November 2015 issue

November 24, 2015

THE RUBICON

the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave — St. Paul, MN 55105 Volume 43. Issue 2. www.RubicOnline.com • Facebook • Instagram • Twitter • Pinterest • YouTube • @ TheRubiconSPA

The factors of first impressions and judgement which you can and cannot control

New image policy created which prohbits taking pictures without consent

Makeup is powerful and empowering, its does not define its wearers

The stereotype of strong women in different cultures causes harm

ISSUE INDEX 1 - Cover 2-3 - News

4-5 - Opinions

6 - InDepth 7 - Health & Wellness 8-9 - Cover Story 10-11 - Feature 12-13 - Arts & Entertainment 14-16 - Sports

Speaker Erin Walsh presents in special assembly on social media use

ABOUT THE COVER Image is everything.

Or is it? This month’s issue looks at image and identity.

November 24, 2015

THE RUBICON

the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave — St. Paul, MN 55105 Volume 43. Issue 2. www.RubicOnline.com • Facebook • Instagram • Twitter • Pinterest • YouTube • @ TheRubiconSPA

The factors of first impressions and judgement which you can and cannot control

New image policy created which prohbits taking pictures without consent

Makeup is powerful and empowering, its does not define its wearers

2

COVER DESIGN Meghan Joyce ILLUSTRATION: Diane Huang

The stereotype of strong women in different cultures causes harm

News

ISSUE INDEX 1 - Cover 2-3 - News 4-5 - Opinions 6 - InDepth 7 - Health & Wellness 8-9 - Cover Story 10-11 - Feature 12-13 - Arts & Entertainment 14-16 - Sports

University of Minnesota professor Erin Walsh spoke at St. Paul Academy and Summit School on Nov. 19 about social media, making choices wrapped around posting, and the power of the digital revolution. In response to the digital revolution this current generation is part of Walsh said that “...media isn’t inherently good or bad, it is powerful, and good or bad depending on how media is used.”

Read more at ubicOnline.com PHOTO CREDIT: Stephanie Frisch

THE RUBICON • NOVEMBER 2015

School takes attitude of care after global terrorist attacks CLARE TIPLER Sports Editor

The Eiffel Tower, France’s most iconic landmark, went dark for the first time since 1889 in lieu of the recent terror attacks in Paris. Nov. 13 marked the deaths of 129 people and the injuries of 352 more when ISIS terrorists staged highly coordinated attacks all throughout Paris.

Six attacks were planned, sending suicide bombers to cafes and a soccer match while gunman went to a concert hall and several more cafes. In a state of emergency, France closed its borders and is on high security alert.

Around the world, people stand in solidarity with France as thousands are impacted by the horrendous acts of violence that occurred.

Upper School French teacher Aimeric Lajuzan is from France and has friends and family there.

“Nobody I know was hurt, but obviously everyone was affected,” Lajuzan said.

Lajuzan has another connection to these attacks in that he has been to the concert hall that was severely attacked. “It’s a very famous concert hall. It’s like First Avenue,” he said.

“NOBODY I KNOW WAS HURT, BUT OBVIOUSLY EVERYONE WAS AFFECTED.” — US FRENCH TEACHER AIMERIC LAJUZAN “It’s just very shocking,” Lajuzan said. “After the attacks we sent more bombers to attack ISIS targets, but we are fighting an ideology and I’m not sure how warplanes are going to do that.”

Students here are also affected by the terror attacks, many concerned for and standing by France during this difficult time.

“It’s just horrible that this happened in France and I hope they

PHOTO CREDIT: Clay Gilliland - Flickr Creative Commons ILLUSTRATION CREDIT: Lauren Boettcher and Meghan Joyce THE EIFFEL TOWER went dark for the first time since 1889 after the attacks Nov. 13. “It was such an unexpected event. I can’t imagine what they are feeling,” sophomore Jesper Salverda said. get all the support in the world,” junior A.M. Roberts said.

Sophomore Jesper Salverda also feels that France should be supported. “It was such an unexpected event. I can’t imagine what they are feeling,” Salverda said.

Abdelhamid Abaaoud, 27, the suspected mastermind of the attacks, was found dead in the Paris

suburb of Saint-Denis during a raid on Nov. 17, according to the Associated Press. It is unclear how the two died.

On Nov. 16 Head of School Bryn Roberts briefly addressed the student body about the attacks during Assembly. He also mentioned other terror events over the weekend: Beirut was bombed by ISIL, killing 43 on Nov. 12 and

Baghdad fell prey to a suicide bomber, killing 26 on Nov. 13.

He emphasized that many in the school community are impacted by these events, and the focus should be on empathy and caring within the community.

Updated information about the attacks can be found on the Language Hallway bulletin board.

First Pops Concert in Huss Center offers two performances MARLEE BARON

Arts & Entertainment Editor

Huss Center, some students think that the concert will go smoother because students have access to all spaces. “I definitely think it will go a lot smoother because there was a lot of things that we didn’t necessarily have control over at O’Shaughnessy, like green rooms and not having enough space,” sophomore Sylvie Schifsky said. Schifsky is member of honors symphonia.

One of the biggest changes in the Pops Concert is still the change from it being a one night performance to being a two night performances. “I have a lot of family members so if some of them can’t make it to one night it will be nice to have another night.” Schifsky said. She doesn’t believe there are any negative changes this year.

Another change this year is the shirts. In previous years students have worn jeans and a Pops

Concert t-shirt designed by a student, but this year, while students will still wear jeans, students will wear a long sleeved black polo shirt with a embroidered logo that says “SPA Performing Arts “Having Pops t-shirts gives students the opportunity to design t-shirts and they were something we could wear to school and show that we were in this really cool concert.“ Shrestha said. “The long sleeved black polo shirts are something that freshman will wear four times and seniors will wear it once and then throw it away” Shrestha said. “The polo shirts are a little more dressy,” Klus said.

The Pops Concert takes the Huss Center stage Dec. 4-5 at 7:30 p.m.

With a new location, a new time and new shirts, the 2015 St. Paul Academy and Summit School Pops Concert will be a new experience for everyone involved. As opposed to previous years when the Pops Concert was a one night performance at O'Shaughnessy auditorium on the St. Kate's campus, this year the Pops Concert will be performed for two nights on the stage at SPA’s very own Huss Center.

The Huss Center for the Performing Arts opened at the beginning of this school year with a opening gala on Oct. 10.

“It’s really nice to have it [the Pops Concert] on our on campus, because now then we can actually practice in the space where we are going to perform,” sophomore Maya Shrestha said. Shrestha is a member of Academy Chorale and

Summit Singers and will perform in the Pops Concert.

“It’s a huge beautiful hall with incredible acoustics,” director of SPA choral activities Anne Klus said. In past years when the concert was performed at O’Shaugh-

CORRECTIONS POLICY

OCTOBER CORRECTIONS

During the post-critique process, staff members will identify innacuracies and report on feedback from readers. Corrections will be printed in the next edition of the newspaper in the News section.

NEWS - the presentation caption on p. 2 is incorrect; the students pictured are advocates for LGBTQ+ rights at SPA, and are affiliated with various student groups, not exclusively GSA. Liza Bukingolts quote p. 3 should read “I would support Planned Parenthood even if they only provided abortions.” HEALTH - our apologies to Alex Duval for inconsistent use of a gender neutral pronoun. A&E - the pull quote in the Poetry Out Loud story does not include US English teacher Philip de Sa e Silva’s professional title. SPORTS - in the caption on p. 14, the word “wrestling” was misspelled.

PHOTO CREDIT: Marlee Baron THE ACADEMY CHORALE rehearses in preparation for the Dec. 4-5 Pops Concert. [The Huss Center] is a huge beautiful hall with incredible acoustics,” director of SPA choral activities Anne Klus said. nessy, there was a stage crew provided. “We are still learning how to live in our new house” Klus said. “The Huss Center gala really helped us learn,” Klus said.

Although SPA is still learning how to have performances in the

ELEVEN STUDENTS took part in Round #1 competition for Poetry Out Loud on Nov. 17: seniors Miriam Tibbetts, Meghan Joyce, sophomore Hunter von Tersch Pohrer, junior Peter Schavee, sophomores Rahul Dev, Ryan Kuntz, seniors Netta Kaplan, Nina Zietlow, and Ingrid Topp-Johnson, junior Phoebe Pannier, and sophomore Noa Carlson.

Poetry Out Loud participants recite in first round of competition PHOTO CREDIT: Amodhya Samarakoon

AMODHYA SAMARAKOON Health and Wellness Editor

Students crowded into Driscoll Commons on Nov. 17, plates of Advisory snack in hand. The room buzzed in anticipation as competitors sat in the front row, parallel to three judges, awaiting their turn to present in the school’s first Poetry Out Loud competition.

Poet recitation was judged on a rubric, in categories ranging

from the poet’s understanding of the poem to their presentation dynamic, with one judge focused on the accuracy of memorization.

This was the first of two rounds that will determine who will represent SPA at the state competition. The second round will take place after Thanksgiving Break.

To learn more about Poetry Out Loud, go poetryoutloud.org.

News 3

NOVEMBER 2015 • THE RUBICON

School introduces new media policy BORAAN ABDULKARIM Editor-in-Chief

PHOTO CREDIT: Boraan Abdulkarim SENIORS CATHERINE JOHNSON AND LEXI HILTON pose for a selfie.

“We hope this policy will offer clarity, peace of mind, and establish a new standard for how we engage each other respectfully online and through social media,” Upper School Dean Max Delgado said.

An iPhone camera scans the room for a Snapchat video; it's a relatively commonplace action.

In a world where the image (still or moving) takes seconds to capture and distribute online, new concerns about student privacy and safety have arisen, and on Nov. 3, students were addressed so administration could provide an overview of the St. Paul Academy and Summit School photo and video policy.

The underclassmen and upperclassmen were divided into two large groups, where they were addressed by Dean of Students Max Delgado and Upper School Principal Chris Hughes, respectively. Preceding a comprehensive

WHETHER OR NOT PHOTOS ARE TAKEN OR DISTRIBUTED ON THE SPA CAMPUS, THESE RULES APPLY. overview of the rules in question was context for the timing of their presentation; this included the consultation of school lawyers and other measures to ensure the fairness of what is being asked of students, faculty, and families.

The rules for students can be summarized by the topics of consent, content, and context. Any and every individual pictured in a photo must be aware of and grant approval for the photo or video that is being taken. These photos or videos also must not be taken

with the intent to "harass, sexually harass, or embarrass another individual.”

Additionally, any photography in spaces considered private, such as locker rooms and restrooms, is prohibited.

Whether or not these photos are taken or distributed on the SPA campus, so long as they contain or could harm an individual from the SPA community, these rules apply. The consequences include subjection to "the school's disciplinary policy, up to and including expulsion and/or legal action."

"We hope this policy will offer clarity, peace of mind, and establish a new standard for how we engage each other respectfully online and through social media," Delgado said.

Dyads make time for upper and underclassmen to ask questions, share ideas “I FIND DYADS TO BE AS USEFUL OR AS EFFECTIVE AS THE STUDENTS INVOLVED MAKE THEM.”

STEPHANIE LI

Arts & Entertainment Editor A dyad is something that consists of two elements or parts.

Students at St. Paul Academy and Summit School have often been paired up with other students to talk about anything of their choice.

On Nov. 9, sophomores were paired up with seniors to share advice for their past and future selves and what plans they had for the future. But, some students felt it wasn’t effective because for the most part they never kept in touch afterwards. “[Dyads] were okay. It was nice to meet people in other grades but [it wasn’t a long-term thing],” sophomore Riley Will said.

The objective of dyads is clear: to get students to talk with people they don’t normally interact with. But, some students feel that socializing in this way becomes redundant and pointless after a while.

“I sometimes don’t see the purpose of them because they would be the same questions over and over... I think you could just accomplish the same things through other things that wouldn’t take up as much time,” Will said.

Some of the questions asked during the paired advisory activity for seniors and sophomores surrounded the college search and tips for surviving high school. Seniors shared their volunteering experiences and how they balance their social life with academic life while sophomores explained what the most challenging part of sophomore year was and what

— SENIOR PETER BAKER

PHOTO CREDIT: Stephanie Li JUNIOR SAMANTHA BLUHM AND FRESHMAN LUCIE HOESCHEN laugh with each other during a dyad.

This was the first of two scheduled times for dyads, the other for sophomores and seniors. “I really enjoyed the dyads and I carry the advice that the juniors gave me on Mix It Up Day,” Hoeschen said. they hope to be involved in at school.

Senior Peter Baker was paired with Will and thought that dyads are an important component that helps students socialize with people they don’t normally spend time with by sparking insightful conversations and sharing experiences.

“I think dyads do a lot of good… I find dyads to be as useful or as effective as the students involved make them,” Baker said.

Although not his favorite activity, Baker feels that dyads provide opportunities for important discussions and students get to learn about the other’s interests and more personal experiences.

On Mix It Up Day, seniors were paired with sophomores and juniors were paired with freshmen. Everyone got to know each other better through games and activities such as get-to-knowyou bingo.

Junior Samantha Bluhm’s advisory met with sophomores during X-Period. “[Paired advisories weren’t] great because the freshmen were really scared of us and didn’t want to talk. Dyads are more forced and if you don’t force something like that, then it’ll go easier and they’d be less scared if they didn’t have to do it,” Bluhm said.

Bluhm says she loves socializing and enjoys dyads but wishes

it wasn’t so planned and forced.

Student feedback seems to show a trend toward valuing conversation that comes naturally, as it seems to provide a more comfortable space to talk, whereas something that’s planned and viewed as mandatory may not be as appealing.

While some students don’t prefer dyads because of their repetitiveness and their mandatory nature, others feel that having the opportunity to get to know someone better is unique for each person and so it’s not as redundant.

Freshman Lucie Hoeschen is a member of Peer Helpers and helped organize dyads on Mix It Up Day.

“It was really good to experience [meeting] new people and see a whole other side to the SPA community than just the side that I’ve been exposed to,” Hoeschen said.

As a freshman, Hoeschen felt that dyads were really helpful for her because juniors gave her advice on how to deal with stress and exams. But, she also got to know students from her grade that she didn’t know before and it was enjoyable to learn about their stories.

“I learned some new cool things about my peers that I didn’t know. And being new at the school was helpful because I met kids in my grade that I hadn’t met before and it was timed pretty well too,” Hoeschen said.

Planning dyads at the beginning of the year is especially helpful that can be used to students’ advantages because upperclassmen can give advice to underclassmen.

“I really enjoyed the dyads and I carry the advice that the juniors gave me on Mix It Up Day … I personally really enjoy them because I like to meet new people.

I like to experience new things,” Hoeschen said.

4

Opinions

THE RUBICON • November 2015

Perspective on public perceptions uncovers authentic personality Editorial

The Rubicon Staff “Think about what people are doing on Facebook today. They’re keeping up with their friends and family, but they’re also building an image and identity for themselves, which, in a sense, is their brand,” Facebook co-founder Mark Zuckerberg said.

In other words, maintaining a personal image on social media— or “brand” as Zuckerberg calls it—is a necessary aspect of success. The logic is simple enough: because success depends on how people in our community perceive us as a result of social interactions, if a substantial amount of social interactions have moved to social media, our success consequently depends on how we present ourselves on social media. Thus, consciously reviewing what our profiles say about us becomes a natural instinct.

But, let’s start with the basics: how much control do we exercise over our image on a day-to-day basis? Communication is a twoway-street: we have control over what we contribute about ourselves to the world, and the world has control over how it interprets this information.

Conversely, we have control over how we interpret others, but no control over what they contribute. Personal contributions not only consist of what we say or do, but also our appearances.

Personal contributions not only consist of what we say or do, but also our appearances.

Thus, visual manifestations of our identity invariably lead to judgments potentially influenced by prejudice or simply common stereotypes (what the artist on our concert T-shirt might apparently say about us, our hairstyles, or any other fashion choices for that matter).

So, how does the two-waystreet translate to social media? It almost seems that the sheer volume of information from social media has created an inflation of judgment. As more and more half-baked ideas inundate social media users, the liability of what we say there has decreased.

Editorial Cartoon: Web Lehmann THE NESTING DOLL has cast off one layer of expression, revealing how the outer layer does not represent the happier internal being. This image shows how inner and outer appearance may contradict each other. This editorial asserts that it is the role of people to reveal enough information to keep both healthy public and private persona. One must realize that, while others may interpret who you are differently, you define your image. Intentional communication is key to maintaining an authentic image.

We will never have complete control over our images unless we have complete control over everyone else.

These days, we might feel too comfortable carelessly posting the first thing that comes to mind.

But, how do all our tweets and posts look on our profile, without everyone else’s content to compare it to? Are we proud of what we see there, or embarrassed?

No matter how seriously we take our social media, companies increasingly research applicants’ social media profiles when considering who to hire, and it is well known that colleges may also glance over student social media profiles in addition to college applications.

For better or for worse, the people that might just be an integral part in determining whether or not we achieve our goals have caught up with the world of virtual social interactions, and our on-

line image may soon become just as important as our IRL image.

Recently, St. Paul Academy and Summit School reiterated its Photo and Video Policy. None of the clauses are new, but they never existed as a single policy.

The policy includes a clause that strongly encourages students to monitor their privacy settings on social media, and also asserts that students must receive consent to post pictures of another person on social media.

While the policy’s requirement for consent may seem like an administrative overstep, the clause is legally sound and also a service to most. More seriously, non-consensual photos and videos have the potential to shame, bully, or sexually harass subjects in said media. But, for the majority of us, the policy helps foster a community built off of respect for each other’s images.

Few of us can deny hearing, if not uttering the words “Why did you post that picture of me?” in horror. Photos and videos literally hold claim to our images and the new policy gives us more control over them.

Few of us can deny hearing, if not uttering the words “Why did you post that picture of me?” in horror. Photos and videos literally hold claim to our images and the new policy gives us more control over them. It is important to understand that we will never have complete control over our own images unless we have complete control over everyone else.

People will always misinterpret what we say and inaccurately judge us. Some people might even take one look at us, label us, and continue on without a second thought. Fretting over how others might think or say of us runs the risk of unnecessary internalization and an unhealthy anxiety.

Instead, we should take comfort in and utilize the things we can control. We can control who sees what we put on social media by adjusting our privacy settings, and we owe it to ourselves to get to know these. More reassuringly, we can control what we say and do, so in order to ensure that others perceive us accurately, we should always be sure that what we say or do is our most authentic self.

MINI EDITORIALS

Students should prepare now for presidential elections in the future In less than a year the United States will have a new president. In fact, the political campaigning for next year’s election is already in full swing. To date, four Republican debates and two Democratic debates have been battled to completion and the pool of candidates is soon to narrow. Primary elections take place in June 2016 but luckily there are a few more rounds of argument and counterargument for those who missed the earlier debates.

If this doesn’t sound like it is pertinent information, now is the time to start paying attention. It is quintessential that the 2016 election be used as practice. Students can and should absorb the debates, read candidates’ opinions, and, at the very least, know the results once voting occurs. It is the only way to prepare for future elections.

From meatless to meatball: lunch menu features unnecessary amendments Meatball Monday is a drastic change from last year’s “Meatless Monday.” Meatless Monday was a small change made by the kitchen staff to provide a more vegetarian-friendly lunch. Meatless Mondays recognized vegetarian students. The posters in the lunch display the reality of producing one pound of meat: producing one pound of beef uses as much energy as 256 100-watt light bulbs per hour. The drastic change of “Meatless Mondays” to “Meatball Mondays” was unnecessary. The kitchen should hold their ground in the face of complaints, and act on the ideas they introduced to the school last year.

THE RUBICON • St. Paul Academy and Summit School • 1712 Randolph Ave St. Paul, MN 55105 • rubicon.spa@gmail.com www.RubicOnline.com • Facebook • Twitter • Pinterest • YouTube • @TheRubiconSPA We strive to capture the spirit of the community through its stories while inspiring deeper conversations. Above all, we stand for integrity in our pursuit to inform and engage our readers.

Editor-in-Chief Chief Visual Editor Managing Editor Online Editor-in-Chief Online Managing Editor News Editors Opinions Editor Feature Editors Cover Story Editor Health and Wellness Editor InDepth Editor Arts & Entertainment Editors Sports Editors Online Sports Editor Columnist Videographer ADVISER

Boraan Abdulkarim Meghan Joyce Javier Whitaker-Castañeda Diane Huang Gitanjali Raman Lauren Boettcher, Emily Thissen Sophie Jaro Dianne Caravela, Iya Abdulkarim Mari Knudson Amodhya Samarakoon Noor Qureishy Marlee Baron, Stephanie Li Lucas Johnson, Clare Tipler Breandan Gibbons Riley Wheaton Rafa Buettner-Salido Kathryn Campbell, 2015 MN Journalism Educator of the Year

STAFF WRITERS Jake Adams, Jack Benson, Peter Blanchfield, Ellie Findell, Michael Forsgren, Stephanie Frisch, Mimi Geller, Jasper Green, Claire Hallaway, Jonah Harrison, Ethan Less, Ellie Nowakowski, Isa Saavedra-Weis, Krista Schlinger, Garrett Small 2014-2015 PUBLICATION AWARDS JEM All-State Gold (Print and Online), MHSPA Best of Show, (Print and Online), NSPA All American (Print) and First Class (Online), CSPA Gold Medal w/ All Columbian Honors, CSPA Silver Crown Award, Best of SNO Medalist, Pacemaker Finalist

MEMBERSHIPS Columbia Scholastic Press Association, National Scholastic Press Association, Minnesota High School Press Association, Quill and Scroll Society PUBLICATION INFO The Rubicon is published eight times a school year, We distribute 750 copies of each issue which are available for free.

EDITORIALS Editorials articulate the collective opinion of The Rubicon staff, while mini-editorials, opinions pieces, and columns belong to the author of those works.

BY LINES Authors of full story content are credited in by lines.

SUBMISSION GUIDELINES Opinions are welcomed as Letters to the Editor or Submitted Opinions and may be published in the print or online edition. Letters to the Editor should not exceed 400 words and Submitted Opinions should not exceed 650 words and may be edited for style.

All pieces must be submitted with a full name.

POLICIES Detailed policies are published in the “About” tab at RubicOnline: www.rubiconline.com

Opinions 5

NOVEMBER 2015 • THE RUBICON

Positive promotion from media will increase Hijab acceptance BORAAN ABDULKARIM

INCORPORATING THE HIJAB INTO THE ENTERTAINMENT INDUSTRY BRINGS HIJAB WEARERS TO EQUAL GROUND.

Editor-in-Chief

Looking down at a crowd, one can see masses of people merge as a conglomerate of moving heads: brown hair, blond hair, black hair, red hair, gray hair, no hair, and… covered hair. Muslim women who decide to wear a headscarf, sometimes known as “Hijabis,” may not visually fall in line with the majority of the American population, but they exist in large numbers nonetheless. They exist on the sidewalk, in chemistry class, in the library, or at the gym.

So why is Hijab considered unconventional? There’s no reason that a Hijab should make someone seem like the elephant in the room.

Although they stand out in a crowd, women who choose to wear Hijab are immersed in the same society as everyone else.

To bring public standards up to speed on reality, what's needed is a mechanism to normalize Hijab.

Advertisements are constantly criticized for promoting negative body image because of the influence an advertisement can have. In history and the present, one can always look to advertisements for a portrayal of the norm of a society, for what is accepted.

Just as advertisements today have been better (albeit only slightly) about including models with different body shapes, skin colors, and ethnicities, advertisers (in addition to the film, music, and TV industries) should also work to include models who cov-

PHOTO ILLUSTRATION: Boraan Abdulkarim From left to right, an FBI trainee in the show Quantico, a model for the Ramsey Recyles ad campaign, Malaysian musician Yuna, the runner in an Apple music advertisement, and an H&M model sport hijab as part of marketing for several influential companies. Their appearance has sparked dialogue and increased familiarity for the traditional headscarf. er their hair. After all, they are a part of the societal reality we live in.

The recent and seemingly sudden realization of this by various media outlets has been encouraging. Global retailer H&M included a Hijab-wearing Muslim model in their latest ad campaign.

Apple included a frame of a Hijabi athlete running down a street with her earbuds in an advertisement for Apple Music. Even Ramsey County’s “Ramsey Recyles” campaign included a billboard image of a smiling woman wearing a bright purple Hijab.

On the flipside, when Coca Cola aired a Superbowl ad with a Hijabi among other atypical Americans (but Americans nonetheless!), it caused an uproar. The advertisement became notorious primarily for its controversy.

In the music industry, rising Malaysian vocalist and guitarist Yuna has released multiple self-composed albums, performed at Coachella Live Music Festival, and has collaborated with Usher.

However, American TV and film has yet to show significant progress in this respect; there is virtually no Hijab-wearing char-

acter in a major television show that isn’t a terrorist or a suspected terrorist. And if an altruistic motive is insufficient for Hollywood or advertisers, there is a larger monetary incentive— a sizable audience that can be attracted through the incorporation of Muslims in the media in a positive way.

Spotting a Hijabi in her favorite TV show, on the cover of her favorite magazine, or singing her favorite song can show a Muslim girl the positive potential of her headscarf. Not only will this girl feel less alienated from everyday

life, she won't feel the pressure of choosing between Hijab and a given career. These constructive images show the choice to shape her future is hers.

Offering choices that might previously have seemed off-limits, lessening the burden of societal judgements, is essential to help Muslim women solidify their right of equal opportunity.

It is imperative to include Muslim women who wear Hijab in these forms of media because the headscarf is widely perceived as negative. Sixty percent of the victims of Islamophobic hate crimes are women. The Hijab can distinguish someone as Muslim, making her a target for anti-Muslim sentiment and beyond.

Incorporating the Hijab into advertisements and the entertainment industry does not elevate Hijab-wearers above the rest of the population as an ideal, but instead brings them to equal ground.

From magazine editors to movie directors, the people behind the media need to be mindful the next time they assemble a cast— both of the harm they may be causing and the potential they have to make a positive difference.

Standing ovation inflation silences audience and speaker sincerity LUCAS JOHNSON Sports Editor

A trembling senior approaches the podium with hundreds of eyes laser focused in front of them.

Fumbling with their papers, the students clears their throat subtly. The first sentence is shaky, just getting warmed up. The intro goes fine, gaining confidence.

Gradually the student finds their rhythm, their cadence is captivating.

Eventually the passion from the student becomes evident as their hands are gesturing with each point they make. The student is almost delivering the speech purely through passion, their countless rehearsals are a distant memory and the moment of the delivery takes over. They conclude.

Applause erupts. The audience rises to their feet instinctively.

The student swells with pride.

For any public speaker, the ultimate recognition at the conclusion of a speech is the coveted standing ovation. The standing ovation symbolizes the audience’s appreciation of what was just delivered, but also recognizes a speech as well-written and flawlessly delivered.

But what happens when standing ovations occur more and more frequently? Does that speciial symbolism become devalued?

PHOTO CREDIT: Lucas Johnson STANDING OVATIONS seem to have become a reflexive social gesture, rather than selective expression of due praise. As a result, senior speakers may be writing for acceptance and ovations, rather than to express their individual point-of-view. Since senior speeches are an opporunity to introduce new ideas, predicability of speaker and audience should be avoided.

It seems lately at SPA that every speech about racism, sexism, or comparable social issues, is a surefire way to receive a standing ovation.

Given that those tense topics are ones that need to be discussed and are real and valid issues that should and must be righted in our society, it makes sense that an audience would respond with a further gesture of admiration separate from applause. However, just because a student makes the choice to speak on such issues, this should not elicit an immediate standing ovation. Ovations are about more than just topic.

THE END GAME OF A SENIOR SPEECH SHOULD NOT BE A STANDING OVATION. To fit the criteria necessary to elicit an ovation, the speech needs to be more than just a speech on a controversial issue. The SPA audience passes by the opportunity to give a standing ovation to too many well-written speeches that are not written about popular topics. The standing ovation patterns here have become thoughtless and

predictable as every speech about race, class, gender, or mental illness receives the extra appreciation, while the most thoughtful speeches are often overlooked.

An ovation is ultimately an audience member’s choice; it shows the desire to communicate to a speaker how much their speech meant. Audience members are encouraged to take a stand by remaining in their seat next time a standing ovation impels them up for an uninspiring speech.

Fellow audience members should not judge and should not be judged by those audience members around them. An audi-

ence member may be seated after a speech while the rest of the auditorium stands not because they don’t agree with the topic spoken on, but because they were not particular fans of the manner in which the speech was delivered or written or actually because they didn’t like the topic.

A speech platform in front of the school is a rare opportunity for a high school senior; the opportunity should not be wasted by repeating the same surefire topics over and over again.

The end game should not be a standing ovation. The end game should be to move the audience and, more importantly, introduce one’s youthful perspective into the audience before heading off to adulthood.

Speakers should not feel relegated to the sphere of popular social and political issues. They should choose topics that they know and feel a lot about, not what politics tells them to know and feel about.

Perhaps the ultimate solution to the problem would be to discourage all ovations. Awarding standing ovations more frugally would increase speech topic diversity and sincerity. These new ideas would be rewarded by a more authentic audience opinion.

6

InDepth

THE RUBICON • NOVEMBER 2015

PHOTO ILLUSTRATION: Amodhya Samarakoon JUNIOR HEBA SANDOZI believes that wearing makeup is empowering for many females. “There’s this strange, but really cool phenomenon where wearing makeup can make you feel more confident,” Sandozi said.

Makeup empowers, but does not define AMODHYA SAMARAKOON Health and Wellness Editor

As people get older, they tend to develop a morning routine: hit snooze three times, finally wake up, get ready, and eat breakfast.

Sometime during that regimen, they may stand in front of their mirror and coat their lashes in mascara, flick their eyeliner, or dab on under eye concealer: the use of cosmetics presents itself in many individuals’ daily routines.

Although society has become more open to the use of makeup by all genders, women are still the main consumers of cosmetics.

Makeup, especially now, plays a huge role in many women’s lives: the age at which girls are beginning to wear makeup has dropped to around 11 years old, according to an article by Glamour Magazine. The following for YouTube beauty gurus - who give fashion, health advice and often create makeup tutorials - has increased by over 50% since 2014, according to a study on YouTube’s beauty ecosystem by Pixability.

Along with this rise in views and subscribers in the online beauty community, young gurus such as Bethany Mota have surpassed slightly older YouTubers such as Michelle Phan in their following. Much of Mota’s content consists of simple everyday and no-makeup makeup tutorials - directed towards girls in middle and high school. These so called no-makeup tutorials and “how to take the perfect selfie” videos go through full makeup routines meant to create a natural look along with lighting tips to ensure one’s selfies look flawless. Older YouTubers, such as Phan or Nikkie from NikkieTutorials, post

content requiring more technique for intricate, high-fashion looks which highlight the level of artistry makeup can achieve.

All of this points to the development of increased insecurities regarding the use of cosmetics among women and young girls. “[Many views towards makeup] are just based on the way women are treated as a whole. Women have to be everything: successful women can’t only be successful at what they do, they have to be successful at what they don’t do,” junior Heba Sandozi said.

Women are often expected to look good, but bare faces still draw criticism from society. Yet, they’re also discouraged from wearing makeup as if it is something shameful, resulting in a confusing cycle where nothing passes societies harsh critiques. “People say ‘Why do you wear makeup?

You don’t need to play into society’s lameness.’ … But, society hasn’t stopped saying ‘You need to look pretty,’ that’s still a standard,” senior Tessa Rauch said.

“So people are told to look pretty but also told not to wear makeup ... and then that traps people.”

On the other hand, a large group of people who consider makeup an enjoyable art form and spend time honing their skills have experienced an underappreciation for the skills behind extreme and editorial looks over the past year, mirroring the shift in the beauty world of YouTube. “[Makeup trends] speak to the way that makeup is now being perceived … before it would be that girls who weren’t wearing makeup were [shamed]. But now it’s kind of turning the tide into a way that’s still negatively impacting women ... [as if] girls are

hiding something, and frankly, I just don’t think that’s the case,” Sandozi said.

Campaigns such as the #nomakeup tag surfaced last year in order to combat societal pressure to wear makeup, as Sandozi mentioned. The powerful message which the no makeup hashtag promotes, hangs off of Instagram and Twitter captions in the form of hashtags and dominates people’s feeds every day.

The hashtag, originally created to raise money and support for cancer and research, left science in the dust a long time ago and now serve to illustrate positive and negative views about makeup and women.

“FOR A LOT OF WOMEN, MAKEUP IS THE EQUIVALENT TO A SUPERHERO’S CAPE...

MAKEUP DOESN’T DEFINE ANYONE.” — FRESHMAN CAMILLA MYERS The hashtag is accompanied by a photo of someone, usually a woman, without makeup. These photos range from clearly bare faced, to possibly photoshopped, to just a little chapstick and mascara. “When I see selfies that are supposed to be natural but are extremely edited it makes me question the realness of the people posting them. I say, if you’re going to do it, own it. Have the balls to put yourself out there but don’t get caught in between realistic and idealistic,” freshman Camilla Myers said.

In 2014 a large number of selfies with this hashtag were posted on Twitter, Facebook, and Instagram for an unknown reason; Cancer Research UK then requested that messages encouraging donations be included in the captions, and eventually raised near 2 million euros, according to The Guardian.

Over the past year, donations have dwindled and bare faced selfies continue to pop up on social media feeds. However, it’s not to say that this trend has lost all meaning. “I do believe that the #nomakeupmonday trend is creating a small positive effect on some women but I don’t think that it should be forced upon women either,” Myers said.

Revealing one’s bare face to the internet sends a powerful message about oneself - that they aren’t afraid to show their real skin.

However, it can also pressure those who don’t feel as comfortable without makeup or people who feel secure about their relationship with cosmetics to participate. “Personally, I wouldn’t participate in the trend: not because I’m ashamed about what I look like but rather because I see no need to prove my genuineness to other people,” Myers said.

While this trend encourages self acceptance, it may have reverse effects on people who wear makeup. “The way the [#nomakeup] trend negatively impacts makeup users is because more people are saying ‘look at how nice this girl [looks] because she’s not wearing makeup as opposed to this [other] girl who wears more makeup,’” Sandozi said.

However, times continue to change. Recently, subtle self ac-

ceptance activism has served to encourage people of all genders to show their makeup-less faces while also educating people about the power of makeup and the skills it takes to excel at it.

Makeup trends which highlight the technique behind its application and brilliance of the final result have surfaced. Examples include #thepowerofmakeup - where people leave half their face bare and transform the other with a full makeup look - and clown face makeup - where one uses various colors of concealer, foundation, and blush to create a clownish look and then, through much blending, transforms it into a flawless makeup look. “There’s this strange, but really cool phenomenon where wearing makeup can make you feel more confident,” Sandozi said.

However, others think that the #thepowerofmakeup trend has a negative impact on women: “[It] conveys the view that makeup is part of a societal system that places significant weight on a woman’s appearance and promotes a specific and high-bar beauty standard,” junior Coleman Thompson.

A bottle of foundation, a mascara wand, or a tube of lipstick all have the ability to empower those who choose to use it and can create intricate, beautiful designs. However, neither wearing it or choosing not to are by any means necessary to achieve beauty or acceptance. “For a lot of women, makeup is the equivalent to a superhero’s cape: a woman’s strength is not defined by what she is wearing on her body or on her face … Makeup doesn’t define anyone,” Myers said.

Health & Wellness

First impressions What do you strive to convey in a first impression?

6.7 %

% 16.7 6.7% 6.7%

%

33

30% Kindness 33.3% Maturity 30% Intelligence 16.7% Trustworthiness 6.7 % Dominance 6.7% Other 6.7%

20%

%

10

23.3% 46.7%

Personality 46.7% Use of Language 23.3% Appearance 20% Body Language 10%

The Rubicon polled students, grades 9-12, with 33% of students responding.

INFOGRAPHIC CREDIT: Boraan Abdulkarim

To read more Health and Wellness, and this month’s posts on iron deficiency and motivation, check out Editor Amodhya Samarakoon’s health blog Good For You at tisgoodforyou.wordpress.com

7

Perceptions take into account a combination of controllable and uncontrollable factors

LAUREN BOETTCHER News Editor

The first impression someone makes is — more often than not — the only impression one makes... or is it?

“I give really bad first impressions, I’m [apparently] very terrifying, I’m very ‘out there,’” sophomore Mira Zelle said.

It is true that first impressions allow a person to form opinions about others after just a few minutes, and that is powerful. But first impressions are not set. What it is possible for the individual to cultivate and what is out of their control?

FIRST IMPRESSIONS AND GENDER

Which facet do you rely on to control the first impression you have on others?

NOVEMBER 2015 • THE RUBICON

According to a recent The Rubicon poll, 44.8% of students said that they felt gender most influenced the impressions they made on others.

“I would [like to say] that gender doesn’t matter for first impressions, but I know that I used to see girls who were shy when we first met as flirty, and that has gotten me in trouble,” freshman Ben Atmore said. “I think that there’s an assumption that women are quiet and keep to themselves.”

“IN MAKING A FIRST IMPRESSION, I NEVER TRY TO ACTIVELY COMBAT STEREOTYPES BUT IT ALWAYS SHOCKS ME AFTERWARD WHEN [PEOPLE] REMARK SOMETHING ALONG THE LINES OF ‘YOU’RE ACTUALLY REALLY SMART.’”

People instinctively judge others. According to a study done at Charles University in the Czech Republic, women are often seen as more trustworthy than men, and people with brown eyes give off the same initial impression.

“Based on the fact that I am a cisgender male, people may get the impression that I am someone who really doesn’t understand his privilege and who doesn’t care about gender rights,” sophomore Freddy Keillor said. “I however, strive to break this impression, by actively using my privilege to be the best advocate I can be for those who have been marginalized and oppressed because of their identity,” he said.

FIRST IMPRESSIONS AND PERSONALITY Nearly half (44.8%) of students at SPA said that the most important thing they rely on when trying to make a good first impression is their personality.

Freshman Ben Atmore states that his personality and appearance have changed from last year in the Middle School because he feels more comfortable in his grade setting.

“I felt like [my grade] was very cliquey last year, and that we had to prove ourselves to one another. Sure, the Upper School has groups, but I don’t view them as exclusive or gossipy,” he said.

Instead of focusing on creating a first impression when entering the ninth grade, Atmore

— JUNIOR KATIE BRUNELL While phrases like “She seems well-spoken,” or “She’s quiet,” may appear innocent enough, imagine instead if the message focuses more on physical characteristics: “Did you see her makeup? She’s obviously trying too hard,” or “What is she wearing?”

These types of judgments could be harmful whether they reach the ears of distant peers or new acquaintances.

“In making a first impression, I never try to actively combat stereotypes but it always shocks me afterwards when (usually men or adults) remark something along the lines of ‘you’re actually really smart,’” junior Katie Brunell said.

However, the initial stereotypes that affect someone’s first impression are not only those imposed on females.

PHOTO CREDIT: Lauren Boettcher

embraced his personality: “I feel so much more laid back than last year, when I felt I had to be someone I’m not.”

Personality is an extremely easy factor to control in first impressions, which is most likely why many utilize it to convey a positive first impression.

“SURE THE UPPER SCHOOL HAS GROUPS, BUT I DON’T VIEW THEM AS EXCLUSIVE ... I FEEL SO MUCH MORE LAID BACK THAN LAST YEAR, WHEN I FELT I HAD TO BE SOMEONE I’M NOT.” — FRESHMAN BEN ATMORE Senior Danish Mahmood said that “Coming from a Pakistani family, I make sure that whenever I meet a new person ... I make sure that I pass on a benevolent and humble charisma to that person. Knowing Pakistan and its people, humility and peace are two very essential aspects of a Pakistani’s demeanor.”

FIRST IMPRESSIONS AND APPEARANCE Everyone seems to have a unique idea of what makes a positive first impression. Standing up straight, wearing a clean and coordinated outfit, and paying attention may come to mind. Smiling can be a major factor in how people are remembered.

A recent study conducted by Princeton researchers shows that a person’s facial features impact the impression they make. “We decide very quickly whether a person possesses many of the traits we feel are important ... even though we have not exchanged a single word with them,” Princeton University Psychologist Alex Todorov said.

“I remember that choosing what I was going to wear on the first day of school was a huge deal,” Brunell said. “I probably spent over an hour on it. I definitely looked around the first few weeks of school to see what people at SPA were wearing so that I wouldn’t stand out by wearing something different. I started wearing converse more because a lot of other people wore them.”

According to a study conducted by development psychologist Dr. Michelle Callahan, 24% of Americans say they remember what someone’s smile better than anything about them. Tone of voice can have a major effect on the impression a person makes, and clue them in on different personality traits. For example, a higher pitched voice sounds more

PHOTO CREDIT: Stephanie Li trustworthy, where a lower voice does the opposite.

FIRST IMPRESSIONS AND WHAT WE CAN’T CONTROL A person can make a judgment after as little as one-tenth of a second. Unfortunately, making judgments in such a short time frame means that judgments can be influenced by preexisting stereotypes based on gender, race, or other social distinction.

While many acknowledge that gender is one of the many influences of impressions, some believe that changing how impression are made is the best way to fight stereotypes.

Spending hours trying to change who a person is doesn’t really fix anything, It just masks the real problem: the emphasis on how the first impression is the most important one.

“In judging a person based off a stereotype or exclusively a first impression, you oversimplify who that person is and deny them the chance to grow. Ultimately, we are all very complex human beings and we just need someone willing to hang around long enough to discover that,” Brunell said.

The most important part of a good first impression is understanding that it is rarely the only impression someone makes. It is the first of many different impressions someone makes as they grow and change as a person. There are plenty of chances to overcome this impression, as long as individuals remain open minded enough to try.

Cover

8

THE RUBICON • N

Stereotype clashes with reality:

What makes a woman powerful?

Across cultures, stereotypes NOOR QUREISHY InDepth Editor

Senior Angel Smaller: “Getting an education makes a woman powerful. My mom has always inspired me, the way she always speaks her mind has taught me to never be afraid to state my opinion.”

PHOTO CREDIT: Ellie Nowakowski

Sophomore Sabrina Rucker: “Having confidence in something, and knowing I’m good at something, makes me feel powerful. Explaining history homework to my good friends makes me feel powerful, because I know what I’m talking about.”

PHOTO CREDIT: Ellie Nowakowski

Junior Paul Watkins: “When she’s able to break out of traditional gender norms and make a path for herself.”

Passion laces her voice, her limbs are lean and tough, her mind sharp and insightful. She doesn’t apologize needlessly, she’ll never be accused of being too meek, too girly. She’s self confident, and it shows. Strong women fill the halls of our schools, the rooms of our homes, and the offices of our workplaces. For many females, the strong women they know and love in their own lives and in the media are their role models, the people they aspire to be like.

However, when the idea of a strong woman becomes a stereotype, replacing the old standard for being a “proper” female with a new, no less oppressive form of suppression — when a woman is only respected if she adheres to the standards society has decided females must follow in order to be considered “strong” — then it is no longer an empowering term.

The stereotype of what a “strong” woman looks and acts like differs with each culture or ethnic group, but the effect is no less negative.

As Danielle Campoamor said in The Huffington Post, being a strong woman should be about “no longer looking for validation from a society that will constantly tell you to be something else. It means defining your own strength.”

Sophia McDougall, the author of the Romanitas trilogy, expands on this idea, and explains how women are characterized in popular culture, specifically in the world of fiction in an article in the New Statesman.

“IF SOMEONE’S REALLY GOOD AT TAKING CARE OF PEOPLE, BUT THEY’RE BEING REALLY POLITE AND NICE ABOUT IT WE WON’T CONSIDER THEM STRONG.”

PHOTO CREDIT: Ellie Nowakowski

Senior Dhara Singh:

— SENIOR MAYA SMITH

“I lift a lot which makes me feel strong and powerful. I also work at Ben and Jerry’s, and one day a huge group of people came in. It made me feel very powerful that I was able to scoop ice cream for every single customer.”

PHOTO CREDIT: Ellie Nowakowski

“What happens when one tries to fit other iconic male heroes into an imaginary ‘Strong Male Character’ box?...they’re not used to this kind of confinement, poor things. They’re used to being interesting across more than one axis and in more than two dimensions…but it’s within this claustrophobic little box that we expect our heroines to live out their lives,” she said.

In addition, McDougall describes how “strong” female characters are often portrayed as

unusual, atypical women who live outside the norm.

“Of course, normal women are weak and boring and can’t do anything worthwhile. But this one is different. She is strong!” she said.

The way the “strong woman” stereotype is applied to African-American women has potentially dangerous consequences.

According to Leah Sinclar from The Guardian, African-American women are often dehumanized because of this very narrow stereotype. “[The strong black woman stereotype serves to] limit our ability as women to emote, as if the only emotion we can express is anger and our only quality is strength,” she said.

In addition, an article by Noliwe M. Rooks from Time magazine says “[the strong black woman stereotype is] a complicated and dehumanizing stereotype — and its debunking seems somehow at odds with feminism.

No one wants to project the message that black women are weak and helpless.”

However, this article goes on to say that while getting rid of the “strong black woman” stereotype may seem counterproductive as far as women’s rights go, it still is an extremely necessary step to take, because of the way it is affecting real African-American women in society who are not given help because of their supposed super-strength (Renisha McBride is an extreme example: her car broke down, she went to a nearby house to ask for help but the man at the door thought she was a threat and shot her).

In South Asian culture, which often draws from countries like Pakistan, India, and the Middle East in general, the stereotype of a strong woman isn’t as common.

However, social media movements from south Asian American women, such as the #mispterz movement which stands for Muslim hipsters have emerged, in an effort to defy negative stereotypes about Muslim women.

The Mipsterz movement has received both effusive praise and harsh criticism; critics argue that rather than removing stereotypes about Muslim women, it just replaces them with the stereotype of what a cool, empowered, Muslim woman looks like.

Latin American women are making huge strides towards equality, but their culture is not keeping up. The strong women stereotype doesn’t seem to be as prominent in Latin American culture, although there are many women in public positions (like Argentina, where Cristina Fernández, a woman, is president).

“W progr men, places titude ly. W belittl is co a stor mach up,” a mist t Mach

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—

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Story

9

NOVEMBER 2015

the image of a strong woman of a strong women limit rather than empower

Women have made great ress towards equality with especially in schools, works and politics. But social ates have changed more slowWomen’s ambitions are often led; hostility towards them ommon. Raw statistics tell ry of female advancement; hista culture has yet to catch an article from The Econotitled “Wonder Women and ho Men” said.

I GET OPINIONATED D ANNOYED, PEOPLE LL SAY ‘THAT SIDE OF OU IS COMING OUT’.”

— JUNIOR KATHRYN SCHMECHEL

sian culture also perpetuthis stereotype. As Maria X. aid on The Huffington Post, n though it seems that the n race is often associated the “model minority” label, we are often grouped in with asians, these theoretically ive associations rely on a er that ignores the raw and experience.” ften, the real challenges ns face, especially Asian en, are overlooked because tereotypes appear to be posthe stereotype that most ns are “mathletes” is a prime mple. ophomore Julia Wang has strong Asian woman stereoappear at school: “[People assume] I’m automatically at every so called Asian ,” she said, referring to stepes about Asian girls being at Math and Science. n Chinese culture, Wang says the stereotype of an “ideal” an, who is also thought to rong, fits the role of the ct mother, or the perwife. Wang believes students at SPA are onsciously aware of “strong” woman stepe, but don’t think t it as much, or give h importance to it.

Senior Maya Smith sees this “strong woman” stereotype pervading popular culture.

“I see it a lot in films and on TV,” she said. “Usually either she’s very work-focused or she’s clearly slightly more manipulative than the male characters.

There are very few women in power where they just happened to be in power...it doesn’t feel like a normal woman would get that job,” Sophomore Eva Garcia sees the “strong” woman stereotype present in Latin American culture, and the SPA community.

The stereotype she sees coming up most often is that strong Mexican women are passionate, likely to veer on the side of completely loving or hating the people around them.

She believes that women are required “[to be] manly while still being a woman,” and that the students at SPA know what the stereotype is “ but they don’t really do anything to stop the stereotypes and sometimes they seen seem to use them,” she said.

Freshman Nitya Thakkar believes that the “strong” woman stereotype will have an effect on her life, if it hasn’t already, especially due to her South Asian ethnicity.

“It’s going to be so much harder for me to get what I want,” she said. Thakkar’s family encourages her to counter these stereotypes. “In my family being a strong woman means fighting for what you believe in,” she said.

Thakkar also thinks that the lack of awareness about the strong woman stereotype in the SPA community is because of the fact that many people

don’t notice it, or identify it as negative.

“They know about the feminist movement, but they probably don’t know about the extent of it,” she said.

Junior Sarah Murad hasn’t seen the effects of the “strong” woman stereotype in her life, although she can see how it would negatively impact other females.

Overall, she believes that the pressure is starting to lessen for south Asian women.

“Nowadays that disadvantage [for south Asian women] is decreasing,” Murad said.

“IT’S WITHIN THIS CLAUSTROPHOBIC LITTLE BOX THAT WE EXPECT OUR HEROINES TO LIVE OUT THEIR LIVES.” — AUTHOR SOPHIA MCDOUGALL

Smith disagrees with the notion that the “strong” woman stereotype is beneficial to the feminist movement.

“If someone’s really good at taking care of people, but they’re being really polite and nice about it we won’t consider them strong,” she said. “People tell me I’m too meek a fair bit...I don’t

like being aggressive, I like being polite…[but] because I’m polite they think I won’t stand up for myself.”

Smith believes that the “strong” female stereotype is commonplace at SPA, and in our society at large. “I feel like a lot of people think it’s true. More people accept it and believe it,” she said. Smith sees this issue come up at SPA female classmates are disregarded when they discuss social justice issues. “[People will] roll their eyes, be less likely to listen,” she said.

Students at St. Paul Academy and Summit School have also seen the negative effects of the “strong” African American woman stereotype.

“The angry black woman: that’s what it means to be strong [for African-American women],” junior Kathryn Schmechel said. “[She’s] angry and emotional.

If somebody expresses their feelings and they’re African-American, they’re automatically angry in a way. If I get opinionated and annoyed, people will say ‘that side of you is coming out’ or ‘you’re just angry.’”.

A huge part of why African-American women in particular are treated in this way is due to pressure from outside sources, sometimes even their own community.

“A lot of times people feel like they need to prove themselves, to be a certain type of woman…[like] you have to be one

way or else you aren’t strong or powerful. I need to be the strong one, and not upset right now... that’s who I need to be for other people. I put a lot of pressure on myself to be the emotionally strong one,” Schmechel said.

FAST FACT

28% OF FEMALE STUDENTS AT SPA IDENTIFY AS A PERSON OF COLOR. DATA SELF-REPORTED BY SPA FAMILIES Smith has also seen the “strong woman” stereotype affect her own life.

“I feel like I would have to work extra hard to be in a position of power...I can’t just be good, I would have to be extraordinary,” Smith said.

Since Smith does not see many women in high positions of power in the real world, she believes that she would have to stand out and in some ways and embody the “strong woman” stereotype in order to get where she wants to be.

“All stereotypes are based on a kernel of truth,” Smith said.

PHOTO ILLUSTRATION: Mari Knudson Zhang Zin (co-founder and CEO of SOHO China) , Etka Kapoor (prominent Indian TV and film producer), Emma Watson (actress and female rights advocate), Cristina Fernández (President of Argentina), Renisha McBride ( prime example of social injustice against black females) are all examples of strong female role models. According to Danielle Campoamor of The Huffington Post, being a strong woman should be about “no longer looking for validation from a society that will constantly tell you to be something else. It means defining

Feature 10

THE RUBICON • NOVEMBER 2015

Students’ love of planes soars to new heights

Submitted by: Lauren Datta SOPHOMORE LAUREN DATTA pilots a Cirrus SR20 aircraft. “I have mostly flown really small planes like Cessnas and Cirrus’,” Datta said.

PETER BLANCHFIELD Staff Writer

A rumble is heard in the distance; it sounds distinctly like a plane. Then, from behind, a voice says “That one is an Airbus 330”.

The voice belongs to junior Jack Indritz, and he can do this for any plane he sees, commercial or private.

As Indritz described it, “You just need to understand common types, big versus small, etcetera,

[and] you just break it down until there is only one possible choice.”

Love of airplanes is a unique interest that can manifest in different ways, including learning about planes, piloting them, and engineering and designing aircrafts.

“I like all kinds of planes, but if I had to pick, I would say that my favorite are commercial planes. And definitely modern over older ones,” Indritz said.

Sophomore Jak Kinsella is also a commercial airplane lover.

“I love commercial planes. Right now I am really interested in Boeing over Airbus, but that fluctuates a lot,” Kinsella said. Boeing and Airbus are rival airplane designers and builders.

Sophomore Lauren Datta has taken her love of planes to the next level. After expressing an interest in flying, Datta and her father began taking lessons at St. Paul Holman Airport together. “I have mostly flown really small planes like Cessnas and Cirrus’,” Datta said. ”What’s really funny is that you don’t need a separate license to do aerobatics. So I went out with an instructor one day and did hammerheads, spins, and loops, which was really fun,” she added.

Sophomore Freddy Keillor, on the other hand, is partial to military planes.

“When I was five, I got a military plane book for Christmas; it was the most read book in my household, [and] that was the spark for my love of airplanes,” Keillor said. Although he is passionate about all military planes, he said his favorites are ”definite-

ly fighters from the World War II era, otherwise, I prefer fighter-bombers from more modern times.”

He thinks that military aircraft are more interesting “They are tied into history, they helped form the modern nations and helped draw the lines we see today on the map,” Keillor said.

Datta also likes planes from World War 2, and has flown in them. I’ve gotten to ride in the backseat of a P-51 Mustang, which was really cool but so loud I thought I would go deaf,” Datta said. But that’s not the only cool plane Datta has ridden in. “I’ve also been in a Waco, which is an open cockpit plane. I got to touch a cloud, which was awesome,” she said.

The plane lovers got their start at an early age. For Kinsella, “What really sparked my interest was when I was able to go into the cockpit after a flight to London when I was seven.”

Indritz began his obsession at a later age. “I have always loved airplanes, but it was in middle school when my interest really took off,” he said. In addition to all of having started loving air-

planes at an early age, the students plan on continuing their love of airplanes professionally or recreationally after high school. “ An officer in the Air Force is still a considered career choice for me; I just really love flying,” Keillor said. He added that even if he doesn’t go into the Air Force he will still “continue to broaden my horizons, and continue my interest in airplanes.”

Kinsella hopes to take a less traditional route of employment in airplanes,. “I would like to be an aviation investigator as a career. Their job is to investigate plane crashes and find out what went wrong and who is at fault,” he said.

Unlike Keillor and Kinsella, Indritz wishes to fly, but not as a profession ”I want to fly, not as a commercial or military pilot, but instead just for recreational purposes,” he said Kinsella and Keillor recommended that potential plane lovers buy an airplane encyclopedia to start, go to airports to watch planes, and find a niche that they love and let it take off.

Helping out at temples provides learning experience for madrichims ISABEL SAAVEDRA-WEIS Staff Writer

In the Child Care room at Mount Zion Temple, freshman Gabby Harmoning is cleaning legos. This Sunday is a quiet one in the colorful room she’s working in. She takes a break from wiping off duplos and sits down at a short table to play with a little boy. “[My favorite part about my job is] getting to bond with the kids… I think it’s fun,” Harmoning says.

A little ways down the hallway, freshman Sammy Reis is sitting in a room full of little kindergarteners and first graders during music class. As off tune singing fills the room, Reis smiles. “This is my day every Sunday,” she says, “And I get paid for it.”

Madrichim, the Hebrew word for guide, are student teachers who help the adult teachers in classrooms at Hebrew school.

Classes range from teaching students important Jewish stories to learning about religious holidays to helping kids who have fallen behind in learning their prayers.

For Reis, being a madrichim has other advantages too. “I get

a great experience, I learn how to talk to kids younger than me, and it’s my first job. It makes me more responsible,and I’m actually getting stuff done,” she said.

Junior Cara Pomerantz, who teaches Sex Education and Bar/ Bat Mitzvah Preparation at her temple Shir Tikvah, has a similar reason. “I’m working with kids, so I have been able to get a couple other jobs by having that credential. My bosses will write recommendations, it is a really good experience. I learn how to teach someone something, which comes in handy a lot,” Pomerantz said.

Sophomore Ben Konstan works at his temple with a desire to pass on knowledge. “I just graduated from the program myself,” Konstan said, “most people in my position then go on to help it, because it is a cycle of furthering the program.”

Even though there is another teacher in the classrooms, a madrichim serves as a role model and mentor. “It is sometimes hard to go to a teacher when you’re having problems […] but I think it is a lot easier for them to talk to someone closer to their own

PHOTO CREDIT: Isabel Saavedra-Weis GABBY HARMONING works as a madrichim in the Childcare Room at her temple on Sundays. “[My favorite part about my job is] getting to bond with the kids… I think it’s fun,” Harmoning said. age who has also had problems,” Pomerantz said.

“We were having a discussion about sexuality and this little girl decided to come out to her Sun-

day school class. It was the cutest thing I’ve ever seen,” she added.

Teaching at temple has also presented itself as a way to stay connected, especially for Har-

moning. “I get to feel better about being a Jewish teenager. I feel closer with my temple,” she said.

“I love going to temple. It’s just become like a second home.”

Read more See exclusive online stories, images, and videos and FEATURE on ubicOnline.com @TheRubiconSPA

share your stories with us in the comments

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Feature 11

NOVEMBER 2015 • THE RUBICON

Chefs fuel learning with friendliness and food CLAIRE HALLAWAY Staff Writer

Almost every day, the chefs at St. Paul Academy and Summit School work hard to prepare and serve a nutritious meal for the students and faculty, many of whom are unaware of what goes on in the kitchen.

One of the head chefs at SPA, Eric Swedberg said that his cooking experience at SPA and elsewhere has shaped his perspective on life. “Being in a kitchen and trying to make food for kids every day takes a lot of coordination and focus. You have to meet certain goals within a precise time frame,” Swedberg said.

“Being goal—orientated and having things mapped out in front of you is important for cooking and being spontaneous. I like having a plan [as well as] trying to accomplish certain things in a certain amount of time,” Swedberg said.

Chef Beth Valle agreed that her position as a chef has changed her perspective and taught her plenty more that goes beyond the kitchen.

“Feeding people is really important,” Valle said, “you really can not function without food, and we as cooks can help to fuel education.”

The SPA community, the faculty and students make the job more fun for the cooks with interaction and all of the enthusiasm towards food. The cooks are appreciative of the thank yous received as well as the excitement and enthusiasm towards the food cooked.

“I REALLY LIKE HOW EXCITED EVERYONE IS ABOUT THE FOOD [BEING] SERVED.”

The position of a chef is also unique at SPA, unlike most schools where cooking is institutional. At SPA, the job is a mix between culinary and institutional cooking. The time frame for the food to be prepared and ready by lunch time highlights the institutional side of cooking, while the ways that the chefs are creative with meals and try new foods displays the culinary side of cooking for SPA. “The people are definitely my favorite part all-around. I have learned a lot and I have really

grown from the other workers, especially the head chefs and their input and creative ideas,” Valle said.

The students and faculty can trust that the chefs are experienced and will serve good food.

Swedberg has had a lot of experience with other jobs, even in different types of cooking.

“I have worked in many culinary jobs; I went to culinary school for two years and after that

I worked in hotels, restaurants, country clubs, as well as more of the institutional side of cooking,” Swedberg said.

“YOU REALLY CAN NOT FUNCTION WITHOUT FOOD, AND WE AS COOKS CAN HELP TO FUEL EDUCATION.” — BETH VALLE

— ERIC SWEDBERG “I really like how excited everyone is about the food [being] served—I get excited when I see that the kids get excited about the food,” Swedberg explained, “I also think it is really cool that the kids trust the food, even if it is new to them and they have not had it before.”

CHEFS ERIC SWEDBERG AND BETH VALLE enjoy cooking for the SPA community. “I really like how excited everyone is about the food,” Swedberg said.

Sparkman enjoys cooking, sewing, and grandkids like it is purifying my skin,” she said.

She loves to listen to music while she works.“It keeps you going,” Sparkman said. She likes listening to the Spanish music the play in the dishwashing room that Hugolino Reynoso plays on the radio, as well as the hodgepodge of music they play in the kitchen.

“IT DOESN’T SEEM LIKE WORK BECAUSE WE HAVE SUCH GOOD TIMES BACK THERE.” — REGINA SPARKMAN

PHOTO CREDIT: Krista Schlinger REGINA SPARKMAN joined the St. Paul Academy and Summit School cooking staff a few months ago.

“Cooking is really fun for me; it’s rewarding. The guys I work with are really pleasant,” Sparkman said.

KRISTA SCHLINGER Staff Writer In addition to preparing and serving food, cleaning dishes is an important part of the work that goes on during lunch periods.

The dishwashing staff must work hard to keep up with the fast pace of dishes and eating utensils piling up on the counter. Kind gestures such as pushing plates

farther towards them or simply saying thank you can make the job a lot easier and less stressful for dishwashers.

Regina Sparkman is a food prep worker and dishwasher in the cafeteria. She enjoys her job and coming to work everyday.

Sparkman said her job has been going very well since she was hired a few months ago by Simon Barrow, Taher Head Chef. Spark-

man came from a temporary job at a family owned restaurant.

“Cooking is really fun for me; it’s rewarding. And the guys I work with are really pleasant,” Sparkman said.

“It doesn’t seem like work because we have such good times back there,” she added.

She also enjoys cleaning the dishes. “I love the steam that comes off the dishwasher. It feels

Sparkman enjoys the community of students and faculty here at SPA.“The kids are really polite. Every time they bring their dishes, they say thank you, and I love when they push their glasses further [to make them easier to reach],” she said.

She has noticed a positive difference between the people being served at SPA versus at other places.

“I used to work at a family owned restaurant, and the people were not as pleasant,” Sparkman said.

Another thing she loves about SPA is the artwork made by the students. “All I can draw is stick figures and to see these kids draw

ing and painting so beautifully, It is truly amazing.”

Sparkman loves life at work, but outside of the cafeteria she has a life that involves a lot more than cleaning dishes and cooking.

“I love to meditate and dream about the places that I want to go, like Paris,” Sparkman said. “In Paris, they’ve just got this kind of charm and it’s something different, something far away.”

Her hobbies include cooking, running and sewing.

Sparkman learned to sew at a very young age. She sometimes sells her work at festivals or keeps them for herself and her family.

“I sew African garments.“I learned [to sew] as a little girl when I took home ec in school.”

Sparkman got her inspiration to sew the garments from fashions she has noticed on others.

“Minnesota is very diverse and I see people wear them as they walk around,” Sparkman said.

“I think they are very beautiful and I like the way the look on me,” she said.

Sparkman also loves spending time with her three grandkids, taking them places like the mall or the park. “ They like when I come and pick them up and we go somewhere. We have so much fun.”

Arts & Entertainment 12 THE RUBICON • NOVEMBER 2015

Lehmann pursues the arts both in and out of school

by Nash, and also draws almost every day outside of school.

“What motivates me is the end goal [...] and I’m definitely a perfectionist, so I do not like any of my drawings,” Lehmann said. He spent the most time and effort on his drawing of cherries.

ELLIE FINDELL Staff Writer

Art is an expression of thoughts and feelings, as well as an outlet for creativity. Many people, old and young, express themselves through different forms of art. Whether it acts as a stress-reliever from the pressures of school, or something that they are forced to do in art class, everyone at some point in their lives has done some form of art.

Whether the art-making acts as a bridge to convey one’s thoughts, feelings and reactions to the art or as a means to get feelings out and provide a release when words are difficult to find, the practice of art therapy is proven to be healing.

Flipping through his spiral-bound sketchbook, sophomore Web Lehmann paused occasionally to display some of his favorite drawings, each delicately sketched on the gray-toned paper.

The vibrant colors, coupled with subtle shading, force the image to stand out on the page.

Lehmann has been an aspiring artist ever since he entered his first watercolor painting of a grapefruit into an art competition.

When Lehmann was younger he focused more on watercolor painting, and moved into pencil drawings as he got older.

Lehmann focuses on realism; his art is often based off a photo

PHOTO ILLUSTRATION: Iya Abdulkarim SOPHOMORE WEB LEHMANN adds the finishing touches to Cherries. “In our current society people are so insistent on instant gratification, but art is about accepting failure,” he said. of something that he sees in his everyday life, although occasionally he will draw people that he knows.

“I’m not very creative, and so I just try and stay away from creative drawings,” Lehmann said.

He considers his drawing Cherries to be his best.

“It’s obvious that it [the focal point] isn’t real, but there’s a cartoony realism to it and this piece captures it [Cherries],” he said.

Few people continue to paint or draw due to a lack of time. On average, a drawing takes about three hours for Lehmann to complete, but he’s not complaining.

“In our current society people are so insistent on instant gratification, but art is about accepting failure,” Lehmann said.

FAST FACT

LEHMANN’S DRAWINGS TAKE AN AVERAGE OF THREE HOURS TO COMPLETE. Much like any sport, art takes lots of practice and no one is born with talent; they have to work at it. Lehmann gets his practice in the advanced drawing class led

“[THE CHERRIES] CAME OFF AS A SYRUPY GOOEY LIGHT BOUNCING OFF THE WATER,” — SOPHOMORE WEB LEHMANN “[The cherries] came off as a syrupy, gooey light bouncing off the water,” he said.

Lehmann has a few steps that he takes when starting a new drawing.

“I’ll watch Netflix or listen to music; it gets me into the zone,” he said. “But, sometimes I just will not have the patience and that is okay.”

First he looks at the photo he plans on illustrating. “[After that,] I’ll make circles in the dark areas…and then after outlining, its just filling in the spaces,” Lehmann said. “That end product is what pushes me to keep working and strive to get a drawing to its full potential.”

Submitted by: Web Lehmann SOPHOMORE WEB LEHMANN likes to draw from photographs he has. “I’m not very creative, and so I just try and stay away from creative drawings,” Lehmann said.

Submitted by: Web Lehmann SOPHOMORE WEB LEHMANN loves to draw cherries. “It’s obvious that it [the focal point] isn’t real, but there’s a cartoony realism to it and this piece captures it,” he said.

Verhey siblings make their love of dancing a family affair DIANNE CARAVELA Feature Editor

Anyone who has seen an episode of Dance Moms knows what competitive dance is like: screaming moms, angry coaches, and overly intense practices for six hours a day. But for sophomore Allie Verhey and freshman Jennie Verhey, who both dance competitively at Jamm Dance Company, the reality of competitive dance is much different than the popular TV show makes is

SOPHOMORE ALLIE VERHEY has found her passion in dance.

“There’s so much to achive in dancing, but it’s hard to do, so it’s a challenge,” she said.

Submitted by: Allie Verhey

seem, although there are some similarities.

“I think it’s funny when people think Dance Moms is the same as what I do. It actually kind of is in a way, because we do the same kind of competitions, but we don’t go every weekend, and we don’t do different dances for every competition,” Jennie Verhey said.

The dynamics in the studio are also not comparable.

“ T h e moms aren’t trying to ruin each other, they’re usually all friends, and the teachers are really nice and trying to make you better, not make you feel bad about yourself,” Allie Verhey said.

Jennie Verhey has been dancing for eight years, and her sister began dancing with her a few years later. “I thought it was super cool when she was doing it, so I joined in two years after she did,” Allie Verhey said. Both have loved the sport ever since.

“You’re basically with your best friends for two or three hours a night; I think that’s one of the most fun parts about it,” she said.

Although dance is fun, it’s also a big commitment. The sisters have practice every night, Monday through Saturday, from anywhere between an hour to all day.

On top of dance, Allie and Jennie Verhey balance two school

sports and schoolwork. Some days, Jennie Verhey goes straight from two hours of soccer to two hours of dance.

“I THINK COMPETITIONS ARE REALLY FUN, YOU STAY AT THE COMPETITION CENTER THE WHOLE WEEKEND AND HANG OUT”.

— FRESHMAN JENNIE VERHEY “I do a lot of homework during school. I use my free period and tutorials wisely,” Jennie Verhey said.

Allie Verhey also finds ways to manage. “My friends would say I’m pretty good at time management. I usually have homework done the day it’s assigned,” she said.

The practices get more intense during the spring when competition season begins. The company does four or five competitions, which typically take place from Friday to Sunday.

“Normally they have solos on Fridays, then all the group dances on Saturdays and Sundays,” Allie Verhey said. “You’re basically committed for the whole weekend.”

This arrangement can make for some inconvenient schedules.

“You’ll do one dance on Friday,

and then you have eight dances [on Saturday], so you might have two dances to change in between two numbers, and then you have four hours before your next dance,” Jennie Verhey said.

After competing, the dancers wait for the judges’ scores, and then awards begin.

“You get placed, and then there’s bigger awards you can get,” Jennie Verhey said. “Everyone gets a ranking. The lowest is silver and it goes up to platinum or diamond, which are the best.

Normally they don’t give out silvers because they feel bad.”

Despite the time commitment, Jennie and Allie Verhey enjoy competing.

“I think competitions are really fun,” Jennie Verhey said. “You stay at the competition center the whole weekend and hang out.”

The dances are all centered around different stories.

“Last year, one was about a 1920s city, so I was in a flapper dress,” Allie Verhey said. “This year, for our tap dance, we’re going to be secret agents, so we’re going to have suit coats and sunglasses and ear pieces. [The costumes] totally depend on the year.”

Jennie and Allie Verhey have both found a passion for dancing and look forward to continuing to pursue it.

“There’s so much to achieve [in dancing], but it is so hard to do, so it’s a challenge,” Allie Verhey said.

Arts & Entertainment 13 NOVEMBER 2015 • THE RUBICON

School supplies provide platform for expression

overlap, if not obscure one another entirely. Hilton’s water bottle is growing with her, more stickers being added all the time to showcase the new things that matter to her.

“It started during Odyssey, Ella [Hommeyer, senior] gave me the idea of getting a sticker from every place that you visit, and then it just became lots of stickers. I could talk about each of them for an hour,” Hilton said.

MEGHAN JOYCE

I COULD TALK ABOUT EACH OF [MY STICKERS] FOR AN HOUR.

Chief Visual Editor Sometimes the best way for someone to figure out who they are inside is to represent that person outside. One’s wardrobe or haircut or makeup are some of the more obvious canvases for self-expression, and there is plenty of room for creativity with those.

But some students at St. Paul Academy and Summit School don’t stop there. Everyone has to carry around the same aging computer and put it in the same gray-beige locker every day with the rest of their school supplies.

Why not spruce those things up a bit with some personalization?

Senior Lexi Hilton’s water bottle is adorned with enough stickers that they have begun to

— SENIOR LEXI HILTON Each of these stickers means something important to Hilton.

There are stories behind them.

“This one is a fox, and it’s on the little Patagonia mountain because my best friend Margo gave it to me before she left for Australia for a semester,” she said. “Her spirit animal is a fox, and it’s on the mountain because she’s backpacking in Australia.”

Sophomore Adnan Askari only has one small sticker on his computer, which he got from his participation on SPA’s debate team.

IN SOME WAYS, [WHAT] PEOPLE PUT ON THEIR COMPUTERS REFLECT WHO THEY ARE AS PEOPLE. — SOPHOMORE ADNAN ASKARI

“Every time you win a debate you get six points, and then when you get some hundred points, you get a sticker,” he said. “In some ways, the stickers people put on the backs of their computers reflect who they are as people, because people tend to put things that they enjoy doing on their computer backs.”

I DID NOT INTEND TO PUT IT THERE, BUT IT LOOKS REALLY NICE. — SENIOR CHRISTINE LAM Not everyone decorates their school supplies to show who they are, as Askari theorized. Some do it purely for the sake of decoration. Senior Christine Lam, too, has one sticker on her computer.

It’s from the Internet Cat Video

PHOTO ILLUSTRATION: Meghan Joyce SENIOR CHRISTINE LAM poses with her textbook. “It’s really interesting, because I can sometimes read the articles… the section I pulled out was about fashion, which is interesting to me.” Lam said.

Festival, which Lam did not attend.

“But it’s really cute, and it makes me happy when I look at it,” Lam said. “It’s like my imaginary cat.”

Lam’s shining achievement is her Physics textbook; it is carefully wrapped with the New York Times’ fashion section.

“I can sometimes read the articles… the section I pulled out was about fashion, which is interesting to me. Now on the back of my textbook there is an advertisement, which I did not intend to

put there, but it looks really nice,” Lam said.

Whether carefully curating a sticker collection, wrapping a textbook with newspaper from the library, or something in between, decorating school supplies is a process which creates an opportunity to share one’s identity, in a small way, with passerby.

RUBI REVIEWS

Sia’s new single Alive celebrates survival and spreads awareness BORAAN ABDULKARIM Editor-in-Chief

Adele offered a million dollars for it. Rihanna bought it at some point, until Sia decided to reclaim it— there’s a reason Sia’s single Alive is so valuable.

The song demands the attention of the listener from the start: “I was born in a thunderstorm/ I grew up overnight.”

Alive carries an air of anger;

it’s chilling but paradoxically calm... Sia’s rough, labored voice (a trait which I typically dislike— no hard feelings, Enrique Iglesias) carries through disruptions in instrumental background for some intervals, and this has the effect of waking up the listener; of saying pay attention; this is important; this is real.

The expectant beep of a medical machine alludes specifically to Sia’s struggles with bipolar

disorder and a dark childhood/ adolescence.

Sia’s iconic crisp enunciation is anything but sterile in this song— on the contrary, it’s saturated with emotion.

Punchy lyrics, instead of just a catchy measure, are what lingered long after the song was over.

Although most of Sia’s songs portray struggle and this is surely analogous to her usual style, Alive has a poignant sense of resolu-

tion. It’s a grounded, reverent celebration of survival. This piece is more than another top 40 song— it’s art by definition; even if it’s not relatable word for word, art is activism in a form that jumps at you, even if it’s disturbing. The purpose is to intitate thought and spread awareness.

The song is a single from This is Acting, which will be released Jan. 29.

4.75/5

Fair use image from iTunes

Black: Coffee and Waffle Bar sells experience instead of flavor GITANJALI RAMAN

Online Managing Editor

PHOTO CREDIT: Gitanjali Raman

Black: Coffee and Waffle Bar is a small café located in the Como area of Minneapolis. Their menu features waffles but includes several different pastries, including gluten-free, vegan

doughnuts. The atmosphere of the restaurant is very warm. It’s a little dark, but very busy.

Though they have a large selection of waffles, including customizable ones, nothing about the waffles is unique. The Banana Nut waffle with chocolate drizzle was mundane. The

waffle’s appearance was beautiful, but the waffle itself? Not so much. It tasted like a normal waffle, like something that could be made at home.

The hot chocolate was also beautiful, but did not taste good at all. It tasted like warm two-percent milk, and it’s really

hard to mess up hot chocolate.

Black: Coffee and Waffle Bar does not sell its waffles, it sells the experience. The restaurant gets three stars, but only because of its Instagram-worthy waffles, not because of the taste of them.

3/5

After Alice is a must-read for anyone taking standardized tests SOPHIE JARO

Opinions Editor Before taking the SAT, students should read After Alice.

If the classic Merriam-Webster dictionary or SAT preparation book is too dry for you, pick up this Gregory Maguire’s novel to find the words calumny, corporeally, vatic, aspidistra, diatribe, polliwogged, promontory, onto-

logical, benighted or bewigged used in context.

After Alice, a 2015 adaptation of Lewis Carroll’s 1865 classic Alice in Wonderland, features a children’s topic, youthful perspective, and old-world academic language. When Alice tumbled down the rabbit hole the first time, she unearthed the world of Wonderland teeming with the same adult foibles and obvious

obliviousness she had left behind in the world above.

In this re-telling, made almost incomprehensible at points with “existentially, hyperbolically, quintessentially unknowable” vocabulary, Alice’s friend Ada inadvertently follows her to Wonderland. The writing style becomes curiouser and curiouser as Maguire adds oddly-extended conjugations like embarkation or

capacious. This advanced academic vocabulary does fit the setting of Victorian Oxford, where Ada and Alice’s relatives react to their disappearance. However formal the foggy, third-person omniscient writing style is, the story still weaves talking walruses and walking oysters into a colorful plotline, creating a world pleasantly unlike our own.

4/5

Fair use image from Amazon

14

Sports

THE RUBICON • NOVEMBER 2015

WINTER SPORTS PREVIEW

Dance team kicks into high gear IYA ABDULKARIM Feature Editor

“This is the biggest team that I have had,” Dance team co-captain Calla Saunders said. “There is so much more creative possibility that you can have in dance team when you have more people.”

The St. Paul Academy and Summit School dance team, led by co-captains Saunders and Miriam Tibbetts, has been practicing for weeks.

“Everybody is doing really well on their splits, everybody is doing really well on their toe-touches, and it is going really well so far,” Tibbetts said.

Since last year, the team has gained a substantial number of members, allowing them to explore new routines and plan on attending more competitions.

“Last year, we had to cancel a lot of the meets because our team was so small that every time one girl could not make a meet, we had

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to cancel,” Saunders said.

There is enthusiasm about this year’s team size and members. The rising membership means continuing the strength of the team going forward. The captains have high hopes for their team.

“I am really looking forward to getting them excited about dance team,” Tibbetts said.

“Our goal is to go to every meet we have scheduled this year and to go to sections because we have not done that in the past,” Sauders said.

Tibbetts hopes to “place in the top three at a meet because it has been a while since we have done anything like that.” “[Nearly] every practice we have a new girl that wants to join,” Saunders said. “This is the perfect time to join, because we have a lot of new people, so we are really starting from the ground this year.”

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ain t p a c y e ck Girls Ho Johnson e Catherin

Boys basketball captain Dalante Peyton brings energy to senior season EMILY THISSEN News Editor

Q: What are some traditions that are unique to your sport?

A: We do dance circles before the games, and then we do dance circles after every home win.We do some movie nights and game nights during the season.

Q: What are you most excited for?

A: I’m excited to play my senior season with all my teammates and friends.

Q: Why do you think you will be successful?

A: We are going to successful because we have a lot of chemistry as a team, and although we may not

ns o s a e r and

be the most skilled team we work well together, which makes it hard for other teams to defend us.

Q: Why should students come watch your team play? Why is your sport interesting?

A: It’s really fun, and we try to make it high-energy games. We are pretty involved in the community and we go to lots of sporting events, so it would be nice to see that support come back our way.

Q: Anything new this year?

A: We have a new head coach, and he’s changed some things, so we have a new offense and a new defensive system as well.

Sports 15

NOVEMBER 2015 • THE RUBICON Q: Any special events during the season? Fundraisers, drives, etc?

A: We have coaches vs. cancer, and for that game for every 3 pointer that’s made, a certain amount of money is donated to cancer (research).

Q: Who is your biggest rival and why?

A: Minnehaha, it started when the beat us my freshman year and went on to win state.

Q: What is your biggest goal for the season?

A: To get first in our section, because then we are expected to win conference and go state as well.

Q: When is your first game?

A: Nov. 19 against St. Croix Prep.

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Sports 16

THE RUBICON • NOVEMEBER 2015

WINTER SPORTS PROFILE: Fencing

Saber captain Colin O’Hern uses experience to lead and win

Foil captain Milo Wittenberg commits to new season

Q: Why should students come watch your team play? What makes your sport interesting?

A: It’s a new experience. People know what fencing is, but they usually never see it.

Q: Why should students come watch your team play? What makes your sport interesting?

A: One of the most interesting things about fencing is that it’s both individual- and team-oriented. I really enjoy that because it allows you to know what you’re doing wrong and work on your own improvement.

Q: Who is your biggest rival and why?

A: MSC. They fence year-round, they’re really good. We have the potential [to beat them] but we’ll have to see.

Q: What is your biggest goal for the season?

A: To accomplish as much as we can as individuals, and to probably win state as an entire team.

For saber our goal is to beat MSC (Minnesota Sword Club).

Q: What’s something not many people know about your team?

A: We don’t actually hit hard, we have a lot of fun, we actually do workouts even though most people don’t believe us.

Q: Anything new this year?

A: I think (new coach Sasha) is good for the team. The best thing is he keeps everybody straight, he’s nice, he’s friendly but he definitely keeps us in shape.

Q: What are you most excited for?

A: Just to get to know everybody, having fun, beating other teams.

Q: Do you think you will be successful?

Yes. Totally. It’s going to be fun.

PHOTO CREDIT: Iya Adbulkarim THE ST. PAUL ACADEMY AND SUMMIT SCHOOL FENCING TEAM gets ready to practice. “We have a lot of fun, we actually do workouts even though most people don’t believe us,” captain Colin O’Hern said.

Épée captain Emma Truman unites young team IYA ABDULKARIM Feature Editor

The Épée fencing team, led by sophomore Emma Truman, has been practicing for the past few weeks.

The students practice between the Twin Cities Fencing Club and the small gym here at St. Paul Academy and Summit School, preparing the beginners, as well as the returning members, for competitions.

“Our fencing team has been pretty successful in the past,” Truman said. The Girls’ and Boys’ fencing teams were state champions last year.

“I really just hope that we have fun, and that we take new kids...and get them excited about fencing so they continue fencing throughout their high school career,” she added.

The team, which has new students and a new coach, strives to form new and strong connections between members, who are in different styles and grades.

Truman plans to “unite the team a little more.”

“In between weapons [...] it gets a little bit separated due to the different practices,” she said.

In terms of grade division, she “really hope[s] that upperclassmen can reach out to underclassmen and form really good relationships that way.”

As a unique sport offered at SPA, students tend to accept its existence, but fail to question its practice.

“I think most people have a preconceived notion that it [fencing] is really nerdy,” Truman said.

“Which I am not going to lie, fencing is kind of nerdy--but it is super fun.”

Describing the sport quite broadly, but with enough information to provide some base knowledge, she said “you get to poke people with swords - what is better than that?”

Q: What is your biggest goal for the season?

A: Win state again; fencing is primarily an individual sport, so it’s nice to be able to fence as part of a team as well.

Q: Anything new this year?

A: I’ve been working with [our new coach Dong-Ying Pai (Sasha)] before this [season] because he fences at the same club as I do. He’s primarily a coach as opposed to some of our past coaches who worked other jobs. I can tell he’s going to push us really hard, which should lead to improvement.

Q: What are you most excited for?

A: It’s my senior year. I’m going to take the season to revel in my last year and to see how far I came. I took second in state last year so I’ll be working hard to [get first place].

Q: Who is your biggest rival and why?

A: It used to be Blake. Maybe this year it’s TCFC.

Upperclassmen mentors help younger athletes thrive MICHAEL FORSGREN Staff Writer

Playing high school sports as a young person is extremely intimidating. “It was really scary to start my first game; the upperclassmen were all very supportive,” senior Girls Varsity Soccer player Elizabeth Shaheen said.

Many questions go through their heads: will I make varsity?

Will I start for my team? Above all, they question how the people of higher grades will react.

Very often upperclassmen are thought of as hazing bullies that prey on freshmen and sophomores, but in reality these upperclassmen are leaders on their teams who provide crucial advice in and out of their sport.

“I think we all definitely go beyond teammates, and we maintain our friendships throughout the entire year, not just the season,” Shaheen said.

Shaheen’s season was brought to an early end by a torn ACL at

the start of the season, and because of this, she had to provide more of a leadership role off the field.

“Because I didn’t play, I mostly encouraged them vocally; I tried to be encouraging,” she said.

Shaheen explained how she helps underclassmen through problems in sports and in school.

“Sometimes I talk [underclassmen] through things, it’s always scary to play your first game,” she said. “I gave them support with that and also high school in general.”

Underclassmen are often helped out in sports and school, so finding a leader is important to younger students.

“One of the leaders I’ve had in high school is Angel Smaller, just because of how he invited me into his friend group. He hasn’t treated me differently because I’m a freshman and he’s a senior,” freshman boys basketball player Andrew Johnson said.

PHOTO CREDIT: Michael Forsgren SENIOR LIZ SHAHEEN mentors her younger teamates throughout the season including freshman Emma Sampson. “I think we all definitely go beyond teammates, and we maintain our friendships throughout the entire year not just the season,” Shaheen said.

He explained that Smaller isn’t the only person who offers good leadership and advice. “[Upperclassmen] all treat you the same, they’re very welcoming, and they’re all very competitive,” Johnson said. “It’s very fun to be around them.”

Before the season started, Johnson and other freshmen attended open gym sessions. Johnson explained the intimidation factor of having to play with all levels of players.

“A few times in the open gyms I’ve gotten to play with the varsity players. It was daunting to

play with them, because they’re stronger and bigger than me. But they were always supportive.,” he said.

When people of every grade are asked: “What was your scariest moment in your sport as a freshman?” they all answer the same: playing their first game.

But never had they answered by saying that upperclassmen made fun of them or were intimidating; they instead said they received an incredible amount support and advice.

Being an upperclassman in sports isn’t about keeping away from the people who are small and less experienced; it is about making the younger players feel comfortable and giving them someone to look up to when they need advice for playing well or help with work in school.

Upperclassmen have stepped into this role perfectly and are becoming amazing leaders and friends for the new players on their teams.