February Globe 2014

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Volume 85

February 2014

GLOBE ISSUE #FIVE

An alternative approach

upfront winter running club feature Seth Wissner Cover Collab

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Sports Winter Sports Update Review Seoul Taco

Commentary Assassin Game

GLOBE

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ISSUE #FIVE

THE

GLOBE NEWSMAGAZINE

Volume 85 January 2013

An alternative approach

editor-in-chief

Cover Design: Gwyneth Henke christopher sleckman

katherine ren

senior managing editors

section editors

alexis schwartz

zach bayly

alessandra silva

sierra hieronymus

rebecca stiffelman

sophie allen

bebe engel

aishwarya yadama

claire lisker

jolena pang

shiori tomatsu

rebecca polinsky

attiya charrington

phoebe yao

ryan fletcher

eunnuri yi

ava hoffman

audrey holds

lauren indovino

jeffrey friedman peter schmidt jessica jancose

linda kim

reporters

sophie barnes

makenna martin

rebecca bloom

mary mcguire

jeffrey cheng

lawrence hu

monye pitt

yossi katz

noah jacus

leah shaffer

jihyun kim

maddy vaughn

peter baugh

webmaster

addison leong

web editor

lemuel lan

gabby boeger

distribution editor

steven zou

kevin rosenthal

bridget boeger camille respess zachary sorensen

business managers ben diamond richard simon

photo editors

olivia macdougal noah engel

editors

patrick butler

parker schultz

gwyneth henke

copy editors

photographers

sophie allen

graphic artists

cherry tomatsu victoria yi

max steinbaum

stephanie langendoerfer

rebecca stiffelman

andrew erblich

micaela stoner ashleigh williams tara williams

abraham bluestone

elise yang

rachel bluestone

alex bernard

neil docherty

grace harrison

emma ehll-welply

marina henke

peter shumway

albert wang

graphics editor

audrey palmer

adviser

erin castellano

EDITOR’S LETTER editorial.

He was singing. My little autistic brother was singing in the Meramec Elementary Choir with his fellow students. Finally we were hearing him sing the songs he had practiced routinely (usually while doing his homework).

His voice was on pitch, and though only one voice among many, you could hear him. He contributed to the overall sound of the choir.

In this issue of the Globe we profiled how several Clayton students spend their time in diverse ways in order to contribute - similar to my little brother. You can see this variety of contributions from Wydown student Evan Robinson, who entertains crowds outside of Busch Stadium by playing the piano before Cardinals games, to CHS student Megan McCormick who spent time doing service in the Philippines.

In many ways these students also seem to prove the idea that even people that appear seemingly “regular” all offer differing experiences and talents that bring something special to the “bubble” of Clayton.

Robinson and McCormick have not been labeled as different by the society that they live in; however, one could say that their diverse life experiences have changed them and caused them to be different.

Also in this issue, we explore the Collaborative School - a place that can help different students succeed in another environment.

In many ways the idea of a completely separate school for “different” students seems to contradict the idea of appreciating and incorporating others despite their apparent uniqueness. However, I do realize that many people do need a different experience and learning environment than CHS. But the District has to tread carefully as these different learning environments should only be used when it is absolutely needed - as we sometimes underestimate people like my brother who can contribute if given the chance to succeed.

As a District, and a society, I hope that this New Year reminds us that people are as “different” as we force them to be.

Sadly, many people quickly label my brother as “autistic” before they label him as an excellent pingpong player and friend. To me, my little brother is my best friend and and an insane ping-pong player.

What is he to you?

Peter Shumway, Editor

The Globe Newsmagazine exists to inform, entertain, persuade and represent the student voice at CHS. All content decisions are made by the student editorial staff and the Globe is an entirely self-funded publication. Not every story that our reporters write is published in the print newsmagazine. Visit www.chsglobe.com for additional stories and photos and for more information about the Globe itself. We reserve the right to refuse any advertisement - for more information about advertising and subscriptions, please contact our office: Clayton High School Globe 1 Mark Twain Circle Clayton, MO 63105 (314) 854-6668 Fax: 854-6734 globe@claytonschools.net Professional Affiliations: Sponsors of School Publications . Missouri Interscholastic Press Association . National Scholastic Press Association . Columbia Scholastic Press Association

EDITOR’s LETTER i 5

snow fall in clayton CHS freshman Dru DeLaet enjoys the fresh fallen snow that hit the Saint Louis region. Up to 12 inches of snow fell on Jan. 5. Record cold tempetures also hit the region, making Saint Louis records for freezing weather. People from all over Clayton could be found bundled up and playing in the snow. ďƒź Photo by Leah Shaffer

January 2014, clayton, mo

Psychology teacher David Aiello helps a student with an assignment. Students will have to come see teachers for help at a new time next year. The bell schedule at CHS will be adjusted to add time to the school day. (Monye Pitt)

NEW SCHEDULE FOR CLAYTON in 2014 ALL Schools in the school district of clayton will have a new calendar for 2014 - 2015. The district plans to end school before memorial day.

by EMMA EHLL-WELPLY

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eginning in the fall of 2014 several calendar changes will be implemented that will change the routine many Clayton students and teachers are used to.

According to David Kohmetscher, the high school representative on the calendar committee, “there’s not a whole lot of schedule changes as far as the students are concerned other than late starts turning into early releases, where the kids are let out at 1:00.”

Although one of the committee’s goals going into the restructuring was to achieve a calendar that ended before Memorial Day, it was a concern that the lost contact days could not be made up for with longer periods. CHS will add nine minutes to the school day, but it has not yet been determined where those minutes will appear.

“Start and end times aren’t going to be terribly different,” Kohmetscher said. “The original plan was to try to create some outside the box solution that would get us done before Memorial Day, but the shortcoming of that was that we ended up having fewer contact days with students.

A lot of the teachers felt adding four minutes to class every day didn’t make up for four or five lost contact days.”

Teachers will be further impacted by other changes being put in place.

“The only thing I think is going away from this calendar to the next is teacher impact stuff, like the grading day before students return from winter break isn’t going to be there next year,” Kohmetscher said.

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But this is not the only grading time teachers will lose.

“Some of the grading days like at the end of first quarter are gone,” Kohmetscher said. “That’s still going to be a day off, but the reason it’s a day off is because next year the high school is going to start implementing parent-teacher conferences.”

This is the first time parent teacher conferences are being incorporated at the high school level, and administrators have not yet determined how they will be conducted. As a result of the time commitment necessary for these meetings, teachers will have the former grading day at the end of the week off. Instead of completing grading at work, however, they will be expected grade on their own time.

Although the changes to the calendar are small, students are looking forward to things to come.

“I am excited for the late starts to be shifted to early releases,” sophomore Micaela Key said. “That way I can get out of school and take a nap.”

Kohmetscher doesn’t see the minor changes impacting students or teachers greatly other than some small growing pains.

“This calendar is a plan calendar for two years. There’s not going to be any significant changes next year unless something is a train wreck,” Kohmetscher said. “I don’t anticipate any changes happening. It’ll be like this for two years and then we’ll sit down again and see how we can make it better.” 

Clean up after the storm

MEGAN Mccormick, a clayton high school junior, takes time out of her break to help the victims of typhoon haiyan

by PETER BAUGH

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Megan McCormick bags food for those in need.

(Photos by Danica Cervantes)

ix kilos of rice. Four cans of corned beef. Four cans of sardines.

Eight packages of noodles. Eight cups of coffee.

Junior Megan McCormick would put these food rations in a trash bag, where they would then be given to people from across the Philippines affected by Typhoon Haiyan.

McCormick has a special connection to the area, as her mother was born in the Philippines and lived there until her mid 20s. McCormick’s still has relatives there, who live in Manila, the nation’s capital.

Typhoon Haiyan, a category five super typhoon, hit the Philippines in early November and has killed over 6,000 people. The storm devastated Tacloban, a city of over 200,000 people with a population density around the size of Phoenix, Arizona. Tacloban is about 360 miles southeast of Manila, which took away some of the McCormick’s worry when they learned of the disaster.

“We knew that they [their family] weren’t majorly hit because of where they were located,” she said.

McCormick said it did not take as long as she thought for her to get in touch with her family.

The McCormick family had already planned on visiting Manila over Thanksgiving break. Since the disaster had just struck, they decided to join in the relief effort. The family did not go to Tacloban, but helped pack food in Villamor Air Base in Manila.

“There was a lot of packaging … a huge truck of rice came in, like so much rice, and the military people who were there would help carry it in,” she said.

As the rice was carried in, the volunteers were given a list of what went into a family pack. McCormick spent time packing and bagging the food.

Refugees from Tacloban were flown into Villamore by C-130 aircrafts.

Though the language barrier prevented McCormick from talking to the people, McCormick’s cousin was able to talk to the refugees.

“I’m sure they might have left family or friends back there who weren’t as lucky to come to the base,” McCormick said.

People from around the city also gathered in the base to volunteer. So many people offered their services that the McCormicks had difficulties finding an available time to help. They ended up spending about six to eight hours one day packaging food.

A few days before McCormick’s visit, American pop star Alicia Keys visited the same base and sang to and interacted with the refugees.

McCormick took a lot away from her experiences as a volunteer. The most satisfaction she got came from knowing that she directly helped families in need.

“Knowing that someone’s going to open one of the bags that I tied or the rice that I packaged and it will help them in a way that they’ll get food, they’ll be happy and they won’t have to worry about their meal,” she said.

“Just knowing that I actually directly helped someone.” 

UPFRONT

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Members of the CHS Winter Running Club stand in the snow. (Lauren Indovino)

RUNNERs BRAVE THE COLD this winter, more CHS runners are HITTING the cold TEMPS HEAd on to stay motivated during the off season

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by ALBERT WANG

s soon as the last bell rings, junior Fabio Bolz rushes to the bathroom to change into running clothes and hurries down to the commons. Bolz meets up with other CHS runners and they chat about their day while stretching before deciding which route to run and, then, sets off.

Bolz and the other runners meet everyday after school as part of the Winter Running Club. Because there are no running sports during the winter season, the club allows runners to run together and motivate each other to stay fit during the off season between cross country and track and field.

Cross country and track coach Kurtis Werner has been the sponsor for Winter Running Club from the beginning. “[The club] started three years ago as an opportunity for our runners and other athletes to stay in shape during the long winter season,” Werner said.

Like all other sports, running for cross country and track requires constant practice and a lot of motivation. Along with no official running sport in the winter season, many students find it hard to motivate themselves to run outside during the freezing winter weather.

This year, the club has grown significantly. A few weeks after the cross country season ended, over a dozen students showed up to run. “We have had a few more non-track athletes practicing during the winter months to get in shape for their respective sports,” Werner said.

Not only did more non-track athletes join, but also more cross country

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members decided to participate.

“I think a lot of it has to do with our cross-country team and increase in numbers compared with last year. When you have more people saying, ‘Hey, come do this, it’s a challenge, but fun,’ Clayton students tend to react,” Werner said. “I also think the presence of Coach Levine helps a lot.

It’s nice to share responsibilities with our running programs with him.”

So far, most of the students have had positive experiences. Bolz, who ran almost everyday, explained why he enjoys the group, “I like Winter Running Club because the people are nice and I get a good feeling after the run, although it is sometimes really cold.”

Even students who are not regular runners, such as sophomore Jack Monshausen, agreed that group has been helpful.

“I feel like I’m doing better and can run faster,” Monshausen said. “It was a struggle getting back into the rhythm of running after the three week break in between my first run and the end of the soccer season. But now when I run I can keep up with most of the cross country people, and have a blast while doing it.”

For those interested, Werner is still encouraging students to join for the beginning of second semester or next year.

“During the winter months it is very easy to turn into a hibernating bear and not want to get out of bed, off the couch and out the door in the cold,” Werner said. “Winter Running Club offers an opportunity right after school that allows students to get rid of stress and get their exercise in for the day.” 

Today Carnegie Hall, Tomorrow The World Junior Ethan Leong will Play the oboe at Carnegie Hall as a member of carnegie hall’s High School Honors Performance Series Band on february 9th.

by JEFFREY FRIEDMAN

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unior Ethan Leong spends more time playing music than he does sleeping. Needless to say, Leong’s endless hours of practice and dedication have paid off as he will be traveling with a talented group of musicians to New York City where they will perform at Carnegie Hall on Feb. 9.

Leong described the instant in which he received his letter of invitation to the trip as “one of those awesome moments.”

Leong is unsure of who recommended him for the program. However, someone within the Missouri All-State Band, which Leong made and was a part of last year, is responsible for receiving the invitation to play at Carnegie Hall - one of the most prestigious concert halls in the world. Leong believes that he was recruited because the All-State program is wellknown for housing great musicians.

Even though the time leading up to the performance will involve a massive amount of preparation, Leong believes that the trip will be well wroth the effort.

“Their goal is to get everyone to go around New York City and to see the big sites,” Leong said. “It’s an experience in which the performance is important, but a lot of the trip is to meet other musicians and to be taken to the sites.”

Leong said that a lot of recruiters from colleges around the United States will be at the performances. The musicians will need to consistently exhibit expertise, especially since professors often have extremely high expectations for students.

Leong’s primary instrument is oboe, and he has been playing since sixth grade. More recently, he took up the English horn as a freshman.

While he plays both of these instruments for the CHS Concert Band and the CHS Orchestra, he also plays the tenor saxophone for the CHS Jazz Ensemble.

Beyond school ensembles and his upcoming trip with the Carnegie Hall High School Honors Performance Series Band, Leong is actively involved in community orchestras. Leong has been chosen for the St. Louis All-Suburban Band three times, the Missouri All-State Band twice and the St. Louis Symphony Orchestra twice in his three years of high school.

“I’m really waiting to hear what it sounds like to play on the stage because right now I am a member of the St. Louis Symphony Youth Orchestra and we play at Powell Hall and that’s an amazing stage,” Leong said.

However, by no means does Leong believe that he could have accomplished all of this on his own: private instruction as well as parental motivation have both been keys to his success.

“Most teachers will say that if you practice a lot you’re going to become a great player. Well, that’s not necessarily true. Especially for an instrument like oboe, you’re really going to need to find a good teacher.”

Leong also noted that “you should probably get someone to harp on you if you’re not practicing.”

Although it’s difficult to sum up the secrets of his success in just a

few lines, Leong has a belief that guides him and his work as a musician: “Sometimes, you just have to think ‘do I want to keep getting better or do I want to take a break?’ Sometimes it’s good to take a break because part of playing music is being relaxed while you’re playing: not really being so deep and intense about it.” 

Ethan Leong plays oboe in the CHS Concert Band. (Nuri Yi) UPFRONT

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Unconventional Paths

by CLAIRE LISKER

JOY GAGE (Photo from Joy Gage) “My life up until this point has been a marathon,” Joy Gage said. “Between school and practice I’ve developed a perpetual state of focus where I don’t really get to take in the world around me - a kind of survival mechanism to conserve energy and time.”

Since a young age, Gage has dedicated 20 plus hours weekly to gymnastics, with a lifelong goal to be fulfilled next year at Cornell University: joining a Division I team.

“The sport keeps me constantly learning—not just new physical skills, but inner skills, like discipline and resilience that will help me take on the real world,” she said. “There are only about 200 slots at Division I schools in the country every year and you are up against gymnasts who are in the Olympics, my list of possibilities got very short very fast.”

After seeing the school and meeting its bonded gymnasts, experienced coaches and the welcoming team, however, Gage committed. Gage is excited to study at the College of Human Ecology while exploring the outdoors of Cornell’s rural, natural setting and to spend time in her perfectly sized college town, Ithaca.

With less practice hours and looser class hours in college, her schedule will be more lenient. “I am excited to dabble in the little stuff — maybe read a magazine, or actually have time to socialize, or maybe just listen to different types of music and learn something — and become a more wellrounded person,” Gage said.

A drastic schedule change however — from a tight quotidian routine to one with longer breaks — is also the source for Gage’s worries.

“Procrastination has never been much of an option since the trade-off would mean having to stay up late on a different night and be miserable at practice the next day,” she said.

With more free time in college, Gage will have to re-learn time management to stay on top of her work.

Unlike the typical college gym team of 15-20 girls, Cornell’s has 26.

Gage expects that the gym team will be her social base, where valuable, long-lasting relationships will be fostered by shared interests and goals.

“I will be ready for some new faces and stories,” Gage said. “I don’t want gymnastics to define me, and I think Cornell will provide me the time and opportunities I need to develop other sides of who I am while still doing what I love.” 

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(Photo by Peter Baugh)

AMIT MICHELSON Amit Michaelson’s home next year will be far from a college dorm.

Through the Tzofim (Israeli scouts) program “Garin Tzabar,” he will serve for the Israeli Army for at least the next three years.

“It’s something I’ve always wanted — both my parents and all my mom’s side served. I’m not sure what I’ll do, but most likely either combat or engineering,” he said.

The group of young Zionists will be placed in kibbutzim — traditional, collaborative, democratic communities around Israel. After enlisting in November, Michaelson will be a part of the Israeli Defence Force (IDF), one of the world’s most professional, supreme and powerful fighting forces.

Unlike most Israeli scouts, Michaelson’s American citizenship, in duality with his Israeli citizenship, exempts him from being legally obligated to serve in the army. Nonetheless, Michaelson views protecting Israel as an honor and an opportunity, a zeal also common amongst Israeli scouts not serving out of pure initiative.

“I think that this will prepare me for the challenges I will face in life,” he said. “I think I’ll know what I want better and I’ll know better how to deal with the stress and hardship I will experience later.”

The capacities fortified in the IDF have long been integral parts of Michaelson’s character. Michaelson is a leader in the St. Louis chapter of Israel’s National Scouting Organization for co-ed youth of 4th grade through high school.

“We focus on Zionism and Jewish values; we also teach camping, cooking on fires and have a style of building special to our branch,” he said.

While most seniors anxiously await college decisions, some are already counting down the days until they embark on their distinct journeys - from somersaulting to saving lives halfway around the world - these seniors are taking unconventional future paths.

Well equipped with his values and enthusiasm, Michaelson is ready to embark on the next chapter of his life with his right foot forward. “I’m looking forward to living in Israel, discovering more about myself.” 

MAC RECHAN If Mac Rechan had a stressful first semester, it was not because of college applications. Rechan’s process of determining his collegiate future has been different than most, due to a high demand for his tennis skills at top universities such as Georgetown, Brown, Yale, Cornell and UPenn.

Since freshman year, Rechan has represented the CHS varsity tennis team, and is currently ranked first in Missouri and 116th in the nation.

Starting in the fall, Rechan will confront both bigger competition and higher academic rigor.

“I’m probably most nervous about balancing playing tennis in college and keeping up with my academics,” he said. “Most kids say that it takes some getting used to, and because [my prospective schools] have such strong academic reputations, keeping up with school somewhat worries me.”

However, Rechan’s discipline and dedication are sure to maintain him in place. After all, such potent combination of academics and athletics are also what enthuse Rechan the most.

Rechan plans to be a business major next year. However, his love for challenge and activity will not cease to drive his passion for tennis.

“I’ve always loved to compete, which makes tennis very appealing to me and keeps me wanting to play the game going forward.”

Although Rechan does not envision tennis a feasible part of his professional life, he will continue playing recreationally beyond college. 

(Photo by Patrick Butler)

MEGAN NEIRMANN Megan Niermann found the ideal way to further immerse herself in her passions, narrow down her future and broaden her experiences without the dreaded stress of college applications. Though City Year, Niermann will be teaching at an Oklahoma school starting next fall.

“I didn’t feel ready for the pressure that college was; I wanted to step away from such a highly competitive academic environment for a year,” she said. “I was also excited about going to Tulsa, Oklahoma as I had never lived out of the Midwest. I believe this experience will help me not only in college the year after next, but for the rest of my life.”

City Year, a branch of Americorps, focuses on teaching kids in under-served urban school districts by bringing young (Photo from adult volunteers aged 17-24. Niermann, Megan Neirmann) thankful for the academic and interpersonal skills that she has developed at CHS, is excited to help students who have been disadvantaged.

“At the same time, I’m nervous that the level of privilege I have had throughout my life will make it difficult to relate to students who have had many things to get through. I think I’ll need to make sure that I remember that not everyone has access to the opportunities I have,” Niermann said.

Working 10 to 12 hour school days for 10 months, Niermann will tutor middle school students in Math and English. Additionally, she hopes to establish a speech and debate team. Since freshman year at CHS, Speech and Debate has been Niermann’s most intensive extracurricular — a formative part of her essence.

“I’ll be bringing elements of debate into the classroom,” she said. “I postponed my plans to compete in college debate in order to coach; I hope that my passion for the activity will be able to shine through in the next year.”

While imparting her communication and critical thinking skills to the Tulsa students, Niermann will be fortifying her vision for the future.

Niermann, who intends to study urban education and coaching speech, debate, and interpretation, believes that the City Year program will help reaffirm that this should be her career path.

“Most importantly, it’ll allow me to begin to understand how amazing the students I’ll be working with for the rest of my life are and how serious my commitment to them is,” she said.

The application for the selective program consisted of Niermann’s responses, recommendations and interviews. Nonetheless, the way Niermann has applied herself thus far and plans to dedicate herself in the future are most central to the innovative path that she has begun to create. 

FEATURE

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E va n R O B I N S O N : THE PIANO KID

by Alex Bernard and Grace Harrison

Wydown Seventh grader Evan Robinson sat nervously at the bench of his baby grand piano in his downtown Saint Louis home. “Do I have to play?” he asked.

It’s hard to believe that Robinson would be nervous to play in front of two reporters when he regularly performs in front of hundreds of complete strangers. The second his fingers touched the keys, however, the nerves were gone. His clear, tenor voice blended seamlessly with the piano accompaniment.

Robinson has been busking (or street performing) at the St. Louis Cardinals’ baseball games for the last year. In that time, he has been to about 30 baseball games, including a few of the St. Louis Ram’s football games before it got too cold.

He plays piano and sings in hopes of earning a few tips, although his motivations go further than just earning money.

“It’s not about the money. It’s really about having fun,” Robinson said.

He does have a plan for the money he makes, however. Robinson has his eyes set on a 1966 Mustang, the first car he hopes to get when he turns 16.

Robinson has been singing his whole life, claiming that he sung before he started speaking. Music has impacted his life since birth. His father Richard, a state acclaimed trumpet player in high school, and his mother

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Alyson, have been supportive of Robinson’s budding career and interest in busking.

“He’s always wanted to be a street performer,” Alyson said.

In December of 2012, Robinson’s lifelong dream of performing on the streets became a reality. He received his busking hat, a Yamaha keyboard and a busking permit for Christmas. Since Robinson started, the permits have been declared unconstitutional and unnecessary through a lawsuit filed by the American Civil Liberties Union of Eastern Missouri.

On a typical game night, Robinson will arrive It’s not about the at the stadium an hour and a half before the game money. It’s really starts or before the seventh inning, depending on about having fun. the time of the game. Robinson likes to arrive early -Evan Robinson to give him plenty of time to set up. He brings his keyboard, a microphone and a generator and sets up outside of the baseball bar called Paddy O’s, a location where many fans pass by to get to the stadium. Alyson and Richard accompany Robinson at nearly every one of his performances. Not only do the Robinson parents tag along to help with Robinson’s technical needs, but also to give support and make sure that Evan is comfortable while performing.

Busk: play music or otherwise perform for voluntary donations in the street or in subways Robinson quickly learned the unspoken rules of busking. Once, a music battle took place between him and a group of drummers. “It was funny because there was a lot of competition between us. They were playing the drums, and I was singing, both of us at the same time.” The police eventually came and forced them both to leave.

“You just have to be respectful of people,” Alyson said.

Robinson typically plays a combination of popular music and oldies, including Billy Joel, Elton John, Michael Buble, Andy Grammer, Gavin Degraw and Jason Mraz. Robinson does not know how to read music, so he learns the songs by ear.

Robinson took piano lessons as a child, but he was not interested in the classical pieces customary to the piano. His teacher, evidently, was not used to teaching in any style other than the traditional one. “It was tough on the teacher and it was tough on Evan,” Alyson said.

Robinson’s lack of a piano teaching did not stop him from flaunting his skill of playing by ear. His older sister Caroline, now 16, took piano as a child. “She would be playing these beautiful pieces, and Evan would come up without having much training at all and play them. It would drive Caroline crazy,” Alyson said.

Now, Caroline plays the harp, but the rivalries have not ended. “He’s constantly singing and my daughter is playing the harp so we have kind of dueling music,” Alyson said.

Robinson recently found a piano teacher that better fits his style.

Steve Neale, the music teacher at Villa Duchesne, helps Robinson embellish the popular music he likes to play, as well as encourages Robinson to write his own music. Neale has even started to teach Robinson to read music, the very lesson that originally kept Robinson from pursuing piano when he was younger.

Robinson also takes voice lessons from Katie Kopff and dance classes with the American Dance Troop. He dreams of becoming a professional singer or performing on Broadway, and he has begun chasing those dreams already.

In 2011 Robinson participated in the West County Talent Bash at the Central Park Amphitheater. Robinson was 11 at the time. He sang “I’ll Be There” by Jackson 5 and won, becoming the Teen Solo-Duet Champion and taking home a trophy.

March of 2013 Robinson auditioned for the X-Factor in Charleston, South Carolina. Although he did not make it past the first audition, he was advised by the auditioners to return next year after another year of perfecting his voice.

Robinson has one major goal for his busking: “I’m trying to get my name out there and get discovered,” he said. This has already started to happen for Robinson. After just one season of busking he was offered radio time on a local station and was approached by country singer Rich McCreedy.

Robinson hopes to continue making contacts while he busks, but his passion is entertaining for the everyday people who pass him.

“People stop by and dance around or sing with me,” Robinson said. He does not seem to mind the attention, but his parents are bothered by one thing: girls. “[Girls] will come up and ask for a picture with him ... he looks a lot older than he is, but as soon as we tell them he’s 13, they leave,” Alyson said.

Although Alyson and Richard are protective of Robinson, they are also very supportive, and plan to stand by Robinson wherever he may go.

“We don’t know where he’s going to end up, but it will be something with music I’m sure,” Alyson said. “I just think that there are people in this world that can be really creative and Evan is one of them.” 

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SETH WISSNER by katherine ren (add. reporting by peter baugh)

This is Seth Wissner’s Clayton home - an abode decorated with nearly a century’s worth of experience and memories. With an amalgam of mementos and photos from a lifetime’s worth of traveling, Wissner’s home impressions the mystery of “grandpa’s attic,” the grandiose of a museum exhibit and the warmth of a childhood home.

(1) Wissner’s passion for classical music and the arts is reflected in this room that is filled with old records, sheet music and paintings.

(2) A stack of letters and postcards from all around the world, collected throughout the years.

1 (6) Model of a Peruvian theatre from Wissner’s travels in Peru.

(7) Seth Wissner

(8) Series of sketches illustrating the Wissners in different countries drawn by Wissner’s friend Fred Wehle.

Wehle traveled with the Wissners to Bali, Japan and numerous countries in Europe.

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(3) Puzzles of various architectural wonders of the world, all of which Wissner has traveled to.

Each year, Wissner receives a puzzle modeling a different architectural structure.

(4) Ruth and Seth Wissner.

(9) Mozart sheet music. Wissner spent much of his time playing “four hands” duet pieces on the piano with other musicians.

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(5) Tiger trinket from Wissner’s travels in Burma.

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photos by katherine ren

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Clayton resident for over 52 years, 80 countries, 1 story A faint echo of daytime television converses from the back room. The afternoon sun’s rays highlight a pair of bifocals resting atop aged sheet music near a Steinway grand. Miscellaneous trinkets and travel guides lay displayed across the coffee table next to dozens of family photos.

Nearly a decade’s worth of sketches hang on a back wall, each encased in a plastic frame. The sketches whimsically portray the same two individuals in many different settings. A closer look reveals that each drawing is dated and labeled with a city and country.

This is Seth Wissner’s Clayton home - an abode decorated with nearly a century’s worth of experience and memories. With an amalgam of mementos and photos from a lifetime’s worth of traveling, Wissner’s home impressions the mystery of “grandpa’s attic,” the grandiose of a museum exhibit, and the warmth of a childhood home.

Wissner was born in 1922 in St. Louis City. After attending Normandy High School, Wissner went on to attend Washington University in St. Louis’ pre-medical program. After finishing his undergraduate degree, Wissner continued at WashU to pursue his medical degree.

Wissner started medical school at the onset of World War II. Shortly after enrolling, Wissner volunteered to join the United States Army.

“It was the beginning of subscription and everyone had to go into the war in some way or other,” Wissner said. “So I volunteered to go in as a

medic. I was in [medical] school when the army decided that they wanted to see that we were all involved in one way or another.”

Wissner, along with other medical students, were sent to an army program on the weekends where they were trained.

“We were shown propaganda films on how terrible the Japanese were,” Wissner said. “We were also given military instruction and shown how to march.”

Shortly after the atomic bombings of Hiroshima and Nagazaki, Wissner was sent to Yokohama, Japan.

“We were sent there to offer aid to American GI’s,” Wissner said. “We had taken over a department store and converted it into a hospital. But we were instructed not to take care of the Japanese at all. We were to just take care of the Americans. It was rather hard not to help the Japanese.”

Wissner recalls that he created friendships with many of the locals despite the supposed restrictions and discouragement.

“We were discouraged from having friendship with them [the Japanese inhabitants],” Wissner said. “I was a musical person, I played the piano. And so I got to know quite a few of the musicians and we became friendly and they entertained us in their homes. We were not encouraged to create friendships in that way at all, but it was inevitable.”

Wissner was stationed in Yokohama for two years before coming back

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to the states to start his residency at WashU. It was also during this time in which Wissner began to travel frequently. “[World War II] gave me the opportunity to gain a sharp interest in foreign life and culture,” Wissner said. “The young doctors that I was with hated it and wanted to go home, but I thought it was wonderful.”

When asked to recall the number of countries he has traveled to, Wissner is at a loss for words.

“Oh I don’t know,” Wissner said. “At least more than 50 or 80 countries. I’ve been to all the continents, though I was only in Antarctica for a short period of time. I met my wife in Paris. She was an architectural student at WashU and was in Europe for a year to finish her occupational training. We met at a small cafe, it was just a casual encounter.”

Shortly after marrying his wife, Ruth Waters, Wissner continued to travel around the world with her.

“She had traveled a great deal in Europe and we eventually went back to all of the places she had really liked while she was there alone,” Wissner said. “Portugal, Spain, France, England.”

When asked to recount particular experiences that had significantly influenced his life, Wissner is once again at a loss for words. Watching him as he silently reminisces in attempts to conjure up a story, it is as if there are simply too many memories and encounters for him to draw upon.

“I was a doctor for 45 years,” Wissner said. “I’ve been living in this house for 52 years. I have no regrets. I would tell young people to experience life. And if they can decide on what they really like, to pursue it.” 

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(10) Tapestry from Wissner’s travels in Thailand hangs over a Steinway Grand piled high with sheet music and family photos.

(11) Sketh by Wehle of Ruth and Seth’s travel experience in Bali, their favorite travel destination.

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(13) Painting gifted to the Wissner’s by a family friends shortly before he left for China to pursue a career in art.

(12) Souvenirs from Wissner’s travels in China.

(14) Series of paintings gifted to the Wissners by their friends throughout the years. Most of the artwork present in Wissner’s home were original pieces painted by their friends.

Craving Caffeine

by JESSICA JANCOSE

Senior Ryan Seckel wakes up around 5:00 every morning and, for him, the idea of thinking coherently is impossible before his first cup of coffee.

Seckel’s case is not unique. Walk through the halls of CHS and you will find a sea of students carrying Starbucks containers, sodas, thermoses of tea and coffee and the occasional energy drink.

The seeming “need” to consume caffeine is an unfortunate reality of high school life.

As the difficulty of classes intensifies, time suddenly becomes a precious commodity.

Many high schoolers are hit with a new reality: there simply are not enough hours in the day. So, in order to find the time to finish everything, they stay up into the early hours of the morning. For some students these late nights are a regular occurrence.

The solution? Caffeine. Lots and lots of caffeine.

Without the help of caffeinated drinks, Seckel says, “I might as well be a zombie walking.”

Senior Abbie Kohmetscher also finds that it’s difficult to get through the day without caffeine. “I spend a lot of nights up very late,” Kohmetscher said. “I’m a bit of an insomniac so coffee’s a nice way to get through the day.”

However, Liz Coorey, a dietitian at St. Alexius Hospital, warns that consumption of high levels of caffeine can be detrimental - especially for high school students.

“You can feel side effects like anxiety and insomnia which means you find it hard to sleep,” Coorey said. “I think that plays an important part when you’re talking about teenagers, because if you’re drinking caffeine in the evening and you’re already staying up late and you’re already sleep deprived, you’re going to end up not sleeping well because of the caffeine.”

According to the National Sleep Foundation, the effects of caffeine persist for several hours; it takes about six hours for half of the amount

Starbucks Venti 20 oz 415 mg *

McCafe Large 21-24 oz 180 mg*

* mg of caffeine (Art by Audrey Palmer)

Monster Energy Drink 24 oz 240 mg*

of caffeine consumed to be eliminated from the body.

“Other negatives include some speculation that caffeine can affect the way we absorb calcium,” Coorey said. “We might lose more calcium in our urine, when we drink caffeine in high doses so what that means is higher risk for fractures.”

Additionally, Coorey says that black teas and coffees contain high levels of compounds known as tannins. “Tannins, when you drink them at the same time as something with iron, will result in less iron absorption.”

This decreased iron absorption could potentially pose problems for those involved in high-intensity sports, especially female athletes.

Coorey advises adequate sleep and eating a balanced diet is really the best way to get natural energy other than caffeine. Fruits and veggies, five meals throughout the day and snacking when you need to.

And, in fact, some students have found that it is possible to get through the day without caffeine. Junior Adam Garrett and his brothers have managed to balance difficult classes, sports and playing instruments all without the help of coffees, teas or energy drinks.

Instead of depending upon caffeine, Garrett focuses on finishing his homework early enough to get an adequate amount of sleep.

“I don’t really spend that much time on social networking sites or gaming,” Garrett said. “When I get home, I practice viola, start my homework, eat dinner, finish my homework and then do something to relax.

But then I go to bed pretty much right after that.”

Ultimately, the key to caffeine consumption is moderation, says Coorey, because in smaller amounts and at appropriate times, a little coffee or tea can be a good thing. “A lot of research shows tea or coffee in moderate amounts, around a cup a day, have antioxidants that can actually be really good for your health.”

Seckel believes that caffeine has a positive effect on his day. “[Without caffeine] my daily schedule would really have to change because I could not do all of the things that I do without the use of some type of caffeine.” 

Red Bull Energy Drink 16 oz 160 mg*

Coca-Cola 12 oz 34 mg*

Black Tea 8 oz 14-61 mg*

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Photo from Matthew Wyatt

VI OLIN

THE VIOLIN

MERCHANT

FROM WELL-KNOWN VIOLIN SHOPS, TO AMATEUR DEALERS ACROSS THE COUNTRY, MATTHEW WYATT BUYS, SELLS AND TRADES INSTRUMENTS AND BOWS TO PEOPLE FROM ALL WALKS OF LIFE.

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Photo by Zhen Qin

A

BY PHOEBE YAO

s a fourth generation fiddler, Matthew Wyatt, 34, has an occupation that cannot, in the most casual sense of the term, be described as normal; not many jobs dictate one’s lifestyle, and fewer still allow for constant travel across the coun-

try.

“I have a gig tonight,” Wyatt said after showing instruments to Clayton students at his Saint Louis appointment-only location. “[Afterwards] I’m going to Chicago because I have a really nice violin that I’m going out to consult with Jim Warren, a mentor and friend of mine who’s taught me an awful lot about the business.”

Wyatt takes approximately four to six large trips to the East Coast each year from his family’s Kansas City violin shop.

“I go to New York quite a bit,” Wyatt said. “There’s a big auction house called Tarisio and I’ve gotten to know them quite well.”

In addition to New York, Wyatt frequently travels to other locations throughout the nation.

“Often times I’ll stop along the way, I meet new contacts and it’s kind of a network that I’ve worked on building,” Wyatt said. “Networking is very important with this [business] because the violin world is about who you know, [and your contacts help you] in finding out how much to sell instruments and where to acquire them.”

Some of the instruments he finds are taken back to his family’s Kansas City violin shop—where he works with his father, Allen Wyatt, during the time between trips—while other instruments end up in Wyatt’s personal collection or are sold to individuals. Matthew’s wife, Kristen Tourville, used to teach elementary strings at the Clayton School District before leaving last year, and she assists Wyatt and his father in the shop.

“What I’m doing is nothing new,” Wyatt said, “but I don’t know very many people who do exactly what I’m doing.”

Although not at any rate new to the music world, Wyatt’s occupation does present to CHS students a side of a world obscured by the glory of performance.

With so many connections around the world, it is not surprising that Wyatt should have ties with the Clayton School District.

CHS orchestra teacher Julie Hoffman recalls pushing Wyatt into classical music to build up technique during her time as his orchestra teacher at Rockwood Summit High School. That lesson would be well appreciated years later during Wyatt’s time at Belmont University.

“He realized that [the technique building] actually helped him when he was in college,” Hoffman said, “I ran into him at a conference several years later and he said, ‘I just wanted you to know ...’ and that was one of my happiest moments [as an educator].”

Hoffman has utilized her link with Wyatt to benefit both Clayton and Wyatt’s business.

“Someone’s got to find [the instruments] first,” Hoffman said.

“He’d come by and show me something that he had, and if I thought there was a student that looked like the instrument would fit what they were looking for, then I’d have them try it.”

Wyatt’s childhood set the foundation for the passion he would come to pursue. “[My childhood] was beautiful,” Wyatt said, “I grew up around a lot of music. My grandpa plays the fiddle so he would come up on Sundays. A lot of my friends were over 60, though I did have friends my age too.”

The Wyatt family’s long time history with music would come to change Matthew’s life when his father began studying the making and repairing of instruments.

“My dad started making instruments about the same time I started playing, around 1991,” Wyatt said. “He got interested in violin repair. He was always into woodworking and he started learning from whomever he could and going to workshops.”

Matthew’s own interest in repairs didn’t peak until his junior or senior year in high school when he began learning from his father in the workshop.

“Early on, I would get an instrument and wonder what the value was or ask myself questions like, is this German or is this French?”

Wyatt said.

Wyatt’s remarkable curiosity lead him from one thing to the next, until he discovered an injustice to fuel his interest.

“I would take [the violins] to shops and different people I knew around. Price ranges could be all over the place of what the dealer would tell me the value was worth, and that just didn’t seem right to me,” Wyatt said.

During his studies at Belmont University in Nashville, TN, Wyatt encountered the same inconsistency in instrument pricing.

“It always bothered me. There should be a way that you come up with the real value [of an instrument],” Wyatt said.

Eventually, Wyatt moved back to Kansas City and started his family’s shop with his father in 2003.

During his stay at Nashville, Wyatt had also heard about the instrument auctions on the East Coast. He decided to branch out and connect with more people in the business.

“The biggest driving factor that interested me was trying to get to the bottom of things,” Wyatt said. “A dealer once said to me that a violin is worth what somebody will pay, and I thought that just seemed very wrong.”

Wyatt met many people after he began going to musical instrument auctions, some of whom became his closest friends in the business. Learning from the experienced, Wyatt would listen at private hotel room meetings between his friends and big names in the business.

“For the first four or five years of doing this, I was just a fly on the wall listening to what happened.

You learn a lot by seeing what they pay for things in the rooms,” Wyatt said.

Wyatt’s business dealings make very

interesting stories. He recalled an amusing story involving an old, heavyset man and his trailer.

“This guy, I used to go visit him. He had this trailer that was just full of violins - three or four hundred, bows everywhere. I’d go over there, play him a couple of fiddle tunes and try to look for fiddles.”

Wyatt said.

One day when the man came out of his trailer during a meeting with Wyatt, he dropped his keys, and they bounced and landed under his trailer.

Wyatt said, “I said, ‘[Mr. Johnson], I’ll go under there and get that key if you’ll let me in your house to see some of the instruments you keep in there.’ And he thought for a minute and said, ‘Okay, go get it.’ And he brought me inside [his house] and they were all the same kinds of stuff, but I just couldn’t help it because I wanted to know what he had!”

When the man with the trailer passed away, his son contacted Wyatt trying to sell the violin collection. Wyatt ended up buying the entire 300-plus instrument collection.

“That’s just one example of the stuff I do all the time, but it can be a lot of work. We had to go in and lug them all in. You gotta love it to do that,” Wyatt said.

And it is undoubtedly obvious that Matthew Wyatt loves what he does. From collecting notes to taking pictures of all the unique instruments he encounters, Wyatt has amassed enough information in his database to take steps towards realizing his goal.

“I can go back and look at all of my John Friedrich violins that I’ve had in my hands and look at what they’ve sold for. And then, let’s say, somebody walks into the shop with a Friedrich and says, ‘What is this worth?’” Wyatt said. “You can come up with an actual value [of the instrument] that you can back up with data. So I feel very proud of beginning to accomplish what I set out for.”

Despite his experience, Wyatt believes he still has a lot of learning to do.

“A friend commented one time that Charles Beare, a renowned expert in violins, may know two or three percent of what there is to know about violins family instruments, and that’s not very much!”

Wyatt said, “So I don’t know where I fall, probably like .009 percent or something like that!”

Along with Wyatt’s experiences, the family violin shop has grown dramatically since its 2003 establishment.

“Dad and I both do repairs. We do a lot of rentals and we’re pushing a thousand rentals in Kansas City, which is a lot, I think, in a few years to grow to,” Wyatt said. “We’ve met a lot of teachers and have just been very fortunate because we’re following what we love.”

To young people in a world of many possibilities, the future may seem a hopeless mass of ambiguity. When asked for advice, Wyatt addresses CHS students with the following suggestion.

“I would tell them [to] follow their bliss,” Wyatt said, “Try different things, and see if you can find something that sparks an interest in you. As long as your actions are not affecting people negatively and you’re following the things you love, then I think you’ll be successful,” Wyatt said. 

Photo from Matthew Wyatt

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ALTERNATIVE APPROACH bby PETER SCHMIDT

photos by NOAH ENGEL

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“I think that people see [the Collaborative School] as a very different place than what it is. I think people think that it’s a place where bad kids go, and obviously I’m not a bad kid. I think that people know it exists, but I don’t think they realize who actually goes there.

I think CHS kids think it’s just a bunch of hoodlums,” Carson Harris, 2012 graduate of CHS and former student at the Collaborative School said.

Many CHS students don’t even know that the Collaborative School exists, much less what it truly is or who goes there.

The Collaborative School is an alternative education program administered by the school districts of Clayton, Ladue and Brentwood.

It serves students from each school district who need credit recovery or who, for some reason or another, simply can’t learn as well in a traditional high school setting.

Students in the Collaborative School (often referred to as “Collab”) still technically remain within the Clayton School District. For that reason, they can play CHS sports, go to Prom and even don a cap and gown to graduate with their Clayton class.

However, the similarities end there. Collab can only serve up to 16 CHS students, and there are only four staff members. Students attend class for only three hours a day - from 7:10 to 10:10 or from 10:45 to 1:45.

Most importantly, Collab’s approach to education consists of highly individualized online courses. However, many administrators worry that this online education system leaves students without certain important skills that a traditional high school education can supply.

Unfortunately, this presents a difficult question for the CHS administrators. How can they provide an alternative method of teaching students who can’t adapt to the traditional learning environment?

THE BASICS: The Collaborative School is hard to find.

Located on a road simply called 600-900 in a corner of Brentwood’s Hanley Industrial area, the entrance is down the street from such establishments as St. Louis Boiler Supply and Cut-Rate Brain

left: the collaborative school’s Brentwood building (noah engel)

Surgery.

The school is located on the top floor of a nondescript office building, which it shares with, among other groups, a packaging company and an automotive tool distributor.

The Collaborative School is one room: a grid of tables in the center with two desks for teachers Dawn Lester and Dave Davinroy at opposite corners. But the most important feature is the series of computers lining the walls.

Through the use of an educational program called Odysseyware, these computers teach and assess the knowledge of each student.

Every student has an individually assigned computer, which they sit at for three hours every school day.

Using Odysseyware, teachers at the Collaborative School can implement a system of education that is highly regimented, independent and quantifiable. Every class consists of five units, and every unit is further divided into lessons.

The information from each lesson is whittled down to a worksheet format. “It would be the same as if you printed it out and gave it to your students,” junior Delaney Martin said. “At the end of each reading there are questions I have to answer, and it gives you your score automatically. If you score below an 80 percent, you have three tries to score above an eighty percent, and it shows you what you got wrong.”

With this system of perpetual feedback, the students can independently assess their own weaknesses and correct them. Unlike regular school, Collab students can spend three days on one lesson, or test out of it in ten minutes by passing the pretest that precedes each section.

Whatever the students do, however, teachers Dave Davinroy and Dawn Lester will know. “If you take a quiz and you flunk it, we’ll know within minutes,” Davinroy said.

In addition to instantly registering every quiz or test score, Odysseyware also allows students and teachers to dynamically track just how much of each class they have accomplished.

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keep going! you are 50.0 % of the way through this article “It shows you your progress” Martin said. “If I’m sixty percent done with a class, it shows you 60 percent, 61 percent, 62 percent.”

Most practically, the quantifiable nature of Odysseyware allows teachers to ensure that their students are making the most of their three-hour school day.

“We map out what they should be doing and how much time it’s going to take them” Davinroy said. “We pretty precisely and fairly accurately know how long it should take a person to take a class. For instance, if they’ve been in the school for 80 hours and they’ve finished one class that only took them 25 hours, and maybe they are 10 hours in on another class, we have to ask them, ‘What are you doing with the rest of the time?’”

However, the role of the teachers at Collab is unlike any system CHS students have experienced.

“There is no traditional teaching,” Davinroy said. “I just check work, help people along if they get tripped up on stuff. We put together course plans so everybody knows exactly what they’re supposed to be taking and how many credits they need to catch up and graduate.”

In addition, socializing among students is forbidden to allow for a higher degree of concentration and productivity. But for some students, this atmosphere can be tedious and exasperating.

“We’re not allowed to talk,” Martin said. “We have to sit in

front of the computer for three hours. You can take a 10 minute break, but there’s no specific break time. You can’t listen to music, you can’t have your phones out ... you can’t do anything.”

Evidently, the Collaborative School is dramatically different from any CHS student’s educational experience. It is a system primarily geared towards efficiency, independence and speed.

But it is exactly that incongruence - between CHS’s traditional high school experience and Collab’s alternative methods that makes Clayton administrators’ decision to enroll a student at the Collaborative School so complicated.

One of the factors ... that determines success in life is not academic, it’s not how smart you are, it’s about your perseverance, about your grit.

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THE Process:

Unbeknownst to most CHS students is the administrative “safety net,” a network of CHS administrators and teachers who monitor and ensure the success of each student. This net begins with the Student Support Team.

According to Vice Principal Ryan Luhning, the Student Support Team is a group of administrators and teachers that meets twice a month to individually examine students who are struggling academically. It consists of one representative from each of the academic departments, the student’s grade level principal, the school counselors, two special school district teachers and Dr. Gutchewsky.

As Luhning puts it, “it’s a bunch of educational experts in their

a poster outside of the collaborative school’s main classroom (Noah engel)

field discussing how we can help kids succeed.”

And it is this team that determines whether to give certain students the option to attend the Collaborative School.

However, the Collaborative School is something of a last resort. “The real neat thing about Clayton is that there are many layers to get to before we start talking about the collaborative schools,” Luhning said.

In other words, before offering the Collaborative School as an option, the Student Support team will try to give students a series of programs such as Learning Center, Clayton’s “A” program, tutoring with an upperclassmen and one-on-one work with a teacher.

Luhning stresses that every CHS teacher wants their students to succeed. However, “when it gets to the point where there’s not a strategy that they [teachers] haven’t tried or that we can’t think of, then we have to start thinking outside the box, which is non-traditional school,” he said.

Of course, it is always ultimately the student’s decision. If the student voluntarily decides to attend Collab for a semester, Luhning will meet with the student’s counselor to create a schedule and approve the transition.

This entire process - from the administration noticing that a student is struggling to that student’s transfer to Collab - can take only two or three days. In other words: one day they’re here, the next day they are gone.

The process through which CHS students transfer to the Collaborative School is clear. However, the circumstances for sending students to the Collaborative School are highly individualized. For the most part, students are going for the purpose of “credit recovery”: trying to recoup the number of credits necessary by state law for each student to graduate.

This “credit recovery” path is most important for seniors who desperately need to earn extra credits in order to graduate on time.

“The summer after your senior year, nobody wants to be in summer school hoping that you pass because otherwise you can’t move on with your life,” Lester said.

However, Luhning takes care to explain the downsides of finishing your senior year at the Collaborative School.

“You always have to phrase it for the student as, ‘But, if you truly want to understand the material, the recommendation is that you come back for the next semester.’ But, being high school students, not many students want to come back as a fifth year senior,” he said.

At a certain point, students who go to Collab are sacrificing a masterful education for the opportunity to graduate with their class.

However, not all students attend for credit recovery. A student could also be sent for behavioral issues (although Luhning notes that in his two years as an administrator, not one student has been sent to Collab for behavioral issues). Additional factors could include discomfort with the high school social dynamic or health issues, such as debilitating migraines or dangerous allergies.

In short, the Collaborative School is a last-resort option for students who simply can’t find success in the traditional high

above: the main classroom (noah engel) Below: collab’s front entrance (noah engel)

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Almost there! you are 83.3% of the way through this article school setting. However, the question remains: are the benefits of this alternative system truly worth the costs?

THE teachers: Collaborative School teacher Dan Davinroy is adamant to note that the Collaborative School is imperfect in the long term.

“As administration here, we certainly do not recommend that [online learning] is the way to go,” he said.

One problem with the Collab School is that it allows students to avoid the traditional school factors that they struggle with without necessarily teaching them how to overcome the academic problems that plague them in the first place.

As always, administrators at both CHS and Collab are highly sensitive to the many advantages of “traditional” high school education and the inherent disadvantages of the many online courses that have become increasingly popular in recent years.

“There is a major push in America not just with the Collaborative School but with school in general: a lot of people would prefer to take classes online,” Luhning said. “But I think that discussions and working in groups with projects, those are life skills that you need to have

when you walk out of your high school.”

In other words, Clayton teachers are highly aware of the relative advantages of online education. For that reason, the main objective of the Collaborative School is to earn credits and then get the student back to CHS.

Although there are flaws, the Collaborative School remains the best method of alternative education. It can even teach students some things that they might not acquire at CHS. For instance, the Collaborative School director Chris Francis tries to give students a sense of perspective.

“A big part of my philosophy and my goal for students here is to be able to look beyond high school because once you’re out of high school for five years ... high school is not such a huge, important thing in your life anymore. In the whole scheme of your life it’s a very short amount of time,” she said.

In addition, Davinroy believes that the individualized nature of the school can teach students skills that extend beyond the realm of academia.

“One of the factors ... that determines success in life is not academic, it’s not how smart you are, it’s about your perseverance, about your grit. And so for the people who kind of steadily push through and attain credits, it shows a lot of grit and determination,” Davinroy said.

Ultimately, the Collaborative School can show students a type of success that they have never experienced before.

I learned to self motivate and to get it done for myself, versus other people pushing me to do it ... I think that I learned to help myself.

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a student’s classwork (noah engel)

“It’s more meaningful for a student who has maybe flunked every math class until now and now they have received a B in math. That sense of accomplishment that they haven’t experienced before is, for a teacher, very rewarding. It’s fulfilling ... to help students that have not had success and to give them success,” Lester said.

And, as former Collab student Carson Harris suggests, this process can sometimes be life-changing.

THE students: When Carson Harris returned from a year at boarding school, a traditional school year at CHS didn’t seem necessary or realistic.

“I had just been at boarding school and I was already “over” high school,” she said. “I went to Clayton for a few weeks, but I told myself, ‘I just want to be finished with school.’ I could do it on my own time and I didn’t really need to be in school all day, nor did I want to be.”

Because Harris had the special circumstances of spending a year at boarding school, she was allowed to choose Collab as a senior year option.

As it turns out, the teachers and the individualized atmosphere of Collab was a perfect fit.

“I learned to self motivate and to get it done for myself, versus other people pushing me to do it,” she said. “That, I think, was really helpful and has been really helpful for me in college. I think that I learned to help myself.”

Delaney Martin also believes that the online schooling was very compatible with her personality.

“I like it better than regular school because I think I’m more of an independent person, and you can’t fall behind because you’re doing everything on your own. If you don’t pay attention in [traditional class] you can miss something, but you can’t miss anything this way,” she said.

In addition, Martin’s experience shows just how independent the work truly is: she says that she solicited help from her teachers only twice in the semester she was there.

Martin and Harris both agree that the Collab staff are very helpful, but that they can seem inaccessible in the Collab learning environment. For that reason, Martin tended to work through problems without asking for help.

But perhaps the most significant downside for Martin was how much she missed the things that many CHS students take for granted.

“I did miss going [to school] for seven hours. Three hours is nice but you have all this extra time and I have no idea what to do with myself,” she said. “I definitely miss having different people in different classes and changing my environment. Staying in one room every day at the exact same computer is tiring and boring.”

However, Harris had no qualms about missing out on her senior year.

“I guess I kind of missed out on that high school experience in general, but what are you gonna do? It wasn’t a big deal for me,” she said.

In the end, Harris left high school with a greater sense of accomplishment.

“It was a really magical moment when me and three other kids from Collab saw each other at graduation,” she said. “It was awesome to be able to say, ‘We made it! Here we are!’”

a student’s work space (noah engel)

The Lesson The Clayton School District is not alone in grappling with alternative education. The difficulty of providing each student with an equal education is something that schools nationwide must struggle with.

It is perhaps the most pressing issue in American education today.

But what makes Clayton unique is that, while the Collaborative School may leave certain gaps in a student’s education, it seems to be working.

Since graduating from CHS, Harris has been studying at Fort Lewis in Durango, Colorado. She says that her grades and personal motivation have improved dramatically since her early high school experience - all thanks to the structure and staff of the Collaborative School.

The Collaborative School is shrouded in misconceptions. It’s not where Clayton sends their struggling students to maintain a façade of perfection.

If anything, the Collaborative School represents everything that makes Clayton excellent. It represents Clayton’s commitment to students, the District’s emphasis on education and, most importantly, education’s power to change lives. 

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(Photos by Michelle Harris)

LIAM DOUGAN Leader on the Ice and the Field

by PETER BAUGH

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enior Liam Dougan loves his team. He loves the atmosphere.

He loves the intensity. He loves the roar of the crowd when he scores a goal. All in all, Dougan simply loves the sport of hockey and everything that comes with it.

“Hockey, in my opinion, is the best sport on the planet,” he said. “I don’t know, there is just nothing like it. You get to move extremely fast, if you’re worried about getting hurt, it’s just part of the game.

It’ll help you grow as a person because you get knocked down, if you get wrecked in a game, everybody will get wrecked. You just need to get back up and take down whoever hit you.”

Dougan has been playing hockey since he was five-years-old and is currently the captain of the Clayton team. He made varsity his freshman year, but did not play his junior year because Clayton did not have enough players for a team.

Freshman Max Hunter has enjoyed playing with Dougan in his first season on the Clayton team and feels he brings a strong presence on the ice.

“He knows how to score and he just is a good all around player, he knows where to be on the ice and he’s just pretty experienced and knows

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what he’s doing,” Hunter said.

Dougan’s experience has given him an edge on the ice. He has scored five goals and has assisted seven more, giving him a total of 12 points.

In addition to his talent on the ice, Dougan also excelled on the varsity soccer team. Though in his first three seasons he played as a forward, he was able to step up for the varsity team when injuries took out many key defenders his senior year. Dougan embraced defense and started most varsity games his senior season.

He enjoyed his experiences on the soccer team and feels it gave him a good social outlet throughout high school.

“It was a lot of fun because I got to play with so many of my close friends and I also got to make new friends that I wouldn’t … [otherwise] get to associate with,” Dougan said.

Next year, he will attend the University of Missouri. Though he will not play ice hockey, he does intend to continue with the sport on a less competitive level. He knows he will have a number of opportunities to keep playing at Missouri.

“I know a lot of people that play roller hockey there, just for fun,” he said.

Dougan has advice for many upcoming hockey players. He feels that if a person puts in hard work, their efforts will pay off in hockey.

“If you want to learn hockey you have to learn how to skate, it would be the equivalent of if you wanted to play soccer you would have to learn how to run. With hockey that’s one of the most unique things about it, that you have to learn a new mode of movement and it takes a lot of time to master,” he said. “So, if you are willing to put in the time and the effort, hockey can be a really rewarding experience and I’m definitely happy that I’ve gotten the opportunity to play, in my opinion, the best sport on the planet.” 

Keepin’ up with the frosh

by CAMILLE RESPESS with KEVIN ROSENTHAL

T

he CHS girls’ varsity basketball team gained many new players this season, including two standout freshman, Brooke Jones and Tyra Edwards.

Jones was glad to know that she would be playing at the varsity level. “It was pretty exciting when I found out,” Jones said. “I just really wanted to show that a freshman can stand out, even on varsity.”

On the CHS team, both Jones and Edwards have contributed greatly to the team’s growing success. “Brooke and Tyra have both played a lot of minutes so far this season,” Heath Kent, head varsity coach said.

Having freshman players on varsity does not occur often. Jones and Edwards had to work hard to make varsity their first year at CHS. “Since I’ve been at Clayton they have been the first two freshmen I’ve had on varsity,” Kent said. “They’ve been playing basketball for a long time at a high level before coming to the high school so I think it has made their transition easier.”

Before CHS, Edwards and Jones played basketball in the Clayton Recreational League, beginning in third grade. After that, both went on to play on the St. Louis Majestic and St. Louis Cougars girls’ basketball teams, gaining the skills to play at the varsity level.

Edwards has been focusing on basketball and has not yet played any other sports, but after basketball season ends, she plans on playing lacrosse for the first time in spring.

Outside of school, Edwards participates in training sessions with other girls in St. Louis to improve her skills. “Tyra is probably our best on-ball defender and can make it difficult for opposing guards to do what they want to with the ball,” Kent said. “As she’s gotten more comfortable with the speed of the varsity game her game has started to flourish.”

Although Jones and Edwards are the youngest players on the team, it didn’t take long for them to feel comfortable with their older teammates.

“Most of the upperclassmen treat me like their little sister,” Jones said.

“They help me out when I need them.”

In a game against Lutheran South, Jones tore the meniscus in her left knee. This injury caused Jones to get surgery over winter break and left her unable to play for the remainder of the season. “She [Jones] was our point guard which is a lot of responsibility for anyone let alone a freshman,” Kent said. “She was doing a great job with it until she injured her knee.”

Jones is devastated that she cannot complete her first season on the varsity squad. “I love the game so much,” Jones said. “To see everyone out there doing what I love and me not being able to do it--it’s like ripping your heart out.”

But Jones is taking her injury as a learning experience. “Sitting on the sidelines you can see a lot of different things,” Jones said. “Right now I’m teaching myself moves by watching other girls play.”

Kent believes that Jones is doing the best she can given her circumstances. “She’s got a chance to be a special player if she continues to work hard and develop her game,” Kent said.

Although Jones is unable to play for the remainder of the season, she continues to support her team. “I go to all of our games,” Jones said. “Also almost all of the practices.”

Both Edwards and Jones plan on continuing to play basketball after their high school career. “I really want to play for a college that is well known for women’s basketball,” Jones said. “I want to get as far as I can with it.” 

Freshmen Tyra Edwards drives to the hoop during an inner squad scrimmage. (Peter Baugh)

Freshmen Brooke Jones handles the ball during the team scrimmage. (Peter Baugh) SPORTS

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Winter Pep Rally

(BeBe Engel)

by MAX STEINBAUM with PETER BAUGH

With the growing success of the fall pep rally, Clayton is instituting a new winter pep Rally for the February 21 Basketball Game vs. ladue.

A

ny time we adjust the schedule and take away valuable class time is a major concern,” said Lee Laskowski, Clayton’s Assistant Athletic Director. “But we are always trying to look at the bigger picture.”

In this case, the “bigger picture” is what will be the very first winter pep rally in CHS history. Laskowski noted that previous attempts to hold a pep rally for winter sports were ultimately unsuccessful, meaning only one pep rally was held -- for fall sports during Homecoming week. Because of this, students participating in winter sports were not able to participate in a pep rally of their own.

But this year, things are different. Those participating in winter sports will now have the opportunity to perform interesting (and, sometimes, outright strange) skits or dances in front of the entire student body. “[I’m] excited about recognizing our winter athletes,” Laskowski added, “and hopefully energizing school spirit. Athletics are a great way in which we can bring the school and community together.”

Senior Hannah Stipanovich, a girls’ varsity basketball starter, agrees with Laskowski in that the new pep rally will help to acknowledge the hard work of the sports practicing in the winter months.

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“I think it brings more attention to winter sports,” Stipanovich said.

“Which is good, because some of the sports … don’t get that much attention. So it’s a good way for them to show that they’re a sport too, and they work hard.”

In part, the idea for a winter pep rally was formulated was because students playing winter sports felt it was unfair for the school to hold only a fall pep rally. This, however, raises the question of whether or not there will be a spring pep rally for students who participate in spring sports.

“At this point,” said Laskowski, “it would be difficult to organize an event of this size. I think the general consensus would be to take a ‘wait and see’ approach.” He added, “We hope this pep rally is as spirited as the one we had this past fall, and if so, that will determine how we move forward with future winter and potential spring pep rallies.”

Regardless of the chances of holding a spring pep rally, which may be a longshot in 2014, students should get excited for the prospect of either participating in or viewing the very first winter pep rally in the history of CHS. And, most importantly, using it to keep the Greyhound spirit alive and flowing. 

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1. Class of 2014 cheering, 2.

Doug Verby pumping up the crowd, 3. Boys’ swim team, 4. A family center student watching the festivities, 5.

Boys’ football, 6. Girls’ tennis, 7. Boys’ soccer. (Photos

by Bebe Engel and Jolena Pang)

SpORTS

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CHS Winter Sports Girls’ Basketball

It looked like it would be a tough year for the girls’ basketball team.

Three of their top players graduated, including Lacei Sams, the Suburban East Conference Player of the Year. But with a strong class of freshman and a key transfer, the team is off to a solid start.

Senior Hannah Stipanovich transferred to Clayton from Westminster Christian Academy. She has given the Greyhounds a boost, averaging 20.7 points and 10.4 rebounds per game.

She feels that the teams chemistry has translated to success when they play.

“Of all the sports teams I’ve been on, I think we’ve gotten really close and bonded really well,” Stipanovich said. “It’s just been fun, everyone’s so nice and welcoming and I think, since we bond well off the court, it’s evident on the court.”

The Greyhounds are in a tough district. They have powerhouse MICDS, along with Westminster. However, the team has a goal of reaching at least District Finals.

The squad features two freshmen: Brooke Jones and Tyra Edwards.

Edwards is second on the team in assists and Jones, though she has struggled with injuries, has averaged eight points per game when she has been able to play.

Juniors Ashley Johnson and Reeves Oyster have also played well.

Johnson is among the team leaders in points and rebounds per game, and Oyster is third on the team in both steals and free throw percentage.

With Stipanovich, Colleen Ahearn and Caroline Avery have headed the senior class. Ahearn is leading the team in three pointers and Avery is third in rebounds. The Greyhounds are off to a 4-5 start and are coached

by Heath Kent. 

-Peter Baugh

Update Photo by Patrick Butler

Hockey Clayton hockey is back. There was not a Clayton team for the 20122013 season, but the Greyhounds have re-emerged, defeating strong teams and keeping up with opponents expected to beat them by a lot.

The team has a record of 5-11-2 and is led by senior captain Liam Dougan. Dougan has five goals and seven assists and is third on the team in points - the total number of goals and assists a player has. Seniors Richard Hollocher and Jeremy Glik also bring veteran experience to the Clayton team.

Junior Ben Tamsky is among the team leaders in points and goals scored and Cooper Durham has also brought experience to the ice. Clayton Harris is the starting goalkeeper.

The youth of the Clayton program also looks very promising. Freshman Max Hunter has starred in his debut season, leading the team with 10 assists and 18 points. Sophomore Ethan Alter leads the team with 11 goals and sophomore Billy Heil is sixth on the team with seven points.

Clayton also has a “C” team this year, which helps prepare young players for varsity hockey. Tamsky feels this will help the team grow and give the coach information on upcoming talent.

“We’re starting a development program with eighth and ninth graders, and even seventh graders I think, and so that’s new to Clayton hockey completely this year,” Tamsky said.

Going forward, Tamsky hopes to see the Greyhounds excel in one of three playoff cups. “For the rest of the year I’d like to go into the playoffs with some more momentum than we’ve had at the beginning of the year, and for our intensity to step up when we go into bigger games.” 

Photo by Peter Baugh

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-Peter Baugh

Wrestling A small number of participants have not slowed down the boys’ wrestling team this year. Although the team is smaller than previous years, the boys have already shown numerous successes through individual and team performances.

The team has had two tri-meets, one quad-meet and two tournaments. There have been several cancellations, which has been one of the struggles of this season.

Sophomore Parker Ross is one of the team’s standout wrestlers this year. So far, his record for this season is nine wins and three losses.

“The most memorable moment would have to be winning my first match,” Ross said. “I trained hard in the offseason and it finally paid off.”

Ross’s athletic abilities and leadership have had a tremendous impact on the team’s determination to succeed.

Ross also says that another large part of the season’s success is due to one of the freshmen on the team, Harold Walehwa, who has shown hard work and potential to carry the team in future years. Junior Jared Garrett and senior John Okwir are also key members on the team.

The team has set many goals in order to motivate and drive the athletes. The boys’ wrestling team is coached by Doug Verby.

“A few goals I have are to finish the season very strong with a few medals at tournaments. Also, hopefully we will do well enough at districts to eventually get to state,” Ross said. 

-Rebecca Polinsky

Photo by Leah Shaffer

Girls’ Swimming

It is an exciting time for Clayton swimming. With a strong core of swimmers, the Greyhounds have talent from both young and old athletes.

“There are a lot of new swimmers on the team so it’s been fun getting to know them and everyone is improving,” sophomore Dani Skor said.

Senior captain Danielle Sikora has qualified for state in each of the last three seasons. She has the team’s best times in a number of events and has potential to qualify again in the 100 breaststroke, 200 IM, 50 free or 100 free.

Sikora is co-captain with senior Abbie Kohmetscher. Kohmetscher is one of the team’s strongest breaststrokers. The senior class also features

Photo by Patrick Butler

Boys’ Basketball

After almost grasping a district title in a successful 2012-2013 season, the Clayton boys’ basketball team has high hopes and goals for 2014.

The boys’ basketball team, coached by Mike Nelke, is off to a 4-8 start, and while this is not quite how they had hoped to begin their season, the team has had some major victories recently. Boys’ basketball played in a nail-biter against Parkway South, barely edging out the Patriots 52-51 in a come from behind win. Just nine days later, Clayton triumphed over John Burroughs with a 57-46 victory.

“We are still coming together but we have a lot of talent, Junior Mitch Elliott said. “It’s only a matter of time before we get really good and start to win a lot of games.” Through eleven games, Elliott leads the team in points with 126.

Junior John Ginos leads the team in field goal percentage, making an impressive 50 percent of all shots. Ginos also has the most rebounds of any player, with 76.

Jervante Phillips, a senior, has been a key contributor to the Hounds.

Phillips has 117 points on the year, and he leads the team in three point field goals with 15. Phillips also leads the team in blocks, with five.

Senior Nick Bax has had a major impact on the Greyhounds’ wins thus far. Bax has an impressive 89 points and 72 rebounds.

Despite the 4-8 start, the boys’ basketball team remains optimistic about having a strong season. The team certainly has lots of talent, and the Hounds will only be getting better, as they will have some key players returning to the lineup soon. 

-Kevin Rosenthal

Helen Troupis, Christina Krucylak and Claire Waldman - all strong swimmers.

Sophomores Sammy Bale, Skor, Lizzie Wolfgram and Sophie Allen are also among the team leaders in a number of events. Bale and Skor specialize in free and backstroke, Wolfgram swims butterfly and Allen swims the backstroke and sprint freestyle.

The divers are led by senior Rebecca Stiffelman and sophomore Grace Hartmann. Both are returning from a season where they placed at the conference meet.

The team is off to a 4-2 start. They are coached by Katelyn Long. Dave Kohmetscher is the assistant coach, with Hilarie Wilson as the diving instructor. 

-Peter Baugh and Kevin Rosenthal

Photo by Rebecca Stiffelman All stats as of Jan. 12

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5 STAR BURGER

by STEVEN ZOU

    

Photo by Noah Engel

Finishing a cold run on a January morning, I decided to reward myself with something tasty yet different for my after workout lunch here in the Clayton community. Located at the heart of downtown Clayton, I found my dining destination – Five Star Burger.

This popular spot is a small chain burger restaurant that has its origins in New Mexico and has since spread to Colorado and Missouri, where the local owner Steve Gontram has just opened a second Five Star in Kirkwood following the success of the Clayton location. In 2010, USA Today named Five Star Burgers as one of the great American burger joints.

The day I arrived, Five Star was full of friends and businessmen alike, talking casually and enjoying their food. The Clayton spot exhibits an entire chalkboard wall, where a list of local beer choices and different burgers are featured for the month.

My server, Kate, dropped off the menu, and at first I was overwhelmed with the number of choices. From the specialty burger to the wide array of salads, it was hard for me to decide what I wanted to eat. Additionally, I was a bit taken back with the cost of the items, as most of the choices are over 10 dollars. I settled on a medium rare lamb burger, and a large order of natural cut Idaho Russet fries.

The lamb was well cooked, tender and juicy, with bun served toasted and buttered. The fare took me back to my family’s annual 4th of July barbeque and made me long for summer.

The fries were equally delightful - crispy and lightly salted so as not to ruin the natural flavor of the potato.

The manager that day, Dave, said what makes Five Star Burgers stand out is the fact that the restaurant uses local ingredients in their dishes and also the atmosphere it provides. “We bring forth excellent local product and food. It is also the restaurant’s decision to also use local beef and also to serve local beer,” he said. “We have a small restaurant with a fun environment because a lot of families come.” 

ANCHORMAN 2

by SIERRA HIERONYMUS

  

In 2004, the movie “Anchorman: The Legend of Ron Burgundy” launched the careers of several comedic actors and became a box office hit. The much-hyped sequel, “Anchorman 2: The Legend Continues” had tough footsteps to live up to and a legacy to follow. Did it live up to the hype?

The short answer is no, the sequel fails to live up to the over-advertised hype, but it’s still a very funny movie. Focusing on Ron Burgundy’s news team at the core of the movie, the film moves into a new city, New York, a new decade (the 1980s) and a few new cast members (including Kristen Wiig and James Marsden). This all allows for hilarity and wackiness, including a shark attack and the reappearance of the beloved dog Baxter.

“Anchorman 2” is not without its faults. Rather than establishing itself as a fresh new story, it relies a little too heavily on the popularity of the first movie, with many recurring jokes and tired gags.

However, this utilization of callbacks to the previous movie isn’t always a bad thing, as the best part of “Anchorman 2” is arguably its crazy final act. Without spoiling much this callback is stuffed with cameos, great one-liners, and explosions.

“Anchorman 2,” while not great, is still a very good movie. 

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Official movie poster / Wikimedia Commons

FROZEN

by REBECCA BLOOM

    

Our generation grew up admiring a princess who traded her voice for a man and lovely maidens who awaited Prince Charming to rescue them from evil stepmothers. Welcome to “Frozen” and a new era of Disney princesses.

“Frozen,” loosely based on Hans Christian Anderson’s “The Snow Queen,” is a love story, but not the romantic kind Disney has trained us to expect. The story revolves around not one, but two heroines. Ana (voiced

by Kristen Bell) and Elsa (voiced by Idina Menzel) are princesses in the kingdom of Arendelle.

These princesses are more realistic than their predecessors. Ana is eternally optimistic and notably awkward. Elsa is strong and poised, yet vulnerable. The man Ana bribes to transport her to her sister is more adorable than he is handsome, and though he is good company, she doesn’t rely on him to save the day. In the end, “Frozen” delivers a true love that defies the “brawny man on horseback” stereotype of traditional Disney princess films.

“Frozen” opened in theaters Thanksgiving weekend and by mid December had climbed to the top of the Box Office, surpassing “Catching Fire.” It earned an A+ CinemaScore Grade and received a Golden Globe Nomination.

“Frozen” is a family film that will entertain all ages and genders. It involves a bit of magic, a wacky snowman and Broadway-worthy music.

Even if one does not appreciate the story (which is unlikely), the movie is worth seeing for the sophisticated animation alone. (It took 70 animators approximately six months to create two minutes’ worth of Frozen screen time.)

“Frozen” is projected to make about $250 million in the box office, and for good reason. Go see it and experience for yourself. You’ll be sure to get the chills. 

American Hustle

by ZACH BAYLY

Official movie poster / Wikimedia Commons

    

Opening with the clever, perfectly fitting caveat, “Some of this actually happened,” David O. Russell’s “American Hustle” is a brilliantly told tale of corruption, love, loyalty, and constructed identities. Russell, rewriting a script developed by Eric Singer, takes off from the Abscam affair—the bizarre criminal investigation of the 1970s in which the FBI called on a con man named Mel Weinberg to help ensnare six congressmen and a senator.

But Russell was not interested in meticulous historical accuracy; after all, he was creating a movie about constant reinvention. So, the early scenes follow Irving, played by Christian Bale, a deceptively smart con artist that makes a living on low-level scams involving fraudulent loans and phony artwork.

Irving soon connects with Sydney Prosser, played by Amy Adams, over Duke Ellington, and she becomes the love of his life, as well as his grifting partner. Sydney soon becomes aware that Irving has a needy stay-athome wife, Rosalyn, played by Jennifer Lawrence, who exudes sexuality and mental instability.

However, all of that petty, cliché drama fades into the background when Irving and Sydney are busted by FBI agent Richie DiMaso, who offers them immunity in exchange for their help in landing him bigger fish.

Those big fish begin as other con men, but as the plot unravels, Irving, Sydney, and DiMaso are introduced to world of corruption more intri-

cately sleazy than they could ever have imagined.

What is so interesting about Russell’s elaborate endeavor is that all of the characters can barely hold their constructed identities together, the ones that they’ve formulated and reinvented in order to survive.

Irving can never seem to convince people that his intricately constructed comb-over is real, while Sydney decides whether or not to let go of her fake British accent and let DiMaso in. And then DiMaso displays near-psychotic behavior while defending his use of hair curlers and later when trying to convince his boss that he knows exactly what he’s doing.

However, their crumbling identities only feed the character’s desire to indulge in the “me, me me” culture of the 1970s, and the characters develop a desperate grasp of materialism. No one, except perhaps Irving, stops once to reflect on what they’re doing.

There are certain movies that are fun and entertaining, and that’s about the extent of what they offer. Then, there are those slightly more elusive art cinema pieces that are strictly directed toward esoteric intellectuals who like pondering human nature and existentialism.

Then, there are those rare films that offer so many easy pleasures that people may forget that it is art, but it is. “American Hustle” is dark, funny, wild, thrilling, even sexy; but most importantly, “American Hustle” is truly a work of art. 

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Photos by Alexis Schwartz

FOOD FOR THE SEOUL

   

by Kevin Rosenthal and Elise Yang

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eoul Taco, a quaint but charming restaurant located in the Loop, satisfies customers by providing an array of Mexican cuisine with Korean infusions. The menu appears to consist of classic Mexican fare, but the ingredients making up the food suggests otherwise.

Seoul Taco’s menu unifies traditional Mexican food with Korean cuisine, and the flavors combine perfectly.

Seoul Taco began as a food truck, traveling the streets of St. Louis, appealing to the mouths of hungry pedestrians. The truck won prestigious honors, as it was named the best food truck in St. Louis by the Riverfront Times, Sauce Magazine and Alive Magazine. Additionally, the Seoul Taco food truck was named one of the top 101 food trucks in the nation by The Daily Meal.

The truck’s popularity was at its apex, and it was inevitable that the truck would have to expand to a brick-and-mortar restaurant.

We ordered a bulgogi (steak) taco, a spicy pork taco and tofu quesadillas. The bulgogi was succulent and sweet, and the marinade was flawless.

The pork taco was sweet and juicy with a hint of spiciness, which truly enhances the flavor of the meat. Both tacos were served with a wedge of lime, adding a tangy touch to the dish. The tofu quesadillas were excellent; the tofu had great texture, and the cheese inside melted perfectly onto the tortilla.

The fresh greens placed into all the dishes were particularly enjoyable.

It was refreshing to eat fresh vegetables, in an age where packaged iceberg lettuce dominates. Above all, however, was the sauce. The famed Seoul Sauce is in a class of its own, unrivaled by any ordinary condiments. The sauce is the highlight of the meal. Perfected by owner, David Choi, this sauce perfectly blends cool mayo with spicy chipotle, and a selection of other secret ingredients.

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Seoul Taco boasts speedy service, as customers are guaranteed to be fed in a matter of minutes. Despite the restaurant being packed, we were served in under five minutes.

We found many college students eating there, as Seoul Taco is the perfect place for a quick, fulfilling bite to eat. Our meal for two was cheap, as we paid under fifteen dollars for our food. The cashier was friendly, serving us with a warm smile. The restaurant has a casual ambiance, and the walls are inviting, painted eclectic sea foam green.

All in all, Seoul Taco indulges customers’ every need, providing good food with an assortment of flavors at a bargain price. There is a wide assemblage of protein options. The tofu is ideal for any vegetarians, while the pork, chicken and bulgogi indulges all meat-lovers.

With an exotic fusion of flavors, the Mexican-Korean restaurant is truly food for the seoul. 

THE BOOK THIEF

by Sophie Barnes

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“She was the book thief without the words. Trust me, though, the words were on their way, and when they arrived, Liesel would hold them in her hands like the clouds, and she would wring them out like rain.”

This perfectly summarizes Liesel Meminger, the main character played

by Sophie Nelisse, in the amazing production directed by Brian Percival.

“The Book Thief” takes place during World War II in Germany, on Heaven Street. While the Nazis are banning books, Liesel is learning how to read from her Papa. Eventually, stealing books becomes her only option. Liesel finds herself to having to keep a secret about the Jewish man in her basement, and becomes close friends with the man she thought was her enemy.

This film is sure to make you cry, and fill you up with hope for these characters. The actors’ portrayal of the Nazis will make you want to start yelling at the screen. This movie is an empowering tale, teaching us that no matter how small you are, you can still be brave, and stand up for what you know is right.

The Book Thief is a film recommended for older children because of the mild abuse of the Nazis, and war violence. 

Official movie poster / Wikimedia Commons

FORK & STIX

by Tara Williams

Photo by Jolena Pang

   

The sizzling sound of spring rolls awoke me from the peaceful ambiance emitted by the atmosphere of the restaurant. Fork & Stix, a Thai restaurant located off of the Delmar Loop is a far more comforting and sophisticated restaurant than what may be taken at face value.

On a Tuesday evening, the restaurant, which branches off of the end of the Delmar Loop, is lively and buzzing, emitting a friendly vibe that brings together all sects of society: college students, kindergarten students, adults, urban hipsters and the elderly. Through a small window one can see hairnets of the chefs, darting back and forth around the kitchen.

Despite seemingly drawn-out wait between initially smelling the savory aroma and receiving the sizzling food, I quickly ate the food I ordered, not stopping until my stomach was content.

Our order was extravagant, including tom yum (soup), spring rolls, crying tiger, papaya salad and chicken skewers. The papaya salad was bursting with flavors, and the tum yum was comforting and homely, with a spicy twist. The spring rolls filled with cabbage were not disappointing in the slightest.

As I finished my meal, I sat back to listen to the eclectic group of people around me in awe. Fork & Stix is an unconventionally authentic northern Thai restaurant that should not be missed. 

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: N O C / L O O O R H P SC N I E G N A H C A E L U D SCHE

PRO BY MICHAELA STONER & CON BY RACHEL BLUESTONE

PRO

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he Clayton Board of Education has approved a new calendar for the 2014 - 2015 school year. With the new school calendar comes a shift in the length of the school day as well as a lengthening in the duration of school breaks among other scheduling changes.

Despite some concerns about the new calendar, it is evident that these new changes will be a positive addition to CHS. The school day is going to be extended by nine minutes a day, and the major pro of the schedule is the longer summer vacation time.

Many Clayton parents have complained that breaks are not long enough. They frequently pull their kids out of school for trips. With the new schedule, the stress of missing those last days of school will be lifted off of many kids’ shoulders.

Another plus of this new schedule will be the lower number of snow days.

Currently, we have five built in snow days per year. The new calendar will have two built in snow days. In a typical school year we only end up using one or two snow days while three or four go unused and we end up attending school. Over the course of a few winters, we will likely gain more days “off” with a reduced number of snow days.

Another new feature of the revised calendar is the early dismissal in place of the late start. This means that on some Fridays we will get out

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Photo by Alexis Shwartz at 1:00 in the afternoon with a regular start to the day instead of starting on some Wednesday mornings at 9:20. This is without a doubt an improvement, since our weekends will start two hours earlier.

The biggest complaint about the new calendar pertains to the fact that teachers will have less class days to cover the curriculum. While this is true, classes will be longer to compensate for the missed school days.

Teachers are concerned that they will have to reduce their curriculum to adjust to the new calendar and as a result that students will lose out on important instructional time. But ultimately, it is good to adjust curriculum from year to year. This change will force teachers to examine their current curriculum and potentially to find places where they can streamline or come up with new and innovative ways to teach students in a more efficient fashion.

This change doesn’t only affect CHS, but rather all schools in the District. Now, all of the schools will start and get out on the same dates.

This will make the planning process of days off from school easier on the parent’s part.

The new schedule will be a good addition to the 2014-2015 school year, and will cause fewer students to miss school days around vacation times.

CHS will benefit from what these new changes have to offer. 

COn Starting next August, Clayton High School will be running under a very different schedule.

This schedule abolishes the beloved late start day in favor of early dismissal days, adds nine minutes to the school day and provides time for parent-teacher conferences at the high school level.

While the Board of Education stated the goal of aligning the calendars for all of the schools in the District, it seems as though it has disregarded the opinions and the welfare of the people who are actually affected by these changes – the students and the teachers.

First and foremost, this new schedule further strips teens of something so precious of which we are already deprived: sleep. By ridding the district of late start days, students are losing an hour of much-needed sleep. And, yes, while getting out of school two hours early sounds pretty nice, so do low stress levels, not being sick and maintaining the energy required for paying attention.

Another loss of sleep as a result of the altered schedule aside from the extinction of the late start could come from classes starting earlier. While a few minutes added to the beginning of the day might not seem like a lot, zero-hour classes start about an hour before regular classes do. When the new schedule is in place, students might be required to get to school even earlier.

High school students need between eight and nine hours of sleep every night. To get the proper amount of sleep with the new schedule, students will have to go to bed between 8:00 and 9:00 p.m.

This is impractical due to the vast list of priorities for which the typical student is held responsible. Along with zero-hour classes and the rest of the school day, it must not be forgotten that high school students also have extracurriculars and homework to keep us busy until the early hours of the hazy morning.

The new schedule also provides time for parent-teacher conferences … for high school students. This is a bit contradictory, because every teacher I have had at the high school constantly reminds us that, at the high school level, students must become self-reliant.

The relationship must be between teachers and students, not between teachers and parents with regard to the student. After all, we are here to prepare for the journey known as college, on which our parents won’t be present to discuss our grades with teachers.

Having parent-teacher conferences for every student is pointless.

Teachers shouldn’t have to tell parents if a student isn’t doing well in class - teachers should tell the student, the one who can actually do something about it.

We’re young adults.

Many of us can drive cars and some of us can vote - surely we should be able to establish a firm relationship with our teachers.

The final reason why the new calendar is a poor decision is the change in curriculum that will come as a result of teachers having to cram their current instruction into a shortened schedule. Over the course of a student’s high school career they will lose out on important material that will no doubt have to be cut to accommodate the new schedule.

While the thought behind the new schedule (to align the calendars of each school in the District) is nice, the result of these decisions will negatively impact CHS. These unnecessary changes go into effect in August, and it will be interesting to see how they play out at CHS. At this point in time, though, the consequences seem to be undesirable. 

“While a few minutes might not seem like a lot, zero-hour classes start about an hour before regular classes do. When the new schedule is in place, students might be required to get to school even earlier.”

-RACHEL BLUESTONE

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A Stride in the right direction

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by MARINA HENKE

ccording to a study done by the American Association of University Women in 1991, 69 percent of a group of young elementary school girls answered “always” when asked how often they felt happy “the way I am.” By the time these same girls were in high school this number fell to 29 percent.

More than two decades later, preteens are still struggling with self-confidence as they transition to their adolescent years. In fact, this problem has only gotten worse.

Recent studies done by New York University’s Child Study Center shed light on this growing problem. A girl’s self esteem typically peaks during fourth grade.

From there, girls begin to feel more self-conscious about their weight and their general appearance due to the fact that they are barraged by sexualized images of women wherever they look.

Nearly half of all girls that are dissatisfied with their body shape want to lose weight. Their reasoning? Pictures they have seen in magazines.

And starting at an earlier and earlier age as time goes on, these problems surmount to larger issues.

By age 15, girls are twice as likely to become depressed than boys.

The ramifications of self-esteem issues are by no means limited to mental health. Although in fourth grade both boys and girls tend to enjoy science equally, by eighth grade girls’ interest and participation drops.

Gifted girls typically emerge in their preschool years, but by 14 years of age the balance is reversed. The number of gifted girls has diminished,

DON’T KILL ME!

by PARKER SCHULTZ

“Bang, Bang” are two words that have echoed down empty halls at CHS as seniors partake in a new “Assassin” Game. The objective of the game is to eliminate given targets in a stealthful manner and to be the last person standing. Students are pitted against each other in a competition to eliminate their targets by catching them alone and saying “bang, bang.”

The Assassin Game, which has returned to CHS for a second year, has grown in popularity across the nation. What started as a college pastime is spreading to high school campuses with mixed receptions. Certain private schools in New York, where the game has become popular, have banned students from participating. The game, with its potential to be carried out of hand, has led to numerous police calls and in one instance, an illegal high speed chase.

Yet so far, CHS hasn’t had issues with the game. Abraham Bluestone, a CHS senior, put together the event, and took special precautions to ensure that nothing would interfere with school activities. The game rules ban students from physical contact and from disrupting classes.

The Assassin Game has a surprisingly violent nature for a school activity. While the actual game closely resembles tag, both its name and the actions which it involves are questionable in a school setting. The “Assassin Game” also goes by the names “KOAS (Killing as Organized Sport)” and “Circle of Death,” although these less common names are not used at CHS.

while the number of gifted boys has steadily increased.

What happened to all of these girls?

In a world where preteen magazines are giving tips on how to flirt, being smart is not sexy.

Enter Girls on the Run, a 12-week program offered to elementary school girls since 1996. The curriculum covers a wide variety of topics that are focused on the mental and physical side of healthy living. The goal is to get girls running. Participants learn the basics of how to fuel their bodies and the meaning of correct pacing.

Girls on the Run ends in a 5K race in which all of the teams within a council celebrate their accomplishments. Saint Louis has one of the largest councils, serving almost 5,500 girls. All of the Clayton elementary schools offer the program.

Like many of my classmates, I participated in this program in elementary school. In addition, for the past two years I’ve helped to coach a Girls on Students and parents from the Clayton District participate in Girls on the Run. the Run team at another elementary school.

(Left) Two Clayton students run in a 5k race. (Photos from Jill Indovino)

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Photo by Noah Engel.

After recent incidents such as the Sandy Hook shooting, pretending to gun down students in the halls may be in poor taste.

For now, CHS administrators have not taken a stance on the game. However, if the assassin game grows into a common CHS pastime, it’s likely that school officials will have to take a side. After all, the game takes place on school grounds, and while it has gone off smoothly the second year in a row, the possibility for escalation is present.

The CHS variant of the Assassins game is admittedly more mild than other schools’. At CHS, nerf guns and super soakers are avoided by the “bang, bang” method of elimination. Additionally, the game is contained to school property.

In districts where the game has been banned, students would often use fake guns to pursue their prey.

Also, anywhere and everywhere outside of the school was fair ground.

Considering the toned down version that is currently employed at CHS, the likelihood for problems to emerge is lessened.

Ultimately, students have enjoyed the new CHS game, and for the most part, it has flown under the radar of administrators who are either unaware of it or see no real reason to stop it.

To many students who see the game as a fun social activity, it is a tradition worth establishing at CHS. Still, the violent nature of the game overshadows the fun of pretending to kill other students.

The game is still new at CHS, and whether it will become a pastime is to be determined.

Until then, CHS seniors will keep their eyes open, and at all costs, avoid those empty hallways. 

During practice we play games around the track and talk about issues that have affected our group of girls throughout their elementary school experience. By the end of the season girls who were unwilling to run more than half a lap paced themselves through an entire 5K. However, our team’s transformation was not only evident on the track; by the end of the season, we had tackled topics including bullying, healthy eating and body image. Girls that had been in the program for a few years quickly pointed out the unhealthy body images that most magazine advertisements convey.

The simplicity of the program gives the girls a natural pathway to arrive at these realizations.

The common mission of this self confidence movement is to discover the hidden potential that lies within young women.

While the benefits of this mentality are undeniable, it is undeniable that some approaches to providing young women with self-esteem are less effective than others.

Along with this self-confidence movement has come the grand introduction of a STEM education (science, technology, engineering and mathematics). However, the line between the need for self-confident girls and science-oriented girls often times becomes blurred. Young women are not necessarily given the easiest venues to access science careers, but it’s important to keep in mind that the solution is not to force every child into that path. Some kids will like science, and some will not.

There is a fine line between making girls feel confident and telling them what to love. Girls on the Run is far less concerned about directing girls one way or another.

During our practices there was no grand unveiling of self-confident young women. The girls were not always engaged in thought-provoking conversations about bullying or healthy living.

Sometimes they were just silly.

And isn’t that exactly what young kids are supposed to be?

Whether a girl loves or hates science, whether she has the passion to be a neuroscientist or has always dreamed of being an artist, either option is fine: the time has come for girls just to be. 

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Stripping Down Gender Boobs sell.

Perspectives Butts sell.

Lips sell.

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omen have a lot to show for 2013.

Teenage human rights activist Malala Yousafzai made the front page of Time magazine’s “100 most influential people” issue. More female directors were nominated this year for Emmys than ever before. The first black female lead was nominated for an Emmy since 1995. The first female anchor team lead “Newshour.” Swedish movie critics rate films on gender bias. ESPN aired an entire program on Title Nine and female athletes since

Nancy Kaszerman / MCT Campus

then. “Go Daddy” is changing their sexist advertising.

But the world doesn’t notice these important steps for women when the more common image of female is bikini-clad, perched on a car, eating a hamburger and dripping in barbecue sauce.

What do the female activists have to say when all the rest of the world hears is “Blurred Lines” or “Mirrors” while naked women dance on YouTube?

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by Sophie Allen

But how much of those are real boobs, butts and lips?

It’s hard to challenge these stereotypes when you’re “hysterical” or “on your period” or “just another demanding woman.” It becomes a whole new challenge to attempt to get rid of the bias when you have to conform to society’s ideals just to be heard.

Boobs sell. Butts sell. Lips sell. But how much of those are real boobs, butts and lips?

The amount of work in Photoshop done to a woman as part of an advertisement is shocking and, frankly, disturbing. This way, anyone can model anything. The advertisement, in the end, won’t look like the girl who walked into the studio that morning anyway.

Several women already have tried to challenge the stereotypes already this year. Law students Adelaide Dunn, Olivia Lubock and Zoe Ellwood parodied Robin Thicke’s “Blurred Lines” on YouTube. Their version, “Defined Lines,” featured three fully-clothed women and several nearly-naked men dancing to a pop song, much like Thicke’s three fullydressed men and several naked women dancing to the well-known tune.

And YouTube’s response to naked women? Let the video get millions of hits! But what about the video with nearly-naked men? Flag it as “inappropriate” and take it down. Little did YouTube know that they were playing right into the feminists’ hands.

The response was largely that if the combination of naked men and dressed women is inappropriate, what makes the inverse socially acceptable? Female dominance over men is something to turn away from, while male dominance over women is something to be admired.

The social double-standard that existed in 2013 and will continue to exist in the upcoming year will only be eliminated if something big is done.

One group that’s looking to take a stand against stereotypical media is the Miss Repre-

Zelig Shaul / Ace Pictures / MCT Campus

sentation Project. So far, they’ve produced a full-length film and several short video clips to provide information about how women are portrayed in the media and everything we can do to stop it.

and Youtube’s response to naked women? let the video get millions of hits!

It’s important to recognize how society is warping the way we view others. The misrepresentation of females isn’t the world’s only problem.

As a nation, we’re still working on legalizing gay marriage in all states and uniting together under liberty and happiness for all. Despite the fact that this goal was stated at the very beginning of America’s officially becoming a nation, it’s clear that we’re still working on it. 

Ace T

2014, A Year of action

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he beginning of a new year — a chance to reinvent yourself, an opportunity to start off fresh and a time to dream big about the 365 days to come. It’s all hopefulness, optimism and anticipation. The thing about these dreams, though, is that they rarely come to fruition.

We let them sit on the shelves, and eventually we forget about them.

Why do we give up so quickly on something originally filled with so much hope? It’s not just due to forgetfulness, lack of resolve or even laziness. It’s what happens at the very beginning of it all, when we pick up our pens to write “New Year’s Resolutions” at the top of a piece of paper and somehow expect everything we list to become a reality as soon as the ball drops and the calendar reads Jan. 1.

Making the ut

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by Karena Tse

It’s our innate tendency to romanticize, to cross the fine line between optimism and idealism and to think unrealistically. As a result of this tendency, thoughts overtake actions and instead of doing we stay stuck in the state of dreaming.

Interestingly enough, those who are constantly striving to meet self-imposed and overly high expectations, the people who are most easily described as perfectionists, often find it the most challenging to get their hands dirty in order to achieve their goals.

The task ahead of them is daunting and seems so difficult that instead of trying to carry out the task, they let the idea of it sit in their minds and think, “I’m not going to try to achieve this goal, but if I did, I would definitely succeed.” “If.” “Would.” These are the words that

are detrimental to the achievement of a goal.

Instead of “This would happen if I did this,” you must think “This will happen when I do this.”

Let’s face it — we’re human beings, and the idea of perfect things is much more appealing to us than the reality that flawed aspects of life are forever present. But the latter is the concrete option, and there is no way to achieve an abstract goal.

So this new year, we must throw out all of our ideals and dive right into reality, which might not be pretty, but which is infinitely more rewarding. Make 2014 the year of action, as opposed to a prolonged daydream. As said

by French poet, essayist and philosopher Paul Valery, “The first step to making your dreams come true is to wake up.” 

by Christopher Sleckman

s I sift through “College Confidential” to look at students who want to be “chanced” by their peers about their likelihood to be accepted to a certain college, I notice that many of them put only two numbers: GPA and ACT score.

Do those two numbers define a student’s high school career in the eyes of a college admissions officer, and more importantly, should they?

Grade Point Average (GPA) is a measure of a student’s academic achievement throughout the load of their coursework. The problems with GPA include the fact that it does not account for the difficulty of a class within a particular school and that different schools have different standards when it comes to what qualifies as an “A.” Because of this inconsistency among GPA’s, colleges also require students to take a standardized test such as the ACT and the SAT. Standardized tests allow colleges to compare students using one number that they know is based off of a standardized scoring system – this way, all applicants are placed onto a level playing field.

Unfortunately for many high school students, these two numbers define the career of a high schooler in the eyes of a college admissions officer. Although extracurricular activities are without a doubt given some consideration as well, the main exceptions are stellar athletes or students of a minority group.

Students who are being recruited for their athletic ability will be given special treatment which will

downplay these numbers. And in some cases, minority students are held to lower standards in terms of scores, because in order to have diversity at their school, many colleges need to fill quotas by accepting a certain percentage of minority students.

Applying to colleges has become simple as a result of the Common Application. This means that many schools receive vast amounts of applications and do not have time to read through each application thoroughly. The University of Missouri received over 20,000 applications last year. Since they do not have time to read that many essays and résumés, they have a policy in place – if you get a 24 or above on the ACT and if you complete Mizzou’s simple required core curriculum, then you are automatically accepted. Therefore, for Mizzou, scores are the definition of a student’s high school career.

Anitta C. Charlson / MCT Campus

The bottom line is that, when it comes to college admissions, GPA and ACT scores are the main criteria considered for a majority of high school students. The real question is, should this be the case?

There are many attributes of an applicant that are not represented by those numbers.

Examples include leadership ability, work ethic and amiability. All of these characteristics are vital to success in college and in a career, but it is difficult to portray that one possesses these characteristics unless it is by means of a letter of recommendation. However, admissions officers know that rec letters are often times sugar-coated. In addition, it is possible for an applicant to indicate if they were the leader of a school club, sport or organization.

It is important to show that you are involved in extracurricular activities such as sports, music and community service. But unfortunately for us, college admissions officers have a difficult time determining which student has the best leadership skills, the strongest work ethic and the friendliest personality with nothing more than a list of extracurricular activities in which the student is involved.

Although these extracurricular activities may not be representative of a student’s characteristics, they do demonstrate that the student cares about their education and wants to be involved. This should be valued by colleges, but should by no means be the main criterion considered.

Until there is a way for the student truly to demonstrate that he or she possesses other valuable characteristics outside of the field of knowledge, test scores should be the most important aspect taken into account for college admissions. 

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Putin his foot down Russian prime minister vladimir putin recently passed a law banning all forms of gay “propaganda.” After this law passes, wearing a rainbow t-shirt or holding hands in public with someone of the same sex could be considered a crime.

by AISHWARYA YADAMA The International Olympic Committee stipulates that the Games remain nonpolitical – in other words, that participating athletes are prohibited from expressing their political views. Considering the fact that this year’s games are going to take place in Sochi, Russia, it may be more difficult than usual for the Olympics to remain void of political conflict: Russia’s new antigay law prohibits the discussion of LGBT issues in front of minors. Thus, LGBT discussion is prohibited during the Olympic games as well.

The Olympic Games give athletes the chance to compete and to showcase their talents; however, they also shine the spotlight on one major city. Overwhelming international attention will be given to Sochi this year, and not just to the presentation and the physical appeal, but also to the the international messages it sends.

LGBT activists fear that because of Russia’s anti-gay law, hate crimes and violence against the LGBT community will spike once the Games have ended. Now, only time can tell if this outbreak will actually happen. But for now, the focus is on the actual message that Russia is conveying through this law.

If history provides any indication of how this will turn out, it is clear to me that this law will cause much more harm than it will good. Russia’s intent may be to eradicate any controversy having to do with the international LGBT community. If so, this law seems to have caused the exact conflict that it intended to stamp out.

However, the intent of the law is not as important as the actual impact it will have.

The LGBT movement is one of the largest

and most important movements of the decade. There are masses of activists and people all over the world who have participated and protested.

As a supporter of this movement, I strongly believe that it should not be silenced, especially in an iconic global event like the Olympic Games. However, putting my LGBT bias aside, I think that Vladimir Putin is wrong to attempt to silence such an essential and revolutionary movement.

The Olympic Games symbolize international cooperation and acceptance.

The purpose of the Olympics itself will be undermined if LGBT fans and athletes feel as though their human rights have been taken away from them.

We have come so far as an international community in terms of granting everyone due rights. I believe that this law symbolizes a big step backward.

So here comes the real question: how can LGBT activists and supporters retaliate against this law? Well, some people are refusing to watch the Olympic Games altogether. Watching the Olympics is a tradition for me. Until now, it has been unquestionable that I put time aside to root for my favorite athletes and to marvel at their talent.

I do not believe that it is a crime to watch and to enjoy the games as usual.

However, this year, we must recognize and work assertively against the anti-gay implications that this law without a doubt makes. If we can come to realize, as a planet, the extent of the injustice provided by this law, there is a chance that it will in fact heighten the awareness and the acceptance of the LGBT community. 

(Mike Siegel/MCT Campus)

The Purpose of the Olympics itself will be undermined if lgbt fans and atheletes feel as though their human rights have been taken away from them.

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(Wally Skalij/MCT Campus)

Ph

(Harry E. Walker/MCT Campus)

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STAff ed Ed staff EDUCATION FRUStration The american educational grooms students for all-around excellence rather than encouraging young men and women to pursue individual, focused passions. Instead of fostering individuality, students are pushed into cookie-cutter molds of “ideal” students. as a new generation, we have an opportunity to redirect this focus.

Schools like Clayton that place a great deal of focus on academics often run the risk of developing a hostile attitude towards students who don’t completely fit into the traditional academic mold.

While this is certainly not true of every school or every student, much of the American educational system rests on a demand for all-around excellence instead of focused passions.

It’s great to be an artist, as long as you’re taking all AP sciences. Being an actor is wonderful, but if you’re not enrolled in Honors English, then you’re not trying hard enough. You’ll get respect as an aspiring writer, but you’d better be balancing that with AP Calculus.

This practice of cookie-cutter acceptability is insidious and could be wildly destructive for students at Clayton and across the nation. It’s dangerous not only because it weighs certain subjects as “better” and others as “worse,” but because it begins to rate students themselves in the same manner. Smart or dumb, lazy or committed: everything comes down to how accurately you fit the mold.

Every time students shame themselves or their peers for getting a B, every time someone is written off for having too few AP classes — or even for taking the wrong AP classes — the system strengthens.

As a new generation, we have the opportunity to create a different educational system; we have the opportunity to create a different educational world. But in order to do that, we have to change the way we, the subjects of our nation’s program of high school education, view the ever-changing concept of intelligence.

Instead of encouraging the quantification of human beings through SAT scores, college acceptance rates, and GPA’s, our generation must become committed to understanding and to appreciating other for their unique qualities and pursuits.

If we make it okay for students not to be good at everything, they can gain the chance to become extraordinary at something. All at once, our generation could find an answer to the overworked, overstressed, overspread mentality that currently rules over us like an oppressive king.

The secret to fostering individuality rather than conformity lies in altering the extravagant, unrealistic and unfruitful expectations that are placed upon America’s teenagers.

A healthy high school is one that, rather than causing its students to spread themselves thinly across thousands of pursuits, is conducive to the realization of their own unique passions. 

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Photo by Katherine Ren 3.30 + 12.04

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