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May 2014

advocate the

Think outside the bubble


p. 10-12

Redecorate your bedroom with feng shui p. 6

Meet the man behind the Sam p. 13

volume 41 • issue 7 • albuquerque academy • 6400 wyoming blvd. ne • albuquerque nm 87109

Stone Age Climbing Gym gets a makeover p. 18

2 news & features


Speech and debate students qualify for national tournament by Claire Stratton On April 5, the Albuquerque Academy Speech and Debate Team, coached by Susan Ontiveros, won first place at the New Mexico National Qualifying Tournament. In addition to the team win, eight students qualified individually to compete at the national tournament. The students who qualified are Michael Chavez ’14 in humorous interpretation, Sally Midani ’14 and Julia Lu ’14 in duo interpretation, Victor Wu ’15 in domestic extemporaneous, Jessica Berry ’15 and Ria Mazumdar ’15 in policy debate and EmmaLia Mariner ’15 and Julia Friedmann ’15 in public forum debate. At the national tournament there will be over 3,000 competitors from all 50 states, and the level of competition will be quite high. However, the team is still confident about how they will compare to other students across the country. “I am also excited to get closer to the people coming from New Mexico and learn a lot from the debates themselves,” Mariner said. The national tournament will take place June 16-20.

Students honored for artistic talent by Jacob Vigil Over spring break, three students received recognition for their achievements in various national art contests. Savannah Bustillo ’14 and Calvary Fisher ’14 earned silver medals in the 2014 Scholastic Art and Writing Awards, and Hannah Musson ’15 was awarded an honorable mention for the image she submitted to the Smithsonian National Portrait Gallery Teen Portrait Competition, a distinguished teen art photography competition. The Scholastic Art & Writing Awards is a prestigious 90-year-old program created to recognize creative American teens. “This year I submitted a printmaking portfolio of art which got a gold key and then a silver medal,” Bustillo said. A print from the portfolio also received an American vision nomination. Fisher’s silver medal award-winning portfolio included eight drawings.

Academy students participate in local science fair by Keira Seidenberg Several Academy students participated in the Central New Mexico Science and Engineering Research Challenge Fair on Mar. 21 at the University of New Mexico. Qualifiers from the local fair move on to regionals and state. Antonio Perez ’17 entered a project simulating the efficiency of how ants forage based upon the amount of food in the system and the number of ants, winning first place and three special awards. AnaMaria Perez ’20 submitted a project that explored the best technique for the memorization of a poem, through methods such as audio, visual and cramming. Her project won five special awards. An Academy team that was also successful at the fair was represented by Trevor Kann ’16, Josh Konopka ’16 and Marcus Dominguez-Kuhne ’16. Other team members who did not participate at the fair were Hisham Temmar ‘16 and David Kohler ’16. Their project was a computer simulation on the spread of the 2009 H1-N1 virus strand. They took second place and received three special awards and participated in the supercomputing challenge on April 21. At this point, all winners will move on to the regional competition.

1:1 program will begin in sophomore, junior classes by Alec Squires As technology becomes more advanced and publicly available, it also becomes a resource to help students learn. The Academy will take a big step in that direction in just a few months through the new 1:1 program, which will require all tenth and eleventh-graders to have a laptop for school work. The program was first tested by giving laptops to all faculty members in stages and then receiving their feedback. After initial success, the 1:1 committee decided to move on to the next phase: the student body. “[The whole project] was made possible by the McKinnon fund from last year,” said Danny Packer, 10/12 History Department faculty member and 1:1 committee member. Next year, sophomores and juniors will be transitioning to 1:1, and, if all goes smoothly, the program will extend to other grades the following year. Many questions still surround the program, including the requirements for the computers, cost of computers and financial aid. “The student is encouraged to bring a laptop

that fits their personal preference and circumstances,” said Jim King, head of both the Academy’s technology department and the 1:1 committee. “[However], if it’s an Android Tablet, iPad, Kindle Fire or Chromebook, it does not meet this criterion.” Students’ families will be responsible for paying for laptops, but financial aid is also available. To make sure students have access to computers that meet the requirements, certain laptops can be purchased through the school. Whatever percentage of aid is given to students during the school year will apply to their purchases of laptops as well. In the classroom, teachers will not be given specific instructions on how to use the devices, but will instead be encouraged to utilize them as they see fit. While the laptops will make a big difference in the way students learn, some classes will likely make more use of the new resource. “…Probably the math and science departments [will use them] more, I would imagine,” Packer said. Next year will be a large step into a new world of learning as the Academy goes 1:1.

Theme for upcoming school year in committee development by Caroline Bay As the Make! yearly theme comes to a close after its two-year run, next year’s theme is already in planning. The yearly theme committee has decided the theme’s general idea: life skills. “The name of the theme will be the ‘A Good Life,’” yearly theme committee member Stuart Lipkowitz said. The theme serves as a broad concept that dictates what sort of speakers present during common times and what types of activities adviseries are encouraged to plan for advisery time. While speakers and activities have yet to be finalized, Lipkowitz hopes that the theme will retain Make’s hands-on skills. In addition to speakers and adviser activities, there will be one Community Day dedicated to the yearly theme, similar to the Make! Days of the past two years. Music will also continue to be a key component of the theme, with student performances and musical guests. The main idea behind the new theme is to teach students skills that are applicable to the real world. “We are looking at promoting both the ordinary physical skills that are essential to leading a good life and practicing those other skills that are less tangible but no less important,” Lipkowitz said. Several possible skills include mindfulness, gardening, awareness, conflict resolution, civil discourse and cooking a dinner for ten with $20. “So, while ‘A Good Life’ is about exploring those qualities that lead to a good life, we want it to be a very practical undertaking,” Lipkowitz said. The yearly theme committee hopes to make adviser activities and preparations less arduous, compared to Make!. “We don’t want the prep for this theme to be too onerous or require too much work from advisers; we want it to be fun, fulfilling and satisfying,” Lipkowitz said.

The decision to choose a new yearly theme and end Make! was one of regularity. “The committee chooses the theme from trends that seem important in both the larger culture and in our school’s micro-culture,” Lipkowitz said. Because plans are not yet completed for “A Good Life,” Lipkowitz urges members of the Academy community to voice their suggestions for the theme’s details. “I want to encourage people to be engaged, and if they have ideas, to come and talk to me and come to [yearly theme planning] meetings,” Lipkowitz said.



The Advocate would like to apologize for the following mistakes in the last issue and publish the correct information. Originally, the faculty interview stated that History Department faculty member Richard Field had a PhD in history and philosophy and that the title of his dissertation was “GutsMuths and the Germination of the Naturalistic curriculum in the 18th century.” The correct information is: Field has a PhD in health, physical education and recreation. The title of his dissertation is ” Rousseau and Guts Muths: The Germination of the Naturalistic Curriculum in Physical Education.”

the advocate • may 2014

news & features 3

Beamish plants Desert Oasis by Rosa Sun With summer quickly approaching, the air is full of insects humming and goldfinches warbling in the treetops. To provide a habitat for campus songbirds and pollinating insects, Science Department faculty member and sustainability director Karen Temple-Beamish is creating an environmentally friendly garden on the west side of the Science Building. The sustainable garden is called the Desert Oasis Garden and is expected to include not only organic herbs and vegetables, but also various types of fruit trees. These plant products will all be incorporated into the school’s lunch menu, lowering the Academy’s overall food budget. Beamish said that the garden will preserve healthy soil and help prevent further population drop of pollinators that are becoming increasingly endangered (such as honeybees, butterflies, certain moths and birds). Moreover, Beamish hopes that songbirds will find food and nesting opportunities among the greens in the garden. The garden will be open to everyone on campus. “Students will have a place to relax, play and learn,” Beamish said. Project intern Emma Dixon said that her favorite part about the garden is that it is a community space for everyone. “It can be used for teaching any subject, wheth-

er directly using the garden or just enjoying an outdoor classroom space,” she said. Beamish also said that the garden will be a work in progress and continue to grow for years to come. The team will continue to modify the garden, ensuring and improving its ecological functionality. Most of the funding for the garden project comes from external grants. Besides organizations like EPA (Environmental Protection Agency) and the PNM Resources Foundation, a special program hosted by the city is paying for the garden. The program involves water rebates, which encourages water conservation. The project team is replacing a section of the school’s Kentucky blue grass with buffalo grass as well as xeriscaped garden, which requires less water to cultivate. For every square foot of turf replaced, the city offers $1-2 in support of the garden’s construction. So far, the school has collected a total of roughly $11,000 from the water rebate system. The garden’s construction has already begun, and students in need of community service hours have been preparing the plant beds during study hall periods. The soil is now ready for planting. Beamish and her team have high hopes for the final garden, and they expect that the process of interacting with an environmentally beneficial area will prove to be a worthwhile experience for the Academy community.


Jhally warns of consumer perils by Eliza Ennis Artfully hanging on the insides of bathroom cubicles, audaciously looking from the sides of buses and sneakily scrolling across the bottom of every YouTube video, advertisements are everywhere. Sut Jhally, Professor of Communication at the University of Massachusetts Amherst, has dedicated his life to studying the implications of the ever-growing commercial marketing industry. On April 7, Jhally spoke at Simms Auditorium as part of the Albuquerque Academy Community Lecture Series. In addition to being an esteemed professor, Jhally is the Executive Director of the Media Education Foundation, a coalition that provides resources to inspire critical thinking about American mass media. He has written several books on advertising and its societal effects as a whole and on specific racial and sexual groups. His evening lecture, entitled “Advertising and the End of the World,” was arranged and hosted by the Media Literacy Project on campus. Awareness of the power of advertising is Jhally’s primary concern. “I look at issues around popular culture and media,” Jhally said. “I want people to take the media around us seriously.” Because media, especially advertising, penetrates into every facet of our society, Jhally urged the Academy community to pay even more attention to it. “Whether ads get us to buy a particular product is not important. What values it is spreading and what story it is telling [is what matters],” he said. Jhally wants all consumers to understand how advertising works so that they can make conscious decisions about what values matter to them. “Advertising uses what we actually want to make us buy products,” Jhally said. “Every ad has this message: that happiness will come from purchasing stuff from the marketplace—that’s why we then produce more and more.” He cites sociability and connection with other humans as examples of what people truly want and what advertising manages to exploit. To understand how advertising links products to true human values, consumers must examine the images of advertising without the words. “Turn off the sound. Look at the images and how they are selling it,” Jhally said.

“What are the consistent stories advertising spins about the world?” He said that when individuals see images of their desires such as family, beautiful women or happy smiles, they are subconsciously convinced that if they buy the advertised product, they too will attain their desires. Jhally works to enlighten students and everyday consumers about the dangerous power of advertising. “The first stage is always education,” he said. “As a teacher, my job is to get people to look at the world as clearly as possible, and then they can make their own choices.” According to Jhally, advertising propels what he sees as the wasteful and endless cycle of capitalism. “Advertising has become more and more intense. The creative talent in society is being sucked into it, and it is telling us this seductive story,” he said. Despite his lecture’s title, Jhally believes that advertising does not have to continue leading society to the end of the world. Once consumers begin to recognize the power of advertisements, Jhally said he thinks they will make better choices about what they choose to buy. Jhally quoted Margaret Mead during his lecture: “Never doubt that a small group of thoughtful, committed people can change the world. In fact, it’s the only thing that ever has.”


Sut Jhally, professor of marketing and media expert, delivers a Community Academy lecture entitled “Advertising and the end of the world” on April 7.

the advocate • may 2014

Newsbriefs 10/12 Division elects new senators and class officers


by Jacob Vigil The 10/12 Division held elections on April 7 to determine leadership positions for the upcoming year. The four students from the rising junior class are Cody Bratzler, Samsara Durvasula, Jack Keller and Haley So. The five students from the rising senior class are Caroline Bay, Max Bernstein, Jason Hou, Grace Su and Lou Vermette. Eight rising juniors and five rising seniors were elected to class office. From the rising junior class, Ian Alsobrook, Dani Apodaca, Julia Baca, Noelle Gushard, Ellen Hager, Tea Salazar, Hisham Temmar and Andrew Wilson will be officers. The five rising senior officers are Mason Caldwell, Carlos CdeBaca, Risa Gutierrez, Blythe Johnston and Alma Olavarria Gallegos.

Collective memorial will commemorate deceased faculty and students by Izzy Collins This year, the school decided that a memorial to honor all deceased students and faculty should be placed in a more central location. The school plans on creating a column with a quotation and the names of all the students, located in the garden on the east side of the library. The names that will be on the memorial are Mark K. Adams ’81 (1963-1978), Erin Trujeque ’91 (1972-1985), Gregory J. Fesler ’97 (1979-1994), Manoa Alcántara Jojola ’00 (1981-2000), Charles Nishino Whitener IV ’05 (1987-1998), Tyler Jeffrey Heckl ’07 (1989-2001), Connor O’Loughlin Mantsch ’16 (1998-2012) and Connor Patrick Porter ’16 (1997-2012). There will be a private gathering for family members of the students honored by the memorial. Students are welcome to attend the Alumni Weekend, during which the memorial dedication will be held at the medicine wheel, near the cross country course. “It is designed to honor the memories of the students and adults associated with the school who have died while either attending or working at the Academy,” 8/9 Division head Don Smith said.

Academy students qualify for American Invitational Mathematics Exam by Kobie Boslough Four Academy students have qualified for the American Invitational Mathematics Exam (AIME) after their success on the AMC-10 and AMC-12 exams. The qualifying students are Andy Chen ’15, Gavin Epstein ’15, Dylan Hendrickson ’16 and Thor Larson ’17. “The AIME is an invitational exam; it’s a whole process for the AMC in determining the American math team,” Chen said. The AMC and AIME exams serve as a way to narrow down participants into one group of six of the highest-scoring students who will then form the national math team. This group of six students will then take part in the International Math Olympiad, an annual mathematics competition for high school students from around the world. In addition to being difficult competitions, the AMC and AIME exams also teach students skills that they would not otherwise acquire at school. “I feel like it’s given me a different way of thinking and approaching problems, and I think it’s very different from the type of math you can learn in a classroom,” Chen said.

4 news & features

APD faces national criticism

Police department forced to bite the bullet by Anya Rosen-Gooding Over the past month and a half, Albuquerque police shootings have been the topic of much debate both locally and around the nation. The issue reached a critical point after video footage was released of a homeless man being shot in the foothills on March 16. Protests broke out around Albuquerque in the following weeks and were met with police use of riot gear, tear gas and arrests to break up the crowds. With the civilian backlash came the media. The New York Times, NPR, The Huffington Post, Fox News and CNN all covered the story of Albuquerque’s “killer cops” and the response from citizens, giving Albuquerque a moment in the spotlight, albeit a shady one. The use of excessive force by Albuquerque police officers is not new; the U.S. Justice Department has been investigating the Albuquerque Police Department (APD) for the past year. The investigation uncovered numerous examples of misuse of firearms, including the shooting of a man too drunk to get up from where he was lying and another one of a teenager unwilling to lie down on a floor that was covered with shattered glass. Another reported problem was the use of lethal force when suspects were already rendered unthreatening, such as the case of Andrew Lopez in 2009, who was lying motionless on the ground when the lethal bullet was fired. Other instances of police misconduct included the use of Tasers, which in one instance were used upon a man doused in gasoline, setting him on fire. Individually, these cases were not shocking enough to merit national headlines, but when combined they show APD’s history of po-

lice brutality and its effect on Albuquerque’s publicity in the national media. On April 10 the U.S. Justice Department submitted a final report, stating that APD demonstrates “inadequate oversight, inadequate investigation of incidents of force, inadequate training of officers to ensure they understand what is permissible or not [and] endorses questionable and sometimes unlawful conduct by officers.” News anchors pounced on this report with headlines such as CNN’s “Justice Department slams Albuquerque PD’s excessive, deadly force.” Despite this reprimand, the shootings continue. On April 21, a police officer shot a 19-year-old woman suspected of a car robbery, making her the third fatal shooting in five weeks by APD officers. In response, the New York Times came out with the story “Beleaguered Albuquerque department reports another fatal shooting by police.” In total, there have been 39 reports of police shootings since 2010. The U.S. Department of Justice has recommended reforms for APD, including clearer boundaries on when force is appropriate, mandatory reports to superiors of any uses of force and scheduled trainings that cover correct procedure when dealing with mentally ill suspects or talking down potential threats. However, until these reforms are put in place, Albuquerque may continue to make national news as the city of “killer cops.”

the advocate • may 2014

news & features 5

Life’s a breeze: a local climatologist’s studies have global implications RECURRING FEATURE by Carrie Hicks David Gutzler describes his job as “pure fun.” As a climatologist at UNM, he has the opportunity to do what he loves on a daily basis. A climatologist researches weather conditions over a certain period of time to predict future climate. Gutzler, a 1986 graduate of MIT with a degree in meteorology, has worked in Massachusetts, Colorado and New Mexico on a wide variety of projects. In Massachusetts, Gutzler completed extensive research and wrote his dissertation on El Niño, the temporary change in climate in the Eastern Pacific Ocean once every decade. Soon afterward, Gutzler moved to Boulder, Colo. to work at the National Oceanic and Atmospheric Administration Aeronomy Laboratory. Aeronomy is the study of the upper atmosphere, but Gutzler’s lab specialized in the study the troposphere, which is the lowest portion of the Earth’s atmosphere. The group he worked with hired Gutzler because of his experience in researching tropical wind patterns for his dissertation at MIT. During his tenure at the Colorado aeronomy lab, Gutzler worked on an international campaign to study the early stages of El Niño in order to analyze it in greater detail. “I was very lucky to be in the right place at the

right time, with the right experience to help design and participate in this campaign,” Gutzler said. When Gutzler moved to New Mexico, he developed several climatology courses for UNM students. One of the courses focuses on global warming and climate change. In 2010, Gutzler was nominated by a U.S. national committee to join a team of lead authors for the IPCC fifth Assessment Report. The IPCC, or Intergovernmental Panel on Climate Change, provided a clear analysis of scientific data relating to climate change. “I was quite humbled to receive this invitation; within my profession, IPCC authorship is considered to be a very high honor,” Gutzler said. “It’s fascinating work, especially knowing that the Assessment Report will receive a lot of attention compared to most scientific research, much of which is actually read only by a few other specialists.” The report took three years to complete and was released last September. Overall, Gutzler speaks of his career with a sense of contentment. “Being a practicing scientist is a wonderful thing,” he said. He wishes that more college students would take their curiosity to a professional level. “If people could step back and follow their passions… The people who pursue it will find it very gratifying.”


Geology rocks: a geologist shares her passion for all things sedimentary RECURRING FEATURE by Jenny Lee Rock-lovers come in two categories: those who listen to the Rolling Stones, and those who spend their time rolling stones. Dr. Maya Elrick belongs to the latter, as both a UNM professor of geology and a carbonate sedimentologist, as well as the mother of Kobie Boslough ‘16. Countless years of hauling heavy rocks will definitely put a toll on your knees, but for Elrick, the sacrifice is worth it. “Carrying the heavy rocks around is the only disadvantage to my field of geology that I can think of,” she said. “As for my job as a professor, it’s definitely grading all the papers.” Elrick’s love for geology began in her freshman year as an undergraduate at University of California at Santa Cruz. An exciting professor, supportive TAs and passionate classmates all contributed to the allure of geology. Elrick had found her people and her passion. Geology is a broad field with many divisions. A

geologist working for an oil company in Houston might wear a suit to work every day, while another might spend a month outdoors, working by the light of the sun. “I could never be one of those geologists who work in an office all day, looking at pictures of rocks. For me, the best part of geology is being outside, with nature... and of course, the rocks,” Elrick said. Her specific field of geology, carbonate sedimentology, is specific to limestone, known by its scientific name, calcium carbonate. “I find [it] the most interesting field because limestone is made of fossils, seashells and other things that were once living,” Elrick said. Limestone reveals a lot about prehistoric ocean life, climate and evolution. Elrick explains that a career in geology begins with a curiosity for the natural world. Looking for patterns in nature are activities that a future geologist might do, both in the field and in the office. Other characteristics of a geologist include persistence in obtaining a wellrounded education. “You’re going to want to have a good background in the field, be willing to ask questions to

ABOVE: Elrick enjoys working in the field. RIGHT: Sedimentologist Elrick is a geology professor and researcher at UNM. She has traveled worldwide for her career and collected samples from Europe, Mexico, Canada and various parts of the continental United States. She is pictured hiking in Zion National Park.

your teachers and professors and really make an effort to pursue the academics of being a geologist,” she said. She also noted that geology is a profession that requires a solid foundation in biology, chemistry and math. Although Elrick spends the academic year as a professor, she enjoys spending weekends and the summer outside, studying the Earth. Some of Elrick’s best memories were created in remote places like the Canadian Rockies, Southern Mexico and the Czech Republic. “The most fascinating part of these places was that most of them had such little previous human contact. They had a sort of untouched beauty to them,” she said. A typical field day for her might involve looking at rock formations from a distance, then up close, and taking samples to a lab for analysis. Though she used to spend a great deal of time doing field work, Elrick now spends more time in the lab. No matter the setting, Elrick is happy as long as she is doing what she loves. “You never stop learning,” she said, “there’s always more rock.”


the advocate • may 2014

6 news & features

Balance your chi with bedroom Feng Shui by Caroline Bay Whether you’re redecorating your bedroom over the summer or setting up your dorm room next fall, you should consider using the art of feng shui to create a balanced space. Feng Shui is the practice of arranging your environment so that chi, or energy, flows smoothly through the space. Recenter yourself by following these six tips:


Because you start and end each day in bed, it is important that the bed’s chi supports your lifestyle. Orientating the head of your bed in a certain direction can have different effects on your mood. Having the head of your bed to the north or west promotes calming, deep sleep. Facing east or south promotes more shallow sleep, but also makes it easier for you to wake up. Test out different bed orientations to find what works for you.


Color is well-known for affecting mood. Green supports movement and new ideas. Metallics and white sustain clarification and definition. Salmon, peaches and pinks encourage a nurturing environment. Red, bright yellows and oranges are invigorating. When painting your room, you must make sure the color matches the room’s purpose.


To work efficiently, your desk must not only be clean, but properly arranged. Having your desk face out of the room with your back to a wall will foster new ideas and help you work with more power and drive.


Consider getting some plants or flowers to liven up your room, especially if your room has poor air circulation. Dark, rich, green-leaved plants promote health. Plants with waxy leaves represent relaxation. Fresh flowers are a great option as well, boosting and renewing life energy and focus.


You may be surprised to learn that even art can affect a room’s chi. For example, dark, lonelylooking pictures may give off a scary energy. Put up friendly and bright art to maintain a similar attitude.


We all have our favorite things, but sometimes we don’t realize the number of items we have that we don’t like. Remove objects that you associate with a bad memory or that you are ambivalent about. Get rid of the clutter! Find a balance between the material quality of your objects and your personality. PHOTOS BY CAROLINE BAY/THE ADVOCATE

TOP: The way you orient your bed can affect the circulation of energy while you sleep. Try different orientations to see which one gives you the best night’s rest. MIDDLE: Pretty, bright plants can help liven up dark spaces and improve air circulation. Orchids are a great option to add some beauty to a duller space. BOTTOM: Cheery art can help lighten the mood in your room. Like plants, it breaks through darkness. Avoid dark, isolated art as it gives off bad energy.

Send photos of your own bedroom Feng Shui to the advocate • may 2014

news & features 7

What’s your 1:1 style?

The Advocate’s guide to choosing the right laptop

FLOWCHART by Hisham Temmar and Abbie Reeves


What kind of productivity is it?


Do you need maxed graphics?




YES Is it CG-animated?

Do you procrastinate?

YES Do you make art?


Do you use computers to be productive?






Battlefield or 2048?



Are your parents buying?



Won’t break the bank Fulfills 1:1 requirements Good for browsing



Are you a gamer or a browser?


Great for gaming Latest tech Best graphics


Stop lying.



Best bang for your buck Customizable Lighter than other PCs

How are your arm muscles?

the advocate • may 2014



Extremely light Less expensive than Pro Longest battery life


Mac OS X simplicity Best for videos/photos HD Retina display

8news & features

Put your summer free time to good use by Laurel Howell Summer is a time of no school and few worries. This period of relaxation can also be an excellent time to take care of required community service hours while discovering a passion or meeting new people. Albuquerque offers many different types of volunteer work, from helping kids learn to read and enjoy science to feeding the hungry. There is a service opportunity to fit any interest.


The Albuquerque BioPark offers multiple options for students aged 14 and up. Students can volunteer as a Nature Guide or be Conversation Camp Counselor. The Nature Guide program involves teaching at the zoo, aquarium and Botanic Gardens. Volunteers work in three hour shifts which consist of showing visitors a table of artifacts, including a cross section of a cactus, and teaching about their importance. Conservation Camp counselors assist a lead teacher at Camp BioPark’s week-long programs by setting up activities and teaching groups

of kids aged 5-13 about the natural world. To become involved in either program, students must fill out an application online and attend several training courses. The application can be found online at: http:// jobs-and-volunteering/volunteer


Only 47 percent of fourth-graders are reading at grade level, according to the New Mexico Public Education Department. To combat this problem, students in grades 10-12 can apply to volunteer with the American Youth Literacy Foundation (AYLF), a national organization that allows students to assist children in their community to reach reading proficiency by the fifth-grade using phonics. AYLF gives students access to online tutorials and lessons on how to teach children to read. Once students pass the certification tests, they are able to volunteer in their communities and assist a child in learning an essential skill by collaborating with nonprofits such as

Public Libraries and Boys and Girls Clubs. To become involved, students can fill out a volunteer contact form found online at: SX9N.html



- Volunteer at Explora as a visitor experience facilitator

Students passionate about hunger issues in New Mexico can try volunteering at the Storehouse of Albuquerque, a food pantry that provides food to low-income households and the food insecure. The Storehouse is a nonprofit organization and relies on community volunteers. Volunteers help visitors gather the food items they need and assist in managing the flow of people. Another way to contribute is by organizing food and clothing drives. As well as helping the hungry, students also have an opportunity to practice their Spanish, as many of the visitors come from Spanish speaking homes. To volunteer a student simply needs to show up during working hours. Volunteer hours: Tuesday- Friday: 8:00 a.m.-12:00 p.m. and 12:00 p.m.-4:00 p.m. Saturdays: 8:30- 11:30 am

- Prepare meals for Ronald McDonald House Charities of New Mexico - Sort cans at Roadrunner Food Bank - Be a junior camp counselor at the National Museum of nuclear science and History - Help out with adoption dog clinics and PETA - Build trails with Albuquerque Open Space - Cook dinner with Project Share for those in need

Una despedida:

Tingey bids farewell to the Academy by Abbie Reeves Students know world languages faculty member Susan Tingey as “Doctora,” a familiar face on the West Campus who is always willing to share a smile PHOTO COURTESY OF THE AA or a few Spanish CHARGER words of wisdom. Tingey has seen generations of students pass through her colorful classroom in the 6/7 Division, but after 27 years at Albuquerque Academy as a Spanish teacher, she has decided to retire and will leave the school at the end of this year. Even though Spanish was not her mother tongue, Tingey always felt a connection to the language. By the age of 19, she already knew she wanted to be a teacher. “[Spanish] is totally my passion,” she said. “I think it should have been my first language.” Tingey shares her own love of the subject with her students. “When I started to speak Spanish I found my home, I found my language… I found my calling in life,” she said. Tingey has now taught nearly every grade level at the Academy, but she appreciates the multidimensional, handson approach of 6/7. “I love sixth grade and how we teach in an interdisciplinary way, working with other teachers,” she said. “I really love the experiential [education] aspect of the school.” Her students

the advocate • may 2014

truly appreciate her teaching style: “She’s thoughtful and kind, and very caring,” Alexis Lin ’20 said. Many of Tingey’s colleagues also recognize her excitement for language and the impact she has made on the school. “She always displayed a wonderful enthusiasm for teaching,” world languages faculty member Tony Esquivel said. “She would create projects… that would enhance learning of the Spanish language.” History faculty member Ed Baklini has taught alongside Tingey ever since she came to the Academy. “She certainly does care about young people, there’s no doubt about that,” he said. “She teaches out of the box.” Tingey has seen many changes at the Academy since coming to the school in 1987, mostly related to the spread of technology. “There have been changes [during my time here], but probably more because the world is changing,” she said. However, Tingey has returned year after year because she enjoys working with Academy students. “I think there’s just a consistency that I appreciate as far as the quality of students and the joy of being here,” she said. After she retires, Tingey plans to travel and work as a volunteer so that she can continue to speak Spanish and learn about different cultures. “I really enjoy working with my colleagues, but I think the quality of the education here is what’s given me a lot of joy,” she said. Although her energy and passion will no longer fill the West Campus, Tingey will always have a place at the Academy.

news & features 9

Gage retires after nearly 50 years of dedication by Ezra Nash “Mr. Gage is my hero,” math faculty member Alan Vraspir said, reflecting upon his long-time colleague. “I idolize him.” Indeed, math faculty member Darell Gage’s reputation as a teacher is nothing short of legendary. “The thing about Darell Gage is that he’s absolutely open to any student,” said David Gutierrez, Gage’s former student and current English faculty member. “I had an advisee who was tanking in her math class; she was in absolute despair. When I mentioned it to Darell in the break room, he told me to tell her to go and see him. She wasn’t even his student but he was there for this kid, and her work in math and her confidence almost immediately improved.” Darell Gage is known throughout the Academy for his dedication to the school as a math teacher. This year, after 49 years of teaching at Academy, Gage will retire and work in a non-teaching position next year. Gage was hired in 1965 when many parts of the school were still under construction. In early fall of that year, Gage was touring the campus with Head of School Ashby Harper, and upon reaching the swimming pool, pointed out that because the pillars obstructed the view, the pool could only be seen from the first row. By then, it was too late to change the design of the room and the placement of the columns supporting the roof, but Gage’s concern for every facet of school life has never waned. As a man who has seen the Academy steadily grow and develop over nearly half a century, Gage has been witness to its emergence as a nationally competitive independent school. “Back in the early ‘70s it was an all-boys school, but in the mid ‘70s that all changed. I think it’s better as a co-ed school, but it was great back then,” he said. The Academy has developed significantly in the past 49 years since its original enrollment of 450 boys. As Albuquerque expanded, the demand for a quality education increased, and in the early ‘80s, Academy grew to satisfy Albuquer-

que’s needs. Gage said that the biggest change in the school has been its increase in size. One of Gage’s distinguishing characteristics is his clothes. “He was always the snappiest dresser we had on campus,” 8/9 Division head Don Smith said. Dressed in plaids and pastels, Gage is our own Beau Brummell. “My first two years here, I was an assistant basketball coach in the boys program,” history faculty member Mike Nadler said. “Coach Gage was the varsity assistant to Coach Brown. I quickly realized that my wardrobe was terribly puerile compared to Coach Gage’s elegant assemblage of sartorial splendor.” Gage’s contribution to the math department and the Academy community is unrivaled, and he proudly sees his time at the school as one of the most satisfying experiences of his life. “I have such a great fondness and appreciation for this place,” Gage said. “I will always be grateful for the fact that I have gotten to work with such incredible students and faculty.” While math often poses a challenge to students, Gage makes it as painless and engaging as possible. “Mr. Gage really connects with students when he teaches. He’s had a lot of teaching experience, and it shows,” Hannah Musson ’15 said. “One of Darell’s most inspiring gifts is his ability to influence teachers and students alike,” history faculty member Ed Baklini said. “It’s not putting it too strongly to suggest that Darell Gage is among the most effective teachers on the planet. He is surely one of the most respected.” With nearly five decades working at the Academy as a math teacher, tennis and basketball coach, Gage’s commitment to the Academy will be remembered fondly by his students and colleagues. Gage said that his time spent at Academy has been fulfilling beyond any of his initial expectations. “In my wildest dreams I could not have anticipated what a wonderful life this was going to be at Albuquerque Academy,” Gage said.

Spanish teachers depart from the Academy by Tanek Ballachanda This year, several faculty members are leaving the Albuquerque Academy community. This list of departing faculty includes Grace Cinquegrana, Spanish faculty member and eighth grade sponsor, and Nellie Golding, Spanish faculty member. Golding is a 6/7 Spanish teacher as well as assistant coach for Girls Varsity tennis. “[My favorite part about working here is] just interacting with students every day, going to practice after class or just spending some relaxed and casual time together after class,” Golding said. Golding enjoys teaching and coaching at the Academy and is leaving because of personal reasons. “I’m from the East Coast, and I’m just trying to get back to my good friends and family,” she said.

Grace Cinquegrana is leaving her position at Albuquerque Academy after teaching Spanish in the 8/9 Division for three years. She is departing to pursue international travel and education opportunities. “I have always wanted to travel through South America, because it seems like a really interesting place, and I’ll be traveling to places like Peru and Ecuador.” However, she said that she will miss being a part of the Academy community. “I would just say that [the best part about teaching at the Academy was] all of the new people I got to meet...I was the eighth grade class sponsor this year, so I got to know the students in all sorts of different ways,” Cinquegrana said. BELOW: Nellie Golding (left) and Grace Cinquegrana (right) will leave Academy.



A final goodbye for Margaret McGuinn

by Tanek Ballachanda

English Department faculty member Margaret McGuinn is retiring after ten years of teaching at Albuquerque Academy in addition to thirty-seven years of teaching elsewhere. As an English teacher in the 8/9 Division, she is highly respected by both her students and colleagues. McGuinn’s contributions to the school include writing for the senior appraisal committee and often helping seniors write their college application essays. “Even though I no longer teach them, they still come back for help,” she said. It is with difficulty that McGuinn decided to retire. “[Retiring] is a complicated decision for anyone to make. I love teaching, but I was financially able to retire,” she said. “Because I’m financially able, there are a lot of other things in life that I am pretty excited about... [There are] lots of possibilities. I will probably do mediation (that’s an alternative to litigation, it’s a part of our legal system), and I trained as a mediator, so I will probably do that. I’ll probably have more time for landscape design and gardening, and for music.” In response to what she will miss most about the Academy, McGuinn reminisced about her time with students and colleagues. “[I will miss] helping students discover that they can be writers,” McGuinn said. “There

advocate • may 2014 the the advocate • september 2010

are so many moments... they all have to do with watching students grow.” She also made clear that she will miss her coworkers as well. “I really have enjoyed working with [my] colleagues. We have a really strong group of ninth grade teachers, and we meet every two weeks, and that has been really rewarding to me.”


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Finally: A look at the merits of Academy exams by Abby Williams Tick. The sound of the clock echoes in the East Campus gym as rows of students sit hunched over their Scantrons. Tick. Someone in the corner shifts his rickety chair, the leg scraping against the gray tarp plastered to the floor. Tick. Papers shuffle. Proctors pace rhythmically up and down the aisles. Tick. This scene is all too familiar to any student who has taken finals at the Academy. Beginning in the fall of their eighth grade year, each new group of students prepares for the monotonous semester exams, a staple of Academy life. Students and faculty, however, have recently begun to question whether the current system, derived from the need for a final evaluation and desire to prepare students for college, is truly effective. This method lends itself better to certain subjects than to others. The math department, for example, gives all students in the same level course one common exam. Written collaboratively by all the teachers of a course, the final has around 20 problems designed specifically to test a wide variety of concepts and skills. During the exam, students are allowed to access their textbook,

notes, old homework and even tests, because the problems aim to challenge them beyond simple formulas. In other subjects, the merits of a final exam are not as clear. The science department faces challenges in part because of the wide variety of classes it offers, as each class requires different skills. Some classes, like physics, function like math classes in exam administration. Others, including electives Anatomy and Physiology and Computer Science, do not have a traditional final exam at all. “I think [a final project] is a much better reflection of what students can get out of these courses,” science department chair Kevin Fowler said. “They can solve problems, they can pull things together and they can do some critical thinking, not just regurgitation.” Fowler also recognizes that traditional exams are easily influenced by the circumstances of the exam day, especially if students have already been testing for two full days. “You can take a test one day, and just by the luck of the draw, you might not do as well that day for whatever reason,” he said. An interesting feature in many science exams is the allowance of a “cheat sheet,” meaning that students can bring in whatever information they can fit on a page. Much

like the math department, the idea is that the exam should challenge critical thinking skills, not just memorization of facts. “If we’re asking a question that you can Google to get the answer,” Fowler said, “then that might not be a very good question.” The traditional system, however, is not as conducive to all subjects. There has been talk of changes to the English exam in the 1012 division. Many English faculty members feel that because many of their students have spent weeks developing sophisticated, thoughtful essays throughout the year, allotting 20 percent of the semester grade to whatever those students can produce in a limited time block is nonsensical. As students move into higher-level classes, teachers tend to go beyond testing grammar fundamentals and lists of vocabulary and focus instead on analytical thinking and development. “[English class] involves things like revision and the idea that writing is a process, rather than a single event,” English department chair Casey Citrin said. These skills, however, are much more difficult to assess in a two and a half hour window. Instead, the department has been examining evaluations at other schools in search of a more effective approach.

Examples of alternative exams include turning in a final presentation and paper, or even a portfolio of work. “What’s being examined [with a portfolio],” Citrin said, “is your development over the course of a semester and your growth, and that is maybe more appropriate.” In addition, they recognize that while some exams can be helpful later in life, their research has shown that college-level English exams are more often final papers or projects. Thus, it might be of more use to the students to make changes. “The system just doesn’t fit what we as English teachers do,” Citrin said. After many years of maintaining a onesize-fits-all approach to final examinations, the Academy is taking a second look at whether this method is truly effective. While the traditional administration works well for certain departments, some students and faculty feel that it does not work as well for other disciplines. In fact, many believe that the current exams don’t prepare students for the actual assessments they will face in college. In light of this, it is a real possibility that Academy students in the near future might not be quite so familiar with the rhythmic ticking of the clock in the East Campus gym.

Academy students voice opinions on final exams by Abby Williams


How do you feel about the way the Academy gives finals? When you pile them all in the same week, I think it kind of stresses you out more than you can prepare for. It’s like, “Okay, I have to take this test, then I have to take this test, then I have to go home and study for the next test, then I have to take that.” And it’s just a lot. Do you think finals prepare you for finals in college? I think [the Academy] prepares you well enough anyway, with the hard curriculum and through everything else.


Do you think finals could be more effective if they were structured differently? I think they should be two a week for the last three weeks. That way, you’re not having to cram as much, because if you have five tests in three days, it’s really hard. Some schools test differently, like testing in each individual classroom. Do you think that would be more effective? Bingo! I would like that more. Then it wouldn’t be so stressful.


If the Academy were to structure finals differently, do you think they could be better? I feel like spreading them too far apart would be somewhat difficult, [and] I think that would make it too elaborate. But maybe having a day in between could be good, so you’d have another study day, a breather day...instead of just going sequentially. Do you think the way we do finals works better for some subjects than for others? I think science is well-arranged, and math is pretty well-arranged. History is okay, but there are some things on there that are trivial, like map-drawing and coloring, which I think is not going to help us get into Harvard.


What are your opinions of finals? Do you think they’re useful? Yeah, I think [finals] give you a good review of the whole year, but it’s just too stressful sometimes. If restructured, could finals be better? [They] could be. If there was a way to spread them you have more time. Do you think they prepare you for college? I feel like it’s your job, like to grow up and adjust to it, and if you can’t adjust to it, well that’s too bad.

the advocate • may 2014


What are your opinions on the system of finals at the Academy? You like finals in the same way you like hitting your hand with a hammer--once you stop it feels great. Do you have a favorite final? Fave: Spanish. Because it’s easy. Except this year, because it’s an AP. My least favorite is math, because you look at the paper, then you look at the problems, and you’re like…well, shucks.


What is your opinion on finals at the Academy? I don’t really like them that much… because I don’t get enough sleep and I kind of have to cut off my Netflix feed for a little while, and that’s kind of really depressing. It’s all right beside that. But once they’re over with, it’s nice because I get summer break. I can pick my Netflix feed up again. Do our finals prepare you well for college exams? Yeah, I think they do. I think having to be really prepared for something, and knowing how much to study and when to stop and how to still sleep enough before you go into the test…it’s nice to learn about that happy medium in high school instead of in college.

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College Board announces new SAT changes to begin in 2016 by Samsara Durvasula Seven times a year, the night before the SAT, students all over the world focus on rote memorization of SAT vocabulary. Eight hours later, “pulchritude,” “vituperate” and many other words fall out of their memories, never to be used again. For students graduating after 2016, however, this may not be a problem. The College Board recently announced sweeping changes to the popular standardized testing service, hoping to gear the test more toward real world applications. The new SAT will be drastically different from the current one. An issue of contention is the mandatory essay portion which many criticize for being subjective, catering to limited styles of writing and allowing students to make up facts as they wish. The infamous essay will now be optional for test takers as a 50 minute block following the main test. While current essay topics generally involve philosophical thinking, the new essay section will focus on analysis and evidence. In fact, students who opt to take the essay portion will have to provide direct evidence from novels or experiences in their essay. Making the essay optional also means that the SAT will return to a 1600 point grading scale. The essay will be graded on a separate 800 scale. The College Board also announced extensive changes to the Reading Comprehension and Mathematics sections. Math will be divided into two sections, one which permits calculator use and another that does not, asking instead for grid-in answers. In the College Board’s recently released prototypes for the test, a portion of the math section included scenarios involving monetary exchange and bacteria population growth. In the reading section, now called Evidence Based Reading, 80 percent of the passages tested will be nonfiction and will require students to choose answers with direct evidence from the materials. Many of the passages will discuss other subjects, including history and science. In score reports, students will now also get scores in history and science based on their performance on the reading and math sections. In addition, controversial SAT vocabulary will be abolished in favor of more familiar words, like congenial and fortunate, and will be used in context. Perhaps the biggest format change to the multiple choice section is decreasing

the number of multiple choice answers from five to four and eliminating the ¼ point guessing penalty. The College Board has provided two main reasons for the change in the SAT. Primarily they acknowledge that the current SAT does not test actual curriculum, but instead tests obscure knowledge. As College Board CEO David Coleman said, “[Standardized tests] are too stressful for students, too filled with mystery and ‘tricks’ to raise scores and aren’t necessarily creating more college-ready students.” The organization hopes the new format, with its context and evidence-based questions, will test more classroom learning as it is taught by the Common Core system. Another motivation for the change is educational inequality. Critics of the SAT have long argued that higherincome students have an unfair advantage in testing, as they have access to higher quality test prep and can afford multiple attempts at the test. As the new SAT will be testing a common curriculum, it should, according to experts, decrease testing inequality. Although many believe the new SAT is an improvement over the previous model, numerous experts have still criticized it. A central argument is that the new test is a financial scheme on the part of the College Board. In 2013, approximately 200,000 more students took the ACT over the SAT. The move towards “content-testing” is very similar to the content-based approach already taken by the ACT, which leads college advisors and counselors to believe that the SAT is simply trying to regain its former competitive edge. Additionally, some argue that testing inequality will actually increase with the new SAT. “We all feel like this test is going to favor the educationally privileged because it’s a curriculum-based test and because the curriculum is going to be more reinforced in the better schools,” said Matthew Joseph, founder of MJ Test Prep in Bryn Mawr, Penn. According to experts, the SAT will fail to account for socioeconomic differences within schools, which will still lead to higher test scores for high-income students. Even with sweeping changes, the SAT remains a controversial measure of student capability. “I hope that the changes will mean more schools switch to test-optional admissions,” dean of college admissions Rafael Figueroa said. “I think more schools will realize that they don’t need it to measure student aptitude.”

Can’t decide which test to send to colleges? School

Students submitting SAT

Students submitting ACT

University of New Mexico



Washington University in St. Louis



Arizona State University



Harvard University


31% the advocate • may 2014



INFOGRAPHIC by Haley So * Refers to the current SAT, not the changed version


SAT: Skill and reasoning test ACT: Content-based test Sections: SAT: 10 (3 Critical Reading, 3 Math, 3 Writing, and 1 experimental (doesn’t count for score) ACT: 4 (English, Math, Reading, Science) plus an optional Writing Test


SAT: Critical reading: 70 minutes for 67 questions Writing: 60 minutes for 60 questions Essay: 25 minutes for one essay Mathematics: 70 minutes for 54 questions ACT: English: 45 minutes for 75 questions Mathematics: 60 minutes for 60 questions Reading: 35 minutes for 40 questions Science: 35 minutes for 40 questions Optional writing: 30 minutes for 1 essay


SAT: +1 for correct answer -1/4 for incorrect answer 0 for unanswered Scaled to be out of 2400 ACT: No guessing penalty Scaled to be out of 36 Price: SAT: $49 ACT: $36.50 without writing $52.50 with writing

12 cover story

Where it all began: the history of testing by Julia Friedmann As students sharpen their No. 2 pencils across the nation, they prepare to take part in what has become an age-old tradition in American schools: standardized testing. Standardized assessments permeate our country’s education system, reflecting a growing interest in the formulaic results that these evaluations provide. Standardized testing has become the go-to measurement of student progress in America, but it hasn’t always been this way.


The beginnings of standardized assessments can be traced to the mid-1800s, when schools used oral examinations to determine students’ progress in certain subjects. However, with mass immigration in the late nineteenth century, public school enrollment more than doubled between 1870 and 1900. With more students came increased expenditure, which led to calls for greater school efficacy. Thus, districts sought to place students of similar proficiency levels in the same classroom and deemed written standardized testing the best way to accomplish this. The exams were exhaustive assessments of subjects such as history and involved intense memorization. Educational experts viewed the testing as a way to ensure fairness and equality of education between oneroom schoolhouses and larger urban schools. The state of Massachusetts was the first to administer the tests to

determine student and school performance, and the rest of the country soon followed suit.


Testing remained an integral part of the American public education system after its introduction; however, the No Child Left Behind Act (NCLB), created by President George W. Bush, put an even greater emphasis on assessments. Third-graders and eighth-graders are required to take math and reading evaluations to measure progress toward the NCLB’s goal of “100% proficiency” in these subjects by 2014. As a result, teachers tend to neglect the arts and science and stress reading and math in order to prepare students for the tests. Schools are penalized with curriculum changes or staff replacement if student scores do not improve over the years. In addition, the NCLB Act mandates that each state develop a specific form of standardized testing to be administered each year, integrating assessments into the culture of America’s public education system. Testing has become a way of life for many schools, and according to the Harvard University Graduate School of Education, many teachers feel that more emphasis is placed on testing than learning.


Beyond the public education system, standardized testing has become a major component of the college admissions process. Originally, the SAT was adopted in 1933 by then-Harvard president James Conant in an attempt

to screen for “pure intelligence” for a scholarship program. He intended the test to be an equalizer that anyone could do well on, regardless of background. The College Board adopted the test for all college applications in 1942, and it has remained a fundamental part of the admissions process ever since. The College Board restructured the exam in 2005, eliminating the analogy and quantitative reasoning sections in favor of reading comprehension, more advanced math and a writing section. This changed the coveted perfect score from a 1600 to a 2400. The SAT will be restructured again in 2016. The younger cousin of the SAT, the ACT, was established in 1959 as the demand for college admissions tests increased. The ACT was designed to test for more accumulated knowledge, as opposed to the SAT, which aimed to examine logical thinking. However, students today often take both tests, and the tests have become more similar over the years. Colleges use the results to narrow down the thousands of applications they receive each fall. As a result, one of these four-hour exams could determine whether or not a student is accepted to his or her college of choice. Standardized testing has emerged as a fundamental part of our education system. What started as a means to determine student progress has turned into a measure of not only individuals but also their school districts. Nevertheless, it’s safe to say that the No. 2 pencil industry will continue to thrive in the foreseeable future.

Testing the differences between AA and APS by Haley So Students across New Mexico, whether attending Albuquerque Academy or a public school, soon face the task of choosing what they want to do after they graduate high school and how they will achieve it. Particularly during high school, tests are a huge concern for students. These include not only regular school exams, but also standardized tests like the SBA, SAT and ACT. However, Academy students take

fewer tests than public school students. In Albuquerque Public Schools, students take at least one standardized test each year and must pass them to graduate. Although both independent and public schools can use the tests to see where they stand compared to the rest of the nation, there are different reasons why each take standardized tests. Unlike public school students, Academy students rarely take standardized tests. In fact, students only take two, both before high school, and the standardized tests taken at the Academy are not the

same ones that APS students take. While Academy students take tests from the Educational Research Bureau (ERB), APS takes the Standards Based Assessment (SBA) and other series of tests. The SBA is administered by the state of New Mexico, and since the Academy is an independent school, it is not required to give it. Albuquerque Academy is not actually required to give any standardized tests at all, but students do take one each in sixth grade and in eighth grade. The Academy has a contract with ERB so that students can experience standardized tests. “One reason we give the ERBs to introduce students to the idea of taking multiple choice tests because there are test-taking strategies,” 8/9 Division Head Don Smith said. ERB gives the Academy a test called the CTP4, the Comprehensive Testing Program Version 4. From this, the Academy is able to see how their students compare to students from other independent schools across the nation that take the exam. These tests, and others, including the PSSS, PSAT and PLAN, also prepare students for standardized tests such as the SAT and ACT. One of the main differences between the test systems is that APS is required to test in order to receive federal funding. APS, therefore, must follow the state mandates and regulations with regard to the education system. While Academy students take standardized tests to prepare for future tests, standardized tests for APS were created not only to ensure students’ learning, but also to evaluate teachers. When the results of the standardized tests come back to the school, the teacher gets


the advocate • may 2014

a score tied to how well students scored on the SBAs. This increases accountability and helps teachers see what needs to be improved in the classroom. The national education system was based on the “No Child Left Behind” act, but it is evolving into the Common Core, a new set of standards common to all core subject areas across the U.S. APS is beginning to switch to the PARCC, the Partnership for Assessment of Readiness for College and Careers, which continues and furthers the Common Core. It will be online and will emphasize application skills over content. Students in APS will be required to pass the PARCC to graduate in addition to the approved final exam. There has been much debate and research on how effective standardized tests are at measuring student ability and predicting future success. Some parents keep their children home from school on standardized testing days in protest, and some students have tried to revolt against the system. One student planned a walkout at Atrisco Heritage in Albuquerque but was suspended before she was successful. There is a lot of dispute about standardized testing because many do not believe it is a fair way of measuring student capability. “[However], to some extent, they will have some control over you and the opportunities given to you in the next couple of years,” Smith said.

arts & leisure 13

Sam I am

by Keith Herrmann and Rachel Breinholt

Very few people in this world exhibit the finesse required to excel at acting, writing and directing. Of that group, even fewer can claim also to be adept at Ultimate Frisbee and Magic: The Gathering. Sam Shoemaker-Trejo ’14 has become the theater department’s diamond– unique, multi-faceted and enormously valuable. It’s hard to imagine that Trejo, who has in one way or another become involved with nearly every Academy production of the last few years, wasn’t always part of the backstage community. Although Trejo started drama in sixth grade, he wasn’t involved in musicals until eighth grade when, at the request of Mickey Prokopiak, he tried out for “Pippin.” “I made it into the chorus with a really, really aw-


ful rendition of ‘Happy Birthday,’” Trejo said. Afterward, Trejo avoided musicals, but his acting career kept progressing. After Pippin, he landed roles in other Academy productions, including “Don’t Drink the Water,” “The Birds” and a non-singing role in “The Sound of Music.” “The first play I saw here was ‘Don’t Drink the Water,’” Aria Gaston-Panthaki ’17 said. “As soon as I saw Sam on stage, I knew I wanted to meet him.” The summer before his junior year, Trejo enrolled in an opera camp, which greatly broadened his range. That school year, he jumped back into the musical community, joining Academy’s a cappella group and playing Mr. Sowerberry in “Oliver!.” Trejo’s performances might make acting look easy, but for him, it can be a difficult process, requiring intense study of his characters and their motives. He remembers his hardest role as being his portrayal of a suicidal man in “A Bench at the Edge,” a performance which required digging into the mind of suicidal motivations. But Trejo has a few tricks up his sleeve, such as looking at other actors in the eye while on stage. “It grounds you there,” he said. Trejo continues to light up the stage; this year, he played Inspector Levine in “Catch Me If You Can” and Judd in “Oklahoma.” Apart from singing, junior year presented him with another new opportunity: playwriting. Ever since he read the “Eragon” books as a young teenager, Trejo wanted to write novels, but could never seem to finish his projects. Eventually, he decided to sit down and write a play in the hopes that it would help him with larger projects. Coincidentally, the inspiration for his first play was another form of writing. Trejo had written poetry before, but when he discovered the world of slam poetry, he instantly took to it. “Slam poetry is half performance… writing is only one part,” he said. “It solidified the idea that art is communication to me.” Trejo decided to incorporate slam poetry into his play, which used several of his own works in the context of a high school slam poetry club. That play became “Open Mic Night,” which was performed last December at the Academy. Directing “Open Mic Night” opened Trejo up to a completely new job in theater. Despite his lack of experience in the director’s seat, the play worked due to Trejo’s knowledge of the script and his ability to coax excellent performances from the cast members, several of whom were newcomers to theater. “There were a couple fish-out-of-water moments, but I’m glad it turned out the way it did,” he said. From tech work to Thespian Board meetings, Trejo’s charm has spread to nearly every facet of the theater department, but from all these areas, he can’t choose a favorite. “They’re all kind of one thing,” he said. “One is translatable to the rest.” He hopes to continue acting, directing and writing both at community theaters around Albuquerque and at UNM, where he will be attending this fall. Currently, he is writing a play called “Citizen,” which follows a South African emigrant and the problems he faces trying to move to America. According to Trejo, this play will be darker than his first and will deal with what it means to belong in a society. Just as past thespians inspired him, Trejo has inspired the next generation of actors. “Whenever I have an issue or a problem or something that I need to talk to someone about, Sam is usually one of the first people I think of,” Mira Garin ’15 said. “It’s because he has a really interesting outlook on life… he approaches problems differently from anyone else I’ve ever met.” Whether backstage or on stage, theater at the Academy will never be quite the same without Trejo’s aura. Still, he has faith that new thespians will rise up to take his place. “There will always be student leaders,” he said. But few will ever be able to match his range of talents.

the advocate • may 2014


I am a shameless debater and mock trialer. At the Academy, this is a undisputed fact, but here in France, my friends note it with some humor. What begins as a normal conversation can veer off into Nietzsche or maybe the Rules of Evidence, and heads start to drop. On a lucky day, you can even hear snores. I had not, however, tried Model UN (MUN), much to my consternation. In France, this was my chance; LincolnDouglas debate is nonexistent and Policy debate sounds like something François Hollande, the French president, does in his free time. My culture teacher, Pascal Monteville, leads one expedition a year to the Lyon Model UN Conference with a team of students-turned-delegates, ready to debate current news topics with envoys from all over France and the rest of Europe. I represented the United Kingdom in the Security Council, where we discussed Chemical Weapons and the Arab Spring, working to find some kind of resolution to the Syrian Civil War and constantly finding ourselves blocked by Russia and/or China. From what I have heard, this is fairly typical. As the U.K., however, I managed to soundly defend a few clauses, all of which passed by a majority vote. Six weeks later, my home city of Rennes hosted a University Model UN. By some fateful circumstance, a student dropped out at the last minute, leaving the organizers scrambling and desperate enough to contact a high school MUN sponsor in order to find a replacement. I managed to sell myself just enough that Pascal let me take the place of a delegate, representing my adoptive country. I was off across town, watching the entire international community blow up in the Security Council’s face as Israel announced that Iran possessed nuclear bombs. Then Israel conducted an airstrike and bore Iran’s retaliation. Finally, a Chinese supertanker located in Iranian territory was bombed by unknown belligerents. Every time negotiations made headway, another press release would be placed on the table, announcing some new catastrophe. As the holder of a veto power, I wound up striking down the resolution we had formulated on the grounds that it was too aggressive toward Israel, invoking the wrath of every other delegate in the room except Russia, who leaned back in his chair and laughed. European MUN is different from American MUN—my fellow Student Year Abroad-ers who had already participated found it more unfamiliar than they had expected. Although MUNs have by definition an international character, in the U.S., that character is often Western, consisting almost entirely of students from the U.S., Canada and, at the larger conferences, Western Europe. During my second conference, the negotiations involved a few Pakistanis and a Turk, ensuring that the perspective remained varied. I got to see my country represented by an outsider claiming over zealously that the United States has never been anything other than a peaceful country and has done nothing but work for world peace. I got to take an insider’s view of France for once, attempting to shed my foreign perspective. This newfound ability is one that I hope to carry with me into my final year of debate and mock trial at the Academy, as well as into my studies, because as I wrap up this last column I also wrap up my nine-month stay in France. I hope that you, the readers—students and teachers alike—have enjoyed reading this column as much as I have enjoyed writing it. You may not be travelling abroad, but I hope it gave you a reminder, a taste, or, in the case of incoming sophomores who have the opportunity to study abroad, an invitation.

14 arts & leisure

Vinaigrette: dressing it up

RESTAURANT REVIEW by Abbie Reeves I’ve never been one to order salad at a restaurant, but at Vinaigrette I won’t order anything else. Located on Central just east of Lomas, its simple, earthy atmosphere and topnotch salads make Vinaigrette a fantastic and healthy place to grab a bite. I went to Vinaigrette with a large group on Prom night. Although most other diners were in jeans and t-shirts, the restaurant was classy enough that we didn’t feel out of place in our dresses and suits. Vinaigrette’s décor is eclectic, mixing bright colors and veggie-themed art with slick industrial furniture. Vinaigrette’s salads range from $10-$15, and the restaurant also offers sandwiches, soups and desserts, which are generally less expensive. Salads come without meat or fish, but you can add either for a small charge. 70 percent of the produce served there is grown on a farm near Santa Fe, so you won’t feel bad about spending a little more. Vinaigrette offers several unique house-made drinks. We ordered a few, and they came served in mason jars garnished with a slice of lemon or lime. I sampled two: the “Vinny Sunrise,” a refreshing and slightly fizzy mix of grapefruit soda and hibiscus tea, and the “Lime and Mint” seasonal soda, which was perfectly sweet and my favorite of the two. Our waiter at Vinaigrette was very friendly and knew exactly what he was doing. He had no problem splitting up 11 orders into seven separate checks, and he gave my friend a free soda after accidentally pouring water in hers. Before our food arrived, my friends and I requested a

basket of bread, which is free if you remember to ask for it. The warm slices were delicious dipped in olive oil, and made waiting for the food positively enjoyable. The main courses arrived within 15 to 20 minutes and were well worth the wait. The huge, flat bowls of salad were not only perfect for sharing, but also great for indulging in alone. Some of the salads looked ridiculously extravagant, especially the “Asian Chopped Salad,” piled high with rice noodles, and the “Beet Goes On” salad, studded with ruby-red beets. I ordered the “Muffulettuce” salad, a seasonal option that is a twist on the classic Muffuletta sandwich. My salad wasn’t quite as beautiful as some of the others, but it tasted pretty good. The “Muffulettuce” combined thinly chopped kale with romaine, peppers, corn, salami and cheese. The minimalist Caesar dressing had a slight olive taste and gave the whole thing a pleasant finish. The kale was a bit tough for my liking, and the salad didn’t end up as my favorite meal from Vinaigrette. I also tried the “Beet Goes On,” which is so tasty that three of my friends ordered it. It was fabulous from the first bite: a perfect balance of fresh greens, thickly sliced beets and creamy goat cheese, accented by the crunchy robustness of chopped pistachios. Although I’m not the biggest fan of beets, the sweet balsamic vinaigrette and the perfect blend of flavors in the salad made it my favorite of those that I tried. The third salad I tasted was the “Arugula Duck.” Aside from the obvious arugula and duck, the salad also contained roasted pears and goat cheese and was topped with a hibiscus vinaigrette. The arugula gave the salad a peppery foundation and complemented the sweetness of the duck and the pears. The “Arugula Duck” had a similar

Antique Central ARTICLE AND PHOTO by Keith Herrmann Once the greatest avenue Albuquerque had to offer, Central is now a shadow of its former self. Vacant motels and closed diners remind passers-by of a time when the avenue formed a grand highway to the west. But although Central seems dated in an ever-expanding city, it is the perfect place for antiquing. For decades, the street’s antique malls have housed a treasure trove of rare items. Here are the best ones to check out.


4001 Central Ave NE While it is not Albuquerque’s largest antique mall, Morningside Antiques certainly houses the oddest items


Crispy rice noodles embellish Vinaigrette’s “Asian Chopped Salad,” doused in miso ginger vinaigrette.

Discover hidden treasures of the American Southwest

of the bunch. Nothing is off the table at Morningside, from nineteenth-century Chinese scrolls to human bones. “We had two skeletons a while back,” employee Theo Seddon said. “Those sold rather quickly.” Other items of interest include a child’s coffin from 1880s New Mexico, Victorian jewelry made entirely out of hair and a working ‘20s Victrola. Every item in the store is unique, and the employees have a detailed knowledge of each one. For those who don’t want to empty their wallets, the store has a variety of antique postcards and letters. Whether you wish to buy a piece of history or simply browse through a wide selection of odds and ends, Morningside Antiques is definitely worth a visit.

trifecta of antique malls at the intersection of Central and Morningside. Town House opened its doors last September, but it still has plenty to offer. “We’re new, but all the dealers are experienced,” storeowner Bob Herrington said. The store, which houses over 5,000 antiques, is a grab-bag of Americana, selling books, tools and clothing from the 1820s to the present. Unlike the other two stores, Town House offers more recent items, such as magazines only considered “antique” by coffee-table standards. A newcomer to the antique scene, Town House doesn’t have the same range of objects as Central’s other antique malls, but some items, such as an ammo box from the SpanishAmerican War, make it a must-see.



4000 Central Ave SE After checking out Morningside, walk across Central and you’ll find another antique mall. Decorated like the set of a John Wayne movie, Cowboys and Indians looks like a souvenir shop at first glance, but don’t be fooled– the store is filled with hundreds of genuine items from the Old West. Since 1996, Cowboys and Indians has sold thousands of artifacts and is still the only antique mall in New Mexico devoted mainly to Native American art. Jewelry, books and over 100 kachinas stand proudly on display throughout the store, but storeowner Charlie Branchle’s favorite item is a hundred-year-old Apache violin. Looking through the store feels like walking through a museum, and each visit is sure to lead to a new discovery.

TOWN HOUSE ANTIQUE MALL Town House Antique Mall displays an assortment of knick-knacks, from road signs to trinkets.

texture and finish to the “Beet Goes On,” but it was richer and much more filling. Don’t order the Arugula Duck if you’re not very hungry. I would recommend Vinaigrette to anyone, salad skeptics included. The food is delicious, the decorations are adorable and you can feel good about yourself for supporting local farmers and eating your veggies. Vinaigrette’s cool vibes make it a restaurant that will keep you coming back for more.

3911 Central Avenue NE Along with Morningside Antiques and Cowboys and Indians, Town House Antique Mall completes the

the advocate • may 2014

12815 Central Ave Located five miles east of Nob Hill, The Antique Connection is anything but walking distance from the other three. Still, the 10,000 square-foot antique mall is one of Albuquerque’s largest, and with 52 dealers, it certainly has the most variety. Nowhere else would you find a Filipino reproduction of an Egyptian sarcophagus, a post office box from a New Mexican ghost town or a World War I recruitment poster. However, the store also has a collection of the world’s finest costume jewelry. “This is stuff you only see in books,” employee Belen Faulkner said. During the 17 years that the store has been open, it has been one of Albuquerque’s most popular antique malls, bringing in hundreds of items each week and selling just as many. “A lot of dealers come through here,” employee Ann Stinde said. “We have quite the fanbase.” While it may seem dated, Central is still full of surprises. Be sure to visit an antique mall– you never know what you might find.




Social Impact Bonds spur societal success by Kobie Boslough In its search for ways to address social problems such as homelessness, high school dropout rates and obesity, the U.S. government has recently implemented a new set of programs to harness the power of the American investor. This concept of using money from investors to fund non-profit organizations around the country originated in the United Kingdom in Sept. 2010, but has since spread to the U.S. as well as other countries across the globe. Known as “Social Impact Bonds” or SIBs, this method of ameliorating social issues has demonstrated that it is an effective way to assist those in need by utilizing a capitalism-based marketing model. If used more frequently by the U.S. government, SIBs would provide a groundbreaking way for the government to link the private sector with philanthropic causes. An SIB is a unique financial arrangement in which the government decides on a social issue it wishes to address and then partners with a complementary nonprofit organization. After this, the government sets a specific progress threshold, which usually consists of a target percentage of people who will, for example, not return to prison as repeat offenders. People from the private sector are then invited to invest in these non-profit organizations, and their money is used to fund government-sanctioned social projects. If the minimum threshold is met after a certain period, usually several years, the investors will be reimbursed their full investment as well as an additional amount. This extra money comes from tax dollars saved

A tribute to our seniors The Advocate will dearly miss all of its graduating seniors, particularly the amazing editors who sacrificed their sleep and their afternoons to make this paper so wonderful.

Eric Li: We will miss your big hair (it’s full of secrets), clinking keys, keen sense of fashion and incontrovertible wisdom. Thanks for leading us through a fabulous year as EIC.

by the program. For example, programs targeting recidivism (repeat criminal offenses) lead to fewer resources used to support prisoners and thus save federal money, which can be used to compensate investors. As a result, SIBs benefit taxpayers as well as investors, and simultaneously support non-profit organizations committed to the welfare of American citizens. Nowadays, government funding for nonprofit organizations (often in the form of grants) is limited. It is therefore more realistic for private funding to be utilized in tandem with federal funding. By harnessing the influence of the American investor, the U.S. government is able to fund necessary social programs without running the risk of losing money. All investment risk is placed on the individual or a corporation in the private sector. According to the organization Social Finance, SIBs are more effective than regular government-funded programs because they concentrate on preventive solutions to social problems as opposed to remedial work to correct problems that already exist. Though SIBs are still a fledgling concept, they can potentially have a powerful impact on communities on a local and national scale. SIBs entail some risk to individual investors since principal investments can potentially be lost if the SIB is unsuccessful. However, they are, for the most part, appealing to investors because they are relatively low-risk joint ventures. SIBs are also a way for individuals to play a role in assisting social programs and promote a philanthropic image. Additionally, since SIBs are organized by the government, they can often offer bet-

ter results than traditional philanthropic efforts, which can sometimes fail due to lack of planning. Because they are progress-oriented, they are geared to leave a positive and long-term effect on people’s lives. Because SIBs have the potential to use aid money in an efficient and innovative way, the U.S. would greatly benefit from utilizing this type of bond to fund social programs that would otherwise put risk in the hands of the government while yielding lessthan-ideal results. One drawback of SIBs is that their cost efficiency has not yet been maximized because they are still in their early stages of implementation. According to the Stanford Social Innovation Review, the government has not yet determined a way to decrease the large consultation payments to intermediary evaluators who project cost estimates for the programs. However, SIBs can only be improved upon by use. The enormous variety of benefits that SIBs promise our nation vastly outweighs the initial difficulties of putting them in place. SIBs have the potential to become a practical solution to many social issues that currently plague the United States. The economic power of American capitalism can be harnessed by the SIB program to provide sufficient funding for non-profits, since budgets will not be limited by the amount that the government alone is able to pay. Additionally, a focus on long-term progress (in contrast to traditional social programs’ emphasis on immediate results) will impact communities across the nation in a more holistic manner.

Ryen Ormesher: We will miss your bright smile, friendly demeanor and great ideas. You made opinion writing fun.

Julia Lu: We will miss your spontaneous humorous interpretation, solid Texan accent and perfect organizational skills.

Jessica Grubesic: We will miss your funny com-

Anjik Ghosh: We will miss your many rings

plaints, incredible diligence and snarkily amazing Top Ten lists.

Lucy Bartel: We will miss your sweet personality and delicious shortbread. Props to your headlines.

Calvary Fisher: We will miss your winsome INFP personality and thought-provoking and socially relevant artwork. Meagen Twyeffort: We will miss your distinctive laugh, scandalous poetry and cheerful editing. the advocate • may 2014

and valuable business sense.

To Keresa Howard, Jaimie Lin, Sam Roberts-Baca, Clay Wynn, Aimie Ye and Maria Vigil, we thank you for all of your hard work.

16 opinion

Money talks:

Supreme Court decision paves way for continued corruption by Eliza Ennis On April 2, the Supreme Court of the United States ruled 5-4 in McCutcheon v Federal Election Commission that it is unconstitutional to limit the total amount of money that individuals could contribute to all political campaigns and Political Action Committees (PACs). However, they ruled to uphold the previous maximum of $2,600 that an individual could direct to a single candidate. The McCutcheon v Federal Election Commission verdict augments the already detrimental power of money in politics established most recently and famously by Citizens United v Federal Election Commission (2010), which ruled that the government may not limit political donations from corporations or unions. By playing to the interests of the wealthy, the McCutcheon v Federal Election Commission decision stifles free speech, creates a larger barrier between voters and politicians and fosters further corruption in the government. In years past, the Federal Election Commission (FEC) imposed limits on the aggregate amount that individuals could contribute each campaign cycle. With the April 2 ruling, these limits are gone. Despite upholding the maximum cap on discrete donations (donations to individual candidates), donors can easily circumvent this barrier and contribute more than $2,600 to the candidate of their choice by giving to a variety of different organizations that will ultimately fund the same candidate. The constitutional justification set forth by Chief Justice John Roberts, the author of the majority opinion, equates money with speech and argued that the ability

to donate money freely should accordingly be protected by the first amendment. However, the first amendment is meant to protect the equality of individuals in voicing their ideas and to ensure a diversity of opinions. Thus, equating money with speech is a contradiction to the true intent of the first amendment. In fact, the decision gives a megaphone to the wealthy, intensifying the influences of the rich and special interest groups (like PACs) in politics, and effectively silences the voices of the poor. In 2012, Barack Obama’s presidential campaign spent $985.7 million and Mitt Romney’s spent $992 million, each enough to provide over 600,000 individuals with food stamps for a year. Not only are such expensive campaigns an exorbitant waste of money, but their high cost prevents many individuals from running for office at all for lack of funds. Even campaigns for seats in the House of Representatives generally amount to over $200,000. With the recent decision to allow individuals to make an infinite number of distinct contributions, donors’ influence on highlevel officials will only increase. As money continues to be injected into the political system, individual candidates will strive to raise even more funds to try and match their opponents. Not only does the abundance of money in politics create a division between those who rule the nation and those who do not, but it also alienates the public from the elite world of politics and breeds public distrust in the government. Democracies, by definition, should elevate the voices of the people, but the United States is allowing special interests to supersede the concerns of the public. With the growing importance of money in elections,

An educational facelift

government officials increasingly play into the hands of lobbyists, super PACs and wealthy individuals during both the election season and office terms. In order to attract potential donors, officials often neglect the concerns of everyday citizens. Candidates are no longer judged by their personal merit or leadership qualities, but instead by the strength of their funders. As long as the Supreme Court continues to rule contrary to the interests of the American public, our country will be stuck on a corrupt path toward greater inequality.


Federal government should inject charter school funds back into public schools by Eryn Ormesher Since their beginning in 1991, charter schools have rapidly spread across the nation and now exist in 41 states, including New Mexico. As the number of charter schools increases, they have sparked a nationwide debate on whether they are a benefit or a detriment to the national education system. Critics accuse charter schools of using money meant for public schools. Proponents argue that the quality of the charter school education is often higher than that

of many public schools and that they provide students with a range of educational options, without the pricetag of a private school education. Instead of spending limited federal funds on building new charter schools, the U.S. government should redistribute this money into the existing public schools to strengthen and allow them to provide the same caliber of education and resources as charter schools do. Because charter schools are run privately, they have more control over courses and faculty and are therefore appealing to some parents. Additionally, some charter schools, called magnet schools, focus on a particular field of study such as math, science or art. Magnet schools allow students a level of specialized education that is currently not available in public schools. The amount of funding provided for charter schools varies from state to state based on the state’s charter law, as does the central authority of these schools. Receiving education grants from the government in addition to private donations, these small schools have been attracting over 2 million students (as of July 2013) from many different school districts,


the advocate • may 2014

according to Claudio Sanchez, an education correspondent for NPR. In some areas, two or more schools per district are currently receiving federal funds instead of the standard one school per district. As a result, the limited government funding has had to be stretched between several schools, each of which receives less. As a result, public schools often lack the necessary funding to make crucial changes, such as expanding the curriculum. As students leave to attend charter schools, less money is sent to the public schools. More money is needed to fund the necessary improvements in public schools that would encourage students to return while still guaranteeing them a chance at an excellent education. If more financial resources were diverted into the public school system from charter schools, then public schools would be able to offer a comparable number of course options. For example, some Albuquerque public schools have recently been forced to choose between providing a visual arts or a performing arts program for students due to statewide budget cuts. If money were redistributed to local public schools, then both the performing and visual arts programs could be reinstituted and strengthened. If federal funding were diverted from charter schools, public schools could improve the quality of teaching, enhance the curriculum, update technology, better maintain facilities, increase parent-teacher dialogue and expand course options. Redistributing funds from charter schools to public schools will create a stronger education system that will benefit a wider range of students.


• Cottonwood seeds make for allergy-inducing snow. • Bro tanks... more like no tanks. • The juniors have earlyonset senioritis at the worst possible time. • The rush you get when you stand up too quickly, followed by temporary blindness. • Half-off frappuccinos at Starbucks will not help with my “little” addiction. • Still emotionally scarred from the How I Met Your Mother finale... • There’s no font for sarcasm.

Departments should formulate clear guidelines for internet aid use editorial

The boundaries of acceptable use of internet homework aids often remain unclear to Academy students. In these modern times, it is possible to find comprehensive solutions to homework problems on the internet. Although the significant expansion of internet study aids is enough to concern faculty, department guidelines for academic integrity do not adequately address these developments in most cases. This lack of clear and explicit departmental policies has led to inconsistent teacher approaches regarding the use of these aids, which, in turn, has generated confusion among students. When some teachers encourage students to utilize online resources and others reproach them for it, it is difficult for students to understand the rationale behind any punishment for exceeding the boundaries of usage. As the Academy Student and Parent Handbook states, “It is the responsibility of each faculty member to provide and review departmental and divisional standards with students in their classes in the fall of each year.” Informal and “common sense” rules are not sufficient in many situations, as they are subject to teacher interpretation. All departments should hold meetings to allow faculty to collectively formulate a set of clear guidelines. The reassessment of policies is crucial to addressing current student concerns. Furthermore, after making necessary changes, faculty should review updated guidelines with students at the beginning of the year and answer any questions about acceptable use.

Additionally, lack of transparency on the administration’s part in adjudicating academic integrity infractions has generated an atmosphere of unnecessary worry. For example, when school administrators conducted inquiries with several physics students about potential academic dishonesty, they neglected to explain to the student body the rationale behind these investigations. The school administration, in these situations, should strive to clarify what behaviors are punishable and why students are being suspected, within the bounds of respecting the privacy of transgressors. Departments should consider whether the wide availability of internet homework aids renders grading homework based either on completion or correctness moot and essentially unfair since it rewards those who have copied all or most of the homework directly off the site and punishes those who have not completed the worked but attempted problems completely on their own. Not grading homework, but reviewing it in class might be a better solution. This is a viable option since a failure to complete homework will be reflected in a student’s test scores. Departments should strive to eliminate ambiguity about internet aid usage and discuss the problems posed by the plethora of comprehensive homework guides available on the web. In order to allow students to feel more secure in their use of acceptable internet aids, departments should move toward drafting clearer guidelines.

the advocate • may 2014

the shine line

efinelinethefinelinethefinelinethefineline thefinelinethefinelinethefinelinethefineline thefinelinethefinelinethefinelinethe thefinelinethefinelinethefinethefinelinethefinelinethefinelineFINELine

Editorial Cartoon by Averill Nolte

the whine line


• What time is it? SUMMERTIME! • Cue bro tank season in 3...2...1... • Summer means shorts weather. • We have a tiny Keva Juice coupon hidden somewhere in the Advocate. • Jared Leto has more fabulous hair than I do. It’s shampoo commercial worthy. • “Fetch” has been happening for 10 years as of April 30. • Finals and AP tests.... (refer to pages 10-12)



may 2013 • volume 41 • issue 7

the Advocate is printed with soy-based ink on 60 percent recycled paper

editors: Editor-in-Chief..............................................................................................Eliza Ennis ‘15 Web Editor..................................................................................................Caroline Bay ‘15 Copy Editor..............................................................................................Abbie Reeves ‘15 Cover Story Editor...............................................................................Abby Williams ‘15 Opinion Editor................................................................................................ Simin Liu ‘15 Co-News & Features Editors........................................................Kobie Boslough ‘16 ............................................Samsara Durvasula ‘16 Co-Arts & Leisure Editors..........................................................................Ezra Nash ‘16 .................................................................Haley So ‘16 Sports Editor..................................................................................................Judy Choi ‘16 Graphics Editor........................................................................................Averill Nolte ‘15 Photo Editor..........................................................................................Laurel Howell ‘15 Assistant...................................................................................Christopher Brock ‘15 Business Manager...................................................................................Carrie Hicks ‘16 Puzzle Editor......................................................................................Keith Herrmann ‘15 Faculty Adviser....................................................................................Melanie Peterson Assistants..............................................................................................................Kevin Hall .............................................................Danny Packer

staff: 2015: Rachel Breinholt, Julia Friedmann, Abi Hunter, Karen Luo, Stephanie Yang 2016: Tanek Ballachanda, Maya Howard, Holly Liu, Ryan Puskar, Anya RosenGooding, Alec Squires, Hisham Temmar, Tabitha Vaughan, Christina VergaraOssenberg, Serena Wang 2017: Meritt Barnwell, Alex Dean, Teresa Kennedy, Cameren Kristensen, Jenny Lee, Eryn Ormesher, Keira Seidenberg, Claire Stratton, Rosa Sun, Elle Wolfey 2018: Izzy Collins, Lillie Guo, Caroline Pineda, Calvin Stewart, Jacob Vigil 2019: Hannah Cheves, Aerlin Decker, Claire Hibbett, Mauricio Ibarra-Towle, Nikita Jaiswal, Anthony Knouse, Erin Mantsch, Celeste Martinez, Andrew PickRoth, 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 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 Manager, Carrie Hicks, at, or Eliza Ennis, at

18 sports

Academy athletes step up their games by Calvin Stewart

Stone Age Climbing Gym moves to the 21st century ARTICLE AND PHOTO by Lillie Guo The largest indoor climbing gym in the Southwest now resides in our own state. On March 22, Stone Age Climbing Gym moved to its new location at 4130 Cutler Ave. NE. The facility is over two times larger than its previous location, expanded from 9,800 square feet to 23,000 square feet. Working with Edward Fitzgerald/Architects, Klinger Constructors, DPW Solar, Jeebs & Zuzu and Walltopia on the new facility, Stone Age began the $4 million renovation project in August 2013. Though it currently employs only 25 people, the gym may have to increase its staff depending on how business continues. Current owner Bryan Pletta founded Stone Age Climbing Gym in 1997. The facility was formerly located at a 3,800-square-foot building near I-25 and Comanche. It moved a few years later to a larger location, where it stayed until this year. Stone Age had been looking for a new building for three years and finally found one suitable for a rock climbing gym. “The requirements for [the rock climbing] business

are very unique — you need very tall ceilings, easy access and plenty of parking,” Pletta said. Stone Age was also simply looking for change. “We’ve been in the same building now for 16 years and we’ve outgrown it,” Pletta said. The gym is meant to attract people of all ages and skills, and with 1,400 current gym members, it certainly has. The new location boasts a central room with walls stretching up to 45 feet tall and another area containing a 90-foot long climbing boulder. It also has individual rooms for expert climbers and beginners. There is even a workout gym, packed with strength and cardio equipment, and a separate space for conferences and birthday parties. Unlike the old gym, there are no longer any fixed-belay systems. However, there are seven auto-belays in addition to the top-rope belay, lead-climbing and bouldering options. Comfort for the climbers is a top priority for Stone Age, so refrigerated air and chalk filtration systems were designed specially for the new gym. It is a great place for professional rock climbers to train, for novice climbers to learn and for friends to hang out.

A few athletes from the class of 2014 plan to continue their various sports with college teams. Natalie DuBoise ’14 will join Lipscomb University’s womens soccer team in Nashville, Tenn. Recruiters from the school discovered her at a club tournament in California. At Academy, she played left outside midfielder, where being left-footed gave her a natural advantage. DuBoise has been playing soccer since she was four, but moving to the college-level game will require much more serious training and a larger time commitment for her. “I’ve always known I would play college soccer. I’m not ready to quit playing soccer, so I am very grateful that I will get four more years,” DuBoise said. Megan Armijo ’14 will be a jumper for New Mexico State University’s equestrian team. She was recruited by email and traveled to NMSU for a visit. Armijo has ridden horses since she was seven and looks forward to becoming a college athlete; however, she also has to take into account the differences between high school and college-level horseback riding. “[In] high school you ride the same horse all the time,” Armijo said. “In college, you ride a different horse every single time.” Kevin Wyss ’14 will attend Auburn University in Alabama to compete in track and field and cross country. He started running in eighth grade at Academy and did not consider continuing his sport beyond high school until his junior year. He is a long distance runner, so his favorite race in track has almost always been the mile. One of the main challenges he will face is the increased intensity of his training. “I will go from doing around 70 miles a week… to 80 or 90 miles a week in college,” Wyss said. In addition to these athletes who have committed to college sports, Brooks Brennan ’14 will play soccer for University of Nebraska-Lincoln and Kyle Carrozza ’14 will run for Duke University. See page 19 for more information about Brooks Brennan.

Varsity Softball team pitches toward district by Caroline Pineda While most Albuquerque Academy students are getting ready for final exams, the varsity softball team is also preparing for the district tournament. The players and their coaches are ready to see months of effort pay off. “The girls have been working hard in the weight room and on the field [for] months,” assistant coach Allison King said. “They are preparing physically and mentally every day at practice for the games ahead.” The entire team is training to get ready for the rest of the season. “[Our goal is to] make a statement and qualify for state,” head coach Mike Pettenuzzo said. If the Chargers win the district tournament, they automatically qualify for state. The last time an Academy softball team won the district tournament was in 1998, but there is a possibility that the dry streak will end this year. “We haven’t been as good as we are [now]…in years,” pitcher Chelsey Shroff ’14 said. The team is determined to finish the season well. As one of the captains, Shroff has played a major role in motivating the team. “With every play and every bat, we want to express how hard we have worked this year,” she said. The district tournament takes place the week of May 5, followed by the state tournament, which begins May 9. Albuquerque Academy is in district 5, division 4A, along with St. Pius, Moriarty and Del Norte. The Sartans are cur-

rently leading the district, but the Chargers look to contend with them. “We’re playing well and we’re improving all the time,” Pettenuzzo said. The Academy team finished second at the Sandia Prep Softball Invite, beating host Sandia Prep 8-7 in extra innings. However, the team has experienced some rocky patches while dealing with injuries to some of their players, losing five games in a six game stretch that lasted from April 1 to April 15. The Chargers are trying to overcome that skid as they move further into the season and face opposing teams in district play. Part of being a successful team is working together, and the girls on the Academy team embrace that aspect of the game. This year the team has six seniors, including co-captains Shroff, Jessie Bregman ’14 and MacKenzie Mantsch ’14, who began working with the other girls during preseason practices in the fall. “Being a captain of this team has meant the world to me,” Mantsch said. “The softball team really is like a second family.” The players have all come together to focus on the overall success of their team. Softball is a sport that relies heavily on pitching. Every position is important, but the success of the team revolves around the pitcher’s mound. Katie Moore ’16 and Shroff carry the bulk of the load for the Chargers. “Katie and Chelsey…and I play basically a game within the softball [game]; we try to figure out which pitches the hitter will crush so we don’t pitch those, and which ones they can’t

the advocate • may 2014

hit, so we can pitch those,” catcher Lois Wampler ’16 said. “Pitching is a mind game.” Any athlete knows that a sport can be a sanctuary, where everything else in the world fades away for a little while. “To have two hours a day at practice and especially at games, when you can forget about your homework and projects and finals and basically anything going on in your life and just focus on the ball coming towards you, is heaven,” Wampler said.


Alexis Carey ‘14 steps up to the plate and prepares to swing during a softball game during a home game against Manzano.

sports 19

The Advocate’s Athlete of the Year winners ATHLETIC SPOTLIGHTS by Judy Choi Every year, the Advocate conducts a school-wide survey for readers to choose the male athlete of the year, female athlete of the year and performance of the year.


The player in central position, also called the “pivot,” is vital to a basketball team’s success. Chris Martin ‘14, center and co-captain of the boys varsity basketball team, has many accomplishments and hard work earned him recognition as the Advocate’s Male Athlete of the Year. His accomplishments include being named 3A/4A Metro Defensive Player of the Year and Co-Player of the Year for the District 5-4A division, as well as making first all-state, all-metro and all-district teams. The 6-foot-4-inch basketball player started playing around with a ball at age two, but didn’t think of continuing the sport until eighth grade when he gave up hockey to dedicate himself to basketball. “My parents gave me an ultimatum: either play high school hockey or play basketball for your school,” Martin said. “I decided to stick with basketball.” After transferring to the Academy in ninth grade, Martin joined the boys C-team, where he met his friends Cody Roberts ‘14, Bryan Jaramillo ‘14, Jered Dominguez-Trujillo ‘14 and Blake Lacoursiere ‘14. “It was a great starting year for me at the Academy. C-team was a blast,” he said. Martin advanced to the varsity team in tenth grade. His favorite moment during varsity basketball was playing at the UNM Pit last year. “The big 5A teams were knocked out, so the focus was on the 4A rivalry game,” Martin said. “There [were] a lot of people watching, and it was a great environment to play in.” Martin credits varsity basketball coach Roy Morgan for the assistance he received as a sophomore during his first year on the varsity team. “I still had no idea what I was doing on the court...but Coach Morgan helped me out by coaching me through and showing me what to do,” he said. Overall, he acknowledges his team for motivating him and keeping him on track. “Without the team, none of us could get an award, because we all rely on each other,” Martin said. “They’re always pushing me to be my best.” Apart from the team, he thanks his parents, coaches and friends for the support he received. “I can’t thank them enough for all the support they gave me over the years,” Martin said. Martin will attend Colorado College this fall, where he will continue basketball. “I’m nervous, but looking forward to the challenge and stepping up my game,” he said.


Brooks Brennan ‘14 has much to her name: making the varsity soccer team in eighth grade, lettering five times, winning four state championships and playing in a fifth consecutive state championship game. As if that weren’t impressive enough, she was named 4A District Player of the Year last year, made the competitive all-state, alldistrict and all-metro soccer teams in 11th and 12th grade, and has earned the title of the Advocate’s Female Athlete of the Year. Brennan started playing soccer competitively around age nine with her first club team. Even after joining the Academy’s varsity team in eighth grade, she still took part in club teams. Playing for the Rio Rapids soccer club, she had the opportunity to travel for showcase tournaments such as the Dallas Cup, the Disney Showcase and an annual tournament in Las Vegas, Nev. Brennan loves the quick nature of soccer and the improvisations it requires. “There are always different situations. You don’t have any preset plays, so you always have to be thinking,” Brennan said. She also emphasizes the importance of teamwork and the coaches for her individual and team successes. “[My teammates] are like a second family and the best support system anyone could ever have,” she said. “[My coaches] shaped me to be the best player I can be, and I owe everything to them.” Above all, Brennan attributes her performances and achievements to her mother. “[My mom] was always behind me and willing to take me anywhere to do anything for soccer,” she said. Her fellow player Natalie DuBoise ‘14 also supported Brennan throughout her soccer career. “[Natalie] is the person who always pushes me to be my best. She has been the best supporter, competitor and friend throughout all of my years as a soccer player,” Brennan said. Brennan’s passion for the sport will extend into college – she committed earlier this year to the University of Nebraska, where she plans to continue playing soccer. “I just didn’t want my soccer career to be over yet,” Brennan said. The recruiters contacted her by email after a game, asking if she was interested in playing college soccer. After she visited the university and met the coaches, she was offered a position on the team as a defender. “I’m already scared for summer workouts, but I’m also kind of excited for them,” Brennan said. Although the preparation will be tough, she understands the commitment and is determined to be successful. “[I] have to be ready to work and know that [I] need to get better, if [I] want to excel in [a college-level] environment,” she said.


ANTHONY KIM ‘16 SETS FOUR SCHOOL RECORDS AT STATE SWIM MEET One tap. The red digits on the clock freeze. An exhausted swimmer looks over his shoulder to check his time like everyone else in the Natatorium, and the timer lights up to 48.66 seconds, a new state record for the 100 butterfly at the 2014 state swim meet. Two-time defending state champion Anthony Kim ‘16 set two state records along with four school records at the 2014 New Mexico Swimming and Diving Championships on Feb. 23, earning the Advocate’s Performance of the Year. Kim’s new state record of 48.66 seconds for the 100 butterfly crushed the previous record of 48.93 seconds, set by Marcus Guttmann ’09 in 2009. Kim’s 100 backstroke record of 50.08 seconds laid back Albuquerque High’s Jacke Mortensen’s 2010 time of 50.69 seconds. Kim also shortened four school swimming records for the 400 free relay at the state meet. The Academy team for the 400 free relay event, comprised of Kim, Christian Cho ‘14, Jason Hou ‘15 and Scott Theiler ‘15, set a new school record of 3:10.17, while Kim’s opening 100 free as a part of the relay set a new school record of 46.69 seconds, about one tenth of a second shorter than the 46.81 second record held by Gary Simon ’94. “I was going for those records, so once I broke them I was proud of myself and very happy with how I did at that meet,” Kim said. The pressure from his teammates, coaches, friends and family motivated him to work hard for the championship. Kim said that the strong camaraderie and teamwork among the swimmers contributed to the team’s record-breaking relay performances. “[My relay-mates] are the best teammates that I could ever ask for and they had my back at all times,” he said. “[They also] pushed me to break those records – not only are they good teammates but really good friends.” Kim also said he was grateful for his swim coaches Dave Barney, Thomas Cyprus and Annette Thies for a successful season. Kim looks forward to next year with confidence. “I am very excited for future seasons because I know that I will be working hard to have more achievements and break more records,” he said. “I have more pressure on me to do better and go faster from my peers and coaches.” Kim knows he will have to continue to work hard to achieve at the state level. “I’m sure I will have some unsuccessful [performances], but I am hoping that I will have seasons as successful as this past one,” he said.




the advocate • may 2014

LEFT: Chris Martin ‘14 makes a successful dunk at a home game. CENTER: Brooks Brennan ‘14 gets ready to pass the ball to her offensive teammates. RIGHT: Anthony Kim ‘16 practices butterfly for the 2014 New Mexico Swimming and Diving Championships.

20 sports

Camaraderie on the court:

Pick and Apodaca share a mutual passion for tennis by Christina Vergara-Ossenberg When Melissa Pick ’16 and Dani Apodaca ’16 enter the court, nothing matters but the upcoming match. Highly focused, they are ready to take the win for the Academy’s varsity girls tennis team. Pick and Apodaca have played on the varsity team since eighth grade, and as sophomores, they boast an impressive set of tennis achievements, including Pick’s win at the state tournament for singles the past two years and Apodaca’s third place finish in last year’s singles competition. Although both Pick and Apodaca started playing tennis at the age of four, their motivations were different. Pick grew up in a tennis-oriented family; she was inspired by her older sister, Lauren Pick ’10, a talented player who won the state tennis tournament four times during her high school career, and by her mom, Sally Pick, who played in college. Apodaca, on the other hand, did not start competing until she turned ten. “I tried other sports, but I just stuck with tennis,” she said. Both Apodaca and Pick enjoy the competitive nature of the sport, but Pick likes the mental aspect of it while Apodaca appreciates the independence from a team during matches. Pick and Apodaca play both single and double matches; however, Pick prefers part-

ner competitions, while Apodaca enjoys singles more. The two of them train with the Lobo Performance Tennis Academy, where they prepare to compete in United States Tennis Association-sanctioned tournaments. The girls practice year-round for two to three hours after school, except during the spring high school season, when they practice on Wednesdays and Fridays with the Academy team. Both girls have set high goals for this high school season, including helping the team win the state tournament. Pick, who will not be competing in the singles state tournament this year due to an inflammation in her lower arm, is intent on winning the doubles state tournament with her partner Stacy Pollack ’15. Apodaca, after a higher-than-expected third place finish in the state tournament last year, is aiming to move on through the tournament as far as possible. To cope with high stress before a match, Pick and Apodaca each have individual routines to mentally prepare. Pick has made a habit of eating a Chocolate Chip Clif Bar before entering the court, while Apodaca likes to visualize points in order to let go of everything irrelevant to the match at hand. In the future, Pick imagines playing tennis for a high-ranked college and possibly playing professionally. “Playing profes-

sional doubles would be fun,” she said. Pick competes in national tournaments as well and is currently ranked 79th in the nation for her age bracket. She was invited to play in the Inner Sectionals, a tournament consisting of top players from each region in the United States. Recently, Pick took third place in a national competition in San Antonio, Texas. “My goal is to be in the Top 50 [nationally] for the 18s,” Pick said. Apodaca, on the other hand, does not look to be recruited by a competitive college and plans instead to attend a solidly academic school. “If they have a spot on their tennis team, I would enjoy playing for them,” she said. This summer, Apodaca is enrolled in the program “Tennis: Europe,” a tennis academy that brings American high school players to Europe to expand their skills. Part of the summer camp is a 27-day circuit tournament in Spain. Without doubt, both Pick and Apodaca have undergone changes since their first year on varsity tennis. “When we played doubles in eighth grade, our opponents used to underestimate us because we looked so young,” Apodaca said. This mistake does not happen anymore, as Pick and Apodaca have firmly established themselves in the tennis community.

the advocate • may 2014


TOP: Despite her injury, Melissa Pick ‘16 competes in a doubles match for the APS Metro tournament at the Academy tennis courts. BOTTOM: Dani Apodaca ‘16 warms up on the Academy tennis courts by passing the ball a few times over the net.

Volume 41, Issue 7, May 12, 2014  

Cover Story: Think outside the bubble

Volume 41, Issue 7, May 12, 2014  

Cover Story: Think outside the bubble