Inside the Issue F E BRUA RY 1 1 t h - F E BRUA RY 1 5 t h , 2 0 1 3
Front Cover by Rachael Hyde, Back Cover from ISM Photo Stream
Photo of the Month: Taken at TAS, this photo captures the intensity of IASAS swimming, where our Panthers shone by breaking 20 ISB records. Photo by: TAS Photo Stream
Letter f rom th e Editors Well, here we are. Full swing into the crazy February and March months of second semester, in which it seems like every week there’s a reason for half your classmates to be absent. But they’re absent with good reasons, and to ϐ Ǧ ǯ -‐ penings that you may or may not have kept up with. Read up on ISB’s brilliant performance in second sea-‐ son IASAS, as well as a preview of our more artistically in-‐ clined students who will soon be on their way to Cultural Convention. This also being the season of love, we have a variety of Valentine’s articles to keep you company when ϐ ǦǦ this February 14th. This is just grazing the surface; whether you read for business or pleasure, The International is at your service! Amber Barnett and Nisha Stickles
t h e I N T E R NAT IONA L Co-‐Editor-‐in-‐Chief Co-‐Editor-‐ in Chief Advisor
S e ct ion Ed itors Opinions Christine Hathaway News Seo-‐Young Lee Sam Davin Features Leeann Schudel Sports
Amber Barnett Nisha Stickles Keith Miller
01 The Chemical Cocktail 02 Recommend Me! 03 Chocolates for Love 04 A Blast from the Past!
NEWS 05 Welcoming the Year of the Snake 05 Classh of the Dodges 06 Should Attendance be Voluntary?
FEATURES 07 Long Talk with Jonnie Batchelor 08 A Variety of Valentine’s Suprises 09 Coming Soon to Bangkok
Rep or t ers Dan Borenstein Thanya Chat Ashmita Dutta-‐Ray Katy Lewis
Anjali Menon Sarah Poff Fallon Reagan Nathan Scott
10 Unmatchable 11 A Series of Unfortunate Events 12 The Best of IASAS on Record 13 Opposite Ends of the Spectrum
O P I N I O N S
The Chemical Cocktail V
ęǯĘ ęčĊ ęĎĒĊ Ĕċ ĞĊĆė ĜčĊē ĊěĊėĞęčĎēČ ęĚėēĘ ĕĎēĐ Ćēĉ people make hearts out of every-‐ thing.
ǯ of love. But what is love, really? The heart is the symbol of love, but your emotions truly originate from the chemicals in your brain.
“Oxytocin is the
chemical released to create a feeling of bonding for the two people in love” The heart has nothing to do with it -‐ its sole function is to keep your blood running through your veins so that you can live and love. Lots of research is being done on the chemicals involved with love, and the many kinds of love. Some researchers say that there are six kinds of love -‐ eros, ludus, storge, mania, agape and pragma. All of these six pertain to a dif-‐ ferent aspect of the love we feel for others.
Photo from wikipedia.org
All six are connected through the need for communication and intimacy. Chemicals like dopamine and norepinephrine are responsible for the feelings of giddiness and the adrenaline that occurs when ϐǤ They induce insomnia, intense energy and cravings that are asso-‐ ciated with infatuation. Also associated with the feeling of infatuation are lower levels of serotonin. These levels are also found in people with obsessive-‐compulsive disorder, resulting in that feeling of being obsessed with someone. Furthermore, oxytocin is the chemical released to create a feel-‐ ing of bonding for the two people in love.
ǯ love and mother-‐child bonding. The more time that is spent with the other, the more the chemical is released and the bond inevita-‐ bly grows. When asked her thoughts on the sub-‐ ject, Alina Woo (10), commented that she has “always thought,
and still think that the chemicals in our brain only affect infatuation, obsession and creates the feeling of love, but real, true love that lasts, is developed over time.” Alina adds, “I think love is also ǡǢ ǯ deeper than just chemicals in the brain.”
“The heart is the
symbol of love, but your emotions tru-‐ ly originate from the chemicals in your brain” “I mean, you actually love a per-‐ son when you know everything about them and you two have this deep connection.” “You never get bored of them and you can talk to them about any-‐ ǤǯǤǳ ǯ ǡ ǯ ǡ ǯ know exactly what chemicals are swirling around up in your brain, driving you crazy. Katy Lewis
Photo from oxytocin.org
F E B R U A R Y 2 0 1 3
O P I N I O N S
O P I N I O N S
Chocolates for Love The commercialization of ǯ
Recommend Me! Everything you should know about recommendation letters for university applications
Ę ĘęĚĉĊēęĘ Ćđđ ĔěĊė ęčĊ ĜĔėđĉ ČĊę ėĊĆĉĞ ċĔė ĈĔđ-‐ đĊČĊ ĆĕĕđĎĈĆęĎĔēĘ ĉĚėĎēČ their senior year, university recruit-‐ ϐ ǡ reading each application meticu-‐ lously for the best students. ǯ the situation when two students achieve similar academic grades and SAT scores, but one student is chosen over the other because of their personal qualities. Counselors and teachers stress ϐ day of school with HAL grades and reminders that quality overrules quantity. Therefore, when it comes to writing letters of recommenda-‐ tions, hours of work are put in to depict these unique qualities. However, what students are not aware of is the time and energy that goes into each letter of recommen-‐ dation and the impact it makes on each individual application. In fact, letters of recommendations are ex-‐ tensions of an application, not an addition. Some teachers prepare from the ϐ -‐ cesses. IB Language and Literature English teacher, Mr. Brad Augustine, explains his organized approach of ϐ start of each year, where he inserts random comments and observa-‐ tions. For example, observations may include being an active learn-‐ er, participant or even exceling in socratic seminar discussions. If he is asked to give a letter of recom-‐
mendation in the future, he goes into these notes to see if he can add details and stories to make the stu-‐ ǯ Ǥ ϐ ǯ achievements throughout the year, not just while writing a recommen-‐ dation. Thus, each question asked in class and assignment turned in on time slowly connects the dots for teachers to evaluate students based on their personal merits.
Ǥ ǯ teacher recommendation form.
In general, most teachers at ISB aim to write positive letters for their students. However, how do teachers pick out unique qualities about stu-‐ dents and turn each of them into a positive skill or personality trait? Biology teacher, Mrs. Patience Soule, shares her experience. “I am very honest in my recom-‐ mendations, but I keep things posi-‐ tive,” said Mrs. Soule. “For example, if a student prefers to work alone, I F E B R U A R Y 2 0 1 3
can talk about their independence. If a student is very social, I can talk about their collaborative skills. Plus, when discussing academics, I focus on giving new information to the admissions staff -‐ things that are not in a report card or standard-‐ ized test score.” The trend seems to be that these teachers look for character and per-‐ sonal qualities over their academic performance. As Mr. Jonathan Lorence, IB Busi-‐ ness teacher, states, “colleges and universities want to know how adaptable students can be and how they overcome challenges. The SAT scores and grade point averages ϐ ǡ ϐ intelligence.” Students often believe that if they maintain high standards of academics, their future can be se-‐ cured. Yet, universities look for stu-‐ dents that exemplify both academic and personal excellence. So in case you are wondering how to prepare for the next big steps in life, keep in mind that per-‐ sonal qualities and traits can get you further than academics. Keep engaging in learning activi-‐ ties, showing respect and most of all maintaining a positive attitude. Who knows, maybe one day you could be the student who gets cho-‐ sen over a large group of other stu-‐ dents because of your own personal qualities.
If we start singling out days to love people, what does that say Ĕ ĔēĊ đĎĐĊĘ Ć čĆęĊėǡ ćĚę about us? ĜĊǯěĊ ČĔę ĘĔĒĊęčĎēČ ęĔ If the purpose of this day is to ĉĊĈđĆėĊǤ demonstrate your unconditional ǡ ǯ love for someone, it kind of defeats ǯ the purpose because it sets apart a a marketing strategy. single day to show it. Sure, it started out as a day to ǯ commemorate love and St. Valen-‐ love? tine sending his lover a love letter ǡ ,but it has progressed into a corpo-‐ day to celebrate love and romance. rate gimmick. A day to tell our loved ones how Entire industries thrive on this much we love them. day, yet for what? But what happens to those who Companies strive to empty our are still searching for their soul pockets and trick us into thinking mates? Who are recovering from that buying our loved ones choco-‐ a hard separation or are going lates and perfume will adequately through a difficult time? show how much we love them, as The hype just gets bigger and though love is merely a monetary bigger and frankly, a bit insensi-‐ matter. tive. Ǣǯ-‐ If the purpose of this ǯǤ day is to demonstrate see ǯ through this facade. your unconditional love ǯǯ for someone, it kind of ǡǯ commercial nature. Anjali Menon and defeats the purpose Sarah Poff because it sets apart a
Photo from hopeforthesold.com
single day to show it”
Studies have shown that Valen-‐ ǯ-‐ ping $18.6 million in 2011 alone, and that the average person spent almost $130 dollars on February 14th that year. Retailers look forward to this day all year, when they can boost sales by stacking the racks with red and white garments, and unfortu-‐ nately, the customers play along. Second, are we not supposed to show our loved ones that we love them every day? What about February 15th? Or November 30th?
Valentine’s Day Fun Facts 1. Americans are expected to spend over $17 billion this year on everything from candy to ϐǤ 2. Thirty-‐six percent of all cel-‐ ϐ year for their truelove, spend-‐ ing $1.8 billion. 3. According to the US Greeting Card Association, over 190 million greeting cards are ex-‐ changed in the United States on ǯǦ worldwide. Only Christmas is more popular. Facts from lenpenzo.com
Photo by Christine Hathaway
F E B R U A R Y 2 0 1 3
O P I N I O N S
A Blast from the Past! Advice from an alumni
ĔđđĊČĊĎĘĉĆĚēęĎēČǤĆēĞĔċĚĘęėĆěĊđċĆėĆĜĆĞǢċĆė ĆĜĆĞċėĔĒċėĎĊēĉĘǡċĆĒĎđĞĆēĉĊěĊėĞęčĎēČĜĊĆėĊċĆ-‐ ĒĎđĎĆėĜĎęčǤčĆęǯĘēĔęęĔĘĆĞĎęĎĘēǯęĆČėĊĆęĊĝĕĊėĎ-‐ ence -‐ in fact, it is. Our very own alumni Alisha Cunzio can attest t o t hat. I n h igh s chool, w e a re j ust a bout g rappling w ith our opinions and beliefs. We think we have it all figured out, but after we graduate and gain new experiences, often our beliefs change. Alisha, a freshman at University of California ǡǤ
ĊĞ ĐĎĉĘǡ ĎęǯĘ ĞĔĚė ċėĎĊēĉđĞ ēĊĎČčćĔėčĔĔĉ ČĎėđ ĆđĚĒēĎ čĊėĊ ęĔ ČĎěĊ ĞĔĚ ĘĔĒĊ Ćĉ-‐ vice. Now I can hear the choruses ǡǲǯ a year,” all the way from California, but I assure you that half a year in another country is enough to cause some major personal changes in a person. Our Sesame Street™ themed lesson for this issue will be per-‐ sonal change.
ǡ ǯ my wisdom on how you might change in the coming years, and share how to best accept the new you. All kidding aside, college re-‐ ally is a large milestone in life. Some of you, like myself, might still live in a family environment. The majority of you, however, will be miles away from all of the family, friends and familiar faces ǯǤ ǡ ǯ have to face some personal growth. Most likely, one of the ǯ -‐ tion are your opinions. Last year I wrote an article for this magazine titled “Feminists vs. Feminazis.” Most who knew me were aware of my firm stance against hardcore feminism. However, despite my radical, headstrong view in my senior year, just last semester I found myself writing a passionate paper about how the portrayal of sexu-‐ ality, abuse and rape in comic cul-‐ ture has created a problematic environment for how women are viewed and treated in society. In short, my opinions changed. I was suddenly being flooded with new, enlightening informa-‐ tion from professors, upperclass-‐ men and gender studies majors about the systematic problems bred from an often racist and sex-‐ ist media. F E B R U A R Y 2 0 1 3
“What you are positive
Ǯǯ-‐ self will not be as solid as it is now. Just because you think differently, ǯ different” I was suddenly aware of all of the really ugly things about sex-‐ ism that were buried under the women with hairy armpits, and I changed my opinions. ǡ ǡ ǯ ǯ rights and death to men and all of the other problematic behavior I brought up in my article last year. I am more socially aware, though, ǯǤ My point is that what you think, what you believe, what you are Ǯǯ -‐ self will not be as solid as it is now. What I can say with assurance ǯ Ǥ because you think differently ǯǤ ǡ ǯǤ what I say to heart, and try not to hyperventilate the first time you skip a class. Alisha attended ISB for her junior and senior year, and was a reporter for the Features section of The International.
N E W S
Welcoming the Year of the Snake
ęĎĘĐēĔĜēĆĈėĔĘĘęčĊČđĔćĊĆĘ ĔēĊ Ĕċ ęčĊ ĒĔĘę ĊĝęėĆěĆČĆēę ċĊĘęĎěĆđĘǡ Ćēĉ Ďę ĈĊėęĆĎēđĞ possesses an electric energy. ǡ people invade the streets, the fra-‐ grance of incense enclosing them and the scent of dumplings enticing their taste-‐buds. Lighted red lanterns glow as in-‐ tricately-‐painted dragons dance playfully across the pavement. This is Chinese New Year. This prominent holiday takes place annually based on the solar and lunar happenings. Interestingly, evidence in oracle bones suggest that the festival of Chinese New Year existed as early as the 14th century, around the time Ǥ In a survey sent out to student emails, 65 out of the 100 Thai-‐stu-‐ dents that answered the question-‐ naire shared that they are in fact Chinese-‐Thai, illustrating that this holiday is certainly one that is rel-‐ evant to the community. With Chinese New Year begin-‐ ning on February 10th, the ISB PTA held a Chinese New Year Food Fair
on February 1st in the cafeteria during lunch. Not only was there a festive at-‐ mosphere, but the multitude of meals on display were quickly at-‐ tacked by hungry lunch-‐goers. “Students and teachers truly en-‐ joyed the Chinese food,” comment-‐ ed Carrie Lin, the representative ǯ PTA. ϐ pork and cabbage “Jiaozi” dump-‐ lings, which is perhaps the most iconic snack in China. The good-‐luck-‐foods of noodles ϐ the hungry crowd. Ms. Lin agreeably noted that, “food [has always] been sold out at the event.” In the past, the PTA held a festi-‐ val during which cultural perfor-‐ mances and dragon dances took place, but this was replaced by a one-‐day food fair in 2002. always been a large part of the cul-‐ tural display during this extrava-‐ gant holiday, and is usually paraded around in red and gold, the two
luckiest colours for the Chinese people. The monstrous paper dragon is held up to the sky by poles con-‐ trolled by costumed dancers. They control the movement of the front and back of the dragon, al-‐ lowing it to perform dances for the spectators. Culture has always been a huge factor in Chinese lifestyle, and not surprisingly, as China boasts one of the most unique cultures on the planet. Multiple celebrations in Bangkok of this unmatched show of culture ǯ many Chinese-‐Thai families, and even for those who might not know much about Chinese traditions. The Chinese New Year is unques-‐ tionably one of the most renowned festivals around the world. It is no wonder that many coun-‐ tries have festivals celebrating this holiday, as not only does it offer dancing dragons and fantastic food, ϐ fantastic culture of the Chinese peo-‐ ple. Fallon Reagan and Nathan Scott
čĎĘ ĞĊĆėǯĘ ĉĔĉČĊćĆđđ ęĔĚė-‐ ēĆĒĊēę čĆĘ ĕĆĘĘĊĉ Ćēĉ đĎę Ěĕ ęčĊ ĘĈčĔĔđ Ĕē ėĎĉĆĞ night with spirit and class pride. From freshmen to teachers, over 20 teams participated in the tour-‐ nament. It was a fantastic evening as each class fought for ultimate dodgeball bragging rights. The rules were explained to the competitors and supporters who showed up in their hundreds, with a highly detailed instructional video by the Varsity Council. ϐ ϐǡ while a few sophomore teams sur-‐
prisingly managed to hold off the senior and junior teams. Additionally, a special shout out must be made to the teacher team, who almost managed to out-‐dodge the students and reach the semi-‐ ϐǤ Fortunately for the freshmen and other teams who were elimi-‐ nated in the early stages, there was food available to gorge on, and bev-‐ erages for them to drown their sor-‐ rows with. However, the underclassmen would not give up. Justin Hathaway (10) fended off the seniors of “Blue Balls” for over two minutes on his ǡ ϐ F E B R U A R Y 2 0 1 3
ϐ the juniors. As the sophomores of “South Beach Talents”, were not expected to surpass the senior and junior teams ϐǡ a great delight when they man-‐ ϐ placed juniors, “We have CL4SS”. The juniors of “Team America”, ϐ throughout their campaign won the “best dressed” award. It was an exhilarating fun and ϐ -‐ tended the event, and we all hope it will be just as successful next year! Nathan Scott
N E W S
Should Attendance Be Voluntary?
Covering the intense debate between the IASAS ǯ Ǧ
ĆĘęĜĊĊĐǡęčĊ ĉĊ-‐ ćĆęĊęĊĆĒĜĊēęęĔčĊĆĉęĔ čĊĆĉ ĜĎęč ęčĊ ǯĘ ĆĉĒĎē-‐ istration, Mr. Philip Bradley and Mr. -‐ bate coach, Ms. Laura Stewart, on a nail biting issue on whether student attendance should be voluntary. Team A, with Mr. Bradley, Mr.Harter and Ms. Stewart held a ϐ-‐ sue stating yes, school attendance should be voluntary. On the other hand, the IASAS team B shook their heads while sit-‐ ting on the negative side, stating that attendance should rather be mandatory. As the debate started, the ten-‐ sion in the room grew quickly as ǯ ϐ ǡ Ǥ ǡ ϐ ǯ Ǥ His arguments were quick and cunning with a hint of humor, leav-‐ ing team B rushing to jot down re-‐ buttals. Mr. Bradley argued that students develop mentally and physically at different rates, causing disruption at school, as they are forced to all be at the same intellectual and mental level. Thus, students should have the option to decide when they are ready to attend school.
Next, as it was time for the op-‐ posing team to start their debate. Sophomore Kimberly Remijan, the ϐ ǡ stood up and argued that such ad-‐ justments could be easily made at school, as there are different levels of math classes and a variety of sub-‐ jects for students to choose from. This suddenly put team B ahead by a point, leaving team A to fumble through their notes to make their proceeding points. The debate went on intensely as Mr. Harter reasoned about con-‐ centrating on improving the learn-‐ ing environment for motivated students instead of wasting large amounts of time on attendance. He also made sure to support his statements with surprising sta-‐ tistics calculating up to 9 hours yearly wasted on checking for at-‐ tendance. At the same time, senior Chris-‐ tine Hathaway roared back by ex-‐ emplifying shocking evidence rang-‐ ing from graduation rates, career opportunities and the value of edu-‐ cation all linked to mandatory at-‐ tendance. As time ticked by, the last round of the debate approached. Ǥ ǯ pushing natural selection by having
F E B R U A R Y 2 0 1 3
the most motivated students come ǯ-‐ tion and vote. This put sophomore Cole White-‐ ly, the third speaker for team B, in a risky position. However, Cole was quick to get up on his feet and make persuasive points regarding student opinions and school funding. Suddenly, the last bell rung, sign-‐ aling the end of the debate. Both the teams had exceptional points and sharp delivery. It would have been impossible to guess the winner of the debate, but the most points were awarded to ǡ ǯ-‐ tion and teacher team. ϐ-‐ nitely a success highlighting vari-‐ ous persuasive and oratory talents demonstrated by both the teams. It was surely an audience fa-‐ vorite, entertaining and keeping them on the edge of their seats. As Cultural Convention approaches, the IASAS debate team prepares for further debates and hopes to main-‐ tain their impressive argumentative skills. As for the ISB community, we hope to see more of such entertain-‐ ing debates in the future.
ěĊėĞĞĊĆėǡĆęęčĊćĊČĎēēĎēČ What are your thoughts on ϐǤ Ĕċ ĊćėĚĆėĞǡ ęčĊ ĘĊĈĔēĉ making Division One Ǥ -‐ ĘĊĆĘĔē ĘĕĔėęĘǯ ęĆĐĊĘ for swimming? ǡ place. Our interviewee is a 4-‐year
ǯϐ ǡ ǯ
ǡ -‐ ǡ Ǥ -‐ ǡ Ǥ ϐǤ At what age did you ϐ ǡ What are your long-‐term plans start swimming? Ǥ for swimming?
-‐ ǡ ǯ Ǥ ǡ Ǥ-‐ ʹͷ ǡ Ǥ Ǥ ʹͲͳǤ Ǥ ǡ How was your last IASAS What have you been Ǥ experience and how have you most proud of? grown over the years? What do you love about it?
Ǥ ǡ ͶͳͲͲ Ǥǡ ȋͳʹȌǡ-‐ Ǥ ϐ ȋͳͳȌ ǯ Ǥ ȋͳͲȌǤ ǡ ǡ Ǥ -‐ Ǥ ǡ ǯ Ǥ Ǥ Ǥ What will you miss the most? ǡ -‐ Ǥ ǯ ǡ Ǥ -‐ ϐ ǯ Ǥ ǯ Ǥ Ǥ ǯ Ǥ Ǥ Do you think your success in swimming is due to talent or effort? ǡ
ǯ -‐ ʹͲͳǨ Ǥ ǡ F E B R U A R Y 2 0 1 3
ĔĒĊęč ęčĊ ĉĆĞǡ ĈĔĒĊęč ęčĊ ĕĆēĎĈǡ ĆđĊēęĎēĊǯĘ ĆĞ Ćĕ-‐ ĕėĔĆĈčĊĘǡĜčĆęĘčĔĚđĉ ĉĔǫ ǫ ǫ ǡ ǡ ǤǤ Dan: ǡ -‐ Ǥ ϐ Ǥ -‐ -‐ ǣ -‐ Ǥ Nathan: ǯ Ǣ -‐ Ǥ ǡ Ǥ ǯ ȋ ϐȌ -‐ Ǥ ǯ -‐ ǡ ǡ ǡ Ǥ ǡ Ǥ ǯ-‐ ǡ ǡ Ǥ
Coming Soon to Bangkok 2
Ͳͳ͵čĆĘĕėĔěĊĉęĔćĊĆČėĊĆę ĞĊĆė ċĔė ĆēČĐĔĐǡ Ćēĉ ĎęǯĘ ĔēđĞ ĊćėĚĆėĞǨĆėđĎĊėęčĎĘ ǡ ǡ ǡ Ȁ Ǥ -‐ ǡ Ǥ ǡ -‐ ǯ ǡ ǡ Ǥ
ǡ ” Dan: ǡ -‐ ǯ -‐ Ǥ -‐ Ǥ ǡ -‐ ǡ Ǥ ǯ ϐǡ -‐ Ǥ Ǥ ǫ ǡ Ǥ -‐ ǦǤ ϐ ± ǯ ǡ -‐ Ǥǡ Ǥ ǡ Ǥ
Nathan: ǡ ǤǦ-‐ Ǥ Ǥ Ǥ ǡǯ Ǥ Ǥ ǯ -‐ Ǥ ǡ ǡ Ǥ ǤǤǤ
SUM 41 Ǥ ǡ Ǯ Ǥǯ
Ͷͳ ǡ Ǥ ͵ͲͲ ǡ Ǥ Ͷͳ ͳͻͻϐ
PARAMORE ͳʹǡ -‐ Ǥ -‐ ǡǲ Ǩǳ ǡǲ Ǧ ͳ
-‐ ǲǳ ϐ Ǧ ͻǤ -‐ ǡǯ Ǥ ͳǡͺͲͲʹǡͷͲͲ-‐ Ǥ
Ǥ -‐ Ǥ Ǥ ǡǯ Ǩ
ǡ Ǥ -‐ ǡ Ǧ ϐǤ
ǡ Ǯǡǯ -‐ ʹǤ ͳǡͷͲͲ ͷǡͷͲͲ ǡǨ
F E B R U A R Y 2 0 1 3
F E B R U A R Y 2 0 1 3
čĊ ĊēēĎĘ ęĊĆĒ ČėĎĕĕĊĉ ęčĊ čĆēĉđĊĘ Ĕċ ęčĊĎė ėĆĈĐĊęĘ ęĎČčęđĞ ĆĘ Ǥ ϐ ǡ -‐ ǡ Ǥ ǡ ͷǦͲ ͵Ǧʹ Ǥ ǡ ǡ ǡ Ǥ
ϐ ͵ǦʹǤ -‐
ǡ-‐ -‐ Ǥ
ǯ Ǧ ȋͳͳȌ -‐
ǡ ǡ ϐ ͵ǦʹǤ
ǯ Ǧ ȋͳͳȌ ǡ ǡ ǲ ϐ -‐ ȏȐ ϐǡ ϐ ȏ Ȑ Ǥǳ ǡ ǲ ǡ Ǥǳ
ǯ Ǥ Ǥ ǲ ǡǦ ǡǳ Ǥ ǡ ǡ Ǧ -‐ ȋͳʹȌ ͷǦͳǤ ǯ Ǥ ǡ Ǥ ǲ ǡǳǤ ǡ Ǥ ǡ ǲ Ǥǳ Ǧ ǡ Ǥ ǲ ǡ ǡ -‐ ǡǳ Ǥ ǲ ǯǤǳ F E B R U A R Y 2 0 1 3
ȋͳͲȌ ǡǲ-‐ ǡǯ-‐ ϐ Ǥǳ ǡ Ǥ ǲ Ǧǡǳ -‐ Ǥǲ Ǥǳ ǡ Ǧ ǡ -‐ Ǥ ǯ -‐ ǡ -‐ ʹͲͳͶǤ
Ĕęč ĆėĘĎęĞĆĘĐĊęćĆđđ ęĊĆĒĘĆėėĎěĊĉĎēĎēČĆĕĔėĊ ĜĎęččĎČčĊĝĕĊĈęĆęĎĔēĘċĔė Ǥ ϐ Ǥ ǡ Ǥ ϐ
Ǥ ǡ Ǥ ǡ ǡ -‐ Ǥ ǡ -‐ Ǥ ǡ ǡ -‐ Ǥǲ ǡǳ ȋͳͳȌǤ ǲ Ǥ ǡ ǡ ǯ -‐ ϐǤǳ Ǧ ȋͳͳȌ ǡ ǲ ϐ ǡ Ǥǳ ǲ ǡǡ Ǥǳ ǡ ǯ ϐ Ǥ Ǧ ȋͳͳȌ Ǥ ǯǤ
-‐ ǡ Ǥ ϐ ǡ -‐ ǡ Ǥ -‐ ǡ ϐǤ
ǡ ǡ Ǥ ǡ Ǥ ǡ ͷͲΨ ͵Ǧǡ ǡ-‐ ǡǡ ǡϐ Ǥ ǡ-‐ ǡ Ǧ ȋͳʹȌ Ǥ ǲ ϐ ǡ
ǡǳ Ǥ ǲ ǡ ǡ ǡ
“ ǡǯ ϐ”
ǡ Ǥ ǡǲ ǯ ǯǡ ǡǯϐǤǳ F E B R U A R Y 2 0 1 3
ę ͺǣͳͷ Ĕē Ć ĊĉēĊĘĉĆĞ ĒĔėēĎēČǡ ęĜĊēęĞǦċĔĚė ĘĜĎĒĒĊėĘ ĜĊĆėĎēČ ćđĆĈĐ ǡ ʹͲͳ͵Ǥ ǡ ǡ ǯ Ǥ ǡ ϐ-‐ Ǥ -‐ ϐǡ Ǥ
IASAS Overview Boys
ȋͻȌ ǡϐ Ǥ -‐ ͳͲͲ ǡ ͳͲͲ ǡʹͲͲ ǡʹͲͲ -‐ ǡ Ǥ ͶͳͲͲ Ǧ -‐ ȋͳͳȌǡȋͳͲȌ ȋͳͲȌǡ Ǥ ȋͻȌ ǡ-‐ ȋȌ Ǥ ʹͲͲ -‐ ǡ ͶͲͲ ǡ ͷͲ ͶͷͲ Ǧ ȋͳʹȌǡ Ǧ ȋͻȌ ȋͳͲȌǤ ǯǡ Ǧ Ǧ ȋͳʹȌ ʹͲͲ ͺͲͲͶͲͲ Freestyle.
ȋͳͳȌ ͳͲͲ ǡ ͲǤͲͷ -‐ ǯǡ Ǥ
F E B R U A R Y 2 0 1 3
ǡ ʹͲͲͶͳͲͲ ǡ ȋͳͲȌǡ Ǧ -‐ ȋͳʹȌǤ ȋͳʹȌ ͳͲͲ -‐ Ǧ -‐ ϐͷͲ ϐǡ Ǥ ʹͲ ͻ -‐ ǡ ϐ Ǥ ǡ ǡ ǯ ǯ -‐ Ǥ ǡϐ-‐ Ǥ -‐ ǡ ǡ ǡ Ǥ
ǯĘ ĆėĘĎęĞ ĚČćĞ Ćēĉ ĔĚĈč ęĊĆĒĘ ĈĆĒĊ ĎēęĔ ĜĎęč čĎČč ĆĘĕĎėĆęĎĔēĘǤ čĊ ćĔĞĘ ϐ Ǥ ǡ -‐ ϐǤ ǲ ǡǳǦ ǡ ȋͳʹȌǤ ǲ ǡ Ǥǳ ǡ Ǧ ȋͳʹȌ ǯ Ǥ ȋͳͳȌ ȋͳͳȌ ϐǤ ϐ Ǥ ǡ Ǧ ȋͳͳȌǡ-‐ ǯ Ǥ -‐ ǡ ǲ -‐ ǡǳǤ ǡ-‐ ǲ ǳ ȋͳͳȌǣǲ Ǥǳ
ǡ ǯ -‐ Ǥ -‐ Ǥ ǡ Ǥ
ǯ ǡ Ǥ Ǧ ǡ Ǧ ȋͳͳȌ ǲ ϐ ȏ ǯȐ ǡȏ ȐǡǤȏȐ
ǯ Ǥ ǲ ǳ -‐ ǡ Ǥ -‐ ǯǡǯ-‐ ǯǤ ǡ Ǥ ϐǡ ϐǤ Ǧ ϐǡ ǡ ǯ Ǧ Ǥ
ǯ͵-‐ ǡ ϐǤ ϐ Ǥ Ǧ ȋͳʹȌ Ǥ ʹǦͳ Ǣ ǯ -‐ Ǥ ǡ Ǥ
ȋͳʹȌϐǡ -‐ ǯ Ǥ ϐ ǡ -‐ -‐ ǡ
Ǥ F E B R U A R Y 2 0 1 3
Ǣ ǡ ǣ Ǥ ǲǯ ǡǳ Ǧ ǡ -‐ ȋͳͳȌǤ ǡ Ǧ ȋͳͳȌ ϐ ǲ ǡ ȏ Ȑ year as well.” ǡ -‐ ǡ ϐ Ǩ