Standard 11&12-08 by Ian Robertson

November-December 2008 Issue 3, Volume XXXV The American School in London One Waverley Place • London NW8 ONP • UK

What’s Inside:

the standard New NHS president brings change See Page 3

Features

Photo by Eve Alpert

High school principal selected phoebe Long Staff Writer

Richards is currently the principal of Needham High School, a large public high school in an affluent Boston suburb which has a student population of 1,400. Richards served as principal in Needham for five years, having previously served as both assistant principal and principal at Nantucket High School for five years. Prior to that he taught science at Silver Lake Regional Schools for three years and spent another year at Sharon High School as Technology Coordinator. He attended the University of Massachusetts, and majored in geology. He went on to receive his Masters of Education Degree at Harvard. On top of his principal duties, he is also working towards earning his Educational Doctorate at Boston College, which he

hopes to receive in Spring 2009. Richards is significantly younger than principals we’ve had in the past, and with his age he brings very modern ideas. One of the key principles Richards believes in and implemented at his previous school was stress reduction. After four suicides took place in the Needham community over the course of two years, Richards created a “stress reduction committee” and mandated that all seniors take yoga. He is also a board member of an organization that deals with students’ stress, especially in high achieving schools called Stressed Out Students. “We’ve examined ways the school can address stress via scheduling, reduced homework periods,

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Critics choose 2008’s albums of the year See Page 13

Sports

n the past three years, ASL has had two different High School principals. The search for the new principal began in May, and since then the school has reviewed 70 to 80 applicants. On November 7, Hester announced the candidate she had selected in a blanket email to all high school parents. Paul D. Richards has been chosen to be the High School principal beginning in the fall of 2009. The selection process was complex. First, the applicants sent letters to the school explaining their interests in ASL. Next, their references were checked extensively; for the finalists, the administration checked six to eight of their

references. Then, several semifinalists visited the school early in the school year. Finally, in late October, the three top candidates were flown to London and were interviewed by several different committees. These were made up of students, faculty and administrators. The committee of students was composed of several members of Student Council, the presidents of the SFDB, and a few other hand-picked students. English Teacher Meghan Tally chose students to be on the committee who would “represent a variety of student life,” she said. Head of School Coreen Hester said, as a whole, “the students’ feedback was incredibly specific, thoughtful and mature. I am very appreciative of them.”

Arts & Entertainment

Eva Schloss speaks to the audience after Friday, December 5’s performance of the ASL Drama Department’s latest production, “And Then They Came For Me.” See Page 14.

Play based on Holocaust survivor meets audience acclaim

Spread: How does ASL define success? See Pages 8-9

High hopes for boys varsity basketball See Page 16

The Standard November-December 2008

news

Revision of strategic plan on the horizon LUCAS ROCHA Staff Writer

hroughout the 2008-2009 school year, Head of School Coreen Hester and a group of senior administrators and trustees will be responsible for developing the school’s new strategic plan. While Hester has only been at ASL for a year, there are many aspects of the school which she would like to change for the students’ and staff ’s benefit. The strategic plan is being developed this year and will be executed during the next three to five years. The last time a strategic plan was created, the new Center for Arts and Education was one of the results. The first step towards the creation of the new plan was a survey that went through the whole community in September. After the survey was closed, a committee was formed by Hester, a few members of the board of trustees and some senior administrators. After the formation of the committee, town hall meetings for parents were organized to discuss their thoughts about the school’s strategic plan. These meetings happened on November 19 and December 3. During the meetings, notes taken in the committee meetings were shared with the parents. In the spring, similar meetings will be organized for students to attend, and in April the trustees will go on a retreat to discuss the plan. After these events, Hester will get together with the board of trustees and write the new strategic plan. The first matter to be discussed is ASL in London and the world.

“The school is becoming a bubble,” Hester said. She believes the school should be organizing more field trips, as well as encouraging students to enjoy the cultural side of London more. She believes a high school class on London would be a good idea. Another change Hester would like to see in the High School curriculum is in the Alternatives program. “What students do for Alternatives is something that they always do with their parents. I’d like the trips to have another emphasis,” Hester said. Some ideas she has are to have trips focusing on service or learning a language. This issue is also connected to the new mission statement, which observes that ASL provides an “American education with a global perspective.” The second group created by Hester and the committee focuses on character, service and leadership, and their meanings to the community. The third issue to be discussed in the meetings was entitled “Community, Communication and Alumni/Parent Relations.” This topic covers how ASL is viewed by outsiders such as residents of St. John’s Wood, British schools and colleges. One of the remarks made by Hester was that St. John’s Wood residents believe ASL is a very closed environment. Recently, one example of their opinion on the school could be found in the Wood & Vale newspaper, which wrote an article on the incident where a student disrupted a school assembly with a fake gun. “A veil of secrecy

has descended on a St. John’s Wood school,” started the article. Another topic to be covered is how a sense of community is created and maintained after students leave for college, and even after that. In a fourth group, Hester and the committee will discuss the school’s academic excellence. The topics discussed will address the ingredients of an outstanding American education as well the students’ intellectual, social, artistic and physical development. The greatest step towards academic excellence is the hiring of high quality faculty and staff, according the Hester. However the measures that should be taken in order to attract and retain such personnel is another topic that will be discussed among Hester and the committee. Hester’s goal is not only to attract high quality faculty, but also to attract new students. The “Admissions” group will observe why people choose to attend ASL, how the school can have the ideal mix in terms of diversity and keep enrollment at an optimum level, and what type of financial assistance should be available to students. This year Hester and the committee will focus on how to improve and make better use of the current facilities rather than building new spaces, after the major construction work the last plan entailed. In a time of economic difficulties, Hester made it clear that all of these changes will be made without the use of the endowment money and the school will only ask for donations in case of an emergency.

New principal starts July 1

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and improved teacher-student relationships. Parents have been educated on stress-related issues such as sleep, homework, perfectionism, and they have been encouraged to help ‘coach’ their children through important high school decisions (rather than control these decisions),” Richards wrote in an e-mail. “It’s a work in progress, for sure. I’m sure some parts of our work will be relevant to ASL and other parts not so much,” he said. Although Richards has only taught in American public schools, he has international experience from his establishment of a student homestay program at Needham that has programs in Shanghai and France. His wife, Martina, is also half Filipina. She and their two children, who will go to Lower School at ASL, will join Richards in London next year. Along with his decision to make yoga a requirement in Needham, Richards has made other controversial decisions. In June 2006, following the suicides, he made the decision not to publish a list of which students made the honor roll in Needham’s local newspaper. Although this may seem like a

Photo Courtesy of Paul D. Richards small action, it had a large ripple effect. Parents told local media, and he was then criticized not only by parents, but also many media figures such as Jay Leno and Rush Limbaugh. Hester commends his “strong convictions,” as well as the qualities that will lead him to be “a thoughtful, brave, humane principal” at ASL. Richards says that he hopes “to help make ASL a great place to learn, to work, and to be. High school is a special time and graduates should leave ASL happy, healthy, engaged as learners, and they should find themselves with options they are excited to pursue.”

“We’ve examined ways the school can address stress via scheduling [and] reduced homework periods.” - Paul D. Richards

NEWS BRIEFS

Boy hit, killed by car HS students mentor Knife crime on the Robo League team on Abbey Road rise in London

179 killed in Mumbai Long-time catering hotel terror attacks staffer to retire

On Friday, November 13 at 8:30 p.m., 10 year old Jack Duval was hit by a car on Abbey Road. He was taken to Great Ormond Street Hospital, but he died from his injuries Saturday morning. Duval was playing in the street with two friends when he was hit by a black Citroen C3. Since his death, classmates from Primrose Hill Primary School have placed a shrine of flowers and postcards on Abbey Road, across the street from the popular local restaurant and deli, Bruno’s.

From November 26 - 29, the city of Mumbai, India was attacked by a coordinated terrorist effort. The attack was concentrated in eight locations around Mumbai, including popular tourist sites such as the Taj Mahal Palace and Tower and the Oberoi Trident, two renowned hotels in Mumbai. So far, 179 people have been confirmed dead with hundreds of others injured. Since the attacks, tensions between Pakistan, supposedly the country of origin of at least one of the terrorists, and India have escalated worryingly.

Four High School students, Jamie Cook (’10), Anna Ho (’10), George Nishimura (’11) and Sophia Palenberg (’10), and three Quinton-Kynaston graduates helped mentor the new Middle School Lego League team, which competed in the United Kingdom’s FIRST Lego League competition at Cranfield University on December 2. Both teams (5th and 6th graders in one, 7th and 8th in the other) performed well at the competition and were highly commended by the judges.

The O2 Arena, where many events and concerts are held, was a place of danger on November 16 at the 6th Annual Music Awards when a triple stabbing took place. One guest was left in critical condition and two others injured at the awards. Twenty-eight teenagers have died this year in London due to violent crime, 22 of them due to knife crime. Labour MP Keith Vaz said that the stabbings during the O2 music event illustrated the “urgent” need to establish better understanding of the causes of knife crime.

After working at the school for 27 years, Catering Staff Member Winnie Goonan is retiring to look after her granddaughter. She said that she “really enjoyed my time here. I met some lovely people,” she said. Goonan said that she will miss the students and their friendliness. She remembers how students would come back to visit and give her hugs when they saw her. The staff of The Standard and the entire ASL community wish her the best of luck for the future.

news

The Standard November-December 2008

New NHS president brings new ideas olivia morrissey Arts & Entertainment Editor

hen Julianne Cirenza (’09) spoke to the National Honor Society earlier this year about why she wanted to become President, she pointed out that “We might as well be called the National Handout Society. I want to change that.” Cirenza’s message rang true with the NHS members, and she was elected to replace previous President Alex Larsen (’09), who moved from London at the end of last year. Cirenza is well on her way to fulfilling both her promise and the aim of the NHS as stated on its website: “The purpose of this organization shall be to create enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, and to develop character in the students of secondary schools.” “Last year I began to think that the NHS could become a link between [the Lower School, Middle School and High School],” Cirenza said. “ASL is unique in that all three of these schools are in the same building, and I felt that the NHS should take more advantage of this close community.” To foster a closer relationship between the three schools, Ciren-

za has initiated a number of new programs. These include a High School tutoring program in math, science and language, Middle School tutors, Lower School after school helpers and kindergarten helpers. NHS members have responded enthusiastically to these opportunities, even submitting some ideas of their own. Jade Walter (’10) has helped at a soup kitchen for the past year and has suggested that this might be a way for the NHS to become more involved in the community. “I think that the bond between the American Church and ASL should be strengthened by involving students in the process of helping people who are less fortunate than us,” Walter said. “I think the soup kitchen would be a great addition to the many service projects that [the NHS is] going to focus on.” “The Lower School after school helper program is already up and running, as is the Middle School tutoring program. Kindergarten helpers should be starting within the next couple of weeks. The High School tutoring program is currently being evaluated by deans,” Cirenza said. Max Ryan (’10) approves of the new direction Cirenza is steering the NHS. “I’m part of the tutoring program, and I like being more involved. She’s trying

Many of the programs implemented by new NHS president Julianne Cirenza (’09) involve interacting with ASL’s younger students, as Anna Ho (’10) does here. Photo by Sophia Palenberg to change things. I think it’s helping a lot of students,” he said. After spending most of her spring semester and part of her summer working as an assistant volunteer teacher at the George Elliot Infant School, Cirenza has

Drinking ban reaction

ALEC MCKECHNIE Staff Writer

ince the administration announced the abolition of drinking at prom, a great wave of disapproval has swept over not only the student body, but also parents. The new decision aroused concerns from some parents, and dissatisfaction from others. Many parents were outraged at how the administration handled the new policy. Parent Anna Boykin explained how one of the things she treasured most about the school was its warm and open attitude towards parents, and the administration’s failure to involve parents in the discussion of alcohol use at prom was a complete turn around and very upsetting. “As a parent of a senior I should have had the right to express my thoughts on this subject to the administration, I was denied that right.

I was never asked,” Boykin said. According to the ASL directory the primary function of the Grade Representative program “is to ensure effective two-way communication between school and home” by working closely with the principals.

is going to be run in the future, then I am glad that this is my daughter’s last year,” Boykin said. “My plan was to announce it [in October]. I’m sorry I didn’t get the parents involved sooner, it was a mistake on my part, a tactical error,” High School Principal Gary Gruber said. In the October newsletter and Grade Representative meeting Gruber revealed some of the reasons that backed the decision of the administration. “The meeting today was very good and informative. All the parents and grade reps felt much better about the ‘no wine’ at prom decision after they heard from Dr. Gruber and Mrs. Hester,” ASL Parent Kellan Owens said. As well as the parents, the student body has begun to protest the new rule. “Me and a few of my friends are planning on not going because of the new policy,” Rhys Smith (’10) said.

“As a parent of a senior I should have had the right to express my thoughts on this subject to the administration, I was denied that right.” - Parent Anna Boykin However, the administration failed to inform the grade reps in their September meeting of the decision before announcing it, which caused much confusion and criticism amongst parents. “I have not discussed this issue with a single parent who did not feel exactly the same way. If this is the way that this school

also been inspired to start more community outreach programs. Such plans are, however, still in the planning stages. Yet another of her projects involves reusing test preparation books. “We are planning on doing

a fundraiser at the end of the year that will involve the NHS collecting and selling old but still usable AP and SAT preparatory books,” Cirenza said. “So seniors, please don’t throw out your old books!”

‘Joker’ scare hits national media KATIE HARDIMAN Copy Editor

he recent withdrawal of a High School student after he disrupted a high school assembly with a fake gun and Joker inspired makeup made the national media after it was picked up by St. John’s Wood’s local paper, the Wood & Vale. The event has since been covered, with varying degrees of accuracy, in widely-read publications including the tabloid Daily Mail and the Daily Telegraph. The articles said that the student had been expelled from ASL following his appearance at the assembly. They said that parents and faculty had refused to talk about the incident, but that students had confirmed it over Facebook, by joining a group in honor of the student. They also exaggerated many

facts, and said that the student was not allowed back into the school to retrieve his belongings, which is untrue. Many students think that the newspapers did not really understand the situation when it was reported. “I think they took his side a lot,” David Landis (’10) said. Haley Evans (’09) agreed with Landis. “I feel like they didn’t even know the situation. I don’t think everyone needed to know about it,” she said. Some students, however, understand why the incident was reported, and exaggerated, in the news. “I think that newspapers, being an industry with the purpose of making money, are quick to seize upon stories that are sensational. School shootings are sensational, so turning this into something dramatic benefits them,” Alec Ashford (’09) said.

The Standard November-December 2008

opinions

E D I TO R I A L

How to define scholastic success F

or seniors, December is the month of two things; finishing college applications and hearing back from Early Decision schools. We have spent four years sculpting our profiles, working to make the cut for an AP class, pouring over hours of SAT practice tests, and pulling all-nighters in hopes of earning a 4.0 GPA. We know what the goal in sight is: Ivy League Schools, internships, six figure salaries and families with life-styles just like ours. We, as seniors and as high school students, want to succeed. Fair enough. The problem in our thinking does not lie in our want to succeed, but in the narrow confines our definition of success is trapped within. It seems that our markers of success are dictated by external controls. Grades are given to us by our teachers, our knowledge is judged by the ACT, SAT, AP and a big scary thing called an Admissions Committee decides where we spend the next four years of our lives. ASL, as dictated in the Mission Statement, runs a “college-preparatory curriculum.” All we can do is try and fit ourselves into the mold of a student we know colleges find appealing. We run a four-year long marathon, conserving energy and sacrificing our happiness because we are sure the finish line will be worth it. We as students forget about the individual steps we are taking and instead

focus on the end outcome. How many times have you been cramming chapters from your history textbook at two in the morning and thought, fleetingly “Wow, I really find this interesting. Too bad after Period 2 tomorrow, I won't remember a thing,” You might get an A, but it will rest an empty head. The grade-focused curriculum we work within has killed our natural knack for learning. We know what ASL and colleges' definitions of success are; what we need to see is that those definitions don't have to be our own. After all, the problem with this race we are all running is that not all of us can win. ASL's curriculum lends itself perfectly to a certain type of student: the one who aspires to Harvard, who excels in Math and Science, and who dominates in athletics. However, this is not the majority. We are not all straight-A students. We are also athletes, philosophers, artists, scientists, actors and mathematicians. Instead of striving for a perfect 4.0 devoid of actual, sustained knowledge, shouldn't we strive to cross the high school finish line as educated, cultured adults with a good sense of self ? Why should our definition of what makes someone great be governed by an institution? We each have our own specific areas of affinity, and therefore, we should each have our own specific definitions of success.

t has become clear during my four years on the varsity cheer team that the Athletics Department and the school do not support us in the same way that other teams are supported. Despite the huge feats that have been accomplished over the past year, students and administrators alike cannot let go of the Bring It On stereotype. We have worked from fourth place out of five four years ago to second place at British Nationals last year. We might have won first, but a key team member broke her elbow and we were forced to rework the routine the night before we competed. Not only did we succeed in a competition, we finally began to raise students from their seats at basketball games, something that hadn’t been very successful in previous years. This season we had high hopes for solid gym space and practice hours as well as respect and support from the Athletics Department. Unfortunately, we are continuing

to fight an uphill battle. After being denied permission to have a preseason, we soon found ourselves hitting ceiling tiles when stunting in the architecture room, our designated practice space. All other varsity sports are given priority when it comes to

The Standard EDITOR-IN-CHIEF Charlie Clark

MANAGING EDITOR Sachit Ahuja

NEWS EDITOR

Daniel Lakhdhir

OPINIONS EDITOR Michael Rushmore

FEATURES EDITORS Benjy Mercer-Golden Hilary Udow

ARTS & ENTERTAINMENT EDITOR Olivia Morrissey

SPORTS EDITOR

Casey Jo Williamson

DESIGN EDITOR Cartoon By Margaret Boykin We know ASL’s definition of success, but it’s must also find our own. We challenge the student body to find the things you love to do, the things that make you you, and excel at them not because you have to, but because you want to. Seniors, take second semester and use your free time to pursue an internship or project. Eleventh, tenth, and ninth graders, sculpt your classes and scholastic performance in accordance with

what you love to do, not what you feel you must do. In praising our individual abilities, our diversity and independence, perhaps we can bring some truth to ASL’s Mission Statement and actually live in an environment “in which students are encouraged to take educational risks,” where there is real “appreciation for diversity.” The day those statements ring true is the day we as a school truly succeed.

Cheer ignored again and again GILLIAN ASHDOWN Guest Writer

Volume 34 • Number 3 November/December 2008 The American School in London 1 Waverley Place NW8 0NP

gym space and practice times. Despite these continuing setbacks, we are still working just as hard as any other varsity sport. Cheerleading is one of the most dangerous sports played at ASL, but the only sport that is forced to have practice in a class-

Cartoon By Margaret Boykin

room. More recently, the varsity cheer team tried to bring an eighth grade student onto the team, as she was more than qualified, and ready to commit. However, after a meeting with Middle School Principal Mike Ehrhardt, the cheer team was once again disregarded. Not only did Ehrhardt immediately dismiss any sort of negotiation, but also declared that the cheer team can “function without [the eighth grader].” With a team of 10, six of whom are completely new to the sport, we are having many setbacks. Without the eighth grade student, an experienced gymnast, we will struggle to progress as a team. It is hard to believe that the track and field, baseball, basketball, softball, and rugby teams can all be allowed to have eighth graders on their teams, but cheer is somehow different. Ultimately, cheerleading is an afterthought for the Athletics Department, and is certainly not treated as a varsity sport. We sweat, strain, and, on many occasions, bleed like a varsity team, so why aren’t we treated like one?

Margaret Boykin

COPY EDITOR

Katie Hardiman

PHOTO EDITORS Eve Alpert Sophia Palenberg

STAFF WRITERS

Yorkor Baffour Courtney Gans Phoebe Long Alec McKechnie Kate Thomas Angelica Zollo Anna Bernstein Robby Doyle Taylor Drake Peter Hughes Alessandro Maglione Antigone Phili Lucas Rocha William Rosenthal Vivek Jois

CARTOONIST

Margaret Boykin

ADVISER

Shannon Miller Opinions expressed in staff editorials reflect the majority view of the Standard Editorial Board. Opinions expressed in signed articles are those of the author and do not represent the views of The American School in London, its administration, or its staff. The Standard invites its readers to write letters to the editor. We reserve the right to edit any letter with errors in grammar or usage or for length. We refuse to publish letters which are unsigned, libelous, or plagiarized. Letters can be e-mailed to: The_Standard@asl.org. The Standard is the student newspaper of The American School in London. It is printed by Mortons Print Limited 01507 523456

opinions

Time for war on ‘War On Drugs’ BENJY MERCER-GOLDEN Features Editor

here's a famous saying that goes something like this: “Remember that what's right isn't always popular... and what's popular isn't always right.” But too often we see politicians cop out on issues because they're pandering to what the masses have decided is the popular decision. And that's why the only way we can accomplish something is for a mainstream figure with political sway to have the guts to voice an unpopular opinion. We, the young people of society, seem to be the ones who have, in the past, stood up for human rights, spoken out against tyranny, held marches against unjust wars; we're the children of the civil rights movement, the next in line from those who held rallies opposing the Vietnam War. And, if we learned one thing from the last presidential election, it's that young people can help to put a president in the White House. So why aren't we doing more to push an agenda that affects our demographic more than any other? I'm talking about the war on drugs, and I want to advocate something that has become a dirty word: decriminalization. It's something that has a great deal of currency, especially when Johnny Leech, the drug educator who comes to speak to the High School, is advo-

At retail price, the value of the illegal drug market is estimated to be $400 billion. Photo by Sophia Palenberg cating it. We elect leaders to take action, not spend taxpayers' money on campaigns that don't work. The American and British governments realize that the war on drugs is not working. People ignore the law right and left, so maybe we should listen to the people who have to crack down on it. You see, the British police are one of the main forces advocating the decriminalization of drugs because 80% of crimes committed in this country are related to drugs. If you decriminalize them, and you allow the state to control and regulate their use, you enable them to help the drug offenders who commit these crimes. That should be the goal of the war on drugs: helping the addicts get

off them, and preventing their use in future. By having medically trained officials overseeing drugs in a clinic, not only can you make the drugs people use safer by preventing "cutting" them with dangerous substances, you avoid the world of drug crime. People die every day from gang warfare across the world, and the majority of it is based on people selling drugs. Besides making the streets safer, there are numerous other reasons to decriminalize drugs. For one thing, it would relieve the prison system that is immensely overcrowded. As a result of drug laws, the US has more people in jail per capita than any other nation in the world, and the largest category of offenders are related to drugs. The point of the prison system

is to keep us safe from the hardened criminals - the murderers, rapists, and serious thieves that threaten our wellbeing, not the common drug user. You want to know how to ease the burden on the taxpayer during this financial crisis? Why not start with decriminalizing drugs? In 2003, the US spent over $19 billion of taxpayers' money on trying to catch and incarcerate drug traffickers. Imagine what slashing those costs would do for the average taxpayer in both the US and the UK. Funnily enough, you know who don't want drugs to be decriminalized? Drug traffickers. The value of the underground drug market at retail prices is estimated at $400 billion, according to the UN. The biggest hit against the gangsters is to take their business right out from under them. It's not quite "problem solved" in one blow, but it's an enormous step. If the arguments for decriminalizing them are so strong, then why haven't we seen a change already? The answer, sadly, is that no legitimate, mainstream politician is going to risk his reputation or re-election on what is still a largely unpopular stance. That's why we need to change people's minds about the issue. Only once popular opinion is clear will politicians fight for this initiative. The ball is in our court, and it's time for our generation to stand up and speak out.

The Standard November-December 2008

The Facts on Drugs In the USA: -In 1980, 580,900 Americans were arrested on drug charges. In 2003, that number had almost tripled, to 1,678,200. -In 1993, 60% of federal prisoners were incarcerated for drug-related crimes. -In 2003, there were more arrests for drug offenses than the following combined: Murder, manslaughter, forcible rape and aggravated assault. -The prohibition of alcohol in the 1920s was a disaster. Crime rates shot up due to a strong black market renaissance. -In 2002, 25% of state prisoners had committed their crimes to get money to buy drugs. In Holland, where a more pragmatic drug policy is in place: -9.7% of young boys consume soft drugs at least once a month, compared to 15.8% in the UK. -Dutch usage rates are lower than the U.S. in every demographic. -The number of deaths related to drugs are lower than the EU average. -The Dutch government can support more than 90% of addicts who seek help.

The gospel according to Sachit...

What to do for a credit crunch Christmas SACHIT AHUJA Managing Editor

t is safe to say that the economy isn’t doing so great. But thankfully Christmas/Kwanzaa/whatever is that you celebrate is almost here, and that brings a certain amount of holiday cheer (yes, I meant to

rhyme). As you must know by now, it’s the season of giving, and although we’re all up for saving money, there’s no reason we still shouldn’t give our loved ones presents. All you need is an hour or two of spare time and maybe a glue stick. Here are some tips for presents to give: 1) Christmas Cards: These are pretty underrated. And you

don’t even have to go out and buy them. The best ones are homemade anyway. You just need a sheet of A4 paper and some colored markers. Draw a “winter-solstice” tree on the front and cut out some snowflakes to jazz it up. Write something short and snappy inside and maybe it can rhyme too. 2) A hug: It’s the thought that counts, and there’s nothing better

than a hug. Let's face it: hugs are nice. But with all this global warming going on, it’s good to get some heating that doesn't hurt the environment. You can save your family’s energy bills and create some body heat. 3) A letter: Write a loved one a

letter. It can even be a poem, perhaps a limerick or a haiku, and make sure to mention his or her name in it so that it’s personal. You’ll feel good about yourself too; letters are authentic and give a sense of scholarly finesse. Put it in a nice envelope and stick on a couple of stamps with Santa on them. 4) A Song: Sing a loved one a

Christmas carol, or a Hanukkah anthem. Everyone loves to be serenaded. Not only will you save yourself some money because you won’t have to go to HMV, but you don’t have to worry about the quality of your speakers

(just the quality of your voice). 5) A book: Don’t go out and buy a book. Find your favorite book at home, or maybe even one you’ve never read that you can pretend is your favorite, and make sure it looks

beaten up and worn out. This gift is truly from the heart and the receiver will really appreciate it. He or she will feel like he can connect with you on another level after he has read it. Just make sure you look it up on SparkNotes afterwards. 6) Sandwiches: People are al-

ways hungry. If you’re anything like me, you’re always up for a sandwich, and they’re not even that hard to make. All you need is a baguette,

some good chicken and barbecue sauce. Wrap it in tin foil and pack a nice bag of crisps along with it. The moral of the story is that the holidays aren't necessarily about giving the shiniest presents. Though maybe with some glitter, you can manage that as well. Holidays are, in fact, about giving from the heart. Blood donations are welcome.

The Standard November-December 2008

features

New website lets students

courtney gans Staff Writer

ou’ve been there before: you have a paper due the next day about a novel you don’t really understand and we have nothing to write. So you frantically call up a friend, or plan on begging your teacher for an extension, but more likely you head online to Spark Notes or Cliff Notes to look at some of the themes you might have missed in your reading. But just reading the themes doesn’t necessarily help you write a better paper, which is where Shmoop comes in. Shmoop, like other online study guides, is mainly the work of PhD and Master students from universities like Stanford, Berkeley, Harvard and Yale. However, Shmoop was created specifically to take advantage of the Internet, not to supplement print sources. “We created it because I was reading Call of the Wild with my son and we started looking around for good things on the web to help him explain what he was reading, but there was nothing that was designed specifically for the web,” Shmoop C.E.O. Ellen Siminoff said. For this reason there is a “Best of the Web” feature on Shmoop, which links the user to photos, videos and websites that relate directly to the literature or period of history he or she is studying. Currently, Shmoop only has resources for novels, plays, poems and U.S. History, but they have plans to

expand their content so it includes more of these and other subjects, such as Algebra and Civics. “We want to have just a lot more content on there,” Siminoff said. “Everyday I receive passionate e-mails about ‘how can you not have this poem?” At first glance Shmoop seems like all the other online study guides out there, but there are some differences that may prove to be the key to its future success. Shmoop has a focus towards writing. “The biggest bully in the schoolyard is a blank sheet of paper,” Siminoff said. Shmoop tries to help you out through organizing quotes by theme, plot analyses, sections on writing style, shout outs (to give you a clue to references the author might make to other writers, historical figures, etc.), epigraphs, study questions, and historic context. It has timelines, analytical passages, statistics, key quotes, and key figures. All this and you may wonder why you would ever pick up a novel or open your text book again. However, Shmoop emphasizes that it is not a substitute for reading the texts and studying on your own. In fact, certain parts of its content try their hardest to get you to appreciate what you’re learning. Every novel, poem, or period of history on the site begins with a section called “Why should I care?”, which aims to convince the user, using plain everyday language, why they should actually enjoy what they are

work

Shmoop organizes quotations by theme and character. Photo courtesy of Brady Wood supposed to be learning. There is also a feature called “Brain Snacks” which shares fun facts about what you are studying. “We try to sell what is exciting about the book,” Siminoff said. The site is not well known among ASL students, but people who had looked at it thought it looked pretty

promising. “I think its pretty practical. I like the name,” Jonathan Schey (’10) said. “It’s nice that all the quotes are organized so you don’t have to flip through all of it,” Alexander Henderson (’10) said. Shmoop likes to publicize that they are “teacher friendly” so students should feel free to use it. “All

of those websites are student and teacher friendly only when they are not used instead of reading the actual text,” English Teacher Jonathan Ingram said. He also added that even if the site includes a section about why you should actually read, there is no guarantee that students will “employ that section.”

No AP English class now or in future

katie hardiman Copy Editor

hen applying to college, no ASL student will be able to say that he or she took an AP English class. Is this a problem? English Department Head Miles Dunmore and English Teacher Mimi Flood say no, if the student is applying to an American university. Dunmore said that this can only be an issue if a student wants to go to a British university, but there are still a variety of challenging English courses for him to take. Despite this fact, many students think that the course should be offered. “Every other department offers APs, so for those whose main interests are in English, it’s not exactly fair [that they can’t take AP English],” Megan Armstrong (’10) said. Alisha Patel (’10) agreed with Armstrong. “Although English is as much of a subject as any other

Some teachers believe that offering an AP English class would kill the semester-long elective program. Photo by Eve Alpert class, students who are good at it cannot distinguish themselves as they can in other courses such as

science,” she said. However, students who wish to take the exam, can do so. Start-

ing at the beginning of the second semester, AP preparation sessions are offered once a week during lunch for both the AP Literature and Composition, taught by Flood, and AP Language and Composition, taught by Dunmore. Dunmore believes that the English elective program prepares students well for the exams and lunchtime sessions are taught because students just need “some extra help understanding the particular requirements of the exam itself,” he said. Both Dunmore and Flood think that offering the classes would ruin the English semesterlong electives program. “This would probably kill the elective program... it would be a scheduling nightmare,” Flood said. Dunmore said that he “[hopes] there’s some value in a series of academic courses that all upperclassmen are involved in together.”

Another reason the classes are not offered is that “success in AP English is a question of insight, practice in reading, and strong writing skills. It is not content based,” he said. Also, Flood said that “in most [AP courses] what you need is not what you need in a regular level course [for example AP US History]. In English, what the AP exams test is what we do in every class.” Alex Bursten (’09), who took the AP Literature and Composition exam last year, said that “if you work hard in English classes, you’ll do well.” The absence of an AP English program is the norm in many American schools. “ASL follows a model which is common in many good American independent schools,” Dunmore said. AP English courses have never been offered at ASL, and the school has no current plans to add them to the curriculum.

features

The Standard November-December 2008

Alumnus frees wrongfully-imprisoned man Courtney Gans Staff Writer

ason Costa (’95) came to ASL when he was in sixth grade and in High School he was vice-president of the Student Council and on the varsity soccer, basketball and track & field teams. In 2007, he won the Crystal Eagle (alumni award). He went to Emory University as an undergraduate and stayed there to study law as a graduate student, and now works as a public defender. However, some of his most important legal work happened before he even received his law degree, in the summer of 2004, interning for the Georgia Innocence Project. The Georgia Innocence Project (GIP) is an organization which works to exonerate people wrongly accused of crimes through the use of DNA evidence that may not have been available when they were sentenced. When Costa worked for them, the GIP was still a very young organization, and Costa helped secure their first exoneration for Clarence Harrison. Harrison had been in prison for 17 years for a rape he did not commit. Harrison’s letter, asking the GIP to take on his case, was one of 1800 letters that Costa read as an intern for the project, and persuaded them to try and help Harrison. Since the GIP is a relatively small organization, the interns played a large role in securing Harrison’s freedom. After Harrison was freed,

Jason Costa (‘95), left, spoke with Social Studies Teacher Jason Cancella’s Global Issues classes. Costa’s former teacher was John Wilson, right. Photo by Laurie Hindley Costa worked to draft legislation that would reimburse victims of wrongful imprisonment because there were no such provisions in Georgia State Legislature at that time. Costa’s experience working on the project showed him how important personal liberty is and why it’s important to defend it. “The most fundamental thing that each of us enjoys is our freedom, and so on the flip side, taking away that freedom is taking away

the most fundamental of rights,” Costa said. “It is really important we are making sure that decision is right.” Thus, after graduating from law school, Costa decided that his future did not lie in corporate law or in a law firm, but as a public defender, representing those who can not afford a lawyer. On November 20, Costa talked to Social Studies Teacher Jason Cancella’s Global Issues classes. Cancella’s class is entering a unit

about peace in Africa and the Middle East and he thought Costa’s work with “when the justice system goes too far,” would tie in well with global conflict. “We were talking about conflict resolution and how the law balances competing interests of collective security vs. individual liberty,” Costa said. A member of Cancella’s class, Emily Ovaert (‘10), said “I actually found it quite interesting that he really didn’t have a lot of experience when he started making

a difference in the world.” “He gave us good insight into the type of cases he deals with and his opinions on how to overcome ethical and moral dilemmas when practicing law,” Daniel Frydman (’09) said. Costa enjoyed his time at ASL because it gave him the chance to experience things that he would never have been able to if he lived in the U.S. “You have a broader perspective; a more worldly perspective [and] you tend to have a broader view of politics or conflicts,” he said. By far the most rewarding experience for him at ASL was the study trip he did in his junior year. These were three week intensive trips to high profile areas around the world. Costa went to South Africa three months after the end of apartheid. “I’d never done anything before that was close to that and I have never done anything since,” he said. “We learned about the fundamental issues of the country by talking to real people --garbage men, government officials. We sat down and had intensive talks with them and come away with a better understanding of how to approach problems and how to deal with conflict.” His study trip, and other activities that Costa was involved in during High School set the basis for the work that he is passionate about today. “The things you do during school, are the seeds – you end up seeing what grows,” he said.

Westfield Mall opens: a slice of America Peter Hughes Staff Writer

n the early hours of October 30, a new era was ushered into West London as the Westfield Group opened its 121st mall. The mall is the largest indoor shopping center in Europe and has a little over 150,000 square meters of floor area available for retail purposes. It has stores such as Apple, French Connection, Hollister Co. and restaurants including Nando’s. A shopping center of this size has the potential to swing the distribution of money being spent in the capital. The main shopping areas for students are Selfridges and Oxford Street, but Westfield could potentially overtake these main marketplaces. “It’s like Oxford Street indoors,” Mallory Meyer (’12) said. “In the winter I would much prefer Westfield Mall [to Oxford Street].” This again brings up the point that Westfield

Mall is indoors, pulling more shoppers in as the days become darker and colder. This is a new concept for students as Westfield Mall is the only real shopping mall in London apart from Bluewater, in East London, and Brent Cross. Most students coming from America are used to the American style set-up that the mall has to offer. “It’s a lot of good stuff in one place,” Dylan Yem (’11) said. The mall brings 255 stores under one roof, a rare occurrence in England. “It’s definitely a lot less organized [than American malls]; the stores are laid out better and in America they have better maps,” Claire Sheehan (’10) said. Regardless of Westfield’s inability to be better than American malls, it still can give legitimate competition for other popular hang-out spots for students as well as major retail centers. So what exactly is stopping students from coming out to the £1.6 billion, brand-new mall?

Westfield Mall, pictured from above, is now the largest indoor shopping center in all of Europe. Photo from uk.westfield.com “I don’t want to go,” Yannis Goulandris (’11) said. He thinks that the mall is full of people he doesn’t want to be around, and this could be something that is driving away cus-

tomers, however other students are still determined to go. “I’ve heard it’s good, though. I want to go,” Patton Jones (‘10) said. As Christmas looms and more

people are heading to the stores to get presents, it will be the real test as to whether Westfield can compete with both America and other major shopping centers in London.

The Standard November-December 2008

features

? S S E C C U S 8

WHAT IS

Getting into an elite university? Getting a high-paying job? A spouse, two kids and a comfortable suburban home? Our lives are often so busy that we rarely ask ourselves the questions: Why am I doing this? What’s my goal? What’s success?

obody wants to be a failure. After graduating from ASL, students head off into the world striving for success. For some, this means going to a world-renowned business school and eventually becoming a CEO. For others, it means pursuing a career in theater after finishing high school. No matter how they define it, success is something that all students hope to encounter in their futures, and high school is one of the first steps towards that. “Success is achieving the goals that you set for yourself,” Eliza Learner (‘10) said, “and school teaches you how to set and accomplish these goals by yourself.” The goal of being accepted into an elite college or university is one that many students share because

they believe it will bring them success and happiness. Spencer Hodge (’11) said that the education you receive in high school allows you to go to university, which lets you have a thriving career. ASL, being a college preparatory school, is suited to do exactly that – prepare students for college, but there are many students whose ambitions are not solely based on getting into an Ivy League school. “I want to make music, dance, perform for people, and be in the movies,” Palmer Jones (‘10) said. She appreciates the performing art facilities, such as the theatre and the dance room that the school has to offer, and ﬂexibility in schedulemaking, but doesn’t think that academic excellence is necessarily going to help her in her dream of being a performer. “ASL lets me work my schedule so that I can have enough

Success is...

free time to work on what I love, but not on things that I ﬁnd boring.” For others, the school has been less helpful in facilitating the things that students are enthusiastic about. Lee Gilbert (‘09) developed a passion for ceramics over the summer when he took lessons from a professional potter; however, it has been difﬁcult for him to work on this during the school year because of logistical issues. “Some of the teachers don’t want me in the room during their lessons and I’m not allowed to go in on the weekend unless I’m supervised by an adult and I pre-arrange it with security,” Gilbert said. Regardless of what kind of success students strive for, high school is a place where they can really start to pursue their interests and learn how to achieve the goals that they are reaching for.

BENJY MERCER-GOLDEN Features Editor

very year around this time, it’s a tradition to think about new year’s resolutions. It’s the time to step outside ourselves and think about who we are and who we want to be. I think it’s time for the high school to make a collective new year’s resolution. We need to rethink our value system, our philosophy and our deﬁnition of “success,” and it’s something we all - administrators, teachers, parents, students - urgently need to look at. As a student, I feel that in many respects, the ASL environment has become a factory rather than the nurturing, progressive educational environment it is supposed to be. It’s almost as if there is a “checklist” philosophy for us students:

√ Student gets 4.0 GPA √ Student participates in sports and after-school activities

√

Student gets good scores on stan dardized tests

Clockwise from top right: 1. A soldier during a tour in Iraq; 2. Hugh Hefner poses with an anthology to Playboy, 3. Michael Phelps laughs on the podium after winning the sixth of his eight gold medals; 4. four astronauts in a simulation; 5. two Vietnam veterans reminisce over coffee; 6. a painter creates a work of religious art; 7. a chef prepares a dish; 8. Barack Obama celebrates his presidential victory with his family. 1. Tom Pennington/Fort Worth Star-Telegram/MCT 2. Nicholas Khayat / ABACA Press / MCT. 3. Michael Goulding/Orange County Register/MCT 4. Michael Tercha/Chicago Tribune/MCT 5. James Edward Bates/Biloxi Sun-Hearld/MCT. 6. Elizabeth Lara/The Record/MCT. 7. John Walker/Fresno Bee/MCT 8. Andrews/Kennedy/MCT.

“Getting into a good school.”

“Living at your highest values and not someone else’s. Living authentically.”

Victoria Lee (‘11) Attendance Ofﬁcer Victor Granville

Wrong kind of success

Students follow passions HILARY UDOW Features Editor

features ASL Status Quo:

The Standard November-December 2008

“Being able to communicate.”

Head of Performing Arts Peter Lutkoski

“Completing a thought. Setting a goal and achieving it, like destroying someone or crossing a ﬁnish line.”

JP Shivanandan (‘09)

√ Student goes to elite university √ Success.

And that checklist philosophy is a direct result of the grade-centered world that we’re told we all must buy into. There’s no emphasis on learning for the sake of learning, or learning because we’re interested in a topic. It’s all about teaching to the test, and there’s no better example than the AP program. ASL has stated how we have the largest AP program outside of the U.S. in years past. Isn’t there something sick about how that’s our calling card, rather than our desire to learn? Adults may want to believe otherwise, but nearly every student will tell you that what I’m saying is true - many students work hard to get an ‘A’, rather than because they are deeply interested in the subject. And the sad thing is, I’m sure a lot of teachers - and maybe even a few administrators - will tell you off the record that if it were up to them, they

would ban APs. So then why not call for an immediate reappraisal of the AP program? Many other elite schools have abolished APs, such as Fieldston, Dalton and Scarsdale in New York, Crossroads in Los Angeles and Phillips Exeter Academy in New Hampshire. Saint Ann’s school in New York doesn’t even have grades and they still get many kids into the Ivy League, if that’s what we’re worried about. But we can’t just stop at the AP program, because that’s just an example of the problem. The fact is that the academic philosophy is predicated on making the kids mold to the curricu-

“We’ve let the voice of the minority become the barometer for the majority.” lum, rather than a ﬂexible student-centered credo. In the community’s desire to keep up with the hyper-oppressive world of college applications and what it means to be an “elite” high school, it’s created a monster and a seemingly inexorable one at that. But why do we have to go along with the status quo? HS Principal Gary Gruber has never been afraid to go against the status quo, and Head of School Coreen Hester comes from the Hamlin School, which describes its mission as “an environment of encouragement and support” and promoting “creativity” and “a love of knowledge.” I have an enormous amount of respect for these two individuals, especially because I know they “love kids” (their words, not mine) and that’s essential to great leadership. So let’s not take the easy route and pin this problem on “The Man,” because it’s not really their fault. We can’t put this on the students, because I honestly believe we’re the injured party here. It’s unfair to put this on the teachers, because many of them are doing a great job already and many others are

Commentary

teaching to a test because that’s what the environment calls for. Which really only leaves one other group: the parents. It would be wrong for me to advise parents on how to deal with their kids and the school, especially because most parents are doing the right thing, but I will say this: to all the “My kids need to take 10 APs, captain three varsity sports and compose a symphony so they can go to Harvard” parents - you’re doing your kids - and the rest of us - a disservice. Listen to the people who have numerous degrees and decades of experience in education, because the administration shouldn’t feel like they have an army of angry parents to answer to at every step. However, we can’t push all the blame on the parents. The issue is systemic, and therefore the solution needs to be as well - it falls on all of our shoulders to ﬁx it. What I’m saying is that we’ve let the voice of the minority become the barometer for the majority. Those kids and parents obsessed with 4.0 GPAs and the Ivy League - i.e. the minority - are now dictating what we consider success. If someone’s sole criteria for achievement is going to Yale, then so be it. But I work hard because I want to learn and because I think it will help me in a career, as a person and as a citizen that’s my validation; the ‘A’ is of secondary importance. That’s why I’m calling for a large scale re-evaluation of our priorities. We need to ask ourselves why we value grades and scores so much - is it college? But isn’t college all about preparing for adult life? Surely then, we must all be able to see that the student who learned a lot in high school has the long-term advantage over the student who “gamed” the system for an immaculate report card. Call me an idealist, but I have a lot of faith in this community. I know learning can still be fun, interesting and rewarding. I hope others do too, otherwise it’s going to be impossible to ﬁx the broken system.

“Knowing yourself, having good friends, and ﬁnding your purpose in life.”

Head of School Coreen Hester

The Standard November-December 2008

features

Eisenberg follows passion for teaching yorkor baffour Staff Writer

here is a lot more than meets the eye when it comes to Richard Eisenberg, the new Computer Science teacher. Eisenberg currently teaches Intro to Java, AP Computer Science, and AP Computer Science AB, and also has a role in the robotics club. He has proven to be a big hit among many students taking his classes; however, what really stands out about Eisenberg is his history with computers. Graduating from Harvard with a major in physics and a masters in computer science is impressive enough, but his history goes even deeper. “I started programming at the age of five, and was even in the newspaper at the age of two, as I would use the computer at the local library when my parents took me there,” Eisenberg said. “I built a computer for myself in high school, which I ended up using throughout university.” Eisenberg has also had many interesting life experiences, not least of which was meeting Bill Gates. “I worked at Microsoft for a bit, and I even saw Gates’ house,” he said. It was during university that his interest in teaching started. “I’ve always enjoyed helping other people, so I signed up to be a teaching assistant for the introductory computer science course at university when I was a sophomore. It was a great experience,” Eisenberg said. With the scarcity

of computer science graduates, undergraduates were allowed to take up slots as teacher assistants and Eisenberg continued this program through his remaining years at university.He also found he preferred teaching to working in the computer industry. “All during college, I worked summers in the computer industry and found the work fulfilling,” he said. “During senior year, I enjoyed the teaching so much that, in the end, it was an easy decision to follow my passion for teaching instead of following my wallet into the computer industry. I haven’t looked back since.” His decision to take up teaching was also not very well received amongst his family and friends. “I wish I could say otherwise, but almost everyone reacted negatively. My family tried hard to be supportive, but I could tell there was lingering unspoken disappointment. My peers at university had one of two reactions: ‘Oh, why would you do that?’ or congratulating me on being independent and bucking the system,” he said. “I got very few people who were actually happy to go into (what I think of as) a noble profession.” Eisenberg believes that even to this day his family still harbor a desire for him to change profession. “My family started to come around when they saw me during winter break of my first year teaching. I was clearly very happy and enjoying myself, and my family realized that if I’m happy, they should be too. They still secretly hope I’ll change my mind some-

Richard Eisenberg works with the robotics club after school. Photo by Sophia Palenberg day. I highly doubt I ever will.” Previously, Eisenberg taught at Northfield Mount Hermon School, and was looking to teach somewhere else. Working at an international school really took his fancy. “I knew I wanted to do something different, thought I’d go to New York or Boston, and randomly started looking for International schools,” Eisenberg said. “I Looked at ASL and they were doing interviews in Boston, so I was interviewed and quickly decided to take the job.”

Many students have taken an immediate liking to Eisenberg, including George Nishimura (’11), a student in one of Eisenberg’s AP Computer Science classes. “He’s the bomb! He manages to teach a relatively boring subject and make it fun. Overall Mr. Eisenberg sums up all the good qualities in a Computer Science teacher and manages to produce a challenging, fast, educational, and fun course,” he said. “Even having spent time with him outside of school with Lego robotics

[middle school robotics] and robotics, he is incredibly helpful and understanding.” John Kotheimer (’10) also had words of praise for Eisenberg. “Mr. Eisenberg is a really interesting teacher; he definitely knows his subject and it’s my favorite class,” he said. Eisenberg has also been impressed by the students he teaches. “I’m impressed with the work ethic I have seen in the classes; it’s nice to see people working hard,” he said.

Environmental awareness in transport

Taylor drake Staff Writer

“

The next station is Baker Street. Change for the Bakerloo, Hammersmith & City, Circle, and Metropolitan lines. Exit here for Madame Tussaud’s.” As part of the 3 million+ Londoners who travel by tube every day, 19 percent of the 96 students

those surveyed are able to walk or cycle to school. However, the most popular method of travel when it comes to the commute to school is by bus, whether it is public, or school-issued. Admittedly, the original aim of the survey was to see how many members of the ASL community are actually making environmen-

“Many people may say that they care about the environment, but it doesn’t matter if they don’t try to make a change.” - Jordan Plotner (’12)

and faculty members surveyed hear an announcement like this every day on their way to and from school on the tube. In addition to this, many of

tally conscious decisions about how they get to and from school. Only five people noted that their choice was environmentally friendly. “Since the tube is not efficient,

I think it is better to walk, [which] not only helps the environment a bit, but it’s also a nice alternative through Primrose Hill,” Max Ryan (’10) said. Public transport is the most common way that students and faculty get to and from school, making up 88.5 percent of the total. However, although this is an environmentally friendly choice, it appears that the environment does not factor into people’s decisions to take such transportation. In this day and age, green awareness is at its height, and the subject of the environment was one of the most prominent factors in the US presidential election. Therefore, it is notable that only 5.2 percent of those people surveyed are making conscious choices about their carbon footprints. “It shows that only a small amount of people care about the environment enough that they

actually try to lower their carbon emissions,” Jordan Plotner (’12) said. “Many people may say that they care about the environment, but it doesn’t matter if they don’t try to make a change.” O f the five who noted their choice to be environmentally friendly, Science Teacher David Partridge, listed many parts of his life that he has changed to accommodate the quickly growing needs of the environment.

He said he makes sure he drives at maximum 55 miles per hour on the freeway, to save gas, and in addition, he keeps his thermostat at a maximum of 17 degrees Celsius. He has also m a d e the act i v e choice to walk to school, specifically acknowleding the fact that it helped the environment. These conscious efforts, if enough people make them, can help to solve the environmental issues facing the world today.

features A day in the life of Joe Chodl

The Standard November-December 2008

robby doyle Staff Writer

10-10:35 am Meet with two bball players

10:50-11:20 brief meetings with athletics, service and tech departments

8:30 am Meet with LS vice principal about HS student’s behavioral problem

12:00 pm lunch (somosas) 1-1:45 pm attend ‘students in difficulty’ meeting

1:45-3:05 pm deal with two cases of student discipline

3:10-4:00 pm supervise bball weight lifting

6:15-8 am coach bball Practice

4-6 pm go home, play with sons

6:00 am wake up, leave for school

6-9:45 pm dinner, downtime and sleep

Defining the identity of our school Taylor Drake Staff WRiter In addition to the location and surroundings of ASL, what differentiates it from the hundreds of other international schools around the globe? More specifically, what makes it more American? According to the Mission Statement, teachers strive to “provide an outstanding American education.” This brings more American students to the school because an American education includes the use of the AP system instead of the more internationally used IB system, Math Teacher Frank Sousa said.

“ASL offers the largest AP program outside the US,” Associate Dean of Admissions Patrick Lee said. This can be more attractive to students who plan to attend American colleges which, as Lee said, constitutes 85% percent of the population at ASL. American students and their families are also attracted to the school because of its resources. “Students have their first choice at ASL with clubs, performing arts, activities, and our

16 sports teams, outside of the academic program,” Lee said. When Melisa Erginbilgic (‘11)

“Americans are less relaxed in academics, sports, and social structure, but they are still really chill,” she said. In fact, ASL is made up of 70% American students. Although a high percentage of Americans exists, “the kids have more global perspectives” at ASL, said Laura Holtze (‘11). Because of the more relaxed environment, Sousa said that he feels more relaxed with the students at ASL. He said he feels like he “can

“Americans are less relaxed in academics, sports, and social structure, but they are still really chill.” -Melisa Erginbilgic (‘11) compared ASL to the other international schools she has attended, she believed that because ASL has more American students, the school has a more relaxed environment.

joke around with the students” more so than at the other schools where he has taught, which include The American School in Paris, Cairo American College, and Chapel School in Sao Paulo. As well as being different from other International Schools around the globe, ASL is different even from other American schools in London, like the American Community Schools, including ACS Cobham, Hillingdon, and Egham. Unlike the ACS schools, ASL is located in central London, something that may be more attractive to some American families considering schools in London.

The Standard November-December 2008

features

Nils Jackson: more than just a physio

‘Seeing me at work was similar to a grotesque version of a child in a candy shop.’

Alec Mckechnie Staff Writer

ost people know him as Nils the friendly physio. However, outside of school Physiotherapist/ Athletic Trainer Nils Jackson is a master of human anatomy. Jackson spends much of his time working with all sorts of human body parts: fingers, toes, hands, feet, ears, eyeballs, the whole lot. He was born and raised in Ipswich, a town near Boston, Massachusetts, and then attended Oberlin College in Ohio. Jackson spent the next few years of his life traveling; he lived in various places in Central and South America. While traveling, Jackson suffered an ankle injury which introduced him to the world of physiotherapy. He then went back to school for five years and received his degree in physiotherapy. While waiting for his license to become recognized in England, he accepted a job in Alaska, working at a hospital. Jackson spent eight weeks there, where he fell in love with the location and returned after finishing work in England. Jackson spent a total of four years living in Alaska where he treated a variety of injuries, including one bear mauling incident. At ASL, Jackson treats all sorts of injuries. The main purpose of Jackson’s work is to assess whether the problem is an injury, or if the

Jackson has treated numerous varieties of injuries, including an incident where he treated a man who had been mauled by a bear on a hunting expedition. Photo by Eve Alpert. student is just hurt. “If I were to punch you very hard in the arm, you could still function, but you would be hurt. If you were to fall over and dislocate your shoulder, you wouldn’t be able to function. You would be injured,”

Jackson explained. Once the person has been assessed Jackson then will take steps to “remove any impediments that could slow down healing.” Another part of Jackson’s work is preventative care. This includes

thing such as wrapping ankles, wrists, and teaching stretches and exercises to strengthen muscles. The main focus of this work is to minimize the chance of people getting injured. The work that Jackson does is

greatly appreciated throughout the student body. “He’s really helpful and friendly. Without him I wouldn’t have been able to recover quickly from my ankle injury,” Lauren Mayer (’10) said. Outside of the 20-25 students Jackson treats daily, he works with the Royal College of Surgeons Wellcome Museum. The Museum holds one the world’s best collection of human anatomy. Jackson works with updating and modernizing the anatomy collection. Once the body parts have been dissected, Jackson identifies anatomical structure. The collection is used to train the next generation of surgeons. Jackson’s love and interest for his work was revealed as he described the details of his job. “Seeing me at work was similar to a grotesque version of a child in a candy shop,” Jackson said. Jackson received the job when he applied for volunteer work at the Hunterian Museum. When the museum realized he had quite a great deal of knowledge on anatomy, they moved him to the other section of the museum that preserved body parts. Jackson does this work out of personal interest and considers the collection a work of art. He plans on continuing work until the collection is fully revived and self-sustaining. “It’s deeply neglectful when a work of art is lost, I don’t want any of this art to be lost,” Jackson said.

Citizen participation drives NGO success

Vivek Jois Staff Writer

hile times and current events are encouraging citizens around the world to involve themselves in their communities, scores of non-governmental organizations (NGOs) are doing their part to inspire individuals to take action with the way their governments are managed. “Be the change you want to see,” former ASL parent Ramesh Ramanathan said, quoting historic figure Mahatma Gandhi. Ramanathan, with his wife, Swati, started Janaagraha, an NGO, in 1998. The organization, described as a “leading advocate of citizen participation in governance,” is based in Bangalore, India. Janaagraha accomplishes its goal by finding public issues of concern and acting as an advocate and a correspondence link between the citizens involved and the government. “If one were to ask any citizen in

India which issues they feel hopeless about, the answers would all have one common factor: our government,” Ramanathan said. “Clearly, the largest challenge is to find practical answers to the question, ‘How do we make our governments more effective?’” AVAAZ is a group dedicated to civic advocacy, or as their mission statement says, “A global movement to close the gap between the world we have, and the world most people everywhere want.” Its virtual interface allows citizens of various countries to collaborate in expressing their views on current political issues and how they can improve. The NGO has organized many events to date, a few of which include protests in Burma, rallies against genocide, and fundraisers to facilitate democracy and human rights in Zimbabwe. “If possible, a citizen should do

as much as he or she can to ensure that they don’t hand over their own political birth rights to others,” Substitute Teacher Cam Culbert said. “Citizens should get involved in various processes by which decisions are made, from street-cleaning issues to constructing a third runway

like the public doesn’t care about sorting out problems in the world.” However, he feels that “direct intervention” is not the solution to this exasperation. “The fact is, people do care, even if they might not show it, and it is not the immediate role of NGOs to make them care, it is their role to let citizens know why they should care,” he said. “The more people vote, the more responsible and important they feel as citizens,” Langstaff said. The 2008 presidential election has proved very effective in captivating the voting potential of many US citizens. In a visible increase in voter numbers over the past decade, it is clear that there has been a large change in citizen participation. However, some citizens still feel that the USA “lags behind many countries” in terms of voter turnout. “Encouraging citizens is working well because people want to

“The future in true democracy is the active participation of the citizen.”

-Cam Culbert for the airport, to even something as large as the future of war.” Alexander Langstaff (’10), who has has been actively involved in many NGOs such as AVAAZ over the past few years, feels “obligated to take some interest in the actions of the government,” he said. Having this experience of encouraging citizens to participate in their governments, Langstaff knows the “frustrating feeling when it seems

voice their opinions,” Madeline Britvec (’11) said. “In reality, citizens have much more power than they think.” As current events unfold, it is also clear that people are approaching political activism with a different mindset. This new outlook, characterized by the ability to put “issues above blind loyalty” means that many are considering actual concrete issues for the future, as compared to static views of the past. “The future is in the people,” Culbert said. “Not only have they voted, many have volunteered for an organization, and have gone out to contribute time, effort and money, in their millions, for a cause.” “If you don’t get out there and make your wishes clear and articulate, someone else will. Now for some people that’s okay, but the truth is that we have become far too removed in our government affiliations,” Culbert said. “The future in true democracy is the active participation of the citizen.”

arts & entertainment

Albums of the Year

Whatever TV On The Radio’s legion of fans expected them to do after 2006’s brilliant, challenging Return To Cookie Mountain, it definitely wasn’t this. Whereas previous albums have scared prospective fans away by hiding singer Tunde Adebimpe’s glorious vocals under Kevin Shields style guitar squall, Dear Science is an accessible and inviting indie-funk masterpiece, trading ominous soundscapes

for clean, bright synths and peeling back layers of white noise to make way for soulful vocals and danceable guitar hooks. With flawless production and old-school influences ranging from Public Enemy to Prince to Remain In Light-era Talking Heads, Dear Science brings to mind everything that rocked about pop music in the ‘80s without ever feeling unoriginal or dated. TV On The Radio have crafted a superb and eclectic piece of work that will appeal to the mainstream without alienating too many of their die-hard fans. Download: “Crying”

John Darnielle, the musical and lyrical genius behind the dependably brilliant and profilic Mountain Goats, has released another perfectly-crafted album in 2008’s Heretic Pride. Combining the manic guitar strumming and vocal ramblings which characterized his early work with the more polished, even orchestral productions of his more recent releases, Heretic Pride is an absorbing and emotion-filled record, perhaps Darnielle’s magnum opus. Happily, though, the music itself is in no way less stellar than the lyrics it backs. Sometimes bouncy, sometimes melancholy, always instantly memorable, Darnielle always manages to build an atmosphere that the listener can close their eyes and sink into. Download: “Heretic Pride” Conor Oberst is the indie/folk singer and frontman of Bright Eyes. This year, he released an album under his own name for the first time since 1996. He’s been called one of the best lyricists alive and is often compared to Bob Dylan. Like Dylan, who explored the musical styles that came before him while adding his own personal touch, Oberst’s work has a classic folk rock sound but adds something slightly more modern. The best part about this album is the variety. Along with the usual folk stuff, there are classic rock songs and even one song that reminds me of Yeah, Yeah, Yeahs.

Mike’s choice photo from amazon.com

Simon’s choice photo from amazon.com

When For Emma, Forever Ago, was first released, it seemed possible that the album would, unfortunately, become the underappreciated gem of 2008. Fortunately this proved not to be the case. People heard Bon Iver on Grey’s Anatomy, and they loved the eerie folk rock amazing-ness too. Now Bon Iver plays sold out shows at Shepherd’s Bush Empire. Although this album is undoubtedly unique, it would not be out of place in any good modern folk, indie or pop-folk collection. Bon Iver manages to maintain a perfect balance of innovation and inspiration from the old favorites like Nick Drake, Iron and Wine, and Bonnie “Prince” Billy. We chose this as our album of the year because there isn’t a single bad song on the album, and it can be appreciated by fans of any genre of music; so there is no reason that For Emma, Forever Ago should not be on every iPod in school. It is the best debut album of the decade. Download: “Skinny Love”

Dan’s choice photo from amazon.com

group choice photo from amazon.com

Daniel Lakhdhir (’09), Michael Rushmore (’09) and Simon Toop (’09) have picked their albums of the year.

Download: “I Don’t Want To Die (In A Hospital)”

Indie sound takes over pop scene

Antigone phili Staff Writer

tep aside, Britney Spears and all you other pop divas, a new pop culture has taken youngsters worldwide by storm. Throughout the 90s and for a few years after the millennium, pop music was thoroughly bubble gum with pop princesses like Spears, Christina Aguilera, and boy bands like ‘N Sync and the Backstreet Boys. Since then, Spears shaved her head, Aguilera got Dirrty, and Lance Bass of ‘N Sync came out, thus marking the end of the bubble gum pop era. Since the end of this pop diva frenzy, “Lots of house music is being played. Pop princesses… ick,” Jack Williams (’09) said. David Landis (’10) agreed. “More people are listening to

house music and things that are more electronic. Crystal Castles is getting really popular lately,” he said. Crystal Castles is an electronic/dance punk/thrash band, consisting of two members who classify their music simply as noise. Bands like Daft Punk and MGMT have been gaining mass amounts of popularity lately, especially after MGMT’s hit song “Time To Pretend” was featured in the Gossip Girl first season finale. Kanye West used Daft Punk’s original song “Harder, Better, Faster, Stronger” in his own version, sending the duo to instant stardom. “Pop is kind of looked down on, but Daft Punk is kind of like pop and it’s amazing. Electronica and dance is a form of easily accessible music because it’s the simple pleasure of a big beat, but it’s like the most genius stuff. I think a lot of

people agree on that. It’s a lot better than old pop music like Britney Spears,” Anders Link (’09) said. He believes that the music scene has definitely been changing, and that the London and general music scene “is going more towards independent and more people are appreciating it a lot more.” Yet, like most music eras, “it’s also kind of a phase or a fad, but personally I think it’s really cool,” he said. The music scene in London has definitely progressed to more independent and electronic, but some aren’t so sure that this fad has caught on to ASL. “Everyone listens to the standard music, like, iTunes Top 10,” Christie Hans (’11) said. iTunes Top 10 in both the UK and the US lately has featured Beyonce, Taylor Swift, Kanye West, Katy Perry, Rihanna, and, of course, the unforgettable

Spears. A new breakthrough on the iTunes Top 10 in the US recently was Lady GaGa, whose music is mainly electro-pop, which has been progressing enough to be considered the new bubble gum pop. “In the music scene in London, all the young people are into more indie stuff but the music scene at ASL is more like the generic Lil Wayne, Kanye West, even Miley Cyrus, I would say. And that’s just embarrassing,” Gillian Ashdown (’09) said, agreeing with Hans. Despite the lack of independent music appreciation at ASL, so people say, there is still hope. If the Jonas Brothers have managed to take a world-wide domination, anything is possible; there is still time for indie music to find a place in the hearts of students here and catch up with the rest of London.

The Standard November-December 2008

Student teaches class Hilary Udow Features Editor

hile other students were counting down the minutes to the end of their class period, Michael Rushmore (’09) was getting his research together and finishing his class plan for the AP Art History class that he led on November 25. Rushmore’s presentation to the class was his final project for the independent study he was pursuing in street art. “I wanted to do something that I’m interested in to get an art credit. I figured that teaching the community was a positive way to do this, whereas subjecting them to my drawings would be a negative thing,” Rushmore said. This wasn’t the only reason that he was interested in doing the independent study, however. He has become very connected to the “world of street art” through his father, who collects street art, and is now setting up a website where he posts interviews with street artists. Rushmore gave the class a brief look at street art through history, from Pompeii through to modern times. He is also going to lead a field trip to Southditch in East London to look at the art that street artists have displayed there. The study didn’t only comprise of this project, though. Rushmore spent several hours every day working on his website. He uses the website as a forum to post online interviews that he conducts with interesting street artists. The course was “mostly selfdirected,” although Social Studies Teacher Judy Kisor is his advisor, which gives Rushmore a lot of freedom to focus on the things that interest him, instead of a set curriculum. “It was good [to have the presentation] because we got to learn about something that we might not have gotten to otherwise due to time constriction,” Julia Nowicka (’09), a member of the AP Art History class, said. She also thought that it was a nice idea to have Rushmore share the work that he did over the course of his study with her class. Street art in London has started to gain attention and public interest, with the Tate Modern displaying some street art pieces on its buildings at the beginning of the summer. “It’s an interesting and important genre of art, so people should know about it,” Rushmore said.

The Standard November-December 2008

arts & entertainment

School play captures audiences’ hearts

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1. Alicia Keys: “No One” “I saw her sing on an awards program and just loved the song. I downloaded it the next day. Alicia Keys is so talented and I think she has a fantastic voice.” 2. Amy Winehouse: “Rehab” “I heard this song before ever seeing who Amy Winehouse was. I couldn’t believe that such a small woman could belt out such a big sound. This summer I had the chance to see her live at the Mandela concert and she was by far the best singer of the evening!” 3. Bob Sinclair: “Sound of Freedom” “Zak Cherrabi had this song on in the weight room one day last year and I loved it! It is now one of my favorite workout songs. It gets me fired up and helps me get through a run” 4. Boricua Boys: “Oye Mi Canto” “This song reminds me of my first trip to Ecuador and our first ASL trip to Chiapas. It was one of the main songs on Javier (our bus driver’s) playlist. Great memories!” 5. Carlos Vives: “Pa’ Mayte” “This song reminds me of being in Peru and Ecuador. It’s a song that moves me to dance. In fact, you just can’t sit still to it!” 6. Chaka Khan: “Ain’t Nobody” “This is a song from my high school days. My friends and I loved to dance to it and it is now another one of my favorite workout tunes.” 7. Feist: “1234” “I don’t know why I like this song, I just do. It has a soothing melody and makes me smile.” 8. Hakim: “Aho Aho” “I heard this song in Egypt while cruising the Nile and learning how to belly dance during one of our evening activities. I’m pretty sure it’s considered Egyptian pop music.

And Then They Came For Me: Remembering the World of Anne Frank”, by James Still, is the story of Eva Schloss, Anne Frank’s stepsister, and her experiences during the Holocaust. The production was very powerful, with effective use of multimedia. Recorded clips of Schloss and Ed Silverberg, another friend of Anne Frank, recounting their experiences in the war played behind the actors. “It gave me a new, personal perspective on the Holocaust. I was deeply emotionally touched,” said Kylie Hosken (’10) Audience members responded to the emotional portrayal of life as a teenager in the Holocaust with a standing ovation and many tears. After each show, there was a question and answer session with Schloss. Listening to her talk about how she coped with everything during and after the war was another aspect of the production that brought the reality of the situation home for the audience.

The play tells the story of Eva Schloss, Anne Frank’s stepsister. Photo by Sophia Palenberg

Kanye West: Lonely at the top Benjy Mercer-Golden Features Editor

anye West’s new album, 808s & Heartbreak, represents the inevitable turning point in every artist’s career. It’s the album that says “I’ve grown up.” It’s the one that marks the transition from catchy refrains and bright chords to something bigger: a work of political commentary, a new found maturity in life, or an emotional message to society. Despite this noble effort to deliver more than another consumer success, his new album fails to live up to the billing. In stark contrast to glam hits like “Good Life” or complex orchestrations like “Jesus Walks,” on this album, Kanye opts to scale back the beats and flashy melodies in exchange for more vocals. The result is something that is raw and emotional at times but on the whole, it just seems hollow. It’s such a shame because he clearly has a lot to say. This is the man who just lost his mother to complications with plastic surgery, separated with his fiancée and publicly campaigned for Barack Obama. Yet you finish the album only with a vague sense of what he’s going through. There are a few flashes of brilliance on the album, but they’re cursory and short-lived. One such success is “Welcome to Heartbreak,” where he raps: “My friend shows me pictures of his

Kanye West deals with his conflicting emotions about materialism, love and the pitfalls of fame. Photo from kanyeuniversecity.com kids/And all I could show him was pictures of my cribs/He said his daughter got a brand new report card/And all I got was a brand-new sports car.” And then there’s the saving grace of the album, a six-minute meandering freestyle entitled “Pinocchio Story.” This is Kanye at his best: rapping off the cuff, alternating clever, fast-paced rhymes with slower, heartfelt phrases. As far as lyricism goes, this is easily his greatest work yet, topping even the politically motivated “Diamonds from Sierra Leone.” The reason why it’s so great is because it’s cut from his old formula: one part self-deprecating and two parts swagger, finished with a

pleasing melody. The first verse, “Do you think I sacrificed real life/ For all the fame of flashing lights?/There is no Gucci I can buy/There is no Louis Vuitton to put on/There is no YSL that they could sell/To get my heart out of this hell/And my mind out of this jail.” is Kanye at the peak of lucidity, poignancy and profundity. This is the song about coping with his celebrity status, and it’s a reminder of the album’s untapped potential. In his defense, Kanye might argue that his goal was not to create a great album, and that’s a fair point. Maybe it was intentionally unrefined or hollow. But when he stepped away from his old style, he got rid of the killer beats and the

grand synths that supported his lyrics. I understand that he wanted to create an album predicated on his words instead of the backing tracks that made him famous. So you have to give him credit for trying that when those around him, like Akon and T-Pain, are content to let catchy tunes cover up their deeply inane and instantly forgettable lyrics. But that doesn’t account for the album’s biggest failure: its musicality is a disaster. Kanye just doesn’t have a very good voice, and so he relies on Autotune, the robotic pitch correction software that TPain pioneered, far too much to break up his verses. This is the first time Kanye has had to sing, before he had melodies or featuring artists to cover him, and it’s hard on the ears and would be unbearable without Autotune. 808s & Heartbreak is by no means the beginning of the end, as some critics have called it, but if Kanye is going to stay on top, he needs to return back to what got him there in the first place, and that’s his superior musicality. If he can build on the brief flashes of lyrical excellence he showed on this album with great backgrounds on his next album, then perhaps this diversion might be worth it. Let’s hope this was the step back Kanye felt he had to take in order to take two steps forward next time. Otherwise, I think his critics can finally say the king is dead.

sports

The Standard November-December 2008

Cheerleading: Blood, sweat and tears

MARGARET BOYKIN Designer Editor

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Three, four, five,” on five, Christie Hans (’11) flies into the air, pushed up off of the bases’ hands. I squint and hold my arms out in cradle position, anticipating the catch on counts “Six, seven..”, Oh, but wait, we didn’t throw her high enough, and as a result: one of her spinning fists hits my face. Blood fills my mouth, a fat lip forms, and I fight back tears. There is no crying in cheerleading. I have to rejoin the stunt group and begin again. Our coach, Petra, stands behind me during the stunt, so that I can’t run away. My arms ache, my mouth stings, and sweat is forming on my brow. But there are 30 minutes left in practice and we have to stick this stunt. I never thought I would use the verb “to stick” which according to urbandictionary.com means, “To successfully accomplish a special trick which requires some sort of physical skill or action.” I am not what you would call the “cheerleading type”. I don’t have blonde hair, a boyfriend who plays football, and I never drank beer out of plastic cups while pre-gaming for homecoming. The only sport I’ve ever been passable at is field hockey, and that ag-

gressive, Dutch, mouth-guard ridden sport is of an entirely different breed. To me, ASL’s cheerleaders were always sort of something present but not interesting. Then, last year, during Spirit Week, the squad performed and blew me away, it was like something out of Bring It On, people were flying into the air, there was pumping music, and everything was perfectly coordinated. So, when winter sports season came around, I thought to myself “Why not?” I love basketball, all of my friends have afterschool obligations, and I want to stay in shape. Cheerleading could be fun, right? Cheer is fun, yes. But more than that, cheer is work. We practice four days a week, with an optional captains’ practice on Wednesdays, and for someone with pathetic muscle memory, I’m usually at those practices. Each practice is for two hours, two days are dedicated to stunts, two days are dedicated to cheers and tumbling. Stunting means the fat-lip activities; lifting people up into the air and throwing and catching them, all within a perfect eight count. Tumbling means gymnastics, handstands, rolls, cartwheels and if you aren’t me, standing back tucks. Cheerleaders work just as hard as every other varsity athlete, so why the ridicule?

The squad practicing their cheers in unison during practice. Photo by Sophia Palenberg Why the jokes and faces in response to my words “I’m so tired from cheer”? Cheerleading suffers from being stereotyped. All students see is our cheers at games; some arm movements, yelling and smiling. Don’t get me wrong, you try yelling and moving in tandem with 10 other

girls without messing up for at least three rounds straight. It’s no easy feat. But, what is more immediately impressive is our stunting, the moves we perform at competition and the strenuous and physically demanding work that almost every person at ASL forgets we do. I mean, we stunt in the architecture room. One of the

girls hit a ceiling tile last week. Cheer has been forgotten and glossed over in every way at ASL, and it shouldn’t be. However, if I have learned anything in the past two weeks at practice, its the power of performance, so students, keep your eyes open for cheer. We just might change your mind this year.

Tom Deighton recruited for college tennis

CASEY JO WILLIAMSON Sports editor

his year, three senior studentathletes have already received ‘likely letters’ from colleges. These letters basically state that a college has recruited them for a sport. While other seniors are writing half a dozen college applications, these three students are writing one, sitting back and glowing in their achievements. Very well deserved achievements. From an international point of view, being recruited to an American college is a difficult process. In the states players can visit sports camps, have scouts come to their games, meets or matches, and have easy communication with college coaches. But overseas it is more challenging to get the recognition that athletes deserve. So, it is shocking to see that this year, colleges have already expressed a high interest in ASL athletes. One student amongst these highly esteemed athletes is Tom Deighton (’09) who is a new student at ASL at this year. He is unique to the rest of the senior class, he

has been recruited by Brown University to play tennis. But this was soon after his aspiration to become a professional tennis player was crushed by a back injury. Deighton started playing tennis at the age of eight. His coach quickly saw that he had talent and passion and Deighton joined a local tennis club. His success in tennis progressed quickly, and just at the tender age of 14 he moved to Pursia, Italy to attend a tennis academy where he lived by himself. He intensely played tennis seven hours a day and had a tutor in order to excel in his academics for four hours a day. Deighton’s coach saw that he had a real talent for the sport and he then moved to Florence, Italy when he was 16. “I think it is the best tennis academy in Italy, I played with players such as Volandri,” he said. But the rigor of Deighton’s physical life led him to obtain a stress fracture in his back. His injury became so severe that he decided that his dreams of becoming a professional tennis player had to be put on hold. “I knew I couldn’t continue playing for about

seven hours a day, so I compromised and decided that I could go to an American college and still play tennis, while getting an education. I thought; what if the first day of practice I broke my leg? I still need to get an education” This is when Deighton decided that he wanted to attend ASL. “I haven’t been to school since I was 13, so I thought this would be a good way to prepare myself for an American college,” he said. Soon he created a video of himself playing tennis and sent it out to 50 different American colleges. He immediately got 47 positives responses. After a tough decision he chose Brown University. Not only does it have an excellent tennis team, but they are known for their phenomenal academic program. Overall Deighton is not too bitter about his sudden change in events. “It really has been the best experience, I’ve become independent, learned languages, have an international respect for people, and I can cook well,” he said. Deighton also has plans to play on the ASL varsity tennis team this year.

Tom Deighton (’09) practicing at the Florence Tennis Academy last year. Photo Courtesy of Tom Deighton

The Standard November-December 2008

sports

Boys basketball is young and hopeful

Will Rosenthal Staff Writer

he gym was silent. Tension enveloped it while players did everything they could to impress coaches. After running suicides for 10 minutes, sweat trickled down exhausted faces. It was the first day of basketball tryouts. Since then, basketball teams have been announced, and the regular season for both the varsity and JV teams has commenced. Twenty-six boys tried out; 11 made varsity, and 11 made JV. Three freshmen, a school record, are on boys varsity basketball this year, a significant change from last year’s team. Aboudi Qattan (’12), Tommy Nowels (’12), and Niko Hardman (’12) are all members of the squad and are also optimistic about the upcoming season. “I think we have a good team and have everything it takes to get gold. We have a lot of enthusiasm and a great group of guys with good chemistry,” Hardman said. Despite being the youngest members of the squad, the three feel no added pressure. “I don’t feel any pressure because, off the court, and on the buses I may be a freshman, but on the court we are all seniors. Everyone’s voice is heard on the court. Coach will tell me that on the court I have just as big a voice as an older member,” Qattan said. Boys Varsity Basketball Coach

and Dean of Students Joe Chodl isn’t concerned with the amount of freshmen though. “My philosophy is that grade levels don’t exist anymore while on the court. There are only captains and varsity athletes. The new freshmen are first year varsity players to me,” he said. With the substantial changes to the young squad, Chodl knows strong leadership is crucial for the team’s younger players. “Our captains represent us well, and are very focused. They are hard working and bring a positive attitude. All seniors though, have to help with providing leadership for the younger guys,” he said. Varsity basketball captains Sam Plotner (’09) and Chris McMahon (’09) have high hopes for the season, despite the transition to a new, younger team. “We want to win gold, and I think we have a chance. We all get along really well and we are really strong despite having young players. I think we are starting further along this year than last year’s squad,” McMahon said. It’s clear there is a great deal of optimism within the team, and there seems to be a strong understanding between both players and coaches that this team could go far at ISSTs. “I think we have a chance to be a better team than last year, because we have good team chemistry and talent, but it is important we get past our first couple

of games, because the first games could be the hardest for our young guys,” Patton Jones (’10), a member of the team, said. Chodl seems to agree with Jones. He said that this year’s squad has outstanding talent with a good level of optimism and enthusiasm, and have a good mix of size, speed, intelligence and strength. All of this may be true, and while the team may look good on paper, varsity basketball hasn’t won gold at ISSTs during Chodl’s tenure. The last time varsity basketball captured gold was in 1993, 15 seasons ago. In fact, last year, the team finished at a mediocre record of 13-13, including ISSTs. However, the feeling within the team is that this “gold-less” streak can change. With good chemistry, and if the team can play together well, Chodl feels this team has what it takes to get gold. This year, the team will certainly have opportunities to build team chemistry. The team has planned trips during the season to visit schools in Belgium, the Netherlands, and Kenya, and will finish the season at ISSTs, which are held by arch-rival St. John’s International School in Belgium. If this team can execute the goals that they have set for themselves and if the all attributes on paper can carry over to the court, gold at ISSTs is a very possible achievement for the team. Even with such a young team.

Tommy Nowels (’12) drives to the hoop during basketball practice while his teammates defend. Photo by Sophia Palenberg

Coach’s corner: Rod Anderson, JV girls basketball 1) When it comes to coaching, what is your motto? Control, communicate and commitment. To be successful one must be able to play with mental and physical control. With no communication on the court, the team aspect no longer exists. Just showing up for practice will not make you excel; you must put in the time and effort outside of practice to work on your weaknesses.

“Coach Anderson is very informative, enthusiastic and always smiling. He is constantly supportive of the team,” Haley Evans (’09) JV basketball player said

2) What other coaching experiences have you had in the past? High school and USS swim coaching in the US.Girls and boys varsity and JV basketball in Brazil and Prague. 3) What is your most memorable coaching moment? These memorable moments have come to me from players as individuals and from a team as a

whole. It is great to watch young players make connections between the game and what they learned on the court to their lives outside the gym. These are usually not “Eureka” moments, but I have received e-mails or letters from former players years later that mention how the sport, teammates or myself impacted their lives, and those are always memorable moments. When a team plays to the best of its ability and does what you’ve taught them throughout the year and everything comes together… that’s memorable. When this takes place a team that may seem like an underdog, usually wins. This has happened several times for teams I’ve coached, but the most memorable was when my boys team in Brazil, made up mostly of underclassmen, was able to defeat the International School of Rio, previous conference champions and the

favored team to once again win the tournament. 4) Who is your favorite professional sports team? I am fond of Minnesota teams, but they teach you how to be humble. If it was a college basketball team, it would be the University of Wisconsin. They always are competitive, and it is never with flashy offense, but aggressive and persistent defense. 5) What has been your favorite part about this season? Beating ISB twice in a row. 6) Finally, tell us a fun fact about yourself... I have stayed in contact with my past teammates from High School and have been going on an annual canoe trip with them on a different river in Minnesota for the past 28 years.