The Nevarmore

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Ravenscroft School Resolutions

7409 Falls of Neuse Road

Winter Formal

Classroom Decor

February 2013 Vegetarianism

Big Bill To Fill

Page 12

Pages 8 & 9

Page 2

Page 15

Page 13

Former NBA Player and Recovering Addict Delivers Powerful Message to Spellbound Students JamieHerakovich & CaseyHarris

STAFF WRITERS

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hris Herren, former NBA player and author of “Basketball Junkie,”spoke to a captivated crowd comprised of the entire Upper School student body, faculty, staff, coaches and eighth graders on January 11th in the main arena of the Finley Center. Herren told his life story, focusing on his struggles with addiction and his rocky path to recovery. Herren’s style was commanding and he insisted on the audience’s full attention as he delivered his heart-felt message to be happy with who you are. He held everyone’s attention by singling out anyone who dared to talk or use their phone while during his presentation. At one point, he paused, stared directly at a couple of students, and waited for their silence. “You good?” he asked with a reassuring, knowing smile before commencing with his presentation. More than once he mentioned that he vividly remembered sitting in the top left corner of a drug awareness program by a former athlete when he was in high school, and commented that he “had the nerve” to tune him out, thinking what this addict was saying had no relevance to his own life beChris Herren talks with Jessie Lutz, ‘14, after his cause he was privileged. Herren’s parents presentation in the lobby of the Finley Center. were successful professionals, he was an All-American athlete, they owned several Photo by Susan Washburn

I applaud the eight members of our student-athlete leadership group who initially got behind Project Purple. They presented Project Purple and Chris Herren to the student-athlete leadership group and the Upper School. After having the opportunity to hear Chris Herren speak in person, and to further explain what his Project Purple stands for, I feel the response of the student body has been excellent. Doreen Kelly, Head Hopefully, our community hears the message and follows through of School, explains when the opportunity that her use of Twitter to make good decisions presents itself.

helped to contact Herren.

Doreen Kelly, Head of School

Photo by Jordan Bednar

homes, and stated that “all [he] did was drink and smoke a little weed.” Herren has addressed many other groups including high schools, colleges, and sports teams such as the New England Patriots, Green Bay Packers, the University of Alabama football and Duke University basketball teams; but he prefers the high school audiences. “If I could do all high school, and only high school, I would. College students are one of the more difficult groups to speak to because the kids are set in their ways,” adds Herren. Herren mentions that football players tend to be more receptive to his message because they best understand the hard work and the pain that accompanies success; especially in athletics. Herren started Project Purple, a non -profit organization created to raise awareness for drugs and alcohol in schools and to support kids who are staying sober through school. The idea for Project Purple came to Herren when he was speaking at a high school in 2011, and six students stood up, all wearing purple, and exclaimed they were the “sober students” of the high school. “Shortly after they announced that they were sober students, the whole high school started laughing at them,” Herren recalled. It was then that Herren decided to “be a part of what those kids are doing, being OK with being themselves.” He began Project Purple to be dedicated to supporting those students, and to encourage high schoolers across the nation to be themselves. Herren’s hope is that kids begin to see that it is possible to have fun and enjoy high school, without drinking,doing drugs or picking up other self-destructive habits, like cutting. He advised students who party on the weekend to ask themselves what it is that they do not like about themselves that drives

Senior Will Barefoot explains why he is involved with Project Purple: “I support Project Purple because there are students who don’t necessarily want to drink or do drugs but feel that they have to to fit in and ‘be cool.’ With Project Purple, those people can feel comfortable with themselves and not feel like they have to alter their state of mind to have friends and fit in. As a group, we support those people and provide them with positive peer pressure, letting them choose to not do those illegal things.” them to try to become someone else with the help of a “substance.” Ravenscroft has its own chapter of Project Purple, led by seniors Will Barefoot, Chase Duncan, Emily Bedsole and Wesley Frazier along with juniors Mary Grady Bell, Emily Ratliff, Rebecca Powell, and Jamie Herakovich. The most important piece of advice Herren believes he can give to student athletes is to love the game, and to find the innocence in it. “Once you lose that [enjoyment], you are on your way to losing the love of the sport,” says Herren, “I don’t think any kid should wake up and do something that they feel like is a job.” Out of all of the drug and alcohol awareness speakers that have some to Ravenscroft, Chris Herren has sparked the greatest response among the student body as evidenced by the duration of conversations that can still be heard throughout the hallways of the Upper School. Students and faculty are still talking about his powerful testimony. In fact, on the night of his speech, the Ragin’ Ravens Student Section of the basketball game was nothing but purple to show the impact that Herren made earlier that day.

To W a t c h S e n i o r s J o r d a n B e d n a r a n d M a r k i B r y a n ’s e x c l u s i v e i n t e r v i e w w i t h C h r i s Herren, Go to Nevarmore Online

Photo by Michael Hall

The Ragin’ Ravens student section at the varsity basketball team on January 11, 2013, proudly sporting purple in the aftermath of Herren’s presentation. Photo by Susan Washburn

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Table of Contents Page 2 Winter Formal

Layla Tanik, Emerson Storch, Daniella Solovay

Page 3 Shakespeare Emi Myers

Page 4 Sandy Hook

News

Winter Formal: Sadie Hawkin’s History Feedback From Ravenscroft Upper School Students Daniella solovay & Layla Tanik

Staff Writers

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fter the recent Winter Formal dance, The Nevarmore sent out a survey to find out what Ravenscroft Upper School students thought of the dance. More than 90 students completed the survey and overall, the student body thought that the Sadie Hawkins dance was a success with 79% suggesting that SGA should host another dance with this theme. The band, Liquid Pleasure, proved to be tremendously popular. Students sent in strong positive opinions about the band, and almost every single response was a raving review.

Emi Myers

“I thought they were great. They really got everyone to ‘get jiggy with it,’”

Page 4 Mental Health

- Parker Mikesh, ‘15

Stephanie Wiehe

Page 5 Gun Control

Caroline Scales

Page 6 Anorexia Sarah Lowery

Page 7 Chris Herren Editorial

Audrey Hammerstein

Page 10 Stress Lindsay Thompson

Page 11 Stress Lindsey Thompson

Page 12 New Year’s Kate Sweeney Page 13 Vegetarinaism Austin Morin Page 14 Trends

Ravenscroft’s SGA Hosts First Sadie Hawkins Dance in Recent Memory

“Probably the best band ever. Scratch that; definitely the best band ever,”

Layla Tanik & Emerson storch

- Payne Lubbers, ‘16 After the recent visit from Chris Herren, we asked students how many people they thought had stayed true to Project Purple virtues. These virtues included avoiding drugs and alcohol.

“Well, I hope most people did. Probably more than usual, but I’m sure there are still those people that rely on illegal activity to be cool.”

Caroline Scales, Calley Mangum & Max Sminkey

Pages 8 & 9 Pruden

Cartoon by Marki Bryan

- Will Barefoot, ‘13 This dance posed no disciplinary issues for the administration; which suggests that most students probably did make good choices that evening.

Nevarmore Survey: Over 90 Responses

Another Sadie Hawkins Dance?

NO YES

YES NO

Was the Dance a Success?

Survey Results for Cutest Couple

Casey Harris

Staff Writers

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raditionally, when it comes to high school dances, boys are expected to ask the girl to be their date, and this has been especially true at Ravenscroft. This year, however, Ravenscroft Student Government Association (SGA) decided to make the Winter Formal dance Sadie Hawkins style. This meant it was the girl’s responsibility to ask their desired guy to be their date. Many years ago, Ravenscroft had an annual Sadie Hawkins dance, but this was the first time it returned. This was not the only change to the Winter Formal. Instead of a DJ, SGA decided to have the energetic band, Liquid Pleasure. The band has been extremely well known for their energy and involvement with their audience. The tradition of Sadie Hawkins originated from a comic strip. In the cartoon, Li’l Abner created by Al Capp, there was a day in November when unmarried women could chase bachelors around the town, hoping to catch one of them for marriage. According to the comic, this was Miss Sadie Hawkins’ favorite day of the year, and schools from all over the US began throwing their own Sadie Hawkins dances, taking their ideas from this cartoon. The big question was, since the girls seemed to be holding most of the power regarding dates, was it also their responsibility to pay for the tickets, dinner, and pick up their date? If the Sadie Hawkins’ tradition covers all the bases of the dance, then this may be the girls’ responsibility.

Raven Opinions: Who pays for the Dance? “If they are in a relationship, then the girl should not pay. If they just asked the guy to go as a friend, then the girl should pay for tickets and dinner. The driving is a tough decision, but girls should probably drive.” Casey Harris,’15 “I think girls should pay for tickets, food, and it’d be cool if they drove.” Greg Harper, ‘14

Page 15 Classroom Decor

“Girls should pay for the tickets and dinner, but driving could be dangerous!” Jamie Herakovich, ‘14

This seems to be the common opinion of the males of Ravenscroft: they believe Sadie Hawkins means total role reversal from our traditional dances. Many of the girls, however, are willing to pay for the tickets but think the guys should still pay for their dinner and provide the transportation. Most likely, the way the students of Ravenscroft will approach the dance will differ from couple to couple.

Watch More Raven Opinions in Video by Lloyd Mallison, ‘13

Greg Harper

Page 15 Travel

Tate Replogle

Page 16 Sports

Abbie Green & Marianela de Oro

Nevarmore NamePlate ArtWork Bella Kron

Chase Duncan,’13 & Allison McAdams,’13

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News

All the World is a Stage, and Lloyd Mallison is Merely the Winner Emi Myers STAFF WRITER

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Lloyd Mallison, ‘13, displays his tattoo to his long lost love in the play “Almost Maine” as a part of the Upper School Drama class performance in November of 2012. Photo by Dr. Watters

avenscroft’s 14 finest Thespians competed on January 17th in front of three judges. The competition was organized by Jason Sharp, Upper School Drama Instructor. Each competitor prepared a monologue from a Shakespearian play that was at most twenty lines long. Excerpts were chosen by students and prepared both in and out of Drama class. Performers were judged based on clarity, tone, diction, and memorization. Judges David McClutchey, Betsy Henderson, and Jen Avery, are all renowned performing arts affiliates both in Raleigh and internationally. McClutchey is the Theater Director at Saint David’s School in Raleigh. Henderson is the Department Chair of Fine Arts and Humanities at Vance Granville Community College, and a thirdyear participating judge in Ravenscroft’s Shakespeare Competition. The third and final judge, Avery, toured internationally with The Sound of Music and is currently a choreographer at Peace College for musical theater. Judges from outside Ravenscroft were brought in for a variety of reasons, but mainly for the benefit of students. Mainly, this to fit the requirements for fine arts awards. In order for a student to receive an award the recognition must come from someone, or in

1st Place “It was a great competition with some very tough competitors. Studying Shakespeare in the first semester helped me focus on the performance rather than the lines.” - Lloyd Mallison, ‘13

2nd & 3rd Place “ This was the best year! The other judges and I felt the students were well-prepared across the board. They were dressed professionally and represented the school and Drama program “Michael Hall was very well. I was impressed by the variety the biggest surprise of the material. The students choose a in a good way” wide variety of Shakespeare’s work and I - Jason Sharp, was glad to see that.” Drama - Betsy Henderson, Judge Instructor this case a panel of judges, that is not employed by the school, and would not be biased. Sharp commented that this year the participants seemed much more prepared than last year. He agreed with the decision of the winner, Lloyd Mallison, ‘13, but noted that the judges had a difficult time

coming to a decision regarding second and third place. Joelle Zapotosky, ‘14, and Michael Hall, ‘15 rose to the top and claim the runner up positions. Now, Lloyd moves on to the state level competition to compete and possibly head on to nationals. Break a leg!

Stunningly Beautiful Art Awards Eight Upper School students recieved awards for visiual arts at the Junior Woman’s Club of Raleigh on January 29. First and second place winners will continue to the General Federation of Women’s Clubs-North Carolina State Arts Festival at Campbell Univeristy on March 9.

Sophia Giovinazzo, ‘14 Bella Kron, ‘13 First place in Charcoal Drawing

First place in DigitallyEnhanced Photography

Second place for Graphic Painting

Caitlin Given, ‘14

Rebecca Powell, ‘14 Second place for Mixed Media

Natalie Holdstock, ‘13

Layla Tanik, ‘13

Second place in Graphite Pencil Drawing

Third place in Graphite Pencil Drawing

Taylor Ednie, ‘13 Third place in Charcoal Drawing

Kristin McCarthy, ‘14 Third place in Colored Penicl Drawing


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News

Shooting at Sandy Hook

14 minutes,150 rounds, 28 deaths, 20 children, 4 guns,1 tragedy Emi Myers

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n Dcember 14, 2012, Adam Lanza shot down the door of Sandy Hook Elementary School in Newtown, Connecticut and took the lives of 20 children aged 6-7 years and 8 adults (including himself and his mother). The suffering of these 27 families has been felt worldwide and expressed in a multitude of ways with a specific concentration on the National Rifle Association and gun protection laws. This tragic day started at around 9:30 a.m. when Adam Lanza murdered his mother, Nancy Lanza, in her home with three gunshots to the head. He then proceeded to take all four guns used in the attack on the school from his mother’s home. The guns were all registered to his mother. Death count: 1

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anza then entered the third grade classroom of Victoria Soto,

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nother response to the shooting was the public call for a crackdown on gun control. Congress is battling over a ban on assault weapons. Wayn LaPierre, an NRA chief executive, is opposed to this idea putting out a statement, “It shouldn’t be a dialogue about guns; it really should be a dialogue about dangerous people.” This statement supports a possible change to be focused more on mental health rather than restricting gun purchasing.

A couple mourns the death of 20 students and 6 teachers at a candle light vigil in Newtown, CT

27. Upon hearing gunshots from the other classroom, Soto hid her students in cabinets and closets and told the shooter that they were in the auditorium. Police speculate that after hearing their teacher talk to Lanza six students tried to escape the room but were shot and killed. While trying to protect her students, Soto was also killed. Anna Marie Murphy, a special needs teacher assistant to Soto, died in the attempt of saving Dylan Hockley, 6, resulting in a simultaneous death. Death count: 26

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achel D’Avino assisted special needs children and was killed by Lanza. The details of her death have not yet been released. Death Count: 27

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alking the halls, presumably to his next target, Lanza spotted a police officer and hid in a closet where he died of a self inflicted handgun shot to the head sometime between 9:46 and 9:49 am. Death count: 28

First responders arrived at Sandy Hook Elementary following the numerous distress calls as early as 9:35 a.m. Many officials on the scene are being currently treated for the atrocities they witnessed inside the building. The bodies of the victims were left inside for 24 hours in order to complete a full investigation. The students of Sandy Hook Elementary returned to school January third for a half day.

A World in Grief P

eople from all over the world sent homemade snowflakes and letters to the victim’s families in such large numbers that the Newtown post office could not keep up. The funerals wer held throughout the week following the shooting but Newtown did not grieve alone. Candle vigils in Karachi, Pakistan, rows of crosses in Rio de Janiero, Brazil, a moment of silence in Toronto, Canada, not to mention the countless ceremonies and events in cities and towns all over the United States honored the wounded and dead victims.

Modern Mental Health

Stephanie Wiehe

staff writer

Certain mental issues pose risks for society, even more so when paired with other mental diseases as they often are. Psychopathy and sociopathy are severe personality disorders causing a lack of emotion and remorse. When a psychopath also has bipolar disorder, anxiety problems, or an emotionally disturbed past, an emotionless and unstable individual is created. If left untreated, conditions such as these can make the diagnosed a ticking time bomb, waiting to possibly release an remorseless, hate-filled tirade on potentially innocent people. Obviously, there have always been mentally ill people in society, from Mel Gibson (bipolar), to Paula Deen (agoraphobia and anxiety problems), to Abraham Lincoln (manic depression). However, the population living with mental disorders has risen an estimated 10% in recent years, and the number of diagnosed, but untreated patients has risen a shocking 20%. The problem with this is the population with severe mental illness is constantly increasing, and tragedies involving these issues are also increasing, yet the help needed is being neglected.

In the 17th and 18th centuries, people with severe mental disorders were thought to be demon-possessed, thus they were killed or ostracized. While mental health has evolved and is more understood modernly, changes since the mid 1900’s in mental health policy have greatly altered the nation’s view and willingness to help those with mental illnesses. In the early 1900s, the significantly mentally unstable were sent to government run mental institutions across the nation. There, medications and medical care were given, however, in extreme cases, straight-jackets and re-

- Jamie Herakovich, ‘14

Mental institutions such as Dorthea Dix Hospital have been helping the mentally ill for centuries. straint devices were used to control patients, shining a negative light on these institutions. While there was much skepticism as to what went on behind the padded and locked doors of certain state mental institutions, the institutions were effective in helping and protecting the patients, and society. Similar to most situations in American policy, what was working had to be picked apart with a fine tooth comb and altered to suit the desires of some, and so, mental institutions underwent major changes in the mid to late 1990s. As seen in our own state, government run institutions were closed and private institutions were opened to help those in need. How does this change anything? Well, not everyone with a significant and potentially dangerous mental disorder wants to or can afford to seek help from a private institution. While government run institutions were in place in the early 1990s, those diagnosed and considered dangerous could be institutionalized, while modernly, the access to these governmental institutions is primarily through the court system after a crime has been committed. These policies are certainly less effective, as seen in the increasing numbers of shootings by people who could have possibly been diagnosed and helped before the crime was committed.

What can be done? It is imperative that our government takes time to look at mental health policy as seriously as gun control. Without a change in policy and more help for the mentally ill, it is possible that tragic events caused by psychopaths, such as the Sandy Hook Elementary shooting, will continue to happen, regardless of any action taken in regards to gun control. So what can be done to help? Knowledge and compassion are two key factors in helping the mentally ill. Mental diseases and personality disorder are misunderstood in effects and significance, thus by educating the public, more will be aware of the problems and will be more willing to help.

“If you make guns illegal, people are just going to want them more and they will find a way to get them, legally or illegally. Guns don’t kill people, people kill people.” - Audrey Hammerstein, ‘15 Audrey Hammerstein ‘14 Picture by Lifetouch

What has changed over the years?

- Kate Sweeney, ‘13

Jamie Herakaovich‘14 Picture by Lifetouch

What’s the Problem?

“I think that we need to have more strict rules for getting guns but I don’t think we should take peoples’ guns.”

“It [A ban on gun control] isn’t going to help anything.”

The topic of mental health as a whole has been greatly ignored, swept

under the rug of social ignorance to be discussed at a later date. It is an uncomfortable topic to be discussed, one that brings sadness and the realization that not everyone is simply good or bad, that there are greater factors in the functioning and decisions of people. Mental health is controversial in causes, effects, solutions, and policy, but with the recent tragedy at Sandy Hook Elementary, it is an appropriate time to discuss mental health and insanity. In recent years, tragic crimes, such as the Columbine, Virginia Tech, Aurora, Colorado, and Sandy Hook shootings, have been committed. Besides the obvious commonality of guns, these tragedies all contain the common element of a mentally ill shooter. While gun control policy is being taken into serious consideration after these events, policies involving mental health and discussions on mental health have received very little attention.

Student Opinions on Gun Control

Kate Sweeney ‘13 Picture by Lifetouch

t approximately 9:35 a.m., Lanza shot down the front door of Sandy Hook Elementary School. After hearing gunshots principle Dawn Hochsprung and school psychiatrist Mary Sherlach confronted Lanza and sustained fatal wounds. The first classroom that Lanza entered was a first grade room with fourteen students, all but one died from multiple wounds. Substitute teacher Lauren Rousseau died trying to shield the children from the shooter. Death count: 18

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Gun Control

staff writer


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opinion

Less Guns, More Peace Caroline Scales

Editor

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he recent tragedy of the Sandy Hook Elementary School shooting in Newtown, Connecticut is just one of the many disasters that influenced President Obama’s recent gun control proposal to have mandatory background checks before purchasing a gun and to put a ban on assault rifles.

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ut don’t Americans have rights under the Second Amendment to bear arms? Actually, not really. Here’s a little history lesson: the amendment states, “A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.” Many wonder why there is an amendment about guns in the Constitution. The founders recently used guns to ward off the English in order to attain independence. The need for militias (since there was no national Army or Navy yet) was important to keep the English away. Many gun advocates interpret the Second Amendment as granting every American the right to own a gun. Really, the Second Amendment gives every American the right to be in a militia, and while in the militia, to own a gun. Plus, why do so many gun advocates believe that the Second Amendment is the only one without limitations? We have the right to free speech, just as long as it doesn’t present a clear and present danger, and the freedom of religion, as long as there’s no animal sacrifice. There are limits on the Second Amendment as well. This limit being the fact that it

does not grant every American citizen the right to bear arms, just to be in a militia, and the members of militias have the right to own guns. Every American has the right to privacy, but that’s infringed when the government can track phones, books checked out of the library, oh, and make sure shoes are taken off in the airport, and no one seems to complain. But, for the love of God, don’t take away the “right” to buy thousands of ammo rounds. Gun control policies such as President Obama’s should have been instituted long before the Sandy Hook tragedy, though, given America’s atrocious history of gun violence. According to Slate Magazine, 297 people have died in a total of 137 school shootings since 1980. With so much bloodshed, it is unfathomable that it took the slaughtering of twenty children and seven adults murdered to spur action by the government. Gun advocates such as the NRA (National Rifle Association) believe that the recent shootings such as Sandy Hook and the Aurora, Colorado movie theatre shootings were just strange phenomena. In reality, one of the first school shootings in America was in 1891 when a Kentucky student

Neil Heslin holds a framed photograph of himself taken with his son Jesse, whom was a baby at the time, while appearing at a hearing of the legislature’s Bipartisan Task Force On Gun Violence Prevention and Children’s Safety at the legislative office building in Hartford, Connecticut, Monday, January 28, 2013. Jesse, 6, was one of the twenty children killed in the Sandy Hook massacre. “Jesse was my buddy and my best friend,” Heslin said. Photo credit: Cloe Poisson, Hartford Courant, MCT

EDITORS: Corrects locations of Birchwood, Wis., and Brookfield, Wis., which were transposed, and removes the DC sniper from the list. The sniper was more a serial killing than a mass shooting.

shot and killed a teacher. The reason? The teacher punished the student’s brother. Obviously, shootings are not a new phenomena; even the mass murder variety. Still, some gun advocates think shootings are caused by mentally unstable individuals who attain guns illegally. But, in 1989, a gunman killed five school children and injured thirty at Cleveland Elementary School in Stockton, California. Patrick Edward Purdy fired 106 rounds from a legally purchased Type 56 Assault Rifle. The reason he was allowed to buy the gun was because, at the time, the law allowed anyone not convicted of a crime or adjudicated as mentally ill to purchase a firearm, and he was neither. Many argue for the “responsible” gun owners. January 19, 2013 was deemed Gun Appreciation Day in rebellion against President Obama’s gun control proposal. On Gun Appreciation Day, 106 separate shootings took place in 35 states (including the District of Colombia), killing 40 (including one dog) and wounding 60. One of the people killed was six-year-old Neveah Benson who was shot in the face by her father’s gun. It is unknown if she found the

gun, played with it, and self-inflicted the wound, or if she was shot by another person. Needless to say, if stricter gun control and safety education were in place, this could have been prevented. There still is the fact, though, that if someone wants to kill someone, banning guns isn’t going to stop them. Guns don’t kill people, people kill people, right? But if it’s more difficult to buy a gun, it may dissuade people from buying a gun. Plus, if an attacker is running toward a person with a knife, it is much easier to disarm and stop a knife than a gun. Since Adam Lanza, the Sandy Hook shooter, committed suicide after attacking the school, people believe he was mentally unstable because he wanted to commit suicide. But there are plenty of depressed and suicidal people in the world who don’t shoot innocent people at school. For example, Japan and South Korea have the highest suicide rates of 21.0 and 31.7 suicides per year per 100,000 people, respectively. These two countries have the lowest gun-related deaths, though. The United States, on the other hand, has less suicides (roughly 12 out of every 100,000) and the most gun-related

Photo credit: MCT Campus

killings of the developed world Of course, some people want guns for protection; self-defense in response to an attack. However, this rarely happens. According to the American Journal of Public Health, between 1987 and 1990, a gun was used only 0.2% of the time in self defense. Throughout American history, guns have been ever-present, so why mess with tradition? Well, so was the oppression of women until the early twentieth century. Look how much progress we’ve made with women in a century - since women were given the right to vote early in the nineteen hundreds, women have almost reached total equality to the point where Hillary Clinton could run for president and become Secretary of State in America. Another tradition was slavery. If we kept the tradition of slavery, our president wouldn’t be elected, let alone given the chance to run. We shouldn’t ban all guns, that’s unrealistic. But with stricter rules and regulations on the purchasing of guns, maybe America’s image of trigger-happy red necks can be repaired.


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Starving for Information to Help a Friend Sarah Lowery STAFF WRITER

A friend doesn’t let a friend drive

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drunk, but does a friend let a friend starve herself right in front of her? My best friend started suffering from anorexia last summer and no one has seemed to notice, except for me. At first, I had no idea how to approach her. But over time, though, I learned how to deal with the problem. I believe that by sharing my experience, I can help guide others through the process of identifying and resolving eating disorders in friends.

met my best friend in middle school, and all during eighth grade we were inseparable. She had always been a little self-conscious about her body, even though she had always been a normal size. At the time, it seemed insignificant. Regardless, she had always been so much fun to be around, because of her generally happy demeanor and her bubbly personality. But instead of ignoring what would later evolve into a huge mess, I should have tried to help her early on. The summer after my freshman year, I traveled to visit her in Chicago after a year had passed since we last spent time together. When I got to the baggage claim of the airport, I did a double take when I spotted her. She looked very different from the girl I had just seen the previous summer. The jeans that she was wearing, which were already seemed pretty petite, were barely hanging on her thin frame. The transformation was so dramatic that I found myself repeatedly glancing at her to make sure I wasn’t just hallucinating. Unaware of how she lost the weight, I complimented her image out of politeness, which was probably not a good idea. According to Dr. Susan Perry, Guidance Counselor, people with eating disorders may react in many different ways to positive comments about their appearance. So, I think my friend was relieved to receive some sort of approval from me which might have encouraged her to lose even more weight. We arrived at her house a short while later, where I was greeted with a delicious dinner. When we sat down to eat, I caught myself staring at her plate, surprised by the size of the portion on her plate. All she consumed were a couple of bites of the salmon and the small portion of vegetables. I felt uncomfortable and gluttonous after comparing the amounts of food we had both eaten that night. I was also alarmed, knowing deep down she hadn’t eaten enough. But I was afraid to express my concern to her because no one else, including her family, seemed to see a problem. This pattern of eating continued on for the remainder of the time I was there. At restaurants, she would order a small green salad and take a few insignificant bites, claiming she was full and satisfied. How was she able to sustain herself with so little nourishment? Concerned wait staff would even question the quality of the meal, curious as to why so much food was left remaining on the plate. Deep down, I knew that she was not by any means eating enough to sustain basic body functions, yet, I still denied that she actually had a problem. I mean, why was I the only one noticing it? Was I just envious that she was skinnier than me, and searching for a reason to comfort my own feelings of self-consciousness? Occasionally, her parents would mention the issue at hand, but almost as an afterthought; as if there was no real problem. It didn’t help that she was completely blind to the fact that she wasn’t eating enough, and her stubborn view allowed very little opportunity for anyone to change her opinion. Eventually, I felt as though I was the one who had the problem. I was beginning to believe that I ate too much, and slowly began to eat less and less, becoming more and more convinced with each passing day that I needed to change the way that I looked. I myself started thinking that it was okay to eat so little. Interestingly enough, when I ate portions similar in size to my friend’s, she didn’t hesitate to point out that I needed to eat more adding that, surely, I was still hungry. Yet, that same portion seemed to be of an acceptable size for her consumption, which struck me as a bit backward. I also noticed that my friend’s physical appearance was not the only major change that had occurred while I was not present. At times, she could be very irritable, which was unusual for her. She seemed as if she were constantly deprived of energy, not able to jog much more than a mile at a time or more than fifteen minutes of tennis, even though she claimed that she did both of these activities often. She also tended to refrain from activities that involved exposing parts of her body, like going to the pool or going to the beach. When we both came to North Carolina, I discovered that she was always finding excuses to eat less and less. Often, there was an “I’m full” or “I’m not feeling well, I’m not hungry.” I even found uneaten food, like untouched oatmeal or barely-eaten salads under the seats in my car. She almost passed out at the water park where we went one hot summer day. I discovered myself becoming more and more frustrated with every meal. Why wouldn’t she eat? My mom had even tried to talk to her and tried to make her eat, but even her efforts were fruitless. I started getting angry with her, trying to tell her that she had to eat, which was a HUGE mistake. She eventually returned back to her family, and in my opinion, worse off than before. Looking back now, getting frustrated was definitely the biggest mistake I made. I didn’t realize that there were limits on the amount of help I could offer. Letting myself become angry posed a risk to our friendship, and losing a friend wouldn’t help either of us. I just couldn’t understand why she couldn’t see what I was seeing, the bony arms, the tiny legs, the gaunt face. My advice to others in this situation. would be not allow someone else’s eating habits affect their own because that can just double the problem. Don’t doubt the presence of an eating disorder, catching it earlier and fixing the core of the problem is better than allowing it to complicate and intensify. Be a friend without acting like their mother. Nagging will only hurt your friendship. The only way that a friend will recover from a disorder is if they want to change and help themselves. Until then, they will continue with their lifestyle, and all you can do is be their friend.

News opinion Eating Disorders: Resources and Limits When Helping A Friend

Sarah Lowery

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STAFF WRITER

know from personal experience that there are the people who can really help a friend with an eating disorder, more so than you can. More than likely, your friend will refuse any help and deny the presence of the issue, and brushing it off as nothing. Just ask yourself, is it worth the trouble to keep your friend alive? At that point, the problem may not be flirting with death, but catching and resolving it early can certainly prevent it from evolving to that stage. I hope this article helps someone out there who may need it.

I

n order to help a friend with anorexia nervosa or other eating disorders, you must realize the complexity of the cause of the problem, which can be any number of things. People with anorexia and other eating disorders might be actually looking for some sort of control over their emotional lives, since they have felt overwhelmed with previous attempts to do so. “Unfortunately, eating disorders aren’t like a broken arm. You can’t put a cast on them and watch and wait for them heal” explains Dr. Perry, Upper School Guidance Counselor at Ravenscroft. Anorexia Nervosa and Bulimia (and their sub-types) are complex psychiatric disorders with some of the highest mortality rates of any diagnosable condition listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). “Eating disorders are ‘caused’ by a number of factors, some of which are still being researched and discussed. However, we do know that the complex interplay of physical, emotional, and psychological issues have a role in the disorders to varying degrees. [Often eating disorders] start out as a preoccupation with food, procurement of food, or one’s body weight or body image; but the “disorder” part speaks to the fact that they become much more than that. Dieting, binging, purging, restricting intake of food, rigidity of thoughts and compensatory mechanisms are all potentially ways individuals try to manage life situations that are otherwise overwhelming,” says Dr. Perry. Eating disorders create impairment for individuals ranging from dramatic changes in weight, energy, focus and the ability to concentrate or perform to “longer term, more complicated health issues such as disruptions in normal immune system functioning, adrenal gland dysfunction, disruptions or cessation of a woman’s normal menstrual cycle, cardiac arrhythmias, dangerous loss of lean body mass, or decline in cognitive functioning or physical coordination. And, of course, all familial or peer relationships an individual has are affected as well. Eating disorders appear to be more prevalent in industrialized societies with more access to food, which is paradoxical, but these same places also place a disproportionately high value on a certain body image---where attractiveness in women is linked to being thin and for men where masculinity is associated with hypertrophied musculature,” adds Dr. Perry. While women are affected by eating disorders in much higher percentages than men, Anorexia in men is also under diagnosed, with some men not receiving treatment for their problem. According to Dr. Perry, eating disorders can often appear in the adolescent years, but in the last decade, the disorders have started to appear in folks as young as eight or nine years old. Adults can also suffer from eating disorders. “It affects all of your body systems,” says Martha Janes, School Nurse about anorexia and other disorders’ effects on personal health. She also confirms that death can result in some severe cases of eating disorders, due to heart disease from the incredibly imbalanced electrolytes in the body. Other effects include extreme thinness, paleness and roughness of the skin, and regular fatigue. Decreased concentration, which can target one’s performance in the classroom, is also a side-effect. Overuse of laxatives in an effort to lose weight can result in a very severe loss of fluids and diarrhea, according to Janes, who also says that these ailments associated with eating disorders can follow you around for the rest of your life. Cutting out specific food groups, like grains or meats, even in the case of allergies, need to be balanced by finding alternate sources that can provide necessary nutrients, like protein or iron, notes Janes.

Primary Steps in Order to Help a Friend: Find your resources and educate yourself about these conditions

Speak with a counselor or a trusted adult. Read a book. Our library has informative, recent publications about caring for someone who suffers from an eating disorder. Students can also use the “Talk About It” website log in on the counseling home page: (http://www.ravenscroft.org/page.cfm?p=520)

Other website resources are also an option, but examine their credibility The National Eating Disorders Association (NEDA) http://www.nationaleatingdisorders.org/

Duke University Counseling and Psychological Services (CAPS) http://studentaffairs.duke.edu/caps/self-help/disordered-eating/disordered-eating-terms-and-diagnosis.

Speak with your friend in a quiet place, free of distractions Share your concerns with your friend through “direct observation.” This means using sentence framework like, “You look tired, and I have heard you describe how tired you are” or, “I’ve heard you say...,” or even, “You have told me...” “I care about you and I think we need to get you some professional help.” Then, offer places and resources where your friend can get help, such as a counselor, teacher, or parent. Expect denial and you probably will have to approach the person more than once and remind your friend you are not willing to keep a secret that actually results in her/him being hurt. It’s important to not judge your friend, but equally important to recognize that eating disorders are complex psychiatric conditions that often require multi-systemic treatments. Thus, there are limits to what you can do to “solve the problem “no matter how much you wish for it to be different for your friend.

If your friend is experiencing fainting spells, light-headedness, or expresses suicidal thoughts, this is a life threatening situation which requires immediate response from an adult or by you calling 911. Do your best to not leave your friend alone. Your friend may be angry with you, but good friends do not let friends suffer in isolation.

GET AN ADULT INVOLVED


7

Editorial

Students Are Herren the Message

Former Celtics Player Chris Herren Impacts Students with His Story of Addiction, Struggle, and Recovery

A

n unspoken part of being a teenager seems to be constant lectures on how drugs and alcohol can ruin your life. Many speakers who come to Ravenscroft talk only of the statistics of underage drinking and the tragedies that follow. But very few impact the whole student body in the way Chris Herren, former NBA player, author of “Basketball Junkie’, and founder of Project Purple, did when he silenced the gym full of teenagers with his story of addiction. For years, students at Ravenscroft have listened to guest speakers tell of the dangers that drugs and alcohol can cause. Past talks have focused mainly on the physical and mental consequences post-

addiction. They warn of the legal, social, and health problems that arise from using these substances. Additionally, every student at Ravenscroft is required to take a physical education course, where it is taught, through lecture and dated films, that drugs and alcohol are inherently “bad” for your body and your reputation. Yet, though it is often down played, the issue of substance abuse still exists, even with these preventative measures. Like it or not, Ravenscroft not only creates a culture where alcohol and drugs are easy to obtain, because of wealth and access, but also a place where silence toward an unspoken problem has become the norm.

Just like at other schools, both private and public, students face similar pressures from a society where drinking is expected and the concept that drugs can offer an escape from the stresses of daily life. Hearing the occasional speaker, video, or news headline about teen drinking temporarily discourages students from these behaviors. Social expectations and desires to “fit in” simply outweigh the dangers associated with risky behavior. The significance students should take away from these messages is, unfortunately, forgotten almost immediately. What made Herren’s story more compelling was the personal

angle that made him stand out as not just another statistic or typical “druggie”. His stunning anecdotes, open honesty, and direct tone captivated his audience unlike any drug speakers have before. The fact that he never explicitly stated not to take drugs or alcohol, allowing students to draw their own conclusions and look at their own lives introspectively, gave his speech a unique meaning to each student, convincing from the inside out, rather than the outside in. The question for the future, however, is how well and how long Ravenscroft can remember what Herren said that day. The issue of drugs and alcohol has been a pressing one for decades, addressed,

though ignored. Chris Herren has given the community an opportunity for change, the strongest point made in recent memory against drugs and alcohol. We now have a choice: do we allow Herren’s talk to fade into memory as just another preacher against the “innate” human desire for drugs and alcohol, or can we use his message to gain a better understanding about ourselves and our peers, and try to change a culture that has become increasingly apathetic and accepting of substance use? The answer, like his speech’s meaning, is one that will come from within.

We

Just Don’t

Hear

the Average

Drug Speaker... But, We Were

HERREN Chris... Cartoon by Caroline Scales

Editorial Content:

This paper serves as a communication link within Ravenscroft School and between the school and the local community. The Nevarmore staff strives to produce a professional-quality publication that follows the Code of Ethics of the Society of Professional Journalists. Our overall objective is to print the news for and about our students and other members of our school and community in a fair and objective way with the utmost regard for integrity.

Wire Service

The Nevarmore subscribes to MCT Campus, which provides photographs, national news & entertainment services to high school newspapers.

Faculty Advisor: Helen Velk

Editor-in-Chief

Caroline Scales

Associate Editors Calley Mangum & Max Sminkey The unsigned editorials in this issue are a reflection of the combined opinions of the editorial team. Responses in the form of a letter are welcomed and will be considered for publication.

NamePlate Artist Bella Kron

1) The students on The Nevarmore staff will print articles which have been researched to the best of their ability to obtain the most complete information. 2) The information will be presented in an objective, truthful and fair manner. 3) When personal commentary is given it will be in good taste on issues that have been researched, analyzed and where expert opinion has been sought, and then presented to the best ability of the writer. 4) No material which is obscene, libel or anything that will cause a “material and substantial disruption” of the school day, according to accepted legal definitions, will be printed.


A Day in the Life of B T h e A c t u al Description

Audrey Hammerstein STAFF WRITER

Recently, the high school has learned that

“The Head of Upper School is responsible for the

Bill Pruden will be leaving his position as Head of Upper School to become Director of Civic leadership and management of the program, grades 9-12, Engagement here at Ravenscroft. Now the search and will serve as a member of the dynamic school is on to find someone to fill Pruden’s shoes. leadership team. This position oversees teaching and But what exactly is his job? learning, curriculum and instruction, faculty Everyone knows Pruden and everyone knows supervision and development, guidance to parents and that his current title is Head of Upper School; but students, day-to-day operations, and fosters culture and community. The Head of Upper School is responsible for many are unclear as to what a day in the life of planning, supervising and evaluating the academic growth, Pruden is actually comprised of. In other words, character, development and co-curricular what does he really do all day? opportunities, experienced by students in grades 9-12. In The Nevarmore conducted a survey to see what addition, the Head of Upper School is charged with the current student body thinks he does on an consistently meeting accreditation standards average day. for the high school.”

What Do the Students Think Pruden Does? What Qualities are the Most Important to the Students?

Pruden’s Dream T

Sports

his course is analysis of the origins society. With a special focus in baseba popular sports in America, this course History with Bill Pruden would look a of the world, like the way Jackie Robin impacted the civ

History of S

The judicial branch tends to be the m

ment, but with one court ruling, life course will study past cases that have monitor current cases passing through making. Taught by Bill Pruden, with d this course would be a rewarding stu for

“Prance Up spr thro

-Aust

“He makes future plans for the Upper School and talks to kids who gives teachers trouble.”

“‘Make executive decisions about education.” - Emi Myers, ‘15

“He has to deal with a lot of parent complaints all day, which would be really annoying.” - Matthew Quesenberry, ‘13

- Jamie Herakovich, ‘14

- Stephanie Wiehe, ‘15

Pho

Excerpt from March 2011 Ne

1. Leadership 2.Patience 3.Academic Standards 4.Friendliness 5.Timeliness 6. Humor

“Have patience to make decisions regarding teachers and students.”

Bill Pruden being interviewed f

“He does paper work, makes phone calls to Mrs. Kelly, grades papers, has college councling meetings, and then he chills.” - Shane Litcher, ‘14

“Approve and create policies that would best benefit the high school” -Kate Sweeny, ‘13

Crawford Slo Rhonda’s

Photos by


Bill Pruden “My day can range from high level discussions about educational practice and how to best prepare students for college to moving desks in order for exams to proceed. Someone has to do it and I often feel I can help and serve better if I do the little things, and let the faculty do the important jobs.”

for a Nevarmore article by Karyn Miller, ‘09

oto by Eric Scheier

-Bill Pruden Head of Upper School

Courses to Teach?

Bill Pruden literally chillin’ his ankle that he injured about a month ago. Photo credit: Audrey Hammerstein

s History

s of sports, and the way they impacted our all, basketball, and football, the three most e will trace the evolution of sports. Sports at the way sports truly influenced the course nson’s and other African American athletes vil rights movement.

A “Normal” Day

Supreme Court

most misunderstood branch of the governe in America can change drastically. This had such an impact on our nation, and also h the Supreme Court, literal history in the degrees in law, social studies, and politics, udy of an angle of history that often gets rgotten.

evarmore Article by Katie Kumbar

Bill Pruden showing his stripes.

e around the pper School reading joy ough song.”

tin Morin, ‘15

“He does important things, meets with people, and solves problems.” -Margaret Edwards, ‘15

oan, ‘15, hangs out in ’s like Mr. Pruden

y Audrey Hammerstein

Photo by Katie Kumbar, ‘11

“He chills, runs the school, and goes to meetings. He has administrative duties, college councling, and then does whatever he wants.” -Mitchell Andrews, ‘14


10

Feature

Stressed STRESS AT RAVENSCROFT

LindsayThompson

Kate Sweeney, ‘13

STAFF WRITER

H

ere at Ravenscroft, the student body is fortunate to be able to participate in a wide variety of activities. Students have the opportunity to pursue interests and be actively involved in everything from rigorous academics and athletics to fine arts and other extracurricular activities. One concern that often arises because of these commitments is stress and the associated pressures that students face on a daily basis. By taking a look at the results from a student survey, one can see that this is a real student concern, and there are undeniably many stressors in the lives of Ravenscroft students. Also interviewed were members of the Ravenscroft faculty and administration, who were able to highlight some of the school’s perspectives on student stress. Based on the results, it is clear that an ongoing discussion of this important topic may be exceptionally beneficial to the health and welfare of the students.

Photo by Lindsay Thompson

THE HEAD OF UPPER SCHOOL’S COMMENTS

B

ill Pruden, Head of Upper School, was interviewed about stress that the student body faces, and represents the administration’s point of view on this interesting topic. Pruden confirmed that the administration does indeed care about the amount of pressure placed on students, although this is not something that is formally monitored. One concept that is important to understand is that stress comes from many different directions besides school, including parents, coaches, colleges, and more. However, the school does believe it is important to be reasonable, and one way it has attempted to relieve some pressure on the students is by allowing for free common periods at 9:35, instead of scheduling an event every Tuesday and Thursday. It is also important to remember that it is difficult for the individual schedules of each student to be monitored due to the fact that they are so many different schedules, as sometimes emphasized by conflict on the test calendar. The administration does value listening to any students’ concerns and believes that students should be tested on “what they know, not what they can survive.” Pruden recommends that overstressed students should use techniques such as prioritization, organization, time management, and a focus on the knowledge and development of themselves. It is indeed a goal of Ravenscroft’s to promote an environment in which students can thrive academically and athletically, while simultaneously maintaining healthy habits like

daily exercise and adequate sleep. The administration believes that this can be possible. Pruden heavily emphasized the value of a balanced schedule, and also noted that Ravenscroft does not require students to take advanced courses. When asked about the possibility of limiting the number of AP and Honors courses to two a semester, a policy that some schools have adopted, Pruden said that such a policy has not been formally considered. This is partially because another goal of the school is to work with students to make their own choices, and not limit anyone who feels that they will thrive in a more challenging academic environment. This is difficult because different students have different needs, however schedules are definitely factors that impact stress, and students would probably benefit from assistance developing a realistic sense of their own needs and limitations in this area. Pruden was also asked about the school’s thoughts behind the policy of not requiring students to participate on a sports team, which would certainly ensure daily exercise as well as foster a sense of community and team spirit. This is a policy that many boarding schools have adopted. However because Ravenscroft does not have control of its students’ time once the school day is over, this policy has not been adopted. Additionally, there are certain facility issues that would need to be considered if this were to be enacted. However, it is a goal of required PE classes for the majority of one’s Ravenscroft career to promote the importance of exercise and healthy habits, which can be beneficial in relieving stress.

AN OUTSIDE OPINION

The consideration of stress in educational environments is an issue that has recently gained attention in

many schools around the country due to ongoing research in the field of neuroscience. Chris Rappleye is a high school English teacher at Mary Institute and St. Louis Country Day School, an independent school in St. Louis, Missouri, that is similar to Ravenscroft. Here are some quotations from his article entitled “How Mind, Brain and Education Science is impacting the classroom” that were submitted to the school’s magazine in Fall 2012. Kate Sweeney, ‘13, and Stephanie Wiehe, ‘15 Photo by Lindsay Thompson

“This sense of challenge- sometimes called ‘eustress’- is part of the fun of learning and gives us our sense of accomplishment when we meet the challenge. Distress on the other hand is what people usually mean when they talk about being ‘stressed out,’ and can be divided into two types. Acute stress can prevent us from taking in information; chronic stress can actually damage the brain, literally erasing the dendrites that connect one neuron to the next.”

“A certain degree of Stephanie ‘stress’ is desirable, Wiehe, ‘15 even necessary, for Photo by Lindsay Thompson learning or performing at our best. A sense of challenge improves engagement, helps us focus on the task at hand and signals us to rise to the occasion whether on the stage, in the big game or in the classroom.”

“There are effective ways of building our stress awareness and resilience, but these require conscious practice before they become automatic or habitual responses: cognitive behavioral therapy, mindfulness meditation practices, exposure to nature, exercise, and even good nutrition all contribute to building healthy, resilient brains.” “For long-term health as well as short-term learning, dealing with stress is a serious issue.”

“Sleep is vitally important to learning for a number of reasons.” “While sleep needs vary by individual, such high numbers of students reporting such low nightly averages does raise real concerns based upon what we are learning about the connection of sleep and learning.” Jennifer Funsten, ‘15 Photo by Lindsay Thompson

“First, sleep refreshes the body and brain, which allows students to pay attention the next day, a crucial first step in the learning process. Sleep resets the brain and body for learning. Secondly, the brain rehearses and consolidates what we learn during different phases of sleep. Cutting back on sleep cuts out stages of sleep necessary Justin Bednar, ‘15 for consolidating what we are trying to learn, and underPhoto by Lindsay mines our studying.” Thompson

“While staying up to cram may feel effective in the short term, the long term impact is pretty negative: the information never makes its way into long term memory centers and ‘evaporate’ after a short period, and sleep deprivation keeps new information from getting into the brain. Sleep deprivation means that real learning is not taking place.”

“Successful teachers and learners need to be thoughtful about ‘how’ not just ‘what’ we learn.”


11

Feature

for Success STUDENT SURVEY

T

o determine whether or not students at Ravenscroft are indeed stressed, a survey was sent out to the student body asking a number of relevant questions pertaining to the issue of stress. In total, 100 students responded, and there was a generally equal representation of respondents from each grade level. Students were asked to estimate about how many hours of homework they have each night, and almost 75% said that they have at least three hours each night, over 40% said they have over four hours of work, and one fifth replied that they work for more than five hours. Students were also asked how much sleep they get on an average school night, and 59% said they usually get less than 6 hours of sleep, while 90% sleep for less than 8 hours. Based on the statistic that 95% of students participate in extracurricular activities, it is likely that activities and homework are the two main factors that compete with sleep during the evening hours. One might also be curious as to whether these replies are representative of students taking advanced (Honors and/or AP level) courses, and the answer is yes. 48% of these students are taking 4 or more advanced courses and 68% are taking three or more. Although it is not required of students to take these more challenging classes, it is clear that many students are striving to succeed in these advanced courses. However, when a very high percentage of the student body is feeling too much pressure, stress as a factor should be a consideration. On a scale of 1 to 10 measuring stress levels (with 10 being the most stressed), 47% of respondents rated themselves at a level 8 or higher, and 70% rated themselves at 7 or higher. Overall, about 90% of the students said that stress is a problem for Ravenscroft students, and 90% also said that it would be beneficial for the school administration to consider stress on the student body more than it currently is doing.

SURVEY RESULTS (100 RESPONDENTS TOTAL) HOW MANY HOURS OF SLEEP DO YOU GET EACH NIGHT?

HOW MANY HOURS OF HOMEWORK DO YOU HAVE EACH NIGHT?

HOW STRESSED ARE YOU? (1: relaxed, 10: stressed)

STUDENT COMMENTS “The administration needs to make sure athletic and extracurricular coaches/leaders are aware that academics come first, and even if they are, make sure they aren’t punishing their players in any way for this. Also, AP teachers need to be aware that their class does not necessarily come first and that theirs isn’t the only class students are taking. If AP teachers each assign an hour of homework per night, a student could be up to 2 or 3 am finishing their homework due to after school activities and family commitments.”

Part of the student survey included a comment box allowing students to express their opinions in the form of a direct quotation. Here are some of the responses:

“Students in fine arts should not have to take tests the day after a concert!” - Emily Bedsole, ‘13

- Lloyd Mallison, ‘13

“The school should be less uptight and more easygoing.” - Jonathan Prather, ‘15

- Calley Mangum, ‘13

“If students weren’t playing games on their chromebooks during class they’d have less stress. And sleep is not made a priority, so people complain that they’re forever tired. I don’t think I could make my homework last the length of time some people claim to work for.”

“It would be great for teachers not only to think about sports and other extra curricular activities, but about the workload in other classes as well.” -Adam Jordan, ‘16

GENERAL CONCERNS & SUGGESTIONS

I

G

n the survey, there were a few concerns that came up repeatedly. One common request was that teachers be aware that students truly do take more than one class, and it is not just a rumor that we might have up to seven. Thus, the workload can add up quickly. Another prominent observation referenced the assignment of too much “busy work” on a regular basis. This type of work can be defined as work that is considered unhelpful with the mastery of material by a majority of students, and takes a significant amount of time to adequately complete. Additionally, the mental health of the students was also a frequently mentioned issue. Students commonly complained that there is no time for them to explore their interests and passions.

iven the number of students in the community who are feeling such an excessive amount of stress, it may be valuable for the school to consider a few suggestions that may help to relieve unnecessary pressure. Of course there would still be strain on the students, as this is just an inevitable part of school. However there are probably some steps that the school could take to provide students with a healthy environment in which to learn. First of all, many would appreciate it if there were a way for more emphasis to be placed on the monitoring of students’ daily schedules for the purpose of limiting stress. On one hand, there are certainly some obstacles to effectively doing this given the variety of individual situations and numerous sources of stressors. However, if the school could find a way to consider the pressure coming from it, then it is possible that this could lead to beneficial changes. For example, if each teacher considered the amount of time they felt a committed student should spend each night on their subject, and multiply that time by six or seven, it would be interesting to see what the number ends up being. When each class assigns homework and a student doesn’t get home until very late, the workload can add up very quickly. Although advanced courses are not required, nor are extracurricular activities, it is not entirely fair to say that too much work and not enough time is entirely the students’ faults for trying to do too much (although to be fair this is sometimes the case), unless the goal is to discourage such endeavors. In regard to the comment on busy work, there are also a few suggestions. On one hand, this is school, and students will never get away with not having any homework. In fact, homework

can actually be very helpful and it is not unreasonable that students are required to complete some amount of it. However, it is a very legitimate point that there are cases in which teachers, although perhaps unintentionally, go too far with their assignments. It would be nice if there were an effective way to reduce these assignments, which can often be very stressful, time consuming, and counter-effective. It would also be nice if there were more time for students develop their interests and involve themselves in activities that inspire them. An interesting point was made about the common periods at 9:35 on Tuesdays and Thursdays. While many students advocate for free periods, allowing time for work to be completed, others bring up the point that this time could be used for more pleasurable activities designed to promote happiness, encourage a sense of community, develop class unity, and relieve stress. It would be interesting to conduct a separate survey about this topic and prevailing preferences as well. There are definitely some actions that students can take to control their own stress, however it is the also school’s responsibility to consider what it can do to help. Taking a good look at whether it is possible to have a proper amount of sleep, to excel in challenging courses, to participate in sports, and to maintain healthy relationships with peers is a process that the student body is eager to have the administration address. The type of homework and number of tests and quizzes should also be part of this discussion.


12

Feature

New Year’s Resolutions: New Year, New You! Kate Sweeney

STAFF WRITER

New Years is a time for

reinvention, renewal, and erasing all wrongs committed the previous year. Making resolutions is a tradition that dates back to 153 B.C., according to teenkidsnews.com. Ancient Babylonians made a promise on the new year to return all borrowed goods and pay all debts, ridding themselves of guilt and stress. The Romans began each year by making promises to the god Janus, who represented new beginnings. According to the University of Scranton, roughly 45% of people in the United States make New Years Resolutions each year. That means that 55% don’t make resolutions, which is a surprising statistic. Student and faculty responses when asked what their resolutions were at Ravenscroft mirror the national statistic suggesting that the majority of Americans do not make resolutions, however their reasoning behind neglecting to make resolutions varies greatly. While Myers thinks that resolutions are good in principle but need to be adhered to every day of the year instead of just being made

“I don’t believe in New Years resolutions. Why do you have to decide to make a change just on New Years? It’s not a one day thing. And people never keep them because they make too many at one time.” Emiko Myers, ‘15 at the start of the year, Caroline Scales, ‘13, has a very different reason for not making resolutions. “I didn’t make any New Years resolutions so that when, later down the line, people ask me how my resolutions

are going, I can just say ‘Great!’” Caroline Scales, ‘13 The ‘crofters that do end up making New Years resolutions tend to fail early on at keeping them, just like the majority of Americans, but according to a study from the University of Bristol, women upped the probability of sticking to their resolutions by a grand total of 10%

when they made their goals public, specific, and got support from their friends, family, and peers.

“I made a resolution just to be happy, but it went horribly wrong starting at 12:01.”

in bacon grease, his resolution actually falls in with some of the most popular ones in America. Not eating meat is an exceedingly popular resolution, and goes hand in hand with probably the most typical resolution for Americans: to get in shape and lose weight. Bella Kron, ‘13, sits quietly below her locker with her chromebook propped up on her lap.

‘croft, students celebrate the New Year in many different and exciting ways: “I went downtown this year but it was my first time. It was really fun and we got to listen to a band that I’ve never heard of but really liked.”

Audrey Hammerstein, ‘14 While Hammerstein jokes around about not sticking to her resolution, certain students at Ravenscroft approach the New Year with a determined and headstrong attitude. Austin Morin, ‘15, proudly boasts of his unwavering devotion to his resolution. “I made a resolution to not eat meat, and to not bite my nails. So far I’ve stuck with it and I feel great!” Austin Morin, ‘15 While Morin might be disgusted at the sight of cow muscle on the barbecue and pig fat simmering

Margaret Edwards, ‘13

Bella Kron and Caroline Scales, ‘13 A discussion about resolutions begins and she remarks, “I’d like to get in shape! I’m so small.” Caroline Scales retorts by saying, “You’re already in shape! Everyone says that is their resolution.” Scales’ statement holds truth: getting in shape is indisputably the most common resolution. In addition to the vast range of opinions about resolutions at the

Every New Year, downtown Raleigh hosts something called “First Night” where families and friends gather to watch the giant acorn drop and socialize. This year, the band Delta Rae made a spectacular performance on First Night and added to the New Year hype. When Edwards was jamming out to Delta Rae, Hammerstein had an entirely different experience which included eating ice cream and sitting in her room by herself. To some, the New Year is nothing special and does not warrant any celebration or register as a new beginning, but to others, it’s a special time of year and a chance to start over.

Top Ten Most Common New Year’s Resolutions 1. losing weight

2.

getting more organized and tackling organization projects

5. eating more healthy 7. Quitfoods and less fatty foods

ting bad habits like biting your nails

6. learning something new

and finding new hobbies

3. spending less and sav-

ing more

8.

4. being happier

Helping others and doing good deeds

9. Improving

dating life or asking someone out

10. Spending more time with loved ones


13 Dissecting the Facts about Vegetarians

Feature

Many People Think that Vegetarians are Hippies, While Sometimes True, Often this Judgement is a Missed-Steak...

AustinMorin I

STAFF WRITER

t all started in biology class about a year ago. It just sat there, a gray mass, and it wreaked of formaldehyde. I picked it up to get a better view of the brainstem, its cold spongy texture could be felt under my blue latex gloves. It had a slight resemblance to the color of cooked chicken.. When I placed the brain back upon the tray and picked up my scalpel. I cut into the once living piece of matter. I made a deep cut so that I could view the cerebellum from the inside. As a boy I could not be more excited to be cutting open a dead animals brain, yet a little reluctant to end the sheep’s life. Never again could I fully bask in the glory of a BoJangles Cajun filet biscuit without being reminded of this biology dissection. As the months went on meat started to make me cringe a bit. Every time I ordered a juicy cheeseburger with fries I thought about what if it was my body being shredded

into a thousand tender pieces topped with a ripe red tomato, a crisp piece of lettuce on a warm toasty bun. I thought is it really worth it. Will I really have grown as a person from eating this and will I even remember it in three days. No, then why would I even eat it? So I started cutting back on the intake of meat products and it finally came down to on New years eve I decided to give up meat completely in my diet and I became vegetarian. According to Vegetarian Times, “eating vegetables, grains and fruits in place of the 200 pounds of beef, chicken and fish each non vegetarian eats annually would cut individual food bills by an average of $4,000 a year.” Think about what you would buy with that extra cheddar! I am not saying that you should radically change the way that you eat but just think about all of what your meat products have gone through, and ask yourself if you could do that to another animal. If not, beans and rice taste really good too!

Ethics I

f you think that vegetarian is just not your thing, take a trip to one of the thirteen major slaughter houses in the United States and see if they will give you a nice tour of their little American style farm. You will be rudely denied because they don’t want you to know what is going on inside. A modern slaughter house is very gruesome. Some of you may have learned this from the movie “Food, Inc.”. Many of the animals are genetically modified to produce more likeable traits. The animals are abused by worker in order to put them into cages. They also live in dissecting conditions, often thousand of chickens being forced to live in dark crowded building in order to save money for these billion dollar companies. The absolute worst part of the slaughter stage is how horrible it is they slaughter pigs. The pigs are herded into a room with big metal walls then, when the pigs are all in the room, the walls close in, crushing them all to death. The movie shows this and the pigs squeals almost sound like human screaming. It seems like something out of a horror movie. Then they are send on to the next stages when underpaid employees work in awful conditions that are extremely unsanitary, where diseases like E.coli and salmonella are rampant. Companies use harsh chemicals to rid the meat of the diseases and parasites, these chemicals are very harmful to our bodies. Meat is not always like this though, if you Qualifies as fair use. want to buy a better product buy from local farmers at flea markets and make sure that your meat is organic. That way you know that you are helping out your local economies and that your meat has not traveled far and is fresh.

Meat a Vegetarian

Austin Morin, ‘15, dissecting a sheep brain. Photo credit: Emiko Meyers. ‘15

History H

ere is a little history on vegetarianism: the first vegetarians can be traced to people of ancient Greece and India. While many people think of India with its many Buddhists and Hindus, to be vegetarians, not many can picture Greece with its very burly culture to be vegetarians. Some important people you may not have know to be vegetarians are Homer, the writer of the “Iliad” and the “Odyssey”, Pythagrius, the inventor of the Pythagorean Theorem (A2+B2=C2), Plato, and many more. The practice of vegetarianism began to grow in Europe up until the Dark Ages, when it became almost obsolete. The practice re-emerged during the Renaissance Era. For those who do not know what the Renaissance was, it was a time of rebirth of learning and arts in Europe during this time some of the best works in all of history were created like the “Mona Lisa” whose creator, Leonardo Da Vinchi, was a vegetarian. By the 19th century, vegetarianism became more and more popular. In the 1960’s, when the “hippies” emerged, vegetarianism has seamed to go hand-in-hand with them and that view still hold true today.

Health

Aysia Demby, ‘13

I actually

This image is in the public domain because it contains materials that originally came from the National Institutes of Health.

became one because I thought it would make me eat healthier. I had planned to do it for only a couple of weeks, but then I just kept going. I eat a lot of Middle Eastern food, like hummus and stuff, but I also eat a lot of veggie sandwiches and fries, or Asian noodles.

P

eople may say that dropping the beef is hard because then you will have to regulate your diet more, but you are getting protein from so many other sources that is may not be as much of a diet change as you may think. You can get protein from beans, corn, rice, wheat, dairy, eggs, nuts, fruits, and soy but you don’t consume the unhealthy saturated fats that you eat when you have beef which can lead to heart disease.

Liz Kloster, ‘13

I only eat meat from local farms so that I know where Laura Nasland, ‘15 the meat came from because the way animals that are

raised by [companies like] Tyson and Perdue is really bad. They treat the animals really badly; which is why I don't eat meat from companies like that. I usually eat a lot of tofu and vegetables and fruit during the day.

Jessie Lutz, ‘14

My family became vegan about two years ago to

become healthier. Being vegan means that my family doesn't eat food with animal products in it. I personally tried being vegan for about a year, but now I'm a vegetarian. I just couldn't part with cheese and eggs. My mom still cooks a vegan dinner every night. Contrary to popular belief, we don't just eat carrots and salads. We have things like grilled tofu, mushroom burgers, vegan quiche, and pasta dishes. We drink soy milk and almond milk. You can pretty much make any recipe vegan; you just need to find substitutes. I like my Mom's vegan food and I like eating as a vegetarian.

I

became a vegetarian almost two years ago because it was one small change that I could make to help reduce pollution and protect natural resources. The overgrazing of livestock has led to decreased biodiversity due to habitat loss. I do not believe that vegetarianism is for everyone, and do not advocate that everyone attempt a vegetarian diet; I view vegetarianism as just one of several ways to conserve precious resources.

Austin Morin, ‘15, takes a bite into a sheep brain. Photo credit: Emiko Meyers, ‘15


14

Feature Fashion Finds:

Where did you get that?? Casey Harris

STAFF WRITER

Guy Harvey Marlin Boat Back-Print Long Sleeve Tee $22.95 www.guyharveyshirts.com

Michael Kors Two Tone Chronographic Watch $225.00 Charlottte’s Inc www.michaelkors.com

Michael Kors Tortoise Watch

Guy Harvey Sunglass Holder

$225.00 Charlotte’s Inc www.michaelkors.com

$10.00 www.guyharveyart.com/sunglassaccessories

Roo Cup

6.99 Kangaroo Express

Patagonia Men (Or Women’s) Fleece Pull Over $119.00 www.patagonia.com

Smathers and Branson Key Fob

$25.00 www.smathersandbranson.com

Sunburst Button Earrings

$30.00 www.houseofharlow1960.com

Whale Sticker

$2.00 www.vineyardvines.com

Sunburst Pendant Necklace $65.00 www.houseofharlow1960.com

Vineyard Vines Logo iPhone 4 Case $38.00

www.vineyardvines.com


15

Feature

Oh, the Places Ravens Roam Inside Scoop on ‘Croftastic T R Classroom Decor Ate

eplogle

STAFF WRITER

“Traveling can be fun, full of adventure, and it will open your mind. It allows us

GREGHaRPER

to see the world from a different perspective. Whether you are in the most remote, desolate part of the Amazon jungle, or in the busiest street in Shanghai, it is a new experience. It is learning and growing. You can try new foods, smell new smells, hear new music, dance and see unimaginable things. Traveling can make you feel grateful, empathetic, happy, or very small. It can enhance your value and respect for diversity. It is also the best way to learn another language. Travel to another country and totally immerse yourself in the language and culture. Nelson Mandela said, ‘If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.’ There is another French proverb that goes, ‘A man who knows two languages is worth two men’.”

I

t has been a tradition for teachers to treat their classrooms with the up-most care as they would their home. In the eyes of a teacher, their classroom must be fit or organized a certain or special way for them to best suit their students and their teaching style. However, the most unusual things are found in the classrooms. Most teachers would agree that the they learn new things everyday in the mist of teaching and that they hear/see the weirdest things from their students. Do the weird behavior by students causes teachers to be weird too? Scoping the halls and classrooms, the Nevarmore found some interesting objects are investigated their purposes.

David Kates, Director of International Affairs Kates believes that traveling can help people understand the world better by helping “dispel misconceptions and debunk stereotypes. When you read, see, or hear the news in another part of the world, you realize what is important to our friends in other countries and how we as Americans are perceived through other lenses. Traveling can be a step to solving the world’s problems.” His mantra has always been, “You don’t know until you go.”

Recent Raven Journeys... “I’ve been to: Canada, Mexico, Grand Cayman, Curacao, the Bahamas, England, Scotland, Wales, Spain, France, Italy (and the Vatican), Germany, Austria, Switzerland, Estonia, Russia, Finland, Sweden, and Denmark. They were all memorable experiences with different things to offer. In Xelha, Mexico, there was cliff-diving and wild birds and iguanas all over the place and underground river tubing.” Alex Nesvisky, ‘14 “My most exotic vacation was probably the Dominican Republic. My family and I went there for my aunt's wedding and we went jet skiing, chilled by the pool, went to a spa and some other stuff.” Megan Boericke, ‘16 “Traveling to other countries has allowed me to experience different cultures and how the people in these cultures live day to day. I've spent a total of three months in Italy and their way of slowing down and appreciating the daily things, like cooking a family dinner, appealed to me.” Calley Mangum, ‘13 “I went with the Ravenscroft exchange program to Beiing and Xi’an over the last summer and it was amazing! I had so much fun, tried so many new things, and met so many incredible, and welcoming people. The plane ride was SO long, but it was totally worth everything I got to experience and learn about. My most favorite trip, by far!” Caroline Gainey, ‘15 “I was born in Bad Soden, Germany and when I was two or three I moved to Tokyo for a few years. I don’t remember much, but I remember in Tokyo, my brother ran around a buffet table and he hit his head on the corner of the table. He has a scar until this day. In Germany, our babysitter, Lita, was an old woman who didn’t like to get up from her rocking chair, so if my brother or I were getting into places we weren’t supposed to, she would just say ‘Don’t go in there - ants live there and they’ll get you!’ That is why, to this day, my brother and I are deathly afraid of ants.” Caroline Scales, ‘13

“I have traveled to many places. I have been to most of Europe, China, Peru (the Amazon), Mexico, Canada, and South Africa.”

Dr. Jonathan Avery posed for The Nevarmore with a slightly larger-than-life squirrel. Photo by Stephanie Wiehe

The Nutty Advisory with Squirrel Mascot According to Emi Myers, Avery Advisee,

the group wanted an Advisory pet. They had many ideas for Avery, like Teacup pig, a polecat and a hedge hog. Avery even said “no” to a fish. So, Alex Woodward ordered the fabulous stuffed squirrel pictured above to serve as this group’s collective pet. The squirrel has not yet been named. If you have any suggestions, please pass them along to the Avery crew.

No entiendo, Student Project: Señor Rid Sin of Babies

Tate Replogle, ‘14

Abbie Green, ‘16

Señor Steve Swaim, Spanish Instructor, shared the stories behind the many projects in his classroom.

This man dressed up in a custome

is part of the spiritual celebrations to get rid of the sins from babies. He jumps over a group of babies as apart of the festival to get rid of the sins of the baby. These festivals are normally tended in some parts of Spain.

Chris Antonello ‘15

“Bettmeralp, Switzerland Details: Easily the most beautiful place I have ever been. It's a remote, car-free village that can only be reached by hanging cable cars (AKA gondolas). It's stretched over a few of the Swiss Alps and has snow year round. There are 2 restaurants and 4 stores, one being a grocery store. There are no hotels. Instead, you stay in houses scattered on the mountains. There are many activities such as skiing, tennis, hiking, boating, fishing... etc.”

Student Project: Sacrificial knife

Photo by Greg Harper

“I went to France last year and stayed in a hotel in Paris and with a French woman named Agnes in Nice. For my friends who went on the trip: "Che Che?"

“I went to Madrid, Spain with the school last winter break. We had a lot of personal freedom, and the only other big city that I have been to was Las Vegas. We even got to go to a teen club. They Spanish kids just hung out in the park or at restaurants with their friends, and we went shopping a lot.” Rebecca Powell, ‘14

Staff writer

Student Project: El Chupacabra

O

ver a decade ago, farmers in various countries awoke to find their goats, sheeps, and chickens dead in their pin. An unidentified predator had mutilated the animals’ necks.

Straight Up, Now, Tell Me... Finger Puppets in Room 139? Julie Cardillo, Art Instructor, exlained that “They are artists from history. Mrs. Fortlouis [Lower School Art Instructor] gave them to me as a present for the holidays.”

Famous Artists In History Frida Kahlo

Claude Monet

Salvador Dali

Vincent Van Gogh

Julie Cardillo, Art Instructor, points out the artists. Photo by Helen Velk


16

Sports

Va r s i t y B a s k e t b a l l S p o t l i g h t Senior Matthew Quesenberry Abbie Green & Marianela de Oro STAFF WRITERs

“I started playing basketball in the garage when I was five”

This is Matthew Quesenberry’s second year

Sophomore Cailin Dorsey “In the winter, practice is long, it is difficult to finish homework, but being part of a team is fun”

on the varsity basketball team. Some of the highlights for him have been winning the Christmas tournament and beating Cardinal Gibbons in overtime. Throughout his basketball experience, he has learned that working hard pays off in the long run. Matthew believes future basketball players should start playing in elementary school. His advice to them would be that the most athletic players will always be important, but all teams need someone who understands the game and can shoot.

Junior Chris Corchiani “Have fun, it goes by fast”

Chris Corchiani is a member

Cailin Dorsey started playing basketball

of the varsity basketball team, and has been playing since he was nine-years-old. He encourages future players to start around the same age as he did, and to feel comfortable, not pressured. Some of his highlights from the season have been going into overtime five times, and winning four of those games. He believes a benefit of playing is that people look up to you.

competitively when she was six-years-old. A big feature of her 2012-2013 season has been their defeat over NRCA. She believes Middle School is the prime time for future basketball players to start. Dorsey’s advice to young players is to give your best, practice only makes you better, and not to focus on your stats. Concentrate on the teams’ stats instead.

Senior Marki Bryan “Beating NRCA has been a season highlight”

Marki Bryan has had a basketball

Senior Elle Stumpo “Do the best that you can on the court”

Elle Stumpo likes playing basketball even though

she knows it takes a lot of her time. She is tired a lot of the time, but enjoys being close to a group of girls. Stumpo started playing when she was seven, but she recalls playing when she was five as well. So far, beating NRCA was her main feature of the season. Stumpo would encourage future basketball players to start playing as young as they can, because it is so much fun!

in his hand since he was two-years-old, and this is his fourth year on the varsity basketball team. He encourages future ballers to start around age eight or nine, so they actually enjoy it, and don’t burn out. His words of wisdom to those future players are to “make sure you love playing, because if you play for someone else, you won’t enjoy it.” Bryan thinks a drawback of playing is that it takes all your time; however, it has its benefits such as to attend into college through a full scholarship and learning time management.

All Photos by Dr. Watters