronheimer is...

Every issue, The Roar randomly selects a student and explores what makes him or her unique.

The Music Man Sophomore Matthew Kronheimer explores his passion for the clarinet in various contexts

W

hen he was in fourth grade, sophomore Matthew Kronheimer had no idea what instrument he would play in his school orchestra — until he saw the clarinet. “In fourth grade, everyone had to choose instruments, and when they were showing them around, our music teacher showed us the clarinet, and we were playing the recorder at the time,” he said.

“The clarinet looked just like the recorder, just it was black and it was bigger, so I was like ‘oh, can’t be that different,’ so I chose [the clarinet].”

Matthew has since continued to play the clarinet, taking lessons at the All Newton Music School to supplement his positions in the Boston Youth Symphony Orchestra’s Junior Repertoire Orchestra

By Shelley Friedland and Parisa Siddiqui just play music to me,” he said. “Outside of my family … before I practice clarinet, I always listen to some very, very good clarinet players because I feel like if you listen to something really, really good before you play, you can actually play a lot better by learning off of what they do.”

Andrews said that Matthew’s love for music began at home. “[He] started enjoying music just through activities that we did at home and he learned to play the clarinet at school, and then I think he found that it came reasonably easily to him and that he really enjoyed it,” she said.

According to Matthew’s friend, sophomore Jarrett Shapiro, the clarinet plays a huge role in Matthew’s life. “He’s seriously dedicated to the clarinet. I know

I really like practicing, and every single time I practice it’s like I’m building a new skill on something I’ve already laid down. and the South Wind Ensemble. Matthew said that he enjoys playing the clarinet because it is both relaxing and rewarding. “[Playing is] kind of an outlet from schoolwork and all that kind of stuff. Also, band is a class that’s very different. You go there, and it’s like a little break, where you just kind of … play. There’s no real grade going into it and everything you do isn’t graded, and I don’t want to say it’s low key, but it’s very relaxing,” he said. “I really like practicing, and every single time I practice it’s like I’m building a new skill on something I’ve already laid down.”

According to Matthew’s mother, Jenny Andrews, having a musical family has influenced Matthew’s passion for clarinet. “My husband and I are musical, and so I think to some extent he’s been rounded by it and he’s chosen to be interested in [music], which is great,” she said. “Sometimes my husband and I can at least help in imagining what it’s going to be like for him and then try and help him to prepare in whatever way and so I think that does make a difference. We support him and his interests.”

Matthew said that his family and other musicians make him a better clarinet player. “My parents are both musicians.

My whole family is just full of musicians, so when I was very young they used to

for a fact that he practices well over 10 to 15 hours a week,” he said. “He is in two or three orchestras and I know that it is his passion.”

Matthew’s private clarinet instructor, Diane Heffner, agreed with Shapiro. “He’s very self-motivated and he listens to music and picks up stuff he wants to learn. He’s very musical, more musical than the average student,” she said.

Matthew said he hopes to have the opportunity to play a challenging piece of music in front of an audience. “I’ve always wanted to play a really, really hard piece in front of a lot of people in some recital,” he said. “I kind of already am living the dream in a way because at the All Newton Music School you can do recitals, and I feel like that’s an opportunity that not a lot of people get to play with a good piano player in front of people and just get that experience.”

Aside from music, Matthew enjoys watching and learning about Formula One car racing, an interest stemming from his European origins.

“I obviously don’t race, but I really like motor sports. Not like Nascar, I like more European motor sports like Formula One and foreign car racing — those are really good.

My family is British, so they don’t

follow football, they don’t follow baseball.

They follow tennis, they follow cricket and they follow Formula One,” he said.

Matthew said that he may want to have a career that involves technology and science.

“I’ve always been very interested in that kind of stuff. I’m not really sure how I got interested in technology.

First it was trains, then it was planes, then spaceships, then cars and trains, and I’ve always been very focused on that kind of area,” he said.

“Every time that we go somewhere, like to Europe — we go to Europe a lot because my family’s from there — but every time we go to Europe, my dad always takes us to some railway museum, and I think those memories just kind of stuck in my head. I’ve always been kind of geared toward that kind of stuff.”

Matthew’s peers said that music has provided him with many benefits and opportunities to thrive. “I think that [music]

takes a certain dedication that you couldn’t get anywhere else. [Matthew] couldn’t get that if he didn’t have music,” Shapiro said.

“He’s very committed to playing, taking auditions and being involved in the various groups he’s in … he’s always had that [musicality] even from when he was very young,” Heffner said.

“He can shine when he’s sort of under pressure, I think, and playing in concerts, and he can definitely put his sort of best foot forward, and do his best and do well,” Andrews said. “That’s very nice to see after all the hours of work that go into the sort of preparation of it and it’s nice to see … him do his best with it.”

photo by Sofia Osorio

page 20|march 7, 2014|THE LION’S ROAR|THELIONSROAR.COM

Sports

Students’ opinions on sherman interview

South students give tips on working out

pAGE 21

pAGE 23

sports@thelionsroar.com|VOLUME 30, ISSUE 6

PINNING

PASSION

Three wrestlers share what they love about the sport and how they stay in top physical condition

By Helen Haskin and Cyd Villavicencio Will Kramer

Class of 2014 Weight Class: 170 lbs.

Senior Will Kramer, co-captain of the team, has been wrestling for the past four years. He decided to join the team in his freshman year because of the opportunity wrestling gave him to compete against other students his size. “Freshman year I was really small and wanted to get stronger,” Kramer said. “The fact that you can compete against people who are the same size was appealing to me.”

According to Kramer, keeping to a strict diet is a challenge of wrestling season. Part of the diet includes, “not eating junk food too much, not eating things that are high in sodium and decreasing your carbohydrate intake,” he said.

In addition, Kramer focuses on eating a lot of egg whites. Nutrition is one of Kramer’s main focuses during wrestling season.

Gabriel Betancourt Class of 2016 Weight Class: 106 lbs.

Sophomore Gabriel Betancourt has been a part of the wrestling team since freshman year. He initially joined because his dad wrestled, he wanted to participate in a winter sport and he liked the one-on-one aspects of wresting. To him, an important aspect a sport like wrestling demands is a desire to fight.

Betancourt sees a wrestling match as a test of strength where he is challenged by an opponent who may or may not be stronger than him. “It’s hard work, it’s just you and the other guy, it’s completely under your control, and seeing who’s better,” he said.

The intensity of a wrestling match appeals to Betancourt, as does the thrill of competition, which is prevalent in the sport. “It’s just seeing who’s better, who’s tougher, who’s got more guts. I like that about it,” he said.

Adam Josephson Class of 2015 Weight Class: 220 lbs.

Junior Adam Josephson first took up wrestling because he wanted a winter sport that would help him become a better football player, but since then he has come to like wrestling just as much. “I love the physicality of it. I just love the mindset the sport gets you into. And I love the hard work aspect of it,” Josephson said.

According to Josephson, the physical struggle and intensity of the sport keep him coming back winter after winter, wanting more. “It’s very grueling,” Josephson said. “You have to push yourself physically just to get that extra edge to beat your opponent.”

As far as nutrition goes, Josephson said that he tries to maintain good eating habits during the season to enhance his preformance. “I make sure I eat very healthy,” he said. photo by Max Baker

March 7, 2014|page 21

THE LION’S ROAR|THELIONSROAR.COM

Athlete’s point of view on South’s lack of school spirit

Corner Controversy

Brendan Duggan

photo courtesy of Bleacher Report

After the Seattle Seahawks’ victory in the NFC Championship game, cornerback Richard Sherman participated an interview for the ages — see what South students thought about it

By Omry Meirav On Sunday, Jan. 19, the Seattle Seahawks won a thrilling matchup against the San Francisco 49ers, sending the Seahawks to the Super Bowl to eventually beat the Denver Broncos.

In one of the final plays of the game, Seahawks cornerback Richard Sherman batted the ball away from 49er receiver Michael Crabtree in the endzone, allowing Seahawks linebacker Malcolm Smith to catch the game-winning in-

ALI NISLICK Class of 2017

terception. Immediately after the game, FOX Sports reporter Erin Andrews approached Sherman for an interview. In it, Sherman said “I’m the best corner[back] in the game, and when you try me with a sorry receiver like [Michael] Crabtree, that’s the result you gon’ get.” This outburst spurred mixed reactions, some positive and others negative. We asked some students for their reactions.

“I’ve lost respect for him because it shows that he’s not as much of a team player, and he takes more credit for himself, and he’s saying ‘I’m the best’, which is pretty self-centered of him.”

photo by Kiana Lee

DAN ROSENZWEIG-ZIFF Class of 2016

“I have gained respect for him because in the subsequent interviews he’s shown that he’s a good guy, and he was just in the heat of the moment. The reporter caught him when he made a big play to win the game, so obviously he’s going to be excited about that.”

photo by Bailey Kroner

ERIK MANDITCH Class of 2014

photo by Kiana Lee

“I can’t say I’ve gained respect for him because, saying ‘I’m the best corner in the league,’ it was just kind of arrogant and unnecessary.

I didn’t really lose respect either because I felt like at that point and time, they just won the NFC Championship and the emotions were running very high so he burst out whatever came into his head.”

Picture this. It’s the 4th quarter of a playoff basketball game. South versus L-S. Game has been neck and neck so far.

The sweat and hustle from both teams were palpable. Winner goes on, loser goes home. With 30 seconds left, South ties the game with a clutch three-pointer, and the score is now 64-64. L-S holds for the last shot, and their star point guard is fouled as time expires. He steps to the free throw line. The gymnasium is dead silent.

You could have heard a pin drop. Why wasn’t there any noise? Why weren’t there South fans screaming at the point guard to distract him? Why couldn’t one hear the sound of 200 students stomping their feet repetitively, in hopes throwing him off? The answer is because the crowd was non-existent. There were only a few of the players’ parents attending.

School spirit has never been South’s strong suit. Maybe things were different back in the ‘80s, ‘90s or early 2000s, but as of right I think it’s safe to say that attendance at sporting events is slacking.

Unfortunately, it didn’t work out for us to have a Friday Night Lights game for football this year, and due to administrative decisions, there was no powderpuff game. Ironically, the cancellation was able to unite the school in a way not seen before in recent memory. Students banded together in protest, wearing blue and orange one day, while even uniting in a blackout affair on Sep. 13. Despite the glimmers of school spirit, a lot of students were frustrated by the cancellation of the powderpuff game. Although this temporarily helped with school spirit as students came together in retaliation, in the long run, I think the cancellation will only lead to less school spirit.

As an athlete, I can say with confidence that playing with a crowd makes a world of difference. It is always great to be cheered on by team parents or fellow teammates, but when students take time out of their busy schedules to come and support us athletes at our games, it helps us perform better. We feel pressure, but it is a positive type of pressure. A type of pressure that translates into excitement and school pride.

South may be lacking in school spirit, but it’s telling that we live in the shadows of four successful pro sports teams. Ironically, Boston is arguably the most loyal and dedicated city when it comes to sports. Fans pack into Fenway Park in spring, jam Gillette Stadium in the fall and cheer on the Celtics and Bruins at the Garden in the winter. But here in Newton, the attendance at sports games is subpar. Instead of complaining, I think it’s important that everyone does their best to come out and support their peers for the rest of this school year. We all get constant Facebook notifications about upcoming events, and fan buses are available to take you to games miles away. Take advantage of what’s available to you. Take the time to support your school teams. It may end up being a tradition you and your friends will want to continue. To you it may seem like just a regular night out watching the games with your friends, but to someone who is actually on the court it is a lot more than that.

page 22|March 7, 2014

THE LION’S ROAR|THELIONSROAR.COM

Athletes deal with weight room space conflicts

photo by Katie Asch

Even though many teachers are satisfied with the constant use of the weight room, fitness enthusiasts and South teams alike have had trouble with overcrowding and sharing the room.

Yu-En Chang & David Kim Sports Reporters

Complaints have surfaced within South’s sports and fitness community about overcrowding in the fitness room. Even though South’s fitness room has been refurbished and reorganized this school year to allow for more space, many students still criticize the fitness room’s crowdedness.

Some students said that the crowdedness and the overuse of fitness equipment by certain groups has led to various conflicts between different sports teams. Additionally, students who intend to just exercise during J blocks and wellness classes note that overcrowding in the fitness room has now become a problem for South’s wellness

community.

Junior Armin Sabouri has noticed a lack of space even during school hours.

“In my personal fitness class some [students] would often crowd the weights,” Sabouri said.

“The others were forced to use other equipment or just work out in the crowded space.”

In addition to problems during school and J blocks for students, many athletes complained that their exercise and training in the fitness room were not as efficient because of the crowded environment.

Junior Daniel Likoff said overcrowding sometimes leads to inefficiency of athletes’ workouts.“While I was on the track team, the [fitness] room got too crowded,” Likoff said. “We [had] a lot of people standing around waiting to use the equip-

ment, which led to an inefficient use of the time.”

The overcrowding not only led to inefficient training for the athletes, but it also led to conflicts between certain teams.

Junior Daniel Horta-Sohmer, a member of South’s wrestling team, said he has witnessed some tension.

“I’ve seen some conflicts between different athletes over using the fitness room area,” Horta-Sohmer said.

Horta-Sohmer said that the problem was due to certain athletes seeing themselves as prioritized to use the equipments compared to some students and athletes. “[It’s] probably because some sports players see the sport that they play as the most important one,” Sohmer said.

Although many athletes

and students complained about the overcrowded use of the fitness center space, others still encourage students to look at the positive side of the issue.

South’s head wrestling coach and wellness teacher Alan Rotatori said that the popularity of the fitness room reflects the improving health of students.

“I wouldn’t look at this just as a negative thing. I can remember when the fitness center first opened and only a few people at South were using it,” Rotatori said. “Having everyone use it now is great.”

Rotatori agreed that sometimes overcrowding and overuse do pose problems for South’s athletes and students seeking to train and work out.

“Sometimes [overcrowding] does lead to certain conflicts,” Rotatori said.

In order to solve this issue, several students suggested potential methods to better organize the fitness room.

Horta-Sohmer said that expanding the space of the fitness room would logically help deal with the issue of overpopulation.

“If [South] can manage to find more space for equipment that would definitely help the problem,” Horta-Sohmer said.

“The one solution I see is to schedule the classes [in using] the fitness room on separate blocks or times,” Horta-Sohmer said Rotatori agreed that creating a set schedule could prevent congestion in the fitness room.

“We just need to be better at scheduling,” Rotatori said.

“One solution would be to block off time for each sport who wants to use the facility, similar to the computer rooms.”

Freshmen make a splash on swim and dive team Jack McElduff Sr. Sports Editor

Freshman athletes at South have rarely crossed the threshhold into varsity athletics, as one would typically have to excel to do so.

Freshmen on the South swim and dive team, however, are thrust into the mix of varsity sports right from the get-go.

According to freshman Madison Hofert, joining the swim team served as a reminder that high school athletics are nothing to hum about. “Middle school sports were a joke,” she said. “This is real.”

There is no freshman or JV swim team at South, so swimmers of all ages are teammates on varsity. After small numbers in 2012-13 caused uneven groups, South switched to a varsity-only program for the 2013-14 season. With particularly strong freshmen on the squad this season, coach Phil Martin sees benefits in a large freshman class, for a few reasons. “We have an

unusually large number of freshmen, and that friendships have been built from this they are some of our leading swimmers,” distribution of talent. “Having different Martin said. “It’s helped our depth incredage levels really brings the team closer ibly.” together, and that’s why I’ve enjoyed it so Senior captain Ryan Spatz said that much,” Spatz said. the arrangement of The team skill on the swim team has faced chalis not normally seen lenges this year, Everyone makes an efon other teams. “I one in particular fort to hang out outside of think for almost any being the small team, the older kids size of the team. swimming, and that really are expected to be the Martin said that makes a big difference. fastest or the stronthis can have an gest,” Spatz said. “Now effect on newcom- Madison Hofert, Class of 2017 [that talent] is kind ers. “Sometimes its of equally distributed overwhelming for among the different grade levels.” freshmen to see teams coming in with 100 As a newcomer to the team, Hofert kids,” Martin said. “That’s a challenge, but believes that the co-ed nature has eased it’s a challenge everywhere.” the transition. “It’s the best thing ever,” One challenge Spatz sees is comHofert said. “Everyone makes an effort to muting to practice, something few sports hang out outside of swimming, and that at South experience. really makes a big difference.”

Hofert credits her teammates for Spatz agreed with Hofert, saying helping ease her into the rush of high

school sports. “I was a little bit nervous, but I knew a few people on the team, and they all told me I would make the team,” Hofert said. One of the faster swimmers on the team, Hofert is not afraid to set goals early on in her swimming career.

“Throughout high school, I really want to break the 100 [meter] backstroke record,” she said.

With such a colorful mix of teammates on the team this year, Spatz is sad to be leaving the team. “As a senior, it’s a year of lasts,” Spatz said. “This is probably my favorite year ... we’re incredibly close ... it’s so much fun this year.”

According to Martin, the team has an increased desire to get better every day.

“This year’s team has been incredibly willing to learn,” Martin said. “I feel like there’s been a lot of learning.”

According to Martin, this year’s team has been succesful. “I’m excited for our championship meet, and as always, we’re hoping to break some records.”

March 7, 2014|page 23

THE LION’S ROAR|THELIONSROAR.COM

working it out Juniors offer their advice on nutrition, weight training and gaining healthy muscle

By Sumit Hariwala and Andy Wang

L

wifting weights can help you reach muscle building and wweight gain goals. Although the weights may seem intimidating at first, you have to start somewhere. Building strong fundamentals is the key to success in the weight room. A basic beginner program should be adequate. Beginners should focus on their form before moving to heavier weights because bad habits will carry on and lead to injuries.

Although you should start off light, once you have built up a basic pattern for the exercise, don’t be afraid to add additional weight in a linear progression scheme, such as adding five pounds per week. Here is what we recommend as a beginner’s program. This program is recommended to be done three times a week on non-consecutive days.

Bench Press

Day 1

Day 2

Exercise #1: High Bar Squat (3 sets of 5 reps)

Exercise #1: Over Head Press (3 sets of 5)

1. Bend down and un-rack the bar, placing it on your trapezius muscles, located on the back of your neck, then take a step backwards.

2. Plant your feet about shoulder width apart, making sure that you are in a firm stance (a wider stance will involve hip flexors to a greater degree).

3. Tuck your elbows inwards so they are almost in perpendicular to the bar.

4. Squat down as if you are sitting in a chair, putting most of the weight on the arch and heel of your foot.

5. Line your knees up with your feet as you descend and ascend from the squat position.

6. Keep your core tight and back to maintain a neutral position for your spine.

7. Squat a full range of motion if capable, until your upper thigh is parallel with your hip joint.

8. Do not lean too far forward or backward as it will put unnecessary pressure on joints and throw you off balance.

9. Repeat all steps.

1. Position the bar so it is around your upper chest.

2. Place your feet shoulder-width apart.

3. Grip the bar shoulder-width apart or a little wider.

4. Keep your elbows forward, tucked under the barbell.

5. Push the bar upwards.

6. Lockout the rep, squeezing your shoulders, triceps, glutes and core.

7. Lower the bar in the same motion you raised it until it rests in between your upper chest and clavicles.

8. Repeat all steps.

Squat

Exercise #2: Deadlift (1 set of 5)

Deadlift

1. Place the bar close to your mid-foot.

2. Slightly bend down and make sure your shins are either in contact or almost in contact with the bar.

3. Grip the bar about shoulder-width apart and pull it up towards your knees, keeping the bar as close to you as possible.

4. Thrust your hips through, once the bar clears your knees.

5. Lockout at the hips and do not hyperextend your lower back.

6. Lower the bar using the steps in reverse until it reaches a dead stop at the ground.

7. Repeat all steps.

Exercise #2: Barbell bench press (3 sets of 5 reps)

2. Unrack the bar, keeping your shoulder and back placement tight.

3. Grip the bar with your hands shoulder-width apart or a little bit farther depending on what is comfortable for you.

4. Rotate your elbows inwards (imagine bending the bar) and lower the bar at a 45 degree angle.

5. Lower the bar until it touches your chest.

6. Push the bar up.

7. Repeat all steps.

Exercise #3: Pull up/Chin up (3 sets to failure)

1. Grab hold of the bar where you will be performing the pull up.

2. Keep your body straight to vertical.

3. Keep your elbows slightly in front of you.

4. Raise yourself until your head is aligned with the bar.

5. Repeat all steps.

Day 3

photos by Katie Asch

Exercise #1: High Bar Squats (3 sets of 5) Exercise #2: Barbell Bench press (3 sets of 5) Exercise #3: Chin-ups (3 sets of 5)