Issue III

Standard

the

December 2015 | Volume XLI, Issue III

News: 2-5 Opinions: 6-9 Features: 10-15 Culture: 16-17 Sports: 18-20

Terrorism Hits Closer to Home The ASL community reacts to the recent terror attacks carried out by the Islamic State (IS) in Beirut and Paris, and the Belgian lock down.

Pages 4-5

EDITORIAL

Let’s Talk The Standard’s Editorial Board calls for a more effective platform for discussion about sensitive issues within the High School.

Page 6

Finding the Line Exploring the line between comments that are jokes and those classified as verbal harassment.

Pages 10-11

A Blank Canvas

The new arts building is set to open in January and it will host all High School, and most Middle School, art classes.

A look at the dialogue, and lack thereof, surrounding freedom of expression and student activism at ASL in light of student protests on various U.S. college campuses Maya Jotwani | Lead Features Editor

Renata Wilson | Features Editor

Story on pages 12-13

Page 17

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

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Page 2

THE STANDARD | December 2015

News Fitness Center closes as construction continues Islamic State’s growing reach Climate change conference

JARRED MARTIN STAFF WRITER DANIEL ZIMMERMANN STAFF WRITER

All student and faculty use of the High School Fitness Center, art classrooms and athletic offices will cease in mid-February as part of New Frontiers con-

“

The Fitness Center is, from my observation, one of the most used spaces in the school Athletics Director John Farmer struction, according to several reports from Athletic Director John Farmer and Fitness Center Supervisor Andy Patros. This is because the spaces will be under construction.

The Fitness Center, along with the offices of the athletics department and several art classrooms, will be transformed into high quality science classrooms along with a new maker

workshop, which will be used by the robotics team. The new Fitness Center will be available to students and faculty at the beginning of next school year and will be located on the bottom floor of the new building. Consequently, students and faculty will not have access to fitness equipment located in school from February to August.

At the moment, there are no alternatives in place for students and faculty to use a fitness center on campus. Alternatives, such as a trailer with fitness equipment, have been discussed by the athletics department, but the ideas have been deemed illogical.

Adi Sethi (’19), who joined the fitness team after Alternatives this year, now has to find different ways to work out. “I wish there was an alternative… I use the bike a lot and I lift weights, so I kind of wish they could keep that,” Sethi said.

Sports teams who use the Fitness Center as part of their practice routine, specifically the fitness team, crew and rugby programs, have had to adjust their practice schedules in response to this development.

The fitness team, which works out as a unit on Mondays and Wednesdays, will disband

once the Fitness Center closes its doors for the second semester.

The new Fitness Center will be “longer but narrower than the current center,” Patros said.

“We wanted to make it a much more functional gym, with more functional routines and exercises, so with it being narrower it’s going to be a little bit difficult to put that in motion,” he said.

Patros, amongst several other members of the athletics and arts department, was consulted in regarding the planning of the new Fitness Center.

Aidan Gazidis (’17), a member of the crew team, sees the closing of the Fitness Center as having a negative impact on his fitness schedule. Gazidis often works out in the morning before school, but now has to prepare to work out somewhere else outside of school. “It’s annoying because there are a lot of kids that go to a gym, and just a month can make a difference for a lot of people. I have to get a gym membership somewhere for a month which can be really expensive,” Gazidis said.

Farmer acknowledges how utilized the current fitness center is and how its loss will change the routine of many

The Fitness Center will be closed from February to August as the construction project develops. PHOTO BY YARRA ELMASRY students. “[The fitness center] is, from my observation, one of the most used spaces in the school, and it will impact [students] greatly from the standpoint that something that people have come to rely on and expect won’t be there,” he said.

However, the temporary

shut down of the Fitness Center is an unavoidable consequence in the face of the new Fitness Center being built. “Everyone needs to make concessions in the short term for the longer time benefit of a better Fitness Center in the near future,” Farmer said.

Changes to how food deliveries are handled ANDREW GILROY STAFF WRITER

On November 30, students heard in the morning announcements that there were changes to the way food deliveries would be handled by the school.

For various reasons, security officers at the front desk will no longer hold onto food from delivery companies at the main entrance. Instead, students will have to collect their food from outside the building.

Head of Security Barak Favé explained the decision. “So many deliveries are coming, [and] many people are ordering stuff,” he said. “We couldn’t have them waiting in the reception. At some point, we had 10 people there. You wouldn’t let the pizza man come into your living room, you say goodbye at the door.”

Jonathan Phillips (’19) re-

Food delivery men will be forced to wait outside Waverley until students collect their food.

PHOTO BY DREW LEARNER spects the new procedure, although questions what sort of impact this will have in the long run. “I thought that this decision had good intentions, but I am not sure how it will be practically effective,” he said.

Nevertheless, he thinks that it is necessary and beneficial for everyone in the community.

“Personally, I have felt anxious because of the Paris attacks, and it is no coincidence that these new rules were implemented

when they were,” Phillips said.

“I think that these rules provide little protection to the school.

Instead, it shows that the school is trying to do what it can to create a safer learning environment.”

Access Control Officer Bhupendra Patel, who sits at the front desk greeting students and guests throughout the day, interacts with delivery drivers frequently. He feels that the decision was a necessity. “The thing is, some of the students order stuff half an hour before it is to be picked up. Sometimes I end up with five different carrier bags with food, and it’s not nice.

Not just security wise, the smell of the food for the people visiting,” he said. “And on some occasions, the food is here and the student never picks it up, so after they spend the money, I have no choice but to throw it out.”

However, Favé insists that this rule will not apply for the parents dropping off lunches for their kids. “Parents come, they have their ID’s,” he said. “On top of that, we know the parents. As far as we are concerned, they are a part of our community. But there, we draw the line.”

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Page 3

THE STANDARD | December 2015

News COP21: behind the numbers Tyler Skow | Deputy Editor-in-Chief C 2 °

0.7

Mean temperature of the globe since the beginning of the 19th century.

World’s top greenhouse gas emitters - 1 99 0

- 1970 - 1 980 1

0 95

-

910 - 1920 - 1 - 1 93

0

19

40

DATA FROM NATIONAL AERONAUTICS AND SPACE ADMINISTRATION AND BBC NEWS

-

Degrees, Celsius

The expected rise in temperature if countires abide by all climate policies.

00 19

2.3

-

Degrees, Celsius

The expected rise in temperature if nothing is done to curb climate change.

90

Year 2100

°C

2015 will be the warmest year on record 13 out of 14 of the warmest years ever recorded have been in the 21st century Since 1980, an area roughly 10 times the size of the U.K. has been lost in sea ice

-0.2

8% 8% 5% 3%

Fast facts

4.5

1960

9%

18

Japan

-

-

Russia

Science Teacher Marisa Wilson:

18 80

India Brazil

18 30

1860 - 1870 0 185

12%

EU

-

-

24%

USA

- 1810 - 1820

40 18

China

2

0 00

010 - 2

GRAPHIC BY TYLER SKOW

What you need to know

O

n Sunday November 21, more than 2,500 protests took place around the world, calling on policymakers to reach a deal over the ever pressing matter of climate change.

Why the sudden surge of civil unrest?

From November 30 to December 11, 195 countries represented by some 40,000 delegates met in Paris at the Conference of Parties (COP21).

In short, the goal of COP21 was to keep the world from surpassing a warming level of two degrees centigrade. According to many climate scientists, the two degree threshold marks the point at which climate change could pose grave consequences.

The other incentive for the conference was for nations to find a way to continue growing their economies while limiting the “greenhouse effect.”

Much of the scientific evidence presented at the conference came from a report published by the Intergovernmental Panel on Climate Change (IPCC) in 2014.

The report asserts that continued emission of greenhouse gasses will result in “severe, pervasive and irreversible impacts for people and ecosystems.”

At a result of the conference, governments of 186 nations put forth public plans detailing how they would cut carbon emissions through 2025 or 2030. The agreement aims to limit global warming to a 1.5 degree

Science department weighs in

rise in temperature which will reportedly require zero level emmisions by around 2050.

Those plans, once enacted, will cut emissions by about half of what is required to stave off the worst effects of global warming. However, enforcement of these plans rides on what is essentially peer pressure, on an global scale, as no process of enforcement could be agreed on.

One of the largest issues delegates faced was the division between developed and developing nations. As Science Teacher David Partridge, explained fairness is at the cornerstone of this conflict. “A lot of the industrializing nations are saying, ‘look, you guys have had your party, you used all of this coal and oil, it has gotten you where you are today, we still need to catch up, you guys are the main source of the problem, how about giving us a break and letting us continue to use them while you move onto other things?’” he said.

In terms of emmissions, Science Teacher Marisa Wilson sees the use of fossil fuels as the number one contributor to the greenhouse effect.

Wilson is optimistic that society can be rendered to operate without this form of energy. “Germany, for example uses renewable energy for 78 percent of its electricity. Really we need to move towards completely renewable energy like wind, solar and hydroelectricity,” she said.

How much longer can we wait to act?

We have to do something now. I think that’s what scientists are saying, that’s what policy makers are saying, not all of them but ones that know what they are talking about, that the time is now.

If we wait too long we may get to a point where it is too late.

What do you think the ideal outcome of COP21 would be?

Whatever their agreements are, [that] they stick to them. I think that the problem with all of these climate talks is they’re all voluntary, it’s this honor system... I just feel like if these countries actually do what they say they are going to do, that would be a big victory.

Science Teacher David Partridge: What is so significant about two degrees?

You have to remember that two degrees is the average temperature over the entire globe. So the short answer is, when we look back in prehistory where we have various ways of measuring what the climate was like 100,000 years ago, 300,000 years ago and even 1 million years ago, when climates have fluctuated as much as one or two degrees, we see radically different situations with the climate here on Earth. For example, it only takes two or three degrees of average temperature [change] to [cause] a long term melting of the ice caps.

What are some of the possible consequences?

We can expect significant sea level rises over long periods of time. We’re not talking about tomorrow, but over several hundred years we will see quite dramatic changes in rainfall patterns, particularly in the Southern Hemisphere. We are already beginning to see that, but it will get worse, so they tell us. Australia will dry out, Southern Africa will dry out, portions of South America will dry out.

Is there a reasonable argument against climate change?

It’s like saying the Earth goes around the sun or Paris is the capital of France; it is a fact. The question remaining is about the severity of climate change and what its consequences are.

Page 4

•••

THE STANDARD | December 2015

News

THE Islamic state A look into how the recent Islamic State have affected Lorenzo Maglione | News Editor

F

or Kian Tadjbakhsh (’18), November 13 was just another Friday afternoon spent hanging out with his friends. But at around 11 p.m., Tadjbakhsh’s phone began to buzz uncontrollably, with dozens of text messages flowing in, concerned about his safety. Dumbstruck, Tadjbakhsh looked online and, to his horror, began to follow the live terror attacks in Paris. “I was really scared because I know many people in Paris and I have many family members and friends [living in Paris],” Tadjbakhsh said.

“Since I wasn’t home at the time, I kept wondering if anyone, that either I knew or my family knew, had gotten injured.”

On November 13, a series of terrorist attacks took place simultaneously in several different arrondissements in Paris.

The first attack took place right outside the Stade de France, where the French National Team was playing a soccer match against Germany. Three suicide bombers detonated their vests near the stadium after their initial plan to explode their bombs inside failed when they did not pass security checks to enter the match.

The next wave of attacks took place at several different cafés and restaurants in the 10th and 11th arrondissements. Attackers, armed with machine guns, fired at civilians through the windows of restaurants and at those sitting out on terraces of cafés.

The final, and most lethal, attack was a mass shooting at the Bataclan concert venue, across the street from January’s terror attack at the Charlie Hebdo office. Three

men wearing flak jackets and carrying AK47 assault rifles burst through the Bataclan doors during the middle of a concert and began firing.

It is estimated that in total, these terror attacks rendered 130 dead and 368 injured.

The horrors of the night sparked international outrage and fear of the widespread reach of the Islamic State (IS), when the terrorist group claimed responsibility – and applauded – the attacks the next day. IS also publicly stated that the motive behind staging the attack in Paris was to retaliate against France’s airstrikes in Syria and Iraq.

Following the attacks, Lucas Achkar (’19) was relieved to hear that none of his family or friends had been affected. Yet when he travelled to Paris the week after to see family, he noticed a difference in the city: The usually bustling streets were empty. “You could see that even though most [people] did not have family or friends affected, all French people, especially Parisians, were affected by it,” Achkar said. “I felt quite sad because you could see the sorrow in people on the streets.”

After issuing a temporary blockade of France’s borders and a state of national emergency, President of France Francois Hollande responded to the attacks by launching the largest airstrike on IS yet by French forces, targeting Raqqa, IS’s de facto capital in Syria.

Consequently, U.K. Prime Minister David Cameron called for Britain to extend its bombing campaign from Iraq into Syria, ar-

guing that airstrikes against IS would help bring a political settlement to the country. As of December 4, Britain joined the coalition of nations carrying out airstrikes against IS in Syria.

This decision did not come without consequences. On December 12, a man at the Leytonstone tube station stabbed three people after reportedly saying, “this is for Syria.” The Metropolitan Police are treating the case as a terrorist incident.

Although Tadjbakhsh acknowledges that civilians may die during these airstrikes, he believes this would defeat IS in a shorter amount of time. “We French have suffered a lot of people,” he said. “We need to end this war, even if that means that some innocent civilians will be killed.”

After seeing the attacks unfold, Anonymous, an international network of hackers, released a viral video declaring war on IS, specifically targeting social media sites such as Twitter, which is central to their recruiting campaign. Since then, over 6,000 IS Twitter accounts have been either hacked or taken down.

Tadjbakhsh supports the efforts made by Anonymous, believing cyber warfare against IS is the most effective way of weakening their strength and growing international reach. “I think what Anonymous is doing is great,” he said. “We should try to keep [the war against IS] to cyber warfare, because with technology, IS can do almost anything.”

A few days after the tragedy in Paris, Head of School Coreen Hester sent an email inform-

ing ASL families of various security measures that have been put in place following the attacks. These changes include permanently closing Marlborough gate, limiting access times of the Loudoun entrance and installing a screening around the Loudoun and Marlborough playground perimeter.

Hester believes the school is expertly prepared from any potential threat. “Unfortunately, no one can guarantee that no one will attack,” she said. “But do I believe ASL is fiercely, robustly, carefully, thoughtfully managing all of our risk factors? Yes, I do.”

Similarly, Head of Security Barak Favé believes that the new security measures are simply precautions and that ASL is not in any particular danger. “I’m more concerned with high value targets like shopping centers, like Oxford Street, places that are monumentally busy,” he said. “[IS] are looking for maximum exposure.”

Tadjbakhsh believes that avoiding potential attack sites is a sign of capitulation and only strenghtens IS. “[IS] are terrorists and they want to make people fear them and make people change their daily habits,” he said. “But I’m not going to stop doing what I do daily because that’s when the terrorists know they’ve won.”

Looking toward the future, Favé believes that there are certain safety procedures that everyone should be aware of. “I think security is everyone’s business,” he said. “We need everyone to be aware and active and report anything that looks suspicious or out of the ordinary.”

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Page 5

THE STANDARD | December 2015

News

STRIKES THE WEST attacks perpetrated by the the international community Charlotte Young | Lead News Editor

W

hen it was discovered that one of the terrorists, a 26-year-old Belgian national, Salah Abdeslam, was alive and had entered Belgium, Brussels went under lockdown on November 21.

On November 21, Varsity Boys Basketball Coach Josh Davis arrived in Brussels. When he got off the Eurostar, he was not prepared for what he saw. “We

four days, was very unique to the country itself. “I have a friend who runs a hotel, and obviously everyone who had booked all cancelled their bookings, so his business [is] losing a lot of money. [But] he’s not freaking out about it. The Belgian approach to things is very different, they’re more relaxed,” he said.

While it is reported that Abdeslam has

residential area of southern Beirut, where over 200 people were wounded and at least 43 people died.

Ziad Hariri (’17), who lived in Lebanon for 11 years, understands why the Paris attacks received more media attention than the bombings carried out by IS in Beirut.

“It’s closer to home, it’s more relatable.

These atrocities are happening all the

kind of surprised when there was barely any recognition.”

IS’s reach has continued to increase.

On December 4 in San Bernardino, California, 14 people were killed and 21 people were wounded when Syed Rizwan Farook and Tashfeen Malik opened fire at the Inland Regional Center.

On December 5, IS took to its official

THESE ARE BELGIAN KIDS; YES THEY COME FROM DIFFERENT BACKGROUNDS, BUT MOST OF THEM WERE BORN IN BELGIUM VARSITY BOYS BASKETBALL COACH JOSH DAVIS get off the train and there’s military everywhere and they were searching whoever they felt like they needed to search,” Davis said. “We saw armored vehicles and that’s when it set in how intense the atmosphere was.”

Davis travelled with his son and wife to see his parents for an early Thanksgiving.

Born in Waterloo, approximately 15 minutes outside of Brussels, Davis postponed his trip back to London when the city went on lockdown.

From Davis’ perspective, the Belgian response to the lockdown, which lasted

escaped to Syria, Davis recognizes the importance of Abdeslam’s connection to Belgium. “These are Belgian kids; yes they come from different backgrounds, but most of them were born in Belgium, educated in Brussels, so they have a westernized, European point of view on many things,” he said.

While the lockdown in Brussels and the terrorist attakcs in Paris have been widely reported on by the media, one attack perpetrated by IS was widely overlooked.

On November 12, two suicide bombers detonated explosives in a mainly Shiite

time in the Arab world and so they’re kind of forgotten,” he said.

However, for Hariri, the attack carried out by IS in Lebanon touched him like the Paris attacks touched Parisians. “With my friends in Lebanon we talk about how we should be broadcasted more so people can see what’s happening in other places as well as in Europe,” he said. “We were talking about it, it could have been people we knew, because we’re actually from the place and the French people, if they were affected because family members were hurt, it’s the same thing for us, so we were

Iraqi news television station to praise the attacks carried out by Farook and Malik. It is believed by U.S. officials that a day prior to the shootings, Malik pledged allegiance to IS leader Abu Bakr al-Baghdadi on Facebook.

While Hariri sees it as “natural” to highlight certain news events in the media, he firmly believes in paying attention to IS’s movements in places that are far away. “There should be more recognition for things happening in other places,” he said. I think that people should learn more about what’s going on in other places.”

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Page 6

Opinions

Non-AP classes Media bias

LET’S TALK

The school has become a place where difficult issues are avoided and contentious discussions are shied away from.

Yes, controversial issues are never easy to talk about and divisions may emerge.

Yet, how can we, as a student body, as an insititution, begin to understand the complex world and its issues without discussion?

The cancellation of this year’s Taliban Day is a prime example of shying away from relevant and difficult discussion.

During Taliban Day, which is based off the book A Thousand Splendid Suns by Khaled Hosseini, students in Middle Eastern Literature are assigned a “husband” or “wife” and must obey the laws that exist in the Taliban regime for an entire school day.

The day consists of women wearing a headscarf and not wearing makeup, jewelry, or nail polish. Additionally, a woman can only speak to a man when she is spoken to and must be accompanied by her “husband” at all times. The next day, on Reverse Taliban Day, these rules are reversed and the men experience all the restrictions previously imposed on the women.

This year, Taliban Day was initially post-

THE STANDARD | December 2015

poned, and later cancelled all together, after the Paris attacks were carried out by the Islamic State (IS) on November 13. The cancellation of the day was attributed to the current international situation and anxiety within the school toward terrorism.

However, this Editorial Board feels that it is healthy to hold open discussion about our fears within our school, something which Taliban Day would provoke.

Although the day was not cancelled because of faculty concerns, many were raised.

One of the concerns raised was its promotion of gender roles with men escorting women around school. However, this day does the exact opposite. It allows students to understand the true severity of the gender roles imposed by the Taliban. The main concept behind the Taliban culture is to degrade women and deny them basic human rights. Cancelling the day for this reason ignores the many women still living in societies driven by these gender roles.

Another concern raised by teachers was that the day facilitates stereotypes about Muslims, specifically Muslim women, showing them only in an oppressed light.

CARTOON BY STELLA JORGENSEN

Granted, some students might echo these concerns, but that should certainly not be a reason to postpone or cancel the day. Instead, this day should be used to defeat the stereotype with ensuing discussions at an assembly and in advisory time.

Many members of our community felt that Taliban Day categorizes all Muslims under one radical umbrella. This justification left us confused. Taliban Day is not a representation of the Muslim faith, but the culture of a radical extremist group. We acknowledge that members of our community don’t make this distinction, which we believe is a larger, and different issue. Yet, we believe that having enlightening and productive discussions about it would be largely beneficial.

This year’s new advisory system introduces an ideal forum for this discussion. By engaging in debate about pressing world issues with a small group of peers and an advisor, students can warm up to the idea of sharing their viewpoints and establishing personal opinions. In the case of Taliban Day, advisory would be the perfect forum to clear up any misconceptions.

The purpose of Taliban Day should be for the entire student body, not just those participating, to gain a better understanding of the oppressive nature of the Taliban regime.

Taliban Day, at its core, is an informative event that sparks necessary discussion, in a safe, school environment. At ASL, we should have the right to discuss topics like this. It’s counterproductive to sugarcoat issues that are a reality for some people around the world. There are frankly few better places to hold an event like Taliban Day than in our school, where we have so many critical, yet open-minded, thinkers.

It is not the duty of a school to tell students what their opinions should be, but it is the duty of a school to create an environment in which students are able to establish their own opinions.

The school should embrace this by facilitating conversations where students can confront contentious issues head on.

It should help us promote real, intellectual conversation. It is here, in these conversations, where we can think critically. It is here where the real learning takes place.

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Page 7

THE STANDARD | December 2015

Opinions How many APs are you taking?

MARTHA COLLINS martha_collins@asl.org

“

Non-AP classes are not jokes. The lessons learned in these classes can often be just as, if not more, applicable to the real world than those learned in AP classes.

If you are a junior or senior, I bet you hear that all the time. It is questions such as this that fuel the Advanced Placement (AP) targeted vision of our school.

AP courses have completely overrun our curriculum. We focus almost exclusively on the names of courses on our transcript causing us to underestimate and undermine the value of non-AP courses.

I may be labeled a hypocrite for writing this piece because I, like most upperclassmen, take AP courses. I am not denying that I learn a great deal in my AP courses, nor am I in any way implying that the teachers of AP courses are somehow inferior.

The argument I am making is not to devalue AP classes, but rather to ensure that non-AP courses are taken seriously by students as they have immense educational value.

One of the reasons why I love my non-AP classes is because the curricula are constantly changing.

On Fridays, in my Contemporary Global History course, my peers and I bring in current event articles that we want to discuss.

This means that we, as students,

are able to dictate what we are debating and focusing on. And, in my Poetry class, when we studied the art of poetry translation between languages, an esteemed poetry translator, who was visiting his grandchildren at ASL, came to speak to us for an entire class period.

The curricula of non-AP classes create environments that facilitate the establishment of personal opinions by students. These courses allow us to connect our learning to events that are occurring outside the walls of our school. This is impossible in AP classes because of time restraints.

Additionally, in both these classes, if we erupt into an unplanned discussion about a certain issue for half the class, that’s OK. I highly value classes that are able to accommodate the interests and preferences of students and aren’t forced to abide by a strict curriculum time frame.

In many cases, the flexibility of non-AP curricula enables students to target their learning to areas that interest them, and remain informed about current events.

I encourage students to not

Progress Report PJ DAY

YONI’S MAGIC

THE TRUMP

dismiss a non-AP class as “a joke.”

The lessons that are learned in these classes can often be just as, if not more, applicable to the real world than those learned in AP classes.

One essential skill that I feel is lost in AP curricula is the ability to form an opinion. The spirit of debate and discussion is an integral part of an academic environment.

In AP courses, you learn how to interpret and analyze information, which in itself is a valuable skill.

But, in non-AP courses, this is taken further. Students are encouraged to develop their own personal opinions on certain topics.

For example, in my AP U.S. History class, a parallel was made between an event that we were studying and present day terrorist attacks. However, we quickly moved on from this point and I was unable to share my opinion on the matter. It was not the teacher that prevented me from being able to express my views; it was the rigid curriculum that doesn’t allow for much leeway.

In contrast, in my Contemporary Global History course, we set aside a significant portion of class

to discuss and analyze the Paris terrorist attacks right after they occurred.

The same disparity applies to science courses. If a monumental scientific breakthrough occurred tomorrow, AP science courses would not have room in their curricula to discuss it, as the topic would not be covered on the AP exam. Courses like AP Chemistry and AP Biology are supposed to be high-level, however, they do not allow a room full of passionate scientists to discuss such an event.

At ASL, we are exposed to a variety of different perspectives and life experiences. AP courses do not take advantage of this. They do not allow students to bring their own personal perspectives into their learning and use them to develop their own opinions.

I encourage students to appreciate non-AP courses, as they are the classes that shape our perspectives and add an integral aspect of relevance to our education.

I don’t come to school to just memorize facts. Education is more than learning how to take an AP test; it is about shaping our curiosity and our desire to learn.

PHOTOS 1, 2 AND 6 BY MARTHA COLLINS; PHOTO 3 FROM FLIKR/GAGESKIDMORE; PHOTO 4 BY YARRA ELMASRY; PHOTO 5 BY SOURNA DANESHVAR, JR.

BOTTOM O BAGS

1

2

3

4

5

6

Sophomore pyjama day: (B-) Added comfort and conThe Editorial Board of 1. venience. It would help if all StuCo members participat- 4. ed, but nice job overall. Sourna Daneshvar, Jr. The Standard gives the Yoni Lavi (’17): (A+) I have searched him head to toe, 5. cards really are disappearing. See you in Vegas school its final report of 2. those really soon. Tyler Skow the first semester.

Donald J. Trump: (F-) Stop. You are hurting my ears and

3. embarrassing the G.O.P. You are an ignorant, racist bigot. Martha Collins

6.

Bottom O bags: (C) Guys, I’ve tried making signs, but you just don’t listen. SEATS ARE FOR SITTING. CUBBIES ARE FOR BAGS. Zack Longboy SJW Tube Station Escalator: (F) Out of order until April. Thanks, TFL. Walking down millions of stairs is exactly what I wanted to do! Michaela Towfighi College Sweatshirts: (D) Nothing is more depressing than 8th graders in Ivy League gear. Charlotte Young Post Scriptum: “20-minute Thursdays” allegedly

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Page 8

THE STANDARD | December 2015

Opinions

Biased western media

LUCY ADAMS

lucy_adams@asl.org

“

cre 130 innocent civilians out of ignorance and terrorism.

I was also concerned by the lack of coverage of other terror attacks. All the coverage of Paris left me wondering about the incidents in cities like Baghdad and Beirut.

It was cruel that tragic events across the world – all equally important – had been overshadowed by the events in a single country.

I understand that one reason for the lack of international news is that western news outlets are more geographically closer to Paris than to Baghdad or Beirut.

And, that if I were to look at a news outlet based in the region, such as Al Jazeera in Doha, Qatar, I might have been able to find the information I was looking for.

However, it is unacceptable that news outlets, such as the BBC, understate incidents because of their western location.

While the Paris attacks undoubtedly deserved coverage, so too did many other attacks.

For many, a lack in coverage is justified by saying that there is

currently a large amount of conflict in places such as the Middle East. Because of this, events like those in Baghdad and Beirut are more common, and their frequency makes them less shocking. However, this is not a valid response.

News outlets encourage stereotypes by not giving equal coverage to terrorist attacks in certain areas of the world where these events are regularities, creating the perception that it’s OK if they occur in those regions.

Terrorist attacks should never be the norm, no matter where in the world they happen. Whether they occur once a year or once a day in a region, events like these are ones the whole world should know about.

In April 2015, 147 people were killed in a shooting at Garissa College University in Kenya.

The Al-Shabaab militant group, based in Somalia, claimed responsibility for the attacks. The events were devastating, but, somehow, news of the incident turned up the same weekend as the Paris attacks and many peo-

Buzz

ple believed that the event had actually occurred then. In reality, the attack took place months before, but due to poor readership, and a lack of affiliation with the East African country, the event was seen by most as one terrorist attack in a wave of many. BBC News reported that, “In total, the [Kenya] story attracted more than 10 million page views over two days – or about four times as many as it did when the attack actually happened in April.”

This is telling about the readers of news – apparently it takes a large-scale terrorist attack in the West for people to actually pay attention to the global news.

An event that occurred in the West received full news coverage and the support of millions in less than a few hours. In contrast, a country outside of the western community did not, and response from the public was given seven months after the incident.

Every country deserves support, recognition and news coverage of its tragic events, no matter how frequent or infrequent.

The

News outlets encourage stereotypes by not giving equal coverage to terrorist attacks in certain areas of the world where these events are regularities, creating the perception that it’s OK if they occur in those regions.

On November 13, a series of terrorist attacks carried out

by Islamic State (IS) militants hit Paris. Within a few hours, thousands of people all over the globe took to their phones to broadcast the horrific events on social media, showing their support by using the hashtag “#prayforparis”.

In the same time span, whether on the same day or a few days earlier, numerous other countries were affected by tragedies including terrorist attacks. Suicide bombings by IS in Beirut, Lebanon killed 43 people and wounded over 200. Another suicide blast in Baghdad, Iraq killed 26 and left over 40 wounded.

These events, along with others, were equally deserving of support.

Wanting to stay informed on these events, I searched online news publications like the BBC and CNN for information.

As the front pages of the websites were filling with live updates about Paris, I became angered and saddened by the fact that a few people could massa-

THE VOICES “I think the airstrikes on Syria are not a good choice. It’s just going to antagonize ISIS. Since no [country] is really willing to deploy ground troops, I don’t think the airstrikes are necessary.”

-Zara Mandel (’16) “Currently, I believe it’s the right thing to [do] because the bombing will reduce recruitment [and] it promotes cooperation between countries that would normally seek to not cooperate.”

-Callum Hafner Schnee (’17) Lillie Atkins, Cameron Campilli, Max Roth and Daniel Zimmermann contributed to reporting.

WITH OPINIONS EDITOR MARTHA COLLINS

THE DATA

STUDENTS

TEACHERS

YES 40.8% NO 59.2%

YES 32.3% NO 67.7%

Do you agree with the U.K. bombing Syria?

Do you feel that the U.K.’s decision to bomb Syria directly affects you?

DATA TAKEN FROM A SURVEY OF 196 STUDENTS AND A SURVEY OF 31 TEACHERS CONDUCTED BY THE STANDARD.

YES 51%

NO 49%

YES 77.4% NO 22.6%

•••

Page 9

THE STANDARD | December 2015

Opinions Freshmen rushing to grow up SOPHIE ASHLEY

sophie_ashley@asl.org

“

We are more concerned with what we feel we should be doing, rather than what we actually want to do.

MAYA JOTWANI

maya_jotwani@asl.org

RENATA WILSON

renata_wilson@asl.org

“

Plays should provide viewers with a platform to address big picture issues and facilitate conversations that continue long after the curtain closes.

It’s a Wednesday night and my Facebook is buzzing with talk of plans for the upcoming weekend.

Most of the names are familiar, but the group chat size has doubled from last year’s and filled with people I haven’t spoken to in months.

Nobody has offered up their house or specified an occasion, but messages urge someone to host a party and provide alcohol.

Never before this year has hanging out with friends seemed to come with so much pressure. Everyone has told us that high school is our time to grow and discover who we want to be, but I feel, now more than ever, like I need to fit in

with what others are doing. It has been less than four months, and I am already getting tired of hoping that I will do things “right.” Is it all worth it?

Though they were quiet and, at times, awkward, middle school parties stood no risk to my comfort zone. All of a sudden, the group mentality has changed.

Long gone are the video games and movies we are used to, replaced now by the loud music and alcohol that has been attributed to high school parties for as long as I can remember.

As newcomers to high school, it’s not hard to figure out why

some freshmen feel the need to rush to catch up; we spent middle school comparing our “parties” to the ones that we saw High School students attending, and maybe we feel like they are our rite of passage. Maybe we want to fit in with this new group of older students that we’ve so suddenly been introduced to, and we feel that acting like them will make us more a part of the High School.

Whatever the reason, I feel like many of my peers are forcing themselves and others to partake just because everyone else is.

Friends of mine who have made it clear that they don’t want to

drink are still encouraged to do so and occasionally teased for their choice. Peer pressure, something that has never really been present in our grade, has started to arise out of this new perception of what is cool and what isn’t.

It seems to me that we are now more concerned with what we feel like we should be doing at this point in our lives, rather than what we actually want to do. As a class, we need to remember that we have plenty of time. We will repeatedly have the opportunity to do everything we’re so desperate to get over with now, when we’re mature enough (and legal).

Plays should provoke thought

With each piece of art, there are questions that the viewer must ask themselves: What is the point? What is the overall message?

When we watched the recent production of “High School Musical”, we asked ourselves these questions. The point of the musical, or the message, is about the struggles of balancing all that you love without compromising on anything. It’s about maneuvering through high school while staying true to yourself.

Yes, this production was definitely feel-good, easy to sing along to and it provoked a strong sense of nostalgia for High School students (or even for parents).

But, the fact that we knew all too well what was going to happen and were able to predict the script meant the musical was no longer exciting to watch. For a well-known production to be successful, there needs to be a certain complexity to the story-line.

Take “Romeo and Juliet.” We all know the plot – despite warnings from their friends, the lovers fall in forbidden love and die because they can’t live without each other.

But, there is so much more to Romeo and Juliet than just the plot.

There are strong messages about fate, loyalty, filial duty and love.

Every time you watch a “Romeo and Juliet” production, you learn more about these themes and you take something new away from it.

With “High School Musical,” there simply is not enough of a bigger message for us to take away after the 10th time watching it. It’s the typical high school story and, sure, the production hints at bigger messages of loyalty and

The selection of High School Musical as the fall production raises questions about the purpose of plays for a student audience. PHOTO BY DANI SWANSON commitment – but it’s only surface level.

So, why was “High School Musical” chosen this year? The administration lets the theater department have a pretty loose reign. Drama Teacher Buck Herron is able to choose most of his productions however he likes.

The department has shown provocative plays such as “Avenue Q ,” which had many bigger messages that engaged students and faculty in meaningful discourse long after the curtain had closed.

The musical acted as a springboard for taboo conversations that might not have been initiated otherwise, such as the concept that “everyone’s a little bit racist,” and the tensions that arise from being overly politically correct.

Last year’s play, “A Light in the Darkness,” also told a mean-

ingful, true story, which was strengthened by the presence of the actual Eva Schloss – the main character of the play – sitting amongst the audience. Watching this play brought to life an atrocious time in history, which we study in history class. As the audience, we were forced to face the reality of what happened during the Holocaust of World War II and learn from past mistakes.

If ASL allows such provocative performances, then why are we wasting that privilege to put on plays like “High School Musical,” that don’t have nearly as much substance?

While we appreciate the direct application of “High School Musical” to high school students, the message seemed somewhat shallow.

Herron has made clear his de-

sire to expose ASL students to a variety of plays and musicals, ranging all genres and time periods, but was “High School Musical” truly the only choice?

The point of plays, in our eyes, should be to provoke further dialogue, ideas and discussions from the viewer: Plays should provide viewers with a platform to address large-scale issues.

Without a real message, art is not art. Art is just a painting on a wall, a blend of color pigments depicting a scene. Without a message, a play is just a gathering of people acting out a situation.

Although “High School Musical” had fabulous acting and flashy dance numbers, it didn’t contain a deeper message. We believe that this very fact diminished the quality of the production as a whole.

Defining a gra Walking the line between harassment and banter online, as well as in person, and the permeating culture of abusive friendships Yarra Elmasry | Editor-in-Chief

A

swarm of questions and thoughts raced through Meredith’s* (’19) mind as she read the messages on her friend’s phone.

Formed by a group of boys in her grade, the group chat had existed for almost four years, but

Tyler Skow | Deputy Editor-in-Chief

Later, when Meredith confronted the boys, she received mixed reactions. “Some of them just apologized and felt really bad...” she said. “But one of them said [they] were just ‘roasting’ people, that it didn’t actually mean anything, that [they] were

that of Meredith, Jane* (’17) was enticed to join a group chat for the “banter amongst friends”, but instead found herself the target of malicious messages.

The next day, Jane told the group members that they should be happy it was her who had read

of people said some things they did not truly mean but thought were funny, but it was hurtful,” Tony said.

Tony and his friends decided to take it a step further, adding the girls they had attacked to the chat.

“wasn’t just one person” and by speaking out she could have helped find a solution to what she sees as a more frequent problem at ASL. Yet, Meredith admitted, she wouldn’t have felt comfortable approaching the administration

One of them said [they] were just ‘roasting’ people, that it didn’t actually mean anything, that [they] were just trying to make people laugh... that it was just meant to be funny MEREDITH* her friend had just recently been added. Meredith was horrified by what she found. The screen was filled with message upon message of cruel remarks about her and other students’ and teachers’ appearance and sexual orientation.

The messages frequently used derogatory and sexual phrases, as well as racial slurs.

For weeks, the chat stuck in Meredith’s mind – the sexually degrading comments making her question herself and her image. “I felt awful about myself. I thought I was ugly, I thought I was stupid, I thought that people thought I was a slut,” Meredith said. “I thought my entire reputation was ruined.”

*To protect certain students, names have been changed in this article.

just trying to make people laugh... that it was just meant to be funny.”

The boys seemed unaware that they had crossed the line between what they considered “banter,” and harassing another student.

Meredith sees the problem rooted in a lack of understanding of what is acceptable behavior online. This was made clear, she said, when one of the boys approached her with an empty apology. “To me it sounded like ‘I’m sorry you saw it,’ not ‘I’m sorry [I] said it’,” Meredith said.

Occurrences such as Meredith’s experience are not as rare in the High School as one might think.

In an instance nearly identical to

the messages “because I know if [anyone else had seen it, the boys] would have gotten suspended or expelled for what they did,” she said.

Coming from the opposite end of the girls’ circumstance, Tony* (’19) acknowledges responsibility for a different incident of an online verbal attack, recalling a situation where a harmless group chat devolved into a barrage of spiteful, sexually charged comments.

It began when one member sent a message making fun of a girl in their grade. Before long, the initial remark gained momentum and Tony found himself and others “ranting” about the girl. “A lot

Then, as Tony put it, “in an instant,” what had been “harmless banter” was turned into blatant harassment.

Fighting Back Although she was deeply unsettled by the comments made about her, Meredith was too embarrassed to tell her parents, or the administration. “I didn’t want the school to be mad at me...” she said. “I felt that I had brought it on myself at the time, I felt that I was overreacting.”

Since then, Meredith has realized that she

or confiding in a teacher.

Although Meredith finds bul lying to be a larger issue within the school, High School Principa Jack Phillips does not believe it to be atypical in comparison to oth er high schools.

However, Phillips does identify the abuse of technology as a current trend among

ay area

d e e m

e e n

ln al o h-

teens. “The appearance of anonymity through things like Snapchat or Yik Yak just encourages the behavior,” he said. “Normally most students would be able to check [themselves] because they have social cues to know [what] is unacceptable, but when translated through the medium of phone or the computer or the internet, you don’t have those checks.”

One of the greatest challenges Phillips faces is fostering an environment where students are comfortable stepping forward after such incidents. While he sees strong relationships between students and adults at ASL, he understands that “it is still difficult for students [to] come forward and talk about these issues.”

While Phillips is not completely certain how this envi-

Singled Out

J ronment will be created, it is at the forefront of the administration’s efforts. “We should give opportunities for students to talk to one another about [how] they can share,” Phillips said. “Maybe that it [is] advisory, maybe that’s in health class, [or] maybe that’s another arena.”

I think honestly, if the administration went through every ASL chat, most of the people would get expelled Jayden*

Zack Longboy | Deputy Editor-in-Chief

ayden* has been torn apart, chewed up and spit out. It’s all behind him now, or at least it looks that way on the surface. But it’s not easy to move on when you’ve been singled out, picked on and severely bullied into a state of depression.

A few years ago, Jayden was new to ASL. While his transition was a stark one and he was plagued by some unrest at home, he faced his most daunting challenge among his peers. “I was new, I didn’t have any friends, and these kids saw a sensitive, vulnerable kid and decided to try and take advantage [of me] for their own amusement,” he said.

Unaware of the students’ harmful intentions, Jayden “saw it as making new friends.” However, the socalled “friends” saw him as “somebody that they could toy with.”

In what Jayden can only describe as “twisted”, the group of students sought him out and installed him in their friend group. “It got really perverse and out of hand really quick. I didn’t really feel like I could go to anyone else because... I didn’t really feel like anyone else would accept me,” he said. “At least these guys were willing to hang out with me, even if I was getting victimized.”

Along with verbal attacks in a group chat, Jayden was also physically beaten by the boys. However, he believes the online aspect of their interaction played the most painful role in the harassment.

“I think it is a pack mentality,” he said.

“Guys trying to get respect out of things that they normally wouldn’t say or do.”

In his opinion, this isn’t an isolated behavior. “[Being online] makes it so much easier,” he said. “I think honestly, if the administration went through every ASL group chat, most of those people would get expelled.”

Instead of reaching out and helping him through the trying times in his home life, the new “friends” turned on him mercilessly.

The effects were far reaching. Even today, he believes he still carries some skeletons from the year and a half of abuse.

“I was always really depressed; I didn’t want to do anything. My grades went down a lot. I just didn’t really care about anything,” he said. “All my interests went out the window during that point. I just felt alone.”

While Jayden could never muster the courage to break himself from the vicious cycle, evidence of the harassment was eventually found and reported to the school.

Yet, once the cloud of discipline had settled, Jayden felt conflicted, and even guilty. “I just didn’t want to have all that responsibility on my hands. I felt really bad because I thought of [my harasser] as a friend,” he said.

However, the subsequent apologies of his harassers soon turned this initial feeling of guilt to anger – their apologies seemed shallow. “They’ve told me they are sorry. But I don’t really know.

I don’t think they know the full extent of what they really did [to me],” Jayden said. “I mean, I remember especially [one] apology, it was mostly about me forgiving him, rather than him feeling bad or genuinely sorry for what he did.”

The hardest part for Jayden looking back on the situation was that he feels it was exceedingly preventable. While he is hesitant to place the entirety of the blame on the school, he highlights an unwelcoming community for new students as the cause. “I just feel like the way ASL students are when it comes to new kids is very cold. I feel like they are very insensitive; they just don’t give people a chance,” he said. “If you’re not into sports or don’t have something intellectual to say, they cold-shoulder you.”

In his opinion, it was the conformity of ASL that led to his isolation. “There’s this very typical ASL type that you can smell from a mile away. And if you don’t fit into that you feel kind of isolated,” he said.

Aside from changing this culture toward new students, Jayden would say that an increased awareness of the “line between banter and [harassment]” is the most important part of changing this behavior. “I’m not one of those people who think every little thing is a problem, but I do see it sometimes where it just gets out of hand,” he said.

His situation, however, was decidedly more malicious – there was no misinterpretation of “banter.” “They knew what they were doing,” he said. “They saw a kid that they could victimize because I was vulnerable. They just wanted to have control, to be dominant.”

Page 12

Features

•••

THE STANDARD | December 2015

Behind the admissions process Girls in STEM

A safe space for expression?

In demonstrations across the United States, college students have begun to question the role a community plays in promoting cultural sensitivity Maya Jotwani | Lead Features Editor

In the past few months, student protests have swept across college campuses in the U.S. Focused on issues of race and marginalization, these student protests have highlighted questions that have been at the forefront for a while: Where is the line between political correctness and freedom of speech? What should be the role of an administration and what is the larger role of an institution as a “safe space?”

At the University of Missouri, tensions culminated with multiple demonstrations, a hunger strike and a boycott from the football team. Students were protesting a lack of administrative response to incidents of racial slurs and discrimination.

At Yale University, female students were allegedly turned away from a fraternity Sigma Alpha Epsilon’s party one night, saying that the party was for “white girls only.”

That same day, students received an email from the administration and campus diversity groups advising students to “actively avoid Halloween costumes” that disrespect and appropriate certain groups. Shortly after, Yale Lecturer and wife of Associate Dean Erika Christakis responded with another email saying that the administration was challenging free

speech. “American universities were once a safe space; increasingly, it seems, they have become places of censure and prohibition,” Christakis wrote.

Social Justice Council co-president Julia Leland (’16) believes that the role of an administration is to guide its students, and argues that in this case, Yale did the right thing in sending out the email. She points out that the letter was not a strict demand and nor did it have consequences if breached. “They were just saying, ‘think about your costume, is it respectful?’ Le-

Renata Wilson | Features Editor

stay out of matters of behavior and sensitivity due to the subjectivity of the issue. “There’s a huge gray area with things where the administration shouldn’t have a role, that area where one person may find it offensive but another person may not,” he said. “In those cases, we should leave the [students] of a community to sort it out for themselves.”

Leland worries that if students are left to deal with these issues themselves, it poses a risk that students will offend others. “College is a place where you should

puses as part of a debate of the role of political correctness in communities. “With political correctness, there’s always tension between the community and the individual, between what the individual would like to say versus community norms,” he said.

Caroline Tisdale (’13), currently a sophomore at Yale, sees the larger movement at her school and beyond as more than just political correctness. “People have the freedom to say what they like and freedom of speech protects one against the law but it doesn’t protect one against the consequences of one’s words,” she said.

“This is about respect and understanding and especially from the Christakis’ position within the university, creating a safe inclusive space for all students.”

Swanson, though, sees the issue as more indicative of a “hypersensitive” culture than about inclusivity. “Often at ASL, people are working really hard to get offended at things,” he said. “They hear something and they think, ‘Oh, I want to get offended’ or they twist something on purpose. This is a theme with political correctness – trying to not offend somebody in 2015 is nearly impossible.”

This issue of “hypersensitivity” manifested itself at school last year. Social

I thought I was very aware because I’ve lived abroad and I’ve had a more global experience than most other students.

I soon realized that I was very unequipped to have conversations on social issues.

Caroline Tisdale (’13), Yale University sophomore land said. “They were making a suggestion, which is no different than what the Middle School [implies] in its dress code: ‘Do you feel comfortable in your clothes?

Will it offend someone else?’”

On the other hand, Spencer Swanson (’16) believes that administration should

be exploring and making mistakes, but it isn’t the place where you should be allowed to be disrespectful,” Leland said.

“Just because you are a college kid doesn’t make it ok.”

Social Studies Teacher Mike McGowan recognizes the activism on college cam-

•••

Page 13

THE STANDARD | December 2015

Features From the Yale Movement Maya Jotwani | Lead Features Editor

Justice Council Member and Unity in Diversity leader Milo Kremer (’16) remembers that in a student gender equity group discussion, certain comments inflamed others to the point that these people were excluded from the group. “And now, when I go ask them to go to Unity meetings, they’re like ‘why should I come to a place where my views aren’t even welcome?’” Kremer said.

Kremer believes this mentality has led to only a certain group of students being involved in social issues at school.

“We need to have everyone involved in this, it can’t just be a niche in the school,” he said.

“There needs to be a more welcoming attitude and a more inclusive attitude with these clubs [from both the members and club leaders].”

Upon entering Yale, Tisdale felt that she hadn’t had enough opportunities to engage in conversations regarding sensitive topics at ASL. "I think going into college I thought I was very tolerant, aware and unbiased because I've lived abroad and have then perhaps had a more global experience than most other students. However, I soon realized that I was very unequipped to have conversations on social issues," she said.

McGowan echoes Tisdale in that students should be having these conversations to be prepared to confront the bigger world. “[Students] are entering a world where there is a heightened sensitivity to issues involving race, and I’m not sure we always really make students aware of that,” he said.

College is a place where you should be exploring and making mistakes, but it isn’t the place where you should be allowed to be disrespectful.

Julia Leland (’16)

Often at ASL, They hear something and they think, ‘oh, I want to get offended’ or they twist something on purpose.

Spencer Swanson (‘16)

Yale University freshman like ‘students march about free Myles Cameron has been an ac- speech’ and it’s like ‘what, what tive participant in the student are you talking about?’” he said. movement at the school. He deYale sophomore Caroline Tisscribes the marches and demon- dale (’13) agrees with Cameron strations as unlike anything he’s in that the discussion is about ever felt. respect and cultural sensitiv“Being there, marching with ity. She believes that in makall these peoing the deple, all the love bate about and camarafreedom of derie in the air speech, peo– it was such a ple do not powerful envirecognize ronment,” he the real issaid. sue of senTo him, the sitivity and movement, the nuances more than anythe issue thing, is about contains. making sure “This is an all students, extremely regardless of nuanced israce or culture, sue that affeel welcome fects black Myles Cameron, at Yale. “[The students Yale University freshman demonstradifferently tions] were more of a solidarity than it affects native or Asian kind of thing, everyone wanted students,” she said. to support the girls of color who Tisdale believes that the iswere genuinely hurting after the sue of respect and inclusivity [fraternity] incident and people is pertinent and that Yale needs who felt offended by the email,” to address it. “There’s no queshe said. tion that things need to change The media, though, hasn’t here and that people’s extremely fully portrayed this message emotional reactions show that properly. “The craziest thing for inclusivity is a necessity that is me is seeing how the media can not present at Yale,” she said. twist things different ways,” Cameron points to activism as Cameron said. an important way to spark change He cites the liberal out- in college and beyond. “The world lets as having “supported” the obviously doesn’t represent evemovement by showing how the ryone’s point of view and by marches are about inclusivity starting in your university, and and a call for improvement of finding your voice there, you can the institution. However, more make your college bubble betconservative outlets have in- ter. And by affecting the people terpreted the message differ- around you, they will carry that ently. “[These] media outlets are with them moving on,” he said.

Being there, marching with all these people, all the love and camaraderie in the air – it was such a powerful environment

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Page 14

THE STANDARD | December 2015

Features

Girls in stem

ASL’s attitude towards girls in science, technology, engineering and math Renata Wilson | Features Editor

A

nna Graham (’16) has been enthralled by computer science ever since she accidentally enrolled in a Java programming class her sophomore year.

She had planned on dropping the course, until she found she actually enjoyed it.

Graham is now taking Nand to Tetris, a post-Advanced Placement Computer Science course, and applying to Computer Science university programs.

decided to lend her support to other girls interested in computer science. “I’ve started a ‘Girls Who Code’’ club. It’s not just about coding, it’s also about what it means to be a woman in STEM [science, technology, engineering and math], because there aren’t as many girls,” Campili said.

Campili remains optimistic about the future of girls in STEM, and is interested in exploring ways to encourage further female

biology, more specifically medicine. During her experience with AP Biology, Mandel has found that “the teachers and faculty are much more progress[ive] than the students, by a long shot. The teachers and faculty are very supportive, but the students might not quite take you seriously.”

Mandel’s frustrations are rooted in the fact that she feels students make assumptions on her academic strengths and

and science career at ASL to be overwhelmingly positive. Bohmer has noticed that “there may not be a lot of active encouragement of young women in the harder maths and science classes, but if you have the initiative, then the help is definitely there.”

Bohmer has been equally content to see a good gender balance in many of her upper level math and physics courses, and believes that the classes she’s been in have

Bohmer has felt privileged pursuing STEM at ASL because the school provides a progressive bubble “I’ve spoken to friends [outside of ASL] and been asked what I was studying.

I said I want to study engineering, and they made a comment like ‘but that’s a boy’s field.

You’re a girl,” she said.

In Bohmer’s eyes, there are possible ways to accelerate the transition, such as government-

I said I want to study engineering, and they made a comment like ‘but that’s a boy’s field. You’re a girl’ ISOBEL BOHMER (’16)

Biology has always fascinated Zara Mandel (’16).

She has occasionally found herself frustrated with the attitudes and dispositions of some male students towards females.

“People assume that I don’t really care about the class and that I’m not really good at it, but they don’t bother to actually listen to me to see that [they] might be wrong,” she said.

Unlike Graham, Olivia Campili (’19) developed an interest in computer science in her middle school years after participating in ‘Hour of Code’. After attending her first Java programming class at ASL and noting that there were only three girls enrolled, Campili

Olivia Campili (’19) and Anna Graham (’16) are computer science enthusiasts. ALL PHOTOS BY STEPHANIE BRENDSEL

participation. “I think having more gender neutral coding initiatives would help. Not having specifically ‘girl designed things’ like a pink coding program or a blue, masculine, war-related coding program,” she said.

Campili has witnessed many shocked expressions after explaining how she is interested in both dance and code. “I feel like there is this stereotype that if you like coding, you have to only think about coding, and no sports, which is so untrue,” Campili said.

From a young age, Zara Mandel’s (’16) interests have been in

weaknesses based on her gender.

“Sometimes when I tell people I took AP Bio, they’re like ‘Oh, really, you don’t look like you like biology’ or ‘you don’t look like you’re into science’,” she said.

“This confuses me because what [is] ‘looking like I’m into science’ supposed to mean? Nobody would say ‘you don’t look like you’re into English’.”

Isobel Bohmer (’16) was initially encouraged by her science-oriented family to pursue math and science courses. She eventually found herself loving the courses due to her natural curiosity.

Bohmer has found her math

IsoIsobel Bohmer (’16) intends to study engineering.

“made an effort to include and teach all genders.”

However, Bohmer believes that the mentality towards women in STEM careers is still “changing, present tense.” While Bohmer agrees that the administration and teachers are “keen on having young women involved in math and science, it is often difficult to change people’s attitudes that have been ingrained by media and society,” she said.

She has found that this attitude is sometimes apparent through the “deferring to male students [when] asking for help or if others may have questions.”

sponsored STEM initiatives in the U.S. At ASL, Bohmer thinks a good way to support women through more challenging math and science courses would be to “provide active support in that underclassman transitional zone of moving on to more challenging math courses and overcoming the stigma.”

Without a conscious effort being made to include and encourage all genders in the maths and sciences, Bohmer believes that it is quite easy for “smart and capable young women who could be doing and enjoying math to slip off the radar.”

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Page 15

THE STANDARD | December 2015

Features

The admissions process A look behind the numbers at the details of ASL admissions

T

Martha Collins | Opinions Editor

Tyler Skow | Deputy Editor-in-Chief

he ASL admissions team receives around 1200 applications from prospective students K-12 per year, 800 of which are actually completed in full and are reviewed by the department.

The process for incoming high school students is thorough. Applicants submit three letters of recommendation from an English or Math teacher and a counselor or principal, a transcript, standardized test scores, as well as replies to short answer questions. These include questions such as, “What is your favorite school subject?” and “Describe a book you read that was not for school.”

Slightly over 50 percent of the 800 students that apply are accepted. However, not all acceptees are actually enrolled in ASL. Kohki Asai (’17) completed the application process in both Grade 8 and 9, having failed to be admitted on his first attempt.

Asai found the process relatively thorough. In reflecting on his first attempt to join the school, Asai cannot pinpoint what hindered his application. “They did not give me a reason, and I was quite

confused,” Asai said. “I have to say, my application the next year was probably very, very similar.”

When Dean of Admissions Jodi Warren is reviewing any application, there are key components she looks for to indicate that an applicant will “thrive at ASL.” Of equal importance to grades and standardized test scores, the admissions department also takes into consideration the qualitative measures of the application. “One of things that we really look at is

process] is probably very similar to college applications, where those teacher recommendations are really important,” she said.

However, while the skeletal components may be similar, the competitiveness of the process varies. She believes the ASL process is “less competitive than applying to an Ivy school, but it is competitive, especially in the High School, because we only have the space from attrition.”

The High School turnaround

Matriculated Accepted

Denied

how a student is on a day-to-day basis in school, and also do they exhibit the core values of the school?

Are they a good school citizen?”

Warren said. She feels that teacher recommendations are especially telling about an applicant’s personality.

Warren believes that aspects of the High School application parallel those of a U.S. university application. “I think [our application

Admitted, not attending

Statistics courtesy of Admissions

rate is lower than the rest of the grades; 82 percent of the 2016 senior class has been at ASL since Grade 5. ther factors can also further a prospective student’s application. The school has a sibling policy, where siblings of admitted students are given priority, provided they meet the academic standards.

The sibling policy does not, however, guarantee admission. In Amin Ojjeh’s (’16) case, his younger brother was not accepted to the school despite Ojjeh already being enrolled. “It’s weird to think I have a brother who is a sophomore. [But] he’s unfortunately never been part of my high school experience,” Ojjeh said.

O

If the admissions department feels an applicant is suited to be part of the ASL community but there is not adequate space in a respective grade for him or her, the applicant is offered a place in the wait pool.

There is no ranking system in the wait pool; the only official priority system is for siblings of students who already attend ASL. No official admissions policy stands regarding the children of faculty members, yet, they are often given similar priority to sib-

lings if they meet the application requirements. Currently, 59 students at ASL are the children of faculty members.

The application process has gone through two major changes in Warren’s 20+ years of working at ASL. Firstly, everything is now submitted 100 percent online, as opposed to the past, where applicants sent hard copies via mail.

The second concrete change is the implementation of an application deadline of January 31.

The number of spaces the school can offer applicants is also changing. Before 2008, the turnover rate was – excluding the senior class – 20 percent of students in all divisions of the school. In 2008, this figure dropped to 15 percent and has been steadily declining since. “At the end of last year, 2015, it was only 13 percent,” Warren said. “That’s a huge number of new students who [we] do not have spaces for.”

Page 16

Culture

•••

THE STANDARD | December 2015

Grime New arts building

Grime: London’ s underground music scene Exploring the culture of grime music and its increased popularity heightened by mainstream artists Cameron Campili | Staff Writer

Z

ayn Daniels (’18) has been brought up on grime.

Being immersed in British culture, he has grown a passion for grime and the customs it represents. He believes that grime is different from any other music genre in Britain as it is “just British.”

A form of U.K. garage, also known as house, grime has adopted the English culture as its forte. The genre has shattered claims that it is a take on modern hip-hop. grime, although similar to rap, has many significant differences.

The words, expressions and sounds relate directly to the street culture of England. Words, such as “peng,” are directly related to grime.

Previously one of the U.K.’s “underground” music genres, grime has now undergone a music metamorphosis, transforming into a mainstream genre.

Due to its appeal in the British market, Ray Leavenworth Bakali (’19) has noticed grime’s increased popularity in the High School. “The words and phrases which the artists use are so interesting. It’s a whole other language and culture whilst still keeping the upbeat, modern tempo, which is why it’s such a fun genre,” Leavenworth Bakali said.

Since grime has distinguished itself from modern

day hip-hop, Leavenworth Bakali feels then it appeals more to the ASL student body who may be looking for something different. “I do see how grime artists can take motivation from U.S. rappers, which does mean that they make the genre a lot more mainstream. But most artists don’t and it’s something that everyone in that genre is proud of,” Leavenworth Bakali said.

Similarly, Ayla Mahmood (’17) credits this newfound interest in grime to mainstream artists, such as Stormzy and Skepta, who have drawn attention to the genre. “The more well-known or mainstream grime artists bring attention to this genre of music, and people start to question it and listen to more songs by similar artists,” Mahmood said.

Grime has also been adopted by many different cultures, although tries not to incorporate popular traits of American hip-hop. Artists such as Drake and Kanye West have helped the British genre grow, by sharing their music on social media and collaborating with them in concerts. “[Grime is] gaining momentum in the U.S. with popular artists like Drake and Kanye West supporting it,” Mahmood said.

Leavenworth Bakali believes that grime is an interactive music genre. “It is also fun to just listen to and try

Mainstream grime artists such as Skepta have hightened interest to the genre and its culture.

PHOTO FROM ITUNES.APPLE.COM and solve the riddles and metaphors in the lyrics and just chill out listening to it,” Leavenworth Bakali said.

the year of drake Ankit Mehra | Online Editor

A

ubrey Graham, more commonly known as Drake, started his career as an actor on DeGrassi, a past that haunted him as he tried to break into hip-hop.

But after this past year, his place amongst the hip-hop elite has been confirmed.

Some would say that after If You’re Reading This It’s Too Late, Drake would be immortalized amongst present day greats. After exhibiting lyrical precision, tactical releases and an outreach past his music, Drake cemented himself as a great and made this year, the year of Drake.

Outside of his own music, Drake set out on one of the summer’s most talked about topics; Apple Music. Drake partnered with Apple to bring to life October’s Very Own (OVO) Sound, a radio show promoting various artists who are under his OVO record label. Parts of Roy Wood$’ Exis EP were premiered there, Drake’s remix of Ojuelegba with Skepta and Wizkid premiered there and new content from some of OVO’s chart toppers such as P. Reign.

Prior to engaging in his widely publicized verbal battle with Meek Mill, Drake made an appearance on Meek Mill’s first album since Meek Mill’s release from jail (Dreams Worth More Than Money, on the track R.I.C.O.).

What ensued was wildly unpredictable. Meek Mill hit back at Drake, accusing him of using a ghostwriter, Quentin Miller, for his verse on R.I.C.O., claming he would not have included the track on the album if this was true.

Drake, evidently irked, responded in the way that has made him famous: a track. On the OVO Sound Soundcloud account, a new track emerged titled Charged Up. In the track, Drake hit back at Meek Mill’s accusations with flawless execution, citing rumors are just rumors and that his reputation should speak for itself.

Drake would also release a second diss track, titled Back To Back, in which the cover alone evoked a response. Drake

“After exhibiting lyrical precision, tactical releases and an outreach past his music, Drake cemented himself as a great” picked a picture of Joe Carter, a former Toronto Blue Jay, pictured hitting the game winning home run in the 1993 World Series in which the Blue Jays faced the Philadelphia Phillies, which is the hometown Major League Baseball (MLB) team of Meek Mill.

With a summer of releases, including collaborative pieces with The Game and Future, Drake at one point had six tracks featured on the top 100 chart.

Future and Drake would proceed to make headlines as they released a collaboration album titled What a Time To Be Alive on September 20.

Continuously churning out hit after hit, Drake also

made his presence felt in the grime scene. On numerous occasions he partnered with Skepta incluing the Ojuelegba remix, or the Wireless festival when Skepta made an appearance alongside Drake as the duo performed Shutdown.

On a smaller, unforgettable note, Drake had a role on Roy Wood$ EP Exis on the track Drama, as well involved in production of the album. Drake also spearheaded the annual OVO festival, where he performed and organized headlines such as J. Cole.

In conjunction with the OVO fest, OVO as a clothing brand has also been making waves in the streetwear industry. Releasing staple after staple as well as collaborating with Air Jordan on a Jordan X model and with Canada Goose on a collection that includes both jackets and hats with the OVO insignia as well as that of Canada Goose. On top of collaborations, Drake has opened an OVO store in Los Angeles, the first brick and mortar store outside of Toronto, which attracted a line of four blocks for its opening day on December 6.

Drake has not only made his presence felt for much of the year thus far, but he broke down barriers between the U.S. and U.K. in the scheme of rap. This was the summer of Drake, and this is bound to be the year of Drake with Views From The 6 supposedly just around the corner.

•••

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THE STANDARD | December 2015

Culture

a blank canvas A look into the new community arts building and the benefits for current visual and performing artists Michaela Towfighi | Culture Editor

W

hen Art Teacher Jennifer Thomas thinks about the future of the art department, she envisions collaborations with other schools on an international level.

Thomas hopes for two to three different schools to complete the same project, and then display this art in the gallery.

This gallery will be located in the new arts building, which is set to open in January. “I’d love to do something where we are actually sharing our work with other schools and set up some community sharing,” Thomas said.

The art department will be provided with new space as all classrooms will be much larger than what currently exists.

The same art subjects will still be offered.

The new building will not only provide artists with a larger space to work, but also a place to show and display their work. As described by Thomas, the ground floor of the building will be a gallery providing a “dedicated space to show art.”

Within the gallery, there will be space to show films, photographs, drawings, paintings and prints, and a new addition of box like structures which will allow for sculptures to be on display. “[The gallery] is something really exciting, that we have a space to show our work, rather than putting it randomly up around the hallways,” Thomas said.

One view from the community arts building will overlook the new playground, Waverley Park. When completed, students will have access to the building through the park, or underground access via the gym. PHOTO BY YARRA ELMASRY

I'd love to do something where we are sharing our work with other schools and set up some community sharing ART TEACHER JENNIFER THOMAS While Magnus Allan (’17) recognizes that the new building will not greatly impact his photography, as most of his photos are taken outside of school, the

In the building, studios will be twice as big as what currently exists. Artists will also have access to natural light, as all rooms are equipped with large windows.

PHOTO BY YARRA ELMASRY

main benefit of the building he sees as “acknowledging there is a unique space for art in the school, and is giving more attention to [the arts].”

When in school however, Allan believes the new dark room will benefit photographers, as more students will be able to use the space at once. “There is more space to work and [more] creative space,” Allan said.

On the other hand, Caroline Richter (’18) believes the new addition of a dance studio will directly impact the dance program at ASL as “it will give a designated space for dance that doesn’t have to be shared with theater.”

Currently without a studio, dance has two main spaces in which they practice: Y-301 and the School Center.

Sharing an area with theater however, proves to be a disadvantage as large play sets minimize the avaliable space. “Right now, the spaces are pretty confined, and it’s a little difficult to do spacing in rou-

tines and practice, because [the space] is usually booked or it is hard to manage,” Richter said.

While the dance team has the opportunity to go off campus for practice, dance classes are not given that option, forcing them to make do with the spaces currently available.

Similarly to Ritcher, Thomas feels the increased space will pose opportunities for a range of displays within the gallery.

Thomas hopes to collaborate with local London artists during gallery shows, as it is a “community arts building.”

Expanding the displays to the community also poses opportunities for professional artists to come in and work with students.

In addition to the expanded space, all classrooms will have large windows, providing a source of natural light. “Artists love light, so that will be a very strong advantage and something very different than what we’re used to working in here,” Thomas said.

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Page 18

THE STANDARD | December 2015

Sports

Working (out) after hours

At 5:30 p.m. the Fitness Center closes for students, but remains opens afterwards for teachers and faculty to exercise and build camaraderie

A

fter reading through countless U.S. History papers at the end of a tiresome school day, Social Studies Teacher Terry Gladis craves an outlet. Athletic release from academia has been routine for Gladis since playing sports in high school. Now, his source of athletics, his ‘sport’, resides in the Fitness Center.

What started as a method to retain fitness soon evolved into a critical aspect of Gladis’ relationship with fellow faculty members. “To me, this connection that we have in common, honestly, it’s helped me forge relationships in the school that I never would have before,” he said.

Gladis often trains with colleagues such as Head of Security Barak Favé, who consistent presence in the gym originates from his love of food. Exercising allows Favé to eat the foods he craves without worrying about gaining weight.

Favé finds the gym’s “motivational” atmosphere at ASL distinct compared to that at his local gym.

“If you go to commercial gyms, some people just want to socialize.

They go there to be seen. It’s the vanity concept,” he said. “There’s no real spirit of camaraderie and working. It’s a bit of a show and I don’t like that.”

Catering Attendant Lucia Glonekova attributes the atmosphere of the gym to Fitness Center Supervisor Andy Patros. After a workday starting at 7:30 a.m. and ending at

Sourna Daneshvar, Jr. | Sports Editor

3:30 p.m., Glonekova uses the gym primarily to unwind. “Sometimes I have a bad day and I just go there and Andy [Patros] cracks a few jokes and everything seems to be alright after that,” she said.

As a teacher, Gladis is often isolated from other departments in the school, but in the Fitness Center, he is able to connect with faculty members he does not regularly see throughout the day. “We’re in our own bubbles at ASL, especially as a teacher and it’s so important for the organizational health of the community to try and get to know everybody,” Gladis said.

Similarly, Glonekova rarely spends more than a minute with a student or faculty member during the day. She believes that the students and faculty who frequent the gym facilitate a deeper sense of communication as a result of it.

“You build different relationships than people coming through the counter. You don’t have time to engage with anyone, but in the gym it’s different,” Glonekova said. “It makes the day more pleasant if you have little talk or banter with the students.”

Through the gym, Gladis learns about colleagues beyond the curriculum they teach or role they hold in the school. “The added value that meeting people and working out with people in the gym has given me is priceless,” he said. “I actually wish that I would see more faculty members in there so I could hope-

Numerous faculty members celebrate after completing the Tough Mudder challenge last November.

PHOTO COURTESY OF JODY MATEY

Fitness Center Supervisor Andy Patros and Head of Security Barak Favé share a laugh while resting between sets of their respective workouts. PHOTO BY SOURNA DANESHVAR, JR. fully forge more relationships with different people.”

“Gym camaraderie” transcends beyond the confines of the Fitness Center. Gladis and Favé, along with Physical Education Teachers Jody Matey, Rich Harris and Grant Hiller, among others, participated in the Tough Mudder 10K obstacle course challenge after connecting in the gym.

By virtue of a common interest, Glonekova believes the gym builds relationships more so than other environments in the school. “People who workout enjoy doing the same things, so you bond,” Glone- Catering attendant Lucia Glonekova and Head of Security Barak Favé discuss their workout routines between exercises. kova said.

For Favé, the gym setting reveals PHOTO BY SOURNA DANESHVAR, JR. more about his colleagues than do Both Gladis and Favé acknowl- Center to a local gym will turn other environments during the edge that closing the gym is neces- working out into a mundane prowork day. “Perseverance and deter- sary for the school’s improvement cess for Favé, but he does not worry mination. I think it’s something (for more information about the about losing friendships he created that stands out in the gym more closure see Page 2), “but it’s not go- from the Fitness Center. “Even if we than in an office or more than when ing to be a fun period,” Favé said. don’t workout together from now you are given a task with a deadGladis believes the closing of the onwards, forever, that connection line,” he said. gym extends beyond the missed joy is already made, and every time you Everyday interactions in the of exercising. “I hope we can find see them in the corridor, in a staff hallways or during lunch time ex- other opportunities to continue lounge, in the Commons, every pand into more genuine gestures of these relationships, but I think time you say ‘hello’, it gets stronger interest after spending time work- that element of community that we and deeper,” Favé said. “If the gym ing out. “[The gym] brings us closer have going will be put on hold,” he was the reason for us talking a bit than just acquaintances, there’s said. longer, it’s no longer what keeps us more of a friendship,” Favé said.

Transitioning from the Fitness talking to each other.”

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Page 19

THE STANDARD | December 2015

Sports

Basketball expands onto local stage SOURNA DANESHVAR, JR. SPORTS EDITOR

T

he American School in London includes two key geographical aspects: “American” and “London.”

From an athletic perspective, the “London” component of the name has lacked in comparison to the “American” one in previous years. This year however, with both the JV boys and JV girls basketball teams joining the London Basketball Association (LBA) Westminster High School League and the varsity boys basketball team joining the LBA College League, the presence of ASL athletics within London is expanding.

minster teams exhibited a wide variety of playing styles. “We grow as players because we learn not everyone’s going to [play] like Cobham or Hillingdon,” she said.

The proximity and diverse competition in these leagues enticed Athletics Director John Farmer to join the leagues.

“I love that we now know that there are teams five minutes away from here who are not only going to give [us] a good game, but could potentially beat [us],” he said.

Fierce competition may result in rivalry, but LBA team leader Tony Lazare – who coached ASL high school boys basketball teams for five seasons – believes

games is a great week for basketball and [our teams] will have a lot of weeks like that,” he said.

Last season, when Lazare coached the JJV team, he introduced Farmer to Westminster Sports Unit’s Development Officer Angela Emanuel at a Westminster High School League Tournament.

Although ASL has been in Westminster since the borough’s inception in 1965, it wasn’t until the collaboration of Farmer, Lazare and Emanuel that ASL joined the league.

Throughout the past summer, months of communication among the three was vital to fit ASL into the leagues and avoid logistical difficulties with scheduling.

[ASL players] are going to be enemies on the court, but friends off the court... They’re going to have those connections because basketball is a community in itself LBA TEAM LEADER TONY LAZARE

Teams in the College League are Sixth Form schools, where students range from ages 16-18. The Westminster High School League allows any team within the borough of Westminster to compete.

When ASL hosted Quintin Kynaston Community Academy (QK), Paddington Academy and King Solomon Academy, among others, JV girls player Talia Vasaturo-Kolodner (’19) found that the West-

the interactions in sport will translate to existential benefits. “They’re going to be enemies on the court, but friends off the court... They’re going to have those connections because basketball is a community in itself,” he said.

Farmer believes the addition of competition will only help. “Basketball is a game where you should play a couple games a week... three practices and two

Little flexibility is available for the winter season start time due to the structure of ISSTs. As the facilities at ASL surpass those of other schools, Lazare finds the school ideal to host tournaments. Likewise, Farmer hopes to continue hosting tournaments like the ones on December 2 and 3.

Participating in local tournaments

Lily Noel (’19) prepares to shoot a freethrow during the final of The Westminster High School League tournament.

The JV girls team lost against QK 7-3 on December 3.

PHOTO BY SOURNA DANESHVAR, JR. against players with a variety of backgrounds extends beyond the games for Vasaturo-Kolodner. “We’re a very lucky school, but a lot of other schools don’t have what we have, so you get to see how other people – just through basketball – live their lives,” she said.

SPORTS COMMENTARY

Start supporting before ISSTs

ANKIT MEHRA ONLINE EDITOR

E

ver since I was a kid, my weekends have consisted of going to professional sporting events, whether they be in New York or London. I’ve grown up around energetic fans whose undying passion for their teams has influenced my fandom.

Having been exposed to sports globally, I recognize that each city presents a unique environment every time I make the trip to a game. However, the sole unifying factor is the relentless fan support.

I have experienced this for eight years now, but I need to leave the walls of ASL to do so. That is due to the support currently lacking at ASL during the regular season.

As of right now, when ASL hosts an ISST tournament for a respective sport, such as girls volleyball earlier this year, crowds pack the Farmer Family Gym during breaks or after school. Students even make the trip to

Canons Park to watch teams compete. Take the varsity boys soccer team during ISSTs last season for instance: The High School was released early and the majority of students traveled to Canons Park to see varsity boys soccer play their semi-final match.

Such endeavors are commendable, but should not stop there.

Our efforts to show support for our peers as they compete in a culminating tournament has been fantastic.

Most recently, in the varsity girls volleyball ISST winning campaign, students consistently flocked during lunch and breaks to see the team compete both in the gyms.

But, teams need fans cheering for them before ISSTs. Currently, athletic events such as the varsity basketball games are a good example of the turnout and the fandom we should be looking to achieve across the board.

Showing some support, even if it is just in the form of attendance, is essen-

tial toward building a more tight-knit community.

Last season, a Grade 9 group of boys founded the Eagles Ultras, a fan group of students that attended JV games for basketball and rugby during the winter season. This was a step in

“

The fact that my friends compete provides ample reason for me to attend their games and support their athletic pursuits unconditionally. the right direction, but it takes more than an individual group of students. It’s a start, that we, the entire student body, must build upon and further develop. Spirit days that offer stu-

dents incentives are ways to further increase participation in sporting events in the school.

The fact that my friends are competing provides ample reason for me to attend their games and support their athletic pursuits unconditionally. I know going into these games that it won’t be a professional sports atmosphere, but that doesn’t matter. You don’t need to be an extreme sports fanatic to prove your loyalty.

As a student body, it is our responsibility to create a sports environment that encourages our peers.

Regardless if you follow a sport or not, the sole fact that people you know represent the school we attend should act as the determining factor in why it is essential to attend games.

The lead up to ISSTs is as important as ISSTs, and a strong fan support system for our school athletic teams can only represent our school well and encourage our friends who are competing.

Page 20

Sports

•••

THE STANDARD | December 2015

Basketball teams expand local presence Teachers working out

Meg O’Brien (’19) surges forward during the 100 meter fly event on December 4. The swimming team competed at Cobham in the Early Bird Invitational. O’Brien finished in 1:30:39, placing fourth. The next definite meet is on February 5 at Cobham.

PHOTO BY STEPHANIE BRENDSEL