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Catalonia independence

Editorial: New students

Muslims in London

London as a classroom

Cheerleading cancelation

Catalonia held a referendum to seek independence from Spain on October 1. Students and faculty respond to the subsequent events.

Every new school year brings new students to the community. This Editorial Board believes it is time to change the way we welcome these new faces.

Members of the ASL community explain what Islam means to them, how they are guided by religion and how they find community in London.

Living in a cosmopolitan city, a look into how classes like Dramatic Literature utilize London’s opportunities to further learning beyond the classroom.

Due to a lack of interest, the varsity cheerleading team has been canceled for the Winter Season and instead was transformed into the cheerleading club.

News 2-7 | Opinions 8-12 | Features 13-19 | Culture 20-24 | Sports 25-28

Producing a sexist industry

Following allegations against Harvey Weinstein, more than 50 men in Hollywood have been accused of sexual assault. Students aspiring to work in the film industry and teachers share their perspective on the revelations.

Sophie Ashley | Opinions Editor

Martha Duff | Features Editor

Phaedra Letrou | Culture Editor

Story on page 23 November/December 2017 | Volume 43, Issue 2

The American School in London | One Waverley Place | London NW8 0NP U.K. | standard.asl.org

standard.asl.org

Welcome to the new Standard To tackle the challenges in journalism today, The Standard as a print and online hybrid publication has undergone recent and significant changes.

The first change came with structure. Unlike past years where one student served as Editor-in-Chief for the whole publication, this year the position was split into two distinct roles: Editor-in-Chief: Print and Editor-in-Chief: Online.

The Standard

IN CASE YOU MISSED IT

Articles exclusively online

NEWS

Cameron Lynch (’19) receives grant for club that support kids with diabetes

These changes serve a priority we have identified as a publication: 2017presence. In order to reaffirm the online increase| April our online presence and create a dynamic online platform, we felt a website redesign was necessary. There you will find a new look, where it’s easier to navigate the website and find your favorite sections, stories and writers, along with new features and tools.

We added a calendar of the most important events in the school extra-curricular and otherwise, so you can engage with your community and know ahead of time when your conference time will be filled with an assembly. You can always keep updated with our content by subscribing to the website. Now, more than ever, print and online will have the same presence and play equal roles in our production.

Welcome to the new Standard. We hope you enjoy.

Cameron Lynch’s (’19) club Type One Totes supports kids who have diabetes by providing them with a bag to carry supplies. She received a £3,000 grant to support these efforts from Capital One. PHOTO BY CHRISTINA LENOARD

OPINIONS

Media must cover the entire story of terrorism

LUNCH WITH THE STANDARD:

Run for Something’s Amanda Litman

FEATURES

Rugby Portobello provides aid following Grenfell Tower fire

CULTURE

Laura Boyle (’20) combines her passions for writing and music Review: Best of the BOXPARK Shoreditch

@TheStandardASL

The restaurant Soft Serve Society serves freakshakes. The decadent milkshakes come with toppings such as brownies and Oreos. PHOTO BY ESTEE JORGENSEN

November/December 2017 standard.asl.org

Tube security risks College campus racism

NEWS

Catalonia pursues independence from Spain

Community members with connections to the region react to Catalonia’s vote for independence from Spain and the Spanish government sending military to Barcelona.

CAM CAMPILI LEAD NEWS EDITOR The Catalonia region, comprising of territory in the northeast of Spain, has been a part of Spain for centuries. Although Catalans speak a different language and fly a different flag, they are still formally a region of Spain.

However, talks of independence, which have been going on for decades, finally came to an end on October 1 when the region held a referendum to gain independence.

After living in the Spanish Basque Country when he was younger, Social Studies Teacher Mike McGowan was able to develop an understanding of the Catalan independence movement.

McGowan wasn’t surprised by the Catalan independence movement, but their proposed referendum did catch him off guard. “I was somewhat surprised by the strategy. It just seemed to me that it was not the best path for achieving their goals,” McGowan said.

The vote, however, created conflict in the country. Catalan voters were met by stiff opposition when the Spanish govern-

ment sent in police, some of which violently harassed Catalan voters with pepper spray and riot shields. Jordi Albanell (’17), who grew up in Catalonia, was angered by the Spanish government's deployment of forces. “All the violence that happened to innocent people [who] just wanted to vote was just very disrespectful and angered loads of people who didn't even want to be independent,” Albanell said.

Embodying this initial feeling of anger, Jana Varela Muina (’18), who used to live on the outskirts of Catalonia, also felt quite upset with the Spanish police’s violence on Catalan voters. “We voted in the outskirts so there weren't any police, but I saw images of the police violence which made me feel very mad and kind of impotent,” Varela Muina said.

Although he identifies as non-independent, someone who doesn’t want Catalonia to break off from Spain, Albanell hung a Catalan flag outside of his window at the University of California Berkley following the events which occurred on October 1.

“When all of this happened I didn't recognize myself as inde-

“

Just because treated us, I of the way [Spain] it, but I feel mnever used to feel definitely feeore Catalan and I l less Spanis h.

J ordi Albane

ll (’17)

Top: Catalan flag of independence. Bottom left to right: Catalan independence protests in Barcelona; The Catalan senyera flag; Catalan independence demonstration in Barcelona on October 1. pendent, but I didn’t like the way this police violence was being condemned so I wanted to show that I am Catalan,” Albanell said.

However, Varela Muina doesn’t feel more Catalan pride or a greater sense of national identity with Catalonia, though admitting that she does view her Spanish ties differently. “I didn’t feel more Catalan, but I did disagree more with the Spanish government. I felt less Spanish in a way,” Varela Muina said.

Similarly, Albanell has also viewed his Spanish identity differently. “Just because of the way they [Spain] treated us, I never used to feel it, but I feel more

Catalan and I definitely feel less Spanish,” Albanell said.

The future may hold several different outcomes for Spain and Catalonia, but Varela Muina hopes that an agreement is eventually reached. “I think Catalonia should keep peacefully fighting for independence and what it wants until it can reach an agreement with the Spanish government,” she said. “Whether it was independence or something else, just reach an agreement of some sort.”

After visiting Barcelona over Thanksgiving break, McGowan didn’t see many concrete signs of the conflict that had been taking place in the Catalan capital.

“If you didn’t know what had been going on [in Catalonia] you wouldn’t have known that there was a referendum. I saw some signs but it’s really not like there’s tension,” McGowan said.

Albanell admits that the Catalan government has also struggled alongside the Spanish government. Albanell hopes that both governments can go back to the way they were before the conflict. “The best case would be just going back to what it used to be because honestly before October 1, the idea of independence was out there, but it was pretty quiet in the end and on October 1 it just blew up,” Albanell said.

“

I think Catalo peacefully fig nia should keep and what it whting for independenc an agreemeannts until it can reache t with governmentht.e Spanish J ana Varela

Muina (’18)

PHOTOS FROM WIKIMEDIA COMMONS

4 news

TheStandard Standard The

Safety and security on the Tube The community discusses the security concerns and sexual harassment incidents on the Tube.

After the Parsons Green tube incident and several reported incidents of sexual harassment, the community needs to stay alert on the Tube.

LEA GEORGE STAFF WRITER

SERINA GAJARAWALA STAFF WRITER

On September 15, an explosion occurred in the Parsons Green tube station where 30 people were rushed out of the station and taken to nearby hospitals.

Ranging from the recent terror attacks to sexual assault cases, safety on the Tube remains a prominent issue amongst the people of London and the ASL community.

Furthermore, in the past 18 months 1,448 cases of sexual assault on the Tube have been reported to the British Transport Police.

Following these incidents, Transport for London (TfL) have made some changes by increasing security on the Tube. However, Head of Security Roy Yefet believes that not enough changes have been implemented. He believes that in order to make an impacting change, more security is needed.

Yefet believes that the expense of these solutions, however, is why these further security measures have not been executed.

George Quillen (’21) feels that due to the frequency of terror attacks in London, he has become used to the violence and therefore does not worry too much about the attack in Parsons Green. However, Quillen does believe that if the incident would have happened closer to home, his perceptions on the attack would differ.

To Quillen, not utilizing public transport is what the terrorists want. “You are letting them win if you are afraid,” he said.

Along with the threat of terror attacks, cases of sexual harassment and assault remain a prime threat the Tube poses.

Caoimhe Mesch (’18) echoes this sentiment and has felt this threat numerous times on the Tube. “The other day I was sitting down on the Tube and this guy came up next to me and I didn’t really notice it but he started to move his hand on me and it was a packed Tube, but I felt him push his leg on my leg and then I got up and walked away,” Mesch said.

Mesch feels that she isn’t alone in her experiences She has also heard of stories from friends that involve sexual harassment on the Tube. “My friends have also had stories where they’ve had bad things happen to them on the Tube [like] men chanting things at them and yelling at them,” Mesch said.

English Teacher Eve Berinati believes that sexual harassment is a cultural issue in that the way women are viewed and is unsure whether she feels more vulnerable to sexual harassment on the Tube than any other place.

Berinati believes that there is a shared mindset in London where people do not want to get involved in sexual harassment situations because it could be embarrassing for the victim or to them. Additionally, she believes that on the London Tube there is a culture of people ignoring others and keeping to themselves. Berinati finds this to be dangerous, because if people are disregarding others, they will not be aware if someone is in trouble.

Similar to Yefet, Berinati believes that reporting incidents

is crucial. “Our best hope is each other… find your allies and pay attention,” Berinati said.

For Mesch, although it’s easy to understand when other people

“

Pay attention to other people who might be in need of help.

Eve Berinati English Teacher on the Tube feel uncomfortable, she believes that not everyone can notice when incidents occur.

“When the Tube is packed I will look at other girls and see how uncomfortable they look from their facial expressions because I’ve felt it so I know what it looks like. But, I feel like my guy friends don’t really see it or notice it because they’ve never experienced it before,” Mesch said.

The week after the Parsons Green attack, ASL made changes to their transport policies. For ex-

PHOTO BY IZZY HARRIS

ample, all athletes were strongly recommended not to use the Tube when going to and from games and practices.

These actions were put into place in order to try to prevent anything from happening to students. “Because the threat level had risen to critical we had a decision to escort all ASL students that are travelling to Canons Park or to any other games to go via ASL buses and not to use public transport for one week,” Yefet said.

If someone ever feels unsafe or uncomfortable on the Tube, Yefet strongly suggests that they tell a parent or contact the school. Yefet believe that the community has to be an open environment. “You see, you tell,” Yefet said.

Berinati agrees with this outlook and believes that everyone should always be on the lookout for potential problems. “Pay attention to other people who might be in need of help,” she said.

(Lead News Editor Cam Campili contributed to reporting)

news 5

November/December 2017

news

New science curriculum implemented STAFF WRITER

Kleidi Likola (’21) Grades 9 and 10 as they were separated into Molecular Biology, Biology, Chemistry A and Chemistry B. “I think that all students will be challenged,” Partridge said. “[Certain] students will be confronting some interesting challenges, but not be overwhelmed. We hope that our higher level students will not be disadvantaged and that they’ll always see the challenge.”

Kleidi Likola (’21) is happy with the new changes to the science curriculum. Likola believes that since all Grade 9 students have been taking the same class, it’s

Grade 9 students listen to a lecture in the new Science 9 course. They will also be the first students to take the new Science 10 course next year. PHOTO BY CAM CAMPILI

y om on tr

“

[We] don’t know what we want to study just yet, so I like the system so far.

I think it’s working really well.

then easier for her to utilize her friends and teachers for help.

However, Likola believes that it would be beneficial for the grade to be split up by ability level in Grade 10, once students are more comfortable navigating high school academics. Likola noted that every student would be at a different level, so it wouldn’t make sense to have every student do the same thing.

Smith acknowledges that the pressure someone feels going into high school if they’re not in the advanced class. Echoing Likola, Smith is not confident about students no longer having classes split by ability level. “One of the merits of high school is that you get to specialize in what you’re interested in, and I think that [this change] takes that away from you,” She said.

While there are still some questions about what the curriculum will look like in the future, Likola currently feels happy with the program. “[We] don’t know what we want to do in science just yet, so I like the system so far. I think it’s working really well,” Likola said.

Ringham acknowledges that the curriculum will change and develop as the teachers learn more about what works. “It might be different in March and it might be different with next year’s freshman class,” Ringham said. “We are partners with [the students] in learning this.”

As

When Katya Smith (’19), finished her first unit in her Chemistry A class last year, she instantly felt discouraged from continuing the course. Smith found the class difficult and was unsure if she would be able to understand future material. “I think when you’re going into [Sophomore] year, it can put a little bit of pressure on you, feeling like you might be stupid,” Smith said.

However, this year’s freshman class will not solely study Biology in Grade 9 or Chemistry in Grade 10 but rather take Science 9 and 10. “Students will study a combination of chemistry, biology, physics, astronomy, earth science and environmental science, all integrated together, into what we hope is some kind of a sensible pattern,” Science Teacher David Partridge said.

Science Department Jead Andrew Ringham explained that these changes were put in place to keep ASL in line with a U.S. curriculum. “We decided that it would be … beneficial for … students to stay up to date with the changes that were happening in schools in America since most of the students here still go to the United States for university,” Ringham said.

However, Ringham believes

that the primary reason for the changes was to give students a chance to try all different subject areas of science. “What’s more important for us is that people realize the opportunities we have for exposing all of the students to all of the scientific disciplines by making this change,” he said.

Additionally, classes will no longer be separated by ability in

Ea rth

LENA LEVEY

Sc ie nc es

Exploring the impacts of the new Science 9 curriculum and the differences from the previous system of biology and chemistry courses.

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Science 9 and 10

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6 news

TheStandard Standard The

Paving the road to college counselling Examining the new changes made to the College Counselling and Academic Advising Department.

ISABELLE LHUILIER NEWS EDITOR

MADDIE SAYRE ONLINE EDITOR Throughout the beginning of this school year, a multitude of changes were made in the College Counselling and Academic Advising Department. When Director of College Counselling and Academic Advising Anne Richardson came into her new role in July, her first goal was to merge college counselling and academic advising. “The deans [now] have a better understanding of what’s going on in college counselling and the college counsellors have a better understanding of what’s going on in the four grades,” Richardson said. “My intent was to really present ourselves as a team.”

Richardson believes that combining the two departments allows students to begin thinking about their future alongside their own academic interests throughout high school. “The two are intrinsically bound together because you want students, as they make their way through high school, to begin to think thoughtfully about who they are. How they learn best,” she said. “That should begin to shape what their plans after ASL look like.”

Principal Jack Phillips worked with Richardson to achieve her goal of merging the department.

He believed that through this, students will have more guidance

and support from the very beginning of their high school careers.

“I think that the more streamlined and coordinated our supports are for students, the more likely we are to be effective in helping students feel empowered, ” Phillips said.

Additionally, Richardson will now act as the college liaison for Grades 9 and 10, a newly implemented role. Although more resources are now available for underclassmen, she emphasizes that they are not starting the college process earlier. Rather, they are providing information for parents on the U.S. university

rather to provide students with a place to get information. “We like to think of it a little bit more as accessibility. If you are really interested in a question, we are ready to help you, but we don’t think it’s important that students gear their decisions toward [college],” she said.

Isabella Mattera (’20) notices the beneficial impact this change will have on students in Grades 9 and 10. “I think that it is a good idea to introduce the idea of college, without putting the pressure on kids to decide where they want to go really earlier,” she said.

“It is important that [students]

really more for parents than it is for the students,” Richardson said. “What I have noticed this fall is that parents seem eager for some knowledge about the different kinds of options that happens after ASL so in that sense we are happy to fill that void.”

Craig agrees that it is important to provide parents with these resources early on, in order for them to plan ahead for the college process.

“I think of it this way; if I was planning to fly to the states for a couple months over the summer, I would be planning it now,” Craig said. “Say I was going be in the [U.S.] for four years I would probably be planning

“We want parents to feel empowered and prepared [and] we want students to be focusing on the right things.”

DIRECTOR OF COLLEGE COUNSELLING AND ACADEMIC ADVISING ANNE RICHARDSON system and what the process will look like, in order for them to plan ahead whilst making the most out of their time in high school. “We want parents to feel empowered and prepared [and] we want students to be focusing on the right things,” Richardson said.

Grade 10 Dean Jennifer Craig believes that the aim of having these resources is not to provide actual college counselling, but

get an idea of what their options are and where they are.”

Richardson believes that having college counselling resources earlier will also help parents feel more comfortable regarding the college process. A new presentation was given to parents of students in Grades 9 and 10 after the October break outlining the college process. “[The underclassmen college counselling] is

Grade 9

Grade 10

Grade 11

PARENT INFORMATION SESSION

INFORMATION STUDENT FOR INFORMATION STUDENTS

COLLEGE COUNSELING

that at least two or three years in advance, and if I’m sending my child for four years I would be planning that way in advance.”

Another change to the college counselling program is in response to the fact that many students seek advice outside of ASL. The college counselling team aims to work alongside outside external college counsellors moving forward. Although Richardson is confident that outside help

Grade 12

APPLYING FOR COLLEGE

is not necessary, she understands that many families feel more comfortable having multiple opinions.

“The most important thing is that we know and that we are able to reach out and communicate with [external college counsellors] because there’s nothing worse than a student being in the middle and getting conflicting advice,” Richardson said. “That is not fair to the student, so the adults have to be on the same page so that we can all be one team for that student.”

Alex Ferragamo (’18) agrees that it is important for students with outside of school college counsellors to have communication with both counselors so that they do not receive different messages.“It’s good that they are on the same page though because if one college counsellor is telling you, you have a chance at this school and the other counsellor is telling you that you have no chance at that school, that’s confusing for a student,” he said.

Richardson emphasizes that the main goal of the changes to the program was to unify all departments that help students along their academic and college careers. “We are one team, one office really working together. The deans [are] working with college counsellors, college counsellors [are] working with deans, so that students, the moment they start in [Grade 9] all the way to graduation, have a really productive high school experience and really are able to shape their own futures moving out of ASL,” she said.

COLLEGE

news 7

November/December 2017

New partnership: Digital Café educates elderly ISABELLE LHUILIER NEWS EDITOR The new school year has seen the launch of a new community partnership, one where students provide technology assistance to the elderly residents of the Penfold Community Center in Marylebone.

The program was started by Josie Levey (’19) and runs once a month on a Thursday. Levey was inspired by a friend taking part in a similar project in Washington D.C. and decided to bring it to ASL. Levey is working alongside Zoe Goldstein (’19) and Ally Larson (’19) with Technology Coordinator Mariam Mathew who is overseeing the partnership.

During the sessions, each student is paired with an elderly person and tasked with answering their questions about how to work certain aspects of their phone or computer. “We help people just with logging into Facebook or how to use email,” Levey said. “People will come in with questions, technology problems that we think are really simple and then we will have tea and cake. We assist them in any way that we can.”

Levey believes that it is impor-

tant for the elderly to learn these skills in order to communicate more frequently with their family, some of whom may live far away. “I helped someone who [had] a lot of family [in] China and she couldn't contact them so she needed to learn how to use WhatsApp,” Levey said.

“That’s what has been so beautiful about it. I’m loving watching these kids just interact with people who are so different than them.”

Mariam Mathew, Technology Coordinator Larson agrees and feels that the assistance they provide helps the elderly make the most out of the technology they have. “A guy that I was talking to was given a tablet by his family, but he didn't know how to Skype them,” she said As an avid swimmer, Larson enjoys the fact that she is still able to take part in the partnership as it only takes place once a month.

“Personally I don't do enough community service because I do sports everyday outside of school,” Larson said. “To be able to [partici-

pate in a community partnership], even once a month, feel[s] like I am making a difference to the community is really rewarding.”

Larson is looking to grow the partnership in the future and start having sessions every week. In order for the partnership to remain low commitment, she hopes to involve more students. By doing this, Larson would be able to create four groups which would each take part in one session a month. “We wanted to create [the partnership] so people who have more conflicts outside of school can still be part of it,” Larson said. “You can still feel like you are being involved in community service in some way and feel like you are making a difference.”

Mathew notes that students taking part do not have to have an incredibly in-depth knowledge of technology. All students need is an eagerness to listen and help with the elderly. “It's more just a willingness to be patient to try to understand what the question is and to just be a friendly welcoming face,” Mathew said. “That’s what’s been so beautiful about it. I’m loving watching these kids just interact with people who are so different than them.”

Josie Levey (’19) volunteers at Penfold Community Center during her new community partnership. PHOTO BY MARIAM MATHEW Along with teaching technology skills, Mathew believes the partnership also provides the elderly with company, which is one reason why many elderly join Penfold. “They are interacting with a young person on something they can both communicate on,” Mathew said. “What this provides is that extra layer where you are talking about something that's important to both people, that use of technology to communicate with people you care about.”

Additionally, Levey recognizes how the partnership also benefits the students taking part as it allows them to form relationships with people different to them whom they might not have otherwise interacted with.

“I think it's good that we can have this sort of relationship with people who aren't necessarily in our immediate community,” Levey said. “I like seeing that they are happy when they interact with us or that we can show them something that they might not have found so easy before.”

Demonstrations transpire on college campuses AMELIE ANGELOV STAFF WRITER American colleges are a place for students to live and express themselves freely. Recently, however, racially fuelled demonstrations have taken an alt-right agenda, have disrupted the atmosphere and safety of campuses. These demonstrations have altered schools’ reputations and, in some cases, affected how present and future students view such schools.

Max Roth (’16) is a sophomore at Boston College (BC), where two racially-fueled incidents have occurred: two signs [were defaced] that read ‘Black Lives Don’t Matter’ and racist snapchats circulated among the student body earlier this year.

Due to the increased role social media plays in modern society, these incidents have become recgonized not only within America, but globally too. Roth believes that social media has definitely played a role in bringing the issues at BC to the global stage. “I think it’s really come to light more now

because these issues are coming up again because of social media.

I think information is way more accessible and so these things, as opposed to just one community where that incident may have taken

“The [protesters] did more good than bad because they triggered this movement and they made all of this change.”

Max Roth (’16) place… become a national or a global issue,” Roth said.

Claire O’Malia (’18) agrees with Roth, believing that college campuses are more susceptible to receiving greater coverage of racially fuelled incidents because of students frequent use of social media.

While some may think that these racist incidents are a recent occurrence caused, Roth believes that racism on college campuses is a historic problem. “It stems from a history of slavery and racism,” Roth said. “I think that in a lot of ways... these issues have been pushed to the side a little bit

and sort of not thought of as issues anymore... when in reality [its] not that way.”

At University of Michigan, an institution O’Malia and other students have considered applying to, flyers which read “Make America White Again” were put up across campus. Racist and derogatory terms were also written on doors of African American students’ dorm rooms.

At Michigan, hundreds of students felt that the school’s administration had not acted quickly enough in their efforts to find out who had put up the flyers and organized the protests. Similarly, at BC, despite the school’s administration sending out a mass email, students organized a walkout protesting the school’s response.

Echoing this sentiment, Roth believes that the administration could have handled the problem better.

“What you end up getting is all these students who don’t feel like the administration is actually addressing these things. They sent an email, but is an email enough?” Roth said.

O’Malia sees the benefits of students uniting against hatred and

Students holding a demonstration in response to the racially fuelled actions, which occurred on campus at Boston College.

PHOTO COURTESY OF MAX ROTH racism. “I think it’s good that people are coming together for a cause. Students coming together for an issue, especially like this, is a good thing,” O’Malia said.

If O’Malia attends an institution where racially fuelled actions of this nature have taken place, she vows not to let the actions of a small group affect her decision to attend or not.

“It is awful what happened, but it’s a small group in such a big school,” O’Malia said.

Roth feels that while the racist incidents did cause harm on cam-

pus, they brought about positive change and a counter-racism protest at BC on October 18. “They did more good than bad because they triggered this movement and they made all of this change: this protest and this walkout at BC,” Roth said.

O’Malia believes that incidents of this kind will continue, but putting a stop to these hate crimes immediately will help limit future incidents. She also stresses the importance of speaking out to say “this is not acceptable [and] this needs to be shut down.”

OPINIONS

The Standard standard.asl.org

Republican Tax Plan French modelling laws

Editorial

New students need support | April 2017 This year, 69 new students were enrolled in the High School. The number of new students has dropped significantly since previous years, with retention of students reaching an all time high. In a school where the number of returning students increases every year, the Editorial Board believes that greater initiatives need to be taken to welcome new students, both by the administration and students.

The efforts made by the school to welcome these students must be improved.

Projects such as the Student Ambassador program, Alternatives and the advisory program have been steps in the right direction.

However, these have not been truly effective in fully integrating new students.

These programs offer short term solutions, rather than addressing the key issue of allowing students to feel comfortable in a new and unfamiliar environment. The Student Ambassador and Alternatives programs are effective means in meeting a few new students across all grades in the High School, but these relationships rarely last.

A logical first step would be a reform of the Student Ambassador program. The first step would be assigning new students to an ambassador in their grade. This would instantly provide an immediate outlet for the

MICHAELA TOWFIGHI Editor-in-Chief: Print SOURNA DANESHVAR JR. Editor-in-Chief: Online ANANYA PRAKASH Managing Editor: Print CHRISTINA LEONARD Managing Editor: Online CAM CAMPILI Lead News Editor ISABELLE LHUILIER News Editor SOPHIE ASHLEY Opinions Editor ALEXANDRA GERS Lead Features Editor MARTHA DUFF Features Editor JOHN TOWFIGHI Features Editor PHAEDRA LETROU Culture Editor QUINN WHITMAN Culture Editor JONATHAN NOVAK Sports Editor JONATHAN SHEVES Sports Editor OLIVIA ABRAMS Print and Online Media Editor MICHAEL FLAHERTY Online Editor MADDIE SAYRE Online Editor IMOGEN WEISS Online Editor SHANNON MILLER Adviser CARTOONIST Gaby Iwegbue STAFF WRITERS Maya Ariburnu, Anastasia Ruimy, Amaan Zafar, Rohan Haarmann, Naz Ozturk, Jonathan Philips, Ishaan Rahman, Lorenzo Rasetta, Allegra Albanese,

CARTOON BY GABY IWEGBUE new student, which could facilitate friendships more easily.

When it comes to new student orientation or the first few weeks of school, having students who are paired within the same grade level will increase the effectiveness of the program. Returning students who sign up to be ambassadors should also be committed to the program and willing to attend all social events and orientations prior to school starting.

Additionally, Student ambassadors are often upperclassmen who are paired with new underclassmen, which makes it challenging for meaningful connections to be made. Student ambassadors are great in theory, but the current structure of different grades only makes it more difficult for new students and the ambassadors to interact frequently. Someone in their own grade is much more effective for new students to find strong long-lasting connections.

In general, more must be done to integrate new students by other members from their grade. The Editorial Board urges the administration and the Student Council to create more activities and socials for students, especially at the beginning of the year.

For example, during the first week or two of school, the administration could organize a different activity every lunch period, allow-

ing students to get the chance to meet new students and cultivate friendships.

The recent Junior Lock-In was an opportunity for new and returning students to meet, however had the event been held earlier in the year, it would have been more effective. New students would have the opportunity to socialize and form friendships earlier on in the year, thereby allowing new students to better settle into high school life. By November, it is harder for new students to approach their peers and create connections when two months has passed.

Along with the steps taken by the administration, returning students also need to make more of an effort welcoming new students. Those of us who have been new in recent years need to remember how we felt during our first day at ASL. But, we also need to remember that our first day may or may not be the only time we had to find new friends. For some, it happens over and over during their time at ASL. It is our responsibility to draw on those experiences to help all students feel more included into our community.

We also need to remember that being a new student in lower or middle school is entirely different from being a new high school student. Families often find ease in

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moving to and from ASL if their children are young, and subsequently, friend groups remain unsolidified while the student body constantly changes. In addition, middle school students only take classes with others from their own grade level, which encourages friendships to flourish among them. Whereas in high school, two students could have no overlapping classes and therefore never meet socially in school.

As new students come to our school, old students also leave, which means that many returning students lose their friends and may end up alone. Many old students do reach out to the new students because, amongst others reasons, they have to – all their friends left. However, the reality is that for new high school students, cliques are already formed, so joining a friend group is a considerable challenge for both new and old students. These students are more often than not left to fend for themselves with little to no help from those around them.

The Editorial Board believes that the Student Ambassador program, as well as grade-wide and school-wide bonding activities centred around small groups of students should become a greater part of the High School as we need to remember the importance of creating a more welcoming community for all students.

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opinions 9

November/December 2017

Theresa May squanders leadership role ALEXANDRA GERS alexandra_gers@asl.org

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May’s stance, or lack thereof, on crucial issues in the realm of gender politics is unmistakable and, frankly, disheartening.

Following Hillary Clinton’s loss in the 2016 presidential campaign I was devastated and angry. Not just because of who the victor was, although that was a large part of it, but because it felt like the world had been teasing half its population; we were so close to seeing a well-deserving, highly qualified woman in one of the highest positions of power- and then we didn’t.

Following this loss, I was shocked by my blindness to what now seems like an obvious fact: U.K. Prime Minister Theresa May is a woman in power. I remembered the unique position which living in London has awarded to me and a slight glimmer of hope reappeared.

Despite this, as the months following the election continues to grow it feels as if the void with which Hillary Clinton was unable to fill still remains vacant. May’s stance, or lack thereof, on crucial issues in the realm of gender politics is unmistakable and, frankly, disheartening.

I bring this to light because the recent election of New Zealand’s new Prime Minister Jacinda Ardern,

whose campaign values centered on gender and prominent gender issues, underscores the lack of a leadership stance May has taken on this topic.

Ardern’s campaign was based on the promises of gender equality, specifically in the fields of paid-leave, diminishing sexual-discrimination and equal pay. Although Ardern has only been in office since October, I feel confident in her ability to make positive change, whereas my confidence in May’s ability for the remainder of her term is lacking. Just because the U.K. has a female Prime Minister does not mean gender inequality no longer exists – we as a society cannot allow for complacency on these topics just because of May’s current employment.

I do not want to completely discredit the efforts made by members of Parliament on November 14, a group of MPs convened to discuss a manner in which to eliminate or significantly reduce sexual harassment and gender discrimination in British politics. However, as Caroline Lucas, co-leader of the Green Party in England and Wales, who also attended

this meeting, said, “Cultural change doesn’t just mean rooting out illegal and abusive behavior.” This cultural change must come from the top of the proverbial political pyramid: May herself.

According to an article in the Telegraph, the top five policies of the Conservative Party include immigration, social care, tax, pensions and education. It’s hard to believe that gender equality does not even crack the top five list of policies when there are so many avenues for May to pursue in the realm of improving gender inequality: paid leave, domestic violence, sexual discrimination, etc.

In a country where women are approximately, according to the Office for National Statistic, five times more likely to experience sexual assault than men, and 26 percent of women have experienced some form of domestic abuse since the age of 16, I question why May has not had a stronger stance on these issues. Clearly, they are prevalent, and, as a woman who’s likely experienced some form of sexual discrimination in her life, why isn’t she doing more? Even if every

Progress Report DRAMATIC LIT.

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attempt May made to bring gender politics to the forefront of discussion was avoided, at least these ideas would be out there. At least the discussion would have been started.

I feel as if May is full of empty promises and false hope. Upon her re–election as Prime Minister of the U.K., May delivered a speech on how she planned to “better Britain.”

In this speech, May said the gender pay gap was one of the key issues she hoped to tackle. However, more than a year after that speech, nothing has been done. I feel a sense of disappointment when I see the disparity between May’s promises and her actions, knowing that right now, women are lacking a political champion.

According to UN Women, only two countries in the world exist where women make up 50% or more of parliamentary seats – Bolivia and Rwanda. Thus, in a world where men are the political majority, May’s election is a feat in itself. However, it’s no longer enough just to be a woman in power; she must be a woman who uses her power to finally equalize the political playing field.

PHOTO 1 FROM WIKIMEDIA COMMONS, PHOTO 2 FROM GATETHEATRE.CO.UK, PHOTO 4 FROM INSTAGRAM.COM/ASINLONDON, PHOTO 5 BY AUDREY WILSON, PHOTO 6 FROM PIXABAY.COM;

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Cafe: (A) The perfect artsy-fartsy respite.

College Posts: (C+) EXTRA, EXTRA, READ 4. Late 1. Facebook Sourna Daneshvar Jr. ALL ABOUT IT! Cam Campili

The Editorial Board of Junior Lock-In: (B-) I enjoy a good silent disco as Lit. Plays: (A) Listening to the jolly cackle The Standard gives 2. Dramatic of Mr. Potchatek while being offered food by the cast 5. much as the next person, but getting to go home an hour early was a highlight. Sophie Ashley members made travelling to Notting Hill on a Thursthe school its last day at 7 p.m. worth it. Alexandra Gers report of 2017. 3. New Eagle Logo: (D) A little too cartoonish, with little 6. Candy Grams: (A-) Feels special if you get some from resemblance of an eagle. Bring back the old one.

Michaela Towfighi

your friends or even if you send one to yourself.

Maddie Sayre

Post Scriptum: where’s P-101?

10 opinions

TheStandard Standard The

French model laws spur reform NAZ OZTURK

naz_ozturk@asl.org

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Although France is on the right path to eliminating the unrealistic beauty standards from its media platforms, this law is only the first step in resolving the greater issue of standardized beauty.

Looking through the pages of fashion magazines and scrolling through Instagram, we are regularly met with images of identical women portrayed in media campaigns; a young girl who is always skinny, symmetrical, beautiful and, overall, flawless.

For decades, the media has advertized certain illusions of unrealistic beauty standards for women where thin isn’t thin enough and pretty is never pretty enough.

These standards were only accentuated as more of the fashion industry started incorporating underweight models in their campaigns, particularly in designer biannual runway shows, as well as heavily edited photos in their advertisements and fashion spreads.

These delusional beauty standards that are often promoted through the media also, unfortunately, promote several mental illnesses. These ailments are typically in the form of eating disorders and anxiety, as women and girls fail to achieve these unreachable standards of excellence

they often face abuse in the form bullying and body shaming. Currently, France is in the process of promoting a standard of beauty that is no longer only applicable to the Photoshopped models in the pages of fashion magazines.

France is introducing this alteration in the media’s portrayal of beauty standards, with various laws banning the use of heavily edited photos and underweight models in the fashion industry.

For the past few months, the Health Ministry in France has been enforcing a law that bans the use of unhealthily thin models.

Aspiring models who wish to participate in the industry have to apply for jobs with a necessary doctor’s note that certifies that their body mass index (BMI) meets the requirement for a healthy weight, determined by the World Health Organisation, correlating to their BMI. The Health Ministry also implemented a law in October, stating that any image that has been altered or digitally edited will

have to include a disclaimer for the viewer. Modified images will have to be marked with the phrase photographie retouchée or “retouched photograph”. The law will definitely decrease the spread of eating disorders throughout the modelling industry. Furthermore, it will also positively impact the health and mentality of young women and girls in society as the media is forced to terminate the portrayal of irrational beauty standards.

This law was a long–awaited solution to a problem that has plagued women and men for generations. Although France is on the right path to eliminating the unrealistic beauty standards from its media platforms, this law is only the first step in resolving the greater issue of standardized beauty. Some major media companies based in other countries still promote impossible standards for women. Many countries like Israel, Italy and Spain have adapted their own laws that ban the employment of underweight models.

Nevertheless countries like the U.S., who have exceptionally strong influences on the media, still haven’t changed their policies on the use of underweight models and digitally altered photos in advertisement and fashion campaigns.

It is crucial that we take the alterations made in the French modelling and fashion industry to a widespread scale. Undoubtedly, the only way to truly eliminate the negative and impossible message of beauty that’s conveyed through the media is by completely changing the standard of beauty shown in media and fashion campaigns.

For this, we must take steps similar to the French modelling industry and ban unhealthy models and retouched photos in order to abolish the tension of standardized beauty within society.

It is necessary that we say goodbye to the campaigns of unrealistic goddesses and, in their place, introduce a new era where true beauty can be found even in the everyday woman.

Contrarians exacerbate issues MICHAELA TOWFIGHI michaela_towfighi@asl.org

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We can not expect our society to progress if we are unable to justify our perspectives with logical reasoning.

This year, my family broke what seems to be a golden rule: Avoid politics at Thanksgiving.

Yet at Thanksgiving dinner with family friends we found ourselves deep in a conversation about that dreaded topic of politics. What started off as our family friend sharing his experience at boarding school, quickly turned. At his school, he felt liberal ideals were imparted on the entire community, and those who disagreed were significantly silent. As a response, many students, himself included, felt it was necessary to counter the administration and hold a contrarian view.

Laughing, our friend told a story about a group of students applauding loudly after the school showed a video of President Donald Trump that surfaced during the election last year – the Access Hollywood tape of Trump and Billy Bush where they infamously objectify and slander women. The applause for this video, he explained, was in no means in support of the language and actions Trump and Bush discuss. It was simply to counter something they knew many students and admin-

istrators at their school would be disgusted by.

Although they can say their applause did not correlate with the subject, applauding a sexist and misogynistic video is only encouraging that behavior. If we ignore the content, and rather support something to hold a differing view, it discounts the importance of the topic and the implications at hand. A sexist comment is a sexist comment no matter what; there is no way to avoid that.

When your actions and words don’t align, and you say you don’t support sexism when in fact you are applauding it, there is no real justification for it.

Although I applaud those students for challenging the “norm” at their school, and pushing the community to embrace views differing from popular belief, there needs to be an awareness of the topic. In this situation, his contrarian mind-set escalated, and many students decided to counter their community with no reasoning or argument to support their actions.

This is where my issue comes in.

In applauding the Bush and Trump tape – although you can claim it is

not in support of the content– you are encouraging that behavior.

With little to no explanation for this applause, that group of students is indicating they support sexist and misogynistic behavior, all for the sole purpose of countering their community.

I am not immune to contrarian views. In fact, my brother prides himself on being a contrarian.

Yet he does it with reasoning and justification. Growing up outside Boston, it was a given to support the various sports teams the city prides themselves in. To me, it seemed you could find every person in the state of Massachusetts cheering for the Red Sox during a home game in Fenway – or that was, every person except my brother.

When my younger brother was old enough to understand and appreciate professional sports, he quickly made it clear Boston was not his city. Much to my dismay, he chose New York of all places to love and follow. Instead of the Patriots, he chose the Jets. Instead of the Celtics he chose the Knicks.

And worst of all, instead of the Red Sox he chose the Yankees.

At first I convinced myself it was just a phase. He was doing it to spite me and would quickly realize how wrong his choices were. But to his credit, it was not a phase, and years later he is just as devoted to the Yankees as he was on the dreadful day he brought his Red Sox apparel out of his closet and declared he wasn’t a fan.

Even though he doesn’t like the same team as the rest of his family, he has done his research and can clearly tell you why he likes the teams he does. At the dinner table, he challenges us to debate sports and makes watching football on Sundays that much more interesting. Yes, I may not support what he does, but I respect his dedication and knowledge of his teams.

Although on different scales, to me this is an example of being contrarian with sufficient justification. We can not expect our society to progress if we are unable to justify our perspectives with logical reasoning. At the end of the day, it is essential to know why you support what you support, rather than being contrarian for the sake of breaking the norm.

November/December 2017

JONATHAN PHILIPS jonathan_philips@asl.org

The Republican tax plan puts money in the hands of people and ensures that American businesses are competitive globally.

President Donald Trump’s tax reform, labelled the “Tax cuts and Jobs Act”, delivers sweeping tax cuts for both individuals and businesses. It hopes that with more capital, people will buy, hire, invest and save more.

When analyzing the tax plan it is imperative to look at it through to two lenses, the moral lens and economic lens.

First the moral lens. The idea of a more progressive tax system is the cornerstone of leftist tax policy. However, it is unjust.

During the tax year of 2015 (filed in 2016) people who made $100,000 and more, which is just under 17 percent of the population, paid over 80 percent of the total income tax collected.

The party that prides itself on providing equality, the Democrats (and whether they do is a totally different argument), is advocating for an obviously unequal system. To place the burden of funding the country on the backs of few is not only immoral, it is downright undemocratic.

People have an inalienable right to what they earn. I am not advocating for the elimination of the income tax because that simply is not plausible, but the right to save, the right to spend and the right to invest are all limited by high income taxes. The government should provide basic services for people, but beyond those basic services, your money is better in your hands.

Then from a practical lense: the economic standpoint. The two most obvious changes in this round of tax reform is the massive simplification of the income tax brackets and the huge corporate tax cut. An income tax cut allows people to spend and to save more, which in turn supports and creates jobs across many fields. An increase in individual wealth across the board is expected.

Scott Hodge, President of the nonpartisan Tax Foundation told CNBC’s On the Money show, “I think [this plan is] a real step in the right direction, not only in just simplifying the tax system, but in creating a more dynamic tax

“

Point

Allowing companies to repatriate their earnings will cause a massive influx of cash, over $2.5 trillion according to CNBC, into the United States, which will spur growth and create jobs within the economy.

system, one that is more conducive to economic growth.”

A corporate tax cut has even more potential for inducing growth, the “Tax cuts and Jobs Act” goes a long way in ensuring that. Taxes on businesses will decrease from a whopping 35 percent, which is the highest in the developed world, to 20 percent putting it still higher than the OECD (a group of developed countries) average and on par with many European countries.

A corporate tax cut of this magnitude instantly gives business 15 percent higher earnings; That is 15 percent more to reinvest in their products, 15 percent more to pay higher salaries and perhaps 15 percent more to lower the cost of their products while still enlarging their profit margin.

American business has long been disadvantaged by a system that taxes worldwide earnings when repatriated (that is bringing foreign earnings to the U.S.). This encourages businesses to move abroad to avoid double taxation when international earnings being taxed both by the U.S. and the country in which they are earned. Further, this discourages business to bring money back to the U.S. and invest in jobs, research/development and higher salaries. The new proposed tax plan would shift the U.S. away from this unfair and ineffective tax model and towards a territorial taxation approach, which is used by almost all nations.

This tax model would not tax revenue made

by American companies that has already been taxed by foreign nations. For example, Apple’s revenue in the U.K. would not be taxed both by the U.K. government and then the U.S. government.

This makes American businesses competitive on the global stage. Allowing companies to repatriate their earnings will cause a massive influx, over $2.5 trillion according to CNBC, of cash into the U.S., which will spur jobs and growth within the economy.

Many of the criticisms against this tax reform bill are true. It is true that the wealthiest Americans will gain the most from these tax cuts, however, that is because they disproportionately fund the government. It makes sense that those who pay the most in income tax will benefit the most when it is lowered. It is possible that the tax revenue collected will go down, although this is up to debate due to the nature of the Laffer Curve (the relationship between tax rates and revenues), this leads people to believe that the deficit will run sky high. However, spending can be reduced and it is a Republican ambition to do so.

The central focus of this round of tax reform is cutting corporate tax, cutting the income tax and reforming other areas of the tax code are just extras. Cutting the corporate tax to a reasonable rate, and allowing the influx of trillions of dollars back into the U.S. will surely benefit companies, employees, the government, and, of course, you the consumer.

opinions 11

Counterpoint The Republican tax plan creates a system that will benefit the rich, yet is promoted as if the middle class will reap the most benefits.

The liberal view on the Trump tax plan, is the same as it has always been for every Republican tax plan: It gives corporations and rich people massive tax cuts, paid for by the middle class. It’s what we’ve been saying for years now. It did not work with Reagan. It will not work with Trump.

However, when the George Bush administration tried to sell their tax cut, they pushed the message that everyone would get a tax cut. And yes, their plan was heavily tilted towards the rich and added to the deficit. But they could truthfully say that everyone was getting a tax cut, and that was why it passed. But this time, they have ran on the untruthful message that this tax plan benefits the middle class, and the rich don’t benefit. That is simply a lie.

According to the nonpartisan Tax Policy center, the top 1 percent of earners in America would reap the most benefits should this tax plan become law. Though the poor and middle class will get a modest cut to their taxes, the top 1 percent (those that have an income of $730,000 or more) would take 20 percent of the total tax cut. Even though the middle class and poor would see slight raises in their income levels in 2018, they would see a fall in their percentage of income in 2027. However the rich would get 50 percent of the total tax cut, and also see their Income percentages rise from around 2.5 percent to 3 percent.

The bottom two quintiles (those with an income less than $55,000) would see little to no change in their taxes, averaging around $200 or less. By 2027, half of upper-middle class families would pay higher taxes, due to the loss of state and local deductions.

These deductions tend to benefit states that are wealthy, which are mainly ones with Democratic majorities (California, New York, Washington State).

Because of the massive cut of the corporate tax ,the government is set to take on a $1.5 trillion debt. Republicans have tried to rebut this fact, by using “Dynamic scoring methods” when analyzing the bill. Despite the debt increase, several “budget hawks” (people who completely oppose bills that add money to the debt) in the House and Senate agreed to support this bill. Congressional Republicans have repeatedly said the country will make all of that back in revenue and growth. According to Business Insider, studies have shown we will take in $2.4 trillion less in revenue. The fact that so many Republicans have chosen to support this bill highlights the complete hypocrisy in the Republican party. Under the Obama Administration, congressional Republicans were strict on bills that added any money to our ever growing deficit, and have cried out for a cease on entitlement spending. It’s ironic that Trump’s political success was identifying the gap between

SAL CERRELL

sal_cerrell@asl.org

the average, middle-class Americans, and the pro-Wall Street “elitists.” Yet his tax plan is in favor of those he once criticized when running for president.

What directly goes against Trump’s “America First” message is that foreign income made by U.S. companies will be tax free. Donald Trump has repeatedly criticized companies for leaving the U.S. and selling their products back into the country, as this takes jobs and money from America. Yet now, his tax plan will benefit companies like his, who have factories overseas and sell the goods made there back into America. This fact has gone unrecognized by the media, and the Republicans need to be called out on this.

Despite all the negativity towards the Tax Plan, some progressives have said they would work with Trump and Republicans, if certain changes are made. Senator Sherrod Brown (D-OH) said he was open to cutting the corporate tax rate on companies

“ [The Republicans] have ran on the message that this tax plan benefits the middle class, and the rich don’t benefit. That is simply a lie. who provide health insurance and good paying jobs to their workers, and keep manufacturing jobs in the United States.

He also encouraged the President to work with Democrats, as their economic message is somewhat similar to the one Trump ran his campaign on. In the Democratic National Committee’s new Economic pitch to voters, they advocate for fair wages, a crack down on corporations, and to lower monthly bills for working class families.

Overall, this tax plan will deal America a great blow. The government will take less revenue annually, and our debt will be increased massively. Democrats need to find a good way to communicate this to their constituents, to shed light on this disastrous bill. If we are successful in doing so, Republicans will have little to show after a year in power.

12 opinions

TheThe Standard Standard The Standard

Brexit: The rise of Populism ISHAAN RAHMAN ishaan_rahman@asl.org

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The damaging economic effects of Brexit have been ignored in the name of “patriotism” and the left is proposing policies that would diminish the likelihood of economic recovery.

The repercussions of Brexit have been even more consequential than President Donald Trump’s election victory. Populists have made criticizing Brexit ‘unpatriotic’, which has lead a mass cover-up of its disastrous economic effects. In addition, the recent rise of far-left populism poses a threat to the Brexit negotiations and further slims the chances for economic recovery.

The economic effects of Brexit have been disastrous for the U.K. economy. In fact, when we look back on the Referendum Campaign it is now clear that almost all of the claims of the benefits of Brexit made by the “Vote Leave” party were false, and contrary to popular belief the Remain claims are proving to be quite accurate.

According to the Office for National Statistics (ONS), the promised £350 million doesn’t exist, no countries have proposed genuine plans for trade deals, and U.K. unemployment is to rise for the first time since the Financial Crisis of 2008.

It is also unlikely that the U.K. will regain much sovereignty

from the EU as any potential trade deal will force the U.K. to abide

by EU regulations. In addition, the pound has hit its lowest levels since the Financial Crisis, being the reason for the stock market’s success as foreign investors to purchase more British stock for less money – this however doesn’t benefit British investors.

Populists, who have little regard for facts have succeeded in silencing those who criticize the effects of Brexit. As a result, most Britons still agree with their decision on June 23. However, even with these statistics there would be no inaccuracy in telling the 17 million people who voted leave that they were deluded and wrong.

The same populists who spearheaded Brexit are now having a dangerously large say in the negotiations and pose a serious threat to a stable transition facilitated by a sensible Conservative Government. Far-Right populism may not have thrived at the last U.K. election, as the U.K. Independence Party (UKIP) vote fell to 1.8 percent, however, many of their opinions are now being voiced by

fringe members of the incumbent Conservative Party.

Their policy to walk away from EU negotiations without a deal should it not go their way, has been supported by some Conservatives. Furthermore, UKIP has previously called for a more positive portrayal of Brexit in the media, a move which was echoed by Chris Heaton-Harris, a Conservative MP, who wrote to U.K. universities inquiring about the way in which Brexit was being taught.

The larger threat, however, comes from the increasingly socialist Labour Party, which under veteran left-winger Jeremy Corbyn’s leadership gained around 30 seats in parliament at the last election. Corbyn had previously voiced support for terrorist organizations such as the Irish Republican Army and Hamas. Even more dangerous are Corbyn’s post-Brexit plans for the economy including rent controls, which are proven to raise house prices, anti-business tax raises, and a Marxist policy to re-nationalize railway, energy and water companies, which will cost taxpay-

ers billions according to the Telegraph. Should these policies be implemented they will diminish any chance of a post-Brexit economic recovery.

Corbyn and other populists thrive as inspiring campaigners, who make dramatic statements with little regard for facts. Because most voters don’t look at the facts, when they hear these bold statements they support them.

Bold statements may help populists win an election but it will not help them lead Britain through the most important negotiations since World War II. Overall, more than a year after the shocking referendum result, the damaging economic effects of Brexit have been ignored in the name of “patriotism” and the left is proposing policies that would diminish the likelihood of economic recovery. To stop the rapidly advancing economic disaster, coming from both left and right populists, the people must look at the facts, rather than the politicians. Only then, a successful negotiation and economic recovery may just be in our reach.

Travel disproves misconceptions MARTHA DUFF

martha_duff@asl.org

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My preconceived ideas are often completely forgotten when I experience the country, culture and society I once imagined.

“Isn’t it risky there?”, my taxi driver asked. As I sat in the back of the car, en-route to the airport on my way to Israel. Wondering if the man was correct, I decided to do research. I opened my phone and searched “Israel News.” I scrolled through articles regarding political debates and updates of the Israel Defence Forces. I quickly turned my phone off. I didn’t want to become clouded with images and preconceived ideas that could be blatantly wrong. As a society, we all have hidden misconceptions, fears and ideas associated with certain countries.

How often have you heard Brazil is dangerous, terrorism is rampant in Egypt, you will be robbed in Johannesburg, and Russia is a frozen land with endless uninspiring Soviet era buildings?

We live in a world where crime can touch us easily and, more recently, where horrific acts of terrorism occur all around us with far too much regularity. But, in our hearts, we are curious. We want to see things for ourselves, we want to learn.

At least I did when I visited Is-

rael in October. I admit I was a little nervous when we landed in Tel Aviv. The Middle East has always had violence and unrest and I really didn’t want to get caught up in anything dangerous. Yet, my fears disappeared immediately. Tel Aviv is young, friendly, happening, a mecca for foodies, and for lovers of 1930’s Bauhaus architecture.

Jerusalem is completely different. An ancient city steeped in human history with four distinct quarters; Jewish, Christian, Muslim and Armenian. I wanted to see them all.

Our Israeli guide suggested we finish the day with a 9 kilometer trip to Bethlehem. Here we changed cars and met with another guide, Mohammed. As we entered Palestine in his vehicle, there were empty checkpoints and the roads had various warning signs about who could and couldn’t enter. Mohammed chatted amiably about olive oil and the cost of housing. We saw the place where Jesus was said to be born. I touched the star on the ground and Mohammed made sure we had a private moment

in what was once a stable. Driving back to Tel Aviv through the modern vineyards in the Judea Valley, our guide pointed out the landscape which is mentioned in the Bible. My trip to Israel was simply overwhelming. Any preconceived ideas I arrived with proved to be unfounded and are now forgotten.

Rio was no different. It is a vibrant, upbeat city, that is blessed with endless sunshine, surrounded by the rain forest and sits on two iconic beaches (Ipanema and Copacabana). It is home to churrascarias and Guarana, and, when night falls, has a permanent samba beat. Of course, there is poverty and with it comes crime.

Ill conceived tours of favelas can be dangerous, as is carrying your iPhone in your hand when taking a stroll up to Santa Teresa. Both should be avoided. What should not be avoided is enjoying this paradise offering visitors friendly local people, endless football and beach volleyball, Corcovado, and Sugar Loaf Mountain.

Talk to any Russian living in London and they can’t wait to tell

you how beautiful St. Petersburg is with its stunning architecture and world-class art collection.

Moscow is littered with colorful temples and cathedrals. At the center of all Russian historical and political events since the 13th century is Red Square, now a UNESCO World Heritage sight, with Saint Basil’s Cathedral and its grand mosaics appearing to stand guard next to the Kremlin.

We constantly have misconceptions about travel. My preconceived ideas are often completely forgotten when I experience the country, culture and society I once imagined. Living in the Western world, we tend to make assumptions about certain countries and societies based on what we read or watch. Unfortunately, those assumptions often cover violence, unrest or civil disobedience.

Before associating certain countries and people with biased ideas, we should understand that the information we gather can be tainted. As a society, we need to acknowledge that countries do not always resemble the images we see on the news.

November/December 2017 standard.asl.org

Science studies Academic competition

FEATURES

Forming new connections

After the first semester of the 2017-2018 school year, new members of the ASL community detail how they have settled into the school.

John Towfighi | Features Editor

A

“

lot of people said if you get into ASL, you’re very lucky,” new student Nico Schmidt (’21) said. While his sentiment might be debated by some students, it held particular importance for Schmidt by putting him in the right mindset to make his transition into the High School easier.

Entering a new school is seldom considered a smooth journey, and at a place where families frequently move, settling in as a new student and building a sense of community takes a variety of forms for different people.

For new student Ludovico Barattieri Di San Pietro (’20), the transition into the High School was enjoyable. Coming from the Harrow School, a British boarding school in North West London, aspects of ASL that many students are accustomed to were new additions to Baratieri’s life. “It’s much more [easy going] here,” he said. “I have a lot more free time to do my own thing.”

“

The people [at ASL] are much more worldly. There’s more people of different nationalities so I feel I belong here more.

Lily Mager (’21) These added luxuries enhanced Barattieri’s experience at the start of the school year, and he noticed that it made his transition into the High School easier than he predicted.

While Barattieri’s first few months proved to be straightforward for him, in a survey conducted by The Standard, only 40 percent of the 40 new student’s surveyed found the transition to be exceptionally enjoyable, compared to 35 percent who found it neither too great nor too poor, and 25 percent who found it unenjoyable. New students’ on average concurred when saying that students and faculty made an effort to welcome them to the school. In Schmidt’s case, even “the upperclassmen [were] super nice. People [would] say hi to me and ask me how I’m doing.”

Echoing Schmidt, Barattieri found it was unexpectedly easy to make friends and begin to feel like a part of the community. “I thought it would be much harder to get acquainted but it actually went pretty smoothly,” he said.

These thoughts are reflected in the greater new student population, as 83 percent of new students felt that at this point in the school year they had made a close friend, according to the poll.

Yet, new student Clara Terrien Moneo (’19) found that integrating into the student body as a junior posed extra difficulties. “[The transition] has been pretty hard, especially because it’s eleventh grade and everybody already has a good group of friends,” she said. “But I’ve been hanging out with the new kids who are super nice.”

This trend of new students coming together and becoming friends with other new kids isn’t novel to the 2017-18 school year, and there are many ways the faculty attempt to break this boundary and create an environment that is familiar and friendly for everyone. Through programs like Livin’ London and Alternatives, there is a push to bring the student body together. “I went on an alternative with some people I didn’t have classes with, and I wouldn’t have met them if it weren’t for alternatives,” Barattieri said.

For a majority of new students, this effort has had a positive result.

According to the poll, 40 percent of new students found Alternatives to be most effective in easing the transition, while 30 percent found that participating in a sports teams helped them the most. Barattieri also believes how having closed campus for underclassmen at the start of the year was beneficial. “I think the beginning when there’s closed campus it helps out a lot because you can chat in the cafeteria... instead of being put out on your own,” he said.

Students aren’t the only ones learning to adjust to a new environment, and new teachers face the same journey of settling into the community. A welcoming committee, made up of established faculty and staff members, helps to reach out to new teachers and make them feel ready for the transition.

For Math Teacher Peggy Stetsko, it didn’t take long for her to feel at home.

“The school does a really great job of helping us relocate,” she said. “I love how tight the faculty and the staff are at this school, and I feel I’ve become very close with other people.”

As an international school, the appeal of ASL for many new comers is this idea of feeling like they are entering a diverse and accepting community. Coming from New York, new student Lily Mager (’21) found the tolerant, global perspective of ASL to be a comfort in easing into the High School. “The people are much more worldly,” she said. “There’s more people of different nationalities so I feel I belong here more.”

Like Mager, Stetsko noticed that having this international experience shapes the way the students hold themselves and act. She noticed how compared to her previous school in Winnetka, Illinois, students at ASL are “more adult like” and “self sufficient.” Attributing these qualities to living in a multicultural city, Stetsko found the maturity of the students showed itself in class. “It makes for a nice community in the classroom, and it also makes it easier to teach,” she said.

While the diversity of the student body offers a unique place and experience, ASL’s position as an international school results in the constant movement of families. With the transient nature of the community, students like Mager feel it’s important to make the most of your time and not shy away from finding a friend. “Be yourself,” she said. “There’s someone for everyone– there’s so many different people here.”

From left to right: Gardner Gaghan (’18), Matteo Farina (’21), Clem Balzano (’18), Social Studies Teacher Mark McVean, Cameron Lynch (’19) and Laura Boyle (’20) are all new to the ASL community this school year.

The signs detail where the individuals moved from prior to coming to London.

PHOTOS BY ELIZA BLAKEMORE AND EMILY FORGASH

Finding faith in

About 25 percent of the world’s population is Muslim. One in seven Islam explain the effects the London community and attending this

Alexandra Ge

F

or Hend Al–Khater (’20), being a Muslim has become a simplicity; the five pillars of Islam are integrated into her life. She practices her daily prayers, observes the holidays and abides by the basic principles of Islam.

Al–Khater believes that being a Muslim is synonymous with being herself.

A practicing Muslim as well, Social Studies Teacher Sana Shafqat believes that all religions are based in tenants of similar moral principles: “to be kind, to be thoughtful, to be good to your fellow man.” To be a good Muslim, Shafqat thinks, means to be a good person.

Agreeing with Shafqat, Middle School ASP Director and General Program Assistant Muktar Ali believes that Islam has provided him with morals and ethics for everyday life. “[Islam] gives me a path to follow in life. For me that’s what it is, it’s fundamental to everything that I do and it just provides me guidance,” he said. iving in London has provided Al–Khater with a feeling of community as she believes “it’s incredibly diverse and there are many Muslims walking around.” She finds that one of the best aspects of being a Muslim in London is that everybody is welcoming and friendly to each other. “You walk [around] and everybody greets each other, because that’s one of the teachings of Islam,” she said.

One way Al–Khater practices Islam is by wearing the hijab, a head covering worn by some Muslim women. She recognizes that there are occasionally limitations when wear-

L

ing a hijab. “There [are] restrictions: I can’t take off my headscarf when I’m with boys, which means I have to stay covered for the whole day here,” she said.

“Whereas if I was at an all girls school, I could take it off. It’s more difficult here but at the same time it takes me less time to get ready in the morning.”

Although there are certain constraints, Al–Khater appreciates them as they are a part of her daily life.

Shafqat, however, does not wear the hijab. She believes that similar to other religious texts, the Quran is open to interpretation. “My cultural background, to wear the hijab was not really in part

This acceptance manifests itself in different ways across the city. It ranges from fast food restaurants such as KFC and McDonald's offering halal meat, to local celebrities and politicians such as London Mayor Sadiq Khan or Great British Bake–Off winner Nadiya Hussain publicly proclaiming their religion. Shafqat believes that the positive effect these public figures give to Muslims is that they counteract stereotyping and misrepresentations.

As well, Shafqat has noticed that because Muslims are so present within the city, there are certain areas in which public celebrations or deco-

society, Ali beli in the Marylebon particularly welc neighborhood es “everyone has e Also, Ali believes largely tolerant b range of commun Nadeen Kabla Shafqat and Al–K ally big Muslim don] ... and bein these people wh practice so man gives me so man tives... so at the

“[ISLAM] GIVES ME A PATH TO FOR ME THAT’S WHAT IT IS, IT TO EVERYTHING THAT I JUST PROVIDES ME G

MIDDLE SCHOOL ASP DIRECTOR AND GENERAL PR of my culture. Like other religions, it’s really open to interpretations,” she said.

“So how you interpret certain verses of the Quran where it may say to dress modestly, somebody might think to dress modestly is to cover your head... somebody might think to go sleeveless is modest. My interpretation is it’s not necessary to [wear a hijab].”

Shafqat assumes that this tolerance extends past the Muslim community in London, and encompasses the majority of the city. She attributes this to the “plurality of the city, the fact that there are so many different communities and so many different kinds of people.” Shafqat enjoys being able to contribute to this diverse population. “I just feel like London is my city. I feel very much that it's a city that I am a part of and my community is a part of and I'm not the other and I'm not the unknown,” Shafqat said.

rations for Islamic holidays, such as Eid al–Adha or Eid al–Fitr, frequently exist. This includes Camden, Barnet, West Hendon and Trafalgar Square.

“I feel like because every one in seven Londoners is a Muslim, it's so much a fabric of the city,” she said. “There doesn’t seem to be any sort of restriction for people to observe it, or for public money going into having people celebrate these events.”

While London’s diversity provides many positives for those who are Muslim, the city is not without some negatives. Ali believes that there is also a lot of fear surrounding Muslims in the U.K., and this is exhibited in many ways. “I see it myself every time I use the Tube. People very rarely sit next to me, even when the train is pretty packed there’s always going to be a spare seat next to me.

There’s always that hesitation,” he said.

Although he recognizes that there is inherent bias present in today’s

feel connected to ligion,” she said.

However, while don as a city is quit ASL as a school is

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ablawi recalls when she wa with her classma stick figure with ever, no one was the figure was. It dent drew a spe “Allahu akbar,” w great in Arabic, the class claimed Events such as feel as if her reli amongst the comm

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n Londoners is Muslim. Members of the ASL community who practice s school has had on their faith, and what the religion means to them.

ers | Lead Features Editor

ieves that by living ne area of London, a coming and inclusive specially for Muslims, each other’s backs.” s London as a whole is because of the diverse nities present. awi (’19) agrees with Khater. “There’s a recommunity [in Lonng surrounded by all ho are so diverse and ny different religions ny different perspecsame time I can still

hide her faith for many years. “[From] fourth grade to seventh grade, I would hide my religion from other people because I just discovered what Islamophobia was,” she said. “I just really did not understand that people did associate my religion with terrorism or something that was so disgusting.”

Bader Al–Hadlaq (’18) has similarly felt that Islam is not recognized as much as other monotheistic religions, specifically for holidays and important events. Al–Hadlaq cites Eid al–Adha as an example of this. This year, the holiday occurred during the first week of school, and while Al–Hadlaq recog-

O FOLLOW IN LIFE. T’S FUNDAMENTAL I DO AND IT GUIDANCE.”

ROGRAM ASSISTANT MUKTAR ALI

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m at ASL

one day in Grade 4 as playing hangman ates. A student drew a h a gun in hand, hows able to guess what wasn’t until this stueech bubble reading, which means God is that the students in d, “Oh, it’s a Muslim.” s these made Kablawi igion wasn’t welcome munity causing her to

nizes that it was the first year that the holiday received any form of public mentioning (during the first all–school assembly), he still believes more could be done in terms of public recognition.

Shafqat also believes that Ramadan, a Muslim holiday which involves fasting from sunrise to sunset, proves to be challenging during the school day. This school year however, Ramadan will fall in the spring months where the days are longer and increase slightly as the holiday progresses. Shafqat feels as if this will be a challenge because she will be teaching without having anything to drink or eat.

Kablawi recognizes this challenge as well, however she would never give up fasting as she believes it’s integral to her definition of Islam. “I look forward to Ramadan each year. It’s a time to connect with yourself and really understand your

surroundings,” she said. “It’s a time where I can really reflect on myself and my actions.”

Although Shafqat occasionally finds Ramadan difficult to celebrate, she believes that ASL is very good at allowing students and teachers to take time off for religious reasons.

Media and misconceptions A

l–Hadlaq believes that the media, both news and entertainment, are partly responsible for facilitating Islamophobia and misconceptions about the religion. He cites typecasting as a significant problem for Muslims, specifically the frequent casting of Muslims to play terrorists.

“I just thought that was so awful– just because of how [they] looked [or their religion], they were only cast to play terrorists even though they should not be associated with one another,” Al–Hadlaq said.

Shafqat similarly believes that the news surrounding Islam is frequently sensationalist or only as an after effect of a terrorist incident. “Being Muslim as a definition ends up being so much more descriptive than any other religion,” she said. “If there is an act of terror, the fact that somebody is Muslim is highlighted.”

The good deeds done by Muslims, Shafqat believes, are rarely recognized by the media in the U.K., although that is often the case. According to The Guardian, after the attack on London Bridge in June, there was fivefold increase in Islamophobic attacks. Shafqat has noticed this increase whenever the news portrays terrorist attacks, and feels that the media “could do a much better job of bringing home how serious [these attacks] are.”

Kablawi has likewise felt that the negative portrayal of Muslims exacerbates anti–Muslim sentiments.

When the attack happened, the first thought that came to Kablawi’s mind was, “‘please don’t be

Muslim.’ I know that that’s just going to deteriorate the image of Islam in England for such a long time and it’s going to make [Islamophobia] so much worse,” she said. “I know their interpretation of the religion is not the same as mine. Killing innocent people is in no way representative of my peaceful, loving religion.”

Al–Khater recognizes that bias exists in media all over the world.

However, if there was one thing she would like to say to people, is that her religion and the religion of Islam is one of kindness and tranquillity.

“Islam means peace in Arabic, and I just want to clarify that Islam is a religion of peace,” she said.

Bader Al-Hadlaq (’18) and Hend Al-Khater (’20) wear the British flag to represent the connection they feel to the city and their faith. PHOTOS BY OLIVIA ABRAMS

16 features

TheStandard Standard The

Fulfilling expectations Exploring the intense competitive environment brought upon the student body by the heavy focus on college and the pressure to succeed.

Academic competition sparks conflict for students Allegra Albanese | Staff Writer

D

uring the 2016-17 year, the average SAT math score at ASL was 700 out of 800, placing students in the 94th percentile, according to Prep Scholar. Similarly, the average score for reading and writing was 690, where students finished in the 92nd to 95th percentile. The school has been praised for the academic success of its students. However, some students find that with such success comes intense competition.

If competition at ASL was an image, Maxwell Kay (’19) believes it would be someone peering over the shoulder of another as they take an assessment.

the school as filled with expectation and judgement, not least because “the parent community here overall is a successful community and students want to live up to that success.” Moreover, Basu argued that the biggest contributing factor to competition is the concern of high school students with their output in terms of college placement, and how it has become a “limited conversation,” where students only speak of such aspirations.

Working alongside the freshman class, Basu said he has had multiple conversations with Grade 9 students who question if their grades will begin to “count.”

A lrea d y thinking about university, Destin feels an added pressure to succeed. “I feel like if I get horrible grades this year that will influence my college life.”

Additionally, Richardson feels that students tend to focus on grades and test results as a measure of who they are and what they can do. “While that’s important, I think there are lots of other ways for students to measure their values as a student, as a scholar, as a person [or] as a contributor,” she said.

D e s t i n’ s worries reRAMS flect Basu’s PHOTO BY OLIVIA AB

Lina Destin (’21) believes that the competition at ASL originates from the students and their desire to be superior. She explained how many people get high grades, thus everyone is trying to do as well, if not better, than their peers.

However, Director of Academic Advising and College Counseling Anne Richardson believes that there is a sense of pressure that comes from families and parents, saying “any parent wants their child to be successful.”

Grade 9 Dean Neil Basu believes that competition arises from students, parents and the overall school community. Basu described

thoughts on how conversations about students’ futures outside the High School have become omnipresent throughout the community. Basu argues the pressure students are placed under to complete their work and receive good grades can cause students to perform more poorly. Basu described a “box ticking” mentality where students’ focus is on making sure all the tasks are finished rather than learning the material presented.

Ultimately, Basu thinks this “box ticking” culture is derived from the unspoken judgements and feelings that come from each person, causing students to push themselves and others to do more, leading to a state of rivalry. Kay believes this rivalry is most commonly seen from students in Grades 9 and 10. Kay added that it is most often shown through private conversations students have with their friends, where they may talk negatively about other students’ achievements. Similarly, Kay said that students may share their test scores and other achievements because “they need to validate themselves.”

However, the test sharing culture at ASL is present in some grades more than others. Basu said that as students begin to approach their junior year, the conversation about test scores begins to decline. The reason that students don’t talk about grades or colleges is because they don’t want to give away any information that might benefit their peers and disadvantage themselves for the college process.

For some students, competition has had a positive impact.

Thalia Bonas (’20) feels that, “until a point, having a competitive streak at school is important.”

She believes there must be enough competition in order for students to be motivated, but not so much

that it discourages them from trying at all because they think they are not good enough.

Quinn Link (’20) finds others’ opinions influence him positively because ‘the general mindset of the school is academically oriented, so that pushes me to further my studies.”

Similarly, Basu thinks the internal competition in a single subject can area produce some “incredible” intellectual and learning environments. “The excellence of the student who delves in deep is higher here than in other schools,” he said.

“

There are ways other than tests for students to measure their values as a student, as a scholar, as a person [or] as a contributor.

Anne Richardson Director of Academic Advising and College Counseling Additionally, Richardson finds it exciting to be in a school where students actively seek opportunities to make connections in their learning by exploring different subjects.

“It’s also exciting to be in a school where faculty actively support that kind of learning,” she said.

Although competition has both positive and negative effects, Richardson wishes there would be less competition. “It’s my hope that ASL students develop a culture where it’s just not cool to talk about what you got on such and such a test,” she said. “Rather it’s way more cool to talk about something that you learned that day.”

November/December 2017

Stress on underclassmen

COLLEGE PROCESS BY THE NUMBERS

726/800 was the student average on L 2017 SAT Physics subject test.

20

More than designated AP courses are available in the High School.

49 different colleges have

enrolled students in the past four years.

Students scored at least a 3/5 in 92% of 2017 AP exams.

STATISTICS FROM ACADEMIC ADVISING AND COLLEGE COUNSELING

17

Emily Forgash | Staff Writer

ila Reznick (’21) has no doubt about which college she wants to go to. She finds Stanford appealing, not only because of its reputation, but also because it offers opportunities to pursue her interests. “They have a good science department and a really good equestrian team,” Reznick said.

Like Reznick, Darby Craig (’21) also knows where he wants to go to college. “I want to go to Northeastern or Boston College because they are both located in Boston which is my favorite city in the U.S,” he said.

The end goal for most students in high school is college, although they might not know precisely where they want to attend. “I knew I wanted to go [to Stanford] from when I was nine,” Reznick said.

She thinks that knowing where you want to go to school early can add to the academic stress underclassmen go through.

Likewise, Christopher von Daehne (’18) believes the colleges underclassmen aspire to attend frequently change due to different factors such as the location and classes it offers, so worrying about it is not helpful to the over-

all process. “When you go into high school, you look into more of the [colleges] you already know. I think as you go on you realize that it’s not necessarily the reputation of the place or the name of the place, but it’s more where it is, what’s around it and what kind of majors [it offers],” Von Daehne said.

On the other hand, Anna Heinrich (’20) believes that many underclassmen stress about college but they don’t know why they stress.

“They just think ‘college’ and that immediately triggers panic,” she said.

Although not worrying about college is easier said than done, College Counselor Nicole Thompson said stressing is definitely not the answer. “I think it’s OK for students to want to be prepared… but the worrying part concerns me, she said. “It’s not really productive.”

Science Teacher David Partridge has noticed the early stress in students, and feels strongly about the situation. “[Stressing about college] is part of a modern trend,” Partridge said. He believes that people worry a lot about the future, rather than focusing on the now.

“If you’re always worried about the next thing, the present will fly by, and you won’t get the chance to enjoy it.”

ASL offers many opportunities to pursue different fields of study, however Partridge believes that too much emphasis is placed on doing well rather than pursuing your individual academic interests.

He also thinks that it’s important to use the time to enjoy the High School experience, and to take part in all of the sports, classes and extracurricular activities available. “If you’re enjoying what you’re doing and trying your best, you’ll do well and college will take care of itself,” Partridge said.

To combat this stress, Director of College Counseling and Academic Advising Anne Richardson thinks it’s best if students advocate for themselves. She said that the college advising team is there to listen to students and to bring the stress level down, but students need to take charge of the process. “The way to deal with [stress about college] is to go and find somebody that has good answers and move from there.”

Standardized testing exposes inequality T

here is not a single positive word that comes to Henry Petrillo’s (’18) mind when he describes the SAT and ACT tests: “Corrupt, crooked, satanic, not a measure of academic ability, a measure of fiscal ability.”

When Petrillo returned home to Newtown, Connecticut after months of paid tutoring for the ACT in London, he was shocked to find that the average ACT score of his public school was a 21 out of a maximum score of 36. “I think at ASL, a private school, [the average ACT score] is 30, so that was a really clear indicator to me that it was a measure of fiscal ability over academic ability,” he said.

Petrillo strongly believes that the purpose of the tests was to create means for colleges to predict a student’s socioeconomic status.

“The tests aren’t aimed at really a specific skillset or specific area, it’s more aimed at measuring if you can afford a tutor, if you can afford practice tests and resources, so colleges can gage by your score your ability to pay their tuition fees,” he said.

College Counselor Ivan Hauck has noticed a trend between time

Maya Ariburnu | Staff Writer spent tutoring for the test and the results of SAT/ACT scores. He explained that in the past, there was a “relatively high” correlation between a student’s score and their college freshman grade point average (GPA), but now “that correlation has diminished.”

Similar to Petrillo, Hauck believes that the source of this change is likely due to financial reasons.

“One interesting piece of research is that there is a much higher correlation between the student’s affluence and resources that they have at their disposal and higher test scores,” Hauck said.

Hauck also noted the importance the role tutoring plays into a student’s test score. He explained that while there is free test preparation available, this requires extra structure organised by the student themself. Wealth comes into play when accessing the best possible strategies and resources.

Wealthier families are able to afford legitimate test preparation organizations which forces “students to carve out time into their schedule to study for the tests,” Hauck said. In contrast, the free test preparation organizations are unable

to do the same, as they are mostly online and thus unable to get as involved with the student.

Hauck’s belief that “carving out time” is important to the success of a student’s score stems from his opinion that the ACT/SAT tests are largely based on testing strategy rather than knowledge. “Students who tend to do well on these tests generally do spend a significant amount of time studying for the test and learning the testing strategies and understanding the timing of the tests,” he said.

Like Petrillo and Hauck, Claire O’Malia (’18) believes that the purpose of the tests have become rooted in the ability to afford tutoring and mastering testing strategy. “I don’t think that they are an accurate representation of the skills that you have in English, math and science,” she said.

“I think it’s about how much you know about the test strategies and essentially whether you have a tutor or not.”

O’Malia also recognizes the injustice families with a lower economic status face: “some people just don’t have the money to spend hundreds of dollars on a tutor, so

they are put at a disadvantage.”

Echoing O’Malia, Carlos Subramanian Vidal (’19) emphasizes that if all students received the same opportunities and resources, the scores would show a more accurate indication of their abilities. “You have to consider that with the same tutor, between [the rich and and poor kid], the poor kid might do better,” he said.

However, Subramanian Vidal also expressed how the tests do ultimately serve a purpose, despite the fact that they’re skewed

“I think [the tests] are about how much you know about the test strategies and essentially whether you have a tutor or not.”

Claire O’Malia (’18) in favor of a higher socioeconomic class. He explained that because the tests are standardized, they can more accurately compensate for the issue with grade point averages (GPAs) that arises in students’

application. With teachers and schools varying with each application, Subramanian Vidal believes that to solely rely on GPA is not sufficient, which is where standardized tests can become useful.

“You might get a B and I might get an A+, but with a B, you might actually know more,” he said.

Reinforcing Subramanian Vidal’s point, Hauck said, “colleges and universities would inevitably struggle with understanding how to evaluate, let’s say, a Spanish 4 grade here at ASL versus a Spanish 4 grade at a different school.”

However, Hauck has noticed the number of colleges that require ACT and SAT test scores slowly diminishing. “The schools that have gone to test-optional evaluations have not seen a significant change in the type or quality of application or in the success of the student,” he said.

Furthermore, Hauck adds that the tests are not vital in predicting “the potential success of a student,” and that “trained admissions people, if they look at a student’s application, whether they have test scores or not, can still fairly accurately evaluate the potential success of a student.”

18 features

The Standard TheStandard Standard The The Standard

“Students should respect other students and act with kindness. Language requires thoughtfulness and sensitivity. Crude language, obscenities, slurs of any sort, and turns of phrase that are likely to offend, are prohibited. ” Article 6, Code of Conduct

S

itting in the English 9 class, George Yardley (’21) read The Colonel by Carolyn Forche. The student reciting the poem was told by the teacher that they could say the expletive word written in the context of this poem. Awkward laughter followed, but Yardley believes people did not laugh because they felt uncomfortable, but because one could not usually swear in class.

The school has a strict policy against swearing or using derogatory language. According to the High School Code of Conduct, “Respect for people includes being aware of one’s words and actions, as well as how they may affect other members of the community.

Rude or obscene language...are not considered appropriate at ASL.”

Health Teacher Bambi Thompson thinks rules provide structure for students, and at school swearing can have different impacts on people. “In respect to everyone in the community we maintain a formality in how we speak,” she said.

However, Thompson acknowledges that in certain aspects of the curriculum, such as english classes, swearing is used and is integrated into students’ everyday lives. She thinks that the choice to swear in the classroom should be something that is conducive to the learning environment and helps bring students together. Thompson believes that if swearing is used in class “it is important the language being used makes everyone feel safe and not margianalized or uncomfortable.”

Emma Whitman (’21), believes using profanity in class “makes the environment more relaxed, or adds power to what the teacher is saying...

We had a teacher last year who used

Profanity in the classroom

Exploring the presence of swearing within the High School.

Imogen Weiss | Online Editor

to swear, and I think in a way it made her seem more human. It’s good when a teacher shows they’re more human and relaxed side because it allows you to have a more natural relationship with them.”

Kate Farrell (’18) echoes Whitman, and has noticed throughout her high school career a shift in the language she uses. “I know that when I was a freshman and a sophomore I swore a lot more than I do now. I thought I sounded more grown up, but now ...I’ve tried to actively stop swearing.

I think as you mature you realize you don’t need those words to dictate what you’re thinking. You can say what you want to say in a lot of other ways,” she said.

Thompson believes that teenagers in particular feel a need to swear because it can make one feel close to their peers. “Being a teenager, so much of the energy socially is about connecting with other people your age. You’re wired to reach out and connect to other teens, and language is one part of that,” she said.

However, Yardley thinks he is as close to his friends who oppose to

swearing as to those who do swear.

He believes that part of the reason teenagers swear is because students are constantly surrounded by it.

“Swearing is all over pop culture so it has become a norm in our everyday lives,” he said.

Yardley believes that teenagers have become more desensitized to the meaning of swear words because of their presence in pop culture. “I think older generations associate a lot of swear words with hatred and anger, but over time... the definition [of swear words] has evolved,” he said. “It has become more part of [everyday] language and less a word to separate and divide people.”

Whitman agrees that, if “people are surrounded by their friends, parents, role models who swear... If you say a word all the time, it just becomes another word.”

Similarly, English Teacher Miles Dunmore believes pop culture has a strong influence over younger generations, and rap music in particular has an impact over students at ASL. “I taught a poetry elective for several years and we ended with

Gaming the system

a paper where students selected a song that was important to them.

Over the course of the years, more and more [students] wrote about rap music [with explicit language in it], ” Dunmore said.

“

Swearing is all over pop culture so it has become a norm in our everyday lives George Yardley (’21) Thompson acknowledges the impact pop culture has over different generations and their language.

She believes “[students should} understand the message being conveyed and make a conscious decision of what you will and won’t be influenced by... As much as it’s [pop culture] influencing, we also have the power to be aware of it, and counter certain messages if they are not healthy or helpful.”

PHOTO FROM WIKIMEDIA COMMONS AND PIXABAY

An insight into why students intentionally skip testing days.

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efore a break, teachers join together to pack student’s schedules with assessments and deadlines. With exams and finals, stressed out students arrive at school and chip away at their block of exams, but there is always one student who happens to miss school on exam day. More than 75 percent of the 157 high school students who responded to a recent survey conducted by The Standard indicated that they know of a peer who has purposefully missed an exam, and 25 percent of the students admitted that they have intentionally missed an exam themselves.

Kenzie Wilkin (’18) thinks it’s obvious when a student is skipping and explains how “unless . . . [it’s] because of a sports commitment or an otherwise valid reason, [then] I think they abuse the system and make it unfair for those who do need to skip for a valid reason.”

Similarly, Caroline Bradford (’19) believes “If they don’t have a legitimate reason then I think it’s annoy-

Christina Leonard | Managing Editor: Online

ing because everyone else is there taking it even if they are not ready.”

“

If they don’t have a legitimate reason then I think it’s annoying because everyone else is there taking it even if they are not ready Philip Alexander (’18) Not only do classmates resent the peer’s attempt for a better grade, but they are frustrated by the practical side effects, such as not being able to receive and review their own exams in a timely manner after they have taken it. Some teachers will give out a grade but not hand back the exam when some students haven’t taken the exam yet. This situation can complicate

everyone else’s schedules as they wait for their classmates to sit the exam, as they cannot discuss the results with their teachers.

As some went so far as to strongly condemn the exam skippers as “cheaters,” most understood the possibility of needing to reschedule an occasional exam, though advocated doing so with the teacher’s prior approval. “They are only understanding if you give them a heads up, you can’t go right in and say ‘I can’t take it.’ As long as you’re both on the same page with your schedule and what you’re able to handle then it’s fine,” Wilkin said Having spent countless hours rehearsing for this year’s musical, Wilkin appreciates that her teachers were flexible and gave her the option to move her exams around during extremely busy and hectic times. However, she believes that this flexibility should be reserved “for students who have a lot going on,” and should not be considered a regular option for students.

Math teacher Tony Bracht emphasizes the importance of good student-teacher communication prior to exam day. While he knows that some students skip to gain an advantage and worries whether students are using the time to gain inside information about the exam, he sees poor time management to be a bigger cause of test skipping. “I like to address the underlying issues of stress, time management and communication. I think that when I see a pattern with students then I get concerned,” Bracht said.

Philip Alexander (’18) empathizes with his peers who are dealing with the stress that comes before taking an exam but disapproves of skipping. To him, these students “feel there is a lot of pressure to do well, so even if it means lessening their academic integrity, they’d rather buy themselves that time [by skipping].”

Furthermore, Alexander doesn’t understand why his peers

should be accommodated, especially when it’s clear that a student skips to receive a higher grade. He believes that giving them that advantage demeans his hard work.

Bracht also understands that the ASL environment encourages “the students to overcommit oftentimes and [take] really difficult classes,” which logically leads to stressed-out students, so he likes “to give students the benefit of the doubt and work with them rather than against them.”

When he sees a pattern, however, where one student misses several exams, he gets concerned that the problem is more than just stress, but also time management.

Wilkin agrees with Bracht, believing that skipping an assessment is “less of an option to give yourself more time, and more of an example [of ] when time goes unmanaged.” In the long-run, both Bracht and Wilkin believe that the time management issue will hurt the students.

features 19

November/December 2017

From left: Independent study students Helen Craig (’18), Charlie Victor (’18), Marianne de Ridder (’18) and Malcolm Tisdale (’18).

PHOTOS BY OLIVIA ABRAMS AND MICHAELA TOWFIGHI

Investigating science independent studies New course grants students the opportunity to pursue their scientific interests.

Alexandra Gers | Lead Features Editor

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alking along the river Thames, Helen Craig (’18) was shocked by the volume of trash floating down the river. This incident inspired Craig, along with Kate Farrell (’18), to work on an independent study, which would aim to edit the DNA structure of the E.Coli bacteria.

They hope that it could become bioremediating, a term used frequently to describe microorganisms which clean pollution.

Farrell and Craig plan to use Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR), a gene editing software, to access the DNA of a currently bioremediating organism and implement it into the DNA of E.Coli. “[CRISPR is] the future of gene editing,” Craig said. “We can edit out diseases in the human population– Type 1 diabetes or Huntington's disease could not exist. We could basically evolve, but faster.”

Craig is one of 13 students taking part in a science Independent Study elective. Although students have carried out independent studies individually before, this is the first year that a specific class has been offered.

Current seniors who were enrolled in and exhibited strong passion for AP science classes in their junior year

were invited by the science department last spring to take part in the program. The class, however, was open to all seniors to participate.

Faculty adviser to the independent studies and Science Department Head Andrew Ringham believes the creation of the class allows students with a strong interest in a certain field of science to further their passion.

“We really wanted there to be an opportunity for those kind of students to be able to do some curiosity-driven independent work in a discipline that they had already developed specialization in,” Ringham said. “This is the first time where we will have a cohort of students going through this whole process of developing a unique scientific work from beginning to end.”

Akin to Craig, Malcolm Tisdale (’18) was inspired by a summer research experience at the Jet Propulsion Laboratory (JPL) at the California Institute of Technology to finalize his enrolment in the course. During this period, Tisdale noticed the current landing gear of the Mars helicopter limits the surfaces in which the machine can land. This inspired him to focus his research on the discovery of a more effective form of landing gear. “[My idea] would allow

Isabelle Lhuilier | News Editor

[these machines] to land on slopes of varying angles of surfaces, whereas any kind of drones that take off vertically all have to be on some kind of flat surface,” he said.

Using the resources in the Make Innovate Learn Lab (MILL), Tisdale will construct a prototype of this landing gear. He also plans to create sensors which collect data as the objects are dropped onto a variety of surfaces. Tisdale has currently completed most of the background research for the project and aims to have his experiment procedure finalized and ready to test soon. During the second semester he will focus on collecting data as well as working to improve his design.

Although he has an idea, Tisdale is unsure if he will be able to build and complete a model of the landing gear and may instead focus on constructing and testing a specific part.

“To go from ‘here is an idea’, then to build a prototype that would work and to get scientific data in between to try and operate it and make it better is a pretty hard problem,” he said.

Tisdale is not the exception; Many of the students partaking in the independent study elective are unsure if their projects will have the desired

outcome. Ringham believes that the ultimate goal of the project is not if their project is successful, but rather how much effort students put into the course.

Ringham also believes that the independent study course differs immensely from the typical science class as it is primarily focused on the student's own experimentation and research. “In a science class there are specific bits of knowledge I want you to walk away with that are fundamental to how the world works,” he said. “This class fundamentally doesn't have that, there is no set of things that I need these students to learn by the time they are done with this course. What they will have learned will be wildly different from student to student.”

Similar to Craig, Rohan Prasad (’18) is also focusing on biology for his independent study, however he is concentrating on disease control and prevention. Combining two of his main interests, math and biology, Prasad is working to analyze and map the spread of certain diseases in developing regions. “You can see how fast it spreads and what factors influence that spread,” he said. “Using these models [of diseases] you

can see if [changing certain factors] in the area will increase the disease spread or reduce it.”

Prasad encourages students to take part in the Independent Study program, as long as they have a strong interest in the topic they are studying. “It really is an independent study and we are really the drivers of the course,” Prasad said. “If we are not interested and passionate about the topic then we are not going to get anything out of it.”

Prasad notices how many courses at ASL do not emphasize the real world relevance of the material taught in class. “All of these things have awesome applications but they are not part of the syllabus and there's no use for a teacher to spend time in [a typical class] covering those,” he said.

However, his independent study has allowed him to see how the material he learned in his math and science classes can be applied to his research. “[The material] actually has applications in the real world scenarios,” Prasad said. “Especially since something like disease affects people so strongly it’s cool how these models are actually useful.”

CULTURE

The Standard standard.asl.org

Effie Ogino (’19) profile Whitewashing

Beyond the classroom

Looking into different academic trips that students have taken in London and how they play a role into student learning inside and outside the classroom.

Quinn Whitman | Culture Editor

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s a current senior about to enter his final semester, Murad Jah (’18) thinks | April 2017 what he will take away most from his years in London is “the idea of how many different cultures interact with each other,” he said. “London is always buzzing, it is always alive with culture.”

One way Jah likes to interact with the cultures of London is through field trips for his AP Environmental Science and Dramatic Literature and Performance classes.

“We saw a play recently called The Firm and it was a look into what English culture is like,” he said. “I think that helps people at ASL who are in a very small community to understand what the world around them is like more.”

Similarly, Riley Steege (’19), who is also enrolled in Dramatic Literature and Performance as well as the Ecology class, has felt that field trips she has taken in both classes have helped her gain a wider perspective on her classes and city, despite the drastic differences in the course material. “[London] is such a diverse community. Plays and sustainable energy do not really go hand-inhand, but in London, they are right next to each other,” she said.

One of the most impactful experiences of Steege’s Ecology class was her chance to meet with environmental charities on a field trip to Amnesty International. “We talked to Guardians of the Forest which helps indigenous people affected by deforestation when the government tries to take their land and resources,” she said. “When I talked to Guardians of the Forest, it was their whole life – saving their homeland. It was so much more beneficial than watching a video saying, ‘we’re fighting for our lives’.”

Englisgh Teacher Stephan Potchatek who teaches the Dramatic Literature and Performance class, believes that the use of London as an extended classroom contributes to a multidimensional atmosphere for his classes. “I find that the classes typically

are different. The [classes that utilize Lon- is doing and moving forward with sustaindon] out of the classroom feels different to ability, what better place is there than beme than just being in the classroom, it is ing in a city where you have universities nearby that are doing research on some of really kind of extraordinary,” he said.

Chloe Chace (’20) thinks that her experi- these topics?”

Wilson believes that the trip she ence at the Museum of London for her leads to a water treatment faWorld Civilizations II class cility in North London allowed her to better unhelped to emphasize derstand the life and the concepts in culture of Britthe course. “It ain throughout makes what the industrial we learned in era. “It was class on that really helpreal. They ful to go see the treto the mumendous seum and amount connect of waste the dots water that between comes in what we from North [had] seen in London and is the museum Riley Steege (’19) treated in the with what we facility,” she said. learned in class,” “It makes learnshe said. ing something more Chace believes memorable and they that the easy access to can connect a topic of the attractions of Lontheir learning to somedon is unparalleled for a thing that they did outside school like ASL. “I feel really of class – it is just more interfortunate to be able to live and esting than sitting in the classgo to a school where these placroom.” es are so accessible to me and if In addition to the learning that I wanted to take my learning furis furthered from being outside ther I could go to a museum on the the classroom, Potchatek believes weekend,” she said. that field trips help foster relationAP Environmental Science Teachships between teachers and students er Marisa Wilson believes that London on a greater level. “It goes for all sorts offers a backdrop for sustainability of shared opportunities to be together, projects and research. “If I was teachstudents and teachers, that are ineviing in a suburban area, it [would take] tably improving the quality of relationa while to get to the places [I] want to ships within the school,” he said. go.” she said. “For a course like [AP] EnHowever, Chace believes that there can vironmental Science it would be great to be closer to the woods or an aquatic area, be planning constraints that can potentialbut in terms of looking at what the world ly discourage the experience of utilizing lo-

“We can just walk outside and we are immersed in this amazing culture and it would be kind of silly if we sat in class and looked at it all day”

cations in London for academic purposes.

Chace said that while she enjoys leaving the classroom, it can be difficult and at times tiring to set aside lesson time to travel to and from locations out of school.

Potchatek agrees that it can be difficult to coordinate trips as a result of organizational rules to ensure the safety of students off campus. “We live in an age of health and safety and the bureaucratic hoops that one has to go through to leave St. John’s Wood is breathtaking,” he said. “It stifle the urge to get out of the building.”

Nevertheless, Potchatek believes that ASL should take advantage of programs that are offered by museums and galleries to bring student learning further. “Every single major museum and a number of major galleries have educational departments that are set up that provide opportunities for students to come and use the facilities and be creative in their responses to the exhibitions,” he said. He believes that for his class, students “could be working with the directors, we could be engaging with the theater itself.”

Potchatek believes that extending student learning should delve deeper than just a simple field trip. “London as a classroom is more than just a glorified tick list of ‘I have been to the theater, I have seen these major works of art,’ it is more about encountering the vital life place of the people who are doing contemporary work and why they are making the things they are making,” he said.

Steege urges everyone to use London, regardless of what they are studying. “There are schools that come from all over the U.K. to do trips in London. We are lucky enough that we do not have to do that,” she said. “We can just walk outside and we are immersed in this amazing culture and it would be kind of silly if we just sat in class and looked at it all day. Don’t just sit in class and research music – go to Abbey Road and see it.”

MAP FROM WIKIMEDIA COMMONS

November/December 2017

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or as long as she can remember, Effie Ogino (’19) has always loved film and has aspired to direct. As a child her parents introduced her to classical films. “As kid I did not watch Disney Channel, instead I watched films like Roman Holiday and Cinema Paradiso,” Ogino said.

Her interest has led her to a greater appreciation of the film industry and an aspiration to be a part of it.

Ogino now actively participates in every film opportunity available to her. Living in London, she has had the chance to join an agency, PARTS, which has provided her with different acting jobs. In October, Ogino had an opportunity where she was featured in a short concert scene in the upcoming movie The Bohemian Rhapsody, a film about the band, Queen.

Even though Ogino was given a minor role, she appreciated the opportunity to experience the atmosphere of a Hollywood production. “I didn’t know how long it takes and how there’s so many shots to do,” she said. “Everyone was running around to just do [a] ten second scene.”

Two years ago, Ogino was the first Grade 9 student to have taken part in the ASL film festival, directing the film It’s Only Us in the End. She appreciates the lessons she learned from the process such as interpreting the script and using camera angles to her advantage, but she is not fully satisfied with the film.

Ogino said that since the film festival, she has had more opportunities to improve on her skills such as taking the Digital Video Editing elective. Ogino feels that if she were to redo the project it would be more successful as she has gained a deeper understanding of how to apply her artistic ideas and showcase her work in the way she envisions it. “I finally understand how to make [films] artistic,” she said.

Ogino wants to tie in social justice in her films in order to honor her background and heritage. Considering her interest in social Ogino’s parents were “shocked” when she first explained to them that she wanted to pursue the film industry professionally because they expected her to have a career as a lawyer or human rights activist. “As a colored female, the entertainment industry is such a difficult world to get into because it’s [dominated by] white males. I want to open up the world for other people like me in the future so I feel like I need to stand up against that,” she said.

Ultimately Ogino’s goal is to create a portfolio for college, as she wants to major in cinema studies. She is planning on attending a university with a variety of film programs available so she can continue to cultivate her passion. “I would love to be a cinematographer, I could be a producer [or] editor. Any kind of job related to the actual production I would love to do,” she said.

Review: Saatchi’s Inside Pussy Riot Sophie Ashley | Opinions Editor

PHOTOS BY SOPHIE ASHLEY

In the spotlight: Effie Ogino (’19)

culture 21

Phaedra Letrou | Culture Editor

Effie Ogino (’19) (left) beside co-director Katya Smith (’19) for the student-led production of The Effect of Gamma Rays on Man in the Moon Marigolds on April 6.

PHOTO COURTESY OF EFFIE OGINO

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nside Pussy Riot at the Saatchi Gallery is a combination gallery and interactive show that follows the 11 rotating members of theW Russian feminist punk rock group, Pussy Riot.

The group is infamous for their satirical resistance against Russian President Vladimir Putin and the Russian Government.

The gallery installation is small but powerful. Music videos and clips from the group’s performances play simultaneously. The conflicting sounds blast through different speakers in a way that seems unpurposeful and is slightly off-putting.

In the center of the room, surrounded by riot posters and vividly colored balaclavas, is the highlight of the installation: a smaller, bright pink room made to imitate the church that members of the group were arrested in for a performance in February 2012.

A video of the performance plays on one of the painted walls. The windows are strung with dolls wearing colored balaclavas hanging on chains, making the room seem like a cage from the inside. A painting inside of the “church” depicts a member of Pussy Riot as the Virgin Mary, capitalizing on the satirical nature with which the group protests against the church in Russia.

In addition to their small gallery feature on the band, the main attraction is an interactive show lead by the theater group Les Enfants Terribles. According to the Saatchi website, audience members are meant to stand in the church “as Pussy Riot and live the realities of imprisonment” during the show. It is meant to mimic the experiences of two Pussy Riot members during their imprisonment in one of Russia’s corrective labor colonies.

Despite positive aspects, if education was truly Saatchi’s goal, they came nowhere close to achieving it.

On entrance, I am told to choose something to fight for as I pull a pastel blue balaclava over my face. My hands are quickly tied behind my back by some makeshift handcuffs and I, along with the other audience members, am slowly shepherded from room to room. Our “prison guards” bark orders at us as we’re made to do impossible tasks like sew with push pins.

Perhaps it was because of my affinity for subtlety, or the lack of fresh air under my balaclava, but I almost immediately felt antsy and awkward. I’m not hugely into interactive performances, but this one gave me more than my usual amount of second-hand embarrassment.

I also felt a safety that was undoubtedly absent for the members of Pussy Riot when they went through it, making me feel less like an imprisoned revolutionary and more like a little girl playing dress up. I was less inspired and slightly hopeful that the show would end.

My experience was not completely negative. Many aspects were ironic and satirical in a way I felt it was quite close to genius. I laughed out loud at various aspects and, at times, thoroughly enjoyed myself. I developed a solid appreciation for the gallery as I was led through various brightly-painted rooms that made up one of the only truly amazing aspect of this experience: the sets. Each over the top, Candy Land rendition of grey Russia was beautifully created, every detail planned out.

However, each articulately painted room was overshadowed by the show it housed, just as the comedy overshadowed the true story.

If you’re interested in brief entertainment or an introduction to Pussy Riot’s story, the gallery is located in the Duke of York Square and is open until December 24. But in all matters of understanding about Russia, Inside Pussy Riot misses the mark.

22 culture

TheStandard Standard The

Red Rooster: A taste of Harlem A new addition to Shoreditch, the Red Rooster restaurant serves a mix of East London and authentic Harlem style food.

Lily Whitman | Staff Writer

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alking into the Red Rooster restaurant in Shoreditch, I was overwhelmed by different stylish prints and an interesting blend of eclectic decorations.

The chic and comfortable red plaid chairs paired with blue velvet booth seating had an elevated feel to a classic barbecue eatery, and a spectacular ambiance for diners to enjoy. It truly felt like I was surrounded by an array of different cultures.

Red Rooster, opened by Marcus Samuelsson in May, is a seamless blend of Harlem and East London cultures. A quirky and fun atmosphere is balanced with soulful dishes and a southern barbecue feel. This restaurant was based on the Red Rooster Harlem, which opened in October 2010.

Red Rooster London also hosts a weekly gospel brunch which was created because of the success the restaurant’s gospel brunches have had in Harlem.

With soul-food dating back to 17th century Harlem, the cuisine has become a staple of the New York City culture as well as other places in the South of the U.S. Over the following decades, these previously unwanted cuts became highly sought after. Its popularity peaked in the 1960’s and has since become a key part of the fabric of the Southern and New York cultures. Since its arrival in London earlier this year, Red Rooster has provided this cultural aspect of history and a great sense of Harlem and Southern customs.

glass panel embellished with faux Louis Vuitton symbols surrounding the seating area. This refreshing dynamic combined with the live music made it a phenomenal dining experience.

The service was quick, the waiters were attentive and welcoming and gave great recommendations with regards to their favorite meals and most popular menu items. The food was perfectly cooked and reminiscent of Harlem.

By far, the best drink on the menu was the “Rooster Juice,” a blend of sweet tea, jerk sauce and lemon: a spicy sweet combination and pleasant start to the meal. It was a surprising combination, and at first seemed strange to me as I’d never

and onions. Additionally, the decadent and rich Baked Alaska was a chocolate lover’s dream. It is a thin layer of chocolate brownie, topped with dark chocolate icecream and baked Swiss meringue.

A modern take on a Baked Alaska that was delightfully rich, even for someone who isn’t too keen on dark chocolate.

I would recommend sharing a couple of dishes family style with friends, as it is difficult to choose just one of the incredible options offered here.

The only issue I faced was being seated adjacent to the House Gospel Choir. Although it was a fantastic performance by the choir, it wasn’t ideal for conversation.

This wasn’t a big problem, but be wary when being seated as the dining experience was different because of the noise. Incredible music created a lively atmosphere including crowd interaction, which ranged from upbeat gospel to classic hits to beat boxing.

Overall, the Red Rooster was a fantastic mix of culture, food and music. The p r i c e was reasonable for sharing or feasting on the “Yard Bird” with your family. It is a perfect place to hang out for a nice lunch, dinner or just for a fun evening out as the trendy atmosphere provides a space for great

THE RED ROOSTER IS A SEAMLESS BLEND OF HARLEM AND EAST LONDON CULTURES The restaurant is located in a small boutique hotel called the Curtain, close to the Old Street tube station. Red Rooster is large, having a private dining area downstairs, a stage for performers and different styles of live music every day. A fresh atmosphere was created through the mismatched patterns added to the cool feel of the restaurant.

The trendy black and white wallpaper is decorated with an interesting arch print surrounded in a

seen a combination of jerk sauce in any drink.

Red Rooster’s famous “Yard Bird” was layered with yams, collard greens, green beans and perfectly crisp chicken. It definitely lived up to the hype as one of the most popular dishes on the menu and is a must-order.

Another excellent dish was the “Sammy’s Chicken ‘n’ Waffles,” which included two small waffles with a slightly spicy fried chicken paired with pickled cucumber

photos with friends. It brought a little piece of Harlem to London and is a unique place to be.

To read more about food options in Shoreditch, read Staff Writers Estee Jorgensen and Lena Levey’s piece on standard.asl.org

The eclectic decorations of the Restaurant and the famous “Yard Bird” dish. The restaurants decorations are reminiscent of Harlem.

PHOTOS BY LILY WHITMAN

Address: 45 Curtain Road London, EC2A 3PT Hours: Monday-Friday, 12 pm-3 pm Monday and Tuesday, 5 pm - 12 am Wednesday, 5 pm - 1 am Thursday - Saturday, 5 pm - 2 am Sunday, 11 am - 5 pm Website: https://thecurtain.com/redrooster

culture 23

November/December 2017

The production of sexism

Examining the allegations against powerful men in Hollywood, the prominent sexist culture and future of the film industry.

Sophie Ashley | Opinions Editor

Martha Duff | Features Editor

Phaedra Letrou | Culture Editor

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ally assaulted was very shocking,” UE EGB Learner said. Although this surW I BY prised Learner, what struck him GA most “was the people that BY N backed [Weinstein].”

Although Weinstein’s acts were inexcusable, Learner believes that the case “is also affecting [the movie industry] positively because people are more comfortable coming out with [accusations],” Learner said.

Contrasting Learner, the more surprising aspect of the allegations for Lorna Doherty (’18) was that the women had felt safe reporting them. “For years... it has been a man’s job to be a director and a producer and a screenwriter and an actor even... In Hollywood, you rely so much on the people in charge in order to make a living,” she said.

Yet, despite efforts in improv“It would be hard for a girl to come forward and say this person ing the current situation, men in power did something to me,” still dominate the industry. In a recent report by Hollywood ReDoherty said.

To Mazzenga, Weinstein “has porter, 93 percent of all directors become symbolic of greater cul- who worked on the top 250 films tural sociological issues that we’re of 2016 were male.

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arvey Weinstein. A name at the forefront of Hollywood since the establishment of Miramax Films in 1979. Having produced Oscar winning and nominated films such as Pulp Fiction, Shakespeare in Love and recently The King’s Speech, Weinstein has been known for discovering new talent within actors and directors, through his infamous dominating and intimidating manner.

However, Weinstein also has been followed by rumors of sexual assault since the 1970s. Since early October this year, many women have come forward with allegations against Weinstein of sexual harassment and assault.

Following the numerous accusations, Weinstein was expelled by the Oscar board and fired from the Weinstein Company. However, such allegations aren’t only limited to Weinstein; dozens of men and women have come out accusing high profile members of Hollywood such as Charlie Sheen, Kevin Spacey and Louis C.K. of sexual assault and statutory rape.

Lit. and Film teacher Mark Mazzenga believes that the Harvey Weinstein case not only showcases the underlying issues of sexual abuse and assault in Hollywood, but also “highlights the power dynamics.” He explained that due to this sexist culture in Hollywood, males are able to dominate positions of leadership such as directors and executive producers. “Harvey Weinstein could do what he did... because of [the] influence, money and power

directed films such as Mission: Impossible - Rogue Nation and The Way of the Gun believes that there have been attempts to change this derogatory and sexist behaviour.

“There are a lot of very body positive actresses and influencers who are trying to change the standard that’s set for women, but I don’t know how effective it is just yet,” McQuarrie said.

H o w e v e r, McQuarrie explained how following the Harvey Weinstein allegations, a ripple effect occurred in Hollywood, and “[opened] the door for women to ask for the rights we deserve.”

Matthew Clement (’18), who has directed several short films, argues that although there is still a long way to go, people should acknowledge that the female role in Hollywood has gained more respect in recent years. “Back in the 80’s there was this movie called Weird Science where these teenage kids just made their own girlfriend on a computer and it was a complete, no brain sex symbol. It was probably the most sexist thing I’ve ever

class, released in 1954 and directed by Alfred Hitchcock as an example of previous sexist culture.

As the protagonist looks out the window, one of the first women he sees he “nicknames ‘Ms. Torso’ because she is busty.” Mazzenga continues to explain that the man is her neighbour and is watching the woman, who is a ballet dancer, dance in her bra and underwear. Mazzenga explains how “it seems innocuous” and that his behaviour can be attributed to “just another hot-blooded male.”

Mazzenga further explained that this behaviour is deemed as normal and that if a woman were to be changing in a window, a man would naturally watch. “Is that normal behaviour to watch this woman when she’s vulnerable?

He calls her ‘Ms. Torso,’ he really objectifies her,” Mazzenga said.

He continued to explain that the movie exemplifies the sexist culture in Hollywood.

McQuarrie believes that the recent accusations “bring to light a darker side of Hollywood that a lot of people in our community wouldn’t necessarily know about.” She explains how “many children, even when they are little, dream about being a big movie star in Hollywood, and [thinks] that this definitely changes that for some people.”

However, she concluded that the more allegations that arise show girls “that [they] shouldn’t be afraid to come [forward] if something has ever happened to [them].”

IT WOULD BE HARD FOR A GIRL TO COME FORWARD AND SAY THIS PERSON IN POWER DID SOMETHING TO ME. LORNA DOHERTY (’18) [that] he wielded in this industry,” Mazzenga said.

Having watched many of Weinstein’s movies, when Jack Learner (’18), who is planning to pursue film studies, first heard about the allegations, he describes his reaction as one of surprise. “The amount of people that came out and said that they had been sexu-

not just faced with now, but have been faced with for centuries.”

While a sexist culture is still a prominent issue in Hollywood, Mazzenga believes that the status quo is shifting as new opportunities arise for women. “Things are changing now, women are getting more powerful, more substantive roles,” Mazzenga said.

Doherty speaks of her personal experience, upon performing in multiple plays and movies. She explains how she has never “worked on a single project where a woman was a director or producer. It’s always been men. Women are always the casting agents or the assistants,” she said.

Gigi McQuarrie (’19), whose father Christopher McQuarrie has

seen. That would never happen today,” Clement said. “On screen things have gotten so much better… it’s come a long way so it was really disappointing to see all of this come out about Harvey Weinstein.”

Similarly, Mazzenga points to the movie Rear Window, which he teaches in his Lit. and Film

The shark from Jaws, arguably one of the most famous Hollywood symbols, represents the toxic sexist culture present in Hollywood.

For decades women in the film industry have been controlled and silenced by powerful men. The industry is beginning to change.

24 culture commentary

Whitewashing in the media Ananya Prakash | Managing Editor: Print

TheStandard Standard The

Scarl

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The struggle to find representation in an industry that continues to erase and tokenize minority groups.

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uch like every other child, when I was 6, my world revolved around the television. I remember waking up before my parents on the weekends and switching on the television, turning the volume low as to not receive another round of “Ananya, you’re rotting your brain.”

I distinctly recall the television lighting up my face in the dark as I sat wishing I could change myself to look like the children on screen.

Every Halloween growing up, all my friends would convince me to dress up as Princess Jasmine — who wasn’t even South Asian — as she seemed to be the only Disney princess who looked remotely like me. Even now, despite the progression the television and film industry has made, I still struggle to relate to characters on the screen.

A report by the Media, Diversity and Social Change Initiative (MDSC) reveals that of the top 100 movies of 2016, 31.4 percent of the speaking characters were women.

Of those, only six percent were Asian or Asian American.

Along with this systemic issue of underrepresentation, there is also clear misrepresentation of minority groups. It seems that most of the time, characters who do not fit the dominant group (generally consisting of straight, white males) are tokenized: A symbolic gesture to include characters from minority groups to give the appearance of a diverse cast.

This can be seen not only in television, but also in film, where characters from underrepresented groups never play the protagonists or love interests, but instead are typecast as the sidekicks, the quirky ones, the antagonists or

the characters that are fetishized for their race. For example, popular characters like Mr. Chow from The Hangover and Lily from Pitch Perfect are quirky Asian characters that are intended solely for comic relief.

This issue of tokenism and inaccurate representation perpetuates even more harmful stereotypes. It creates this impression that characters that don’t fit the dominant group can never fully be like everyone else, a belief that is also internalized by many, including myself growing up.

In the rare instance Asian characters are seen on television, they are also often portrayed as the “nerdy” friend with the good grades. This might seem to be “positive” representation at first, but it further solidifies the myth of the model minority: A racial/ethnic group that is perceived to achieve a higher degree of economic success. There are multiple negative connotations of this model minority myth that detrimentally impact not only Asian-Americans by discounting their hard work and generalizing them, but also other racial groups by method of comparison.

The misrepresentation of minority groups in the media also comes from whitewashing: The act of casting white actors into roles written for people of color.

There are many recent incidents of this occurring, including Scarlett Johansson in Ghost in the Shell, Tilda Swinton in Doctor Strange and Jake Gyllenhaal in Prince of Persia: The Sands of Time, where roles originally written for people of color were cast to white people.

In doing this, not only are rare acting opportunities being taken away from minority groups, but many people, especially children, are unable to find role models that look like them. By not seeing people like me on the screen growing up, it took me a long time to un-

derstand that I was just as worthy as any of those people I saw, and I was just as capable of succeeding.

Studies from the University of California, Los Angeles also show that casting a diverse group of actors increases the success of the film as it attracts more viewers, especially foreigners living abroad and people from minority groups.

This emphasizes how mutually beneficial it is for both producers and viewers if actors from underrepresented groups are cast in roles that don’t simply tokenize or stereotype them.

Earlier this year, white British actor Ed Skrein was cast into a supporting role in the film series Hellboy. The character was explicitly depicted as Japanese American in the original Hellboy comics. Once Skrein was aware that the character he was cast to play was of Asian heritage, he made the decision to leave the movie. The producers are now looking to cast an actor that more accurately fits the character. This is one of the rare instances in which a white actor has left a role directly intended for people of color.

As exemplified by Skrein’s actions, white actors have to be more aware of the positions they are taking and the role they play in perpetuating stereotypes. It is necessary for actors, as well as producers and directors, to take the initiative to first cast more people of color, and second represent them in an accurate way that is not shadowed by harmful misconceptions and stereotypes.

As media consumers, we need to recognize the biases of the media and its portrayal of minority groups. We must also be aware of how our own perceptions are altered by what we see on screen, and make a conscious decision to understand our prejudices.

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IMAGES FROM IMDB.COM

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November/December 2017

Rowers head to the Charles Four rowers who travelled to the Head of the Charles Regatta in Boston discuss their experience with the race and their high school crew experience.

Michaela Towfighi | Editor-in-Chief: Print

from page 28

However, after several days of practice ahead of the race in Boston, Kunstler felt he and Mannhardt were ready to take on the course in their double. The duo placed 21st in the Men’s Youth Doubles race, competing against 47 other boats.

For Lambden and Wilkin, it was individual races. Lambden placed 17th out of 25 in the Women’s Youth Singles category, and in the Men’s Youth Singles category, Wilkin finished 24th out of 31 boats.

In preparation, Wilkin recognized the magnitude of the regatta and the opportunity at hand. “It was an opportunity I knew to prepare for and in doing that I became more and more motivated to and work on my rowing skills,” he said.

“Being in the Head of the Charles was at first a little overwhelming when I was actually racing, but after the race and when you are walking around between practices, you get to see how much of a bigger thing it is and how it really brings all these people together.”

The exposure to various teams, and rowers of high caliber, was another motivating factor for Kuen-

stler. “It was really incredible to be right there with people who are so accomplished in the sport,” he said.

“I came away from it feeling pretty motivated and inspired because we were racing with and surrounded by all these people who were so dedicated and had gotten so far.”

Yet it was particularly powerful for the four given that they just started rowing in high school while other competitors were more experienced.

When Mannhardt moved to London during his sophomore year, he thought a new city would be the place to try a new sport. “I was playing soccer before that and I played basically my entire life. I think just being in the mindset of being in a new city, moving to a new school, everything is new. I wanted to try something new for sports as well, so I started doing crew,” he said.

Similarly to Manhardt, Kuenstler joined crew when he entered high school as it was a new sport and opportunity. “There is something unique about rowing which is that most people who started rowing have started it at a high school level,” Kuenstler said. “Eve-

ryone is kind of starting from nothing and building on that together.”

For Lambden, crew provides a steady balance of physical and social benefits in team bonding. “I think one of the main benefits is you get really close to everyone on the team because you are spending eight practices a week with them,” she said. “It is something that is really enjoyable to do and I stuck with it because it is something you are building on and quitting would be a waste of the work I have already done.”

The rowers have translated their motivation from Head of the Charles back to the crew team, and now have high expectations for the season ahead. At the conclusion of last year, Mannhardt and Kunestler, along with Josey Troyer (’17) and Tyler Skow (’17) raced at the Henley Royal Regatta. This year, it is not only a goal to return to the regatta, but to have a women’s quad qualify as well. “We have a lot of people who are at a really high level this year, so I am really looking forward to seeing how far the season goes and where we can take ourselves,” Kunstler said.

Nick Mannhardt (’18) and Nick Kuenstler (’18) discuss their final talking points with their coach Stuart Heap before rowing to the start line for their doubles race. They went through extra measures to prepare for the warm weather in Boston; conditions that they were not used to. PHOTO BY HELMUT MANHARDT

practices. It wasn’t something that you could predict and know in advance,” Farmer said.

Farmer hopes the rule will ease academic stress for athletes, as well as helping to catch up on sleep. “It’s OK for students to go home at 3:30 in the afternoon and get some homework done, take a break and relax,” he said.

Former JJV soccer player and current JV basketball player, Kyle Yu (’21) already has noticed the ac-

pact the decision has had on him socially. “I have had a lot more opportunities to connect with new people, because not everyone has to go off to sports,” Yu said.

Similarly to Yu, varsity girls soccer player Cassidy May (’21) feels that when she is playing a sport, any free time she has becomes constrained. For her, having the extra time on Thursday afternoon means she “can catch up on a lot of work, and also have the opportunity to do other activities.”

This year, there has been a spike in the demand for activities after school on Thursdays, such as the debate club, which has more than doubled in numbers, Model United Nations and Community Partnerships. “The numbers of people signing up for Community Partnerships have been higher this year than in the past few years,” Director of Community Service Brandon Block said. “The programs on Thursday have filled up the fastest and have had the longest waiting list.”

In the past, Block felt like sports prevented athletes from participating in community partnerships.“I have heard many times over the years students say to me, ‘I would love to do a community partnership. I wish I could, but it’s impossible for me to do because I’m a three-season athlete’,” he said. “In the past I haven’t been able to say much to them. Now I have something I can say, which is I have programs on Thursday.”

Although rower Miranda Mix (’18) was originally unhappy about the decision, through time it proved to be a positive change for her. “At first I was sad because I really enjoy Thursday practices. I feel every day of practice matters and I thought I wouldn’t be in shape,” Mix said.

“But [change] has been really beneficial because I can always count on Thursdays for being a day where I can do all my homework or spend time in my other commitments like Yearbook or Jambalaya.”

But not all students are feeling the positive impact that the change

No sports on Thursday produces positive effects

ELI NILSON

STAFF WRITER

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s opposed to an unstructured schedule of practice in previous years, the administration along with Athletic Director John Farmer changed the rules in order to organize each athlete’s schedule. This year, a new rule has been implemented that no sports team is permitted to practice on Thursdays after school.

The rule allows students to engage in other activities besides their commitment to sports. “We are looking to give students a break, give students a chance to breathe, give students a chance to do other things and to not feel that if they signed up for a sport that there was no other chance to do [extracurricular activities],” Farmer said.

In the past teams rarely practiced every day but the day was never specified in advance. “The key [with the rule] is predictability. A lot of teams would take a day off after a game or after a few

“I have had a lot of more opportunities to connect with new people because not everyone has to go off to sports.”

Kyle Yu (‘21)

ademic relief that the new rule has given him. “It gives me a chance to divide up my work, and then I’m not so stressed,” he said. “I think that is really important.”

Along with benefiting Yu academically, he has noticed the im-

has had on others. Ally Larson (’19) who did not participate in the fall season, feels that Thursdays becoming sports free creates more time for students which can lead to poor and inefficient time management. “When you don’t have sports you have more time in the afternoons, which might seem good, but I feel like people might procrastinate more,” Larson said.

“When you have sports it forces you to be disciplined, and then taking away the Thursdays, takes away the discipline.”

Farmer, however, has high hopes for this rule and is interested to see how it plays out for the rest of the year. “I’m a big believer in giving kids chances to do stuff, but I’m also a big believer in wanting them to be at practice and committed to their sport. I realize those things can be at odds with each other but this way we are allowing for other opportunities,” he said.

(Sports Editor Jonathan Novak contributed to reporting)

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Crossing the fitness threshold Physical Education Teacher Grant Hiller trains in CrossFit four to six times a week and discusses how much more there is to CrossFit than just fitness.

Jonathan Novak | Sports Editor

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ay after day, Physical Education (PE) Teacher Grant Hiller decides to push his body to the limits. Hiller is an avid CrossFit athlete who has been competing and doing CrossFit training ever since he moved to London four years ago.

Hiller trains at CrossFit Blackfriars anywhere between four to six times a week depending on whether he coaches during the season.

Hiller notices the importance of CrossFit in his daily life and how

it affects what he does. “When I’m coaching and I don’t get a chance to train, I really miss it,” Hiller said. “I do try to organize my schedule so I have time to [go to the gym].”

The absence of CrossFit also affects his self esteem and feels the benefits outweigh the drawbacks. “[Even] when I don’t train, I don’t feel as good about myself... I’m a happier person for it,” Hiller said. “With the injuries you get inevitably with training hard, I struggle without it. It’s a big part of my life.”

Each CrossFit session takes around an hour and a half and has three main components. The first component is called the “workout of the day” which focuses more on developing energy systems and doing sustained workouts. These could last anywhere between five to 30 minutes.

After that, Hiller focuses on skill training, which could be Olympic lifting, weight lifting or gymnastic skills.

Then after an hour of the workout of the day and the skill-based

training, Hiller chooses to spend an extra half an hour dedicated to mobility where he tries to gain flexibility, range of motion and keep his body functioning as best as possible.

With such a demanding workload per week, Hiller describes his motivation to maintain his training as the community. “One of the big things in CrossFit is community and bringing people together so it’s a fun environment to be in,” Hiller said. “You get to know people really well.”

In addition to being a fun environment, Hiller notices the atmosphere of friendly competition at his gym compared to others. “Some gyms or some ‘boxes,’ as you might call it in CrossFit, are very competitive. You might

together with his team members in order to prepare for it.

Along with occasional team competitions, Hiller competes in the annual CrossFit Open, a competition that anyone can enter.

The athletes who do the best over the multiple rounds can make the CrossFit Games, which is televised on ESPN annually.

There are many ways for students to get involved in CrossFit but Hiller suggests the best way to start is simply by visiting CrossFit. com. On the website, you are able to find CrossFit affiliate gyms all over London that offer CrossFit classes.

Hiller believes that each gym is different and offers different benefits for an individual, however, most will allow you to have a trial period for some amount of time.

ONE OF THE BIG THINGS IN CROSSFIT IS COMMUNITY AND BRINGING PEOPLE TOGETHER... YOU GET TO KNOW PEOPLE REALLY WELL PE TEACHER GRANT HILLER

PE Teacher Grant Hiller preforms a one-armed snatch in the school’s fitness center. A snatch is a movement which targets many muscles groups at the same time and snatch variations are in CrossFit competitions. Hiller uses the school gym to do exercises to improve his mobility however he does his main training at CrossFit Blackfriars. PHOTO BY EMILY FORGASH

have athletes who are competing at quite a high level, other [gyms] are more about the social aspect,” he said. “The level of competition [at CrossFit Blackfiars] is friendly competition so that... keeps me going back.”

Hiller also competes in CrossFit competitions, mainly team competitions where instead of competing individually you would do either groups activities or the total accumulation of points of individual activities would add up for each individual of the team. Prior to a team competition Hiller will spend time simply working out or just working

Hiller occasionally tries to incorporate workouts he does for personal training in the PE classes he teaches such as Personal Fitness for Grade 10. However, Hiller believes most of the benefits he receives from CrossFit that affect his teaching comes from the coaches. “It’s like watching other teachers,” he said. “By watching my coaches I can find out different ways of coaching someone through a movement.”

Moving forward Hiller is choosing to have personal goals, more day-to-day based, rather than long-term, competitive goals.

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November/December 2017

Silence on the sidelines Following the loss of six members, the varsity cheerleading team will not return for the winter season as they look for alternatives to keep their legacy alive.

Jonathan Sheves | Sports Editor

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hants such as “all across the nation there’s an Eagle sensation” and “hey all you Eagles fans” will no longer ring around the Farmer Family Gymnasium after the decision to suspend the cheerleading program for the winter season.

The team, which had nine participants last year, struggled to cope with the loss of four seniors, cheerleaders that decided not to the return to the program, and students who left ASL. Only three students registered their interest in joining the program.

Athletics Director John Farmer admits that he was caught off guard when he became aware of the lack of interest from students in joining the cheerleading program. “At the beginning of September, we did a registration for all sports for the year,” he said. “I was surprised [that few students declared interest] because we’ve had healthy numbers in cheerleading the last couple of years.”

Due to the lack of numbers, Farmer was forced to cancel the team.

Although Farmer recognizes the cancelation of the team for the season will affect the atmosphere at basketball games this year, he believes that there are more severe impacts that come as a result of the team’s suspension. “It’s one of our varsity sports,” he said. “During the winter season, we don’t have as many options, particularly for girls. In some ways, the dance team and cheer team balance out the numbers of rugby. Regardless of what my views are on the atmosphere they provide, it’s a varsity sport that we lose an opportunity to have.”

The team encountered a similar problem in 2011, when only six members of the team signed up for the season, but were allowed to be recognized as a varsity sport and appointed a coach.

Farmer, however, saw three members as too few. “As Athletics Director, I have responsibility on the one hand to get people participating in sports, but I also have to be responsible with the budget,” he said. “I can’t justify having a

Six of the team’s nine members from their 2016/2017 campaign either graduated or left the school, while two of the returners decided to quit the program for personal reasons. paid coach [for a team of three].

I wouldn’t be doing my job if I wasn’t being responsible.”

Farmer initially sent out a survey in September, asking students to

declare their interest in each sport that they might partake in over the course of the year. After realizing that numbers for the cheer squad were limited, Farmer contacted Kenzie Wilkin (’18), who began the effort to recruit as many cheerleaders as she could. “It became my mission [once farmer notified me],” she said. “I was naturally disappointed because I think cheerleading is such an awesome sport. You have the team camaraderie and being on a team with students from all different grades, but it’s the most spirited sport possible. It made me disappointed to see that people didn’t

“The fact that the school spirit sport is not a thing this year is disappointing to me.”

Kenzie Wilkin (’18)

During last year’s annual spirit assembly, the varsity cheerleading team perform in front of the High School. The team also performed throughout the duration of varsity basketball games, as well as during the half time breaks. PHOTOS BY ALEXANDRA GERS

value the sport of cheerleading as much as I did.”

Wilkin became aware that she was the only returning cheerleader from last year’s team in September, and once she was notified that there was a possibility that the team would

be suspended for her senior year, she took up the responsibility of trying to save the program.“I did a lot.

I sent all the deans notifications asking ‘can you put this in your weekly bulletin?’” She said. “I sent multiple high school announcements, I ended up sending 40 or 50 personal emails, I held a meeting that not a lot of people showed up to and I kept pushing the deadline back because Mr. Farmer gave me a date of when I needed to have a team ready.”

Even though the squad will not be registered as a varsity sport this season, Wilkin has found a way to continue the team’s legacy through the 2017/2018 season. “Cheerleading is now a club, rather than a varsity sport,” she said. “We no longer have priority for practice space in the gym, and we no longer have a coach, however, Farmer agreed that we can still distribute the uniforms and that we can still cheer at whatever game we want.”

Although Wilkin is a senior and will not be returning to The School next year, she has high hopes for the future of the program. “Preferably, I would love it to be a varsity sport.

When done right, it’s a very active, fun sport to be a part of,” she said. “But, at this point, I’m a little disappointed.

ASL is supposed to be a very spirited school, so the fact that the school spirit sport is not a thing this year is disappointing to me.”

SPORTS

The Standard

Hiller’s CrossFit experience Cheerleading canceled

November/December 2017

Rowers head to the Charles | April 2017

Nick Kuenstler (’18) described the start of the race course at the Head of the Charles Regatta as a “small ocean.” Kuenstler, along with Nick Mannhardt (’18), Eloise Lambden (’19) and Jack Wilkin (’20) travelled to Boston, Massachusetts for the regatta in October.

Compared to the Thames, where he usually rows, Kuenstler explained the daunting features of the Charles River, which presented a challenging race on an International platform. “There is seven different bridges and bends you need to navigate over the course of a long race,” he said.

“

continued on page 25

I came away from it feeling pretty motivated and inspired because we were racing with and surrounded by all these people who were so dedicated and had gotten so far.

”

Nick Kuenstler (’18)

Nick Kuenstler (’18) and Nick Mannhardt (’18) row in this year’s Head of the Charles Regatta in Boston, Massachusetts. Kuenstler and Mannhardt particpated in the Men’s Youth Doubles event and finished in 21st place out of 47 participants.

PHOTO BY HELMUT MANNHARDT