Issue V

Standard

the

March 2015 | Volume XL, Issue V

collaborating with

administration bringing back juice not being heard open channels of communication not enough effective time raising feedback money staying organized transparency or lack thereof haiku grades

the biggest challenges facing StuCo As the new leadership of Student Council assumes office, they have their sights set on bypassing all of the council’s traditional obstacles Zack Longboy | Lead Features Editor Nadia Sawiris | Culture Editor Story on pages 16-17

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

News

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News Briefs TedxASL event

On Saturday, April 11, the second annual TEDxASL will take place in the School Center. The theme of the event is “A Story Worth Telling,” and starts at 10 a.m. The speakers range from a variety of fields and areas of expertise. Tickets are on sale at Top Orange, and are priced at £15. Any students interested in participating as a volunteer for the event should email rehan_zafar@asl.org

Prom 2015 Many alterations are being made for this year’s prom on Saturday, May 16. These changes include the event now being held at The Landmark Hotel. A sit down dinner will no longer be included and instead there will be canapes. This year, all tickets will be free with the hope to make prom a more inclusive event.

South Asia Night The annual South Asia Night hosted by the South Asia Club is taking place on Thursday, April 23. The night will include live music and dancing performances, South Asian food, and a raffle to win a collection of Bollywood films. The night will again feature a spice contest, and students of all ages and backgrounds are invited to attend to learn about South Asian culture. Tickets will be on sale at Top Orange during week preceding the event. Contact tara_advaney@asl.org for more information.

Fashion Show On Thursday, March 26, the Atelier Fashion Club will host the first ASL Fashion Show in the School Center at 5p.m. The theme of the show is “Night and Day”. Tickets are £10 for normal seating and £15 for VIP front row tickets and are on sale at Top Orange. Proceeds will go to the Fashion & Textile Children’s Trust, a charity that provides grants to children from lowincome families whose parents work in the fashion and textile industry. Email filo_fabrini@ asl.org for more information.

THE STANDARD | March 2015

Curriculum Jihadi John

Robotics team places first Charlotte Young News Editor From March 11 to 16, the Robotics team traveled to New York City to compete in the FIRST Robotics Competition where they came out victorious, placing first in the tournament.

Grade 8 Science Teacher Chris Goff, who is an advisor to the Robotics team and travelled with them to the competition, explained that the competition attempts to emulate the feeling of a sporting competition to further encourage students to participate. “He [Engineer Dean Kamen] borrowed the dynamics of sports, so he turned robotics into a sporting event,” Goff said.

The competition is divided up so three student teams compete against three other teams at one time. Further into the competition, teams who rank in the top eight are able to choose the other two teams they would like to form alliances with.

This year, the challenge was for students to build a robot which could to stack boxes. Stu-

“

I was not very hopeful that we were going to be able to make it through semi-finals, but we came out number one Grade 8 Science Teacher Chris Goff dents receive the challenge six weeks ahead of the competition, providing a stressful time leading up to the tournament. “It’s really harsh for those six weeks.

But, it’s also really amazing because they learn a lot of technical skills and they learn a lot about teamwork and project management and design principles,” Goff said.

At the same time, while students are building the robot, there is a sense of community within the team members. “It’s one of the few environments where freshmen through seniors interact in that way, so you have

seniors helping sophomore with their mobile, it makes kind of a family feeling to the team,” Goff said.

A total of 35 students travelled to take part in the competition, including two students from Quintin Kynaston Community Academy (QK). Of those 35 students, four were part of the drive team who are working the robot during the matches. Students had to try out to be a part of the drive team, with roles including a driver, operator, human player and coach.

Other members of the team were mechanics dedicated to fixing the robot and students scouting other teams for strategic alliances to make. “Our win this year was a scouting win because we understood the game well and we knew what the other teams could do,” Goff said. “We ended up winning the finals because we made good alliances based on our scouting, and we made a good strategy that maximized our win. It was a full team win which was really cool.”

For the team, the competition itself began with a few glitches with their robot. This initially hurt their ranking. “We had some technical problems in the beginning, so we started off really poorly. Our wheel fell off in the first match and we had electrical connections come loose, and we had these constant problems in the first couple matches. At the end of the day we were ranked 26th,” Goff said.

However, the team fixed the complications with their robot, putting them in seventh place with the ability to choose the other two teams they would like to make an alliance with.

While the team did have a strong alliance, they were concerned about the other competitors. “The top two alliances were really strong alliances and I was not very hopeful that we were going to be able to make it through the semi-finals, but we came out number one in the semi-finals and we beat the number two alliance in the finals,” Goff said.

For Momo Steele (’16), who was part of the drive team, winning the tournament was “very exciting.” Steele was happy to be on the drive team because

The challenge for students this year was to make a robot that could stack boxes. PHOTO BY EVE HEYNDERICKX she felt like she was an active participant. “The competition wouldn’t have been as exciting for me if I wasn’t on the field because I was able to contribute to the outcome of the day and the outcome of the match. I was excited to do my role and see how it turned out, [but] every person’s role in the tournament is really important,” she said.

Steele, whose job was to supply the robot with equipment during the matches against other teams was extremely focused on her task during finals. “I wasn’t looking at what everyone else was doing. It was really exciting because the more boxes I put in the more I knew our score was going up,” Steele said.

Paola Kalb (’15), one of the captains of the Robotics team

was also pleased with the outcome of the tournament. “I remember when we won and seeing the look of excitement on the freshmen’s face[s], it was really a prime moment,” she said.

For Kalb, being a leader on the team has made it “really rewarding to see all of the hard work that all of the other members have put in,” she said.

While Kalb is graduating this year, she hopes that the Robotics team will continue to grow and have a larger influence on the community. “This is a really good note work-wise to end on and I’m really proud of the effort that the team has put in to make such a good robot, but I hope we can make more of an impact on the community outside of ASL in future years,” she said.

THE STANDARD | March 2015

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News

Curriculum set to change The process of curriculum review and the major changes to be made for next year Tyler Skow | Features Editor

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ith the recent adoption of Standards Based curriculum aligning courses so they demand mastery of material through assessments, grading and instruction, and the integration of an advisory system revisions to next year’s course offerings and curriculum are currently being finalized, putting in motion transformation for next year.

The Arabic program, a course that has been offered for the past two years, will no longer be offered once the current classes conclude the course pathway. A significant decline in student interest in taking Arabic was the tipping point for this decision. “[This] year we did not have Arabic I because we did not have sign ups for it. It seemed the natural progression [to discontinue the course], if students really are not interested in it, then we are not going to continue to offer it. The school is actively looking at other models of learning for languages that would provide a way to keep Arabic at ASL,” Assistant Principal Karen Bonthrone said.

World Languages and Cultures Teacher Ruth McDonough reaffirmed Bonthrone’s sentiments. “It’s not [an] ideological position, no one wants to close the Arabic program,

vironment, as a result of the small class size.

Ultimately, despite lack of interest this year, Nadar is uncertain about the decision to discontinue the course. “I think this may be the best that it has ever been and I think it should continue,” she said.

Nadar believes pausing the course for a year and then continuing it after interest is re-established is a better solution.

Bonthrone explained that students who come to the High School with a keen interest in the Arabic language and culture may still have opportunity to study it through a substantiated extra curricular program. This may take the form of a nextra curricular Arabic club that would focus on the enrichment of culture and language. The club would not have grades and be accessible to anybody.

While the Arabic program will no longer be offered, a new computer science class is going to be added next year.

The current range of computer science classes being offered was deemed unsatisfactory for the rate that some students are progressing. “Because students are doing coding earlier

dents would walk away thinking it feels like we are doing a lot of the same things,” he said.

While there would be a significant amount of overlap, Hauck thinks that there are still certain elements of education that will be lost without Foundations. Specifically, Hauck thinks Foundations allows for students to take on leadership positions outside of the school environment, when the classes explore London. “I think those are elements, I would not say will be missing in an advisory program, but I think we are going to need to be creative in how to help introduce those categories into the advisory system,” Hauck said.

NO ONE WANTS TO CLOSE THE ARABIC PROGRAM, IT’S MORE ABOUT THE NUMBERS WORLD LANGUAGES AND CULTURE TEACHER RUTH MCDONOUGH it’s more about numbers, so if the numbers are there [then] there is potential that it could come back.”

McDonough explained that the decline in students’ interest could be due to a few contributing factors in how the course is run. “One thing is that the teacher has changed every year. Now every teacher has been great but if you don’t have that continuous support for the program, recruiting students is difficult,” she said. McDonough believes the remote nature of the program has caused a lack of awareness contributing to the decline in interest.

Ruba Nadar (’17) has been in the Arabic program since its beginning and was surprised to learn about its discontinuation, especially due to the strength of the program this year. “This year has been amazing, lots of growing generally within the language and everyone kind of works well together,” she said.

The Arabic program has piqued Nadar’s interest in both the language and the culture, offering her “a better connection” with the language due to the highly personalized en-

and earlier in the program and a lot of students are coming up through middle school with coding skills, they are often sitting Advanced Placement (AP) [Computer Science] in tenth grade,” Bonthrone said.

To allow students to continue pursuing AP computer science through all four years of High School, there will be a post-AP Computer Science course next year.

Furthermore, Foundations and Character Leadership, a course taken by all freshmen, will no longer be offered, as its curriculum will be encapsulated in the new advisory system. Foundations is a class whose “[main objective is] helping to build leadership skills, helping to create a sense of community within the smaller classes so that all freshmen feel as if they have a place where they are known,” College Counselor Ivan Hauck said, who teaches a foundations class.

Hauck recognizes that having both Foundations and an advisory system would be redundant. “I think there would be so much overlap in those two programs, particularly stu-

Additionally losing the Peer Leadership program is an obstacle with the termination of Foundations. “It is something that none of us want to give up on as educators and so we are definitely mindful in thinking about how we tap into that in other ways; we just don’t know what that looks like yet,” Hauck said.

The English Department will also be modifying the elective classes they offer to Grade 11 and 12 students.

While undoubtedly the changes taking place will alter the school’s academic environment, Bonthrone upholds that the volume of course revision happening for next year is not unusual, but rather, “it is just good professional practice.” In order for the school to stay up to date with new teaching and academic philosophies, she believes the curriculum needs to be reviewed regularly.

Whenever changes are made to the curriculum, they are always being made with good intentions. “We want to offer the best education possible to our students,” Bonthrone said.

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THE STANDARD | March 2015

News

The international scope of the Islamic State After it was revealed that an Islamic State militant was once a QK student, a look into the impact it has rendered on the community Charlotte Young | News Editor

W

hen the Washington Post unmasked “Jihadi John”, the beheader in the Islamic State (IS) videos, on February 26, a threat that seemed quite far away for many members of the school community proved to be quite proximate.

The man, Mohammed Emwazi, was Kuwaitiborn but immigrated to London when he was 6 years old. While in London, Emwazi attended the Quintin Kynaston Community Academy (QK), across the street from ASL, until he left the school nearly nine years ago.

After graduating from QK, Emwazi attended the University of Westminster, earning a degree in computer programming. Emwazi is believed to have traveled to Syria in 2013 to join IS. In light of the information of Emwazi’s involvement in IS, QK’s Head of School Alex Atherton released a statement that if the allegations were true regarding Emwazi’s connection to IS, QK is “extremely shocked and sickened by the news.”

Head of School Coreen Hester believes that the growing relationship between QK and ASL should not be impacted as a result of the news that Emwazi attended QK. “If you let an act of terrorism change what you decide to do and have impact on your values then it’s just another victory for these people who are doing really crazy things,” she said.

Likewise, from Hester’s perspective, “It is a humane thing to do to be in a good relationship

with a school that’s right next to us. I would hate to make new barriers arise from these events.”

Grade 7 Aide Sean Ross, who taught at QK while Emwazi was at school, agrees with Hester. “It should have no impact at all, it’s one individual,

“

He was just an ordinary kid. If anything, he was one of the more ambitious kids, he wanted to go to university, he studied fairly well Grade 7 Aide Sean Ross and even in this extreme case this kid was perfectly normal while he was still at school and even when he left school, but there have been some circumstances in his life that have led him to this point,” he said.

Ross has spoken with former colleagues since it has come out that Emwazi attended the school.

“It usually starts off with ‘do you remember him?’

and then it goes into the implications for everybody else, what kind of effect it’s had on them and what kind of effect it has on how people view the school, the students, and people who work there,” he said.

While Ross does not specifically remember Emwazi, former colleagues from the school do remember him as a regular student. “He was just an ordinary kid. If anything, he was one of the more ambitious kids, he wanted to go to university, he studied fairly well,” Ross said.

Emwazi’s Western upbringing, however, sheds light on the international reach of IS. Emwazi is not the first Westerner to join IS. The BBC reported that more than 3,000 Europeans have joined IS. “There’s such diffused anxiety in our community, [QK’s] community, and the world with what is going to happen with these groups,” Hester said. “Frankly, it’s another example of the surprising and disturbing elements of what’s happening in the world. The unpredictability of this group and what their goals are and the personal nature of this, it’s just a different sort of attack,” Hester said.

World Languages and Cultures Teacher Ghislaine Rose echoed Hester’s sentiments about the international scope of IS. “What worries me is that it’s all over the place, it’s not just one area,” she said.

However, Rose does not believe that QK had a role in shaping Emwazi into an IS militant. “Emwazi is 27 years old, so he’s not a young student. He

THE STANDARD | March 2015

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News Frankly, it’s another example of the surprising and disturbing elements of what’s happening in the world Head of School Coreen Hester

PHOTO FROM APPLE MAPS has had eight [t0] nine years after he finished his education with QK. He has become a young man and has formed his ideas and made his choices,” she said. If you just talk about QK, I personally don’t think they have made him who he has become,” Rose said.

Ross also believes that QK has not played a major role in shaping Emwazi into the man he is today. “Back when he was at school, the school had gone from a special measures school to an outstanding one according to OFSTED, I think that they were doing a really good job at supporting a whole range of students who had really varying needs and had come from a multitude of different backgrounds,” he said.

From Ross’s perspective, he sees that “it’s easy to sink into the idea that the school created this monster, but I don’t think they did. I don’t think it’s fair to think that QK is producing this particular kind of person.”

Rose views the school as having made great strides with regards to its quality of education. “l I think that they have done so much for their students and have been rewarded for their outstanding education. The relationship they’ve tried to establish with the environment, with us as a school, demonstrates that they’re really trying to do the best that they can for their students,” she said.

With the internationality of QK’s student body, the school has made it a key part of their mission to integrate all students and to make them feel accept-

ed, former Head of School Joanna Shuter said to CNN, who was at QK when Emwazi was a student.

This idea was mirrored by Atherton in his statement regarding Emwazi coming from QK when he made clear that QK worked with the government’s Prevent strategy in order to both ensure the safety of students and to merge them into a community successfully.

According to www.gov.uk, the Prevent strategy goal is to “stop people becoming or supporting terrorists and to do this by challenging ideologies, protecting vulnerable individuals and supporting institutions.”

Although the school has been working on preventing vulnerable students from radicalization, Ross was not “completely surprised” when he heard that Emwazi had joined IS. “There are a lot of people at QK that are from, or have some sort of cultural relationship to that part of the world.

I remember when Tony Blair was coming to visit the school and this was when the U.K. was [at war] with Iraq and Afghanistan and a lot of us were opposed to him coming to the school because many of the students were from that part of the world,” he said.

While a high proportion of students from QK are Muslim, World Languages and Culture Teacher Patrick Marinucci believes that the fact that this is an isolated incident of radicalization, there should not be speculation on the environment of the school. “If there was a real pattern, if every year

5 or 10 students followed that path, then you could question at least a part of any school or establishment,” he said. “In this case we’re talking about one person, who probably for personal reasons, took the wrong path. Can we blame the school for that? I mean, should we blame ASL for one student doing something wrong? I don’t think so.”

Marinucci also sees a trend in people who have been recruited to join IS. “If you look at the backgrounds... They were vulnerable at one time of their life. They were questioning their life, who they are. If you go back, they were bullied or isolated,” he said. “They were attracted to a group that could give them power and place in a world they never felt before.”

Ross agrees with Marinucci and believes that one big question that will have to be faced at a certain point is how people like Emwazi become radicalized. “The questions are about what circumstances led to him wanting to do this, how did he go from being someone who is essentially a normal kid to someone who’s so radicalized he’s willing to behead somebody,” he said.

Despite Emwazi coming from QK, Ross hopes that people will not give into the media-exaggerate aspects of the story. “The media loves to almost sensationalize these stories so that they can feed the public a bit of what they want and the people only get to see the parts that really drive the story,” he said. “It would be great if the community could [think] before they make judgements about QK.”

Opinions Page 6

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THE STANDARD | March 2015

Senioritis Citizen journalism

Fostering effective feedback

ILLUSTRATION BY MICKEY SCHULKES There is something missing in the High School right now. Less obvious than community, but hopefully of equal significance: The lack of an effective feedback process for teachers is undermining our education.

Nobody is perfect; we all need feedback. Just as students are constantly receiving commentary on their performance in the classroom, it is necessary for students to reciprocate this to teachers. While this school has some of the best teachers in the world, each classroom is different, thus the qualities of a teacher can always be fine tuned to maximize the effectiveness of the class.

Before we go forward, we do acknowledge that there have been efforts to give such a forum in the past. Some teachers

issue surveys, others hold private conferences; some act upon this feedback and others do not. This system is subject to the teacher, and therefore cannot be enforced or ensured that the responses receive the follow up it deserves. This can make for a process where feedback gets lost and is not acted upon.

Much like how teachers give our parents face-to-face, honest comments, we would like to see a similar program implemented without exception throughout the High School. We believe that written evaluations typically are not taken seriously, nor do they allow students to sincerely express their concerns to the teacher.

Instead, we suggest every quarter teachers dedicate a class period for two-

minute conferences with each student.

The time can be used to develop productive dialogue between the student and teacher.

The meetings will also humanize the anonymous answers on the occasional course feedback survey teachers send out to students. Specific advice would be more effective than ranking certain aspects of a course from one to five — it will be tangible advice that teachers can implement straight away.

This session will not be for criticism, it will be a time where students will praise the teacher for what they have done well so far, as well as what has not been as beneficial for the student.

With an official and mandatory system, the whining and criticism that stu-

dents partake in about teachers in the halls can be transferred to a constructive discussion in the classrooms — where action can be taken.

Finally, we urge students to take teacher feedback seriously. In order for the process to have any credibility whatsoever, students must be thoughtful and conscientious. Each classroom is made up a diverse group of learners, so in order for all the needs of students to be properly represented, honest answers are crucial.

We believe that there must be more transparency between students and teachers. In doing this, it would allow our already impressive faculty to excel even further and help bring the school to a new level of academic excellence.

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CORRECTION In Issue IV, on page 12, we erroneously published a photo of English Teacher Miles Dunmore in conjunction with an article about tutoring. Dunmore does not tutor. We apologize for this error.

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THE STANDARD | March 2015

Page 7

Opinions

Honoring Jon Stewart ZACK ASHLEY

zack_ashley@asl.org

“

Stewart has been more than a comedian to many of his viewers. Instead, he has used comedy to present facts and analysis in an extremely effective and accessible manner

Recently, a man whom I greatly admire, Jon Stewart, decided to retire from his line of work. For 16 years Stewart has hosted Comedy Central’s “fake” news program, The Daily Show. And although satirical in nature, the positive influence he has had using his show has been more widespread than any political talk show I can think of.

Stewart has been the political voice of a younger generation (a 2012 study by the Pew Research Center showed that nearly 40 percent of The Daily Show’s viewers were between the age of 18 and 29), presenting the news in a way that is not only accessible to all in its simplicity and entertainment value, but also in a manner that mocks the way news is presented in a sensational and biased manner by other news corporations.

The news corporations that Stewart so effortlessly enjoyed mocking, mainly CNN and Fox News, often criticized the fact that he used the guise of being a comedian to present the news in a way that pushed his own agenda. And to an extent they are right, because this comedic news show presented the news in a far more accurate way than either of these networks could have hoped.

Stewart has expanded his own agenda, and it is an agenda of informing his viewers

Progress Report JUNIORS

MINI EGGS

BEANBAGS

DARTS

in an accurate manner, while packaging the major issues of today in a way that is accessible to all of us while pointing out their absurdities at the same time.

In a 2007 study by the Pew Research Center, viewers of The Daily Show and its spin off, The Colbert Report, were named as the most knowledgable. 54 percent of it’s viewers were considered very knowledgeable compared to CNN’s 41 percent and Fox News’ 35 percent.

A 2009 online survey by Time also named Stewart as America’s most trusted newscaster, with Stewart winning a whopping 44 percent of the vote. So yes, Stewart is more than a comedian, he has simply used comedy to create a news show that is the most trusted and most accurate in the United States.

But beyond that, he has been more than a comedian to many of his viewers. Instead, he has used comedy to present facts and analysis in an extremely effective and accessible manner. His comedic style of presenting his ideas helped indicate not only the ridiculous aspects of America’s political system and its news sources but also the absurdities of events going on around the world, without over sensationalizing them.

Looking to the future, Stewart’s legacy needs to be continued. It has already been

expanded by the creation of similar shows such as the Colbert Report. But Stewart’s way of presenting the news needs to be more widespread. When broken down, this means newscasters presenting the news in a way to connect to its viewers. This would be the alternative to presenting in a way that seeks to gain more viewers and sensationalizes events in a way that either inaccurately pushes their own agenda, or unrealistically portrays events in order to entertain.

As for Stewart, my dreams of him making a run for the 2016 presidency will almost definitely come unfounded, but there is no doubt that he will have continued success in whatever he tries to do next, which will most likely be some form of part-time political analysis.

But while looking to the future provides a certain sense of entertainment, I personally want to try my best to enjoy the present, and by that I mean the last few months we have left of Stewart’s nightly brilliance. I want to savor the last chapter of a man who will undoubtedly go down as a revolutionary in the way he presented the news in his unique way and (for what it’s worth) in my mind the best newscaster the United States has seen over the last 16 years.

PHOTO 1 COURTESY OF JACK ROBERTS, PHOTO 2 AND 3 BY YARRA ELMASRY, PHOTO 4 FROM FLICKR/ROBERTALLINGER, PHOTO 5 BY TANIA VELTCHEV, PHOTO 6 BY MAYA JOTWANI

1

2

3

4

5

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Ski Trip: (A+) Despite some minor complications, 40 1. strong still made the journey to the Mecca that is 4.

The staff of plus St. Anton, culminating in a week of buffoonery on the

bonding in the evenings and incessant James The Standard give the slopes, Callaway (’15) speedo sightings. What’s more, we all miraculously managed to make it back alive (even you 5. school its third quarter Alex Hogenhuis (’15)). Zack Ashley at Spirit Week: (F) You’ve ruined “Every Time progress report. 2. Juniors We Touch” for me. Please find a new song. Ian Scoville

3.

Mini Eggs: (A-) While I understand that they constitute as an Easter treat and I am Jewish, I tend to find myself skipping to the corner stand to find out how many of these beautiful treats fit in my mouth at one time. Charlotte Young

6.

Paintball. False Hope: (D) It started as excitement.

Developed into ecstasy. Then, it ended in devastation.

James Malin Admin Meddling with the Beanbags: (F) @Admin, you know the blue beanbags scattered around the school? They are feeling a bit saggy lately. WE KNOW YOU TOOK THE BEANS OUT AS A POWER PLAY. #BringBackOurBeans. Zack Longboy Darts: (A+) When the dart leaves my hand and sticks to the board, I feel all my stress and worries release with it. There is nothing better than going to my kitchen for a quick darts competition as a break. Maya Jotwani Post Scriptum: It’s back.

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THE STANDARD | March 2015

Opinions

The rise of citizen journalism

MARTHA COLLINS martha_collins@asl.org

“

The Data

cent of 128 students said they get their news from websites that collect stories from other news outlets, such as the Huffington Post and Buzzfeed, whilst only 46 percent said they look to actual, primary source, news outlets, such as the New York Times online, for their news. This poses the question: Why aren’t students going straight to the source?

These “middlemen” news outlets don’t contain hard-hitting news stories. The problem is that many are unable to differentiate an objective news story from a biased, often one-sided, account of events that’s sprinkled with subjective commentary.

Journalists are constrained and held to the standards of a code of ethics and professionalism. Traditionally, they held the responsibility of gathering, interpreting and reporting information. Journalists prided themselves on the accuracy of their reporting. In these times, rumored recollections of events are being peddled as fact. The real strength of journalism lies in the importance of regarding quality of information over quantity of viewers. Details of stories should not be fabricated on any level in order to gain a wider audience.

This fabrication is often seen on social media, when ranting individuals over-em-

Buzz

The

Now, as millions of people have the access and ability to share information, accuracy matters more than ever

If something is retweeted thousands of times it doesn’t automatically make it true.

Misconceptions like these embody the issue at hand in the rise of social media and its influence on the journalistic profession.

Our generation has benefited in various ways from living in a digital world. We have access to an incredible amount of information and the ability to spread ideas quicker than ever. Reporting is no longer limited to a select few. Gone are the days when the majority of people obtained their news solely from newspapers and scheduled television programs.

I affirm it’s great that technology can facilitate a rise in people’s awareness of current events by creating a multitude of news outlets. But with a broader spectrum of sources comes a broader spectrum of biases as well.

When newspapers cornered the journalistic market, most people were only reading those select credible sources. Now, as millions of people have the access and ability to share information, accuracy matters more than ever.

In fact, many popular “news sources” today aren’t valid primary sources at all. According to a survey by The Standard, 54 per-

WITH STAFF WRITER MARTHA COLLINS

What makes a news story credible?

Percent of students who get news from the following sources

phasize minute details to further their agenda. A staggering 74 percent of 128 students surveyed stated that they receive the bulk of their news from social media. This number is alarming. It’s difficult to assess the credibility of a person behind a screen.

Erroneous reports of Steve Jobs’ death in 2008 caused Apple stock prices to plummet 10 percent in 10 minutes. Individuals on CNN’s user-generated reporting site, iReport, incorrectly announced Jobs’ death.

This could have been easily avoided with simple fact-checking. However, the citizen journalists carelessly spread repeated rumors with little regard for the truth.

Citizen journalists often deliver lopsided accounts of events, whereas journalists are educated in providing a well-rounded perspective. Professional journalists’ primary job is to inform, analysis shouldn’t undermine validity. It’s important to note that professional journalists have editors and staffers who dedicate themselves to factchecking. They maintain standards. These standards need to be more-widely applied if citizen journalists are to achieve credibility. Too often, citizen journalism seeks to provoke a reaction, rather than, to simply inform.

The Voices

“A journalistic piece needs to have a lot of trustworthy evidence backing it up and it needs to cover a variety of views and not just one person’s opinion.” - Caitlin Welch (’18) “I believe that journalism must take a stance and use evidence and credible facts to back it up. If it does that it is real journalism otherwise it’s ridiculous pandering to both sides.”

- Ben Shields (’17)

How often students check those news sources

“Good journalism is something that seems to be written without bias and seems to line up with my general knowledge of the subject.” - Andrew Bake (’15) “A credible piece of journalism is an article that expresses valid facts with minimal bias and shows the true nature of the topic.” - Maya Matejeck (’17)

DATA TAKEN FROM A SURVEY OF 128 STUDENTS CONDUCTED BY THE STANDARD

THE STANDARD | March 2015

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Page 9

Opinions

Mind the gap: Senioritis GABRIEL RUIMY

gabriel_ruimy@asl.org

“

ASL, students included, is graduating students who have, in majority, spent the last six months of their educational careers perfecting the balance between working enough only to pass the hurdles

It’s not only a disservice to a senior student’s imminent collegiate experience but also to their general psyche when the definite pressure, the driving pressure of college acceptance vanishes and the vacuum it leaves remains unfilled.

I’ve experienced one half of my “secondsemester senior” experience between a daunting place, where the clock rings as early and sleep comes as late, and a stranger, more illusionary place. As freshmen, sophomores and juniors, we hear of the peaceful pastures of senior year post-Winter Break.

It’s a place where overworked students finally retire, temporarily of course, after a long haul. It’s a place where we can enjoy our interests without the tempestuous weather of test scores and grades and deadlines and college. But it’s only a chimera.

The realisation that soon dawns on a second semester senior is that the arduous workload of senior year continues as it did before we submitted our college applications, that all the time we had expected to dedicate to hobbies and pleasures is still very much expected in scholarly pursuits. There’s still the tests, still the essays, still the homework, so what does the unspoken culture of “senioritis” imply – that we should do the bare minimum to pass and forget all the professional values we espoused and developed over the years? That in this new academic current, where there is no tangible endgame we have been taught to see, we should pull up the oars and abandon ourselves to procrastination and a brittle work ethic?

Well, I’ve fallen somewhat towards that, as my hours of Netflix consumption and excessive hibernation have multiplied at the expense of additional studying. And, unfortunately, I don’t think I’m the only one.

The academic program, as well as the popular culture that seeps into almost every student as this school, restricts the second semester senior class from potential growth.

We are led to believe, by others as much as ourselves, that it’s over, that we are in a six month introduction to our collegiate or adult lives – or perhaps summer vacation.

The result is destructive before anything: In the simultaneous tugs between academic work and the activities we expected to pursue, we find ourselves in a submerging chokehold that allows us neither to learn like before nor rest like we wanted nor explore like we desired.

Many of us find ourselves in an unproductive stasis where a false dream of premature graduation is the only available adhesive.

The most defeating facet of this stigma is that it’s an accepted, almost celebrated, feature of high school culture. It’s not that there’s an elephant in the room, there’s a whale in the system: Instead of addressing this unhealthy (albeit delicious from the senior point of view) phenomenon, the school leaves it up to individuals and teachers to address them on a case by case basis.

Sometimes, as is inevitable, it works: A teacher of mine gave an inspirational oration on how to make the best of this awkward time, that we should be seeking habits for college and later life through greater room for exploration and failure. And though there has been no relent in the pace of the class, there is a greater-than-classroom ethic we are consequently learning. Sometimes, as is inevitable, it doesn’t work: I’ve noted a drop in motivation that has only been complemented by the turn of yearly seasons.

We have been groomed like Spartans to fight for a college admission letter; however, when the email comes bearing revelations of our educational future, we don’t return home on our shields, we return home without knowing what exactly to do with our time.

And the school, whether at the administrative level or at the student level, or both, pacifically embraces a double-whammy fail-

ure: Not only does our passive apprehension “senioritis” indirectly confirm that high school is a transition to college rather than a transition to adulthood, but ASL, students included, is graduating students who have, in majority, spent the last six months of their educational careers perfecting the balance between working enough only to pass the hurdles.

With a magnificent opportunity, we have created a squalid waste. Many friends of mine around the world, particularly in America where some curricula have embraced more experiential formats, have been given time off in their second semester (post-acceptance) ranging from a few weeks to a couple of months. These are not vacations, not in the least, they are explorations into passions and pleasures schools could not or did not provide a forum for. With this I extend a similar proposal to the school: That at a given time, most likely the interim period between AP exams and graduation, students are allowed to make proposals (in the same vein as Independent Studies) to pursue upon ratification and later write progress reports about. The spectrum of study should be wide and varied, in the hope of imitating the diversity of choices we will have to navigate as adults: It could be cooking lessons, medical internships, surfing initiations – anything.

Reflecting as a senior, I have found an abundance of time and opportunity to explore who I am and what I want to be in my past years. But now, when I, like the majority of my senior classmates, can be given free license to explore the world and its workings with the irreverent (and sadly moribund) curiosity of a teenager, I have to keep doing what I do. Teenagehood is a time to rove mindlessly in the search of a wealth of truth, to arrive in America while searching for India. And all we need is the time and space to do just that.

The college X factor REHAN ZAFAR

rehan_zafar@asl.org

“

Students whose parents attended the college the student was applying to had, on average, a 45.1 percent higher chance of admission

There seems to be one common topic of discussion throughout the halls of the High School each year: College, and it’s easy to understand why.

What I find difficult to understand, however, is the additional dimension of competition beyond GPAs, essays and interviews that is existent between students at schools around the world.

This is holding legacy status at, or making a financial contribution to, a college where a student is applying, privileges that can make a significant impact on a student’s chances of gaining admission to that institution.

According to a 2007 study by Harvard University Professor Michael Hurwitz of 30 American colleges, students whose parents attended the college a student was applying to had, on average, a 45.1 percent higher chance of admission.

A poll conducted by The Standard found that 29 of 99 upperclassmen believe that their college admissions process has been influenced by holding legacy status or making a financial contribution to a college they

are applying to, or a combination of the two.

How is it fair for students to gain an advantage in the admissions process for reasons completely unrelated to their own qualifications as a candidate?

I don’t doubt that students want to achieve admission to the college of their dreams, but these dreams seem far more attainable for certain members of our community than those of students who may have equal, or even superior, academic and extracurricular qualifications. A lot more can be done to level the playing field.

There needs to be a nation-wide system implemented that mirrors need-blind admissions, which exists to ensure colleges don’t discriminate based on household income, and then goes a step further. Instead of allowing advantages and disadvantages to be made based on socioeconomic status, legacy status and contribution making, colleges should begin to advance their own existing principle.

This would mean that applications are submitted without reference to the name, race, household income, past family con-

tributions and relation to the college of the student.

Colleges were also found to favor legacy students because they typically perform to a higher level than non-legacy students in school. Legacy status, it appears, can sometimes be a supplemental qualification for students, but should not exist as a qualification.

Students that hold legacy status and excel academically would not stand to lose anything from the “blind policy.” They would be accepted solely on merit instead of both on merit and their legacy status, which, as indicated by Professor Hurwitz’s study, shouldn’t be a problem as they normally perform better in school. This simply means non-legacy applicants wouldn’t be discriminated against, and students who are not necessarily deserving of gaining admission on merit are not given an advantage through legacy.

If the “blind policy” was to to be expanded to all aspects of a college application, there could be a fairer admissions process, where merit trounces legacy.

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Page 10

THE STANDARD | March 2015

Opinions

Warning: May cause distress

LORENZO MAGLIONE

lorenzo_maglione@asl.org

“

Students who in their arrogance believe it is their self-appointed right to prevent anyone at all from listening to an invited speaker are not exercising freedom of speech, they are denying it

RENATA WILSON

renata_wilson@asl.org

“

Especially with the growing presence of the Middle East in the news, the Arabic language has never been so valuable to learn

One of the latest fads that has spread across American colleges and universities is something called “trigger warnings”. Trigger warnings, in their formal definition, are statements, most often placed at the start of works of literature, that alert the reader that they may contain potentially “distressing” material.

Strange as it may seem, these trigger warnings are being demanded by American college students on texts or materials they believe can or will cause emotional distress.

Demands are even being made for trigger warnings on classic literature considered to be masterpieces and long appreciated by generations of students. At the University of California in Santa Barbara, students requested that teachers apply trigger warnings to The Great Gatsby, the novel by F. Scott Fitzgerald which is also taught at ASL. The supposed unbearable descriptions of suicide, domestic abuse, and violence in its text might unduly disturb students. Really? In a society where we are subjected to video footage of beheadings and other atrocities, are the students at the University of California so delicate and sensitive that they require a trigger warning lest the rough prose of The Great Gatsby cause them irreparable harm?

Similarly, students at Oberlin College and Rutgers University demanded trigger warnings for Mark Twain’s Huckleberry Finn (for alleged racism) and Chinua Achebe’s Things Fall Apart (for alleged colonialism and religious persecution). At Rutgers University, students went so far as to give their professors an ultimatum: Demanding that they be excused from reading certain materials or assume responsibility for the severe stress they would be provoking. The pathetic compromise was trigger warnings. But doesn’t this seem like a short step away from banning certain books altogether?

It wasn’t that long ago when I remember how as a child I couldn’t see this or that movie because it was inappropriate. But now it appears that as adults, college students want to be so infantilized as to be protected from books.

In another trend at elite American universities, students are demanding that ideas they disagree with should not and cannot be heard by anyone at all. Students have literally shouted down or caused their universities to disinvite speakers whose views they do not agree with. Student protests have always been common on college campuses and is freedom of speech in action. But students who arrogantly believe it is their selfappointed right to prevent anyone at all from listening to an invited speaker are not exercising freedom of speech, they are denying it.

For example last year, Ayaan Hirsi Ali was invited to speak at Brandeis University. Ayaan Hirsi is a women’s rights activist highly regarded by many who often criticize Islam for its treatment of women. Under pressure from a number of highly vocal students, Brandeis rescinded its award of an honorary degree for Ayaan Hirsi, claiming that they were not aware of the remarks she made about Islam.

The explanation itself was laughable. First they believe she is worthy of an honorary degree and next she is not even fit to set foot on campus? The truth is Brandeis caved in to pressure from students and outside groups, placing political correctness over freedom of speech.

But trigger warnings and disinvites are step-children of an even wider phenomenon,

which is the excessive and even hypersensitivity of so many people today. Often this even takes comical and unintended consequences such as the recent incident involving Sean Penn at this year’s Oscars. As Sean Penn looked at the envelope in his hands at the Oscars, about to hand the award for Best Picture to his fellow film director and good friend Alejandro Inarritu, Penn uttered “Who gave this [expletive] a green card?”

Within hours, a frenzy of outraged viewers took to social media, calling Penn “racist” and his comment “offensive.” One wrote “the struggles people endure for immigration justice aren’t punchlines.” No, they’re not. But people should be able to distinguish between actually offensive remarks made with malicious intent and remarks obviously made in jest. Inarritu himself called Penn’s joke “hilarious”, and the two have known each other for more than a decade.

When we treat grave issues with the same seriousness that we treat, for example, Penn’s off-hand remark, we effectively undermine and trivialize real problems. When we start demanding trigger warnings on books, how far are we from banning those books altogether? The truth is all of this nonsense is ultimately absurd self-indulgence. While some think these attitudes and actions often masquerade as ‘tolerant,’ they are anything but.

The Arabic Language program at ASL is being phased out. Next year, only Arabic III and IV will be offered, and in two years the Arabic Language program will be gone completely. ASL is an international school and boasts that its students speak 31 languages, yet it is cutting off students’ opportunity to learn a language that is growing in importance.

Language is a fantastic way to encourage an international atmosphere. ASL prides itself on its high levels of diversity (we are constantly reminded of how ASL students are from 63 different countries) so the fact that the school is cutting language programs, the most basic and obvious form of international support, seems highly hypocritical.

I lived for three years in Riyadh, Saudi Arabia, and the three years I spent there sparked my interest in Middle Eastern culture and the Arabic language. I personally feel very strongly about this issue because I believe that if given the chance, other ASL

students would develop that same interest in the Middle East.

Arabic is the fifth most commonly spoken native language in the world. Over 420 million people speak Arabic. Especially with the growing presence of the Middle East in the news, the Arabic language has never been so valuable to learn.

In the West in particular, there is a high demand and low supply of Arabic speakers, because of current events and the fact that Arabic-speaking nations are also a fast growing market for trade. The U.S. government in particular has deemed Arabic as a language of strategic importance. There are endless employment opportunities for Arabic speakers in the areas of business, politics, journalism, and more. ASL should be giving their students the most paths possible for careers later in life, and by cutting the Arabic program they are not achieving this.

Native Arabic speakers at ASL will not be able to continue with their Arabic at high

levels as they were able to in Arabic IV. This is further proof of how ASL is only bragging about their international students and plethora of languages, but not actually letting those students grow and continue to develop their native language.

The fact that ASL is not even giving the Arabic program a chance to grow before it is being cut off is, in my eyes, shocking. Arabic is a language that has both historical richness and a relevance in today’s current events, and should not be overlooked.

While I know that I will be given the chance to continue with my own Arabic learning as the program is not being entirely cut out but phased out in the next two years, it is still highly upsetting to me to know that students that wanted to start learning Arabic will not be given the opportunity. I think that ASL should not only talk about its highly international student population, but also give their students the chance to grow and become more international through language.

PHOTO BY YARRA ELMASRY

Au revoir Arabic

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THE STANDARD | March 2015

Page 11

Opinions

Point Counterpoint ZACK LONGBOY

zack_longboy@asl.org

Class rank is an effective way to compare yourself against the field

When I transferred to ASL, grades, scores and all of the other measuring sticks which are used to quantify a student’s learning, were foreign to me.

Granted I came from an extreme scenario, but I believe it would be incorrect to say that other students do not experience some of the same uncertainty with regards to how they stack up against their peers.

In an era where standardized testing scores can be bought with expensive tutoring and the case can be made that grades at our school are inflated, few trustworthy quantitative measures remain. That is why I am a proponent for instituting a class rank - not in the standard form that many public schools use but a “rank” none-the-less.

In my proposed model, all students would be ranked into four ranking tiers each containing 25 percent of students in the grade. The nature of the grade and their relative GPAs would determine where the cutoff for each quarter exists in any given year but the end result would be the same.

Opponents of class rank will argue that, unless you are using a weighted GPA – a concept I would not support – the ranking system is flawed: Students in easier classes will rank higher. While this is a legitimate concern, there are other ways to solve this.

In order to account for course-load I propose a “strength-of-schedule” ranking – independent from the class rank.

This would be a numerical ranking between one and five (beginning at one, another point is added for each AP or Honors course that student is enrolled in; for example a student taking two AP’s would have a ranking of three) would be added as a means to cross reference the class rank. While not factored into the class rank, by having this other measuring stick one could differentiate between say, two students in the top 25 percent, one with a course load rank of one and the other with a three.

In my model, a student would now have two new quantitative measurements on his or her profile. However, while usually class rank would add an-

other component for college applications, in my proposed model where it is not an individual rank but a tiered one, students could choose whether or not to submit it in their application. I see the role of class rank as measure of personal feedback rather than a component of a finished product. Ultimately its purpose should be a lot like quarter grades in the way they would be used to give in-process feedback, without a sense of finality.

While the argument that class rank arouses unnecessary competition does hold some merit, I believe that at least some, healthy competition is invaluable for a students learning experience. Com-

IAN SCOVILLE

ian_scoville@asl.org

We don’t need another system of numbers to define us as students

If I had been asked to write this piece my freshman year, I probably would have written something similar to what Zack Longboy (’16) wrote. I found the idea of having to compete with my peers in a ranking system compelling; I wanted to be forced to do well, and to have a benchmark for measuring my success against others.

But that belief was short-lived. I have come to realize that a ranking system can do nothing but harm the learning experience of those students who are being ranked.

The main reason I disagree with a ranking system is because of the effect

e 1. Jane n a P J hil 2. John Mary 3. Phil Joe 4. Mary J ohn 5. Joe petition, it is a well known fact, drives people to perform better. Whether the class rank serves as a pat on the back to reward students who are doing well, or a wake-up call for students who are slipping, the most important role that the class rank will play, is as a comparative measure. At least some of the uncertainty about where a student stands or how a student stacks up to his or her peers will be eased. After all, we are not all the same student, with the same grades or the same course-loads so the sooner a student can realize where he or she is on the spectrum, the better.

I believe it would have on our culture. I, and I believe most students, want to go to a school where learning is for learning’s sake and for enjoyment is our key objective. I also believe a ranking system would foster a culture of unhealthy competition. I do not want to be educated in an environment where I’m competing with my peers for who can climb higher up the ranking board; I want to go to a school where I can take a very challenging course and not be afraid of getting a bad grade. I want to be able to collaborate with my peers without a competitive air between us.

Most importantly, I want to learn for myself, not to compete with my peers.

I don’t want to be doing well on an Advanced Placement (AP) Calculus AB test so I can climb five places up the ranking board. I want to study for the test so that I can develop valuable skills that I can use to make a meaningful difference in the world – that’s what education is all about. Education isn’t about competing for a number, it’s about improving.

And right now, that is largely the education I am receiving. Our school, for all the complaints about it being hypercompetitive – which it can be –, is uniquely collaborative and specially determined to help us learn everything we can. I believe a ranking system would do nothing but destroy that culture.

However, the main reason that I don’t support a ranking system is because I simply don’t think a ranking system actually works. For a ranking system to be an effective one, it has to be an accurate representation of how students compare with each other. But ranking systems – no matter how much one tries to fix them – will still always just be some simple form of a comparison of student’s academic performance. And that is a fundamentally flawed ranking system, because it misses the point of what an education – and excellent academic performance – means.

Modern education is about so much more than getting As in classes and scoring 2380s on SATs – it is about educating the entire student. Students learn and show off their knowledge and skills in Model United Nations or on the field just as much as they do in the science lab or the Harkness table. No matter how we try to fix rankings, whether it be accounting for things like course rigor or a student’s maximum potential ability, we would still only be ranking one part of education. Rankings would do nothing but become a false indicator of student intelligence and academic rigor.

A system that ignores the fact that students are singers, writers, politicians, jurists, and athletes is a system that belongs in our 1950’s education system, not our 2015 model of education.

Features Page 12

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THE STANDARD | March 2015

Relationships Homework over break

Piracy Students question the morality of pirating digital entertainment online Ankit Mehra | Online Editor Jack Jameson | Staff Writer Jonny Sheves | Staff Writer

R

alph* has been pirating everything from music to applications, such as Adobe Photoshop and Adobe InDesign, since Grade 5. “I hardly buy anything on the internet at this point,” he said.

For Ralph, the idea of paying £205 annually for Photoshop or £233 for InDesign is “not fair.”

“I think it is OK for me to pirate online if [companies] are just ripping me off for these applications that I need,” he said.

When it comes to streaming sports, Landon* shares the same viewpoint with Ralph, that the cost is too high for services such as National Hockey League (NHL) GameCenter or National Basketball Association (NBA) League Pass. “I feel as if [the NBA and NHL] should definitely change this as they charge $130 per package which is ridiculous, so unless [students] ask their parents for the money, we cannot afford it,” he said.

Clara* started off pirating music using video to MP3

“

My whole iTunes library is comprised of pirated music. The library itself is worth over $2,000 Ralph* downloaders to transfer music off of the internet for free.

However, she has now moved on to streaming TV shows and movies.

Ralph has also pirated music extensively. “My whole iTunes library is comprised of pirated music. The library itself is worth over $2,000,” Ralph said. To put that number into perspective, Ralph’s pirated iTunes library is worth the same as a 15-inch Macbook Pro with Retina Display ($1,999 plus tax).

High School Technology Coordinator Mariam Mathew agrees that a main motivation behind pirating is the cost, and that is especially prevalent among young people.

“Students don’t make any money normally, other than money they get from their parents or small jobs that they get. So money is at a premium for most people under 2122, so that’s why you probably see a higher proportion of [young people] doing it,” she said.

In a poll conducted by The Standard of 128 High School students, 54 percent said they have illegally downloadPHOTO BY TANIA VELTCHEV

ed music. While 13 percent of people have not illegally streamed movies, TV shows, or sports. Austin* echoed this data as he believes pirating is “widespread” throughout the High School.

In addition to the prevalent culture of illegally downloading music, the tendency to stream live sporting events is on the rise too.

Due to the fact that there are no live Premier League broadcasts in the U.K. during Saturday’s 3 p.m. kickoffs, soccer fanatics such as Landon, resort to live streaming.

“I discovered [live streaming] around halfway through Grade 10 because I needed to watch a soccer match that was not shown on TV,” Landon said. “I like listening to Gillette Soccer Saturday, but it’s only commentary. I feel as if going online takes me to a new world of sports broadcasting.”

While pirating is the downloading of products illegally,

Ralph only uses common torrent sites and consults the comment sections for the reliability of the torrent before downloading it himself.

Landon agrees, “I don’t worry too much about the legality of it. I know that it’s not technically legal, but no one has ever been imprisoned for streaming sports.”

Austin too not worried about getting caught. “[Movie streaming] is just so minor, even the worst thing that happens is that [internet service providers or the government] sends a letter to your house.”

From a moral standpoint, Clara doesn’t feel morally obligated to pay for movies or music. Part of the reason Clara does not feel obligated to pay for music is because a lot of the artists she torrents from live well-off and are popular artists who don’t necessarily need her financial support.

Clara also believes musicians make music for their

Of 128 high school students...

54% 87%

have illegally downloaded music have streamed movies, tv shows or sports online

STATISTICS FROM SURVEY CONDUCTED BY THE STANDARD

streaming is the viewing of media online on a web browser, which does not involve any form of downloading.

Mathew believes that a key motivation behind pirating is that people do not feel obligated to pay for something virtual. “I think it’s the idea that if it’s this thing that doesn’t have a physicality then [the internet users] don’t need to pay for it.”

While what Ralph has done is not legal he is not worried about getting caught. “I’m smart about how I pirate, and I don’t leave an electronic trail for people to track me,” Ralph said.

fans to enjoy not to make money out of them. “The reason why artists make music is for their fans. I don’t feel obligated to pay for something that was meant for me in the first place.”

Mathew thinks that fixing piracy will be a challenge, but it is realistic. With piracy being such a simple crime with few legal implications, Mathew believes “the technology will come up to a certain level, the laws will catch up to things, or we will make a choice and actually pay for things we believe we should as a society.”

*Editor’s note: Names that are followed by an asterisk are aliases used to protect sources’ anonymity.

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THE STANDARD | March 2015

Page 13

Features

right at home

An inquiry into the emerging number of stay at home fathers, and the ramifications of choosing family over work Tyler Skow | Features Editor

S

itting in the bleachers of the Farmer Family gym, Terry Martin’s cheers and commentary carried a powerful personal touch most of the other parents could not replicate. This was not because Martin’s enthusiasm dominated the clamor, but rather because his commentary revealed that he knew many of the names and position of the boys on the grade 8 basketball team. Martin was one of few not dressed for work.

Leaving his job as the vice president of marketing in an investment benefits firm when he moved to London has meant Martin now has a schedule where “you don’t have to change three other appointments, and change your schedule around to accommodate the kids and what they need,” he said.

But, this came at the price of working at home.

More than five years ago, Peter Bohn, a high school parent, worked in the largest plastic manufacturing company

though he believes satisfaction is not acquired from either working or not working, but rather through finding purpose.

“There’s just a million opportunities to find your niche, to dedicate your time to do different things, to find the satisfaction so that you are happy person,” Martin said.

While being at home may make it more difficult to find gratification, both Martin and Bohn are more than grateful for their role in the family. “Oh, it is great to be around the kids, to be the person that can make sure everything is going smoothly,” Bohn said. “It’s an opportunity to just be around the kids more when they are growing up, rather than having a nanny do it all the time.”

Bohn recalls the difficulties of having two working parents, and the stress it caused for his family. When “you’re both working it’s hard to take advantage of ASL, and hard to get into the community at ASL, unless you actually have one

cess and have a different definition of what success is.” ighlighting the stereotypes that often surrounded traditional roles in the family, Martin recalls one of the earlier confrontations he had about being a stay-at-home father.

When his daughter was in Grade 7, Martin volunteered to participate in a cultural cooking activity for his daughter’s Spanish class. The parents were sent the recipes days before the event and Martin was taking no chances. The night before Martin stayed up and ran a test trial of the recipe. Sure enough, the recipe was wrong, and required some adjustment. The next day in class, surrounded by mothers and their children, Martin and his daughter were the only pair to produce a successful dough. Competition was admittedly fierce, as Martin was soon confronted. “One of the moms comes over to me and a little miffed, a little annoyed, asked, ‘Did your

H

“I think there are some people that believe if you are not taking a traditional role then somehow you are less of a person in some way,” TERRY MARTIN, ASL FATHER in the northeastern United States. Symbolic of a movement that is happening all throughout the western world, Bohn transitioned from a life of work to a life devoted to full-time parenting.

“I was working probably 50 hours a week,” in addition to an hour commute each way adding up to nearly 60 hours a week away from home Bohn explained.

While the hours Bohn was regularly putting in may have sounded strenuous, it’s not unusual for many working parents at ASL – Martin recalls working similar hours before he made the transition to staying at home.

While working, Bohn struggled to spend the same amount of time with his kids he is able to today. “It was hard, they were small then, so it wasn’t quite as bad, but it’s definitely hard when you are working because your energy goes into work and you don’t have a lot when you get home,” Bohn said.

As their spouses worked as well, both Bohn and Martin were reliant on nannies to help with their children before they left their jobs. oday, Bohn’s schedule has taken on an entirely different sequence than it had before. Bohn starts every day by preparing his kids for school, unfailingly followed by a trip to the gym almost always before 9 a.m. The rest of the day, Bohn dedicates his time to varying interests – often London Baseball. Since Bohn left his job he has become one of the major players in managing the finances of London Sports, and has been working towards its unification with other leagues throughout the greater London area.

While Bohn’s schedule is far from leisurely, he still sometimes lacks a certain sense of satisfaction, in comparison to what he felt when he was in the workplace. “The culture of the workplace is more stimulating,” he said. “I do miss the culture of working and being in that environment.”

Martin expressed a similar sentiment, al-

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parent who can go to all of those events, all the college nights, all the coffees in the morning,” he said. he transition from working to staying at home presented few challenges for either Bohn or Martin. The challenge becomes finding a new focus and finding a new purpose.

Martin and Bohn both spend considerable amounts of time doing charity work, and will often volunteer at school when possible.

When Bohn was first becoming accustomed to the culture of being a stay-at-home father, his move to ASL presented some challenges. “When we were at English primary school it was great, there were maybe a couple of stay-at-home dads, but we were generally looked at like resource, like we could do things, we could help out a lot. But when we got to ASL things were a little bit different,” Bohn said. “I don’t think ASL really know how to use [dad’s] really well, probably because they don’t really need them.”

Bohn explained that there is a high intensity from some stay-at-home moms, which can make involvement difficult.

“You are definitely on the outside, because there are so many stay-at-home moms. It’s their environment. It has gotten a bit better but you are an outsider if you are a stay-at-home dad.”

The struggle for stay-at-home dads to participate in the school community may be compounded by their “nontradtitonal” position in the family. Martin sees that in some instances, society may look down upon the stay-at-home father. “I think there are some people that believe if you are not taking a traditional role then somehow you are less of a person in some way, or you are only successful if you are [the] CEO of Texaco, or the president of a hedge fund,” he said. “I strongly believe that people find their own validation and their own suc-

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wife make that batter for you?’”

The mother’s question was met with laughter from Martin and his daughter. His response, simple: “No, actually my daughter and I made it.”

Martin described that event as “like a little win for the dad who really does not know any better.”

Memories like those though are hardly the most vivid recollections Martin has of his experience as a stay-at-home father. It’s “the little victories” like his children getting a good score on a test, that Martin is grateful to have the chance to observe because of the position in his family. “It’s those moments with your kids that are the best, where you bond with them and you feel like you share a nice time and a nice moment.”

Today the number of stay-at-home fathers is on the rise.

Bohn attributes this social phenomena entirely to the rise of gender equality. “I think it’s a natural progression of women in the workplace and gender equality that there will be more stay-at-home dads. I think they are not totally accepted and it’s still a bit unusual, but if there is going to be more gender equality then there is going to be more working moms,” Bohn said.

As a child, Bohn does not remember seeing his father very often. Running a family business meant he often worked very late hours. He believes firmly that 10-20 years ago it would have been nearly impossible to work at home like he does now. Today, Bohn is glad this is no longer the case. “[Kids] are only young once,” he said. “So, you really have to take advantage of it while you can.”

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Features

THE STANDARD | March 2015

Defining a break

The debate on the merits of assigning homework over break Lillie Atkins | Staff Writer

Students and teachers alike discuss the worth of completing homework assignments over holidays.

PHOTO BY TANIA VELTCHEV

A

common argument is that everyone needs a break from their daily routine.

However, when students get homework over a holiday, how much of a break is it really?

Cammie Rosen (’16) believes that, “break is a time that you should be able to completely relax and clear your mind of all stress...But, because of homework, I feel like I don’t get a break since I still have to worry about due dates.”

On the other hand, Science Teacher David Partridge points out that some students prefer getting homework over break, instead of before or after, and because of that, teachers cannot please all of their students.

John Carrafiell (’18) is one such student that would rather have homework during a vacation. “I would prefer to have some work over the break rather than cramming it all in right before break,” he said.

However, teachers, especially those that teach Advanced Placement (AP) classes, feel that assigning homework over break is crucial. Social Studies Teacher Jason Cancella said that he does not actively design projects to

be completed over vacation, but, sometimes, he needs to assign work due to the “time pressures” to get through material that usually come along with AP classes.

Another thing that goes along with AP classes are certain expectations. Partridge believes that students entering AP classes should expect to receive assignments during breaks.

However, Partridge always tries to give his students sufficient time before and after break to get the work done. This way, even if the student cannot do the work over break, it is still possible to complete it. Partridge believes that many teachers, especially in the science department, do the same.

Cancella takes a different approach to reducing the effect of homework over breaks. He tries to “push hard the rest of the time” to keep the amount of work during vacations to a minimum.

Most students are aware of the reasons behind assigning work during a holiday. “I see how it is necessary for teachers to sometimes give us homework [over breaks],” Rosen said.

Despite getting homework

during vacations, Rosen still feels she is able to properly recover over break, “because there is not the same load, since you don’t have to do homework every night.”

It is not as if teachers do not understand that students need

“Break is a time that you should be able to completely relax and clear your mind of all stress.”

Cammie Rosen (’16) breaks. As Cancella put it, “I am of the opinion that everyone needs a break. At the same time, I worry that a week or two weeks is a long time to totally disengage with the material you’re working with.”

Cancella added that, while students do not realize it most of the time, they are “competing with kids from other schools that have longer school days and

more school days” and that doing some work over break is not too much to ask, especially because the school, while it is very competitive, provides a very “comfortable” environment for students.

Partridge believes another advantage to giving homework over break is that it is another way to prepare students for college. As in college “you get a considerable amount of work over breaks,” he said.

Both Cancella and Partridge agreed that in non-AP classes, neither of them feel as much of a push to assign homework over break as AP time pressures do not exist. Cancella said, “in non-APs there needs to be more of a clear end game” behind the homework, whereas in AP classes there is an enormous amount of information that needs to be covered, and giving homework on holiday helps to accomplish this goal.

In terms of quality of the homework over break, neither teacher noticed a real difference – good or bad. However, Cancella said that, while sometimes he wishes he could just assign reading, because “students don’t

always treat reading as an obligation.

“In my experience, if I just assign reading without any application. The quality drops off, in the sense that students have not read,” he said. Yet, if there is an assignment covering the contents of the reading, so that the knowledge from the reading must be demonstrated, then there is no difference in quality.

Partridge believes that it is up to students to solve the problem of having too much homework over break. “It is not on the teachers, it is on the students to choose a balanced course load they can handle and are comfortable with,” he said. “A kid who chooses four AP classes is setting themselves up for a lot of homework over break.”

Even though Rosen feels she is able to recuperate over breaks where homework is given, she wants more homework-free breaks. “I would like a little more time off where I don’t have to worry about anything, especially being a junior...with so many extracurriculars,” Rosen said. “Then, I could do things I couldn’t normally do on a regular weekend or during the week.”

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THE STANDARD | March 2015

2x5 Questions:

Page 15

Features

Unsung heroes

Alec Ashley | Staff Writer How long have you been at ASL? This will be my 10th year at ASL.

Where did you work prior to ASL? My job prior to this was working at a tile company as their first employee. I was fresh out of university with a marketing degree and I wanted to join a new up-and -coming company to grow the business. However, soon after I realized I wasn’t interested in growing profits and the business of money, so I looked for other opportunities. I saw this opportunity and got quite excited to be able to work in the field of education and I knew this was exactly what I wanted to do.

Prior to that job I had worked for McDonald’s starting as a crew member and working up to their marketing and communications department where I worked for the Ronald McDonald Foundation. We would go out and give education grants to kids with special needs and that glimpse made me realize how much I enjoy working with kids. That drew me in to this job and, 10 years on, I have never looked back.

Ruksana Murtaza Administrative Assistant to the HS

Even though this is not a marketing job, do you feel that you still sometimes use marketing skills?

Yes, especially this year I think the administration got good recognition for being a team. I have been trying to promote them and get them involved in events and

What was your previous job before moving to London?

I was a reporter and editor for a variety of newspapers back in the States for about 20 years. I worked in Florida originally for a couple of papers owned by the New York Times Company and then I worked in Manhattan at the New York Times headquarters for a couple of their local papers and then for two years in New Jersey working for Gannett.

What made you move to London?

My partner is one of the music teachers here, [Music Teacher David] Papenhagen, and so when he got the job here I gave up journalism to move to London; so I’m the trailing spouse basically. When we moved to London I was in charge of getting us settled and then I was the substitute coordinator for a year and then this job opened up and I wanted to work in the school as when I was the substitute coordinator I was working from home.

How would you describe your relationship with the students?

Stephen Reed Library Administrative Assistant

I think my relationship with the students is different as I don’t give grades and so I don’t have the same authority. I think students might treat me differently than a teacher

when we use literature I’ll use my marketing skills. I’ve grown so much since I’ve come here taking advantage of professional development courses. One recently was a public speaking course that was available to support staff and that has helped me in my day-to-day work.

How would you describe your relationship with the students?

When I first came to the school, I was on a maternity cover and it was the first school I worked at. Thankfully, through my role as the testing coordinator, [and also being a community partnership coach], I have gotten to know students in different capacities. It’s hard when you work in the High School office to get to know all the kids but I feel that I’ve taken advantage of different opportunities to get to know them better.

What are your passions outside of school?

I love gadgets, especially quirky and small gizmos. I fulfill this passion during Christmas when we have to buy gifts for the other staff and that is my opportunity to go out and find quirky gadgets to get. It might not look like I’m interested in technology, but I am. I am also a foodie. It’s hard being a Muslim, I have to eat halal or very good pescatarian or vegetarian cuisine. I’m always seeking out good restaurants and luckily now London has a lot more options than it used to, especially where I live. Besides that, most of my free time is taken up by my two small children.

who is going to give them a grade but at the same time I’ve never felt disrespected. People do listen and we all try really hard to be respectful and I certainly feel like the students are respectful.

What is your favorite piece that you wrote as a journalist?

One of my favorite stories that I wrote was an environmental piece which was one of my longer feature pieces.

I did one about the pine trees in Florida as everyone who moves to Florida hates them and so they cut them down.

I investigated why people dislike them and how they affect the wildlife and how the cutting down damages the ecosystem.

What do you think of the community at ASL so far?

I don’t have a lot of perspective as this is my first school, but from what I can tell this seems like a really healthy community, as it seems like the kids are generally very conscious. You have to sometimes say things and pull them into line. I have had friends who have worked at public schools in the U.S. and so has my partner and so I’ve heard plenty of stories and it seems like the school functions very well.

PHOTOS BY YARRA ELMASRY

A behind-

Zack L

Top from left: Public Relations Officer Ayla Mahmood (’17), Treasurer Isobel Sheil (’16) and Secretary Ariadne Letrou-Papamarkakis (’17). PHOTO BY YARRA ELMASRY Bottom from left: President Emily Gossett (’16) and Vice President Jed Alberts (’16).

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he tension in the room is palpable as the votes are counted. Emily Gossett (’16) awaits the results with trepidation: Will this be the moment she has spent the last two years dreaming about or will it be the nightmare that has plagued her dreams for the last few weeks?

When the verdict is finally announced, Gossett has won and Student Council (StuCo), has a new president.

The small group of her friends that has stayed through the afternoon’s proceedings get what they came for and StuCo members stand in applause.

The shaking legs and beating heart are out of her control, but the hint of a smile is playing at the corners of her lips. Her emotions threaten to bubble over but her face remains composed: There is work to be done.

“I could say that I am terrified but I’m actually really excited,” Gossett said. “I’ve felt like I could do this for a long time now and I feel like, for the junior grade itself,

this is a role I already play. [Now], I am ready to take on the school.”

The future of an organization – if not the voice of the student body – is now in the hands of President Gossett, Vice President Jed Alberts (’16), and the rest of their Council.

They have big shoes to fill, or at least that’s how former Vice President Dariush Yazdanpanah (’15) sees it.

“I hope that next year’s [StuCo] doesn’t stand still and that it moves away from this year of transition with a new administration and continues to bring fresh ideas to the table,” he said.

“I feel that this group has a high level of motivation and creativity to help develop our community... and I wouldn’t want this strong level of enthusiasm to waver.”

While Gossett understands the expectations, she is confident that her – the simple pronoun still elicits the hint of a smile – StuCo, is more than capable.

In her mind StuCo will be, and to her knowledge always has been, successful; it is the definition of success, rather, that creates the negative perceptions. “I don’t really know how you can measure effectiveness. It is really hard to finish a lot of initiatives that we start; it can

the administration to take our initiatives and make them real.”

In the new era of StuCo leadership, the question over what role StuCo plays within the High School is at the forefront of their young identity.

Student Council Advisor Tony Bracht believes that the Council plays an integral role in every piece of the school that involves student voice. “[StuCo is] the primary conduit for student voice and student leadership when it comes to the running of the school; they have direct contact with the Board [of Trustees], they have direct contact with the Principal, [and] the Director of Student Life,” he said.

Gossett’s first goals will be largely internal, as she wishes to create and maintain a level of professional communication and organization. However, the ultimate goal that she will look to fulfill dur-

“I hope that next year’s [StuCo] doesn’t stand still... I wouldn’t want this strong level of enthusiasm to waver.”

Former Vice President Dariush Yazdanpanah (’15) take a year, almost two years,” she said. “I think a lot of students feel as though that is a long time and that something so simple shouldn’t take that long. The student body doesn’t think we are effective but I don’t think they understand how hard it is to have our say, and for

ing her term as president is, “to integrate the High School as one, not divided by grades or [by any other means]. What we did with the junior year this year, bringing them together through the grade-wide lock-in [and other events], that is what I want for the entire High School,” she said.

For Gossett, clarity regarding what StuCo does and how they go about their business is of utmost importance. Especially at a school where she feels the Council’s role is currently taken less seriously than it should be. “For the amount of work we put in – the hours we put in – the amount of times I’ve heard ‘what does StuCo do?’ It makes you feel like you have been running on a treadmill but have gotten nowhere,” she said. “You work really, really hard, for the benefit of your classmates, and people don’t really notice.”

For Andrew Skow (’17), who next year will run for his second term on the council, being part of StuCo has a personal implication stemming from his “deep respect”

THE NEXT

WAVE

-the-scenes look into the newly elected Student Council

Longboy | Lead Features Editor for the school. “I feel like I have a duty to give back to the institution that educated me and will bring me to where I am going to eventually be, hopefully as a successful adult,” he said. “Being on [StuCo] is a little way to start that giving back process.”

Skow can see how StuCo can be misconstrued – as it often is by the student body – as an organization that does very little within the school. However, for him, like Gossett, that is a false representation. “A lot of the things we do are little [things] that aren’t really noticeable. For example we do a lot with the cafeteria and the cafeteria staff, it might not lead anywhere, but we do have meetings with these different groups around the school to find out what’s going on[StuCo] has a very good idea about what is going on in the school... but we internalize that information.”

But where does the power to create real, tangible change factor in? Skow would describe StuCo as having “influence” and is hesitant to use the word “power”. The difference between the two being, “power is the actual ability to make a change, personally, by yourself; [StuCo] does not have that power,” he said. “We have influence on all the administrative bodies. We can speak with [them] and tell them the problems that we reached and how we would like to see them changed, but ultimately it is their decision and they have the power to make these decisions.”

Regardless, Skow believes StuCo serves an important role in that, “we do have an ear, and I think that can go a long way.”

Nadia Sawiris | Culture Editor

The now-former President Celia Mitchell (’15) provides a different perspective. She believes that this year’s lack of tangible change was not due to a lack of power, but rather that it was a year of transition – a “new start” for the Council to work with the fresh administration.

Not only were they faced with an administration that they were unaccustomed to, but Mitchell highlights a year centered on brainstorming for future, longterm plans as another reason for the lack of current change.

While passionate, Gossett does not seem optimistic about the level of power StuCo is entrust-

scribing StuCo’s ability to create change, he does believe StuCo is dilligent in that, “they work hard and usually execute all of the proposals that they bring to the table.”

In Lucas Pabarcius’ (’18) experience, the problem isn’t StuCo’s power, it is the current way of implementing change that he finds inefficient. “We’ll have lots of discussion but many of our proposals can’t go into effect because it’s very difficult to actually change things, it requires lots of shifting through different people in the administration,” he said.

Pabarcius cites the new mandate for teachers to publish grades

cius believes, is one reason why many members of the student body criticize the Council for “doing nothing.”

The extensive timeline of StuCo proposals is not the only limitation that Pabarcius highlights. A factor that, in his eyes, holds them back even more is that “sometimes there’s an ignorance in the administration of our ideas.”

This year, when StuCo tried to bring juice back to the cafeteria in accordance with popular opinion, a significant amount of time was spent researching before eventually, the Council made a proposal to Head of School Coreen Hester.

“Beyond our proposal, we haven’t

“I would love to say that we have power, but I’m not really sure if we do... I feel as though student voice has always been something... that ASL [encourages], but I don’t always feel like our voice is heard.”

President Emily Gossett (’16) ed with. “I would love to say that we have power, but I’m not really sure if we do,” she said. “I feel as though student voice has always been something... that ASL [encourages], but I don’t always feel like our voice is heard.”

Director of Student of Life James Perry believes that this “power” is achieved by StuCo being able to advocate for “every single high school student.”

And, while Perry wouldn’t use the word “power” when de-

on Haiku as an example of the bureaucratic nature of StuCo’s work with the administration – the process lasting almost four months due to the many steps and discussions that came with it.

It is a process, Gossett has described only half-jokingly, where, “It’s almost like you have to go through a million people to move an arm at this school.”

The time and effort it takes StuCo to implement change, whether tangible or not, Pabar-

heard much back,” Pabarcius said.

“There’s very little communication once we propose something... we’re either told that it will not go into place or, what happens even more often, is that there is no carrying through [or response by the Administration].”

Alberts agrees with Pabarcius that the Council will face restrictions in going through with proposals, but that it should not hinder members’ motivation.

“Obviously there’s going to be

limitations [to StuCo’s power] but that doesn’t mean that we can’t try with whatever it is we’ll be trying.”

Gossett does acknowledge that a lack of tangible change brought about by a hesitant administration or the lengthy timelines necessary for initiatives can place StuCo in a seemingly passive position in the eyes of the student body. However, she firmly believes transparency is not an issue.

This argument about a lack of transparency – which StuCo has been repeatedly criticized for – carries no weight with Gossett. “I feel like we work hard to make our initiatives public. We always mention that we have our Haiku page, where every week we have our minutes up there and the initiatives that we are taking,” she said.

“You can literally go through and read our minutes and therefore know exactly what every [council member] knows about what happened in that room when they walk out of the meeting. If people don’t feel like we inform them, I’m a little insulted by that because we do make it very clear.”

Despite this, Gossett does have plans to improve communication for next year, citing a StuCo snapchat account, a suggestion box on haiku and more frequent blogs as necessary components. “Communication is something entirely within our power and so our goal is to be completely transparent,” Gosset said. “After all, without communication how can we say we represent the student body?”

Culture Editor Maya Jotwani contributed to reporting.

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THE STANDARD | March 2015

Features

Education across borders

Virginia Galbraith Staff Writer

P

rograms such as School Year Abroad (SYA) and semester schools are learning experiences here students study for a single term.

Grade 11 Dean Jennifer Craig saw the positive experiences many of the students at her previous school, The Hotchkiss School, had while enrolled in these programs.

Craig believes that having an “injection of energy and a new set of perspectives” is valuable for students in that it helps them gain a new perspective on their educational experience.

With the vast array of semester schools around the globe, Craig believes there are plenty of semester schools that could cater to different students hobbies, personalities or interests.

Max Roth (’16) is currently taking part in SYA in Zaragoza, Spain. “So far my proficiency in Spanish has enhanced greatly,” Roth said, who had studied Spanish at ASL prior to his trip.

Roth believes that in order to properly learn any language, “you have to experience it and be immersed in the culture.

Taking classes gives a good foundation and equips you with basic skills, but to really speak and understand you have to enter the culture,” a goal of many of the SYA programs.

For students who feel a year away from home is too long, there is another option that may be more suitable. Greta Poler (’15) took a semester abroad last year at The Island School in Eleuthera, Bahamas. Poler believes she truly benefited from the school’s different learning approach. “I decided to go because I was having trouble learning from sitting in a classroom and taking notes,” she said.

The Island School experience immerses its students right into the Bahamian way of life. Poler noticed how different ASL and The Island School’s learning approaches are: “At ASL you all sit in a classroom and that’s it basically, but at the Island School

Greta Poler’s (’15) Marine Ecology class featured regular scuba diving excursions. PHOTO BY WILL STRATHAM everything was based on and relevant [to our experience in the Bahamas],” she said.

Poler cites her coursework as an example of this relevance. “We took marine ecology [because] it’s such a big part of being in the Bahamas and we had that resource of coral reefs,” she said. Poler’s experience at the Island School was something she would certainly recommend to her peers.

Leila Ben Halim (’15) also took a semester abroad at The Mountain School of Milton Academy in Vermont. Ben Halim took part in the semester program as she felt she “needed a change of pace” and new surroundings. She found that The Mountain School, with only 45 students, “had a really strong sense of community” and that everyone was ex-

tremely close and bonded.

Ben Halim loved the idea of not being cooped up inside all day. “Every day we had two hours for a work period where we were outside and I really enjoyed being in [the outdoors],” she said. Although many students may be nervous to leave their friends and family, Ben Halim said that “nothing will have changed, you will have the same friends...it’s a great thing.”

Ben Halim says she would recommend a semester school experience for any upcoming junior.

Education doesn’t always have to stop in the classroom as Roth, Poler and Ben Halim have all discovered. Roth, still enrolled in SYA, had only positive things to say about his experience. “In my case it has been very beneficial,” he said.

“I have learnt to see things from a different, more global perspective. This program has developed my views on learning, education and life in general.”

Senioritis: Myth or reality?

Allie Zirinis Staff Writer

T

here is a stigma in high school around “senioritis”, the idea that seniors detach – especially academically – throughout the year. For some, though, it’s an engrained part of high shool culture. “Senioritis is a right of passage, a tradition,” Audrey Leland (’14), a recent graduate, said.

When seniors are admitted to college or even after completing applications, their academic motivation tends to weaken. After three and a half years of hard work, sports games and common application essays, this senioritis can intensify.

According to attendance records last year, seniors accounted for 35 percent of excused absences and 44 percent of unexcused absences. Additionally, in semester one there was a total of 3,131 senior class absences, but in semester two, there were 5,569.

Consequently, Dean of Student

Life James Perry explained the administration had to strengthen the attendance policy by making sure teachers were more conscientious about completing attendance at the beginning of class and intensifying consequences for tardies and absences.

Liam Roedy (’16), whose sister, Noa (’14), graduated last year, has witnessed this phenomenon and its repercussions. However, he does not think senioritis is wholly the students’ fault. “It is no secret that ASL can be a bit of a pressure cooker,” he said. “When students begin taking on higher roles and responsibilities, between school work, college applications, sports, etc., it is hard to never lose energy or give up.”

Andrew Bake (’15) agrees. “When we have been working so hard for so long and finally a huge weight is lifted off of us, it becomes hard not to lose motivation. Some people just need a break,” he said.

However, College Counselor Ivan Hauck has seen breaks end-

ing up lasting too long. He explains that students can “fall into a pattern” in which they let their grades slip. Then, before they know it, it is time to graduate, and they have not ended their senior year on a high academic note.

Hauck added, “Not only do some students lack academic motivation during this time, but also social motivation, which makes the college transition difficult. Students don’t realize they’re doing themselves a disservice.”

Olivia Sanabria (’15) believes that senioritis can also be contagious.

“If I see that my friends don’t seem to care about their work or are doing other fun activities, then I lose incentive. I end up convincing myself it’s fine because my friends are doing it.”

Roedy sympathizes. “Watching my sister go through senioritis almost set me up for it. It was ingrained in my mind that it would happen to me, and I can even see how it’s rubbing off on my friends,” he said.

Julia Leland (’16) witnesses it in her classes. “I see the seniors being able to relax and not stress as much as before, or as much as the juniors are, but I think to myself – it’s al-

If I see that my friends don’t seem to care about their work or are doing other fun activities, then I lose incentive.

Olivia Sanabria (’15) right because I get to do that next year.”

The good news is, those who do consider it a problem believe it can be fixed. “I do not think students’ main motivation should be admission to college,” Hauck said. “What happens in college? What’s your motivation then? If we can foster an environment where students want to learn and grow instead of just get into a prestigious college,

I don’t think we would have this issue.”

Roedy also noticed it is helpful when students are close with teachers because that stimulates them and they want to continue to impress their teachers. “I think even more encouragement from the faculty would help students stay on a good path after getting into college.

Audrey echoes this, “I was very close with my teachers, so I felt the least I could do was go to class and not give up on my learning.”

Audrey also explained that she used her spring term of senior year to experience London more fully and develop her “extracurricular activities that were not necessarily academic,” she said.

Both Julia and Audrey believe that senioritis has a negative reputation, but it is not necessarily a bad thing.

“If people use this more relaxed academic period in the right way, they are still productive with their time,” Audrey said.

THE STANDARD | March 2015

Building T a strong rapport Students, teachers, and their relationships in the classroom

Harry Morris | Staff Writer

he nature of student-teacher relationships can make or break the learning experience.

Trilok Sadarangani (’16) knows this first hand,“I have know my Chinese teacher for four years now, and she understands how I work, and I understand how she teaches and her expectations,” he said.

Sadarangani believes that the connection he has with Chinese Teacher Ting-Chi Li reciprocates to both teacher and student, creating a stronger learning environment. “The bond and relationship we have is personal and genuine, it really helps me in my studies and her in her teaching,” Sadarangani said.

Although Sadarangani has had a great experience in his Chinese classes, he does not find this to be true across the board. “My relationship with Mrs. Li is somewhat unique, for most of my classes, where I don’t know the teacher as well, it is harder to connect,” he said.

Casey Perdue (’17) found that a bad student teacher relationship can seriously harm both a grade and general environment in a class.

Perdue feels that because the class

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Features was subjective that the negative relationship had an even greater impact. “[I felt the teacher] graded me harshly compared to other students, and I thought that was pretty unfair,” he said.

“I didn’t always do my homework, and I think that had an effect on our relationship,” Perdue said.

He believes that conflicting personalities and lack of communication also contributed to the detriment of the relationship. Perdue could not connect with his teacher and felt talking to him was always difficult.

New this year, Physics Teacher Andrew Ringham has found connecting with students somewhat challenging. He believes that an “artificial barrier” between students and teacher exists at ASL, manifesting itself in the formal language students have been conditioned to use. “There is more formal language use from students from what I have experienced in other places,” Ringham said.

Although he believes that this barrier exists, and it can make communication hard initially, “they are just words, and the nature of the interaction is not completely dic-

tated by formality,” he said.

Passionate about the importance of honesty and respect in the classroom, Ringham believes that communication equates directly to success. He sees a positive relationship as a cornerstone in the learning process. “If we can’t find a way to interact where we are sharing information in an honest and genuine manner, I’d never really be able to get a sense for what you know and how your thinking,” he said.

While communication, on a personal and professional level, is vital to building a good rapport in relationships of every kind, Modern Language and Culture Teacher Whitney Nuchereno believes this to be especially true in the classroom where mutual respect and positive interaction fuels the learning process. “For me it’s the people who influence you the most and care about you the most, that you are most inclined to work for and with,” she said.

She believes that her personality and openness in the classroom facilitates respect and positive learning, for both her and her students.

Nuchereno speaks, specifically,

Parents in school

L

Michaela Towfighi | Staff Writer

ower School Assistant Nanette Pakula’s colleague walks into her Lower School classroom. Immediately she knows her son, Jed Alberts (‘16), a Lower School student at the time, is in trouble. This scenario has played out countless times over Albert’s time in the Lower School.

“When I was younger, I was a bit of a troublemaker and [my mom] would know if something happened if a teacher just walked into her room basically,” Alberts said.

He found that he interacted with his mother at school more when he was in Lower School, and that as a current High School student, Alberts doesn’t frequently see her during the school day.

Alberts is one of 17 students in the High School whose parent is employed by ASL at the school.

These days, Alberts sees only positives in having his mother at the school. His friends have a great relationship with her, calling her “mum” from time to time as a nickname.

When Alberts was in Lower School, his mom was always active

in the school as a grade mom. However, she officially joined the teaching staff after Alberts had been attending ASL for three years. “The contrast between having a Lower School parent versus having a High School parent could be interesting, because I hardly see my mom,” Alberts said.

In contrast to Alberts, Carly Craig (’15) sees her mom, Grade 11 Dean Jennifer Craig, on a regular basis throughout the day.

Craig finds that having parents work in the High School has been convenient more times than not.

When she needs something, her parents are almost always only a short walk away. With her mom working in the academic advising office, Craig has developed a closer relationship with class deans and college counselors. In addition to this, if it wasn’t for her dad, Associate Dean of Admissions Ken Craig, she wouldn’t have gotten to know the staff in the Department of Admissions.

Craig has attended the same school that her parents have worked at for all four years of high

Martha Collins | Staff Writer

school. A positive development for her, “I’m so used to it at this point but I think because they really know what’s going on with high schoolers, it naturally encourages honesty about what is going on in your life and school,” Craig said.

Similar to Alberts, Thea Littlewood (’16) doesn’t see her mom, Middle School Spanish Teacher Sita Littlewood, on a regular basis during the day. Littlewood has always gone to school at the same place her moms works, as she began teaching at ASL before Littlewood was born. “She’s always worked here so I’ve expected it and it was never a surprise. It’s something I’ve grown up with,” Littlewood said.

While it is easy to reach their parents during the school day, Craig, Alberts, and Littlewood have experienced slight drawbacks with their parents being in school.

With her mom working in the High School, “It can be a little awkward sometimes, because if you have any kind of issues going on [my parents] know about it. Although normally teachers are pretty good about being confidential,”

Craig said. Overall, she feels that her relationships with her teachers aren’t not disrupted by her parents being their colleagues.

Littlewood often found herself in an awkward situation when she was in a class taught by a teacher who would often come over for dinner as a friend of her mother’s.

Also back when she was in Middle School it could be strange for Littlewood to have friends over who were her mom’s students.

Alberts found himself in a similar situation last year when one of his mom’s friends was his teacher.

Seeing he was in her class, Alberts thought “My mom’s friends with one of my teachers. What if that teacher came over for dinner or something. Would it be weird?”

Alberts said. “Luckily, it wasn’t.”

Despite drawbacks, having parents work in the school has proven to be a positive for Craig, Alberts and Littlewood. “[My mom’s] quite laid back and easygoing about stuff,” Alberts said. “If she had a different personality it could be different, but all my friends really respect her and like her a lot.”

to the importance of one-on-one interactions with students, and how they build personal connections. “You get to know a student much better one-on-one, so I think those are really good moments and you get to know not only them but how they learn and it makes you a better educator too,” she said.

Although creating a good relationship with a teacher is important, Angie Kukielski (’15) believes that sometimes students’ informal interactions can become disrespectful. She thinks that some students become very casual with teachers to a point where they feel they don’t need to be respectful.

Kukielski has called teachers by their first names in previous schools, and she preferred it that way, but doesn’t believe that the last name formality creates any significant barrier between teachers and students.

She believes that the usage of last names is irrelevant to how you respect someone, but it can be strange when building relationships. “It can be weird when you know someone well, and you still call them ‘Miss whatever,’” Kukielski said.

What makes a teacher effective?

“A teacher who is clear and passionate and helps students achieve their educational goals” Jack Ryan (’18) “A good teacher is someone that attends to specific learning needs of individuals.”

Miranda Mix (’18) “A teacher who wants you to succeed and actively works towards your success”.

Rowan Yearly (’16) COLLECTED BY DANA MARDERSTEIN

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THE STANDARD | March 2015

Features

Navigating love Exploring what it means to date in high school – for the couples, their peers and the greater community Yarra Elmasry | Photo Editor

I

t’s not everyday that you’re asked to read Romeo and Juliet “with passion” in your English class. But for Simi Prasad (’15) and Cameron McClure (’15), who have been together for more than a year, experiences like this are a daily occurrence.

And this is only one of a number of things that have changed in Prasad’s life since she started dating. “It’s like you know if you have a really close best friend and you just go everywhere together, or you spend every conference time and lunch together. It kind of becomes like that. So, I think it does change things quite a bit,” she said.

Having another close friend, though, isn’t the only thing that defines these relationships. Oliver Chene (’16) – who was in a relationship for his freshman and sophomore years – found that being in a relationship provided a best friend, and more. “I think it’s just

Ian Scoville | Editor-in-Chief

to add another level of intimacy to a relationship,” he said.

THE PRESENT

A

s Chene walks through the High School, he sees a major change in the dating culture over the years he has been at ASL. Chene has found that because there can sometimes be a gray area on whether two people are in a serious relationship or not, it is less discussed and more accepted. “When you get up to higher grades it’s more common, and it’s less talked about because there are a lot of people who you don’t really know if they’re a thing, or if they’re dating so I think it’s just accepted; people kind of just deal with it,” Chene said.

Kjersti Anderson (’15) has noticed similar changes within the High School. Specific to this year,

she has found that more students seem to be entering serious relationships, making the concept less foreign. “It’s a little more serious than a lot of the past relationships I think some high school students at ASL have been in,” she said.

This sense of maturity is also visible due to inter-grade relationships. “For instance with people ... dating through different grades that’s just showing us there’s this new level of maturity,” Chene said.

In Prasad’s mind, a culture has developed where “people are constantly looking for someone to date.”

That may be true. In a Standard survey of 203 students, 42 percent of respondents said they were currently in, or had been in a relationship in the last 12 months. While it may not be that everyone is “constantly” looking for someone to date, a significant dating culture does appear to exist at the school.

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Features 87% 38% 16%

of students do not think PDA is an issue

THE PURPOSE

E

xplaining why students seek to enter relationships, though, requires looking at both psychological factors and the school’s social structure.

For Counselor Stephanie Oliver, students’ desire to be in relationships is down to several factors.

While Oliver thinks a lot of motivation is “completely sexual,” she also sees several subconscious factors as playing a role in students’ desire to be in a relationship with another individual. “Well, one, it’s modelled for us. It’s modelled for us [that] part of growing up is getting into a romantic relationship with somebody… And then, I guess two, feeling needed, feeling wanted, feeling validated, is an important part of it,” she said.

Attachment theory – an idea that all humans need someone who they can rely on and trust to succeed – is also a big factor in Oliver’s eyes. “Teenagers, they’re looking to detach from their parents in a lot of ways. They want to prove [themselves] and be independent on their own without having to turn to their parents for everything. And sometimes they do want to go back, but they kind of want to figure out life and the world on their own. But through that, I think there’s a desire to get a primary attachment figure that’s outside of their family unit,” she said.

It’s not all about psychology, though. Over 60 percent of respondents to The Standard survey said their primary motivation

of students think time is the main factor keeping people out of relationships

to enter into a relationship was simply because they wanted to be more intimate with someone.

“I think obviously there’s some sort of need as a teenager to have some level of intimacy with other people. Like there’s some caché to having a counterpart. I mean, for me specifically, I just met someone that I really liked and got along with,” Caiohme Mesch (’18), who is currently in a long term relationship, said.

Although having learned a lot from being in a relationship, Chene understands why some people question the purpose of being in one. “Obviously we’re not getting married – a lot of us aren’t – so there’s that question of like why bother,” Chene said.

For her wanting to be in a relationship has never made sense.

“It’s not going to last forever. And there’s a lot better things you could do with your time. I mean I understand why people are in relationships, it’s just like, personally for me, I don’t really see the point,” she said.

High school students’ lives are busy; full of academics, sports and other extra-curricular activities.

Because of her busy schedule, Anderson has chosen to not pursue a romantic relationship – she would “want to do it somewhat right.”

Anderson would like to give her full attention to someone, something that she currently feels she is not capable of. “I don’t have the time, or really the interest, and I don’t think I personally have the maturity level to be in a relationship that I would want to be in.

So, like why do it [halfheartedly]?”

of students think sex is a primary motivation for a relationship

203 STUDENTS WERE POLLED BY THE STANDARD.

she said.

Although Anderson has chosen to not be in a relationship, she does understand why some students choose to be in one. “I think some people see being in a relationship as being like [an] end goal kind of, and they’ve achieved that, and it’s just like they enjoy having someone that they can call theirs,” Anderson said.

THE IMPACT

T

he impact on a culture, though, is more difficult to measure. Whether it be changes in a social group or the presence of public displays of affection (PDA) in a community, relationships have an impact on multiple facets of the High School.

For some students in relationships, their social life changes, while for others it remains the same. Having been friends with her boyfriend before they started dating, Prasad’s social life hasn’t had to change. “I think the nice thing for me is that we’re kind of friends with the same people to start off with, it’s not like we come from different friendship groups,” Prasad said. “I don’t have to split my time, because I can be with Cam and be with my friends at the same time.”

For some, though, things do change. Chene still spent a lot of time with his friends, but he also spent more time with his girlfriend. “[My friends] always told me I never hung out with them, but I did. I hung out with them all the time. It was more just I shared

equally,” he said.

Because students can be so “loved up” in relationships, Anderson has noticed that at times they can forget about their friends.

“In a lot of situations, your friends are going to be there more than boyfriend [or] girlfriend,” Anderson said.

In addition to changing friendships, relationships also at times impact the rest of the community in regards to the presence of PDA. Social Studies Teacher Sana Shafqat has experienced uncomfortable situations where she has had to ask students to separate because of the affection they displayed. “It borders on the inappropriate and inconsiderate, because we are sharing a space, and because we have such a large age range in the school,” Shafqat said.

“I think what people do in their private space and their private time that’s fine, but this is not really the private space that people are showing this kind of public display of affection.”

Sometimes, though, the impact is far greater than a label such as PDA or a social life, with relationships affecting even the most basic things for an individual. “I mean it does change because you see them all the time, and at least for me, I come out of my class and I’m like ‘oh, where is he? I’ve got to go find him’,” Prasad said.

For Prasad and others who share her situation, an intimate relationship grounds their schooling experience. Even though there are those who may avoid dating, relationships are omnipresent within the High School.

Culture Page 22

Temi Otedola (’15) goes on regular photo shoots in London and abroad for her fashion blog, J.T.O. PHOTOS COURTESY OF JTOFASHION.COM

T

emi Otedola (’15) used to sit, her 6-year-old body scrunched on the floor, poring over her mother’s fashion magazines. When her mother wasn’t looking, she would sift through her mother’s clothes, trying on the ones that took her fancy. Although her sisters played with her, they never fell into fashion the way Otedola did. “My sisters would always wear what my mom would give them, but I would always have something to say about it,” she said.

Now, more than a decade later,

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THE STANDARD | March 2015

Clubbing 3D printing

JUST TEMI

Temi Otedola (’15) on her burgeoning Maya Jotwani fashion blog, career and J.T.O. Culture Editor

regularly take pictures of her for the blog.

She says that sometimes, it can take two full days to shoot depending on the number of shots she plans to take. She uses these shots throughout the week so that her website stays active. “Everyday I’ll write a different post, and then I have a diary where I plan what days I’m going to post it,” she said.

Between homework and fashion shoots, Otedola reads over magazines and fashion blogs on the internet: Harper’s Bazaar,

heritage, evident by the vibrant colors and patterns that her outfits are often composed of.

She hopes that her blog will bring light to the Nigerian fashion world and the talent that exists there. “I think Nigerian fashion is very underestimated, we have a lot of upcoming designers but I think it needs a lot more attention and exposure,” she said. “You would never think that Nigerians and fashion are closely linked, but actually there is a huge market out there.”

She recently started a feature

run a fashion magazine.

But for now, a fashion blog seemed like the perfect way to start. She cites the growth of fashion blogs and their increasing influence as an inspiration for the creation of her own website. She sees fashion blogs as unique, a medium that is accessible to everyone, rather than platforms such as fashion magazines or designers who are only accessible to highbrow fashionistas.

“You can learn about so many different things through a medium other than designers and

to post something everyday, but I haven’t been able to do that.”

Right now, her biggest struggle is developing her own individual style and unique taste.

From the beginning, Otedola has looked to her mother as an inspiration, particularly for her individualistic and independent style. “My mom has a really eclectic style, and she’s not afraid to try new things. She’s a lot [braver] than I am, and she will just wear whatever,” she said.

Otedola hopes that with her own distinct style, she can de-

OTEDOLA’S FASHION BLOG, JUST TEMI OTEDOLA (J.T.O.), RECEIVES AN AVERAGE OF 4,000 VIEWS A MONTH. HER FACEBOOK HAS MORE THAN 10,000 LIKES AND HER INSTAGRAM HAS OVER 1,800 FOLLOWERS Otedola runs a fashion blog, Just Temi Otedola (J.T.O). The site is rapidly growing, with an average of 4,000 views a month from all over the world. She also runs a Facebook page and Instagram account to complement her blog, with 6,282 Facebook likes and over 1,650 Instagram followers.

Most weekends, Otedola spends hours walking around London and doing fashion shoots for her site. Her sister, who is a London and New York City-based DJ, has introduced her to several professional photographers who

Vogue, Style.com and Coveteur blog. Whenever she likes something, whether it be fashion or nail colors, she prints or cuts it out to put on her mood-board. In this way, she creates content for her blog. “I have a 60s part, casual wear, or makeup looks, or designers I’ve never heard of that I want to research,” she said. “It’s a great way to organize my ideas and it’s inspiration for blog content.”

Although she has grown up in London, she has strong roots in her native Nigeria. Many of her ensembles speak to her Nigerian

on her blog that did just that. The Lagos Diaries is one of the first features she’s done to showcase local fashion and combine her Nigerian heritage with Western style. The feature has been a big success. “I think a lot of Nigerians were interested in [the Lagos Diaries], so that gave me a lot more followers,” Otedola said, referring to her massive growth of 1,000 to 4,000 site views from December to January.

This is just the beginning for Otedola. In the future, she hopes to become a fashion designer or to

magazines,” she said. “This has a much more personal take because you are speaking about you and your experiences.”

Fashion blogging is a demanding job. Bloggers need to keep readers interested and coming back to the blog for more– this means frequent posting. When the site launched in December, “it was a big thing” and Otedola was being very active. Now, she is trying not to let her viewership decline. “With school right now, it’s really hard,” Otedola said. “I think it’s very important

velop a brand that will prepare her for the future. “If I want to start my fashion line in the next few years, I would already have a following,” she said. “These days there are so many designers out there, so if I could get my name out before I start a line, that would be very helpful.”

But whatever she does next, whether it be designing or running a magazine, Otedola is excited. As she said, “it is something that I really love doing, it never feels like I am working at all.”

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Page 23

Culture

changing the beat A glimpse behind the industry of sound appliances Sourna Daneshvar, Jr. | Staff Writer

W

hen sporting Beats by Dr. Dre, the bass drop in the Lil Jon’s hit song “Turn Down For What” may sound slightly louder and a bit better than with a pair of Sennheiser headphones.

Listening to Sam Smith hit the height of his vocal range in Grammy Award-Winning “Stay With Me” may seem more impressive with a pair of Logitech headphones compared to its Bose counterpart, believes Senior Media Services Technician Joe Harris.

This is because headphone companies such as Beats and Logitech have altered the bass and treble outputs to increase, decrease, or otherwise change such music components.

Media Services Technician James Hyde, who has worked as a Sound Mixer Assistant at Warner Bros. believes headphone companies only alter the outputs for specific music – music that suits their audience. For example, Beats appeals to fans of rap and hip-hop, so they heighten the level of bass to make those genres sound better.

Harris doesn’t enjoy this trend with headphones. “It’s not giving you a true reflection of how the sound should be,” he said.

“You just want a good balance of sound really, so you want it to be as accurate to what the output is as to what you’re hearing, rather than it being distorted by too much bass or too much treble.”

While altering music for an audience may help company sales, it initiates a problem for artists recording music. Hyde explains that musicians need neutral headphones, otherwise too much bass or treble will be present in a recording. If more bass or treble is present, musicians will compensate in their recordings and their music will suffer. “Make sure you can trust what you’re listening to,” Hyde said.

For electronic musician Sean

68% prefer ear buds tO headphones 23% Prefer BOse while 19% Prefer Beats STATISTICS FROM POLL OF 113 STUDENTS CONDUCTED BY THE STANDARD

Beats headphones are a popular choice for students at ASL. PHOTO BY YARRA ELMASRY Norris (’15), laptop and phone speakers are a less manageable situation that he can’t solve easily. Other than avoiding laptop and phone speakers and only using headphones instead, Norris adapts his music so it sounds correct out of a laptop or phone speaker.

To solve his problem with headphones, Norris uses Beyerdynamic Custom One Pros, which he believes don’t manipulate either the treble or bass end.

However, it’s not only the distortion of current headphones

that presents a conundrum, but also the deception suggested by computer or phone speakers.

Increasing the pitch of his lower parts and decreasing the volume of his lowest bass frequency is one of the key changes Norris must make so that when his music is played through an audio system that favors bass, it stays audible. “You can kind of hear [the lowest part] on earbuds or out of a laptop speaker, but that it still sounds best out of quality headphones or speakers,” Norris said.

Headphones help Norris in other ways as a musician. “Unless I book the ASL studio, I don’t have access to any sort of sound proof environment where I could put speakers in and have it sound natural. So, therefore, I have to use headphones as a little, ministudio so that I can get rid of any room sound,” he said.

Singer-songwriter Annie Thompson (’18), who has started recording her own music with headphones this year, sees other advantages brought forth by heaphones. “Headphones [are]

a very intimate thing,” she said.

“Nice quality headphones enhance the music.”

Thompson finds it harder to adjust her music when listening through a speaker because speakers don’t have the specificity of headphones, one that promotes enriched and corrected music. “[With headphones] you can hear everything and so with small mistakes you are able to perfect things and improve,” Thompson said.

Hyde warns of the illusion headphone prices can play, as those are a costly investment for students.

According to a survey of 113 students conducted by The Standard, 49 percent have spent, and are willing to spend, between £50-£100 on headphones.

Hyde feels that fashion and brand often overshadow sound quality, leading to high prices.

“Just because headphones are worth a lot of money doesn’t necessarily mean they’re brilliant,” Hyde said. “I think Beats are quite overpriced for what they are, but they’ve become more of a fashion statement. Any person who records audio probably wouldn’t go out and buy a pair of Beats.”

Beats, which came in second on the survey in terms of popularity with 22 percent, use other avenues to secure purchases despite perhaps not being the best headphones available. “I have Beats [but] I made a mistake, [I have them] just because they advertise better,” a survey respondent said.

Although spending money on headphones provides no guarantee, it increases the chances of higher quality sound. “The cheaper you are, the more variety there will be across the frequency range. If you pay several hundred pounds for a pair of headphones, [where the company is] using the best engineering and parts then you will get better responses out of your headphones,” Hyde said.

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THE STANDARD | March 2015

Culture

Weekend Escape An exploring into the clubbing culture present at the school through the lens of four students Zack Longboy | Lead Features Editor

I

t’s not the lights, the alcohol, or the girls that Archie (’15)* comes for. Sure, if he’s looking for a good time, a club will provide those, but really, it’s all about the music: That’s what he gets excited about. “Music is my passion, and I love the music they play at clubs, just being in the moment,” he said.

London’s nightlife has long been considered one of the best in the world, and it’s only recently that the music industry has found it.

When Archie heard that Kanye West had sent his right-hand man, Virgil Abloh, to perform the debut of West’s new track “All Day” at the Drury Club, he knew he had to be there.

To him, events like this signal not only a transformation in the music culture but also a shift in the popularity of clubbing. When “you see all of these artists coming from [the US] and going to these different clubs, I feel like the culture is just booming, and especially the nightlife culture,” he said.

While not everyone is as particularly drawn to the music as Archie, clubbing, of both the underage and legal varieties - and at varying degrees of frequency - is present in the school’s weekend culture.

Some students, like Archie and Penelope* would fall on the more frequent end of the clubbing spectrum; Archie has been clubbing in

some capacity every weekend in 2015 and Penelope has more or less done the same since she got her fake ID at the start of 2015.

Others, like Clara (’16)* and Lisa (’16)*, consider it less of a habit, restricting their clubbing experiences to big events or only once every few months.

Despite the vast difference in frequency, their reasons for clubbing are far less varied.

The school’s clubbing culture seems to exist as a social haven for many, an atmosphere which can always be relied upon to deliver a fun experience.

Clara’s first time clubbing ended disastrously when she was taken to a back room of Cirque le Soir to wait for the police after metal detectors at the entrance of the club detected her Swiss Army knife, which she uses as a bottle opener.

It was only when the police were checking her fake ID for a criminal record that the true legality of the situation became clear: Being under 18, clubbing was technically illegal for her and her friends. “I was panicking a lot already, but I gave them my fake ID because I’m underage to go clubbing, which only made me more nervous because obviously it’s a fake and it’s the police,” she said.

“I was

Charlotte Young | News Editor thinking, ‘surely they must know this is a fake.’”

Clara’s fears were only heightened when she realized that, because her fake ID said she was an adult, she could be taken to a police station. “In [policemen’s] minds, I’m not a child, so they could have kept me overnight if they wanted to because my fake says I’m 21,” she said.

Although she was eventually released from the holding room - the pocket knife was under the minimum length for it to be considered to be a weapon - Clara and her friends left the club immediately and she has avoided Cirque Le Soir at all costs after the incident.

C

irque Le Soir’s website markets the club as an “extraordinary experience” but this experience, and others in London, Penelope believes, are much more accessible for girls than they are for boys.

As a girl, Penelope feels she has an advantage. “Guys hardly get in without a table.

[Clubs] want a good looking crowd; so they want groups of attractive girls rather than a bunch of guys standing around awkwardly,” she said. “It helps the image of the club to have attractive women.”

However, there are certain expectations for girls; often having to dress up to get in.

“You are forced to wear heels, they won’t let you in with flat shoes,” Penelope said.

“You have to dress nicely, you can’t just go casually in jeans; like black dress or black pants and a tight shirt.”

From her experience, Clara would, without a

doubt, agree that girls have the upper hand.

Once during London Fashion Week, she and a group of guy friends attempted to enter a club. However, they were told that all boys would be charged £350 for entrance while girls could get in for the standard entry price of £20.

Despite being a girl, however, Penelope did find that she sometimes had to pay to get into a club. This changed when she connected with a club promoter, who helped her get into clubs without having a table or paying at the door. Now, “I can get in for free sometimes [while usually] you can’t get into a club unless you’re on the guestlist or have a table,” she said.

The club promoter aspect is another inner working of the clubbing scene, a process that often goes unchecked. Promoters do not work for one specific club. Instead, they work on their own.

Clara, who does not have a promoter herself, is hesitant to get affiliated with the promoter culture because, “they are really just random older men.”

“What do they really expect from you?

How do they get you a free table? Are they going to eventually ‘expect’ some sort of payment at the end?” Clara said. “I don’t really know what their deal is, so I don’t really feel comfortable with that. Also, you don’t really know them and you have to lie about your age; it’s kind of a dangerous life.”

While Penelope’s current promoter is “fantastic,” she has had problems in the past. Penelope had found a promoter online to help her get into more exclusive clubs.

When she first began to speak with him,

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Culture

Cirque Le Soir is a popular choice for ASL students who go clubbing.

PHOTO FROM FACEBOOK.COM/CIRQUELESOIR using WhatsApp, he immediately friended her on Facebook and began texting her “winky faces and other things that made me feel uncomfortable,” she said.

Even though she blocked the promoter on WhatsApp messenger, he continued to harass her. “He would find new numbers to call me from,” she said. “It was really scary at the time because he knew all of my information, my name, [my] last name.”

D

espite the dangers that come with clubbing, there is a reason that this “glamorous way of partying,” as Penelope put it, is so popular.

For Lisa it goes back to the strong culture that London provides. For her, “clubbing is an escape... London has such an amazing nightlife culture – while we are still here we want to experience it as much as we can.”

An altogether different reason, one that, in the eyes of Clara, separates clubbing from other forms of partying, is the relative anonymity that it provides. “It’s nice because you don’t really get judged; everyone’s off doing their own thing,” she said. “If you’re having a [house party] with a group of friends I feel like more eyes are on you.

When there are more people, I feel like I can kind of blend in; there’s less focus on you directly.”

Socially, Archie believes a club is unrivalled. “I’ve met so many friends from outside of school through clubbing,” he said. “Also, I feel as though the experiences

you share at clubs bond the friends you go with together more closely than any other social event.”

Archie cites an environment where his friends will form a close-knit group, because they don’t know anyone else in the club, as the reason for this bonding.

While Archie has frequently made connections with new people at clubs, one unanimously highlighted negative aspect is the amount of money involved in the experience.

Archie regularly spends, with his group of 10-20 friends, between £1,500 and £8,000 for a table at a club. “You don’t realize how much you are spending until you get the bill,” he said, with the tables often incurring more and more charges as the night progresses.

This, he feels, is directly connected to the second major downside he sees with the clubbing culture at the school. “A lot of people can’t go clubbing because it’s just too expensive,” he said. “I wish everyone could experience a night out at a good club in London, because it really is something to experience; I feel like the exclusivity aspect is definitely a negative.”

And, while a large spectrum of frequency exists within the student body, many students cannot fathom clubbing

as often as say, Archie, does.

For Archie as well, because he has been clubbing so many times recently, the allure of it has worn off. While he continues to go, he no longer views clubbing with as much enthusiasm as he has in the past.

“I’m kind of sick of it. It’s not as fun anymore,” he said.

Clara echoed Archie’s sentiments “I don’t understand the people who go every weekend, because then it’s not fun anymore,” she said. “If you do something over and over and over again it’s not special.”

*Editor’s note: Names followed by an asterisk are aliases used to protect sources’ anonymity.

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THE STANDARD | March 2015

Culture

Printing Revolution The 3D printers are located in the Design Lab. PHOTO BY MAYA JOTWANI

dents to unearth their creativity.

“It gives them that chance to be makers, to be creators,” he said.

“They can design something, they can make it, and have it in your hand within an hour.”

The “revolutionary” aspect of Doug Heynderickx (’15) and Sam Zorek (’15) 3D printed 3D printing, Ali believes, is in molecular models for their AP Chemistry post-exam project. the machine’s ability to give “inPHOTO BY MAYA JOTWANI stant feedback.” The fast nature of the process means that who are into fashion, and there are already a lot of things online for 3D printing fashion, so that will start happening,” Ahmed said.

Zorek believes that 3D printing has the potential to promote a huge shift in the world. “I see a revolution in manufacturing,” he said. He predicts that compafter hearing that Sci- by layer, to build the shape that each time he 3D prints. “It’s a nies will soon be able to manumagical ability where you de- facture products on the spot ence Teacher Derek the user designs.

The school owns multiple sign something on the comput- by 3D printing them, avoiding Fleming had trouble finding specific molecular mod- 3D printers, transportaels for his AP Chemistry class, which sit in tion costs and two students decided to make the back of saving time. the Design them for him.

He even beFollowing the AP Chemistry Lab. Zorek lieves that the Wexam in May, Doug Heynd- describes the 3D printer will erickx (’15) and Sam Zorek (’15) school as befall into the decided to use a 3D printer to ing “ahead regular conmake these molecular models of the trend” sumers’ hands for their post-exam project. Af- in technolshortly in the ter designing them on a com- ogy, explainfuture. “[3D puter, Heynderickx and Zorek ing that the printing will simply pressed “print.” Within a school had follow] a very few hours, they had the pieces in a c t u a l l y similar trajecROBOTICS ADVISOR AND MIDDLE their hands. Now, Fleming uses bought these tory of what the printed models regularly in p r i n t e r s SCHOOL DESIGN TEACHER MUKTAR ALI personal comthree years his AP Chemistry classes. puters had in The 3D printing process in- ago, long bethe 20th cenvolves not only the literal print- fore the 3-D printing movement er and then you print it in front tury,” he said. This change will of your eyes,” he said. “It’s just transform the way consumers ing but also a significant time had gained popularity.

However, only the robotics really cool technology and the interact with businesses. designing and planning the product. Only once the product team, along with a few Middle stuff that we are doing with it is As the world shifts toward has been designed on the com- School classes, have been shown ridiculous.” a future with 3D printing, new Ali teaches Grade 7 and 8 questions have risen. In May puter – Heyndrickx and Zorek how to use them so far.

After many years of expe- design courses, which involve 2013, the first 3D printed gun prefer the software Autodesk Inventor – can the actual print- rience, Robotics Advisor and a 3D printing component. He was made and tested. The gun ing begin. A 3D printer works by Middle School Design Teacher believes that 3D printing gives was made by Defense Distributmelting plastic filaments layer Muktar Ali still feels the thrill a unique opportunity for stu- ed, an organization dedicated to

The new phenomenon of 3D printing and what it means for the future Maya Jotwani | Culture Editor

A

It’s a magical ability where you design something on the computer and then you print it in front of your eyes

defending the “human and civil right to keep and bear arms as guaranteed by the United States Constitution.” By producing this gun and sharing the printing blueprint online, Defense Distributed has opened up a whole new aspect of the guncontrol debate.

Ali doesn’t see any need, though, for issues such as this to hold the movement back. “There are people who are out there who are nutters who will do it but I don’t see why we have to limit the use of 3D printers because of those few nutters,” he said.

Ali is certain that 3D-printing is the future and that students should be prepared for it. “3D printing will be the norm. This is the future, this is how things are going,” he said.

Ali would like to expand the 3D printing program into the High School by incorporating it into normal classes, like science courses.

The issue? Accessibility. “The Design Lab is one of the busiest rooms in the entire school, it is used seven out of the eight blocks.” As a result, Ali explained, it is almost impossible to access the printers during the day. Only once the printers are placed in another, more accessible space, can the 3D printing program expand into classes in the High School.

3D printers are also allowing a new swath of people to be creative. “[3D printing] is cool because not everyone gets to say ‘I made this’ because you can’t really make physical things without using your hands. But with 3D printers, you can use software and send it to the 3D printer,” Ahmed said. “Now, everyone can make something.”

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THE STANDARD | March 2015

Page 27

Culture

Rocking Cashmere The freshmen behind the band Cashmere, their accomplishments and their hopes for the future Yarra Elmasry | Photo Editor

The lights, the crowd, the applause, the rush of adrenaline all make freshmen band Cashmere, want to perform time and time again.

The band consists of guitarist Alex Ferragamo (’18), alt-saxpophonist Malcolm Tisdale (’18), rhythmic guitarist Kyle Dubin (’18), drummer Jacob Proctor-Bonbright (’18), bass player Marco Kelly (’18) and featured singer Isabelle Gorrivan (’18).

Cashmere was formed a year ago, when the freshmen were approached by Performing Arts Teacher Mete Ege. Ege wanted to help them pursue and further expand their musical passions.

Recently, just a year after their formation, Cashmere performed at a private party at Abbey Road Studios – the place of birth of The Beatles’ album. For most bands, performing at Abbey Road studios is an experience years in the

those down, then we can definitely start performing at school, which will give us experience to go further in upcoming years,” Tisdale said. They hope that this year, they will win ASL’s Battle of the Bands.

From left: Marco Kelly (’18), Isabelle Gorrivan (’18), Malcolm Tisdale (’18) and Alex Ferragamo (’18).

PHOTO BY TANIA VELTCHEV to, but drives him to perform.

Similarly, the rush of adrenaline when performing is Ferrag-

dale, otherwise there is a chance that his nerves will show up in his playing.

plishing is just [to] be more comfortable in our performance and in our environment,” Kelly said.

Cashmere is hoping to improve on becoming more comfortable in front of crowds, something that performing at Abbey Road Studios has helped. “I think it was the first real performance outside of school that our band has done, so it was a big step for us in terms of branching out into other aspects of the community,” Ferragamo said.

Ege is working with Cashmere to improve their on-stage presence. Ege wants them “to get people to dance,” something Ege believes is very important.

Although the Abbey Road performance was a huge success and incredible opportunity, Ege is looking forward, knowing that there is work to be done.

Ege is also hoping to schedule more opportunities for the band

When you’re performing, you just get a rush, and it feels so good Alex Ferragamo (’18) making. But for Cashmere, it has become a reality.

Tisdale recognizes the privilege of such an incredible opportunity.

“For a small band started by ninth graders, it’s pretty incredible to play at Abbey Road that some people dream all of their lives to play,” Tisdale said. “It’s pretty special.”

Cashmere’s other performnces include eighth grade graduation and last year’s Battle of the Bands.

The band currently has seven song covers in their set, playing primarily blues and jazz, and are hoping to add another to their repertoire. “We have another song we’d like to add, and once we get

Although the band are performing covers, Cashmere is personalizing them, something that Ege finds both impressive and important. “Yes they are playing other people’s songs, they are doing covers, but they’re doing it their own way,” Ege said. “They already woke up to the fact that, you know, to be able to personalize something, you have to actually put a bit from yourself in there.”

The band can’t help but smile when the crowd erupts into applause the minute they put down their instruments. It is this rewarding nature of performance that Dubin not only looks forward

amo’s favorite part. “Especially when you’re performing, you just get a rush, and it feels so good,” Ferragamo said.

For Proctor-Bonbright, the nerves of playing in front of people disappear as soon he begins.

Once he starts, Proctor-Bonbright focuses on what he has to do to make the song sound the best it can be. “I’m really nervous until I start playing, and then just I focus on what I have to do,” Proctor-Bonbright said. “I don’t really think about the crowd anymore.”

Psyching himself up before taking the stage, and even days in advance, is a necessity for Tis-

Dealing with nerves and becoming more comfortable playing in front of people has been one of the biggest challenges that Cashmere has had to overcome. But, all of the challenges are worth it when the song is perfected. “The best bit is when you finally get a song that you know and you feel like it’s perfect, and it’s as good as it can be,” Proctor-Bonbright said.

The band are hopeful for their future, and feel that they are becoming more comfortable playing in front of people, something that is significantly harder than practicing for just themselves. “I think [what] we’re on our way to accom-

to perform in school.

Ege is very happy with Cashmere’s progress as a band, and thinks that they have started “to create a bit of a buzz around [Cashmere].”

However, Ege still sees more for the future of Cashmere.

“There’s still more work to come, and they need to learn more challenging stuff, and of course, they have to become not individually good musicians, but as a band they have to be very tight and solid players.”

CHECK THEIR MUSIC OUT ON STANDARD.ASL.ORG

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THE STANDARD | March 2015

Sports

Snow Junkies After a snow-oriented February Break, students speak about their affinities for winter mountain sports Dana Marderstein | Staff Writer Cam Campili | Staff Writer

T

he beautiful views, fresh powder snow, and unbelievable off-piste skiing continuously bring Isobel Bohmer (’16) back to mountainous regions each winter. “[My family] was on a glacier, and it was up-to-our-knees powder; it was the best skiing I’ve ever done. It just feels really nice when you get it right. Those moments I just love and it keeps me going as well,” she said.

Bohmer’s father taught her and her brother, Asher (’13), to ski when she was 2 years old and she has been an ardent participant in the sport ever since. Her goal has always been to be able to keep up with her father on the mountain.

Isobel’s father continues to be her inspiration. She strongly affirms that skiing allows her to spend an extended amount of time with him.

Bohmer used to live in Boston, a convenient location that would allow her to ski in many parts of New England. Although she grew up skiing those mountains, Bohmer believes Europe has more to offer.

“Places in New Hampshire and Vermont are all really beautiful, but they’re nothing like the Alps and are often very icy,” she said. She is nostalgic for New England, but believes the skiing in Europe is simply better.

To her there are many countries which are easy to travel to and are “just beautiful with fantastic off-piste.”

Her skiing has improved due to living closer to the Alps, which has enabled her to ski more “exciting slopes and advanced mountains,” she believes.

Her family has recently traveled

to many different ski resorts, such as Val D’Isere, France, Gressoney, France and other areas in France and Italy.

Although Bohmer is passionate about the sport, she does not race competitively. For Bohmer, skiing represents more than just a sport, it also serves as a convenient social activity with family and friends. She has not raced regularly enough nor has she lived close enough to a mountain where she has had the ability to join a racing team.

Nik Huth (’15) has enjoyed skiing for the past eight years from the snowcapped Rocky Mountains of Colorado to racing in Kitzbühel, Austria.

Huth skied competitively until the age of 14 but now skies for enjoyment because he began to find it was monotonous. He now mostly skis touring, a form of nonstop explorative ski, and offpiste.

Although skiing off-piste contains the sinister and persistent threat of sudden avalanches,

people, but for Huth, skiing itself serves as his biggest motivation.

The instructors Huthhas skied with over the years have helped him become the skier he is today.

Huth previously skied in America before coming to the U.K., and does not believe the skiing regions in Europe far outweigh those in America.

Ryan Nealis (’17) classifies himself as a “good skier.” Nealis has been skiing since he was 3 years old in Lech, Austria. A cherished and perennial desti-

Nealis likes to ski in powder but also enjoys skiing down steep, black runs “that don’t have moguls.”

As for motivation, Nealis looks up to his older siblings, Emma (’14) and Stefan (’12). “My siblings are really good skiers and when I was younger I aspired to be able to keep up with them,” he said.

Living in London has played a role geographically for Nealis, allowing his family to continually revisit Lech without extensive traveling.

Nealis attributes his parents

PHOTO FROM HTTP://WALL. ALPHACODERS.COM/PROFILE.PHP?ID=36892 fundamentals of skateboarding have helped him become a better snowboarder.

“I don’t think [snowboarding] was as difficult as it would have been if I hadn’t been a skateboarder or done any other board sports,” he said.

Ryan started skiing at the age of 7, but switched to snowboarding when he was 12. He enjoys snowboarding in Europe more than the U.S. because there is a lot more to do, although he feels it is harder and more diverse. His favorite places to snowboard are Lech and St. Alberts, Canada.

He prefers snowboarding to skiing because it is more challenging and a lot better for off-piste.

Many of these ambitious skiers and snowboarders hope to continue pursuing this hobby in the future. Nealis wants to go to school in the Northeast or potentially Colorado, to enable him to ski more often, and is considering the possibility of taking a gap year to work at a mountain somewhere.

“A long-time dream of mine has been to be a ski instructor at the same ski school that taught me, so I always looked up to them,” he said.

There is no word that describes how I feel when I ski - Ryan Nealis (’17) Huth believes that skiing with an instructor greatly reduces any concern for one’s safety. “If you ski with an instructor, you know you’re safe. And even if there is an avalanche, and you have an avalanche beacon. You know you’re not going to do anything stupid if you’re with an instructor,” he said.

Inspiration can come from many different situations for

nation, the town of Lech allows Nealis to indulge in a culture he greatly admires and experience a multitude of new traditions.

Nealis was forced to learn the sport quickly as his parents signed him up for ski school alongside a plethora of Austrian skiers, who had all experienced the sport before. It compelled him to improve quickly in order to keep up with the group.

and siblings with aspects of his improvement, but believes that ski school has truly made him into the skier he is today. “Ski school definitely deserves most of the credit for the skier I am today. [The instructors] taught me correct form and how to be fearless on the mountain,” he said.

“There is no word that describes how I feel when I ski.”

Peter Ryan (’15) feels that the

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THE STANDARD | March 2015

Page 29

EAGLES A group of freshmen dedicate themselves to supporting their classmates in their athletic pursuits Alex Gandhi | Staff Writer

T

he screams of the Eagles Ultras reverberate around the school. Drums bang alongside the persistent jumping on the bleachers, while members of the freshmen class passionately sing chants and support their peers. The self-proclaimed “most loyal Eagles supporters,” smile until the buzzer of each game.

Eagles Ultras is a newlyfounded group organized to support the JJV and JV teams of all sports. The group was founded by Mark Haghani (’18), Jonny Sheves (’18), and Dylan Middlebrook (’18).

“The founders and I originally came up with the idea when a group of my friends started chanting for our friend, [Matthew Clement (’18)], on the JJV boys basketball team, as he just came back from an injury,” Haghani said. “We just spontaneously started singing and chanting, which eventually led to the formation of the group.”

Progressively, the Ultras have attended, they have created more songs for all the players on the team. They have derived these songs from various existing soccer chants from around the world.

“To start the group, we started a Facebook page and told everyone about the group. We invited as many people to join [as possible], and the group is very open to have anyone come join the Ultras,” Haghani said.

“We had to talk to [Athletic Director John] Farmer and [Grade 9 Dean Renee] Green for

further ideas on how to expand the group and get accessories like a flag and drum,” Haghani said.

“My favorite part about the group is that it’s a great way to hang out with your friends and show your support for your school,” Haghani said.

Haghani believes the presence of the Ultras strongly resembles his experience during ISSTs soccer in the fall, where a significant amount of students came to Canons Park to attend the varsity boys soccer games.

“When I played in the ISST games for soccer, I realized how

Sports

Ultras

because we had this constant pressure on us,” Sousou said.

“My first thoughts were ‘Why are you here? Please get out of our game!’ I was so mad and even told my teammates to tell them to stop coming to our games.”

“In the first game, when my teammate, [Taegen Kopfler (’17)], was taking a freethrow, they started doing a drum roll, which is really nerve-wracking,” Sousou said.

Despite Sousou’s initial qualms about the Ultras, she and the JV girls team have gradually begun to appreciate the

They even cheer for themselves, which I don’t understand,” Sousou said.

While Haghani admits some chants tend to repeat themselves more than others, he maintains the importance of refraining from focusing on a select few.

“We do sing some chants more than others; that’s just the way these chants are. Some are more catchy than others. It’s not like we prioritize which chants to sing. We always try to incorporate as many chants for all players on the team,” Haghani said.

Nevertheless, Sousou still

After [getting cheered on at varsity boys soccer issts] that day I really wanted to repay the school, so we formed this group.

Mark Haghani (’18) amazing it is to have the support of your peers,” Haghani said. “Every time I would chase down a ball in that match, people would start chanting, and it made me feel so good.

After that day I really wanted to repay the school, so we formed this group.”

Although Haghani believes that the Eagles Ultras have made a beneficial impact on the community, Mariam Sousou (’18) does not share the same view.

“The first game that they came to, we played really badly

Ultras and enjoy seeing their peers as well as their parents at the games.

“After a few games, I realized that the Ultras have good intentions, they just need to tweak a few structural things that can ease the pressure when we are playing,” Sousou said.

One issue Sousou witnesses the with Eagles Ultras is unequal treatment for each player.

“Sometimes they cheer for people that are on the bench.

They use the same chants over and over for the same people.

believes that there is still not as much support for the JV girls than there are for the other teams. “Even when there are only two freshmen on the JJV team, they have supported them more than us,” Sousou said.

Though some members of the community believe the group poses problems regarding equal attention to each team, Farmer believes that the Eagles Ultras have great ideas and has given them his full support.

“I think it’s awesome. The fact that they want to cheer for

the JJV and JV teams, I think that’s really great,” Farmer said.

Farmer thinks that the Eagles Ultras demonstrate the values of school spirit through their dedicated fanaticism.

“They never cheer against the other team, just for ASL and come up with funny songs and things to get people excited,” Farmer said.

“What’s really cool is the other schools, when [ACS Egham] came, the head coach said to me ‘This is great! We never get an atmosphere like this at our home games’,” Farmer said.

“The Eagles Ultras have really affected home games in a great way. Traditionally, the varsity games get a better turnout and get more crowds. But the fact that now JJV and JV games are getting their share of support is really amazing,” Farmer said.

Farmer feels that the Ultras could be problematic if the group was exclusive to others wanting to be a part of the group, but because they have opened up to anyone who wants to be a part of it, he believes that the group does not present any imminent problems.

Looking ahead, Farmer hopes that the Eagles Ultras will continue cheering on the JV and JJV teams into this coming spring season and next year.

Similar to Farmer, Haghani also has future goals for the expansion of the Ultras. “My goal for the Ultras is to eventually get the support of the entire High School, rather than just the freshmen class,” Haghani said.

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THE STANDARD | March 2015

Sports

Growing Aspirations

A look into Anshika Singh’s (’18) promising golf career and immediate goals Michaela Towfighi | Staff Writer

W

hen Anshika Singh (’18) steps onto a golf course, all her attention and focus are devoted to her swing.

At the age of 8, Singh was introduced to the sport by her dad – a golfer himself – and instantly fell in love with the game.

Now playing regularly, Singh spends many hours on the golf course and has achieved a handicap of 8. A handicap is a certain number of strokes a player removes from his or her total score for a round; the lower the handicap the less points are deducted and the better a player is. To put Singh’s handicap into perspective, the current average handicap for all women golfers in the US is 29.

As described by her coach Luke Willett, “[Singh] is an aggressive golfer, taking advantage of the super long distances she hits the ball” he said. Willett has noticed her improvement and dedication to the sport, and calls her a rewarding, humble and enthusiastic player.

While Singh’s father initially introduced her to the sport, her drive to improve her game has been solely selfmotivated. “My parents supported me through the whole process. They didn’t pressure me into golf, and encouraged me to become and do whatever I wanted to,” Singh said.

With her passion, Singh has high hopes for her future in golf as she aspires to continue to play the sport throughout high school and college. “I want to join ASL’s team and play as much golf as I can outside of school. I do want to win a really big tournament and I want to continue and go to college on a golf scholarship,” Singh said.

Willett also sees Singh’s future having a positive outcome. “The sky’s the limit, though like all good sportsmen

and women, [Singh] will need to put the practice time in. One thing that is for sure is [she] has the talent,” Willett said. Since the ASL golf teams’ inception in the early 2000s, there h a s

one junior girl,” Willett said.

Over four days of tryouts, the golfers were tested physically through flexibility and strength testing, while also competing in a round o f

been a scarcity of female golfers, despite the program being open to boys and girls. Singh hopes to be one of the few girls to have represented ASL at ISSTs this season.

Having moved to London from Doha in August 2014, Singh recently made the county golf team in London with the help of her current golf club, Ealing Golf Club, and Willett. Singh was invited to tryout for the county team along with 20 golfers, aged 10 to 18, after they heard of her ability through her golf club.

“Every year golf clubs are asked to put forward their best golfers for the county trials and Anshika is Ealing’s number

golf, which w a s watched and evaluated by coaches. After a series of successful tryouts, Singh was admitted onto the team, which she now views as one of her greatest accomplishments.

“I was confident about my tryouts for the county team. I knew there were girls who had better handicaps, but I felt like I was in a good place with my game,” Singh said.

Singh’s biggest achievement in golf, however, remains finishing second in the Albatross Junior Golf Tournament in India, in 2012. The tournament is an international tournament for players aged between 6-18, and is divided into

Every year golf clubs are asked to put forward their best golfers for the county trials, and Anshika is Ealing's number one junior girl.

Coach Luke Willet

five categories based on age. Singh competed in the “C” division, for 11-12 year olds. For Singh, finishing second was an “overwhelming and totally unexpected” experience.

“I was extremely nervous and thought I couldn’t place in the top 10. After playing the first round, I was very happy with my game, and I felt much more confident. The competition was held at one of my home courses, so I felt like I had an advantage in terms of knowing each hole and its greens,” Singh said.

Despite her accomplishments, Singh’s move from Doha to London has posed considerable challenges to her game. Citing the weather as a primal struggle, Singh admits the playing conditions in Doha were generally better.

“The weather was a big challenge because I have never played in such cold conditions before; I’ve always played in 40 degrees Celsius. That was a really big challenge, and [the cold weather] limits your distance for your shot, which can potentially be a problem,” Singh said.

Spending many hours on the course not only challenges Singh physically, but also mentally. “Physically, the main thing is you need to be flexible. But mentally you have to be very strong. You have to be a great [player], you need to be patient, and have great sportsmanship,” Singh said. “No matter how bad you play, you always have to think positively and think about what you have to do ahead of the game.”

While Singh hopes to be a part of the ASL golf team for the upcoming spring season and continue to play on the county team, she remains conscious of balancing golf with other sports. “I feel that if I play too much golf I could potentially get fed up with it and not enjoy it anymore, so I want to keep a balance,” Singh said.

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THE STANDARD | March 2015

Page 31

Sports

Living on the Edge Milo Kremer (’16) shares his ice climbing experiences in France Sebastian Mayr | Sports Editor

s Milo Kremer (’16) finished another rock climbing session at the Castle Climbing Centre – each one proving to be less challenging than the last – he harbored imminent thoughts of pursuing a more demanding setting than the indoor complex he had become so accustomed to. After discussion with his father, the two settled on Chamonix, France, a region teeming with an array of uncharted opportunities for winter sports.

Already an avid skier, Kremer’s exposure to winter sports has been plentiful since a young age. Kremer and his father searched for an alternative sport involving the mentallydriven component of rock climbing, and ultimately decided on France’s esteemed ice climbing region as a suitable replacement.

Although Kremer and his father had already been ice and rock climbing in Colorado prior to their trip to southeastern France, Chamonix continues to be regarded as the epitome of ice climbing and was a relatively straightforward solution. “[My dad and I] like to challenge ourselves, whether it be physically, mentally or just bravery wise. It seemed logical to go to Chamonix, as it’s the ice climbing capital of Europe,” Kremer said.

Adept at both ice climbing and regular rock climbing, Kremer believes the former often poses more challenges in terms of predictability; while rock is more rigid and subject to fewer temperature changes, ice climbing can often result in unanticipated accidents.

“One day the ice could be really really solid, could be perfect for putting in protection and putting in gear, but the next day it could have melted a bit and become slippery.

You have to be much more careful when you ice climb,” Kremer said.

Kremer’s first trip to Chamonix took place in March of his freshman year. Reflecting on an unforgettable and valuable experience, Kremer admits the climb required extensive preparation and requisite skills such as being able to tie figure

A

ropes, change belay devices, and use ice axes properly. Despite a meticulous technical introductory phase, Kremer maintains the actual climb was not physically draining, and an enriching experience, despite his initial expectations.

Developing trust and patience have been two major aspects Kremer has attempted to refine throughout both of his trips. Citing his introductory climb as example, Kremer underlines the importance of mental resiliency.

“You have to psyche yourself out of this whole thing you get into. Obviously you’re up here, completely exposed to ice face.

The wind’s coming into your face and it’s really cold, and you can’t really hear much, because you’ve got your hat and helmet on, and all the equipment is me-

It’s the idea that you’re doing something that not many people do, which is appealing Milo Kremer (’16) tallic so it’s clinging together in the wind,” Kremer said.

He recalls his first climb vividly, as it took the entire day to climb up one face of the mountain. Setting his crampons and ice axe firmly into the thick glacier, Kremer embarked on what he remembers as an unnerving and laborious experience.

For both trips, Kremer emphasized the importance of bestowing trust in the climbing guide. Despite considerable practice at his climbing center in London, Kremer had never before placed so much trust into someone else.

“The guide for us, he’s the one who set up everything, made sure everything was where it should be. So you really have

to trust his ability that this ice screw won’t get pulled out or this piece of ice is strong enough to get a grip on,” Kremer said.

Kremer credited his first climb in freshmen year as a surreal and nerve-wracking experience, one completely unparalleled to previous climbing adventures. He returned alongside his father to Chamonix the following year.

The benefits of the trip notwithstanding, Kremer’s father sustained considerable injuries both years, severely damaging his ribs on the first, while bursting his appendix on the second.

Both injuries have prompted the family to reconsider travelling to Chamonix for a third successive year.

Categorizing himself as someone obsessed with gadgets, Kremer was immediately enticed by the prospect of being able to go ice climbing. “I’m kind of a gearhead. I really like getting all that kind of the cool gear, the ropes, the carabiners, the jackets. I’m really into that, but on top of that it’s just kind of seeking something different.

I can take the tube for an hour and get to my climbing gym, but eventually it gets redundant,” he said.

For Kremer, ice climbing provides an outlet from a strenous work schedule. “It’s the idea that you’re doing something that not many people do which first of all is appealing. It’s also the sense of adventure you get, and also it’s really beautiful up there. You have 360° views on a nice day,” Kremer said.

While the two accidents concerning Kremer’s father still provide a harsh reality of the dangers present when ice climbing, he has outlined his intent to continue the sport, and acknowledges the possibility of returning to Chamonix or perhaps even another region sooner than expected.

Milo Kremer (’16) went to Chamonix during his freshmen and sophomore years.

PHOTO BY MILO KREMER

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