Issue IV

Standard

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January-February 2014 | Volume XXXIX, Issue IV

Helping HandS

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The Standard explores the accomplished humanitarian efforts of three ASL parents who exemplify the act of giving

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Pages 16-17

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

News Page 2

School Evacuation

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Director of Student Life

THE STANDARD | January-February 2014

Mustafa changes role

HOPE

FUNDING

Staff Writer Maya Jotwani reports on the recently founded syrian relief club

The money that Ojjeh and Sadarangani hope to raise through the ASL community will go towards providing relief for Syrian refugees.

Photos courtesy of Amin ojjeh

After four months of brainstorming, cultivating a mission, and creating a website to encompass their vision, Amin Ojjeh (’16) and Trilok Sadarangani (’16) are now able to call themselves cofounders of a charity: Helping Our People Endure.

Helping Our People Endure (HOPE) is a small, unregistered charity dedicated to supporting education for the young Syrian refugees living in the Olive Tree Camp in Atmeh, Syria. “The idea is to give back something that the Syrian children have lost–an education,” Ojjeh said.

Ojjeh, whose mother is Syrian, watched as his grandparents were forced to abandon their homeland and escape the bloody civil war that is consuming their country. Watching the thousands, and then millions of people being displaced, Ojjeh realized that “people can lose everything once a civil war happens, everything.” As Ojjeh comprehended the magnitude of this conflict, he began to think about how he could support the people of his country.

While Ojjeh was motivated to start a charity by his intimate ties with Syria, Sadarangani felt compelled to act due to his friend. “I felt obligated to help my friend, especially as I have heard what his family has gone through in Syria,” Sadarangani said. He also believes that he should help as, in his opinion, this cause is the most urgent and long-lasting crisis that the world is facing today.

HOPE focuses on supporting a refugee camp in Atmeh in Northern Syria. The organization is aiming to focus their attention toward this camp which is often overshadowed by other larger, better-connected refugee camps in the region. “Other organizations that direct their time towards Syrian refugees, direct it towards big camps, Sadarangani said. “We are a small organization and we want to focus our time on small camps that don’t get as much attention.

That is why we picked the Olive Tree Camp in Atmeh, Syria.”

Ojjeh and Sadarangani hope that in choosing to aid a modestly-sized camp, their money and support will not be squandered or lost in the commotion of a bigger camp.

All funds raised by Sadarangani and Ojjeh will be given to an intermediary organization known as the Amis du Peuple Syrien, who operate a program in the camp. Once they receive funds from Hope, Amis du Peuple Syrien will purchase supplies that are required by the school and their students at the time. Emphasizing HOPE’s sole focus of improving education in the camp, Sadarangani said, “Because we are in school, we know how important education is.”

HOPE’s first goal is to raise £1,000 by the end of this school year. Sadarangani and Ojjeh hope that most of these funds will be contributed by the ASL student body through donation boxes, erg-a-thons, and other events still in the works. Eventually, Sadarangani and Ojjeh aim to introduce the organization to other British and international schools.

Science Teacher and Grade 10 Dean Marisa Wilson is the acting advisor for HOPE and has her own expectations for the organization. She anticipates that the charity will heighten the student body’s awareness and understanding of the brutal conflict in Syria. “I would like to see them do something that will promote student awareness about the issue that goes beyond just fundraising,” Wilson said. “I think they’ve got a situation that is very important and interesting to the student body.”

Ultimately, Ojjeh and Sadarangani’s first and foremost goal is to help ensure that the current generation of displaced Syrian children do not grow up without the benefit of a real education.

The co-founders hope that they can give these children a chance to move past this violent conflict and into a world where they can succeed. As Ojjeh said,“ We want to give hope.”

Three Middle Eastern countries bear the majority of the burden of the Syrian refugees.

Funding, however, is running short.

Lebanon Receives

457 Million

1.2 Billion Needs

Jordan Receives

457 Million

1.0 Billion Needs

Turkey Receives

95

Million

276 Million Needs

All statistics taken from CTV News and in U.S. Dollars.

THE STANDARD | January-February 2014

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Page 3

Moving towards

News

a

peaceful future News Editor Charlotte Young explores the asL reaction to the deal struck in Geneva to limit Iran’s nuclear capabilities After openly enriching uranium since the beginning of the 21st century, Iran has negotiated a deal with China, Russia, Britain, the United States, and Germany to temporarily freeze major parts of their nuclear program in order to receive some relief from Western economic sanctions. The agreement, reached in Geneva and in place since January 20, also includes a block on all enriched uranium above five percent that is made, as well as no further centrifuges to be installed in Iran’s nuclear headquarters. United States Secretary of State John Kerry represented the U.S. in the talks.

could be helpful on a global stage.

These people are yearning to be part of the larger global community instead of being restricted by their country and by the Islamic regime,” he said.

Beginning in 2007, the Iranian nuclear program had 1,000 centrifuges.

Now, in 2014, Iran has 15 times more centrifuges, and has managed to enrich 7,000 kilograms of uranium in 2013 from 50 kilograms in 2008.

According to iranwatch.org, which estimates Iran’s nuclear timetable, Iran could theoretically produce enough highly enriched uranium in 1.7 months to make one

does it make sense to wait for 12 years to finally take some action?” he said.

If Iran goes nuclear, the Middle East will decidedly go nuclear. This in turn creates a collapse in world order, making it justifiable for all countries – although some are too unstable to be permitted nuclear weapons – to argue their need for manufacturing weapons.

Sheves sees Iran’s nuclear plans as a nightmare. “Iran is a dangerous country whose access to nuclear weapons could cause long-lasting trauma to the world,” he said. “Their government consistently fails to cooperate [with the Western nations].”

all of Iran’s neighbors do have nuclear weapons of some sort,” he said.

Iran’s turbulent government is another issue surrounding its nuclear plans. Since former President of Iran Mahmoud Ahmadinejad became president in 2005, the government has been struggling with corruption.

Rouhani promised in his presidential campaign that he would seek to improve Iran’s relationship with Western nations and restore the economy, which was under pressure due to the sanctions that were imposed by Western countries. Gladis sees Rouhani’s presidency as ex-

countability as reason to question if Iran should be allowed nuclear weapons. “I think the perceived issue with Iran having nuclear weapons is that they’re a very unpredictable government. You never know exactly what is going on behind the scenes in Iran.

You don’t know where the truth really lies,” he said.

However, Gladis believes that a large amount of what is made known to the public about Iran by news outlets is largely propaganda. “I think 75-80 percent of media coming out of the United States is propaganda to be honest,” he said. “We need to give Rouhani and the vast majority of the

From left to right: United States Secretary of State John Kerry greets Swiss Mission Ambassador Alexandre Fasel upon arriving in Geneva for the Iran peace talks; European Union High Representative Catherine Ashton and Iranian Foreign Minister Mohammad Javad Zarif sit together in Geneva; Zarif (left) during discussions in Geneva.

Photos courtesy of u.s. DePartment of state, euroPean eXternaL actIon serVIce Social Studies Teacher Terry Gladis sees this agreement as being monumental for Iran’s relationship with Western countries. “I know this six-month thing doesn’t seem like a big deal, but in my mind I believe it is an unbelievably big deal that we’ve come this far,” he said.

Gladis attributes this step forward with Iran to the recent swearing-in of President Hassan Rouhani in August. Gladis says there is great hope among the Iranian population that along with a new president, there will also be great change in Iran’s governmental system. “I think Iran

nuclear bomb.

When Iran first began enriching uranium in the early 2000s, the West was distracted by the war in Afghanistan, allowing Iran to continue their path towards manufacturing a bomb. Western powers have now taken a decisive stance against Iran’s nuclear hopes, but there is some thought that action could have been taken sooner.

Ilay Sheves (’16), an Israeli citizen, sees the negligence from the West as a large problem. “Delaying the issue was never the answer. Iran’s nuclear plans had been revealed in 2002, so

Dariush Yazdanpanah (’15), who possesses Iranian, American, and British citizenship, thinks that Iran should be allowed to have a nuclear program as long as it is a defense mechanism rather than a tool to attack other countries. “I believe that if it’s true [Iran is] building an unfriendly nuclear program, it’s to safeguard themselves against neighbors that possess nuclear arms,” he said.

Yazdanpanah continued to point out Iran’s location in the Middle East as one that is surrounded by nuclear countries. “If you do look at the Middle East and that region in the world,

tremely positive for Iran, especially after the corruption-stained tenure of Ahmadinejad. “What Rouhani is trying to do is to convince the population that there is a positive outcome, and one of the steps towards that positive outcome is reconnection with the West,” Gladis said. “I think that Rouhani is a great step forward, now he has to navigate his way through the Ayatollah and the hardliners that are giving him a large amount of pushback.”

While there is a movement of governmental change in Iran, Yazdanpanah sees the possible lack of ac-

Iranian population a chance.”

Yazdanpanah agrees with Gladis on the U.S. news outlets. He believes that neither Iran nor America are reporting the exact truth through their media outlets, but rather a clouded version of the truth. “The truth lies somewhere in between what the West is saying and what Iran is saying,” he said. “One thing that Iran and the West should say is that enough is enough and we must encourage full-scale negotiations and clear mandates to all countries to end the nuclear race and total disarmament of nuclear arms.”

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News

THE STANDARD | January-February 2014

S A L Evacuated News Editor Charlotte Young and Staff Writer Sebastian Mayr investigate the recent all-school evacuation after the perceived threat from a suspicious car

A

s students entered ASL’s Waverley Place and Loudoun Road entrances on the morning of January 8, Head of Security Barak Favé was calling the Metropolitan Police to report a suspicious car that had been spotted outside the Loudoun Road entrance that morning during a routine security check.

At 8:06 a.m. police arrived to check the suspicious car, and by 8:30 a.m. they determined it was enough of a risk to warrant further investigation and the calling of a bomb squad.

As the bomb squad arrived, the administration was asked to evacuate the school.

Over the public announcement system, Head of School Coreen Hester said, “We have been asked by the police to evacuate all students, faculty and staff from the school at this time.

All students should exit through the Waverley entrance.”

With the announcement, 1,350 students as well as faculty and staff flooded out of the school and began walking to safe havens.

High School and Middle School students were asked to evacuate to the St. John’s Wood churchyard, which is not their usual area in the case of an emergency. Because Lord’s Cricket Grounds were closed, the security team had to find alternate areas where students could wait at until they were allowed back into school.

However, Hester believes that during emergency situations, nothing ever goes smoothly no matter how prepared the administration and security team is. “Administrators plan and plan and plan for emergencies and when it actually happens you often

have to improvise. I’ve never done an emergency that went according to the plan we’ve made,” she said.

Favé and his team identified the car as being suspicious as a result of their training.

“There are certain things that were in the car and around the car that my security team have been trained to stop and [for which they are trained] to raise a certain internal alarm in the Security Department,” he said.

Favé feels heavily invested in the safety of ASL students, and does everything he can to ensure the safety of the school. “I have a general duty of care towards students but also anyone who is in the school,” he said. “We take every means necessary to make sure that everyone is safe. We work with the U.S. Embassy, Scotland Yard, and the MI5 to make sure everyone is safe on a daily basis.”

Hester also places a great deal of importance on the welfare of students. Like Favé, she holds herself responsible for the school and students. “I think the bus stops here with responsibility, but we have a great team.

There are many eyes and ears and hands helping with security, but usually the chief executive of the organization is blamed if we are not ready and don’t perform,” she said.

Although Grade 11 Dean Meg Bailey worries about the general welfare of the students attending ASL, she does not see the school as being a potential target. “I think there are many more things to worry about than the school being a target for anything. I think we have all the possible good systems in place that allow us to have a pleasant atmosphere.

I think we have a good balance and I don’t think we’re a specific target,” Bailey said.

Hester agrees with Bailey on ASL’s risk of being a target for various organizations.

She explained that levels of security have increased for all schools furthermore events, and that it is not solely schools that are raising their security levels. “Unfortunately, there are lots of organizations that have to worry more about security than they did in the past. Most schools 20 and 30 years ago did not have the levels of security that they have now,” she said.

Hester was pleased with the students’ reaction during the evacuation. “What I thought was astounding was that this was a true threat and somehow the students knew it because everyone was entirely quiet and cooperative, cheerful, and responsive.”

Notified before Hester’s announcement, Principal Jack Phillips quickly made his way upstairs shortly after the bomb squad was called to lead the evacuation. Working in an orderly manner, Phillips calmly ushered students and teachers outside of the building.

“Until we know it’s not real we assume it’s real, and that part’s always a little scary,” he said.

Phillips admitted that his primary concern during a potentially life-threatening situation is students and adults getting hurt. “My worst fear is that someone actually gets hurt someday due to the acts of a sick person,” Phillips said.

Evacuating students, faculty, and staff out of the building efficiently also falls into the category of safety. “Then there’s the making sure that everyone is safely getting to our destination in an orderly and cautious manner,” Phillips added.

THE STANDARD | January-February 2014

While Phillips stresses the importance of safety and coordinated communication throughout the school, at the same time he does not believe there are any serious or credible threats to ASL specifically. However, Phillips acknowledged that ASL’s large diplomatic presence and internationality impacts security to a certain extent.

Phillips believes the media can be a great tool for disseminating information but can quickly spread false and fabricated information too, such as when multiple news outlets reported that the police carried out a “controlled explosion” on the suspicious car. “I also think that oftentimes in an emergency situation you really want to coordinate communication and social media can allow for that communication to be disorganized, meaning students or even teachers are out with their phones and they’re posting, tex-

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ting, taking pictures on Instagram. While that transparency is good, it can sometimes work against an orderly process,” Phillips said.

Despite minor room for improvement, Phillips praised the School’s overall handling of the evacuation and response from the students. “The important parts of the evacuation were handled really well. There are some things that can always go smoother in terms of how we communicate with each other,” he said.

Taking attendance and holding lines of communication open whilst addressing students and teachers and keeping them as informed as possible are also aspects essential to an effective evacuation. “There’s always the follow- up. What are we doing to make sure everything worked well? What are we doing to make sure that we can do better?

Page 5

News

How are we communicating with different constituencies? What’s the appropriate follow- up?” Phillips said.

Bailey sees students’ behaviour during the evacuation as being a result of the perceived seriousness of the situation. “I think the students were fabulous. I think maybe because it was so different from a fire drill, people took it really seriously and they were quieter. They were great and positive and weren’t moaning; they were cheerful. I actually think it was good being outside.”

Bailey explained that the primary duty of everyone during a life-threatening situation is to get themselves and the people around them out safely and efficiently. Once the students, faculty and staff arrive at the secure location the task is to ultimately gather the grades, take attendance or see if there’s anyone in the grade who needs something, or if

they are feeling sick.

Reflecting upon the announcement itsel “I think you could tell from Ms. Hester’s ton that it was serious and everybody responde immediately, so it clearly wasn’t a practic drill,” Bailey said.

Zubin Jotwani (’16) was sitting throug his usual period seven Harkness discussio when the announcement to evacuate wa made. Jotwani admits, “I didn’t know wha was going on after the announcement wa made, and that put some immediate fear i me.”

During the evacuation itself, Jotwani re calls feeling both apprehensive and nervou about the situation. “...There was a lot o speculation about what had happened an was currently going on,” he said. “I eventu ally fit all the pieces together and figured ou what was really going on.”•

My worst fear is that someone actually gets hurt someday

due to the ActS of A Sick PerSon. Jack PhilliPs, PrinciPal

Students in the St. John’s Wood Churchyard during the evacuation. The evacuation was held shortly after the start of the school day.

7:40 a.m: Security team spots suspicious car outside Loudoun entrance

8:06 a.m: Police arrive to check suspicious car

8:30 a.m: Bomb squad called

8:30 a.m: ASL asked to evacuate full school

Photo by Jessica haghan

9:47 a.m: Students, faculty, and staff allowed to re-enter ASL

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Page 6

THE STANDARD | January-February 2014

News

Director of Student Life hired News Briefs

ZACK ASHLEY Staff Writer

Throughout the month of January, the hiring process for the replacement of Dean of Students Joe Chodl was in full swing.

With Chodl’s departure the end of the 20132014 school year, there will be a change in the title of his position. Previously titled Dean of Students, the new position will be labelled Director of Student Life.

The Director of Student Life was announced on January 27. The administration elected to hire James Perry, a math teacher and golf coach from Atlanta, who is currently the Grade 9 Chairman (equivalent of a grade level dean) at the Westminster Schools in Atlanta, Georgia.

Principal Jack Phillips said that Perry was chosen as a result of several different factors. “[It was] the way he connected with students while he was here, how we know he connects with students at Westminster Schools in Atlanta, Georgia,” Phillips said.

Phillips also highlighted Perry’s interest in school sports as being a factor of his hiring.“The fact that he went to a basketball game and a rugby game while he was here, well beyond his interview duties.”

Phillips described how competitive the hiring process was and that all four of the final candidates were adequately suited for the job, but that Perry stood out. “He was the one more than any other candidate that connected with all the constituencies, all those pieces I’m talking about,” Phillips said. “He was the one who seemed to have the most excitement around him and to be the most respected by everyone regarding all of the constituencies.”

Organization, writing skills, communication with students and faculty, and a sense of humor are noted to be Perry’s strengths.

Phillips is confident that Perry will fit his definition of the new title and is clear in his view of what the change in title means.

“To me, the name change is largely symbolic. At a lot of schools the Dean of Students is defined by the discipline role. I wanted to move away from that and to where discipline is a part of this role but not the defining aspect of the role,” He said. “It really is about the bigger picture of student life, that’s why I wanted to make the name change. It’s a title that I think better represents what I’m looking for in that position.”

Chodl has his own definition for the expiring Dean of Students position. “It’s the type of job that whatever happens you have to react to it. I would say that it’s pretty much anything and everything.”

Chodl, who has been at ASL for 15 years, thinks that Perry as the new Director of Student Life should have the incentive to get to know students quickly on a more personal level. “The person is supposed to

be the Director of Student Life. The sooner this person gets to know students, the better. I would say that one of the main priorities, in my opinion, is to get to know students,” he said.

While Chodl did not have direct influence over who was hired, he has been heavily involved in the process via interviews and advice-giving to Phillips and Head of School Coreen Hester, the two administrative members responsible for filling the position. Other school groups like the Student Faculty Disciplinary Board (SFDB) and Student Council as well as other administrative members, faculty, and parents were involved in giving advice during the hiring process.

The change in position title is noted as not being a drastic one, but rather a slight alteration of the responsibilities formerly held by the Dean of Students, in that the position is being envisioned as a role with a broader view, instead of just as a disciplinary role.“Maybe redefinition is too drastic. More tweaking and expanding really,” Phillips said.

Phillips cited continuity with other school heads (i.e Director of Athletics and Director of Academic Advising and College

“

He was the one who seemed to have the most excitement around him and to be the most respected by everyone regarding all of the constituencies.

Jack Phillips, Principal Counselling) and confusion between the titles of grade deans and dean of students as other reasons for the change to the title.

Phillips also emphasized that the change was not a result of Chodl’s departure and that the change would have happened regardless. “What I’m taking advantage of is my being new so I have that opportunity to change the position,” he said.

While the administration has an idea of what the changes in the duties of the position will include, the same can not necessarily be said for all members of the student body. “I’m not quite sure how the Director of Student Life is supposed to differ from the position of Dean of Students,” SFDB representative Kjersti Anderson (’15) said.

However, she did add, “I believe that whomever is hired as Director of Student Life will respect the SFDB and any changes that

Volunteers needed

Volunteers are needed for ASL Community Service Day, which is set to take place on March 23, applications are due on March 3. Volunteers will work with charities to develop a suitable project and celebrate the work accomplished after the event finishes. Students with questions regarding the ASL Community Service Day should contact K-12 Service Learning Coordinator, Tamatha Bibbo, at tamatha_bibbo@asl.org.

South Asia night

South Asia Night, hosted by the South Asia Club, will take place on February 12, from 6:30 to 8:30 p.m. Tickets are £7 for adults and HS Students and £5 for MS and LS students, and are sold at Top Orange the week before the event and at the door. ASL can experience a taste of South Asia through the notorious spice- eating contest, tasting the various dishes in South Asian cuisine, and much more.

Director of Student Life James Perry is currently teaching in Atlanta, Georgia.

Photo courtesy of james Perry might be made will be thought through by each side.”

The transition process will be key, considering the student body’s familiarization with Chodl and the fact that he has been in his position for 15 years. “Chodl has been here for so long and knows so much about the ins and outs of this place,” Phillips said.

“He knows the students, the families, the events, the calendar, he’s an important part of ASL’s recent history and we’re losing that piece.”

Because of his experience at ASL, Chodl will be a person of paramount importance as a learning resource for Perry. “You have to be organized, you have to be involved, you have to be a good problem solver. You have to like doing different things everyday and like that variety,” he said.

Phillips also has a clear expectation of what he would want to see in a Director of Student Life, apart from the formal job description. “I’m looking for someone who has had experience implementing systems and procedures for monitoring and supporting student life and the social and mental development of students,” he said.

Phillips believes that although the Director of Student Life is a disciplinary role, at the end of the day, he must be enthusiastic about students and want to have special bonds with them. “One candidate summed it up really well. He said, ‘It may come that I’ll need to suspend someone from school, but I’ll be the first one to give him a hug when he comes back.’”

Mustafa in position change SEBASTIAN MAYR Staff Writer

After five years of working in the Attendance Office, Attendance Officer Akay Mustafa has been named the new Administrative Assistant to the Athletics Office.

Succeeding Bianca Jones, who left to plan

for the 2014 Sochi Olympics, Mustafa’s decision to apply for the position was prompted by his pursuit to work within an athletic environment. F. “It’s never been a secret that I wanted to work in sports management,” Mustafa said.

On the verge of completing his Masters Award (MA) in sports management, Mustafa believes he will gain more experience through

his change in position.

Mustafa hopes that his position change will allow him to understand various components of working in the athletics department. “I hope to understand the workings of the athletics department... and learn more about different sports that I have yet to be exposed to,” Mustafa said.

Film Festival

Pitches for the ninth annual ASL Film Festival will take place on February 6 at lunch.

All scripts will be original submitted from students in the High School. The films will be made between the Advanced Acting for TV and Film course and the Film, Video, and Animation course. In addition to student script submissions, students in the English elective Film and Literature course will submit scripts for the project.

Global ICC festival

The upcoming International Community Committee (ICC) Global Festival this year will be held on March 16. It is a chance for volunteers from more than 50 different countries to share their culture by participating in language conversation groups, books and films, visual and performing arts, and cuisine demonstrations from around the world. The ICC hopes to connect and bring people together from the community, while learning and respecting other’s cultures, and encouraging friendships.

Submit to JAM

Deadlines for Valentine’s Day submissions to the schools arts and literary magazine Jambalaya are on Friday, February 7. Submissions can be widely interpreted as long as the theme is Valentine’s Day and the submission is under 50 words. Submissions should be sent to jam@asl.org, or contact a member of staff, with contact details on the site http://web1.asl.org/jambalya/. Selected submissions will be posted in a mini issue, published before February Break.

Off campus exams

The Advanced Placement (AP) exams will be held off- campus this year. Due to a change in the Middle School schedule which no longer leaves the Middle School classrooms open for the high school to use during the AP exam week. However, students will not have to travel far. The school has arranged for the exams to be taken next door at the St. John’s Wood Synagogue.

Opinions •••

THE STANDARD | January-February 2014

ASL Bubble

‘Senioritis’

Montesquieu

Page 7

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FARES CHEHABI Editor-in-Chief CLAYTON MARSH Deputy Editor-in-Chief THOMAS RISINGER Lead News Editor CHARLOTTE YOUNG News Editor IAN SCOVILLE Opinions Editor MINA OMAR Lead Features Editor ZACK LONGBOY Features Editor KATE KENNEDY Culture Editor GABRIEL RUIMY Culture Editor NIKOLAI BIRCH Sports Editor JAMES MALIN Sports Editor HAMISH STEPHENSON Creative Director JESSICA HAGHANI Photo Editor ALEX PABARCIUS Design Editor WILLIAM MUOIO Online Editor SVENA BHASIN Copy Editor ANKIT MEHRA Assistant Online Editor

STAFF WRITERS Noah Abrams, Zack Ashley, Lev Cohen, Claudia Costa, Yarra Elmasry, Laura Galligan, Maya Jotwani, Lorenzo Maglione, Sebastian Mayr, Max Roth, Varun Sarup, Nadia Sawiris, Tyler Skow, Maria Tavierne, Allie Zirinis

CARTOON bY CAROLINE TISDALE

Introducing a fair playing field There is a ring of injustice in the fact that select classes, taught by select teachers, offer select methods to improve, or to completely change one’s grade. A message previously expounded upon by a previous Standard editorial board: Grade inflation - in whichever form it might come - is a partiality, insofar that it is only bestowed upon a percentage of the high school.

Six months after this problem was made public, there has been little change or recognition from the various departments.

We believe it is incumbent upon us to continue to advocate for change, with the hope that there will be action taken by all departments in establishing uniformity in all classes.

In an academic ambit as competitive and arduous as the one we find ourselves in at ASL, it is a fundamental mistake of our departments to overlook, or allow, non-uniform assessment policies, especially when they come to identical classes taught by different teachers. Why should a student in a history class taught by Teacher A receive heavy and unrelenting homework loads, whereas another student in the same history class taught

by Teacher B receives barely any, if none at all.

Calling for a systematic approach to every class, in every domain, for every teacher is not only an unfeasible but an inane demand; different teaching styles appeal to different students.

At the same time, demanding equal assessing and equal grading is something that, too, is inane: It is a factor so huge in determining the potency and outcome of a class for any student that it should be as heavily monitored as the class’s syllabus.

Students should not find themselves rolling a die – the die which decides which teacher will take them through a course as to whether inflationist grading policies will be to their benefit or to their detriment.

The issue of non-uniformity is a pressing one: It can often reward similarly-performing students with different grade tiers.

However, once recognized, it is an easy issue to fix. A department meeting where teachers discuss the appropriate uses of corrections, curves, or outright redos would solve the majority of the problem. A simple conversation between the two or three teachers that instruct a certain class, say French I or Advanced Placement Chemistry, could have tremendous effect on the grades students receive: Do we curve the test or do we not?

Some teachers often participate in such conversations, such as Social Studies Department Head Michelle Gerken and Social Studies Teacher Becky Mason, who both teach Advanced Placement United States History. Both of these teachers’ classes receive the same homework assignments, take the same quizzes and tests, are assessed with the same rubrics, and have their workload parsed out identically. Students across both teachers’ classes are comforted in the impartiality of the class: They will not be compared to students who possess an unfair advantage that they don’t have. The outcome is beneficial to a holistic education: Every student is assessed as per a uniform policy.

Such a policy should not be distinguished, but universal.

All departments should decide upon uniform assessment and course-load policies at meetings that are held regularly enough to not be cumbersome to the teachers but enough to produce fair classes. These meetings should be assisted and attended by members of our Student Council in the objective representation of student interests.

Furthermore, students often have persistently insisted on switching out of a class only to move to another block of that class. The material is not what intimidated them, the timing of the class was not necessarily inconvenient, it was the teacher – and the assessment and course-load that are associated with that specific teacher – that made them scurry away to another teacher, one that assigns less work and grades with a looser rubric.

This process is called “teacher shopping.” By creating an identical course-load and assessment schedule across classes, as modelled by the AP U.S. History class, “teacher shopping” would be virtually removed. Students would have the liberty to experience different teaching styles, to enjoy the same course-load as peers in identical classes, and to be assessed on the content of their skills, not the preferences of their teachers. Students, in short, would be picking their courses, not their teachers.

The High School atmosphere is ripe with stress and competition, whether subtle or overt, but this facet of our education should not be compounded by non-universal grading policies.

Students who output identical performances in identical classes with different teachers should receive identical grades.

STAFF PHOTOGRAPHERS Yarra Elmasry, Maya Jotwani, Alex Liederman, Kiran Rajguru, Trilok Sadarangani, Tania Veltchev CARTOONISTS Daniela Al-Saleh, Caroline Tisdale SHANNON MILLER Adviser MISSION STATEMENT The Standard staff and adviser are dedicated to creating an open forum that strives to promote productive dialogue within the School community by publishing exemplary student news media according to the strictest standards of journalistic integrity.

CONTENT The Standard covers news related, but not limited, to the School community. Issues-driven coverage that aims to explore ideas, themes, concepts, trends and recent developments beyond the campus that are relevant to members of the community are also included.

LETTERS TO THE EDITOR Send submissions to the journalism lab, room O-329, or to the_standard@ asl.org. These must adhere to the same set of ethical guidelines that all staff content is held to, and will only be published at the discretion of the editorial board and the adviser. The Standard retains the right to edit letters for length and AP/Standard style. All letters must be signed in order to be considered for publication.

EDITORIALS Articles published without a byline and presented in the same location issue-to-issue represent the majority opinion of the editorial board. They are unsigned.

COLUMNS Articles with a byline and a photo of the author in the Opinions section of the newspaper are opinions articles. They represent the view of the writer only, and not necessarily the staff of the newspaper or any other individual or group in the community.

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Page 8

Opinions

THE STANDARD | January-February 2014

LETTER TO THE EDITOR Addressing feminism To the Editor,

Lottie hoare

“

Feminism is not some rigid organization – it is a word that encompasses a whole range of views, some moderate and some radical.

I was glad to read in “Sexism is not an issue for us” (Issue III) that Nadia Sawiris (’16) did not feel inhibited by sexism in the educational environment of ASL, but surely the reason these issues are flagged up in school is not simply for students and faculty to reflect on them within their community, but to prepare students for the kind of prejudices or barriers that they may face in their future personal lives and careers?

It is 26 years since I left school and I think had I encountered more vigorous debate on sexism in my final years of schooling I would have been more clued up when I watched female friends from university routinely overlooked for promotion in their jobs because they were still at

Progress Report SeniorS

aSSemblieS

hyping

anchorman

age where they may take maternity leave. I may also have been able to put some of the disturbing children’s clothes you find when shopping in context: Baby vests for girls with ‘flirt’ embroidered across the front for instance, had I listened to speakers like Jean Kilbourne as a teenager.

You don’t have to agree with everything a visiting speaker says to glean useful information to reapply in life at later dates. Feminism is not some rigid organization – it is a word that encompasses a whole range of views, some moderate and some radical.

Many feminists, and others who shirk from using the term to define themselves, would agree with Sawiris’ argument that the ‘oppressed women in developing countries’ should be our central focus and I can sympathize that if peers

use sexism in a glib way to conjure greater selfinterest this can be exasperating. However, problems arise when we start to take a ‘we are lucky here and they are unfortunate in developing countries’ perspective – this can rob people of their sense of dignity.

If women genuinely want to support each other internationally, they need to stop criticizing other women and accept there are areas of overlap and subtle similarities in the ways we both play to our strengths and experience sexism. Sometimes the humility to see what we have in common helps build constructive relationships more than emphasizing difference.

Lottie Hoare ASL Parent

Photo 1 by KeRRi RAtcLiffe, PhotoS 2 And 5 by JeSSicA hAghAni, Photo 3 by MAyA JotwAni, Photo 4 by bRiAn SchMeLtzeR, Photo 6 fRoM fLicKR.coM

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Lads and Dads: (A+) The senior dads put in 4.

The Standard staff give 1. Senior that work on the Foreman grill in the first senior event the new year. Brisket, Arnold Palmers, and an ice machine are a recipe for success.

ASL its first Progress ofcream Nikolai Birch Report of 2014. The Pop-Up Assembly: (D-) Assemblies, I hope and

Hyping at Bottom Orange: (B) Dean of Students Joe Chodl’s respectful request to cease the clapping at Bottom Orange will be abided by. However, general hype will continue to be present. It’s the least we deserve after earning the milk. Clayton Marsh

2. assume, are organized ahead of time. Something like 5.

“Everytime We Touch”: (A) There are certain songs that only an elite few in the High School are aware of.

Cascada’s 2005 hit is not one of those songs. Thank you sophomores for bringing that back.

Will Muoio

6.

Anchorman 2: (B+) While it doesn’t compare to the first movie, Anchorman 2 was still well-worth the increasingly expensive trip to the cinema. Cameos from Kanye (Creative Genius/The Next Da Vinci) and Drake are obvious highlights.

James Malin

the wonderfully-executed teacher spotlight assembly was evidently prepared for. Why is it that I, like the rest of the High School student population, was only notified at 8:40 a.m. about the faculty creative spotlight, and that I, like some of the High School student population, had to worry about work I had planned to do during my conference time? Gabriel Ruimy

Malin: (A-) Ladies, line up. Malin is shin3. James ing bright like a diamond (and he listens to both old school Miley Cyrus and High School Musical).

Charlotte Young

Post Scriptum: Two Year Seniors. #RedArmy

THE STANDARD | January-February 2014

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Page 9

Opinions

Working out of our bubble FARES CHEHABI

fares_chehabi@asl.org

“

I have not explored London enough... My eyes were opened by the summer work experience I obtained at fashion website ThreadsTV.

I will graduate from high school having spent my entire academic career within one, and only one, educational institution. I entered ASL as a kindergarten student, and I will exit as a senior having spent no time as a student elsewhere.

ASL is the place in which I have made my closest friends and have grown the most academically and intellectually with the help of incredible teachers. Simply put, I was, and still am, in a great learning environment.

That said, I have no other learning environment with which to compare ASL. There are different schools out there that might have been better fits for my personality and learning style, but ASL will forever be my second home behind Syria due to the deep connections, both academic and social, that I have strengthened in my 13 years here.

Note that I regard ASL, not London, as my second home. The phrase “ASL bubble” is often bandied around by critics of the student culture that ASL creates, one that supposedly discourages students from experiencing greater London due to the combination of fear and convenience. To summarize the concept of the “ASL bubble” with a question: ‘It’s a scary, unknown world out there so why

supplement what ASL offers me when what ASL offers me is enough?’

What a shame. I admit that ASL dragged me into and kept me in its supposed “bubble” for a while, the temptation proving irresistible considering my extensive time at the school. I have not explored London enough, especially as I have lived in this incredibly diverse city full of enriching opportunities for nearly all my life. My eyes were opened by the summer work experience I obtained at fashion website ThreadsTV. Last summer, for two consecutive weeks, I left home at 9 a.m., hopped on the tube for 45 minutes, and arrived at Hackney Wick station, the nearest stop to the office of ThreadsTV, a workplace no bigger than the offices of Dean of Students Joe Chodl and Attendance Officer Akay Mustafa combined.

I wrote several product reviews, explored East London clothing factories and met a host of new people, each one with a background more diverse than the last. I even traveled to NASS, an action sports and music festival, to report on the entertainment on offer there.

I am no fashion guru, but I applied my enthusiasm for writing and learning to func-

tion in a brand new world.

Indeed, the opportunity to work with ThreadsTV came to me as a stroke of luck.

Hamish Stephenson (’14) put me in touch with a few key individuals at ThreadsTV, who were more than happy to take a fashion novice on board, provided that I would work hard to obtain the skills necessary for the job.

The experience finally sucked me out of the “ASL bubble”. I will never forget the connections I made at ThreadsTV, and I still keep in touch with those wonderful individuals who took a risk and employed me over the summer. I am extremely grateful for their tutelage and support.

So, to all of you who have applied for the ASL Work Experience program or are looking for work experience this summer through other avenues: Take advantage of the experience. Get out of your comfort zone, the “ASL bubble”. And then stay in touch with those who were gracious enough to offer you a desk in their office.

You will grow as a person by exploring an unknown world, especially if you have been at ASL for as long as I have. At this stage in our young lives, it is certainly worthwhile to explore for the sake of our growth.

LETTER FROM STUCO Dealing with charities KATJA KUKIELSKI katja_kukielski@asl.org

“

We would like to take this opportunity to share how we would very much like to help charities throughout the school.

Since Student Council’s (StuCo) introduction to ASL, its motives and mission have been repeatedly reevaluated by both the Council, our advisor, and the student body itself.

Recently, it has been brought to our attention that there is a slight discrepancy between the Council and the student body regarding our charity work as an organization. From time to time, the possibility of StuCo representing or doing work for specific charities, especially those represented by clubs, has been asked of us; of course, whilst we are appreciative of the comfort students have asking us about issues and showing that they care, we have run into a few issues along the way.

It was most recently brought to the Council after an inquiry from a member of the student body, asking what we would be doing as an organization to gather support for the devastating typhoon in the Philippines. As a Council, we decided that while we endeavor to support all charities and their ventures, we are not a charity organization. Our mission is to provide a voice for the students and a bridge between faculty and the student body, and we feel as a group that, though charity is important and meaningful, it is not part of our mission.

That being said, we will do everything within our power to aid any efforts brought to us without discrimination or exclusivity; if we support one charity or cause, why should we not support the next? Realistically, ASL does so much for so many different charities already that it would be next to impossible to aid each group without it hindering us and our productivity, seeing as we are already al-

STUCO’S OPINION

2. WE WANT TO HELP

1. NOT A CHARITY ways incredibly busy as it is.

We have been asked several times to use spirit points as a motivation for people to make donations or participate in a charity event, and we feel that in some ways the use of the spirit point system somewhat trivializes these issues. Spirit points are effective and important for creating a sense of community within the student body by encouraging people to attend StuCo-run events and feel proud of the school by becoming involved in such occasions as Spirit Week or Halloween; these points play a major role in spirit, but are limited to enhancing the morale of the student body.

However, we would like to take this opportunity to share how we would very much like to help charities throughout the school.

All clubs and groups are welcome to make presentations at a class meeting or all-school meeting in order to spread word of an event or cause and are invited to speak to StuCo at a meeting or with individual representatives in

3. BATTLE OF THE BANDS WORKS GRAPHIC BY HAMISH STEPHENSON order to discuss ways in which we can support without leading the efforts themselves.

In order to minimize any favoring of particular charities, we hold Battle of the Bands annually, where any and all charities are asked to set up a stand in order to receive money for donations – this event is extremely successful every year, and we thoroughly encourage all interested groups to participate. The event raises both awareness and funds, two goals that seem to be at the forefront of charities’ missions.

From year to year, as the Council changes, the ideas held by officers and representatives change accordingly, and we have brought this issue up several times in order to decide whether or not it is our duty to aid these charities through spirit points or council-organized events. At this point in time, our policy in charity is the above approach of supporting and promoting without direct leadership, and we wish every group the best of luck with their initiatives.

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Opinions

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THE STANDARD | January-February 2014

Global Students

Culture Editor Kate Kennedy discusses the need for students to have a global curriculum in order to have an improved perspective

O

n the 2013 U.S. History SAT Subject test many students, including myself, were dumbfounded by the question that asked what country the U.S. invaded in 2001. The other questions, about things such as the Teapot Dome Scandal or the most urbanized cities in the 19th century, were a breeze.

But for the question that asked about a major event that occurred in our lifetimes and is affecting the lives of thousands of U.S. citizens today, many students could not even come up with one simple answer: Afghanistan.

The school’s mission statement speaks to educating global citizens, although it has not been made explicitly clear what we view a global citizen to be.

I believe that an integral part of having a global outlook is interacting with the world around you. A global citizen is someone who is conscientious and informed about the w o r l d around them and constantly searching for answers to the big issues that are plaguing h u m a n i t y.

In Mark Gerzon’s Global book Citizens, Gerzon claims that, “To shift our level of awareness from ethnocentric to geocentric, we must challenge ourselves to leave our comfort zone. Whatever narrow identity we were born into, it is time to step out of it and into the larger world.” At a school which, at times, has such a distinctive homogenous cultural feel, global citizenship sometimes feels far afield, despite the many perspectives and stories that are present at school. With our unique location and emphasis on global education, ASL has a unique opportunity to stress education on current topics in an active way.

Especially since a lot of school isn’t necessarily about teaching students information, but teaching them how to process information and to be inquisitive and discerning learners, it is important to educate students how to be informed and aware of the world around them.

With the tools and information on how to find, analyze, and process this data, students will leave ASL not only prepared to finish term papers and handle a college workload, but also to

be engaged members of the global community.

An active learning of the current evolving landscape of the world can and should be integrated into the High School curriculum, both by interweaving this material into existing classes and syllabi, and by spearheading new efforts to explicitly confront the current world in new projects and classes.

For instance, the

Global Issues class that I’m currently taking, which analyzes what it means to be a global citizen and explores some of the greatest issues the world is facing today, is currently an elective that only a small amount of upperclassmen, mostly seniors, take.

This class should be mandatory for freshmen.

This uniformity would be helpful not only because it would give all students a compulsory knowledge of this information, but also because it would unify the school’s message: What exactly is a global citizen, and how can we, as students, discern this? I do not believe we should even stop there: What about introducing these topics in Middle School during small sub-units of

classes, so that students are already familiarized with news circulating within the greater world?

This semester-long class could be complemented by another semester-long class analyzing present-day media, teaching students how to interact with the overwhelming amount of information out there, and teaching what it means to be an informed citizen. While elements of these classes could simply be incorporated in World Civilizations I, I think that these issues are so important and relevant that it would be highly beneficial to have an entire class devoted to this topic and to teach students to be discerning learners at a younger age.

For that matter, presentday issues and world news could be further incorporated into curriculum in Middle School as well, so that students are familiar with this material and better equipped to deepen their understanding.

T h i s foundation having been laid, there would be a greater opportunity for current events to be interwoven into all subjects, not only by teachers, but also the students. Allowing 10 to 15 minutes once per cycle in classes, social studies especially, for students to bring in current events they want to discuss in light of the class material would be an interesting way to stimulate discussion on a regular basis.

The stepping stones are already there. ASL has a uniquely flexible curriculum which allows for more of this specialized, yet important, learning, and it is for this reason that I believe ASL has the opportunity to go even further, not only to teach students to be informed, but also active. To be equipped to be a moving force in the world after graduation, not only do students need to have learned how to be informed about the world around them but also how to become active in that world. With this foundation of knowledge about what it means to be a global citizen and how to sift through the dizzying array of information, students will be fully equipped to be proactive and conscientious people.

Or, if not for anything else, maybe they will get a couple of extra point on the SAT II’s.

Graphic from University of texas Library

THE STANDARD | January-February 2014

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Page 11

Opinions Embracing ‘senioritis’

Clayton marsh clayton_marsh@asl.org

“

[Second semester senior year] is not about slacking. It is about rediscovering what you actually truly care about – whether that be personally, socially, educationally, or all three.

The biggest mistake one can make in High School is to not fall for and embrace senioritis. It is this weird period influx – grades don’t really matter for a lot of people, but you’re all still in the classroom together. Much is the same, but even more is different. It pleases me to say that I will be spending the next semester in a drastically different fashion to how I spent the last three and a half years.

For me, getting into college was a frightening moment of realization – I knew where I would be spending the next four years of my life, but equally importantly, it prompted an all-too-sudden feeling that all I’ve known for the last three and a half years is about to slip away. It is a moment that makes you think – it requires some soul-searching. Most importantly, it forces you to reassess your priorities.

But that is what being a second semester

senior is all about. It is not about slacking.

It is about rediscovering what you truly care about – whether that be personally, socially, educationally, or all three.

With the bulk of high school behind Seniors, it is a time to simply learn for the sake of learning. Without the burden and pressure of grades following your every footstep, you can finally learn what you want to learn. Don’t strain yourself studying for a test. Take some accountability and responsibility and decide just how much energy you want to dedicate to school over the next few months. Because we have all expended a lot over the past few years, and it is time for a brief reprieve.

Most people walk into senior year thinking they have things pretty figured out. They know their closest friends, whom can be trusted, and with whom they want to spend their last year of high school.

But then you quickly realize there’s a whole other world on campus filled with people you never really got to know. And so you hustle all year to forge new friendships, recount old ones, and rehash broken ones. I’d rather get a B in a class than have the regret of not getting to know someone as well as I should have.

Because before we know what hit us, we’ll all be gone, venturing off into new pastures and starting a life-changing, four-year experience all over again.

Being a second semester senior is a time to learn about yourself and about the people around you. In 10 years’ time, it is the relationships we have forged that will matter most to us.

I don’t feel the slightest hint of guilt regarding my plan for the next few months; I won’t be slacking, but I’ll be gaining some perspective on what really matters.

Changing our viewpoints nadia sawiris

nadia_sawiris@asl.org

“

The reason we can’t relate to that person is that the likelihood of any one of us being one of these 783 million people is so miniscule that the idea is incomprehensible.

We live in a community in which we are privileged with opportunities and advantages that seem to come as a given. What may be norms for us in the Western world are rare, luxurious benefits for others in different parts of the world. It is only natural for someone to take all that they possess for granted, when most of those around them, too, possess these same perks.

This became clearer to me after I spent winter break in Egypt, outside my isolation in a close, safe, advantaged community. I was surrounded by innumerable people who did not have half as many benefits as myself or most people in the Western world do.

Upon my return to London, I was sickened by those who whined about their inconsequential “misfortunes.”

We complain about petty family issues, tough teachers, not wanting to go to school, and yet, in this mindset, we somehow evade the fact that education, as strenuous as it might be, is something not endowed to every human. The tendency to ignore the reality of our situation is a result of the fact that we have grown up without the awareness of others in a world outside our bubbles, of those live without the privileges we know.

Many of us have taken part in a conversation about the type of water we drink. There are always some who only drink Voss or Evian, or who complain about the taste of certain kinds of water. When one does so, they should remember that, according to the United Nations, more than 783 million people in developing countries do not have access to clean water.

Although we may be mentally isolated from these situations – which are just a few hours plane ride away – there is a human being who is dying of thirst, or dying of the bacteria in the water with which they quenched their thirst. That person is not faced with the choice of Fiji or Acqua Panna, but faced with their own death, just a few hours away. The reason we can’t relate to that person is that the likelihood of any one of us being one of these 783 million people is too miniscule.

Another benefit many of us take for granted in our daily lives is the internet. We are fortunate to be part of the 34 percent of people who have access to this resource that most of us use on a daily basis to perform

students must gain an increased awareness of their privileges.

PHOTO BY JESSICA HAGHANI simple tasks. We are so used to the idea of having access to internet that when it is slow, or inaccessible for a short amount of time, we complain about it.

We rarely face the issue of fearing for our lives. If we do, it would most likely be due to an accident or sudden tragedy. We are advantageous enough to live in a society in which we do not have to fear death having certain beliefs or being a certain way. We do not live in a warzone, or in an extremely segregated community. Unlike many, we do not wake up every morning, terrified of our chances of surviving, or being injured.

However, “783 million” is just a number and “34 percent” is just a statistic. It is a vague figure that doesn’t impact us much, or anyone in our community.

Adults always tell us to “think of all the kids in Africa that don’t have water.” This statement is impersonal and won’t touch us because Africa is a faraway continent.

Naturally, the situation becomes distant and intangible, and so, in turn, we become apathetic. The truth is, these places are just a few hours away. We should feel more connected to the outside world, and realize that there are others who aren’t as fortunate as we are.

Ultimately, we should learn to appreciate what we have as we are part of the lucky few who have access to such privileges, perks, and situations. We must wake up and pay attention to the obliviousness of our fortunes, as our current lack of awareness has gone too far.

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Opinions

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THE STANDARD | January-February 2014

Calling for allergy awareness

Charlotte Young charlotte_young@asl.org

“

While ASL has strived to try and make the cafeteria a safe place for students with allergies to eat in ... more can be done by catering.

I will never forget the night of May 19, 2012. It was the night of my sister’s junior prom, and also the night when I went into anaphylactic shock at a birthday party.

Anaphylaxis is a life-threatening allergic reaction to something that the immune system does not tolerate. Anaphylactic symptoms include lowered blood pressure, swallowing and breathing difficulties, and hives.

While I regularly saw an allergist, and continue to do so, I had no idea just how severe my allergy to nuts and peanuts was until that night. Because of this uncertainty, I have always been diligent with my allergy and have carried around my own EpiPen for as long as I can remember.

I find it painful to recount what happened that night, and nearly two years later I still struggle to discuss with my family and close friends the events that occurred. However, I believe that sharing my story is beneficial to the school community to understand the real risks associated with serious allergies.

My allergy attack was the result of eating a Twizzler which was in an open candy bowl. Within ten minutes, I was calling my parents from the bathroom telling them I felt unwell, and was already losing my voice as a result of my throat closing up. Shortly after I had called my parents, I had all of the symptoms of an anaphylactic attack. I could not speak due to the swelling of my throat, I was having difficulty breathing, sweating, hives had formed all over my body, and was completely incapacitated.

When we arrived to the Chelsea and Westminster Hospital, I had a second anaphylactic attack and was administered a second EpiPen. I stayed overnight in the Children’s High Dependency Unit, and was discharged the next day feeling perfectly fine.

The scary thing about something as lifethreatening as having an anaphylactic allergy is that the reaction comes on so quickly, and when taken care of appropriately, it feels as if it has never happened. Your body is in such incredible trauma for such a short amount of time, and you feel that your life could end at any second, but I felt normal the next day.

Looking back on my experience, there are many things I wish someone with an anaphylactic allergy would have told me. It is important for people with serious aller-

gies to know that they must carry around medicine at all times. If I hadn’t brought my EpiPen with me that night, no matter how safe I had been in the past, my situation could have been a lot worse than it was.

It is important to be an advocate for your allergy at restaurants, friends’ houses, and even in school. No matter how embarrassed or awkward one may feel to speak up, taking chances is never the answer.

While it is hard at a young age to understand that sometimes you can’t eat the birthday cake at parties, or that you will have to trade candy with your siblings at Halloween, ultimately it is important that these steps are taken for younger children to understand how lifethreatening their allergy is.

I have also found it difficult at our school to find options in the cafeter i a that are safe for a nut and peanut allergy. While I recognize that students have a wide variety of allergies at this school, I personally believe that nut and peanut allergies are particularly hard to manage. As a result of this obstacle, I eventually decided to bring my own lunch this year. In the past during lunchtime I have been concerned about cross-contamination of food.

While ASL has strived to try and make the cafeteria a safe place for students with allergies to eat in, by no longer having a peanut butter station by the bagel area for example, more can be done by catering. Although nuts and peanuts are an excellent source of protein, students are sometimes ignorant when it comes to ensuring that they are not contaminating other areas after eating their peanut butter sand-

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wiches or bags of almonds.

It is important for all students to be conscious and vigilant when having ingested peanuts or nuts for the sake of students’ health in the school community. While I do understand that there are signs on pre-made sandwich that contain peanut butter warning students’ of others allergies within the school, students’ eyes can often this label.

I urge everyone who is reading this article to be aware of their surroundings when at ASL in order to protect students with serious allergies. While we are personally careful, we cannot help it when it comes to third parties putting our lives at risk. We are all at the age where this responsibility should not be a hardship on anyone. After all, students with serious allergies have had the responsibility of taking care of their immediate health since the day they were diagnosed.

Improving teacher feedback Ian sCovIlle

ian_scoville@asl.org

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If I’m being honest, feedback has to be done properly or be scrapped.

When teacher feedback was first introduced two years ago, the idea of being able to provide valuable feedback to teachers was exciting. But two years on, the program continues to suffer due to poor execution.

Teacher feedback is a crucial part of the education process. For students, it forces us to reflect on how our education is working for us, and more importantly, for teachers, it allows them to improve and adapt their teaching styles to fit certain classes. But currently these two benefits of feedback are not coming to fruition.

As it stands, the teacher feedback process is weak. Many of my teachers have yet to even hand out a feedback form this year.

But that’s not the real problem. The issue is how the feedback is acted upon, and how that information is made visible. In some of my classes this year, I have seen concrete changes to my educational experience as a result of

teacher feedback, while in others, it seems as if many comments were ignored entirely.

We cannot continue on this path of halfhearted teacher feedback. Because, if I’m being honest, feedback has to be done properly or be scrapped. It is only worth our time if it is done properly.

Feedback can be extremely effective, but currently its true potential is being limited.

The administration, faculty and students must collectively pursue a better way of performing teacher feedback.

The better process starts with ensuring that every class actually performs teacher feedback.

I have yet to complete feedback for any of my elective courses, and two of my core classes. It cannot be something that is optional, it cannot be something that’s forgotten. Feedback is a necessary process that every student has the right to complete and contains information that every teacher deserves to know.

The most meaningful experience I have had with feedback came in English Department Head Meghan Tally’s Modern World Literature: Africa course. The entire class completed a survey anonymously, and then, a couple of classes later, Tally compiled all of our responses and we discussed them, finding solutions as a class to problems and ways to continue what’s working. The results that came out of our discussion were impressive: Our class continued to grow, and Tally was able to respond to our concerns quickly and effectively.

This process must continue throughout the school.

If every class follows a similar process, there’s no reason why they shouldn’t have similar results. Of course, an art class is different from an English course, but at the end of the day, if we improve the feedback process to become more meaningful, everyone will benefit.

THE STANDARD | January-February 2014

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Page 13

Opinions

The weak human condition C

Culture Editor Gabriel Ruimy discusses the impartiality of corruption and egoism

harles de Montesquieu was a French Enlightenment thinker who coined one of the most tremendous theories on the human condition: Humans are innately and obstinately evil.

“Men,” he said, “should be bewailed at their birth, and not their death.”

To the optimistic mind, the idea that men can only create chaos and trouble is pessimistic, irrealistic. How can we have come so far if the human is just a gyre of evil, corruption, and self-interest?

To the realistic mind, the idea is somewhat true: Individuals, and not entire societies, though most often those who find themselves at the upper echelons of governments, are the few afflicted by Montesquieu’s curse. They are found around the world, in different realms of work, of varying ethnicities and groupings, and they have caused the strife of thousands, perhaps millions who come under their influence. It does not take a cynic to read the news and understand that this idea, though centuries old, is as prevalent today as it was yesterday, and as it will be tomorrow.

A

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maturing nation, South Sudan, gained its independence from Sudan in 2011 after a peaceful referendum. The vote of the residents and expatriates of the landlocked region in the middle of Africa for independence was of 98.83 percent – a near universal approval. Today, the government finds itself officially at war in 9 of its 10 sectors against tribal groups, terrorist groups, and other armed organizations.

It was a beacon of hope on July 9, 2011, and yet it became a cesspool of bloodshed on December 14, 2013, when the Sudan People’s Liberation Army orchestrated an unsuccessful coup that degenerated into a civil war. About 10,000 are dead, 70 times that number find themselves without home, without safety, without refuge.

The conflict is a result of two: Ethnic infighting between the Nuer and the Dinka, and political insurgency against President Salva Kiir Mayardit’s reconstruction of the South Sudanese government.

In late 2012, the president heard wind of a coup and thus he consolidated his state with his own appointees – something very similar to the patronage system of Gilded Age America, where the political party of the victorious presidential candidate would fall upon Washington replacing any official that didn’t belong to the said party. Mutiny was something he would not tolerate: New chiefs of staff in the government, new generals in the army, new commissioners in the police force – the nation became his by the untold power of patronage.

And war continues because a man won’t relinquish his presidential powers; powers he

T

he example of African dictator is one that often falls on deaf ears, being something so disquietly frequent in the continent. Perhaps one that will rock the seat of the human optimist is that of the United States government, specifically its National Security Agency (NSA) scandal.

It is one of the most controversial and influential events of 2013: The country that prides itself on instilling democracy worldwide turning out to distrust its own citizens. Phone-tapping came to the spotlight and the issue became a controversy: Is the government protecting its citizens and its interests, and so is justified, or is this blatant and unnecessary infraction of privacy? Is Edward Snowden – the renegade NSA contractor who brought the spying scandal to public, international attention – a modern-day Robin Hood, or is he an anarchist? Whatever the answers might be, history was made and opinions too.

A three-jump phone-tapping scandal – the process of investigating the phone of a suspect, any person the suspect contacted, and any persons these individuals contacted – was revealed by The Guardian newspaper in coordination with Snowden.

Government officials were victims as mundane civilians – America went from a respected potency to a conspicuous power in the eyes of many.

But was Snowden correct in blowing the whistle? Perhaps he was the runner-up for Time’s Person of the Year, but were his actions progressive to a modern society?

Montesquieu says yes: “It is always the adventurers who do great things, not the sovereigns of great empires.”

And I say yes, too. The U.S. government failed its citizens, its associates, and politicians worldwide by misunderstanding a fundamental piece that I find lacking in Montesquieu’s words. Humans are not inherently evil, individuals CARTOON BY CAROLINE TISDALE are inherently evil. Not everyone should be suspected of greed, of Montesquieu said. President Kiir, who will corruption, of opportunism. But similarly no agree to no peace without his remaining in one should be exempted from such a suspicion, for how else would we know who the rightful power, is this very justice.

There comes a time when a human must leaders are and who the wrongful doers are?

Individuals in the U.S. government, based so understand that his stay is outdone, his ideas obsolete, and his presence detrimental. There expansively on Montesquieu’s system of checks comes a time when that same human’s inner and balances, has failed the French thinker: capacities will be tested: Will they be selfish, They have acted as Montesquieu’s devil.

Who would have known Tsar Ivan IV would corrupted and keep power out of self-interest or perhaps a delusional vision, or will they make the mass executions of Polish people daishow a goodly dictator, like Abraham Lincoln, ly entertainment? Who would have known Emwho knew when his power was of no more use peror Hirohito would have conducted the Rape of Nanking with no trouble? Who would have to those he led?

The human, in the South Sudanese case, has known Austrian baby Adolf Hitler would have tormented and murdered generations? failed: President Kiir is Montesquieu’s devil.

No one.

And that is why no one can be believed to be good and true until proven so. Do not be optimistic, do not be pessimistic, be realist – with a hint of cynicism. has yet to wield for the progress of the nation as a whole. Civilians are rounded up and killed, the police dole out a justice that is biased to the government, and the lines between right and wrong are not even blurred, but rather nonexistent.

“There is no crueler tyranny than that which is perpetuated under the shield of law and in the name of justice,”

•••

Features •••

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Humanitarianism

The

Transportation

THE STANDARD | January-February 2014

Public vs. Private

Hiring

Process

Features Editor Zack Longboy and Online Editor Will Muoio explore the application, recruitment and evaluation process for faculty and administration

W

hen Recruitment Manager Megan Gomm opens her e-mail inbox on a Monday morning, more than 200 job applications await her. “[ASL] is lucky in the sense that the jobs here are absolutely in high demand, meaning we see really strong candidates for every position,” she said.

Gomm is the first point of entry for candidates in the ASL hiring process. Her responsibilities include viewing all of the résumés and checking references to whittle down the pool of candidates. Finally, Gomm gives Head of School Coreen Hester and the divisional principals “a stack of candidates that I think they would be interested in seeing.”

As well as a résumé and an online application form, candidates must send a video of them teaching and meet twice for interviewing.

This 10-to-15 minute video clip gives Gomm the opportunity to “see them in the classroom and see how they interact with other students and colleagues.” Ideally, Gomm would have the candidate teach a class at ASL, but “because we do so much overseas recruiting, it usually isn’t possible to meet everyone we hire in person,” she said.

First year Social Studies Teacher Howie Powers agrees that the process is very thorough. “They had even called the Head of School and Head of Upper School at my former school,” he said.

However, Powers had doubts about the online application. “Although the online application was very detailed, I don’t know how useful it is, because in my first interview they asked me a bunch of questions

which were on that application, giving me the impression that they hadn’t really seen it,” he said.

Hester classifies positions into three levels within the school. “There are three levels: senior administration, associates, and faculty and staff,” she said. For any job, there are anywhere from 50 to 100 applications per job, and the school can receive around 1,000 total applications for jobs each year.

One issue that Hester has tried to address is awareness of diversity in the applicant pool for all levels of jobs. Diversity is something heavily stressed at ASL and Hester also makes it a priority when hiring for any position at ASL. Hester estimates there are around 30 new jobs each year at ASL, and believes that with so many opportunities, a diverse pool of applicants should be considered.

“You are never going to hire a more diverse candidate if you do not have a more diverse pool,” Hester said.

This year, ASL has reached out to two minority firms who provided them with applicants for positions.

ASL reaches out to these firms with any possible job opportunities, and in return the firm send them minority applicants.

Hester has also noticed that the ASL administration is “pretty white” but believes it is a situation which has evolved without a real explanation or thought. “In the best of all worlds, we would make sure that there is diversity in all categories of employees,” Hester said. “We should have more people of diversity… it can be an accent, sometimes it is color or ethnicity, and sometimes it is gender.”

Although the recruitment team is flooded with applications, the team still looks for prospective candidates by sending job descriptions to overseas recruiting agencies and even advertising in British newspapers such as The Guardian. “I absolutely feel the application process is thorough and it is something I pride myself on,” Gomm said. “I could reduce the number of applications we receive by not advertising in so many places, but I want to cast a wide net and get the greatest teachers out there to see my advertisements.”

For Gomm, the process does not end after the finalists for a position are selected. Once these finalists have been established, Gomm coordinates their schedules. “I will set up interviews for a candidate, help them book their flights and their hotels and act as a sort of chaperone for them,” she said.

When Dariush Yazdanpanah (’15) heard that certain members of the Student Council (StuCo) would be interviewing candidates for the new Director of Student Life, he did not hesitate to volunteer for the committee. Yazdanpanah has previous experience as a student voice in the hiring process of the High School Principal position, last year. “From a student perspective, I try to imagine how well other students could connect with the personality of the candidate. For me the personality of the candidate is very key,” Yazdanpanah said. “I don’t think I’m in a position to scrutinize someone’s CV. I like to judge the candidate based on their personality and try to predict how well they can connect with the students.”

•••

THE STANDARD | January-February 2014

Page 15

Features

Recruitment Manager Megan Gomm reviews hundreds of job applications every year. photo by Maya Jotwani

Four members of both the Student Council and Student-Faculty Disciplinary Board (SFDB) formed a committee that was involved in meeting with potential candidates for the new Director of Student Life, a role that will replace the outgoing Dean of Students Joe Chodl when he departs at the end of the year.

Yazdanpanah sees StuCo’s involvement as necessary for positions at this level because they are “trusted” by the administration. “This shows how highly the administration values us,” he said.

Courtney Welch (’16), a member of

healthy relationships with students.”

Welch believes that this student involvement has worked well, and was pleased to have the opportunity to be involved. “I think this process is an example of how the administration respects student opinion. It is important that we are able to help give feedback as to whom we believe would best fit into the ASL community and I don’t think there is any better way to know that this can be done than involving the students,” Welch said.

While meeting with organizations such as StuCo and SFDB has

knows that while these regulations are strict, “it is all to protect teachers, not the school,” she said. However, at any given time if the administration feels that someone is not performing “up to snuff,” they will be involved in a performance management policy.

As a teacher, Powers is aware of the international employment laws. “[There is a] very deliberate and rigorous evaluation process for first and second-year teachers,” Powers said.

“After two years, and especially one year, according to British law, it is very difficult and expensive to end a faculty’s job.”

“I could reduce the number of applications we receive by not advertising in so many places, but I want to cast a wide net and get the greatest teachers out there to see my advertisements.”

Megan Gomm, Recruitment Manager the SFDB, agrees with Yazdanpanah about the necessity of student involvement within the hiring process for positions like Director of Student Life. “I think that the administration values what we think of each candidate because it is important that we, as students, can personally view ourselves interacting with them on a regular basis,” Welch said.

With Welch’s role on SFDB, one element that she looked for when speaking with each of the candidates was their ability to act “as a disciplinarian, yet also being able to form

been beneficial for senior administration and associate positions, Hester also believes that there should be a stronger voice for faculty and staff selection. “The new choral director is a teacher, yet we flew three candidates in because it was such a wellregarded position,” Hester said.

After a two-year period where, under U.K. employment regulations, the school can dismiss a teacher without a detailed explanation, the school must follow strict protocol and undergo a review process to dismiss a faculty member. Hester

With 28 new teachers this year, ASL continues to be a place with plenty of new faces each August.

ASL attracts candidates from the U.S., looking for an opportunity to live in London, and international candidates drawn to ASL’s stellar reputation. Gomm believes that the prestige of the school is represented by the sheer amount of applications she receives. “The jobs here are absolutely in high demand and we are very lucky in that sense,” Gomm said.

“ASL is a great place for teachers because ASL has a good reputation.”

Humanitarianism

Left to Right: Caroline Heinz-Youness; Bill Roedy; Karen Conway.

Theof act

Giving

Editor-In-Chief Fares Chehabi, Deputy Editor-In-Chief Clayton Marsh and Lead News Editor Thomas Risinger talks to three ASL parents who have exhibited outstanding commitment to humanitarianism to discover the influential, accomplished methods behind their drive to change the world for the better

K

aren Conway, ASL Parent and member of the Board of Directors for Right To Play (RTP) UK, first met *Joseph on a trip to Tanzania.

He looked like a small child—he was 14 years old, but could have easily been mistaken for about 10. He was thin, had burns on his body, and was blind in one eye.

Years earlier, Joseph lived alone on the streets as an orphan. He had been infected with HIV having been tormented by sexual predators. Today, he

life-lessons.”

While she has been out into the field three times, Conway’s consistent involvement is through helping RTP raise funds and awareness so that the organization can expand its programs. “Most of what I do is a bit more down to earth.

Without the fundraising, we can’t do what we need to do,” she said.

Joseph’s story has left an indelible mark on Conway’s memory. “He was just this lovely, happy boy with a big smile on his face. He was kicking the football around with my son What I really was Will (’14),” she said. “Later, he was telling his story intrigued about was the when he [Joseph] said, ‘Right To obvious nature of helping Play saved my life.’

Having just seen it all again children through play. up close and personal, it reafyet again, the power Karen Conway firmed, of what we do,” she said. “I feel very privileged that I have is a junior leader for Right To Play in his an opportunity to be involved.” home country of Tanzania.

••• “His life was awful,” Conway said.

“Then he met somebody who was inhether it is the glory days of volved in our program who invited him Guns N’ Roses or the antics to come along. He stuck with it long of Miley Cyrus, MTV, at first enough to become one of our junior glance, appears to be inextricably enleaders.” tangled in the celebration of all that deStories of reinvention like Joseph’s serves to be ignored. are, fortunately, the norm for Right To Bill Roedy, ASL Parent the former Play, and this is something Conway has Chairman and Chief Executive of MTV seen first-hand during her three visits Networks International, and the man into the field. whose vision proliferated MTV across Conway has been working with RTP the globe, sees MTV’s message in a difsince 2009. RTP, which reaches over 1 ferent light. During his 22 years at MTV, million children worldwide, is an in- Roedy made it his priority to emphaternational humanitarian organization size global issues—prominently the that uses sport and play programs to fight against HIV/AIDS and climate improve health, develop life skills, and change—in the programming that foster peace for children and communi- was broadcast. “I felt again that it was ties in some of the most disadvantaged important to tap into something that areas of the world. made a difference. We did a whole host Having already supported RTP’s ef- of campaigns all around the world,” forts on the ground in Ghana and Tan- Roedy said. zania, Conway recently returned from a Public service has never been an area five-day trip to Jordan, where she, along that Roedy has shied away from. Atwith two other ASL parents, worked tending West Point Military Academy, with Syrian refugees.

Roedy served seven years in the miliWhile in Jordan, Conway visited a tary, both as an officer in Vietnam and refugee camp where RTP is working as the commander of three nuclear miswith Palestinian, Iraqi, and, most re- sile bases in Italy. cently, Syrian refugees. “In the program Upon leaving the military, Roedy that we watched, which focused on attended Harvard Business School and the idea of social cohesion, there were worked for Home Box Office (HBO), 150 girls from all of those backgrounds before arriving at MTV as the Chief Explaying games together that delivered a ecutive and Managing Director of MTV message of cooperation,” she said. The Europe in 1989. girls played a series of games including At MTV, Roedy worked to spread the relay races, which required teamwork. channels by customizing the program“Following the game, the girls were ming to fit each individual culture. asked to connect the game to some- “[MTV] changed everywhere you went. thing they already know in their life and This product had to reflect where it was apply it to something they are going to being sold, reflect local sensibilities. I do in the future,” Conway said. designed the organization to truly reSeeing the programs on the ground flect local cultures,” he said. allows for a greater comprehension Coinciding with the specialization of exactly what RTP does and how it of MTV, Roedy began to emphasize the works. “Sometimes there is a misper- importance of creating awareness and ception that what RTP does is that it educating viewers about specific global brings footballs to kids in Africa. But concerns that were affecting their lives. what we do is actually a lot more sophis- Roedy used the power of television to ticated than that and seeing it in action impart this message of awareness. “We is really understanding it,” she said. “It did everything from a 30 second spot to is something very simple yet very so- a 90 minute documentary. The message phisticated because it is just a game, was in the programming,” he said. but it is a game that is targeted at speIn Africa, a central message was the cific groups to teach a specific lesson.” danger of HIV/AIDS. “[In Kenya] we do The entire notion of the simplicity a series of programs called Shuga. You of RTP’s work proved to be the initial can think of it as an African ‘Gossip point of interest for Conway. “What I Girl’, and it’s all home cast. The show really was intrigued about was the obvi- gets tremendous ratings, and we put ous nature of helping children through important messages in it. Everything play,” she said. Her background in from the importance of testing for sport, as well as her children’s involve- AIDS, tolerance, anti-stigma messages, ment in sport, led to her belief that male circumcision, or female genisport and play are ways for people to tal mutilation,” Roedy said. “We have learn about life, leadership, and char- found that if you watch these shows, acter. “It just really clicked and spoke to you are more likely to get tested, and what was important to me and what felt practice safe sex.” like a really great way to help children MTV, though, did not restrict its and enable them to have fun and learn educational programming just to Af-

W

Left: The logo of MTV’s Staying Alive foundation, which Bill Roedy works with.

Right: Children involved in Right To Play work together in Tanzania. pHotoS from Http://StAyingALivefoundAtion.org And by kAren conwAy rica. In the United States such shows as “16 and Pregnant” and “Teen Mom” focus on the hardships and struggles of unplanned pregnancy. “Not only does it show how hard it is to be a mom, but often a single mom. Even though [the show] wasn’t necessarily intended this way, it does have a very strong message,” Roedy said.

An article written by Annie Lowrey for the New York Times in January 2014 estimated that the shows may have prevented as many as 20,000 teen pregnancies.

Another effective way that Roedy and MTV have harnessed their capabilities to create change is through the use of celebrity spokespersons. “I would have Wyclef [Jean] yelling at the boys to practice safe sex—boys get it when they’re yelled at—while Beyonce tells the girls ‘no condom, no sex.’ The celebrities are very impactful,” Roedy said.

Roedy believes in the importance of public service for any business, and has seen the growth of this concept since pioneering it with MTV. “Initially we did a lot more [awareness work] than any other company. Now though I think a lot of people do it. CNN is wonderful, they do a great campaign against human trafficking. The key message I would give to a company is to pick any issue and do it because it is good for you and your customers. If you don’t have healthy customers, then do it for your employees,” he said. “Thirdly, if you don’t believe those two, do it for your brand. Just do something that makes a difference.”

C

•••

aroline Heinz-Youness, ASL Parent and Board Member for the World Childhood Foundation first exposure to Africa, South Africa and Kenya, in particular, instilled in her a deep desire to help. Aged 17, Heinz-Youness boarded a boat set to go around the world, in a trip sponsored by University of Pittsburgh as part of their Semester at Sea program. “I took it very seriously. I don’t think anything turned me around, flipped me on my head as much as that trip,” she said. “That’s when I met Africa. There was something so strange. I wrote to my sister, ‘I feel more at home here than I do anywhere I have ever lived in my life.’ And so that was it. They say that either Africa gets in your blood or you hate it. And it just completely became my blood.”

Heinz-Youness embarked upon several charitable endeavors, including teaching prison inmates, before returning her attention to Africa, applying her altruistic zeal in Tanzania.

Her circumstances were fortuitous––she was afforded an allocation in 1997 from the Clifford S. Heinz Foundation, which her family runs. “My father very kindly said, ‘We really want to support you, but it’s like throwing water to sand.’ So I said, ‘Okay, just [give me] a lit-

tle bit and I’ll show you what happens, and then if you think that it’s a waste of time then fine, we’ll stop.’ That’s how it got started, and that’s also why I take so much personal responsibility,” HeinzYouness explained.

In Tanzania, Heinz-Youness faced the harsh reality of life for the Maasai, an indigenous tribe who, at the time, were fighting a serious battle against AIDs, and losing. As a result, she focused on establishing bush clinics in the region. “[The Maasai] were at that point being particularly ravaged by AIDS because of their social mores and practices in terms of boys becoming warriors and sharing women. AIDS [was] basically destroying them. The bush clinics were primarily hospices in the way they were oriented, because [the Maasai] were pretty much dying at that point,” Heinz-Youness said.

The stories of the horrific, ruthless and systematic slaughtering of Native Americans by New World explorers amplified Heinz-Youness’ ambition to help Tanzania, as she took a closer look at the effect of “modernity” upon the Maasai. “Coming from the United States and having remembered the story of Native American Indians, I was really taking a look at what modernity was doing to the Maasai. It really pulled at me,” she said. “I just felt like, ‘I don’t have billions or whatever, but I can do something.’”

However, Heinz-Youness is adamant that charity, or any humanitarian effort for that matter, is not exclusively dependent on one’s ability to expend money. The hands-on approach, she argues, is just as crucial. “I don’t think [money and the hands-on approach] can be disentangled from one another.

They are truly mutual partners.

I don’t think [money and the hand That’s the way it is. on approach] can be disentangled I don’t want anyfrom one another. They are body to feel that they are limited truly mutual partners. in what they can offer just because Caroline Heinz-Youness they don’t have money,” she said.

“These organizations need the money, but there’s a multitude of things people can do if they can’t offer money.

Both are needed, but if you don’t have the money, it’s not a mutually exclusive thing that you cannot contribute.”

Following the graduation of her youngest child Lena (’14), Heinz-Youness plans to spend the majority of her time in South Africa and establish a permanent residence in the Makana region to oversee a project designed to help South Africans conserve their environment. “If they don’t preserve the wildlife, they are eradicating any hope for the future. I’m sure things will develop, but right now they need to keep a foothold in the eco-tourism arena ... *Joseph: in order to protect t and Africa’s one of the last vestiges of child’s privacy, a pseudonym been used for his anecdote. wildlife on the planet,” she said.

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Features

•••

THE STANDARD | January-February 2014

From Student to

Entrepreneur Lead Features Editor Mina Omar speaks to Zack Nathan (’13) about his up-and-coming food business

Left: Nathan (‘13) Right: Nathan in his kitchen creating his product

A

ugust 23, 2013: Zack Nathan, along with 3,282 other college freshmen, begins his first day of class at Cornell University.

Immediately, he felt as if something was wrong. “I had to trust my gut instinct,” Nathan said. “I needed to get out of there. University wasn’t for me.”

Originally, at the beginning of his junior year at ASL, Nathan informed his parents that if he were to pursue higher education, he wanted to attend an arts school in London. However, Nathan’s parents felt that he should, rather than close himself off, study at a place that would allow him to study a variety of subjects. Nathan and his parents reached a compromise when he decided to apply to Cornell because of its dual arts degree, which would allow him to study the arts as well as another subject.

Nathan first mentioned to his parents that he wanted to leave university two weeks after he started classes at Cornell. He felt restricted by the art program and wanted to experience life outside of an institution. “My thoughts are if you’re in an institution, you’re intrinsically following a path,” Nathan said. “There’s a set sort of line that you’re meant to follow, and I’ve always hated that.”

At first, Nathan’s parents urged him to give the school more time, but when he spoke to them more seriously during a parents’ weekend in October, they started to realize the legitimacy of his request to leave. “We sat in

Photos by Jessica haghaNi the canteen for nearly five hours and talked it over,” Nathan said. “It was dire.”

The main concern that Nathan’s parents brought up was the timing of Nathan’s exit to start a business and if right now was the right time for Nathan to try and start up his own business. “I asked them if there was ever a right time to start a business,” he said.

“Breaking the news to them was difficult, but they knew something like this was coming.”

plethoric potential and real revenue by the end of the summer [2014], then I’ll have to tuck my tail between my legs and return to school to complete a degree.”

Nathan hopes to create a chip alternative that people eat as a replacement to chips, such as popcorn or nuts. He wants his product to be made without any processed or synthetic material. “My family and I try to avoid all processed food,” he said. “We are extremely health conscious. I want

plans on outsourcing everything and is working with people in all areas of expertise, such as design, sales and food science. “I have this product which I know how to create in my kitchen,” he said. “But there’s a huge difference producing something at home and in a factory.”

Nathan is starting off with a relatively small budget and plans on both working on the side as a babysitter and as a tutor for the ASL community.

He also plans on crowdfunding online

“If I fail, I would not consider it a failure overall. I have learned so much more through this process than a degree could have ever taught me.”

Zack Nathan (’13) Nathan believes that he is currently in the perfect place to take this risk. “I’m not knee-deep in a degree.

I’m not working from 9 to 5,” he said.

“People want to help me out because I’m young. I have energy and I’m passionate about what I’m doing.”

Four months later, Nathan has officially left Cornell and returned to London with the hopes of setting up his own food business. His parents are allowing him to live and eat at home but expect him to pay for the majority of his expenses. “They have given me an ultimatum,” Nathan wrote on his blog, www.zacknathan.com. “If I don’t have a substantial business with

people to eat this way and to see all the health benefits involved from doing so.”

Nathan’s goal is to create a product that will one day be sold in supermarkets, movie theaters and pubs. Nathan decided to use London as a base to start his business because the market for healthy food alternatives in the U.S. is saturated with options. “We’re moving towards healthier eating in the U.K.,” he said. “If I establish something here, it’s much easier to bring it back to the States.”

Since returning to London, Nathan has focused on creating connections with people in the food industry. He

later. “I think people will support my product because the market is moving in that direction. People are willing to pay slightly more for food that is better for them,” he said.

Recently, Nathan has been receiving expert advice from Birgit Erath, owner of The Spice Shop on Portobello Road and a spice trader who has been in the food business for more than 15 years. “She’s helping me with flavoring my product,” he said. “She told me that everything needs to be taken into consideration if you’re planning on creating a snack because it has to be 100 percent the same all the time.”

Besides consistency in taste, Na-

than is also working on designing the packaging for his product. He is working with a husband-and-wife design team who have previously worked on redesigning and rebranding products that, similar to his, encourage healthy eating.

The designers are well known for working with a company called Inspiral that is best known for its kale chips. Inspiral started off as a small cafe in Camden, but after redesigning was able to raise £250,000 through crowdfunding and is now successful.

“The [designers] are willing to work with me and my meager budget,” Nathan said. “They’ve worked with organic food before. They like my product and the fact that I’m trying to help people.”

Although Nathan has come a long way since he first decided to leave Cornell, he recognizes that he has a long way to go. Though success has not been reached yet, he does not regret his decision to pursue his business. “If I fail, I would not consider it a failure overall. I have learned so much more through this process than a degree could have ever taught me,” he said.

Nathan realizes that people doubt that he will make it all the way but is confident in his own abilities. “I’ve always done my own thing,” he said.

“Rather than following a path, I’d rather create my own and just do it all myself. It may be a really convoluted, twisted path, but I know I’ll reach the end eventually.”

•••

THE STANDARD | January-February 2014

Page 19

Features

Destination: Out of the 1,344 students at ASL…

40% live in St. Johns Wood

15% live in Kensington and Chelsea

(45% live elsewhere)

Waverley

Place NW8 Staff Writers Yarra Elmasry and Maya Jotwani look at how students make their way to school

7:45 a.m: High School students trickle in sporadically, their fatigue evident in their pained walk towards bottom orange.

7:55 a.m: Access Control Officer Bhupendra Patel eyes the steady stream of teenagers as they navigate the constantlychanging rapids of Lower and Middle Schoolers. 8:00 a.m: students are grabbing onto the straps of their bouncing backpacks as they race against time to get to their first class.

How do these students reach the final ascent of the Waverley steps?

According to a survey of 153 students

3%

41%

Bike to school

Walk to school

22%

3%

Take the school bus

24%

Use public transport

Take a taxi

18%

Drive to school Photos from flickr.com and by Jessica haghani

Page 20

Features

•••

THE STANDARD | January-February 2014

Public VS.Private Staff Writer Laura Galligan compares the costs and benefits associated with both public and private education

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amir Jumani (’14) attended a public school in California before he came to ASL, where he said he was used to not trying hard and still achieving the grades he wanted. “My work ethic was awful compared to the other ASL students [when I arrived],” he said. “I was used to doing the bare minimum of the work and still getting a good grade.”

At ASL, he felt that his former study habits were no longer adequate.

“When I came here in my first semester I struggled. But it’s good because I’ve developed this work ethic and now I enjoy what I’m doing rather than before, when I was doing it as if it was a chore. Now I want to learn,” he said.

Principal Jack Phillips believes that there is no clear cut dichotomy

In terms of diversity, new student Isabel Daly (’15) said, “I feel like there was an economic diversity at my old school which is not present here.”

Social Studies Teacher Becky Mason, who attended ASL as a high school student, has previously worked in a public school, and agrees with Daly’s diversity observation. “I was in a wealthy town in Massachusetts, so the biggest difference wasn’t the different racial mixture... it was the economic difference,” she said.

“In a private school like ASL there are quite a lot of different backgrounds with people coming from the Middle East, Latin America, and Asia.”

Phillips recognizes that a public school can also better help prepare students for the outside world. “The best part about a public school – in an ideal setting – is that they can reflect

In terms of teaching style, Mason prefers the freedom that a private school offers. “I think as a teacher it would be difficult to go back to public school mainly because I think teaching classes of 30-35 students would be really tiring. I just wouldn’t feel like I would be able to do the things I do with [students] in a class like that.” she said.

Director of Curriculum and Instruction Roberto d’Erizans agrees that private schools give teachers more liberty. “Here we could say, ‘Oh wow, that’s a really cool piece of research.

We can apply this tomorrow,’”he said.

“We have that freedom.”

Jumani feels that ASL is worth the high tuition cost due to its academic rigor and college preparation. “The fact that since there’s a lot of money you have the means to learn. You have

“I thInk there’s the stIgma that publIc educatIon Isn’t as good as prIvate educatIon and that’s really false.”

Isabel daly (’15) between a public and a private education. Phillips believes that when students are around other motivated, highly intelligent college-bound students, they tend to perform better. “That’s a demonstrated fact and private schools like [ASL] tend to attract a critical mass of those kinds of students. So by coming here, you’re pushed to do even better academically,” Phillips said.

Phillips believes students attending a private school are often not exposed to a variety of socio-economic backgrounds. “The biggest downside is that these communities [like ASL] tend to be self-selecting. They tend not to reflect the broader diversity of larger communities, or even of the world, and that in and of itself doesn’t always best prepare students for the kind of world they are going to enter,” he said.

the diversity of the American or international community in which they exist, those communities that better reflect the world in which they are going to enter,” he said.

Daly, who used to attend public school, also agrees that there is no clear distinction and that the two are sometimes incorrectly stereotyped.

“I really enjoyed my public education experience. I think there’s sort of the stigma that public education isn’t as good as private education and that’s really false,” she said.

Upon arriving at ASL, Daly was surprised by some aspects of the school. “I don’t think its necessarily due to how private school is, but I think I wasn’t used to the laid-back feeling that I get in all my classes. In one class we spent 10 minutes talking about what we had for breakfast,” she said.

everything you need: Computers, WiFi, the library. Everything works,” he said.

Unlike at his public school, Jumani feels that ASL will prepare him for college both in his classes and by working closely with his college counselor. “[At public school] they didn’t really encourage you to push yourself as much,” he said.

Philips believes that the major difference comes from the type of mission statement that a public school has. “The advantage of the public school system in general is the statement that it is both a government and society’s obligation to educate its young and that by providing this basic right that we are interested in students of all kinds coming together learning to work together, in a plurality and to continue to contribute to a larger society,” he said.

photos byJessica haghani

•••

THE STANDARD | January-February 2014

Page 21

Features Language program grows

Tyler Skow Staff Writer If you peered through the window of Luke Bandeen’s (’17) Chinese classroom just two years ago, you would have seen “the smallest language class” he has ever been in. This picture has changed dramatically since then. Two years later, the number of students taking Chinese is growing, and Bandeen thinks changes around the world may have something to do with it.

Newly-introduced languages, such as Chinese and Arabic, are on the rise at ASL, surpassing the uniform Spanish and French languages classes. Participation in these classes currently makes up 14-15 percent of the student population. “We do see a rise in the number of students who are taking more [languages] than French and Spanish. More and more students are taking French or Spanish as well as Chinese, Arabic or one of the DISLP [Directed Independent Study of Language Program] languages,” K-12 World Languages and Culture Department Head Lanting Xu said.

Xu explained that Chinese especially is beginning to appeal to a wider population of the school. “In

HS/MS World Languages and Cultures Teacher Ting-Chi Li speaks to one of her Chinese classes. Xu has noticed a rise in student participation in the Chinese program. PHOTO BY TRILOK SADARANGANI

the past this has been the esoteric language that only the culturally elite actually bothered to learn and now we actually democratize these traditionally esoteric languages and make it available to everybody,” she said.

The rise in popularity of these languages can partly be attributed to the global economy. China’s rising participation in the global economy makes Chinese an increasingly important language. Bandeen, who is

currently taking Chinese, has monitored the growth and believes this may be one of the reasons for this change. “China is becoming more and more powerful, and is having a larger impact on the world stage,” he said.

Isabelle Preddy (’15), who is taking Japanese as part of the DISLP, has also noticed more students taking Japanese. “There are more people in my class and my friends are also talk-

ing about DISLP a lot more,” Preddy said.

Arabic Teacher Ouma Alemadi, the newest addition to the language department faculty, makes a habit of asking her students why they decided to take Arabic. The answer is always the same. “Their answer [is] they are learning it because it will really help them get good jobs, especially at the government level,” she said.

Alemadi also emphasized that the

importance of the language is grow ing especially in terms of business “I think it’s getting more importan for financial incentives,” she said “For people to be able to do busines [in Arabic speaking countries] the need to know the language and th culture.”

Language is on the rise in bot the ASL community and in the U.K The U.K. government recently an nounced that from age 7 it will b compulsory for all to take a secon language, with the purpose of givin students an advantage on a globwa scale. Before this became mandatory 10 percent of primary schools aroun the U.K. did not teach a second lan guage at all, while a further 20 per cent of schools only offered languag to specific age groups.

Despite the clear advantages o the U.K. instilling this new mandat there may still be some issues. “Per sonally I think learning has to be matter of choice and not a mandate, Xu said. She believes students won necessarily be able to cope with th languages that are being thrown a them. “Students should always b given the choice and they should b allowed to make the choices based o their personal interest and tempera ment,” she added. “I think that is im portant.”

A special relationship Staff Writers Lorenzo Maglione and Max Roth examine the political, cultural and military relationship between the U.S. and U.K.

B

y 2020, 30,000 armed forces personnel will have lost their jobs in the U.K. as a result of planned cuts to the British military.

This, in the eyes of former U.S. Secretary of Defense Robert Gates, will limit the U.K.’s ability to be a major player on the world’s stage and also weaken the “special relationship” between the U.K. and the U.S. The “special relationship” is a term used to describe the close political, diplomatic, cultural, economic, military and historical relations between the U.K. and U.S., Gates believes that because of the recent policy changes in the U.K.’s military, the U.K. is weakening their bond with the U.S. In a survey of 54 students, 70 percent of those surveyed are aware of the “special relationship” that Gates coined. “If the relationship didn’t

Ever-present: In a survey of 54 students, 43 percent felt that a relationship between the U.S. and U.K. still exists today.

LefT: fLICKR/PIKeRSLANefARM, RIGHT: fLICKR//DefeNCeIMAGeS exist, this school wouldn’t be here,” Josh Mills (’16), a British citizen, said.

The “special relationship” dates back to 1859, the first time British and American soldiers fought sideby-side in the Opium Wars. This developed further during World War II and the two countries continued to grow closer together as they developed a distinctive relationship that remains intact today.

Social Studies Teacher Terry

Gladis, who is American but has lived in London for the past 16 years, believes that the basis of the “special relationship” was founded on more than wars. “The foundations are the shared history, shared language, shared culture, shared commerce, and a shared value of the democratic process,” he said.

The survey also revealed that out of the 54 students questioned, 43 percent felt that the relationship

still strongly exists today, 39 percent felt that it is currently deteriorating, while another 18 percent believe that there is no “special relationship” currently between the U.K. and the U.S. Ben Hewett (’17), a Briton, believes that the relationship is very much alive today. “The U.K. government seems to support everything the U.S. government does, and there’s rarely any conflict between the two,” he said.

However, the relationship goes beyond political alignment. Jack Potrykus (’16), an American who has lived in England for less than a year, believes that militarily the relationship has become weaker. “I don’t think it’s as strong in terms of a military aspect. Other countries, especially in Europe, are starting to become isolationist and in terms of conflicts England has a problem with America being more imperialist in their engagements,” he said.

This is the same viewpoint shared

by Gates, who has continually expressed that the U.K. is failing to provide sufficient military backup between the U.S. and U.K., weakening their ability to be a useful ally to the U.S. The bond is also apparent through the countries’ cultures and the way in which people live their

lives.“I’m more compelled to Englis and American people because of th language and culture we share,” Ma Barnett (’15) said.

Gladis believes that the “specia relationship” is extremely signifi cant because of the capabilities an results the two countries can pro duce. “I think it is one of the mos vital relationships present becaus

“I remember reading British articles that said ‘you might as well move this island to Manhattan.’”

Terry Gladis, Social Studies Teacher

global politics and diplomacy is o grave importance at this point i time, and the indispensable partner ship that [the U.S. and U.K.] have ha also directed a lot of other countrie to fall in line,” Gladis said. “Together we are among a handful of countrie that have the capability to offer potent and global response to some thing that is going on in the world.”

A unique liaison remains betwee the two countries. Science Teache Derek Fleming, who is a Briton, said “There’s a sense that, even thoug we’re different, we understand eac other.”

Culture •••

Page 22

Contemporary Art

THE STANDARD | January-February 2014

Winter Break

AP Artists

Copy Editor Svena Bhasin explores some of ASL’s AP artists and their works

Erica Rawald is in her third year of art at ASL and is currently

concentrating on 3D Art Studio for her AP course.

E

rica Rawald (’14) began spending time in the ceramics classroom because her sister Nicole (’11) was an Advanced Placement (AP) art student.

Fidgeting and playing around with clay for the first time, Rawald decided to begin her own sculpture. Her final product? A small glasses-wearing frog on a lilypad.

Three years later, the glass display case in the art room is littered with her pieces from over the years, each recognizable by the painstaking precision she puts into every detail.

Now Rawald is completing her own AP Studio Art: 3–D Design Portfolio, comprised of photographs of pieces in three sections: Breadth, concentration, and quality. The portfolio must consist of a minimum of 11 pieces completed over years of work in the ceramics room.

Rawald began taking 3-D Studio Art during her sophomore year, and said, “It kind of just stuck, and I’ve loved it ever since.”

“I know exactly what I want, I always have a clear vision in my head, and it’s so easy to execute in clay.”

Erica Rawald (’14)

There are two main forms of 3–D Studio Art: Sculpting and throwing on the wheel. “Other art students might focus on the wheel, and they have some incredible work, but me, I mainly focus on sculpting,” she said.

Rawald admitted, “I’ve tried the wheel and it’s not the prettiest sight.”

The level of control one has when sculpting is part of why this technique appeals so much to Rawald. “I know exactly what I want, I always have a clear vision in my head, and it’s so easy to execute in clay,” she said. “I

feel like I’m in control: I do what feels right, and it has worked out pretty well so far.”

Two of Rawald’s concentration pieces already sit behind the glass barrier of the ceramics room display.

They reflect the evolving tone of her work. Next to Rawald’s oldest piece, the ocularly challenged frog, a grinning skull and sinister beetle carry a tone that is admittedly darker than before, and Rawald concedes to that growth. “[The frog on the lilypad] was just a weird and silly thing that I did, but now if you look at the things I’m making they’re drastically different.”

Rawald’s concentration is based on the culture and art of steampunk, a form of science fiction which features steam-powered machinery. Through her artwork, she explores the clash between very organic materials and the mechanical, industrial themes. Visual Arts Teacher David Pritchard believes that her collection is dynamic. “It’s contemporary theme that has loose borders, loose parameters; it has a general look to it but is still very open.

I don’t think anyone else has narrowed down their concentration so much yet,” he said.

Rawald’s first piece of her concentration, a beetle whose insides are filled with gears and intertwined mechanics, embodies that clash. Rawald went through her usual process to create the beetle: First sculpting, then bisque firing – the first firing in the kiln – then glazing, then firing once again to finish. After the process was completed, she placed her speciallyordered gears inside the sculpture and fitted a window into a hole on the shell.

Her second piece has “the same sort of idea, where it has a window into the skull with mechanical pieces, mixing organic and industrial themes.” The challenge with this one was not fitting the gear systems, but instead molding the shape of a human skull into the pliable clay. “It was great because [Visual Arts Teacher Martin

Drexler] has these skulls he uses in his Drawing and Painting Classes, so he let me borrow a skull and I worked with that skull every day,” she said. “It was a tricky piece,” Rawald admits, “The jawline especially, because it’s connected to the skull but there are also pieces that aren’t, and grooves in the bone. I really had to take the time to study the skull as much as possible.”

The idea for her third piece came from one of her many conversations with Pritchard. The piece, which had yet to be fired when we met, was carefully wrapped in sheets of plastic to hold in moisture and prevent drying.

Underneath layers upon layers of plastic, Rawald uncovered her work in progress, a bulky Victorian-style lock wrapped in octopus legs. A closer look into the piece, and one finds it looking back at you: A scaly eye peeks out from the keyhole of the lock.

Rawald’s time-frames for her pieces often overlap, as they do now. As she waits on the industrial pieces ordered for her third piece, Rawald has already begun a fourth. It’s unrecognizable at this point, she said, but she mentions the stares she received while completing research for the piece. “I was looking at steampunk art for inspiration and I came across a gas mask, so I started looking into them and there were some that had animalistic features to them,” she said. “I thought it was really cool, so I’m doing my own variation.”

Rawald has chosen to mix the features of a pig’s head with the hardness of a gas mask. “I wanted it to be anatomically correct, to be recognizable,

so I searched Google for images of pig heads. I came across a lot of disturbing images, needless to say.”

As Rawald continues with her AP 3-D Studio Art course, her biggest challenge is an internal one. “I’m very critical of my own art,” she said.

“Whenever something comes out, even if people are telling me it’s really good... I’m always think-

ing, ‘I wish I had done this...’”

Pritchard sees her obsession with detail and perfectionism as both a blessing and a curse. “Her absolute obsession with detail, that’s what sets her apart. She’s really into pushing it and getting the level of detail that goes above and beyond, raising her bar a little higher everytime,” he said.

“But you can get into a trap because you Three of Erica’s piecies, including a skeleton, constantly want to a piano, and a lock (top to bottom); the outdo yourself.” skeleton and lock are concentration pieces.

THE STANDARD | January-February 2014

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Page 23

Culture

Aaron Kelly-Penso is a senior in his fourth year of

art at ASL, enrolled in the AP Studio Art Drawing class.

His concentration focuses on his Turkish heritage.

F

irst, Aaron Kelly-Penso (’14) puts down an imprimatura on a previously white canvas: “The imprimatura takes the whiteness out of the canvas because very few things in nature are naturally, completely white.” After he puts down the imprimatura, Kelly-Penso will make a box for the subject of his painting, which al-

“Then I realized, fairly quickly, that it didn’t have to be exactly what I saw on the picture. I could kind of make stuff up.”

Aaron Kelly-Penso (’14)

lows him to balance the proportions of the image early in the process, “as Mr. Drexler will stress many times.”

From there, Kelly-Penso slowly chips away at his image “almost in a sculpture kind of way,” to slowly get the shape, mark out the shaded areas and continue to refine his piece. Then the ever-in-motion Kelly-Penso digs out a new painting, sidelining the old painting for up to a month until he feels he can get enough perspective to do the final finishing touches to the canvas.

After three years of working in Drexler’s classes within the art department, it takes Kelly-Penso approximately two weeks to come close to a finishing point on a painting, at which time he chooses to take a break for up to a month.

“There comes a point in any piece where you just absolutely hate it

and you just have to take a couple of steps back, work on something else maybe,” he said. “Otherwise you’ll get so nitpicky with your own work that you’ll be going in circles.”

Or sometimes, more simply, Kelly-Penso will get bored of the piece he has pored over for so long and “not want to look at it for a while.”

Kelly-Penso is now taking part in the AP Studio Art: Drawing course at ASL, which requires him to submit a portfolio in May which coincides with the exam weeks for all other AP exams. Similar to the 3-D and 2-D Design portfolios, Kelly-Penso’s final portfolio must be comprised of three sections: Concentration, breadth and quality.

Kelly-Penso is currently working on completing his 12 pieces for his concentration portfolio, a single portfolio built on a common theme, while his breadth and quality pieces have accumulated over his years of work in the art wing.

“The breadth pieces have been things that we’ve been doing since, if we’ve been good enough, our freshman and sophomore years.

For most of us it’s pieces that we made during our junior year,” Kelly-Penso said.

The AP Studio Art students have been refining their skills for between three and four years and have several paintings from in-class assignments: Paintings of bottles and pots and pears and more. “They’re supposed to show how well you can apply the paint, how well you can portray what you’re trying to portray and really

PHoToS by jeSSicA HAgHAni (Clockwise from top left) Kelly-Penso’s paintings of his distant relative and mother as a young girl carry the motif of the hand of Fatima. The hand can also be faintly seen in his neutrally paletted work, which he is a current work-in-progress.

the quality of the painting,” KellyPenso said.

In order to finish a total of 12 concentration pieces before the AP portfolio deadline, Drexler tasked the students with finishing between five and seven pieces in the first semester. Kelly-Penso originally found it to be a challenge to balance college applications and a senior workload, but “I realized that I could lighten up the time that I came in outside of class and just work really hard during class. I figured that I would be able to handle that,” he said.

Kelly-Penso’s concentration is about his Turkish family. “We were picking our concentrations in the summer of last year and that

was during a time of political instability in Turkey,” he said. “I wanted to go off of that as well.”

Kelly-Penso works mostly from old photographs of distant relatives whom he has never met. He has a series of portraits of these family members completed already.

Since he had never painted portraits before, Kelly-Penso found his first few pieces a challenge. “Since I was painting from old pictures, it was tough to get some of the details,” he said.

“Then I realized, fairly quickly, that it didn’t have to be exactly what I saw on the picture. I could kind of make stuff up.”

Through explaining the creation of a portrait of his great grandmother Estrella, Kelly-Penso explained his process.

“I started out by just putting color on canvas, seeing what happened.” Like many of his pieces, when he began, he had no idea what the final product might look like. “I didn’t like it at first, so I brushed it all back, and I started dolloping color on it just to see what would happen,” he explained. The Turkish Hand of Fatima has become a recurring motif in his work, a symbol that he noticed a lot growing up in connection to his Turkish heritage, “It’s one of my earlier links to my Turkish family.”

Kelly-Penso is most proud of the portrait of his mother he cre-

ated earlier this year, one of his first concentration pieces. The painting is also inspired by a photograph: This one of his mother in a primary school play in Turkey.

“She looks exactly the same, and I kind of like that,” he said. “I liked this one because I can really see that this looks like my mom. It’s a very satisfying feeling to know that I successfully achieved what I wanted: To portray what my mother looked like.”

Currently, Kelly-Penso is working on yet another oil painting, a portrait of two relatives: “I can’t quite remember the relation; there are several greats and then grandparents.” He has an idea of what the painting will turn into, perhaps two scraps of paper with the two portraits on them sitting around on a table of some sort, but admits that sometimes his ideas change. “With some pieces I am constantly changing my ideas, and with others I tend to stick with a single idea,” he said.

Drexler has great hopes for Kelly-Penso’s future, regardless of whether he decides to focus on art. “The one thing I’ve really enjoyed about working with Aaron over the years is that he’s truly an individual, and not at all afraid to be himself,” he said. “As an art teacher, you can’t ask for more than that: For someone to come in and feel comfortable in their own skin.”

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Culture

THE STANDARD | January-February 2014

Winter Break Design Editor Alex Pabarcius looks into travel trends at ASL

W

inter break is a time after midterms to rest, relax, and explore. It’s a time to reunite with family, visit a new country, escape the gray of London and engage in exciting activities. Where students go and what they do during their holidays tells a lot about them and their communities. It shows what they value, and what they appreciate.

In the High School, 80 percent of students polled and their respective families left England for the winter holiday. Of the 80 percent who left, more than half did so for family. These travel trends at ASL reflect the large international body at the school, as well as the importance they place on their strong familial connections.

A third of those polled gallivanted to a place for its weather. The majority of which took the opportunity to embrace the winter-cold and ski in places such as Colorado, Utah, Wyoming and France. Others chose to escape it, opting for the beaches in Barcelona, the Caribbean

and Florida where surfing, snorkeling and jet skiing was had.

The more traditional notion of what it means to travel abroad was still upheld, as nearly a quarter of students surveyed travelled to explore and immerse themselves in various cultures and countries. Students saw everything from ancient temples in Cambodia, isolated islands off of Panama’s coast, enduring ruins in Mexico and historical sites throughout Europe such as the Eiffel Tower and Anne Frank’s house.

Those who stayed in London, however, used it as a time to rest the body, and restore equanimity to the mind. TV was watched, food was eaten, sleep was regained and books were read.

Regardless of what different individuals experienced, most still noted their family time to be the most important facet of their vacation; It wasn’t so much about where they went, but rather who they were with.

Statistics taken from 102 student responses.

Did students leave London?

Misc 9% Sight seeing 12%

Did students travel to the same destination as last year?

Why did students travel?

Popular Activities

Festivities and celebrations 17%

Snow-tivities 23%

Watersports 13% Family and friends 17%

The benign 9%

Where did students travel abroad?

16%+

12-16% 8-12% 4-8% 2-4%

7% 5-7% 3-5% 2-3% 1%

THE STANDARD | January-February 2014

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Page 25

Culture

Photo Editor Jessica Haghani and Culture Editor Gabriel Ruimy explore the social and business aspects of contemporary art

Page 26

Culture

The art of today

E

leven years before his death, 56 years after his birth, Leonardo di Ser Piero da Vinci crafted a series of charcoal and black-and-white chalk drawings on eight different sheets of paper. Superposing the papers on top of one another, he created a work that embraced dimension in an unprecedented way: The luminosity of the figures’ skins, the human expressions of their faces, the fixating power of their gestures and looks all breathed reality into the flat oeuvre. It is the Burlington House Cartoon, better known as “The Virgin and Child with St. Anne and St. John the Baptist”.

400 and some years later, French artist Marcel Duchamp (who ironically would deface da Vinci’s “Mona Lisa” in his moustached–version “L.H.O.O.Q”) would submit a urinal, entitled Fountain, with a distinctive inscription that reads “R.Mutt” on its rim, to an art contest. The sculpture, radically unconventional then as it is now, was blatantly rejected by the competition’s committee, even though they were supposed to give each work undivided attention.

Today both of these works fall under the definition – if it can be called a definition – of the word art.

In 1464, the Operai, a Florentine committee directed with redecorating the local cathedral, received a phenomenal – huge and of high-quality – block of marble from a northern Italian city. The marble would come into the hands of two artists, and spend ten years in warehouse–limbo, before reaching the hands of Michelangelo Buonarroti. The 26–year–old would come to sleep, live, and eat in the company of the rock, seldom spending a waking moment not chiselling the marble. Three years later,

Artists always want to rebel against what is there already and they push the boundaries to achieve just that.

Art collector Maya Rasamny David was born, and paraded through the city like a returning conqueror until being placed in Florence’s Piazza della Signoria.

•••

Charles Saatchi, one of the most prominent art collectors of today commissioned from British artist Damien Hirst in 1991 a work, any work of Hirst’s pleasing. Hirst went on to preserve a tiger shark, caught off the coast of Australia, in chemicals for display. The work, which is described as “simultaneously life and death incarnate” by the New York Times, is entitled The Physical Impossibility of Death in the Mind of Someone Living.

Both of these sculptures, though so different in creation and idea, are immortal and often discussed works today.

ASL Parent and contemporary art collector Maya Rasamny, who also chairs Tate’s Middle East North African Acquisitions Committee, is involved in many cultural institutions in the U.K. and abroad. Her passion and dedication to the arts is deeply rooted in both her culture and her interest in history. “My positions entail being an ambassador to my own culture through art because art opens up discussions. It is an international language,” she said.

Rasamny is Lebanese and has been exposed to Middle Eastern history and tradition through art. “Throughout history, the artistic medium has been incredibly important,” she said.

Contemporary art – “the art of today,” as Rasamny coins it – is difficult to define.

ASL Parent and contemporary art collector Ingrid Advaney said, “There are no real boundaries [for defining contemporary art], as long as it is not an industrial process. As the ideas generated today continue to extend their horizon, the boundaries will extend even further.”

Society moved on from the Renaissance ideal, past the story-telling 19th century works, through the oeuvres of Van Gogh and Cézanne and into an art form “more abstract and diverse in [its] use of materials and technology,” Advaney continued.

AP Art History teacher Judy Kisor has been teaching the course for 16 years. While not much emphasis is placed on contemporary art in the exam, Kisor believes that analyzing contemporary art helps understand society today and the influence history has on modern day. “Understanding the broad historical context in which the work was produced – ideology, prevailing values, beliefs, understanding, hopes, fears, goals of a culture – can all be seen in the structure of a

work of art,” she said.

Kisor notes that contemporary art stemmed from the past, with a direct association to previous art movements. “The manipulation of classical [artistic] vocabulary and playing with the viewer’s understanding of that is what contemporary art is,” she said.

Rasamny believes that contemporary artists are challenging the traditional view of art. “The modern artists were considered contemporary and before that, the Impressionists were the contemporary. If you look at major artists, they were all considered contemporary during their time,” she said.

“This is because contemporary art is about the present. It’s about the ‘now’, not about the future.”

Consider the Impressionists in the 19th century. They never wanted to be called the

THE STANDARD | January-February 2014

traditional methods. Beautiful art, what people were expecting, wasn’t there anymore and this came as a shock to people,” Rasamny said.

Just as the Impressionists did, contemporary artists are innovating. “Artists always want to rebel against what is there already and they push the boundaries to achieve just that,” Rasamny said.

David Knaus, an art philanthropist whose curating work ranges from photography museums in Morocco to photography collections in Arizona, describes contemporary art as indescribable: “Contemporary art is very multi–disciplinary and not media specific – it can be film, architecture, craft, design, pairing, photography, and so forth.” In short, art can be anything and really is everything.

Advaney, who has been an art collector

Anish Kapoor in his London studio. Photo From Wall Street Journal “Impressionists” because they were contemporary; their style was new and innovative. A group of artists put on an exhibition at the Salon des Refusés in Paris but the Salon did not fall into the norms of the Royal Academy of Art. “The academics were concerned because these artists were pushing boundaries and they were rebelling against

for more than 20 years, notes that the primary facets of contemporary art – the business and the art itself – have been morphing into two very distinct and yet indistinguishable directions: Business is getting younger, though it’s not completely young, and the art is becoming crazier, in a way that’s virtually unquantifiable.

THE STANDARD | January-February 2014

Business as usual

W

here the Midas–touch of capitalism exploits, business thrives, and art is not one to be spared.

Basic economics apply to art: Supply and demand dictate the field. Previously, supply had been quite limited, and demand too, as an interest in art was not consolidated and entrenched in any distinguishable social group.

Rasamny attributes the increased production of art to the rapidly developing and changing millennium. “Now you can buy a work that is being sold in China or see works that are being sold somewhere else across the globe,” she said. Developing economies and societies have influenced the way people view art. “More people want to consume and learn and everyone wants to adorn and admire,” Rasamny added.

Advaney encapsulates this contemporary attitude to contemporary art: “The ‘threshold’ for going into museums has disappeared; large parts of the population today feel very comfortable with museum visits.

Art today is seen as a safe investment rather than an expense.”

This comfort is one that transcends tourism at the British Gallery into million–dollar transactions at Frieze London – an art fair that, yearly, flourishes in the October grass of Regent’s Park. Whereas the fair is mostly for displaying art and transactions rather than acting as a philanthropic museum, Frieze Art has become a tourist destination, as people of all ages and all demographics walk through the makeshift galleries.

As art fair attendance – synonymous with demand – goes up, and art production – synonymous with supply – follows. “The rate of art production is much higher than demand because many artists – Damien Hirst for example – are using large teams of people to produce. Anish Kapoor’s studio has a 20-strong technical and office staff,” Ad-

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Page 27

Culture

it is now expanding across the oceans and the continents; Christie’s, an auction and private sale house for art, “has now opened sales rooms in Hong Kong, Shanghai, and Mumbai,” Advaney continued.

More stores equals more customers, an economist would say. And yes, that, vaney said. too, is a trend the art busiBig artists ness is witnessing. In Noaren’t content vember 2013, the most with the orthodox expensive auction houseproduction of art: sold painting, Francis BaThey are turning con’s 1969 abstract triptych art into a method“Three Studies of Lucian ic business. And, Freud”, went for $142.2 to be sure, no one million. Not only that, but is sure what that this sum been outdone by means for art as a an almost double price-tag whole. ($250 million) in a private Rasamny notes sale of Paul Cézanne’s “The that collecting Card Players” to the State of contemporary art has to be looked Left: Michelangelo’s David; Bottom: Marcel Duchamp’s Fountain; Qatar in February 2012.

Knaus attributes these at from a differ- Right: Damien Hirst’s The Physical Impossibility of Death in the Mind of extravagant prices to siment perspective ple demand. Advaney holds than collecting Someone Living. historical pieces. Photos Courtesy of: httP://Commons.wikimedia.org/wiki/file:miChelangelos_david. that it is rarity that peels the “Investors try to jPg; httP://www.tate.org.uk/art/artworks/duChamP-fountain-t07573; httP://www. multi-million dollar checks out of wallets. Whereas think about what damienhirst.Com/the-PhysiCal-imPossibility-of.

Visual Arts Teacher Martin contemporary art will be like in the future, but it’s about a need for committees and fairs to organize Drexler says it’s the rise of fortunes, espetoday,” she said. “Buying contemporary art the unleashed madness. Knaus, serving on cially of nouveau riche fortunes.

“There are more millionaires now than for business doesn’t work. You have to have a few of these, including the Photo Acquisia passion and a dedication to the arts that tions Council at the Tate Modern, notes that in any other time in history – bankers, rock stretches further than interest purely for the art is not the playground of the white-haired stars, property developers, football players anymore. “The members are getting young- – the list goes on. A considerable number sake of an investment.”

Furthermore, the capitalistic art craze is er, it used to be sort of something people did of these folks are being advised to see art as one that is fuelling productions in regions in retirement; boards are getting younger investments and there is a huge industry to previously unproductive. ASL Parent and and are more pro-active that way now.” Ari- help them spend their money,” Drexler explained. gallery director Ariburnu, who directs her burnu said.

Is this the corruption of a beautiful “Definitely more middle aged females own gallery in Istanbul (Galeri Mana) as well as sitting in Tate’s Middle East North Africa [are now serving on boards and galleries],” threshold of humanity? Surely not, Drexler expressed. “The arts have always relied on Acquisitions Committee, notes a cultural Ariburnu continued.

Advaney added, “The current contempo- the kindness of others. The arts need money shift. “There is an ever-growing rate of art production that has paralleled the devel- rary art ‘fan club’ is increasing exponential- and luckily there are people with money who opment of new markets such as China, the ly; the contemporary art ‘fan club’ is grow- love the arts,” he said.

Drexler added that this is not new, going Middle East and India and Southeast Asia, ing younger and cooler. The contemporary where art production was artisanship be- art ‘fan club’ is spreading to the East.” In back to the Medicis. “Patrons would tell artexplaining this, she cites the prevalence of ists: ‘If you put x-amount of lapis lazuli, I’ll fore,” she said.

The allure of this global market has com- new art fairs, like Art Basel Miami Beach. Art get you x-amount of Florins. If you put me municated new vocations and opportunities is not only getting younger, it’s moving to down by the bottom of Christ, I’ll give you to artists who previously were bounded by places that are more fun. Whereas art busi- this, if you put my wife [in the work], I’ll give ness, in larger scale practice, started with an you this more.’” Big money stimulates big an un-globalized world.

Exponentially expanding art has created aristocratic Florentine family, the Medicis, art; it’s not necessarily a bad thing.

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Page 28

Culture Looking forward

T

he artist’s intention for creating a work has changed throughout history. During the medieval times, artists wanted the viewer to connect to Christianity. Throughout the Renaissance, artists tried to highlight man’s potential. “Historically, art has been about making us feel, reminding us who we should be and what we should be doing,” Kisor said.

Contemporary art should be considered from a different perspective, for, “At it’s core, contemporary art is about making us think,” Kisor said.

Rasamny agrees with this notion.

“Artists don’t want you to think of their work in a normal and conventional way because that’s boring and stale,” she said. Contemporary artists are concerned with their creativity and finding new ways to represent their ideas.

Art is also a way of re-examining the past and shedding light on important historical events. Incredible art works from the past have only inspired modern artists. Hokusai’s “The Great Wave off Kanagawa” was not only a new painting, but a way of documenting Japan’s history during the 19th century, when it was first printed.

At first glance, the viewer observes Mount Fiji in the background, a ship sailing off into the distance in the middle ground and an overpowering wave in the foreground. However, when you look more closely, one starts to see the symbols of the period it was created in. At the time, Britain and the United States were looking for new sources of materials but Japan didn’t want to be part of that global economy. The Japanese decided to shut down all links to Japan except for one port that was selling to the Dutch and Chinese merchants. The blue color, that is present in Hokusai’s masterpiece, was brought from Prussia to Japan via the Dutch. While the Japanese economy was selective, there was still a large western influence that one can see signs of in the print.

Rasamny believes that artists are always indirectly representing their culture and their history. “[Artists] are archiving and re-archiving their culture,” she said.

“History is always omnipresent in paintings and the same will be true of contemporary art in 100 years from now.”

While it is nearly impossible to pinpoint the next artistic shift, the factors that will help shape the new market are predictable. “Just as we have seen in history, changing fashions, wars, disposable incomes and philanthropy will all contribute to the change,” Rasamny said.

“Maybe the artist you think is amazing today will still be good tomorrow, but because of the developing world and the new innovations that we are seeing everyday, there might be someone even better tomorrow that we just haven’t discovered yet.”

THE STANDARD | January-February 2014

In categorizing art today, Rushmore was clear and concise: “There is no word for all that [art],” he began. “How can you lump a conceptual video artist in with a hyperrealist painter and an abstract expressionist sculptor and a pop-surrealist painting?”

Art is not simply a painting-and-sculpture job. Furthermore, it’s not only a crazy mode of expression; it has taken on features of utility and design that were previously unheralded.

Drexler epitomizes this transition with an anecdote: “My dad was a mechanic. And back then they would have engineers design cars, for efficiency. And now you go to Cleveland Institute of Art, or Center for Creative Studies in Detroit, or any art school, and car companies are subsidizing these schools massively. They’re part-design schools.” Art-

Top: Impression Sunrise by Claude Monet. Right: The Card Players by Paul Cézanne. Bottom: The Great Wave off Kanagawa

by Katsushika Hokusai.

Art gone wild

A

nd so is the case for most art, private art that is. Editor-in-Chief at Vandalog (http://blog.vandalog.com/) and ASL alumnus Michael “RJ” Rushmore (’09) described his experience with street art: “The beauty of the art that I’m most interested in [street art, graffiti, internet art, gif art] is that it is meant to be seen for free and it’s very difficult to collect in the traditional sense.” Art has strained the bounds of an everlasting business and is becoming a medium for isolated expression.

Knaus puts this trajectory - that of art becoming everything - into a few words: “I draw [no boundaries]. That’s for the artist to do.”

And so they do, as we see nearly every possible medium - from video to paintings - in show in contemporary art galleries.

Photos From: httP:// uPload.wikimedia. org/wikiPedia/commons/5/54/claude_monet; httP://uPload.wikimedia.org/wikiPedia/ commons/5/58/card_ Players-Paul_cezanne. jPg; httP://uPload.wikimedia.org/wikiPedia/ commons/0/0d/.

istry is a mode of expression as much as it is a mode of perfection: The iPhone, the car, the Shard - they are all as much the work of a specialized designer or builder as an artist.

This newfound profession is transcending from practice into education. Drexler, who has taught in and observed many universities in the U.S., said that in regards to art institutions, such as Savannah College of Art & Design (SCAD), “They want students to understand proportion, they want students to understand pictorial depth, how to render a drawing to make it look that it has mass, weight, form, gravity, how to render light from lard, chiaroscuro.”

Because, Drexler iterated, “Once [a student has] got those things, whether [they’re] getting a major in gaming industry, or product design, or 2D design, it’s all pictorial depth,

pictorial space, same it doesn’t matter whether it’s on a piece of paper, a canvas, a computer, its the same thing.” Art is everything and everywhere today.

However Ariburnu holds that notions of what artists are and what artists do still persist: “However, it is not enough anymore. Art today comes in many different mediums, such as performance and sound, but it requires a great knowledge of the past. Yet the great artists of the past, present and future are all quite similar as they are brave enough to take the steps forward that no one else dares to. The scope of that today is larger than ever.”

When scouring in his head for who could possibly define art, Drexler, composed and resolute, conceded, “No one can define art.

And I’m not sure it’s all that necessary.”

In a book he recently read - The Shape of Time by George Kubler - Drexler said this idea was eloquently put: “[The idea of the novel] went something like this: If we could stop thinking of useful or useless thing, in other words a tool versus a piece of art, if we could start thinking in terms of everything that is man-made, then we would have a broader idea of humanity.”

Rushmore reiterates this idea in how he classifies something as art: “My rule of thumb is, if the creator calls it art, it’s probably art.”

In short, what you want to be art, can be and will be art. Contemporary art has broken all of the boundaries.

And this, this boundlessness - this new, invisible frontier - can be attributed to the change of society and economics, as it has almost always been the case. “Not only has the world population multiplied itself over and over, the world is also a smaller place, globalization for example,” Ariburnu said.

In three words Knaus accredits this transition to: “Money, globalization, democracy.”

Some painters created scenes of chaos and destruction, perhaps their economy was dying, others depicted figures of perfection and characters of mythology, perhaps their society was enamored by Greek classicism.

Today artists depict everything, artists create anything. There are no more boundaries. And perhaps that is only a result of society now being able to embrace everything, to interlace everything, to think of anything.

So what is contemporary art? What will historians, 100 years from now, categorize the work of this epoch?

Rushmore answers: “Looking back to 100 years ago, the art world was small enough that, at least within Western art, we can say ‘well, Cubism is the or, at least, a movement of the times.’” And then came something else and then something after that. It wasn’t entirely linear, but it was a lot more linear than I think it is today. Now, art is so big.” There is no name for contemporary art.

Drexler, on the other hand, holds that “maybe, maybe, and you have to be pretty arrogant to say what this time period will be called a hundred years from now, but I can see it having something to do with globalization, simultaneous communication.”

THE STANDARD | January-February 2014

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Page 29

Sports

Home Support

C

hants of “Get Out Of London” and boos rang through the Farmer Family Gym on Homecoming night. Aggression and vitriol were evident on the faces of many onlookers in the bleachers.

This hostile reaction was solicited by the actions of an ACS Cobham varsity boys basketball player, who raised his hand to his ear in a provocative gesture after converting two free throws at a crucial point in the January 10 game against ASL. The two points earned by the free throws all but sealed the game for Cobham to culminate a fourthquarter comeback.

Complaints concerning the boisterous support were raised to Athletic Director Sandy Lloyd following the Cobham game.

“Since that Cobham game, a lot of people are very upset – a lot of parents, a lot of faculty. Everyone in the whole community is very concerned at the behavior [following the two free throws],” she said.

Such complaints are not a rarity at ASL. The support in the unofficial High School student section has always been a contentious issue.

Home basketball games are either played on Wednesdays or Fridays, and, naturally, Friday games draw in a bigger crowd, estimated to reach between 550 and 600 people

by Dean of Students and Varsity Boys Basketball Coach Joe Chodl.

Chodl views the Friday basketball games as a prime opportunity to build ASL’s strength in community. “It is more than just the support for the team, this is a huge community-builder,” he said.

“I love that there are little kids standing on the sideline wanting to high five the guys as they run out. The cheerleaders are painting their faces and putting ASL on their face. The dance team bring their own energy to the crowd. [Friday games] are huge for the community. It’s more than basketball,” Chodl continued.

Social Studies Teacher Sana Shafqat feels that the support in the student section undermines the fun atmosphere Chodl describes. Shafqat is particularly affronted by the habit supporters have gotten into of shushing before an opposition player shoots a free throw. “The shushing borders on being rude and being belligerent,” she said.

While Chodl views the support as mostly

Sports Editor James Malin investigates the recent complaints about the home support for the boys varsity basketball team

against St. Johns, Cobham and Lakenheath, winning all of those games except for the Cobham game. There is another Friday game to come, when ASL will face International School of Brussels on February 28.

Despite the concerns raised over the support, Lloyd is reluctant to discipline indi-

“

I love the support. We have a home court advantage. I don’t think anybody in the ISST gets a crowd like we get a crowd and for a player it just has a massive impact.

Joe Chodl, Varsity Boys Basketball Coach

Varsity boys basketball are cheered on by student supporters during their homecoming game vs. ACS Cobham. PHOTO BY JESSICA HAGHANI positive, he recognizes that it can cross the line of positivity and tread into unacceptable behavior. “I think for the most part, the fans do a good job of keeping their cheering clean and keeping it positive. Sometimes cheering can go over an edge, and maybe not be as positive as it should be,” he said.

Patrick Collins (’14), a former varsity basketball player who now attends all Friday games, disagrees with both Chodl and Shafqat. Collins calls on his own experience to formulate his opinion on the matter.

“When I was playing you couldn’t hear everything but you hear noise and you know its positive because you’re [at] home,” he said.

Collins also believes that the support generates a hostile environment are unfounded. “I don’t think it’s a fair complaint because all of the noise generated is directed at the home team. None of it is directed

at other players on the other team and if it is, it’s never vulgar or offensive. I don’t see why you shouldn’t be able to hear negative things about what you’re doing and still be able to continue on,” he said. “It’s part of playing, it’s the reason you have stands, so you get support which gives you an advantage.”

Due to the sometimes overly-enthusiastic support that students provide, schools are sometimes reluctant to play at ASL on Fridays. Chodl describes convincing teams to play at ASL on Fridays as a “tough sell.”

Lloyd believes there has been an improvement in supporters’ behavior in recent years, however. “A few years ago nobody would come on a Friday because the behavior was so bad and we’ve managed to have a lot of Friday games this year,” she said.

This year ASL has played Friday games

viduals for their behavior. “I can’t imagine taking someone in front of the StudentFaculty Discipline Board (SFDB) for booing.” Lloyd said, “It’d have to be if profanity was involved or if it was something severe.

I think if I look at the fans and say, ‘Knock it off,’ if something inappropriate is said, there’s enough respect for them to listen.”

Shafqat, however, would support any disciplinary action taken against particularly rowdy fans. “Children should know there are consequences to their behavior,” she said. If this behavior remains unpunished, Shafqat feels that there is no reason for them to stop.

As a High School teacher, Shafqat worries about teachers and other community members’ perception of the support. “For others to think the behavior [of the crowd] is representative of the High School, it disheartens me,” she said.

Regardless of all its faults and the complaints it receives, Chodl still loves the home support. “I love the support. We have a home court advantage. I don’t think anybody in the ISST gets a crowd like we get a crowd and for a player it just has a massive impact,” he said.

Zack Ashley contributed to reporting.

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Page 30

Sports Commentary O

n January 8, 2014, Thomas Hitzlsperger, a German professional soccer player, came out of the closet. He is not an active athlete, as he retired in September 2013. Despite being retired, Hitzlsperger is the highest profile soccer player, past or present, to come out as gay.

Hitzlsperger is not alone in the greater sports ambit. Recently, the likes of olympic swimmer Tom Daley and basketball player Jason Collins have spoken publicly about their

THE STANDARD | January-February 2014

An unhealthy stigma Sports Editor James Malin discusses the need to curb the homophobic culture of professional sports

“

Sexuality should be a benign issue, yet anytime the topic rears its head in discussion, it is met with vitriol and abuse. sexuality. Collins publicly stated that he is gay while Daley said he was bisexual.

In all three of these recent cases, there has been large media coverage of each athlete’s sexuality. The coverage itself is where the problem lies.

A person’s sexuality, regardless of if they are an athlete or not, should not be a topic of debate or discussion.

The fact that Thomas Hitzlsperger is gay is none of my, or anyone’s con-

B

eing a serious sports fan means so much more than just rooting for a team’s success. That team becomes a part of you, every win brings you unfathomable joy, and every loss hurts.

Unfortunately, in some cases, this pain turns into anger, and that anger can be taken out on other people, usually fans of opposite ways.

Fans of professional sports, college sports, and even high school sports can turn aggressive in an

Both Thomas Hitzlsperger (left) and Tom Daley (right) recently came out of the closet, despite their standing as high-profile athletes. LEFT PHOTO FROM: FLickR/caLciOsTREaMing. RigHT PHOTO FROM: FLickR/RObnunn cern. Sexuality should be a benign issue, yet anytime the topic rears its head in discussion, it is met with vitriol and abuse.

The real problem lies in the stigma attached to homosexuality, which is only intensified in the athletic sphere. The term “gay” is used as an

insult by a shockingly large amount of people. By the term being used in an insulting context, it only increases the negative connotations attached to homosexuality in the public eye.

Sexuality is the last taboo that professional sports needs to break. Racial diversity is commonplace amongst

every sport and incidences of racism, while still present, are on the decline.

Fan violence, like racism, is still an issue, though compared to times past, it is rapidly disappearing. Homophobia, however, is as present as ever.

In 1990, Justin Fashanu, a deceased soccer player, came out as gay in an

Fanaticism is not violence Sports Editor Nikolai Birch argues that being a true fan does not involve violence

“

While the [fans’] excitement may initially be positive, it can become extremely detrimental, casting the stereotype of the sports fan in a negative light. instant. While the excitement may initially be positive, it can become extremely detrimental, casting the stereotypical sports fan in a negative light.

When fans create an environment in which opposing supporters become afraid to show up to away games, and opposing teams are intimidated by the volume and aggression, the true home-field advantage becomes apparent. A

Duke University supporters, known as the ‘Cameron Crazies’ named after the Cameron Indoor Stadium in which the team plays, have a reputation for being particularly vocal in their support.

PHOTO FROM THEsPORTsQuOTiEnT.cOM true fan recognizes the importance of balancing the field and travels with their team to provide at least some idea of a fanbase away from home. These fans challenge the authority of the home fans and create an invigorating environment for the players and opposing fans.

This environment comes out especially in rivalries. When two teams are continuously competitive and just the slightest bit of bad blood begins to erupt, the game against a rival becomes the only thing that a player can think about for weeks to come.

Unfortunately, in some cases, fans take it too far and resort to physical and verbal abuse. For example, Bryan Stow, a San Francisco Giants fan was beaten into a coma

by Dodgers fans.

Two years later, when the Dodgers traveled to San Francisco, there

exclusive interview with The Sun. In 1998, Fashanu hanged himself. Abuse for his sexuality from people within soccer was cited as one of the main reasons for his suicide in the note he left behind.

He remains the only player to have come out of the closet during their career.

In the Premier League alone, there are 500 players, none of whom are openly gay.

According to the Office of National Statistics, 1.5 percent of adults in the United Kingdom identify as gay, lesbian or bisexual.

While this is not concrete proof that there are indeed players who remain in the closet in the Premier League, it does lead one to infer that some of that 1.5 percent must surely be professional athletes; if not in the Premier League, then elsewhere.

I hope there’s a day in the very near future when an active athlete, belonging to any sport, confronts the stigma of homosexuality.

Tom Daley has started to pave the way with his recent announcement, and I had hoped that more athletes would come forward. This has not been the case. For this stigma and this culture of homophobia to dissipate, people must confront it head on. The athletic world is crying out for a hero.

was more violence, only this time it was the Dodgers fans who were attacked. The violence lead to a fatal stabbing outside of AT&T Park, the home of the Giants.

Home support can be extremely important to a team’s success, exemplified by Duke University’s Cameron Indoor Stadium and its extreme fan base that is now a fan attraction. Sports fans from all over the world can travel to Duke to experience the ambient atmosphere created by the fans of the college team. Fans will pitch tents outside on the lawn, coined “Krzyzewskiville” after the legendary coach, Mike Krzyzewski, in order to receive tickets and seats in the famed arena.

Cameron Indoor Stadium, home of the famed Duke University Blue Devils, is notorious for having an extremely loud fanbase, comprised of both students and fans that are termed the “Cameron Crazies”, which makes Duke an extremely difficult place to play for opposing teams and has been crucial to Duke’s home record.

They have won over 82 percent of their recorded home games, and their support is an integral factor to their success.

Although players love and thrive in the support that home fans bring, no player wants a fan of another team to be harmed rooting for their team.

THE STANDARD | January-February 2014

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Page 31

Sports Swimming ISSTs at Olympic venue

Staff Writer Nadia Sawiris reports on the decision for swimming ISSTs to be held at the London Aquatics Centre For the first time since the 2012 London Olympics, the Olympic swimming pool in the London Aquatics Centre will be put to use.

But this time, it won’t be Olympians competing; rather, 20 students on the swim team will be representing ASL at the 2014 ISSTs at this iconic venue, starting from March 6.

While ASL facilitated the process of gaining access to the pool, the 2014 Swimming ISSTs will still be technically hosted by ACS Cobham.

The students will be able to swim in a pool with more deck space, which will increase the space available for fan support and avoid the usual overcrowding. The larger size of the pool will allow for more teams to participate in the ISSTs than if the competition was held at ACS Cobham, which has a pool with two fewer lanes.

The once-in-a-lifetime chance to use the facility is thanks to the help of a parent whose friend was in charge of building the pool. ASL parent John Rittenhouse was given an interesting opportunity soon af-

derson is looking forward to the experience. “It is a great venue made for international swimming… If you’re going to have it in London, you couldn’t have it in a better place,” Anderson said.

Swim team co-captain Eliza Moyle (’15) is anxious about the event. “It’s nerve-wracking I think at some point because the fact that we’d be the first ones in the Olympic Pool, having that sort of responsibility of opening it to the public and stuff is really cool,” Moyle said.

It will add more pressure to the students in the swim team as ASL only takes 20 out of the 45 to ISSTs. The team of 20 consists of five junior varsity boys, five junior varsity girls, five varsity girls and five varsity boys. “To make that top five for girls is going to be really tough...So it puts a lot of pressure on each of us,” added Moyle.

Swim team co-captain Omar Elmasry (’14) is honored about being able to have such an opportunity and wants to take advantage of this opportunity by aiming to have Student Council organize a pep-rally

If you’re going to have it in London, you couldn’t have it in a better place.

ROD ANDERSON, HEAD SWIM COACH ter it was built. “We were the first ones to jump into the water, before they put the lane lines in or anything else,” he said.

After his experience, as well as attending the 2012 London Olympics, Rittenhouse believed that the facility would be the perfect place to host the ISSTs. The cost does not differ greatly, however. It is more of a trial from a managing point of view “It’s a logistics challenge for the athletic directors to get the kids out there,” Rittenhouse said.

Although Rittenhouse took the initiative to reach out to the Olympic Delivery Authority (ODA), it will be Athletic Director Sandy Lloyd and Cobham’s Athletic Director Dave Schuchter who will be taking charge of the organization of the event.

Head Swim Team Coach Rod An-

at the second day of ISSTs. “We’re going to try to have as many students to come as we can, because it will be the closest thing that we will ever have to a home swim meet,” he said.

The prestige of the venue is adding pressure to the swim team who are practicing hard in order to have a high profile meet. “We are aiming for first place, beating Cairo for the first time in 11 years, so that will be exciting,” Elmasry said.

Rittenhouse believes that the supporters’ anticipation and excitement as well as the fact that it is a “fast” pool will guarantee to create better times for the swimmers. He encourages all students to support their peers by attending the event. “After all this effort from everybody involved, the school kids have to come out and support it,” he said.

The upcoming swimming ISSTs will be held at the Olympic swimming pool in the London Aquatics Centre.

ASL will be one of 12 teams competing for gold. PHOTOS BY SHANNON MILLER

Sports •••

Page 32

Fanaticism

Swimming ISSTs

Homophobia in sports

Sports Editor James Malin explores fan support at ASL varsity basketball games Home Support on page 28 GrAphic by hAmiSh StephenSon

THE STANDARD | January-February 2014