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Explore the kitchen: the world of food comes alive p. 8
Dancer. Acrobat. Choreographer. Rojas has done it all. p. 16
volume 41 • issue 2 • albuquerque academy • 6400 wyoming blvd. ne • albuquerque nm 87109
Varsity football tackles a new season p. 22
2 news & features
Newsbriefs Mariposa drops principal damage claims in lawsuit against Academy
New coaches revitalize Speech and Debate by Cameren Kristensen
Two new coaches with fresh insight, experience and perspective are joining the Academy Speech and Debate team. Jeremy Pena ‘92, an Academy alum and lawyer, will coach debate and Sheridan Johnson, a local actress, will coach speech. According to head coach Susan Ontriveros, the new coaches have expertise in areas that the team hasn’t had before from their professional backgrounds. “The team overall is more enthusiastic about doing speech and debate because we have more support and attention,” Grace Su ’15 said. While hopes are high and eyes are set on state, Pena said that if he could help the team with one thing, it would be to help other people enjoy debating.
Make! speakers will bring their practical experience to campus by Izzy Collins Several speakers will present to the student body and provide insight into the Make! theme. Matt Crawford, author of “Shop Class as Soul Craft,” spoke on September 16 and 17 about making things by hand. Liv Ullmann, actress, director and humanitarian, presented to 10/12 on Grand Days about her experiences and worldview. Jared Diamond, author of “Guns, Germs, and Steel,” will speak on November 4 about learning from traditional societies. Several other speakers, such as Arti Prasad, M.D., who will discuss the future of healthcare on October 10, and Donna Cygan, who will talk about financial security on October 29, will address the Academy community this fall.
Female authors add diversity to Senior Humanities by Lillie Guo This year, the Senior Humanities reading list was changed to include a greater variety of authors. “The Humanities faculty wanted to revise the curriculum to include women philosophers and thinkers as well as the Feminist Theory,” history faculty member Michael Sullivan said. The new philosophers include Olympe de Gouge, Simone de Beauvoir and Betty Friedan, among others. “It’ll be a positive change in that one half of our classes, one half of our society, is female,” history faculty member Rich Field said. Though the classes have not read any female authors yet, according to Sullivan, “the faculty is excited to read and introduce students to some of the most influential and brave women that have been a part of the philosophical conversations from its earliest days.”
by Ryen Ormesher Mariposa homeowners dropped the principal damage claim in a lawsuit filed against the Academy after a settlement was reached between High Desert Investment Corporation (HDIC), an investment branch of the school, and Mariposa land owners. Although the lawsuit is ongoing, the school believes that the remaining claims are frivolous, and will have little impact on the financial aspects of the school. The lawsuit was filed in December 2012 against the Academy and HDIC by several homeowners in Mariposa, a residential community originally funded by HDIC. Mariposa was funded by HDIC in 2001, and is now an independent neighborhood, although it has depended on investment bonds from HDIC for the past 11 years. The lawsuit was filed in 2010 after HDIC decided to withdraw from operating in Mariposa because it could not cover the cost of building a sewage and water plant in Mariposa. The city of Rio Rancho required that HDIC install the plant in 2001, when plans for building Mariposa began. In 2006, Mariposa was classified as a Public Improvement District (PID), which allowed revenue from certain bonds sold to be used to finance the construction of the water treatment plant. The value of the bonds totaled to about $15.3 million. Because HDIC could not pay to
reimburse the bondholders for their initial investment plus interest, tax dollars from Mariposa landowners might have been used to cover remaining costs. Though estimates projected that Mariposa would house 20,000 individuals by 2065, it currently holds only 222 property owners. Because of this, less tax revenue is available to repay bondholders for the money invested in the water treatment facility. As a result, HDIC chose to withdraw from Mariposa, leaving property owners to cover the cost of the water plant. “High Desert’s decision to cease operations at Mariposa has raised many questions and created a high degree of anxiety among all involved,” Head of School Andy Watson said. Out of fear that HDIC’s withdrawal would result in increased property taxes, Mariposa homeowners filed a lawsuit against HDIC and the Academy. The principle damage claim stated that High Desert and the Academy were responsible for the possibility of a tenfold increase in property taxes of the Mariposa homeowners. With the settlement, HDIC will give approximately 800 acres of land grants to bondholders. As a result, property taxes related to the PID will not increase, overturning the principal damage claim in the lawsuit. “This settlement means that…those taxes have been capped at an exact amount,” Treasurer Gary Gordon said. The remaining claims, which have not been released, have little ground according to Gordon.
The lawsuit will have little impact on the school’s finances. “I would not expect this to have any effect whatsoever because…we do not believe that these claims have any merit,” Gordon said. The school also has liability insurance, which will protect it from direct financial impact. After the lawsuit is fully settled, the school will have no further involvement with Mariposa.
GRAPHIC BY TABITHA VAUGHN/THE ADVOCATE
Nine students enroll in Global Online Academy classes this year by Rachel Breinholt Currently, nine Albuquerque Academy students are enrolled in 13 different Global Online Academy (GOA) courses, and David Metzler, math department faculty member, is teaching multivariable calculus. GOA provides students with a chance to learn course material outside of the traditional classroom setting, and the 28 classes range from Neuropsychology to Music Theory and Digital Composition: courses that aren’t always available at the Academy. Like students in a traditional classroom setting, students enrolled in GOA courses read textbooks, work problems, write papers and take quizzes. However, the online aspect requires some modification to conventional teaching styles. “A large part of the homework has been to make a video introducing ourselves,” said Stephanie Williams ’14, who is currently enrolled in Intro to Psychology and Online Journalism.
GOA students not only have the opportunity to branch out academically, but, also get to collaborate with studenta whose varying backgrounds and life experiences provide them with unique perspectives on global issues, according to Metzler. Students are encouraged to interact through discussion forums and occasional face-to-face interaction, either through Skype or Google Hangouts. Academy students can enroll in GOA classes for $200 instead of the regular $700 thanks to the generosity of a donor whose contribution also helped take care of the yearly fee the school has to pay to be a part of GOA. Tthe attitude towards GOA courses is mostly positive. “So far, I’ve been very impressed with the people involved with the program,” Metzler said. A chance to work and learn with people from all over the world doesn’t come around every day. “I think it’s a great opportunity for kids,” Educational Technology faculty member Jill Brown said.
the advocate • september 2013
GOA by the numbers: 9 students
enrolled in 13 classes: Bioethics Comparitive Relitions Intro to Psychology Neuropsychology 9/11 in a Global Context Online Journalism Graphic Design Medical Problem Solving
news & features 3
Financial slump shrinks annual Newsbriefs yield rate and financial aid offers AA chorus program revamps extracurricular options
by Eliza Ennis The combined forces of tuition’s four percent yearly increase and New Mexico’s persistent economic slump have decreased the Academy’s percentage of admitted students who choose to enroll, called the annual yield, and have increased the number of post-enrollment withdrawals. Attending the Academy comes with a hefty price tag of about $20,000. Although the Academy’s tuition pales in comparison to the $40,000 cost of a few dozen other private day schools throughout the U.S., in a state where poverty and economic troubles reign supreme, the financial burden of tuition is increasingly evident. Recently, the Academy began accepting around 190 new sixth graders every year, expecting about 150 to enroll. This is different from earlier in the decade, when admissions would accept 160, anticipating only ten to decline. “Every case is separate, but tuition probably has an effect on some [choices to not enroll],” Head of School Andy Watson said. An education at the Academy actually costs about $26,000 per year. The endowment supplies $6,000 of this cost for every student. On top of this, every Academy family may apply for financial aid. Financial aid is need-based, but because need is greater than what the school can offer, students applying for aid are ranked based on merit. “We make the admission decision first, a yes or a no, then we rank the [students applying for] aid based on the strength of their applicant file,” Director of Admission Amy Keller said. “The total budget of financial aid hasn’t decreased. In the past, prior to 2008, aid wasn’t limited per class, but now it is.” The financial pressures have affected not only prospective students, but enrolled students as well. Last year, 46 students withdrew mid-year, leaving 1,083 of the original 1,129 students. This past summer about 15 students withdrew post-enrollment
before the school year even began. Although there were a wide variety of reasons for the attrition, half of the withdrawals were due to relocation. “It was not all attributable to moves, but economic dislocation [plays a major role] when all is said and done,” Watson said. “There has definitely been a loss of professional jobs in Albuquerque.” In 2012 New Mexico’s job growth rate was negative 0.6 percent, according to the New Mexico Department of Workforce Solutions. The current financial situation has also caused overall need to rise. With higher tuition and lower family incomes, more students qualify for aid. However, because full demonstrated need is met until the sixth grade class budget is maxed out and students are guaranteed continual aid throughout their time at the Academy, almost no money is left over after initial sixth grade enrollment. If household income significantly declines during a student’s time at the school, not much money is left to fill that new need. Also, incoming students in upper grades, as well as waitlisted students, infrequently receive aid. “When someone tells us they are not going to come, the first thing we do is look at the wait list, but because we had no aid available, many could not come,” Keller said. While enrolling an ideal class size has always been difficult, current pecuniary problems have made the admission process even more arduous. The admission committee has to accept more students than the ideal final class size to accommodate students who decline enrollment. Furthermore, due to financial stresses, the gap between the number of accepted applicants and the number who enroll has grown. Despite this, Keller remains optimistic. “We want to keep school enrollment at manageable levels, but also [keep it large enough] to allow our breadth of programming,” Keller said. “[Admissions] can change and adapt, [and the Academy] is such a desirable place to be.”
Crawford emphasizes meaningful work
by Yasmine Temmar Extracurricular singing has been revamped with three groups: the Unaccompanied Minors, Cool Breeze and Academy Bel Canto, replacing last year’s options. The Unaccompanied Minors, an a cappella group, is led by Diane Short, English faculty member. They meet Monday, Wednesday and Friday at 7:15 a.m. Look for performances at the fall and winter chorus concerts and at fundraisers across Albuquerque. Cool Breeze is an all-girls singing group directed by Deborah Briggs, performing arts faculty member. They will collaborate with the Upper School Jazz Band for their 1940s radio show and will perform at the Academy as well as at some Albuquerque jazz festivals. Academy Bel Canto is a classical singing group directed by Edmund Connolly, performing arts faculty member. The group meets Wednesday and Thursday at 7:15 a.m. They performed at 8-12 Grand Days and will sing at both the fall and winter chorus concerts.
Bear cub removed from campus by Keira Seidenberg A young black bear wandered onto campus and climbed a tree near the science building in the early afternoon of August 26. Animal control quickly arrived on the scene, and after tranquilizing the cub, transported it safely off campus. They also tagged the bear so that it can be identified if it returns. The bear found its way onto the grounds via the arroyo that begins in the foothills of the Sandia Mountains. Many animals are wandering into the city because housing developments are encroaching on their traditional feeding grounds. History department faculty member George Ovitt said he thinks a similar incident could happen again. “We can’t prevent it, [so] maybe we should think of the encounters as educational.”
Oudoors Club fosters student exploration of New Mexico by Maggie Ramos Mullane
ABOCVE: Matt Crawford, author of “Shop Class as Soul Craft,” plays a video of a racecar crash while presenting to the 10/12 division. RIGHT: Crawford answers student questions after his presentation. Crawford is a motorcycle mechanic who told students to follow their passions rather than allowing societal expectations to define their paths in life. He emphasized doing tangible work that will make a difference in the word, which may or may not adhere to societal expectations. PHOTO BY ALEC SQUIRES/THE ADOVCATE
the advocate • september 2013
Elise Sena ‘14 and Mike Hanselmann, experiential education faculty member, are launching a new year-round Outdoors Club. Outdoors Club will mainly consist of hiking in the fall and spring and snowshoeing, cross country skiing, downhill skiing and snowboarding during the winter months. The club will make day trips once or twice a month Sunday to places like Santa Fe, the Jemez, Sandia Crest and Elena Gallegos; however, specific dates are not scheduled yet. Contact Sena if you are interested.
4 news & features
Where does the dough go?
Faculty creates disciplinary policy for Turnitin software
Breaking down Academy’s finances
by Serena Wang
2013 Tuition: $20,946 2003 Tuition: $12,125
This year, Albuquerque Academy has decided to use Turnitin, a program on Canvas that assists in discovering if students have plagiarized or not. Turnitin compares student submissions to a large database of student papers and published sources and scans for similarities. Though some similarities are inevitable, papers with high percentage matches to other works will be suspect. No student will face immediate disciplinary action based on a Turnitin report; instead, teachers will ﬁrst talk with the student to ascertain if plagiarism did occur and to what extent. Teachers will then decide the best course of action. Turnitin costs approximately $8 per student for three years. The Academy decided to implement the program for several reasons. First, more students than usual were caught plagiarizing last year, and the school hopes to use Turnitin as a deterrent. Second, although several people have been caught cheating, there is a possibility that some have gone unnoticed, which is unfair to students who actually put eﬀort into writing their papers. ���It levels the playing ﬁeld for all of the students,” 10-12 Dean David Kim said. Overall, Turnitin will reduce incidents of cheating by making it easier to detect. This will equalize academic workloads by making sure that all students write their own papers.
Actress Liv Ullmann gives talk at 8-12 GrandDays by Caroline Bay Norweigan actress, humanitarian and grandmother of Ben Albin ‘15, Liv Ullmann spoke to 8-12 graders, faculty and visiting grandparents on September 23. Ullmann also gave a lecture the same night as part of the public Academy community lectures.
2003-2013 Endowment Spending*
* in millions, as budgeted DATA COMPILED BY ERYN ORMESHER INFOGRAPHIC BY CAROLINE BAY
PHOTO BY LAUREL HOWELL/THE ADVOCATE
ABOVE: Liv Ullmann presents about her time working with the International Rescue Committee (IRC).
the advocate • september 2013
news & features
The Academy welcomes year-long exchange students to the 505 INTERVIEWS AND PHOTOS by Caroline Bay
EMIL JENNERICH ‘15
KLARA KOLAR ‘15
CHRISTINA VERGARA-OSSENBERG ‘16
What is Berlin like? It’s really different. It’s bigger. There are many people on the streets. There are more cultures—like there are more Turkish people in Berlin. The food is different. There is not as much spicy food. More parks and rivers. The subway is good. You don’t need a car. Do you have any siblings? A little sister. She’s six. So yeah, a ten years difference. It’s not like a [sibling] rivalry though. Often, I read to her. What is your favorite subject? I like history. I’ve liked it since my childhood because of all the battles. Are you going to be joining any clubs this year? Sports? I joined yearbook. I want to join speech and debate. I joined community service and maybe Model UN but I don’t know if I have time. I won’t be playing any sports because I have no idea of American sports. I don’t know rules of baseball and football. If you could travel anywhere, where would you go? New Zealand because they have mountains and the sea. What is your favorite food? I like Italian food. I like pasta because it’s really good in Berlin; I like, here, the burritos. I like the sharp taste. When it’s prickling in your mouth. But that’s a hard question because I often change my opinions. If you had $1 million, what would you do with it? That is like 700,000 euro, right? I would buy a sailboat but one which I could sleep in. Then I’d sail to South America and travel around the world. Maybe come back here. I want a motorcycle, too. What hobbies do you have? I play the piano and I like it. The viola is okay. I play badminton and played soccer for a while but then I broke my wrist so I don’t play anymore. I don’t really play video games; I don’t have a console so I’m mostly outside. Best part of Albuquerque so far? I think Central. I like the street. Because you can walk there and there are a lot of shops. It sort of reminds me of Berlin but not really because there’s not many people [on the streets]. Red or green? Green. It’s greener.
What is Ferdinandovac like? There are 1800 people, mostly elderly people. There is an elementary school and a kindergarten. We don’t have a high school. School is 15 minutes away [in another town]. I live with my grandma, mom, dad and brother. Best part of Albuquerque so far?Lee’s Best Asian Gourmet and their soy sauce dim sum and dumplings. There are more possibilities than where I live. People are nice here. I like Coldstone but it’s far too sweet. Why did you decide to study a year abroad? Because I want to study English in college. I really like travelling and its my lifelong dream to come to the United States. It really broadens your whole entire world. When I first heard about [the exchange program] in 8th grade, I knew I wanted to do it. I want to read all the English books at my school. I really like your library. It’s beautiful. I really like the Croatian flag there. What hobbies do you have? I like playing piano and I really love watching movies. If you could have any super power, what would it be? I would choose to see what people really think and mean when they say something. I guess to realize when someone’s lying. What is your favorite class? Acting styles. Theater is something I’ve always been interested in. Mr. Prokopiak is an excellent teacher. Chocolate or vanilla? Chocolate. I’m a chocolate monster. Are you going to be joining any clubs or sports this year? I would like to join thespian troupe. I would like to take piano lessons and learn how to play guitar. What type of music do you listen to? A whole variety of music. Like pop, rock, punk, and metal. Not hard metal but like Metallica. My favorite bands are Linkin Park, Blink 182, Metallica and Artic Monkeys. What do you want to be when you grow up? I’m not really sure. I know I want to study English and theater. I want to be an actress, but that’s just a dream. Red or green? Red. My dad is obsessed with green. When I was young, my clothes and everything [in our house] was green. Even the curtains! So I started disliking green.
What is Altena like? It’s a rather small city of about 20,000 people. We have a castle and it’s very beautiful. The first youth hostel was established in Altena. We have a lot of wire companies. The wire industry is quite big in my region. How is Albuquerque Academy compared to your school? Different. My school is called Friedrich-Leopold Woeste Gymnasium. The campus is way smaller even though we have approximately the same number of students as Albuquerque Academy. We cover grades 5-12. German students take a lot of classes. Last year, I took 15 classes. We take 6-8 classes a day. I get less homework at home, though. We have two short days a week from 8 a.m. to 1 p.m. and three long days from 8 a.m. to 3 p.m. What languages do you speak? German, English, French, Latin and a little bit of Spanish. My father’s from Chile so I can understand it. But I usually just reply to him in German. Where else have you travelled before? The major cities like Paris, London, Rome, Stockholm, Berlin, Barcelona… I’ve been to Iceland and Chile. What is your favorite animal? I like wolves. I don’t even know why. I like the aura they have. What type of books do you like to read? I enjoy reading books with historical backgrounds, especially 20th century history books. Because I’m German, I think it’s important to know our history. I’m really interested in German and European history as well as literature. What do you want to be when you grow up? I want to become an ambassador. I’m really interested in international studies. I don’t really want to stay in Germany and I would like to work with people of varying nationalities. What is your favorite class? I really like calculus, which actually surprises me. It’s complicated but fun for me. And I really like photography. Photography is sort of an experience for me. In Germany we have an art class but it focuses mostly on drawing and painting. Red or green? Green.
Home City: Berlin, Germany Host Family: Max Bernstein ‘15
Home City: Ferdinandovac, Croatia Host Family: Cynthia Bauer ‘15
the advocate • september 2013
Home City: Altena, Germany Host Family: Remy Link ‘16
6 news & features
Impress your friends with your Asian cooking skills ARTICLE AND PHOTOS by Clay Wynn 1. Ingredients for 20-30 dumplings: 3/4 lb. ground beef (substitute with other meats, or carrots and bok choy for a vegetarian option), handful of spinach, 2 tbsp. green onions, 1 tsp. ginger, 2 tbsp. soy sauce, 2 tbsp. sesame oil, 1 tsp. salt, dumplings wrappers (circular or square) 2. Add the meat, onions, ginger, soy sauce, salt, and sesame oil in a bowl and mix thoroughly. Chop the spinach ﬁnely and mix again. 3. Now for the hard part: Folding the dumplings. First, take about a tablespoon of the mix you have prepared and put it in the center of one dumpling wrapper. Using cold water as “glue” helps the dumplings stay together. There are a few diﬀerent ways you can fold them; ﬁrst is a “taco.” Just wet the edges of a circular wrapper, fold the dumpling in half and press together. The “hat” method is more advanced. Wet the edges of a square wrapper, and bring two opposite points of the square together. Then, mash the edges together. It should resemble a triangle. Bring two cusps of the triangle together, and stick them together with water. 4. Cooking the dumplings requires a combination of frying and steaming. Pour just enough canola oil to cover the bottom of a large frying pan. Start heating it, and when the oil gets hot, put the dumplings in. Make sure the bottom of each dumpling is in the oil. Fry them for about 1 minute. 5. After they have browned on the bottom and most of the oil is gone, lower the heat and pour 2/3 cup of water on them. Make sure there isn’t much standing, boiling oil or it will splash and burn you. Cover the pan but leave an opening for vapor to escape. Steam until most of the water has evaporated. Be sure to push the dumplings around every now and then to make sure they don’t burn and that all the meat gets cooked through. 6. After the water has boiled oﬀ, sacriﬁce a dumpling (pick an ugly one) and slice it in half. Make sure the meat has been cooked all the way through, and if it has, take the dumplings out of the pan with a spatula. They are now ready for consumption; be sure to enjoy them!
The Advancement Office generates revenue by Bryce Gordon One of the most important departments in the Academy, the Advancement Oﬃce, is somewhat unknown to most students. The Advancement Oﬃce aims to promote the school in all ways, primarily through fundraising. It sends letters, makes calls, sends videos and most importantly meets in person with potential donors to help them get to know the school. Fundraising is important to the Academy because bigger gifts allow the school to spend more money on its operations. Once a donor, usually an alum or the parent or grandparent of a student, decides to make a gift, the Advancement Oﬃce is the ﬁrst point of contact. Making a personal connection to the donors is a crucial aspect of soliciting donations. “Through all means available we build relationships with people who love the Academy,” Head of School Andy Watson said. Jeﬀ Morgan, Director of the Advancement Oﬃce, said that it is crucial to build relationships with donors so that they will continue to give to the school. “As you get to know an organization better, and as you become more involved, as you see how that
institution reﬂects your own value system, then you’re likely to give more money,” Morgan said. There are three main ways in which donations help the school. Gifts help close the gap between the school’s expenses and revenues. They also add to the endowment and ﬁnance the building and remodeling of the campus. Throughout recent years, the department has grown in size and importance. In 2001 the annual fund was about $300,000 per year. Last year that number was $1.8 million, largely because of recent donations to the school. There has been an increase not only in the number of donations the school receives, but also in the average size of a donation. “I think the biggest inspiration that people have [from] the school [is] meeting its students and seeing the accomplishments of alumni. If we can show potential donors the excellence that goes on here on a daily basis in the classrooms and between students and teachers, and if we can show how that translates into successful, productive, happy lives, then I think people are going to be more inclined to support an institution that does that kind of work,” Morgan said. Recently, a growing number of cur-
the advocate • september 2013
rent students have been making small gifts as well. “I’m so optimistic about the future of the school because so many people are coming forward to support a school they love,” Watson said.
news & features 7
7th graders explore shared interests on YouTube By Celeste Martinez As the 2013-14 year has taken oﬀ, students passionate about technology have begun working on what they do best – developing their own YouTube pages. These students go beyond the bounds of technology by creating their own entertainment pages in which they produce mind-blowing videos that cater to a wide range of audiences, from video game aﬁcionados to electronic music devotees. Aerlin Decker ‘19 and Mauricio Ibarra-Towle ’19 described their process of making YouTube videos, which includes recording what they play on Minecraft to share with others. Andrew Pick-Roth ’19 also has a YouTube page, but he uses it to collectively post music with a group called Aviators. Although it seems simple, that’s not the case. There are many parts to the recording of a video. Even making a basic video entails getting on a server, recording a video with software like Adobe After eﬀects, Quick time player, Screen Cast-o-matic or NI Masive, depending on whether you need to record a game being played while speaking or record music. Making YouTube videos isn’t just reckless fun: each YouTuber needs to be aware of internet safety, take care to not reveal personal information, have good online behavior and be respectful. Each YouTuber faces their own distinct challenge. “To me, the hardest part is speaking,” Towle said. Recording voiceovers is challenging because it is often difﬁcult to put what you are doing into words that people will understand. For Susan Geores, 6-7 division technology teacher, “staying focused, clear and concise,” is a challenge she encounters in her YouTube videos because her goal is to present necessary knowledge to her students in the best way possible. However, they manage to overcome these challenges, because each YouTuber has a goal in mind. “I want my videos to be viewed by a lot of people, and I think my videos get a pretty good response,” said Decker, whose username is Mac lover,
7th grade community voices opinions on Egyptian crisis Reporting and photos by Claire Hibbett and Sarah Weber
6/7 History faculty member Do you think that the recent prison release of Hosni Mubarak, Egypt’s former president, was a wise act? Probably not, because he had held onto power for many years, he was not elected, and the ﬂedgling government is too fragile. How do you think the upheaval in Egypt will aﬀect the Arab world? The people will be interested to see what happens, because most want freedom and democracy and a say-so in their lives. Most dictatorships will most likely be worried. GRAPHIC BY TOBY UTTERBACK/THE ADVOCATE
while Towle, whose username is bobduhpotminecraft, said that his objective for making videos is “for people’s entertainment.” Each of them also has some advice to those of you who want to have your own YouTube page. “Think simple,” Decker said. Likewise, Mrs. Geores, whose username is Mrs. Geores, said, “Protect your identity, but also have fun, be a good citizen, keep it positive, and show what you really excel at.” So, whether you are surﬁng the Internet aimlessly, or you’re just curious, take the time to visit these quirky YouTube pages and subscribe to them. You never know, you might discover something you never thought you would enjoy!
Football is a girl’s best friend By Andrew Pick-Roth Attend a 7-8 football game this year and you just might see a player with a pony tail swaying out the back of his helmet. Who might that “guy” be? Actually, that “guy” is a girl. It’s Keiko Yamamoto ‘19. Keiko came out for the 7-8 football team this year because she’d been wanting to play since ﬁrst grade. “People encouraged me to play because it’s not something you see often,” Keiko said. Her family members were excited, and also supportive. Although Keiko was hesitant at ﬁrst and worried that she would get hurt or that the boys on the team would resent her, she bravely forged ahead with her dream, and her fears were quickly dispelled. She has never played football in a competitive setting before. Currently, she’s playing split end, otherwise known as wide receiver, and runs pass patterns and catches passes from the quarterback so they can score. According to Keiko, you need to be pretty fast and good at catching and blocking to excel in this position. When asked whether Keiko was treated diﬀerently because she is a girl, teammate Rafael Chavez ’19 said, “It doesn’t really make a diﬀerence for me. She is just another person who decided to play.” The rest of the team were in agreement that Keiko wasn’t being treated diﬀerently, unfairly or otherwise. Looking ahead, Keiko said, “I’m going to continue to play in eighth grade. I play because it’s fun.” For Keiko, football looks to be a lifelong passion, and she says that not even injuries can prevent her from continuing to enjoy and support the sport in other ways.
6/7 English faculty member Do you think that the killing of Andrew Pochter, a young American student, in a protest brought the seriousness of Egypt’s situation into focus for Americans? I think the general public had a sense of that before. It didn’t bring light to the situation, but it may have opened it up to others who didn’t care a lot. Do you think the military’s attack on the Muslim Brotherhood was a justiﬁed act? Everything over in Egypt is complex. There is no good or bad. There are diﬀerent political and religious groups all mixed together and they all feel very strongly about their beliefs. I think the people are forced to take sides.
SANCHI ENGINEER ‘19
In your opinion, are the crackdowns by the military a necessary course of action? Yes and no. Yes, because maybe the government thinks it is doing the right thing. No, because it is causing a lot of pain and suﬀering. Do you think that American citizens are very concerned with the Egyptian turmoil? No, because there is a saying, “Not in my backyard,” and some Americans believe that because it is not happening in America, it is not important.
WILLOW LETARD ‘19
If the protests in Egypt escalate into a civil war, do you think that the United States will get involved? I think they will because they want to get their point across. But in my opinion, I don’t think they should. Do you think that Mohamed Morsi, if left in oﬃce, would have been a better ruler than Hosni Mubarak? Almost anyone is a better ruler than Mubarak. PHOTO BY SIMIIN LIU/THE ADVOCATE
the advocate • september 2013
8news & features
Some like it hot:
Exploring restaurant professions
by Ezra Nash
Mina Yamashita has chased her passion around the world and back again. For the past fourteen years, Yamashita has fervidly written about food for various papers including The Alibi. Yamashita’s passion for food began when she was young; her mother was a waitress and a line cook in her uncle’s diner in Los Angeles’ Little Tokyo before World War II. Yamashita’s mother was a very good cook, and she has always had a passion for good food; “I was never content with stuﬀ out of a can or a box. I always wanted to make it more interesting,” Yamashita said. When she moved to New York City to go to college, she was suddenly immersed in an incredibly diverse food culture. Yamashita learned new cooking techniques and more about local chefs, restaurants and food publications such as “Gourmet,” “Bon Appetite” and “Saveur.” When Yamashita ﬁrst moved to New York, she got to experience new exotic foods that she had never tried before. At a sushi restaurant in the East Village, she ordered a plate of sashimi, which came with a small dollop of wasabi. Thinking it was some kind of garnish, Yamashita popped the whole thing in her mouth with the ﬁrst bite of ﬁsh. “My head just about blew up. My eyes were tearing up; my whole sinus cavity was on ﬁre. Never did that again, but it’s how you learn.” Yamashita is nothing if not ﬁery about what she does. She loves to eat at good restaurants not simply for the food, but also because she enjoys meeting the creators of
the meal. “Most people in the food industry really enjoy what they do. It’s also some of the hardest work there is, but they do it willingly. I get to go to a lot of fun events and try special foods and meet interesting chefs.” According to Yamashita, to write a good review, you need to start with the basics. An article on a restaurant requires not only information on the owners and chefs but also background on how and why they originally thought to open the venue. It is essential to recognize how the food is prepared and cooked, especially if there is anything special or unusual about the process. “You want to know if they care about the quality of the ingredients and where they get them,” Yamashita said. What Yamashita ﬁnds most important about her job is connecting with people who like food and places where they can get what they like. She said that restaurants, farmers’ markets, specialty shops and “the people who make terriﬁc tamales and only sell them at a sidewalk on one day a week” all together make American food culture thrive. “I think it’s very important to share information that lets people make better choices about what they eat. Food is a terriﬁc communicator—like music, it’s a universal language.” In the end, what is most striking about Yamashita is that she is a self-made woman. Growing up in a blue collar family, tight for money, in a society that punished her family in WWII Japanese internment camps for something they had no part in could have easily broken her spirit, but she now lives happily in Albuquerque writing for The Alibi and living out her passion as a food writer.
PHOTOS BY HALEY SO AND EZRA NASH/THE ADVOCATE
RECURRING FEATURE by Haley So Commerical kitchens, outﬁtted with sterile countertops and industrial strength appliances, bear little resemblance to comfortable home kitchens. Instead of serving as a gathering place for family members, they are hubs of activity that operate under precise direction from their executive chefs, who must make sure that the cogs and gears of the mechanism run smoothly. For John Haas, executive chef and coowner of the newly opened Italian restaurant M’tucci’s Kitchina, running a kitchen is a welcome challenge that allows him to pursue his passion for food. First, it’s imperative to understand what being a chef entails. “A chef is someone who knows how to manage a restaurant, a kitchen and a business, as well as [how to] cook food,” Haas said. “To me, [he or she] is a successful business person whose main focus is food and cooking,” Haas has been in the restaurant industry for 16 years, not only creating Italian food, but also experimenting with Latin American, Caribbean and Southeast Asian cuisines. He has been interested in food all his life, from grilling with his dad to creating his own ﬂavors as a successful entrepreneur and chef. Looking back, the signs that Haas was destined to be a chef were always present. “When I was in elementary school, I used to like to eat ramen noodles a lot; I loved ramen. I would throw away the seasoning packets and I
the advocate • september 2013
would make my own seasonings [for] my ramen noodles.” However, Haas had no idea what he wanted to do in college until a chef at Commander’s Palace in New Orleans introduced him to some tasty delicacies and taught him how a restaurant operates. It wasn’t until then that Haas recognized his true desire to become a chef. “I learned how great [cooking] could be when it’s done well,” Haas said. There are two paths to becoming a chef, and Haas chose the harder way. He didn’t go to culinary school, the more traditional route to becoming a chef. Instead, he went straight to working in restaurants, which required self-teaching, learning from experience, reading a plethora of books, watching a variety of cooking shows and researching endless lists of ingredients. Restaurant life is labor intensive and stressful. “If you get distracted easily or don’t handle stress very well, this job probably isn’t the best job for you,” Haas said. “It’s a very stressful time intensive job.” A kitchen operates like “a well-orchestrated symphony, and as a chef, you’re kind of like the conductor,” Haas said. Everyone’s job is diﬀerent. At times, a cook can have 15-20 diﬀerent dishes to make. Chefs juggle tasks and must time preparation exactly. To make this easier, there is a lot of preparation before lunch and dinner rushes to minimize the wait time and maximize eﬃciency, like making the salad dressing beforehand. M’tucci’s Kitchina seats 180 people, and when everyone is ordering food at once, it can be chaotic. Yet when everything runs smoothly, it’s harmonious. With cooks and staﬀ executing their diﬀerent tasks to perfection, “it comes together, and it’s great.”
news & features
From generation to generation, Academy families carry on their legacies
PHOTOS COURTESY OF THE LOWRY FAMILY, MARTINEZ FAMILY AND HERMAN FAMILY
LEFT: Three generations of the Umland family smile for Saili Lowry ‘17’s first day of school at the Academy and Maddy Lowry ‘15’s first day of eighth grade. Bert Umland ‘62 graduated in one of the Academy’s first classes. TOP: The Martinez family is one of many second-generation familes in the community. However the Martinez family legacy extends over most since Miranda ‘16 and Michael Martinez ‘18’s grandfather, Robert Bovinette, was a former Head of School at Academy. ABOVE: The Herman family is another second-generation family. Mark Herman ‘87 remembers several teachers such as Mr. Gage and Mr. Nadler that taught when he went to the Academy and still teach today.
By Abby Williams
ne of the benefits of the Academy community is that no two people have exactly the same experience. With such a wide variety of classes, sports and clubs to choose from, each graduate remembers something a little different about his or her individual Academy career. As the school population gradually expands, a growing number of people are the second or even third generation of their family to attend the Academy. Being part of a legacy can put pressure on students to live up to the expectations set by their family members, but it also leaves them with a whole different experience to look back on. Miranda Martinez ’16 and Michael Martinez ’18 certainly know the influence of a multigenerational Academy family. Although their mother, Anne-Marie Martinez ’87, only attended the Academy for her junior and senior years, their family presence at the school goes much further. Their grandfather, Robert Bovinette, was headmaster from 1985 through 1996. In addition, Miranda and Michael had an uncle attend the school and a grandmother work in the administration. “I feel like it’s mostly the same [as other students’]” Martinez ’16 said, regarding her experience at the Academy as a legacy student. “It’s interesting to hear [my grandfather’s] perspective on how the Academy is now and how it was back then, but it doesn’t really change the way I think of it.” She continued to explain that her grandfather’s time at the school was, in a sense, a stricter environment in terms of what was acceptable, like the ban on any hair dye that was not a “natural” color. “But that’s not anything bad about the administration here,” she said. “I think times just change.” To Martinez ‘16, the family legacy only improves her experience, but she does admit that there is sometimes a higher expectation for her, especially among teachers or coaches who know her family. Some students occasionally make assumptions about her situation. “I feel like sometimes people think I got in here because my grandfather
was the headmaster,” she said. Beyond that, she feels that her family legacy, if anything, enriches her Academy experience. Andrew Herman ’14 and Lindsey Herman ’16 are two of several others who know what it’s like to be secondgeneration Academy students. Their father, Mark Herman ’87, attended the school starting in the fifth grade, which was the earliest a student could start at that time. Herman ’87 also acknowledges the changes in the Academy community, like the relaxing of the dress code to include jeans and shorts, a significant increase in the size of the school, both in physical campus size and in population, as well as a shift towards a more nurturing environment. “The school is more open, especially in terms of diversity,” he said. He also mentioned a few similarities, particularly teachers who were here when he was, including Mr. Smith, Mr. Gage, Mr. Esquivel, Mr. Allen and Mr. Nadler, among others. Beyond that, he notes that the essential similarity is in the quality of an Academy education. “Anything you work at, you need a strong foundation,” he said. “So I think these high school years are very important for that, and I am amazed by how well they cater to each student at the Academy.” From a parent’s perspective, Herman ‘87 notes that the legacy might put stress on his children’s own experiences. “I think it sometimes makes them, in the back of their minds, feel a little bit of pressure,” he said. Lindsey Herman acknowledges the slight pressure as well. “In a lot of things I feel like I need to live up to my dad’s standards,” she said. “A lot of teachers knew my dad before they know me. But that’s usually a positive thing, because I don’t think any of them didn’t like my dad.” Perhaps the students who best understand the effects of being part of mutigenerational Academy family are Maddy Lowry ’15 and Saili Lowry ’17. Not only did both their parents, Jeff Lowry ’87 and Kristin Umland ’87, and their parents’ siblings attend the Academy, followed by cousin Kylee Taylor ’16, but their grandfather, Bert Umland ’62, was in one of the earliest classes to graduate from
the advocate • september 2013
the Academy. This makes Maddy Lowry the first thirdgeneration student at the school. “It all sort of tickles me,” Umland ‘62 said. “I value education. I value close relationships with teachers and I am delighted that Kristin, and now Maddy and Saili, get that experience.” Though similar in essentials, the Academy Umland ‘62 attended was vastly different than what we know today. The class of 1962 had ten boys, and the school had about 60 students total. School was held on what is now the Sandia Prep campus, and the school culture was what Umland ‘62 described as “rudimentary and informal in many ways.” For example, headmaster Paul Saunders tried to leave discipline up to the students, so there were student monitors and courts to deal with disciplinary problems. With limited extracurricular activities, Umland ’62 did what he could, particularly getting involved with the fencing team. He recalls that one year they had a 12-person football team that scored only one touchdown all season. Kristin Umland also noted the changes between her own time at the Academy and now. She was a part of the first class of girls allowed into the high school, even before girls were let into middle school. “We were really there for a lot of the transitions, as it was changing more towards the way it is now,” she said. But despite the differences, a few inherent similarities persisted. “The similarities were… certainly the emphasis on academics. The teachers cared about the students and learning, and the parents cared about what the students were doing,” Jeff Lowry said. As a third generation student, Lowry ‘15 doesn’t feel that her family legacy fundamentally affects her own experience. “But since I have a history with it, it is a little bit more sentimental.” These multigenerational Academy families, although relatively few in number, make up an important part of our community. So for those of us who do not have this link to the school’s history, the families who do have these experiences can provide a whole different perspective on what it means to be an Academy student.
10 news & features
CROSSWORD PUZZLE by Keith Hermann
1. Blood test for heart failure 4. Guess ___? 7. Adensine Diphosphate 10. ___ Slick 11. Captain ____ (Moby Dick) 12. Parcheesi-esque game with “Safety Zone” 14. High or low, in poker 15. Longest river in Africa 16. One who pushes 17. Sprinted 18. Represented by green, often 19. Measurement of the thickness of a wire 20. In the winter, people’s noses look like________ faucets 23. Holdings 25. Like a green lawn 27. Mining product 28. _ ____ of wind (2 words) 29. Overhanging portions of a roof 32. Welcome ___ 35. Indian Cross and Circle game 36. Worker’s goods 37. Bitter citrus component 38. Japanese term for face 39. Edmonton’s hockey team 40. Ctrl–V 41. The Gateway City’s airport code 42. Unauthorized copy 44. Piece in Mousetrap 48. Greek goddess often represented by an owl. Also MIT’s computer network. 49. Currency of Mumbai 50. Section of the woods 52. Right now, on message boards 53. “_____ Shoes” (2005 Cameron Diaz ﬁlm) 54. Murder mystery game with “colorful” characters 55. Yahtzee piece 56. Uses scissors 57. Forever alone, in olden terms
To comment on or obtain the answer to this issue’s crossword, email herk150@ aa.edu. The solution will be published in the next issue of The Advocate. 58. Smartphone produced by HTC 59. Elizabethan author of The Spanish Tragedy 60. Ram’s ma’am 61. Striped whistleblower
1. Avenue in Monopoly 2. Managua is in this country 3. _______ potestatis (‘fullness of power’ in Latin) 4. A ﬂower of the genus Ulex 5. To split evenly 6. Follows orders 7. To quarrel 8. Coﬀee bits 9. Structure for burning corpses 11. ______ for an eye 12. Brown or cane 13. Deliver a speech 21. Money in Monterrey 22. Navy test to determine ﬁtness
24. Head, shoulders, knees and ____ 26. Shuﬄe up and ______ 30. ___ we there yet? 31. Active part of speech 32. One who deceives 33. Focused in class 34. “________ LIFE” 36. Decay, as a daisy 37. “____s of Glory” (1957 Kubrick ﬁlm) 39. “The _____” (2001 Nicole Kidman ﬁlm) 40. Leprechaun’s vault 41. Like the Sandias 43. A wooden door, perhaps? 44. Energizer mascot 45. Ladybug chow 46. _____ Moneybags (Monopoly character) 47. The ﬂoor, to you 49. Game of world domination 51. Mixture for sausage preservation
SOLUTION to last issue’s puzzle
TOP 10: special shape balloons 1.
10. PHOTOS COURTESY OF NICOLE FOX
the advocate • september 2013
Fandoms provide a creative outlet
art & leisure 11
Take a look at a few notable favorites from TV
one movie allowed it to not have as much controversy or split the fans up,” Julia Storch ’15 said.
by Keith Hermann The air is stuffy around the crowded masses of fans. Suffocating masks and heavy makeup cover the faces of cosplayers– fans who dress up as their favorite characters People can buy anything under these fluorescent lights– keychains, shirts, and overpriced Frito pies. Every year, fandoms assemble here, hoping for an autograph or the chance to speak directly to a cast member. Alien as it may seem, this is just an average convention. These eager costumed fans make up the subset of the population who obsessively follow TV shows to books to movies. Fanbases, or “fandoms,” a name coined by the Internet, exist for almost everything; cult movies such as “Flash Gordon;” weekly podcasts like Welcome to Nightvale garner international devotees. It is hard to determine what the first fandom was, although the idea has certainly become more popular with the Internet Age. After bingewatching an entire series, fans are hungry for more content, and fandoms provide exactly that. While cosplayers certainly get more attention, fandom community membership can be as simple as discussing the latest episode of a show with friends or liking a reference online. And given the availability of popular shows and films on websites such as Hulu or Netflix, it’s almost too easy to get addicted; but if you have some free time to spare, check out these rabid fandoms.
Watch your back, “True Blood” fans– werewolves are the latest TV craze. This supernatural drama follows Scott, a teenage boy who is cursed and becomes a werewolf. In addition to hiding his newfound powers, he must fight other supernatural beings. The show, now entering its third season, has already led to a spinoff comic and a book, and is now a fan favorite at the Teen Choice Awards. Fans have written thousands of fanfictions, or fan-made stories, many of which involve shipping characters, or in other words, writing and supporting two characters in a romantic relationship, often disregarding their backstories and sexual orientations. Indeed, one of the most popular shippings in “Teen Wolf” involves Derek and Stiles, a pairing which has rarely been hinted at in the show itself. While it hasn’t garnered as much critical acclaim as the other shows on this list, the show has a strong online presence, especially among teenagers. “The plot is written very badly,” Elena Purcell ’15 said, “but the characters have been developed amazingly.”
GRAPHIC BY KERESA HOWARD/ THE ADVOCATE
If you fancy yourself a sci-fi geek, chances are you’ve heard of Joss Whedon’s space western “Firefly”. Created by Whedon in 2002, the show follows the 26th century crew members of the spaceship Serenity who become outlaws in the aftermath of a civil war. The critically-acclaimed series aired for a total of fourteen episodes before being canceled by Fox, but over the years it has amassed a large online fanbase. In the midst of its growing popularity, Whedon released a follow-up movie, “Serenity,” in 2005, and fans
produced their own movie, “Browncoats: Redemption,” which premiered at DragonCon in 2010. Its cult status has not been lost on other shows either, as characters on “The Big Bang Theory” and “Community” identify themselves as fans of the show. Over a decade after its cancellation, fans are still trying to raise money to see Firefly on TV once again. Its short run on-air, however, might be the key to maintaining a dedicated fan base. “The few episodes and
“Adventure Time,” the flagship show of Cartoon Network’s current lineup, is at heart a children’s show, but that doesn’t stop adults from enjoying it. The show’s premise is simple: Finn, a young boy, and Jake, a talking dog, go on adventures around the Land of Ooo. But the small things are what make this show amazing, such as guest voice actors, accessible themes for grown-ups and absurd characters. “The writers have this childlike imagination,” said Elena Burnett ’15, “but at the same time it’s all integrated so perfectly.” Not unaware of its adult fandom, Cartoon Network has taken advantage of its appeal by developing hats, t-shirts and toys for sale to fans.
“Catch Me if You Can” promises intrigue and laughter with every scene by Jenny Lee On the stage of Simms Auditorium, a single spotlight illuminates the distraught Daniel Corbin. He has just been told by the authorities that his wife, Elizabeth, is nowhere to be found. Just then, none other than the elusive Elizabeth herself steps through the door. However, Mr. Corbin frowns and proclaims that the woman is not his wife. To find out if Mr. Corbin is right, attend Albuquerque Academy’s faculty directed play “Catch Me if You Can,” a mystery-comedy directed by Performing Arts faculty member Mickey Prokopiak. This play, however, has an additional interesting twist: two separate casts. Each cast will perform three shows separately, and two special matinees will feature a surprise mixture of members of both casts. Aside from receiving their blocking, or stage directions, together, neither cast will have seen the other before the special matinees. The rehearsals are completely separate, so each actor will have to trust his or her instincts and understanding of
the characters. Opening night is Thursday, Oct. 24. “The special matinee will put emphasis on the actors’ abilities to react and respond as the characters would,” Isaac Lipkowitz ’17 said. The two casts are identified as cast “Bert” and cast “Ernie.” They both share the same protagonists: Mr. and Mrs. Corbin and Inspector Lavine, but there is a wild card role in each cast: male in one and female in the other. This gender variability is just one example of a challenge that the actors will have to face in the matinee. “Even things like how a certain actor reads a line will throw you off,” Mira Garin ’15 said. The actors must learn to become their characters and adapt to altered surroundings quickly and convincingly. “It’s all about being in the moment,” Prokopiak said. The success of the matinee depends on this adaptability. The individual casts will perform on Oct. 24, 25, 26 and 30 and Nov. 1 and 2. Matinee performances on both Saturday afternoons will feature mixed casts. Tickets can be reserved on the Academy website.
PHOTO BY LAUREL HOWELL/ THE ADVOCATE
ABOVE: Sam Shoemaker-Trejo ’14, Ezra Nash ’16, Skye Watterberg ’15, Renata Hartman ’15, Geordan Majewski ’14 and Keith Herman ’15 rehearse after school. Their upcoming play, “Catch Me if You Can,” will be performed by two separate casts and then by a mixture of both in two matinees.
the 2013 theadvocate advocate• september • ferruary 2010
12 cover story
Technology online edition home
arts & people
Call on the people: crowdsourcing encourages innovation by Eric Li
IMAGES COURTESY OF THREADLESS.COM AND FOLDIT
TOP: A design posted on Threadless by artist Budi Satria Kwan. This t-shirt design, titled The Milky Way, along with others are selected by public vote. The winning artists recieve money while the design becomes sold on threadless.com. BOTTOM: A protein being folded on the game program Foldit. This sofware allows citizens to participate in bioinformatics research.
A bored teenager slouches on his sofa on a Tuesday evening, playing a puzzle game on his laptop. He wiggles different pieces of what looks like a tangled mess into specific positions, using different mouse and keyboard commands. While this scene may seem overwhelmingly banal, this teenager is not simply playing a game. He’s also conducting cutting edge research. The internet is perhaps the largest double-edged sword ever invented. As disaffected teenagers, we while away many hours every day staring into screens, using Facebook and playing video games. However, online crowdsourcing has emerged to harness the latent brainpower that has, until now, remained untapped. Broadly speaking, crowdsourcing mines large populations of people to obtain ideas, perform work and solve problems by incentivizing individual initiative and treating each user as a contractor. With the rise of the internet, crowdsourcing has become an even more powerful tool. Crowdsourcing’s principal advantage is its power for incentivizing innovation and engaging the broader public in activity. Threadless, a clothing company founded in 2000, solicits designs from artists online and, each week, opens the designs to a public vote. Ten designs are then selected, printed on t-shirts and sold. However, Threadless differs from other traditional clothing retailers not only because it accepts designs from the general public, but also because it offers $2000 in cash and $500 in Threadless gift cards to each artist whose design is selected. In this way, Threadless compensates artists who contribute and encourages further participation from the broader artistic community.
the advocate • september 2013
As a problem solving technique, crowdsourcing excels at utilizing a large sample size to optimize models and processes. Foldit, a protein-folding game, has managed to take advantage of collective brainpower particularly well. Players of the game are presented with protein models and must re-arrange different domains of the protein using several different in-game tools. The software then uses various algorithms to predict the strain present in the various player-generated conformations. The player’s score increases as the strain on the molecule decreases. Just one year after its release in 2010, Foldit players managed to determine the structure of the Mason-Pfizer monkey virus—a virus that scientists had been working on for 15 years using traditional methods. By taking advantage of the human capacity for reasoning in a broad and easily accessible manner, Foldit has managed not only to build on existing proteinmodeling methods but also to tap into a new labor source that holds unbridled potential for scientific progress in the future. In this way, crowdsourcing offers a new way for companies and communities to find solutions to their current problems and projects. By drawing upon the general public for ideas and work, companies can broaden their labor base dramatically and allow members of the general community to participate in projects that they otherwise wouldn’t have been able to. Threadless allows everyday artists to promote and distribute their designs, and Foldit allows citizen scientists to become involved in a new frontier of bioinformatics research. As a whole, crowdsourcing presents new opportunities for both companies and citizens and represents a new direction of development in research, entrepreneurship and problem-solving.
cover story 13
Computer art sculpts a new future by Calvary Fisher From talking to shopping, and even dating, many elements of our daily lives have been replaced by online equivalents. Although traditional art retains its importance, a new art form is evolving with advances in computer technology. Digital art is now a significant part of the production and fine arts world, creating new avenues for innovative artists and more efficient tools for production designers. Some recognizable and accessible forms of computer art are pixel art, digital painting and glitch art. Digital art has grown in importance in the art world in the same way that computers have in our daily lives, providing a new tool for the professional and hobbyist alike. Pixel art, as a specific form of computer art, has its roots in old videogames, game consoles and computers such as the Commadore 64 or the NES. Pixel art involves placing individual pixels next to each other in color clusters to create smallscale images, a process that becomes quite
nuanced. Since these old computers were often limited to certain colors and a set scale, today’s pixel artists often operate under a self-imposed version of these restrictions, limiting themselves to specific scales and color counts when making their pieces. Pixel art’s advantages lie mainly in accessibility and precision. Those who don’t want to learn to create hand drawn or painted graphics can easily open MS paint or download Grfx2 and begin “pixeling” for a simpler approach. Controlling each pixel lends itself to controlled results, but the medium can become quite stiff if the artist isn’t traditionally trained. Pixel art excels at inexpensive game graphics and, as a result, is popular among the indie game developer community. Because of its ancestry, it is also popular among video game fans and nostalgic internet users. Digital painting, as opposed to pixel art, is often less distinct from traditional painting. Many conventions in digital painting mimic traditional tools and techniques. A graphics tablet, which closely recreates the
experience of using a pen or brush, and the complex brush settings editors in digital painting programs both imitate the depth of traditional painting techniques. This art form does have its quirks that distinguish it from painting in oils or acrylics. Digital painting, for example, allows for quick resizing and scaling that must be executed manually in other art forms. Another distinction is the use of color picking as opposed to physical paint mixing. With the advent of programs like Photoshop and Sketchbook pro, digital painting increases the efficiency of the production design industry, creating a faster means of achieving a presentable product. Despite being faster, digital painting often lacks some of the feeling of a traditional painting, as well as any sort of physical texture. Lastly, glitch art often combines elements of the above digital art forms and introduces a new element to the equation: the computer (or other piece of tech) as co-artist. Glitch art involves working with flaws in computers to glitch an image and create art. The artists can
also create intentional glitch effects with the use of coded programs or filters. In order for the human artist to have a hand in the creation of the piece, the image is often manipulated either before or after the machine has processed it. Because of its random nature, glitch art is more often aligned with fine art then pixel art and digital painting are. Glitch art calls to mind a nostalgic time for a lot of people, harkening back to early computers and VCR technology. These relatively new forms of expression have integrated themselves well into the casual and professional art world. Their adoption has shaped exciting new ways of creation for some, while simply increasing efficiency for others. Higher accessibility with these forms led many people who wouldn’t involve themselves in art to do so. It’s hard to say where the art world will go next, given the fast pace of our modern society, but it’s safe to say that the computer will be involved.
ABOVE: This pixel art piece was made using a technique of dithering, or placing colors in a checkerboard pattern to introduce texture and richness of color. For early pixel artists, Dithering was a necessity, for it allowed them to get the most out of the limited color pallets. Even though modern computing allows virtually unlimited colors, many artists make the aesthetic choice to use dithering. BELOW: Glitch art takes advantage of computer inefficiencies to create captivating images. This piece used color adjusting and filtering techniques usually meant for adjusting photos subtly and drastically applied these tools to a photo of a face. The artist controls only the input image and the stopping point, but not the exact glitch that occurs.
the advocate • september 2013
14 cover story
on/off generation today’s parents strike a balance between tradition and technology by Simin Liu A toddler sits on the ground, his face bathed by the bleak flickering light of an iPad screen as he stares glassyeyed at the mesmerizing antics of a troop of enraged birds and their green pig adversaries. Whether we like it or not, we live in a day and age where this scene has become increasingly common. It’s not abnormal for preschoolers who cannot yet tie their shoes to deftly navigate electronic devices. The widespread phenomenon of entertaining children with electronics is due in part to the increasingly hectic lives of parents, who often find it necessary to juggle their work, community responsibilities and home lives, and turn to technology to make their lives and caring for their children more efficient. Some parents laud the convenience and educational capacity of electronics. Other parents try to limit their children’s exposure to technology but struggle to find other activities to direct them from the overwhelming allure of flashing screens. According to a Kaiser Family Foundation survey, 31 percent of children age 3 and under already use computers. 16 percent use computers several times a week and 21 percent can aim and click a mouse by themselves. In addition, a 2010 survey by the same foundation found that elementary aged children use entertainment technology for an average of 7.5 hours a day and 75 percent of these children have TVs in their bedrooms. Overexposure to technology for still-developing brains has resulted in an increase of physical, psychological and behavioral disorders that scientists and health experts are just beginning to tease out. Too much screen time can be causally linked to obesity, exacerbation of attention deficit disorders, attention-jumping habits and mood swings. Sedentary bodies besieged by chaotic visual and auditory stimulation are delayed in reaching developmental milestones. In addition, sensory imbalance likely contributes to problems in overall neurological development, permanently altering and impairing the brain’s anatomy, chemistry and neuron pathways. Children who rely on technology for the majority of their play limit opportunities to exercise their creativity and imagination, and encounter fewer challenges necessary for their developing bodies to achieve optimal sensory and motor development. “I think the children of this generation will have discovered fewer things in their childhood than they would have normally, despite their easy access to the infinite cache of information on the internet,” said Tim Mullane, visual arts faculty member. “Variety in a child’s life is important – they need to have some free time to explore moving their bodies and minds through space.”
Balance is the key in helping adolescents foster healthy relationships with media and technology. “You have to learn how to regulate when to stop children so they can engage in the world outside of technology,” Mullane said. “Part of teaching them to use technology is teaching them self-control and that technology is a tool.” Limiting the use of technology allows toddlers to spend their time involved in valuable activities that are essential to development, such as interacting face-to-face with others, exercising, building family relationships and pursuing their interests. Parents should teach children that technology is a valuable tool for engaging with the larger world, but that it should not act as a substitute for experiencing the world firsthand. Children who have limited exposure to technology “will be able to interface three-dimensionally in the world—they won’t have the need to experience the larger world through a device,” said Christopher Peknik, science faculty member. Likewise, technology should not be used as a substitute child-rearing device, and should not be whipped out at the first sign of boredom. “The long term disadvantage is that children become reliant on other sources to provide a sense of entertainment and engagement in life, instead of coming up with it or seeking it themselves,” Mullane said. The value in having unstructured time, which many parents cite as the major difference between their childhoods and their children’s, is that initial boredom can motivate children to explore and actively engage themselves in the world surrounding them. That is not to say that children do not benefit from moderate exposure to technology, which can aid in the acquisition of some cognitive and social skills. Parents commend the fact that technology can make learning fun and can encourage children to problem-solve and explore. “Technology is academically useful to my son,” said world languages faculty member Karina Peña. “I want him to learn to use computers because it will open a lot of doors for him in the future- whatever he chooses to be, technology is sure to be involved.” Learning to live in our increasingly technologysaturated world in a safe and responsible manner is a task we have to start teaching children earlier than ever. Although actively restricting children from all technology is counterproductive and impractical, parents should constantly question what kind of things children lose due to a surfeit of technology and what the proper limits are. “The role of a family is to provide support, to educate and to help the child grow up to become a kind, engaged member of the community,” Mullane said. “If technology is getting in the way of this, it’s ultimately the role of the parents to interfere and reestablish some kind of balance.” PHOTOS BY ABBY WILLIAMS/THE ADVOCATE
the advocate • september 2013
Education moves online with linked-in learning by Jessica Grubesic YouTube, where a three-minute music video inexplicably leads to hours of productivity killing footage of surprised kittens, was once the antithesis of education. Now, along with the rest of the Internet, it has evolved into a gold mine for elementary school scholars and calculus whizzes alike, replete with instructional videos and online classes that may one day rival traditional education. Though technology has always been a part of instruction, focused efforts at improving online education have harnessed the potential of the Internet and made it a legitimate platform for academic interaction. Tools like Canvas allow teachers to organize assignments, quizzes and extra discussions, which maximizes class time and overall learning opportunities. Videos made by other teachers and professors can similarly supplement classroom education by clarifying material and providing extra examples. David Metzler ‘88, math faculty member, has so embraced the instructional capabilities of YouTube and Canvas that he employs a flipped classroom style: students watch instructional videos for homework and then apply what they’ve learned by practicing problems in class the next day. “I want to maximize the time spent in class,” Metzler said. While many tools capitalize on online education to supplement learning outside of class, virtual education is catapulting to the forefront, occasionally replacing traditional classroom learning entirely. According to a survey by Ambient Insight, the number of high school students enrolled in online courses rose from 45,000 to 4 million between 2000 and 2010. While the options for online education were once limited in both scope and legitimacy, today’s expanded market has provided notable improvements. When the Academy joined the Global Online Academy (GOA), it forged links with the top secondary schools in the world to provide students with opportunities to study a much wider variety of subjects and glean insight from people with different perspectives. “It really opens up a lot more room to explore things you’re fascinated by and engage in deeper discussion,” Lou Vermette ’15, who is enrolled in GOA Online Journalism, said. Maddy Lowry ’15, who is taking psychology and neuropsychology, echoed his sentiments. “It allows students to have access to a wider variety of classes than are offered at their schools… which can give people a wider scope of experi-
ences,” Lowry said. In the same vein, many colleges offer massive open online courses (MOOCs), which feature pre-recorded lectures and automated tests to provide people all over the world with mostly free access to education. MOOCs are essentially highly-accessible guided self-study classes aimed at increasing general proficiency in a given subject. Several top universities in the U.S. have collaborated to make MOOCs available: schools like Stanford and Duke have joined to offer classes through the platform Coursera, while Harvard, MIT and Berkeley offer a selection of their courses for free through edX. Additionally, individual professors may offer their own MOOCs and individuals can create and offer courses through several platforms. We are undoubtedly in the midst of an educational revolution, spurred in large part by the Internet. Whether we learn by MOOC or by YouTube videos from providers like Khan Academy or Crash Course, there is an element of global interaction that would have been impossible before the Internet. “It’s especially neat for a class in history or current events—anything where somebody’s perspective of where they live or where they’ve grown up is really crucial,” Metzler said. Additionally, people who cannot afford college education now find the materials of the world’s most prestigious universities just a few clicks away. Although a useful tool for an increasingly global education system, online education will never fully replace traditional learning in a classroom setting. Though virtual education is making strides through technological improvements, it is hard to duplicate the hands-on learning most traditional classes incorporate, especially in the sciences. While its accessibility is important, the detachment that comes from online learning may deter those who are not motivated enough to learn the material by themselves, and the lack of teacher-student interaction can make getting invested in one’s education more difficult. For these reasons, online certificates are sometimes viewed as less legitimate than those conferred by brick and mortar schools. For now, digital learning is an effective supplement to classroom education. The Internet is a forum through which to exchange ideas and seek clarification, but it is hard pressed to replicate the essential element of human interaction. When traditional education is not possible, seeking educational guidance online is far better than the alternative.
Education shifts online:
6.7million students are enrolled in one or more online courses
28 courses are currently offered through the Academy’s membership in the Global Online Academy
32% of college students currently take an online course
67% of academic scholars find online courses to be of comparable quality to face-toface instruction
the advocate • september 2013
16 arts & leisure
World of dance:
Rojas’ quirky ideas and choreographic risk-taking inspire students FACULTY SPOTLIGHT AND PHOTO by Abbie Reeves Not many people can say they’ve ﬂown trapeze, danced at the Metropolitan Opera, or seen a UFO. But there is one teacher at the Academy who has done it all. Rosalinda Rojas, who currently teaches World Dance and Foundation in Dance for grades 8-12 and Intermediate Dance for grades 6-7, is one of the most fascinating individuals you will ever meet. Rojas grew up as a third-generation dancer in Harlem, where her black Puerto Rican roots exposed her to a unique blend of cultures and sparked her interest in world dance. Her grandmother was her ﬁrst ﬂamenco teacher, and she went on to discover her passion for dance in a ballet class. Rojas was accepted into the prestigious New York High School of Performing Arts, and by age 16, she was dancing professionally with Dance Theater of Harlem, the ﬁrst black classical ballet company in the world. In high school, she took classes in East Indian and Hungarian character dance, and during college she trained in Kabuki, Buto and bellydancing. Rojas continued successfully with her career in dance, earning a two year full scholarship with the Alvin Ailey American Dance Theater and another full scholarship to the Martha Graham School of Contemporary Dance. Employers noticed her enthusiasm just as much as her talent. “It feels like home being on stage,” she said. Rojas sought out every job opportunity she could, and it paid oﬀ. “[One day] I randomly decided to show up to the backstage of the Metropolitan Opera,” Rojas said. “I landed up being center stage, making $500 every 15 minutes of my life… that was so much fun.” Even though Rojas loved to dance, performing in a circus had always been one of her dreams. “Since the age of ﬁve, my father took me every year to Ringling Brothers [Circus],” Rojas said. The circus atmosphere enchanted her. Channeling this childhood ambition, Rojas taught tumbling and trampoline at the New York School for Circus Arts in order to pay for her college education, a job that would eventually lead to a full-time position as a performer in the Big Apple Circus. According to Rojas, during the 1970s, if you weren’t born into a circus family, it was extremely diﬃcult to break into the industry, but she managed to ﬁnd a place for herself in the tight-knit circus community. As a self-taught trapeze artist and aerialist, she learned to balance on a tightrope alongside the famous Philippe Petit, the man who walked between the
the advocate • september 2013
Twin Towers of the World Trade Center. Rojas toured around the country, performing under the bright lights of the big top. Some of her former students from the School for Circus Arts went on to tour with Cirque du Soleil; another is Will Smith’s personal stuntman. Rojas has also appeared as a stunt double in several movies, including “Terminator Four.” After a close call with the 1989 Loma Prieta earthquake in California, Rojas decided that it was time to stop traveling with the circus and settle down with her daughter, Gabi Rojas ’03. “I turned left at Albuquerque and I stayed,” Rojas said with a grin. “I love the karma of New Mexico.” Gabi, like her mother, was serious about dance (she later appeared on “So You Think You Can Dance” and in Cirque du Soleil). Rojas recognized that the Academy’s dance program at the time lacked extracurricular groups. “My initial input to the [Academy] program was the idea of Dance Troupe,” she said. As a parent volunteer, Rojas helped form Dance Troupe in 1999 to give talented students the dance opportunities they previously lacked. In 2001, the Academy hired Rojas as a quarter-time sixth grade dance teacher. “Slowly but surely the [dance] program started to grow,” Rojas said. She also became the sponsor of a stage combat group called Flaming Death Combat, and in 2003 began to teach circus classes during the Academy’s summer session. Rojas soon discovered that she loved to teach. “When I enter a room full of students, I allow myself to drop my guard,” she said. According to Rojas, teaching keeps her grounded and reminds her of her own inspirations. “I’m tapping into history… channeling the masters that I trained with,” she said. “I feel like my responsibility is to be a well of movement information… what I learned 50 years ago still applies today.” After she started teaching, Rojas realized she liked staging better than performing. Before coming to New Mexico, Rojas had done other choreography work, including jobs on Broadway and with the U.S. Skating Federation and the U.S. Gymnastics Federation. “It allows me to be quirky,” Rojas said. “I enjoy the element of risk-taking.” Over the years, Rojas has dabbled in just about everything. She has traveled the globe, performed on countless stages and worked behind the scenes all over the country. But there is something about teaching that is special to Rojas. For her, it isn’t just about achieving beautiful technique. “It’s not about the perfect pirouette; it’s about the realization of a student to walk away and say, ‘Hey, I did that!’” she said.
Whistleblowing compromises Exposing corruption is a part national security of the democratic process by Meagen Twyeffort When it comes to revealing government information, there’s a fine line between whistleblowing and treason. Documents are classified for reasons which the holders are not necessarily aware of, and the ramifications of releasing them are unknown. While whistleblowing can be an effective solution to alerting the public to wrongdoing within corporations, it is often detrimental to the nation’s security and unity. Chelsea (formerly Bradley) Manning was recently sentenced to 35 years in prison for espionage, theft and fraud. While she believed that we had a right to know about our military’s treatment of the civilians in Iraq by releasing over 250,000 U.S. diplomatic cables to WikiLeaks, we must consider the consequences of her actions. Although she claims she selectively released material that wouldn’t harm service members or national security, she couldn’t possibly understand the full impact of her decision. Prosecutors in her trial presented evidence that the disclosures fractured U.S. military relationships with foreign governments and Afghan villagers, endangered the lives of foreign citizens who had confided in diplomats and damaged State Department discussions with overseas human-rights workers. Manning set a precedent for others who misuse information, putting our country and individual lives at risk. Similarly, Edward Snowden recently released classified information about the NSA and government surveillance programs, claiming that the public needed to know about the administration’s invasion of privacy. However, Snowden stole much more classified information than he released and is now using it as leverage to protect himself in seeking asylum in Russia. He is a serious liability to the U.S. because he holds information that the public can only guess at. When actions like those of Manning and Snowden are lionized, it encourages others to reveal classified information and promotes a lack of faith in the government. While some justify whistleblowing by saying that it exposes crime, it is harmful and unnecessary because the government has a system to report unethical behavior. If the allegations are serious enough, they will eventually reach the U.S. Attorney Gen-
eral, who will open an investigation and, if necessary, carry out legal action without the scrutiny of the public eye. This system is designed to target corruption and should be what government workers use to report unlawful activity instead of going straight to the press,. The Obama administration is using the 1917 Espionage Act to go after whistleblowers. While Obama’s measures to end whistleblowing are commendable, more laws need to be created to address the current problem. The administration could further restore trust in the government by declassifying more documents deemed noncritical to national security. This would encourage openness with the public and hopefully decrease the feelings of distrust in the government, and therefore disincentivise whistleblowing. However, this does not mean that whistleblowing can currently be excused; the harmful national and global ramifications do not justify the release of classified documents Whistleblowing leads to the release of potentially harmful information and ultimately does more harm than good. By creating more legislation targeting whistleblowers and increasing the declassification of certain documents, the U.S. can create a system based on trust instead of fear.
by Lucy Bartel Anyone who decides to blow the whistle on government corruption and illegal actives faces threats, legal retaliation and an extended vacation in the transit lounge of Moscow airport. Because of the possibility of being branded a traitor and dealing with government retaliation, whistleblowers are stigmatized by the public and often dissuaded from divulging information that could paint their superiors in a poor light, as is the case with recent U.S. whistleblowers Chelsea (formerly Bradley) Manning and Edward Snowden. But whistleblowing is an essential and justifiable act within the context of corruption and illegality. It is a crucial component of the time-honored system of checks and balances within the government and corporations and leads to improvement, not only of policy and action, but also of communication with the public. Private Chelsea Manning was just acquitted on the charge of aiding the enemy, but convicted of espionage after releasing restricted military videos and documents to WikiLeaks. In doing so, she had hoped to help people understand the truth about the war, and has instead been imprisoned for leaking this information. Similarly, Edward Snowden has been forced to flee
GRAPHIC BY AVERILLE NOLTE/THE ADVOCATE
the advocate • september 2013
the United States, facing condemnation for his actions, which has caused international debate over government secrecy and surveillance programs and, more importantly, increased public awareness of such policies. Exposing problems within the government is a necessary part of the democratic process. Those who uncover misconduct should be allowed to bring it to the surface to ensure the legality of all programs and actions sanctioned by the government. Censorship infringes upon one’s civil liberties, particularly the freedom of speech protected by the first amendment. The illegal or corrupt activities that are revealed to superiors should instigate positive change within the government, which ultimately translates to more legitimate authority. By increasing the clarity, efficiency and effectiveness of government communication, negative public outcry and international consequences can be avoided. Whistleblowing is vital to the integrity of our country and its people. Whistleblowing can also protect the public from negligence on a corporate level. If whistleblowers did not live under the threat of prosecution and were in fact supported by businesses, the discovery of dishonesty or fraud could be used as a tool for improvement in both public knowledge and the trust between employees and their superiors. Revelations of company mismanagement are more than just disclosures of secrets; they are safeguards against unethical or illegal behavior and give employers the valuable opportunity to correct problems. Whistleblowing serves the purpose of guaranteeing corporate accountability for all of its actions. When the system fails, whistleblowing is an important mechanism that exposes problems and prevents further corruption. A responsible company or government should encourage transparency and emphasize the employees’ right to be informed, not only to prevent illegality, but also to establish trust. By creating an open atmosphere, and reliably investigating every accusation of wrongdoing, corruption and illegality can be more easily caught and stopped. Whistleblowers are not snitches or traitors; they are honest citizens fulfilling their moral obligation and duty, and as such, they should be protected without facing adverse consequences.
arts & leisure
ABC spices up the fall with three new shows by Julia Friedmann
“BACK IN THE GAME”
This fall season, networks are pulling out the stops and trying a variety of new shows. Out of the nearly 100 new shows, there are a few that stand above the rest.
At Gold Star Gas N’ Shop, seven employees split a lottery ticket every week. When one day they win $45 million, it turns their lives upside down. This drama combines a refreshing new topic with moral questions as each winner goes through his or her own trials and dilemmas. The show promises to weave together great storylines as they combine a variety of backgrounds—a family man, a deli girl with a mysterious past, a first generation American and an ex-con. I’m eager to see what happens when a lot of money is added to a mix of assorted characters and stirred. Premiere: Tuesday, September 25 on ABC.
If “Bad News Bears” and a watered-down version of “Modern Family” had a lovechild, this would be it. Former star softball player Terry Gannon Jr. (Psych’s Maggie Lawson) has fallen on hard times and has to move back in with her dad, Terry “The Cannon” Sr. (James Caan) with her son Danny. When her son doesn’t make the cut for the Little League baseball team, Terry decides to ignore her contentious relationship with her father and baseball and takes it upon herself to coach a motley assortment of rejects. Although the show is more of a diamond in the rough than a smash hit and some of the humor falls flat, I was charmed by the genuine atmosphere and the diverse quirkiness of the characters. It has the potential to be a great diversion for the middle-of-the-week blues. Premiere: Wednesday, September 25 on ABC
the advocate • september 2013
PHOTOS COURTESY OF IMDB.COM
Once you get past the ‘ew’ factor of the title, this show promises to deliver hilarity with every episode. Kate (Malin Ackerman) has married Pete (The West Wing’s Bradley Whitford) and is the third in his bizarre string of wives. The former party girl attempts to navigate being a good stepmom while dealing with dead twin hamsters, water bottles full of vodka and two ex-wives. The show brings together an extremely talented cast, hilarious characters and great writing. I fell in love with the cast and their adventures in the not-so-boring suburbs. I couldn’t stop laughing, and as long as the side-splitting humor continues, I can finally see myself looking forward to Tuesday nights. Premiere: Tuesday, September 24 on ABC.
18 arts & leisure
Student musicians bring talent and passion to the community GRAPHIC BY KAREN LUO / THE ADVOCATE
Bonjour to the French life TRAVEL COLUMN by Abi Hunter
TOP: Das Pausenbrot, a band composed of Ian Carrillo, Patrick Goff, Andy Herman and Nikolai Lawton, rehearses in the band room. FAR LEFT: Kiki Brokaw sings and plays the guitar under the stage name “Apricity.” LEFT: Andrew Pick-Roth records electronic music for his online band, The Aviators.
ARTISTIC PROFILES AND PHOTOS by Samsara Durvasula There’s more to music than popular singers on the radio. Our generation has championed the creation of multiple new genres. Academy students can now look closer to home to get their fix of interesting tunes, from alternative rock to electronic pop.
PATRICK GOFF ’14
The Academy’s band room has a life of its own on Friday afternoons; when walking by, the listener can hear everything from original songs to a punk folk rendition of Rebecca Black’s “Friday.” For Patrick Goff’14, this is a normal day. Goff has become famous in the Academy community for his eclectic musical style. He is a lead musician in three local bands, including Das Pausenbrot, a selfproclaimed “little bit of everything” band comprised of Goff, Ian Carillo ’14, Nikolai Lawton ’14 and Andy Herman ’14. The four musicians play a wide variety of instruments: Goff is a classically-trained clarinet player, Herman plays drums, Lawton plays guitar and Carillo plays bass guitar. With the help of Stuart Lipkowitz, 10-12 English faculty member, the band has incorporated washboards into their arrangements. They created a new method for playing by gluing bottle-caps onto the fingers of gardening gloves to scrape the instrument. “It sounds rad,” Goff said. Das Pausenbrot has begun creating plans for a U.S. Southwestern tour in the spring to serve as the four members’ senior projects. “Senior year: we’re back, we’re ready and we’re jamming,” Goff said.
In addition to Das Pausenbrot, Goff is a member of Mr. Skratch, a ska reggae band. “All of my friends make music together and we kind of just move around bands. It’s a really cool thing,” Goff said. Goff’s bands can be seen at local venues announced via facebook. Das Pausenbrot will open practices to anyone interested in hearing them on Fridays at 3:45 p.m.
KIKI BROKAW ’14
With a guitar strum and a soulfully raw voice, Kiki Brokaw ’14 captivates her audience. Under the stage name Apricity, Brokaw channels her artistic talent into original indie folk. Brokaw performs up to two house shows per month around the city at venues like Wagon Wheel, Vassar Bastards and Douzie’s Den. She is accompanied by friends Andy Herman ’14 on the bass and Ian Carillo ’14 on the cohune while she plays acoustic guitar and sings. Music has been a driving force in Brokaw’s life; she first became interested in music with aspirations to be a pop star at an early age, singing regularly and writing small songs. “By ninth grade, I realized that I really like songs and the idea of writing songs,” Brokaw said. After teaching herself how to play guitar, Brokaw began writing and playing regularly. Brokaw finds inspiration from singersongwriters including Regina Spektor and Lissy, citing her favorite cover as “Bully” by Lissy. Brokaw intends to pursue music in the future, hoping to study in New York City and turn her singing-songwriting into a career. For now, she continues to write and perform locally. “I love that strange connection with the audience. It’s
really awesome when your music means something to someone,” Brokaw said. Brokaw plays regular house shows as announced through Facebook. Her music is available through officialapricity. bandcamp.com and myreverbnation.com/ apricitymusic.
ANDREW PICK-ROTH ’19
For most 12 year olds, musical pursuits include mandatory performing arts classes or simply listening to music. For Andrew Pick-Roth ’19, however, it includes writing and producing music through an inter-continental musical collaboration. Pick-Roth is a member of the synthpop musical group, The Aviators. The group’s members collaborate via internet and YouTube accounts; members only know each other by their YouTube account names, with members named Feather, YellingatCats, and theAviators, the head of the group. Most of the band’s music is produced electronically through sound mixing programs like Logic Pro or Fruity Loops studio, music synthesizers that create instrumental sounds. “[My favorite songs] to play would be ‘Lights feat. Feather’ and ‘Angels and Demons feat Feather,’” Pick-Roth said. Pick-Roth’s biggest influences are DJ Alex_S and TheLivingTombstone, both of which are electronic groups. In the future, Pick-Roth has big aspirations for his band. “[My goal is to] become popular,” he said. “Right now, I’m shooting for becoming as or more popular than TheLivingTombstone.” The Aviators’ music is available through YouTube, iTunes, and Soundcloud.
the advocate • september 2013
Here are a few things I have learned after three days in France: it is socially acceptable for a shop employee to light a cigarette while serving a customer outside, and a café means an espresso, not a coffee, which you can buy at the airport if you have $ 3.15. The “toilets” are separate from the “bathroom,” all the cars in France look like Smart Cars and people do not say “excuse me” if they bump into you in the street unless they have done something truly terrible. There are glaring similarities as well. French teenagers dress like we do, the weather is just as unpredictable as it is in New Mexico, some of the buildings are as ugly as those in the U.S. and it is true what Dr. Seuss said about love: “You know you’re in love when you can’t fall asleep because reality is finally better than your dreams.” I have had trouble sleeping the past two nights because I am far too eager for the following day. France and I are in that honeymoon stage. I am in love with the food, the grammar, the temperatures in Celsius and the distances in kilometers, the old buildings and the endearing little grocery store in the middle of the mall. Rennes is full of contrasts. There are beautiful wooden houses constructed in the middle ages, but some of them have been covered with graffiti. There are fewer people than there are in Albuquerque, but there is a subway, and everyone takes it. My apartment dates from the 18th century, but the building across the way is from the eighties. Many people buy their bread every day from a local baker, but I see ads everywhere for an online service that will do your errands for you. I get some stares when I open my mouth, because people either think my accent is strange or that I am an extremely shy, badly dressed French girl. When things get complicated, I turn to my host mother, who helps me understand what is going on. Small children find me completely incomprehensible. I know that when I speak I sound like a two-year-old, saying things like “I just come from fly in plane! Very tired!” and repeating the words “ça va” so many times that I think that my host mother has grown tired of hearing them. There is no way that I can understand the French so soon; I can’t even begin, but as the “resident director,” or principal, said this morning, “French isn’t a culture, it’s an attitude.” Well put.
A new port brings a new future:
Trade will help the U.S. and Mexico by Laurel Howell Santa Teresa is a typical New Mexican town on the border, with a population of 4,258, according to the 2010 Census. That, however, is about to change. With the development of a new trade center in the town, Santa Theresa will be the site of increased commerce, and these changes represent an important change in interactions between the U.S. and Mexico. The improvements to the border crossing are aimed at increasing exchange of goods and people between New Mexico and Chihuahua, Mexico. Although only one trade center is being improved, it is a step in the right direction when it comes to international trade. New trade between Mexico and the U.S. means societal and economical improvements for both countries and hope for a better future. In August 2013, Gov. Susana Martinez and Chihuahua Gov. César Duarte agreed to build a commercial area that would increase trade between New Mexico and Chihuahua. Currently, ports on the border with Mexico are in poor condition; many are too small and underfunded, and restrictions on the exchange of goods, including time restrictions, severely limit international trade. With the renovations on the port, these statistics will change. Goods will flow more easily across the border, and the port will be open from six a.m. to ten p.m. seven days a week. In 2012, three additional roads, a pedestrian path and many new inspection booths were added in Santa Teresa. So far over 11 million American dollars have gone into the construction of this port. With the new trade space, one of the few inland ports in the United States, interaction between New Mexico and Chihuahua will increase significantly. As a result of greater trade, certain aspects of the Mexican economy and society will most likely change. Currently, due to Mexico’s poor economy, many Mexi-
can citizens in border towns resort to selling drugs for the steady income. Mexican drug cartels take in $19 to $29 billion anually from the U.S. The increased trade will decrease the power of drug cartels by encouraging legal trade across the border. With more trade with the U.S., the Mexican economy will improve, decreasing the power of the cartels. Increased free trade between the United States and Mexico could also discourage illegal immigration. Many illegal immigrants cross the border because they believe that they will have a better life in America, “the land of opportunity.” A stable Mexican economy would create a middle class and allow many people to remain in Mexico because they would have more opportunities for employment. By encouraging trade with Mexico, the U.S. can help improve the Mexican economy, which would lead to positive social changes. More interaction with Mexico will also benefit the United States. The port in Santa Teresa itself will offer many jobs for U.S. citizens. Because of the current border status, it is estimated that the U.S. would add 3500 customs agents and almost double the border patrol, adding nearly 22,000 job opportunities in New Mexico. This would also add security to a bi-national port along a currently problematic border. The commercial center in Santa Teresa represents a future of cooperation and understanding between the United States and Mexico. This new attitude towards commerce will improve the economies of both nations and will help mitigate the problems of illegal immigration, drug cartels and limited job opportunities because of more monetary flow between the nations. The cooperation between the Gov. of Chihuahua and Gov. Martinez in Santa Teresa is a step in the right direction for a better future for both nations and their people.
GRAPHIC BY KAREN LUO/THE ADVOCATE
the advocate • september 2013
APS must face its root issues by Ryen Ormesher At the Academy, it’s easy to become caught up in the constant stream of homework assignments, in-class essays and upcoming tests, and forget about problems outside of our school. However, as citizens of Albuquerque, and more importantly, as students in the community, the success of Albuquerque public schools should matter to all of us. If every student in Albuquerque had the chance to reach his or her full potential, our entire society would see improvement. This, however, cannot happen if APS does not address some of the root issues that plague the system. Unlike the Academy, a relatively small school, APS serves almost 90,000 diverse students who vary widely in their needs and abilities. Managing any system that size is an incredibly complex job, regardless of budget. Coupled with the fact that funding for education in New Mexico is exceedingly low because of fiscal limitations, it is unsurprising that our public schools are troubled. One of the biggest problems of public schools in Albuquerque stems not from the education system, but from our society. Because of the high number of economically disadvantaged families in Albuquerque, it is difficult for APS to meet all of the needs of the students. Around 60 percent of students who attend APS schools qualify for free or reduced meals, which means that many of the funds given to education are primarily directed at social aspects of the school. Obviously, there is very little APS can do to address this problem; those who blame the public education programs for this and expect a solution from them are attempting to treat the symptom rather than the disease. However, there are some problems that APS can address. A recent development in APS education reform is the requirement for all students to take an Advanced Placement, Dual Enrollment, Honors or online course before they graduate. This is an attempt to fully prepare students for further education, but requiring all students to take a more advanced class, regardless of subject, is unrealistic and unfair. Students who are not ready for advanced classes will struggle, and they might come out of the class with a weak foundation in the subject. The more advanced classes may even become more diluted, to satisfy the needs of the unprepared students, which would take away options for advanced learning from the students who are ready for the course. Rather than encouraging all students to take advanced courses, APS should focus on giving its students strong foundations to prepare them for college. In order to do this, APS must address the root of the issue: early education. High schools often receive the brunt of the accusations when it comes to rising drop-out rates, however it is unfair to expect high school students, as well as teachers, to perform proficiently when elementary and middle schools are graduating their students unprepared. A poor foundation in reading and mathematics will make it much more difficult to succeed in later education, no matter how dedicated or intelligent the student is. There are currently too many elementary school students in Albuquerque who are not proficient in reading and mathematics. When these students move on to middle school and high school, they often face numerous difficulties in coping with the curriculum, simply because they are not prepared for more advanced learning. Public elementary schools in Albuquerque should increase emphasis on meeting proficiency in reading and mathematics, and should do everything possible to avoid “social promotion,” or promotion of students to the next grade level to meet social norms, even if the child is not ready. APS is battling many external difficulties. It will not be easy to create an environment in which every student has an equal opportunity for success, but by working to meet specific needs of different schools, and by focusing on providing a strong foundation, all Albuquerque students will have a better chance of reaching their full potential.
by Julia Lu
The cups in the Dining Hall are too small. I have to get five refills every time.
Is Canvas supposed to work? Because it doesn’t.
• Time speeds up on the weekends. • Heavy textbooks mean everyone is walking around slightly bent over, even without backpacks on. •
It’s not cold enough for sweaters yet.
There are still 59 school days until winter break.
At this time of year, there aren’t too many shines. With all the new TV shows, no homework is going to get done. Ever.
ETS fails to provide testing equality editorial By sophomore year, most Academy students are familiar with the College Board and ETS and their many tests. Beginning with the PSSS and progressing through the PSAT and various AP and SAT Subject Tests and eventually the SAT itself, we spend myriad hours and more dollars preparing for and taking these tests so that colleges can judge our worthiness to attend. Though many claim that these so-called standardized tests serve as equalizers by removing school-specific academic variables from the equation, the reality is that for a majority of high schoolers, the tests are not standard at all. The College Board is arguably one of the most profitable nonprofit organizations in existence. In 2010, it netted $65.6 million in revenue, and its president makes more than $1 million a year. Because of its virtual monopoly on the college testing market, the College Board commands great power and influence. The introduction of SAT II Subject Tests as supplements to the SAT raised both the price of applying to college and the College Board’s profits, and because so many colleges look for AP courses on transcripts, even if they don’t ask for AP exam scores, the College Board receives hundreds of dollars from individual high school students who opt to take several tests each year. The cost of these tests and test preparation is too high for countless students, and it exacerbates the socioeconomic disadvantages some students face. For students of lower socioeconomic status, the SAT does not place college within reach, but farther away. The test costs $51, and though fee waivers are available, they can only be used two times. Because
scores almost always improve after students have taken multiple tests, those whose testing has been restricted to two attempts are at an automatic disadvantage. According to the College Board, 55 percent of students who took the test as juniors improved their scores when they took the test again as seniors. The scores improved by 40 points per section on average. Additionally, students who cannot afford to take the test multiple times often receive the least test preparation because the cost of study materials and prep courses renders them impossible. Students must also be self-motivated, but because many of these students attend schools with lower academic standing and lack institutional support, they rarely prepare. A 2008 study by the National Association for College Admission Counseling showed that test preparation improves scores by 30 points per section on average. Inherent academic deficits, lack of preparation and fewer testing opportunities all create an unfair playing field. If college is to be truly accessible to first-generation applicants and other students with little disposable income, the College Board must reduce testing fees and provide additional fee waivers to the students who need them. There is no reason that producing and grading multiple-choice tests should cost $51 per student for the SAT and $89 for AP tests; the millions of dollars of net revenue the tests generate attest to the fact that these fees are exorbitant. If the College Board truly wants to “promote excellence and equity in education…by providing students a path to college,” as stated on its website, tests must cease to generate profit and instead generate equal opportunities for all students.
the advocate • september 2013
the shine line
efinelinethefinelinethefinelinethefineline thefinelinethefinelinethefinelinethefineline thefinelinethefinelinethefinelinethe thefinelinethefinelinethefinethefinelinethefinelinethefinelineFINELine
the whine line
• Starbucks’ trenta cup is roughly the same size as a human stomach. • Deep fried stuff at the State Fair. Twinkies, butter, Gatorade...everything! •
Adorbs, totes and perf. They are so fetch!
Looking up and seeing balloons in the sky. Nothing like a giant floating cow to make your morning.
Pumpkin flavored stuff.
• Counting down the days until winter break. It’s never too early to start. • •
Cute little old people make campus adorbs on Grand-day. Fall seasons of TV shows are starting!
september 2013 • volume 41 • issue 2
the Advocate is printed with soy-based ink on 60 percent recycled paper
Editor-in-Chief.......................................................................................................Eric Li ‘14 Cover Story Editor.......................................................................................Eliza Ennis ‘15 Opinion Editor................................................................................... Ryen Ormesher ‘14 Co-News & Features Editors........................................................Jessica Grubesic ‘14 ..............................................................Caroline Bay ‘15 Arts & Leisure Editor.................................................................................Lucy Bartel ‘14 Co-Sports Editors..................................................................................Abbie Reeves ‘15 ................................................................................Abby Williams ‘15 Graphics Editor.....................................................................................Calvary Fisher ‘14 Photo Editor..........................................................................................Laurel Howell ‘15 Assistant...................................................................................Christopher Brock ‘15 Copy Editor.....................................................................................Meagen Twyeffort ‘14 7th Grade Coordinator................................................................................Simin Liu ‘15 Co- Business Managers.................................................................................Julia Lu ‘14 .........................................................................Anjik Ghosh ‘14 Faculty Advisor....................................................................................Melanie Peterson Assistants..............................................................................................................Kevin Hall .......................................................................................................Danny Packer Consultant................................................................................................Agustin Kintanar
staff: 2014: Keresa Howard, Jaimie Lin, Sam Roberts-Baca, Clay Wynn, Aimie Ye 2015: Rachel Breinholt, Julia Friedmann, Keith Herrmann, Karen Luo, Averill Nolte, Stephanie Yang 2016: Dani Apodaca, Jack Apodaca, Tanek Ballachanda, Kobie Boslough, Judy Choi, Samsara Durvasula, Bryce Gordon, Maya Howard, Holly Liu, Ezra Nash, Ryan Puskar, Haley So, Alec Squires, Hisham Temmar, Tabitha Vaughan, Serena Wang 2017: Madi Alderete, Rachel Araiza, Trinity Aragon, Flannery Cowan, Morgan Donohue, Cameren Kristensen, Jenny Lee, Eryn Ormesher, Avery Sanford, Keira Seidenberg, Celeste Villasenor 2018: Swann Baca, Izzy Collins, Michelle Desjarlais, Lillie Guo, Serena Laurence, Caroline Pineda, Magadalena Ramos-Mullane, Yasmine Temmar, Juliet Velhagen 2019: Hannah Cheves, Aerlin Decker, Claire Hibbett, Mauricio Ibarra, Nikita Jaiswal, Anthony Knouse, Erin Mantsch, Celeste Martinez, Andrew Pick-Roth, Gabriella Roe, Khushi Singh, Toby Utterback, Sarah Weber
policies: The Advocate is a public forum for student expression. Opinions are those of staff members and contributing editors who assume responsibility for articles presented herein. Editorials represent the majority view of The Advocate’s editorial board. Letters to the editor should be emailed to firstname.lastname@example.org. The Advocate does not guarantee publication and will edit letters for libelous content and length. Anonymous letters to the editor cannot be published. Advertising inquiries should be directed to the Business Managers, Julia Lu, at email@example.com, or Anjik Ghosh, at firstname.lastname@example.org.
Varsity football: in it to win it
by Jaimie Lin Tackling practices just as furiously as rival players, the Albuquerque Academy varsity football team is starting oﬀ the season with new determination. Though the team is fairly young and has only six seniors, the fresh energy of the players has kicked oﬀ the year quickly. Practicing two hours almost every day of the week without losing motivation is diﬃcult enough, but many team members have already set a precedent for the grueling training required for the game. “The guys worked very hard in the summer and came in pretty good football [ready] shape,” varsity football coach Kevin Carroll said. This year’s strong leadership fuels the football team’s drive. Co-captains Matthew Vining ‘14 and Phillip Romero ‘14 have already established an encouraging atmosphere. “Every play, [Matt] is hustling and always giving his 100%,” Marcos Montoya ‘15 said. Having learned from their past seasons, the team knows what it takes to be the best. “They really have an exceptional work ethic so far,” Carroll said. On top of that, older members of the team are eager to pass on their skill to the younger members of the team. “As long as we instill our leadership and experience into them, they will be ﬁne,” Blake Lacoursiere ‘14 said. The varsity leaders work hard to inspire every player. With three outstanding coaches this year, the team has learned discipline and camaraderie along with the athleticism and strategy of the game. “It’s about football, but it’s not about football,” Montoya said. “[The coaches] are turning
us into good football players but also good men.” The varsity team has set up a few personal and professional goals this year. They hope for a successful season and victories against Saint Michael’s and Santa Rosa, and they have already started accomplishing these goals with a win against Lovington, who are usually strong contenders for state. A few players have objectives of their own. “[My goal is] to keep the hype up all season,” Vining said. Another main factor to a victorious football season is good health. Last year, by the ﬁnal game, eleven team members were injured. “A big key to this season is staying healthy. If we can stay healthy, we will be competitive,” Carroll said. As for the rest of the season, there are nothing but positive predictions. On the game side, the players have some tricks up their sleeves. “Our oﬀensive is designed [so that] the other team doesn’t know where we’re going to go,” Vining said. Speed is also an area where the Chargers have a leg up. Most importantly, the team plays with courage, conﬁdence and resolve. “We’re looking forward… we stay optimistic and work hard every day,” Lacoursiere said. “Winning is contagious.” Some members are so dedicated that they regard football as an extra class. “We always have to be thinking about our assignments,” Montoya said. “[Practice] is eight days a week.” Going into this season strong, the varsity football team has a spirited outlook. Combining strength, tactics and a love for the sport, the team hopes to be rushing, passing, kicking and scoring their way to a winning season.
PHOTOS BY JACK APODACA/THE ADVOCATE
ABOVE: The Charger defense lines up in position at the line of scrimmage before the the play, ready to test their defensive strategy during a recent home game against Santa Rosa on September 7.
the advocate • september 2013
Students search for Charger spirit Concussions pose by Kobie Boslough When was the last time you went to an athletic event to cheer on your classmates? For most Academy students, this is a fairly difficult question. Sports events are frequent and time-consuming, and it is tough to cram them into our already chaotic schedules. Compared to many other schools in Albuquerque, our school spirit is nearly nonexistent. “Everybody’s already involved in something… our students are all very busy,” athletic director Taryn Bachis said. “That’s why sometimes we don’t have as many people unless it’s a big game.” The fact that most Academy students already juggle homework, clubs and other sports explains sparse attendance at games and other events. The number of students at the Academy also affects turnout at sports events. “We are a small school,” pep band conductor Hovey Corbin said. “Number wise, we have fewer students [than at many public schools]… [I]t’s easier to feel their school spirit because of sheer numbers.” Corbin also notes that Academy students may “feel self-conscious when it comes to expressing pride in their school… [I]n front of other groups of students, they are highly aware of the school’s reputation.” The Academy’s affluent image may occasionally discourage students from publicly expressing their school pride in an enthusiastic manner, because they do not want to reinforce any negative stereotypes others may hold towards them.
Most agree, however, that spirit is a vital aspect of any school community. “Any time there is a rallying point for a school, it makes the community a lot more fun to be in,” boys varsity basketball coach Roy Morgan said. “It always helps to have school spirit because it acts as a focal point.” From an athlete’s perspective, girls varsity soccer player Remy Link ‘16 said, “When you have people supporting you on the sidelines, you feel like they’re encouraging you.” Students at the Academy focus primarily on academics, so sports are not always a top priority. To encourage more interest in sports, Bachis suggests getting kids involved at a younger age. “I think we would like to see more student athletes in middle school, because if they start in middle school, they stay involved,” Bachis said. In order to make athletic events more accessible to students, Link said, “We should be able to get out of school to attend games during the school day.” In doing so, more opportunities to attend events would open up to Academy students, and athletes would feel a greater sense of spirit and support than they do now. Despite this apparent lack of school spirit, the Academy community finds other ways to express enthusiasm in different ways. Instead of attending athletic events, many students are preoccupied with the expansive variety of other clubs and organizations that enhance our community in ways that traditional school spirit cannot.
Community speaks up about school pride photos and reporting by Caroline Pineda and Ryen Ormesher
Math faculty member Would anything make you want to attend more athletic events? If there were bigger crowds or organized groups that would go. What do you think about Academy’s school spirit in general? I think it’s lacking. Everyone is very busy and school spirit is at the bottom of the list. How do you think we could improve this situation? In 10-12, competitions between the classes as to who sends more students to an event. And if the pep band could go to more events…. And maybe school dress up days. Do you think it would improve the school atmosphere if we had more enthusiasm? How? I do think the school community feeling would be improved if we had more spirit. Students on smaller teams might feel more supported. Do you think it would affect the athletes’ performance if their fans had more spirit? How? I think sometimes it does; when you’re being encouraged by a crowd, I think you try harder.
Cody Roberts ‘14
Do you think it would improve the school atmosphere if we had more enthusiasm? How? Yeah, because we only have school spirit [against] Pius. I think it’s just because we have so much homework. What do you think are some fun ideas to show our school spirit? I think it’d be cool for fans to figure out a way to get involved other than a normal cheer. I think we could have certain days where the fans would dress up. Do you think it would affect the athletes’ performance if their fans had more spirit? How? It’s definitely a lot more fun when it’s rowdy. I think we play a lot better…when there’s more of an atmosphere.
Mason Caldwell ‘15
silent threat to Academy athletes by Judy Choi There is nothing more devastating to an athlete than an injury. Concussions, especially, are a major concern at the Academy and beyond, among athletes and coaches alike. Simply put, “concussions are like bruises in the brain,” school nurse Sharon Boselli said. “Basically when the force is moving you forward, you hit your head and then the head stops. What happens inside the head is that your brain moves forward, hits the front of the skull and the brain bounces front, flips back and hits the back of the head. This is a contrecoup injury.” Post-concussive syndromes refer to disorders caused by concussions, and they can have long-term and short-term effects. Long-term effects include insomnia, migraines, difficulty focusing, anxiety and depression. Short-term effects include vision changes, headaches, dizziness, nausea, vomiting and, in severe cases, amnesia. “Recovery can take anywhere from 48 hours to several months, depending on the criticality of the injury,” Boselli said. The Academy follows the NMAA’s policy on concussions. According to the policy, athletes should immediately disengage in the activity when symptoms are present and are not allowed to return to full activity for at least a week. “The policy became more strict, since some athletes in the past have died from returning to play too soon,” Boselli said. Additionally, release from a medical professional is mandatory in order for athletes to return, and once they do return, coaches are required to observe the athlete for symptoms of brain damage. If athletes sustain too many concussions, their efficiency deteriorates vastly; therefore, all sports should prioritize prevention. Avoiding concussions can be as simple in some cases as wearing proper protective headgear for high intensity sports such as football, soccer and water polo to shield the cranium and prevent the brain from shaking. Educating coaches, athletes and parents is vital in raising awareness about the severity of the injury, which may ultimately lead to fewer injured athletes.
What events do you attend? How often do you go? I don’t go very often, but when I do, it’s to support a friend. What do you think about Academy’s school spirit in general? Not bad, but could be a lot better. How do you think our school spirit compares to that of other schools? Pretty far up there; we have either as much or more than other schools. Do you think it would affect the athletes’ performance if their fans had more spirit? How? In a positive way; it’s awesome to have fans!
What athletic events do you attend? How often do you go? Football and soccer, whenever I can. I probably go to 15 games. What do you think about the Academy’s school spirit in
general? I think it’s generally pretty lacking. I think we need more school spirit for sure.
GRAPHIC BY NIKOLAI LAWTON/THE ADVOCATE
the advocate • september 2013
Upcoming fall sports games: October 12 Fall Sports Day Boys varsity soccer vs. Del Norte Harper Memorial Field 9:00 a.m. All Metro cross country meet AA cross country course Girls race at 10:00 a.m. Boys race at 10:30 p.m. Girls varsity soccer vs. Del Norte Harper Memorial Field 11:00 p.m. Varsity volleyball vs. Manzano East Campus Gym 12:00 p.m. Varsity football vs. Tucumcari Harper Memorial Field 2:00 p.m. October 15 Boys varsity soccer vs. St. Pius X Harper Memorial Field 4:30 p.m.
Cruz spikes t ATHLETIC SPOTLIGHT by Dani Apodaca “I believe…I believe that…I believe that we will win!” chants the Academy varsity volleyball team. Captain Lauren Cruz ‘14 leads the dynamic group of girls in this cheer. Her enthusiasm and charisma make her perfectly suited for the job. This is the fourth year Cruz has been a key part of the varsity volleyball team, and along with her skills on court, she brings leadership to every game and practice. “She’s a very positive player, even when we’re down,” teammate Libby Fidel ’16 said. Apart from being one of the team captains, Cruz has many jobs on the team. She usually plays in the back row. “My main job is passing and defense, but I also tell my hitters where to hit because I can see the other side of the court while they can’t,” Cruz said. This year she has also been practicing and sometimes even playing as an outside hitter. Cruz picked up volleyball in middle school and her love for the game has grown ever since. “Volleyball is kind of an escape for me,” she said. “The rush I get on the court when my team has an awesome play or when we beat Pius is so incredible… Nothing compares.” Cruz has been a part of the varsity team since her freshman year, establishing her-
self as a vital part of the team’s success. She has progressed as a player, especially in her confidence and her role as a leader. “My position on the team this year is being a leader and an example to the younger girls and working my hardest on the court to make every game fun and a success, whether it is a win or a loss,” Cruz said. Besides playing for the Academy varsity team, Cruz also plays for the Albuquerque Rebels Volleyball Club. Over the years, she has developed some quirky rituals. “I always eat peanut M&Ms before a game,” she said. The varsity team is also led by captains Madeline Stockton ‘14, Rachel Gallegos ’14 and Risa Gutierrez ‘15. “I really enjoy all the girls,” Cruz said. She believes that it is important to establish trust and the idea that it’s okay to make some errors. “I mainly try and focus on encouragement, and shaking off my mistakes so I can do better in the next play,” she said. Although the season is just kicking off, the team has been very successful up to this point. “So far we’ve been playing really well,” Cruz said. As for the future, Cruz hopes stay on the court. “I’ve been in touch with some [college] coaches,” she said. As for the team, the plan is to try and continue their winning streak. The ultimate goal, according to Cruz, is to beat St. Pius. “I’m really excited for this [volleyball] season,” Cruz said. “Honestly, I love everything about the sport.”
October 17 Girls varsity soccer vs. Moriarty Harper Memorial Field 4:30 p.m. October 19 Sandia Invitational cross country meet AA cross country course 8:00 a.m. October 22 Varsity volleyball vs. St. Pius X East Campus Gym 6:30 p.m. October 24 Girls varsity soccer vs. St. Pius X Harper Memorial Field 4:30 p.m. October 24 Varsity volleyball vs. Moriarty Harper Memorial Field 6:30 p.m. October 29 Varsity volleyball vs. Del Norte East Campus Gym 6:30 p.m. PHOTOS BY LAUREL HOWELL/THE ADVOCATE
the advocate • september 2013