Talon Times 2014 Fall Issue

VOLUME 24 FALL 2014 PAGE 2

Advice Index

Advice p2 Advice Local p3 West Queen West: Vogue’s Second “Coolest” Neighborhood A New School Year Questions About Glenforest: Answered!

What is Next?

Youth and Local Politics Global p6 Ebola: An Emerging Crisis The Stories Behind ISIS The New Caliphate United We Stand: An In-Depth Look at the United Nations Halloween Around the World Editorials p10 Tackling Tuition Do We Need High School?

The Time is Now Tooth-Hurty Writing for Dummies Loss of Ethics for Petty Profitsp10 Science p14 The New Reality Tesla Immortalised at Wardenclyffe MOM-The Mars Orbiter Mission Teens as Walking Zombies Comics p16

Credits

Advice

’m in grade twelve, and there’s this guy. He’s really sweet, smart, T

I

funny, and we really get along well. We’ve hung out a few times, which I guess you could consider dates, which I’ve really enjoyed. The only problem is, we’re both in grade 12, and it’s a critical year. I have a feeling that he might ask me to be his girlfriend soon, and even though I really like him, I don’t know what to say. Should I date him but risk being distracted from school work? Or should I focus on what’s best for university? How am I supposed to do both?

he key is to find balance. Find equilibrium between your wants and needs, then find harmony with others. You cannot let any one aspect of your life take up too much of your time, especially if it'll later be irrelevant.Set time aside to get into your school work, until you are satisfied with your own progress. Remember not to neglect friendships and relationships; even if they may not last, you'll create some unforgettable memories and experiences, and discover more about yourself in the process. And that sweet guy you have your eye on could potentially help keep you motivated and happy. As long as both of you are careful with your priorities, there's no reason to deprive yourself of a little fun and freedom!

- Jack

D

ear Girlfriend-to-be, There’s one very important thing which you have not told us about… how do you feel?!

I have two sides for you to consider: a) There is no reason for you to deny yourself happiness because of society. Yes, you will always have to study, focus on education, and make a career for yourself.

But that does not mean that you don’t include things and people in your life which make it worth living. If you feel strongly for this boy and he - by the looks of it - feels strongly about you, then I think when he asks you to go steady, you should say yes. You say he’s amazing, go ahead and frolic! b) But, if you don’t feel any spark between you two, I highly advise you to tell him immediately. You do not want to lead him on and cause him heartbreak. It is indeed a critical year of high school for both of you, and there should be no need for him - or you, for that matter - to suffer unhappiness and stress during a year when focus should be on the books.

So, there you have it friend! Good luck with whatever decision you choose, and remember, nobody can influence your personal choices, because you are in control of yourself. And don’t let anybody tell you otherwise!

- Jill

I

’m new to this school, and I’m quite shy. I don’t know much about clubs around school, and I haven’t made many close friends yet. Do you have any suggestions on ways that I can get out of my shell a little bit?

Teacher Supervisor

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ake it one step at a time. New friends and relationships can start with the simplest introductions. Find an excuse to start a conversation. Be confident and friendly. Complimenting someone is a great way to make someone's day as well as a good first impression. Before you know it someone will respond to your newfound confidence! As for clubs, talk to a teacher or some senior students. A majority of them are part of a club or know of one that may interest you. Placing yourself in situations that require teamwork is a sure-fire way to gain friends and meet new people. The more confident you are in yourself (without appearing overly confident) and the friendlier you are, the easier you'll find it to adapt, make friends and grow as a person, and the more likeable you'll be.

Mr. Gordon Ms. Axon

Editors in Chief

- Jack

Inori Khan Nathan Duong

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Zarfishan Quereshi Stephanie Brook Srobana Podder Jovana Pajovic Haoda Yan Rena Gao Sukarmina Singh Shankar Milena Cioana Madu Ravichandran Sundus Zuberi Jamey Irwin Christina Reuben

So check out clubs you find interesting, and interact with your peers in class: you’re bound to make new friends and get involved in Glenforest!

Copy Editors

ear Shy, I think that you should first start by making small conversation with your seat mate(s) in all of your classes. In gym class it might be a little difficult, but then you can make conversation with a new person almost every day! So, first make small talk. Find someone in any one of your classes, and approach them with maybe a homework question, and get the ball rolling from there. During school, you can also approach people who are sitting alone in the cafeteria, and ask to sit beside them. Don’t be creepy, be polite, and respect their privacy. If they seem inclined to talk to you, then go ahead and start chatting. As for extracurricular activities, I would suggest joining a few clubs to get started. One of the best clubs to could join is SAC, which is the Student Activity Council, the biggest club at Glenforest with the most potential friends to offer. Any clubs that suit your interests are a good idea as well - are you a science person? A writing person?A computer person?A dance person? We have literally everything here. Clubs are the best places to find people with the same interests as you.

- Jill

Layout

Kevin Ing Daniel Ku Suriya Ratnam Amanda Yang

Photographers

Julianna Clarke Meruba Sivaselvachandran Miranda Kwok Linwan Song

Cover Design

Nathan Duong Suriya Ratnam Cindy Duan

Letters to the editors Got an opinion about Glenforest? Your community? The world? We want to hear about it! E-mail your message to talon.times@gmail.com and you could be featured in the next edition of Talon Times under the "Letters to the Editors" column. We look forward to hearing from you, Gryphons!

VOLUME 24 FALL 2014 PAGE 3

Local

West Queen West: Vogue's second "coolest" neighborhood B

by: Jovana Pajovic

rera, Milan. Wynwood, Miami. Silver Lake, Los Angeles.

These are globally renowned communities that Vogue magazine recognizes as the “coolest neighborhoods in the world”. Ranked second on the list was Toronto’s very own “West Queen West”. That’s right - to all those grouches out there that complain about our city’s lack of style, Vogue seems to like us just fine.

“Toronto is currently en-

joying newfound prominence – and desirability – amongst globe-trotting tastemakers,” writes Vogue’s Nick Remsen on the magazine’s website. “West Queen West” is the city’s creative heart and hipster-central, well-known for its eclectic shopping array and other unique recreation. The area is a fashion destination for all budgets and styles; from vintage boutiques to popular chain stores, West Queen West has it all.

Cafés and cozy bistros make it the perfect place to

relax after a busy day out and about in Toronto. The vibrant community is also home to the beautiful Trinity-Bellwoods Park, a hotspot for festivals and farmers markets during the summer months.

For a more enriching way to spend a day in the city, one can visit the Museum of Contemporary Canadian Art. The museum, located in West Queen West’s design and art district, exhibits the unique works of Canadian artists that address challenging issues in a variety of media forms.

Although only West Queen West made Vogue’s list, there are countless other hidden gems in Toronto that are yet to be recognized. Among these is “The Junction”, an upand-coming neighborhood with a rich history. The community was originally a meeting point of Native Canadian trading trails. Railway tracks, which were laid to follow these trails, fostered the growth of industry. Today, the neighborhood retains its small-town feel and much of its original architectural remains. “The

Junction” has become a center for businesses in Toronto, with its unique mix of residents, including families, entrepreneurs, and artists.

Another neighborhood, that is perhaps not as new, is Baldwin Street, a small enclave just east of Chinatown.

The most notable aspect of this area is its lineup of picturesque restaurants that serve food from around the world.

From fresh linguine at John’s Italian Caffe to sushi at Konnichiwa and a completely vegan menu at Vegetarian Haven,

Baldwin Street’s diverse array of platters will satisfy even the most unique desires.

Supporting so many dynamic communities, Toronto was bound to have landed a spot on Vogue’s critically acclaimed list. Torontonians have good reason to be proud of their city’s distinctive neighborhoods. Now, the rest of the world will be able to witness our diverse culture and upbeat lifestyle too.

Questions about Glenforest - Answered S

by: Stephanie Brook

ince the beginning of the new school year, those returning to Glenforest have seen some significant changes to the school. We all have questions; be they about the library that takes ages to open, the dreaded student activity fee, or the agendas that are only available to IB students this year. Fear not! This article is here to answer everything.

The Library Upon returning to Glenforest, we were all greatly disappointed to discover that the library was still undergoing renovations, following the mold discoveries last year.

Along with wondering when it'll be open, we’ve asked why it has taken 8 months for the

library to be renovated when it took less than 5 months to fix the gym after the flood. Part of the reason it has taken so long is because of the extra safety precautions that had to be set in place for the workers because of the mold. According to our former vice principal, Mr. Reid, the library should be open by the end of October.

The opening date isn’t fixed, as the people in charge of renovations are the hired contractors, not the school itself.

The Foyer While the benches were taken out of the foyer last year, they have not been replaced under Glenforest's new management this year. As well, many new signs now hang from the ceiling proclaiming exactly how off-limits the

foyer is. The reason students are not allowed in this area is because the principal's office is located directly beside the foyer. Ms. Riddell often conducts meetings there, and the noise made by students may be distracting. The benches were removed and the signs were put up to discourage students from spending lunch hours in that area.

The Student Activity Fee This fee came as a shock to many of us, as in the past we were provided with extracurricular activities for $5.

However, according to Mr. Reid, "There's not a school in Peel, at least at the secondary level, that does not have a student activity fee." It turns out Glenforest had been using some of its alternate funds to

run extracurricular activities.

This year, that money is going to fund class activities and curriculum-based expenses as it was originally intended to, and we have to pay for our own activities. But don't think this money is going to waste - Glenforest just purchased a new set of HD cameras for the communication technology class, which is just one example of the money being put to good use. As for the case of the SAC student representative election, it was believed that only those students with blue student activity cards (which indicate having paid the activity fee) would be able to vote. However, according to the SAC president, Syed Ghazali, this was not the case. Any student, regardless of having paid the activity fee or not, was allowed to vote.

The Large IB Banner You may have noticed the banner at the front of our school advertising the IB program. According to Ms.Habib, IB coordinator for Glenforest, every school in the Peel District received a similar banner from the school board.

The Peel district wanted to make it easier to identify each school’s program; for instance, Cawthra has an arts banner for its Regional Arts Program, and Applewood has a sports banner. The reason the Enhanced program, which is also present at Glenforest, does not have a banner is because it isn’t a regional program, but a type of class.

The Lack of Agendas

The reason for this is fairly simple - our school does not have enough money to provide all Glenforest students with agendas. The agendas were previously being paid for by the same money that we used to fund our extra-curricular activities - the money that is now going towards class expenses. IB students get agendas because the cost is included in the IB program fee.

If you still haven’t found the answers to some of your burning questions, consider asking around. Teachers, administrators, and student leaders are here to help!

Local

VOLUME 24 FALL 2014 PAGE 4

Youth and local politics W

by: Vivian Mai

ith the Mississauga elections having been only a week ago, lawns all throughout the city are still scattered with signs informing voters of the candidates running for office. At this age, most of us are bound to feel indifferent, if not slightly annoyed by all the political campaigning happening around us. We all think to ourselves, “Why should I care? After all, it’s not like I can do anything about it; I can’t even vote, so why take interest in something that doesn’t even bother to consider my opinion?”

While it’s true we aren’t yet allowed to vote, there are

still many ways we can get involved in our government’s decision making.Many adolescents don’t take an interest politics because they believe whatever input they offer will not be taken into account during decision-making. This, however, is a big misconception.

“Decisions are made in politics that often affect youth, but if they are not engaged in those decisions, [the decisions] happen without [their] input.

If youth speak up for themselves and take interest, they can influence said decisions to their favour,” says Trevor Sookraj, two-term Peel Student Trustee, President of the Ontario Student Trustees’ Association, and former Chair-

person of the Mississauga Youth Advisory Committee.

If the idea of publicly voicing your opinions is daunting, you are not alone. There are so many other young people who feel the same way. Many adolescents seek to bring about change, but lack the courage to do so. To encourage youth to take action, many committees such as the Mississauga Youth Advisory Committee and the Peel Student Presidents’ Council were formed. These councils, comprised entirely of young people, allow adolescents who wish to be involved - but were too afraid - to now have an environment where they can actively work toward improving their city, whilst

being among their peers.

Today’s youth have the potential to do great things and to offer new solutions, so it’s a shame that so many of us don’t bother involving ourselves in making decisions that directly affect us. Instead of sitting around, complaining about the decisions city officials make, we need to stand up, raise our voices and take action. However, even if you choose to not directly involve yourself in local politics now, knowing about current issues and forming your own opinions will go a long way. We must educate ourselves in order to work toward a better future.

to get involved in their community, whether it be working with the City itself or with a private organisation. Try stepping out of your comfort zone and getting involved in some extra-curricular events! They will be a break from academic life and will allow you to develop pivotal leadership, organisation, and teamwork skills.

3. Make new friends: high school can be difficult, but it is much easier and more fun when positively interacting with peers along the way.

Help each other understand new lessons, pass through

stressful times, give each other advice, support each other during the good times and the bad, and have some fun to take a break from the demanding life of a student. A friendly face can be hugely comforting in times of trouble!

Hopefully, using these tips will help you better some aspects of your life in high school. These can be stressful and exhausting times, but with the right mindset, you can turn it into a wonderful experience. Good luck this year!

A new school year E

by: Milena Cioana

very new school year brings along stress, whether it’s about starting a new chapter of your life as you enter Grade 9, or worrying about university applications in Grade 12.

However, with every school year comes a chance to experience new challenges, take part in different activities, and discover another part of yourself. Here are some ways you could make the best out of your high school experience.

1. Find ways to manage your grades and academ-

ic stress. Grades are probably the most taxing part of high school. You need good grades in order to get into your desired post-secondary education path, or so that your parents don’t yell at you when your report card comes home. Pick the courses that you need, but also some which you are interested in. If you have difficulty, seek help from your teachers and your peers. Do not hesitate to ask questions in class if you’re having trouble with a concept—sometimes teachers can move quickly through the curriculum, and you can risk

of falling behind if you don’t clarify your doubts. Peer Helpers (pHs) are here to help you!

If you require assistance in any subject, you could talk to them and they can provide you with a tutor during your lunch to help you. Counting on You (COY) for grades 9 and 10 can also help consolidate your understanding in English, Math and French. Give them a try!

2. Follow your interests: it’s bound to make your high school experience very enjoyable! There are many clubs at Glenforest which allow members to pursue their

interests—DECA for business enthusiasts, math club for aspiring mathletes, Student Writers’ Guild, Art Guild, SAC, Interact-YFGA, yearbook, band, choir, several sports teams, Talon Times, and many, many more! There is something for everyone’s tastes. If none of our clubs appeal to you, why not start a new one? There are several start-up clubs every year at the school, like this year’s Model United Nations. And if that doesn’t work out, why not join something outside of school. Mississauga offers many opportunities for youth

VOLUME 24 FALL 2014 PAGE 5

Local

What is next?

A

by: Madu Ravichandran

fter elementary school, middle school and high school, what is next?

Post-secondary would be the obvious answer, but it’s not as simple as that. Post-secondary has three distinct pathways, namely university, college, and apprenticeship programs. The question now is - what’s right for you?

First of all, it is essential to determine where your passion lies. If you like a learning-based environment where you can take a deeper look at the subjects you enjoy, your best option would be university. If you enjoy core subjects but want to apply your knowledge and do more hands-on work, your best option would be college.

If your interest is in getting your hands dirty and finding satisfaction in making something from scratch, your best option is apprenticeship.

After deciding which

path is right for you, it’s time to decide what field you want to go into. This depends mostly on your interests and strengths. Think about which high school courses you are good at, and more importantly, which you enjoy the most.

Then, reflect on your hobbies and strengths. Depending on these factors, choose a career option that suits you the most. For example, if you enjoy math, are good at presentations, like to take risks and are very social, then you may consider choosing business as a potential field to explore.

Once you have decided the area you want to explore at your post-secondary destination, here are some things to consider while shortlisting specific university, college or apprenticeship programs.

Location: Location plays an important role in choosing your post-secondary destination. Do you prefer a city? Do you like a quiet and tranquil environment? If you are planning to do an apprenticeship,

consider the location of your training, as well as that of your classroom if your particular program has a classroom session. Do you plan to commute daily? If so, consider the transportation options and the frequency of the facilities available. If you plan to live at a residence, think about the cost of living and the surrounding environment.

Course content: Each university and college approaches courses differently. For example, in some universities, the first year is dedicated towards giving you a flavor of the different aspects and viewpoints of a subject, while others start teaching about the specifics from the very beginning. In addition, different universities and colleges have their own specialized courses, which may not be offered elsewhere.

Figuring out what you want to major in is difficult, and some universities let you specialise come second year. When deciding on a major, consider both passion and practicality;

when you graduate from university and try to find a job in the field you’ve majored in, you’ll want it to be something you enjoy and something you can survive off.

Finance: Paying tuition fees can be very taxing, if not planned properly. When considering post-secondary education, it is important to consider financial bursaries offered at your post-secondary location. For example, apprenticeship opportunities are paid, but it is important to consider how much your employer pays. With respect to universities and colleges it is important to see if there are any on-campus jobs, co-op, or internship opportunities available for the course you plan to take. Some colleges and universities offer scholarships based on your admission averages. There are also faculty-based scholarships; for example, the faculty of mathematics at University of Waterloo offers scholarships based on Euclid contest scores.

Environment and Student life: One of the most important aspects in choosing a post-secondary location is the atmosphere. Make sure to go on campus tours to ensure you like the environment. If you plan to live on campus, visit the residences and see if you feel comfortable. While going on such tours, ask questions about student life. Get information about what events, extracurricular activities, clubs and teams are available there.

Admission: Different universities and colleges have different admission procedures. Visit the university or college’s website to see if you meet their requirements.

Ensure that you have taken the high school courses you need as prerequisites for your course. In addition, some universities and colleges require you to fill forms detailing your extracurricular activities, community involvement and passions. These questions may be in the form of short questions, essays or interviews. If

you are planning to study in a different province or different country, verify if you need to write any exams. For example, to study in the U.S. you need to write SATs; to study in the UK you may have to write IELTS. If you have not been in Canada for the entire duration of your high school, some universities may require you to write an English proficiency test or provide some proof for your English competency. It is best to ask the universities about their rules through their student recruitment officers.

While choosing a university or college, always consider a backup. Remember, there are always opportunities to transfer credits from one university or college to another in your second year or semester.

Finally, try to read reviews and blogs written by students about the destination of your choice, as well the post-secondary experience in general, to be informed and know what to expect. Good luck, graduating Gryphons!

VOLUME 24 FALL 2014 PAGE 6

Global

by: Zarfishan Quereshi

T

he actions of the Islamic State of Iraq and Syria, or ISIS, have been subject to global discussion in the past months, as their movement escalates and consumes more of the Middle East. While the general population is aware of its doings and goals, not many people know why the members of ISIS joined the group, or anything about what the group is comprised of.

A common misconception about ISIS is that it primarily consists of radical citizens from either Iraq or Syria who are heavily involved in the political movements of the area as members of al-Qaeda.

However, the truth of the matter is that ISIS is not at all affiliated with al-Qaeda – anymore, that is. ISIS used to be known as the al-Qaeda of Iraq, but the two groups have split due to their differing ideologies. In fact, the only reason the two ever teamed up to begin with

was because of shared interests, as opposed to ideologies and methodologies. Al-Qaeda broke off its ties with ISIS after months of disagreements and the inability to come to a consensus, formally disassociating itself with the organization as of February 2014.

This means that al-Qaeda no longer has any means of representation in Iraq, and ISIS has been declared a liability to al-Qaeda by Aaron Zelin, who tracks jihadist movements for the Washington Institute of Near East Policy. On the other hand, ISIS began in Iraq and has never relied on al-Qaeda for support or foundation, leaving it largely unaffected by the divorce. The final conclusion of the entire ordeal is that the ISIS and al-Qaeda are entirely different entities – not subcategories or different strains of one another and definitely not originating from the same core assemblage.

Recruitment for ISIS is done mainly through social

media. Propaganda is created through videos that entice both men and women, creating the idea of grand houses, financial compensations, and a sense of belonging and worth for a worthwhile cause. These videos present membership with the ISIS as a commitment that will repay multiple times in one’s life and allow for them to enjoy the fruits of their labour again and again, by appealing to emotions, logic, and morals. A recurring theme is that ISIS needs people of varying backgrounds – doctors, teachers, engineers, all kinds of professionals. By explicitly stating that anyone and everyone is needed and helpful to the cause, the propaganda is successful in convincing people that they are entering a world where they will be treasured and belong, all while working for a philanthropic organization. Of course the entire online aspect of the recruitment is daunting. Social media allows for this to be a

truly global attempt, because of the sheer amount of accessibility this strategy holds.

An unexpected demographic that is reacting quite enthusiastically to the ISIS recruitments is Western women and girls. Hundreds of young schoolgirls are leaving their Western countries in order to join the ISIS through marriage. Girls between the ages of 14 to 24 are travelling to Syria to marry ISIS members, bear their children,join fighter communities, and in a small number of cases, take up arms. Young women and girls contribute to 10% of the people leaving Europe, North America and Australia to join jihadi groups, such as ISIS. The leading country in this is France, with women making up approximately 25% of Islamic State recruits. A number of incidents of teenage girls attempting to leave their homes for Syria have been popping up across the globe. For instance, Hans-Georg Maassen, presi-

dent of the Federal Office for the Protection of the Constitution, reports that four underage women left Germany, with the youngest being only 13 years old. In Austria, two girls, 15 and 16 years old, ran away from their homes so as to join ISIS members in Syria, and an estimated 14 women and girls have left Austria, in total. The reason behind their departure is unclear. Many have theorized that the marginalization of Muslims in the West has caused them to lash out, and to seek a home where they feel like they belong. This could account for the large number of women leaving from France, where minorities are often oppressed and expressions of religion have been frequently banned. However, Western officials state that the females are drawn to the romantic idea of leaving behind their homes and marrying jihadists, which paints an idealistic idea in the girls’ heads, and glorifies the war setting, making some feel

more respected and important. However, Shaista Gohir, member of the UK Muslim Women’s Network believes there is very little to support this claim, or anything about the motivation behind joining ISIS. Gohir believes the young girls’ vulnerability and inexperience are being taken advantage of to manipulate them into joining the Islamic State, thinking they are supporting a humanitarian cause.

It is alarming how quickly and efficiently ISIS is gathering people for the purpose of working alongside them, and several national counter-terrorism organizations are cropping up and tackling this issue. However, young people from all over the world are leaving their homes to join the ISIS movement, and the threat is continuing to grow. As more countries’ governments devote security officials to defeating ISIS, perhaps the true nature of the organisation and its values will be revealed.

VOLUME 24 FALL 2014 PAGE 7

Global

by: Prachir Pasricha

T

he United Nations is an organization that we all know as a sort of worldwide government that deals with issues of individual countries, as well as global problems that countries need to come together to discuss. United Nations Day, falling on October 24th, is the official date to recognize the UN and its contributions to the world.

But how did this organization form, what importance does it hold in our world, and what are its plans for the future?

The United Nations was formed after WW2, when the League of Nations, a simpler version of the UN, proved to be inadequate. The United

Nations Charter was created on April 25th, 1945, and on October 24th of the same year, the UN was officially recognised an organization. New York City became the group’s headquarters, with other sites located in Geneva and Vienna. Throughout the Cold War, the UN expanded rapidly, with several countries joining and numerous peacekeeping initiatives taken on. More recently, the UN has provided aid during issues such as the invasion of Afghanistan, the Syrian Civil War, the 2010 Haitian earthquake, and the 2014 Ebola outbreak.

As of 2014, the UN has 193 member nations from all inhabited continents; there are several sections of the UN

to which these countries belong, like the Security Council in charge of peacekeeping, and the Economic and Social Council for economic development. Overseeing the work of the UN is Secretary General Ban Ki-Moon. The main objectives of the organization are peacekeeping and security, but as an intergovernmental organization, the responsibilities of the UN extend even further.

It helps regulate international human rights, assist countries when natural disasters occur, further develop its members’ economies, and tackle environmental issues. These initiatives earned the United Nations and its subdivisions a Nobel Peace Prize in 2001.

The UN is able to con-

tinue to run based on the voluntary financial aid and support of its members. In 2013, the United States of America provided the largest number of funds to the UN, with Japan and Germany in 2nd and 3rd place, respectively. Canada came in at 8th place, with roughly 3% of the budget provided. The amount of funding each country provides is influenced by a country’s gross national income, explaining why the USA and other developed countries make up the majority of annual funding.

Being an internationally recognized organization, the UN has received both acclaim and criticism. Its collective accomplishments over the years have often earned it

Halloween: All around the world by: Chrstina Reuben

A

s fall sets in, we find ourselves surrounded by the Halloween spirit. The costumes, the pranks, the pumpkin spice latte down at Starbucks, and of course, the candy.

I mean, what’s not to love? And even in the aftermath of Halloween, its spirit still lurks the halls of Glen. Hopefully, that’s a good thing…

Halloween is by far one of the most recognized “holidays” out there – not just in Canada or the States, but all around the world. From China to Mexico, each country, with its own unique traditions, has its own celebration of the dead and the supernatural.

Let’s start with Ireland the birthplace of Halloween, or Samhain as it is known there.

In rural areas, bonfires are lit and children dress up to spend the evening trick-or-treating around their neighborhoods.

They also tend play tricks on their neighbors on Halloween

night. Afterwards, most people attend parties with their friends and family to spend some quality time playing games.

A common game in Ireland is "snap-apple", during which an apple on a string is tied to a doorframe or tree, and players attempt to take a bite out of the suspended apple. And what’s a party without food?

A traditional dessert that’s eaten on Halloween is actually a type of fruitcake called "barnbrack”. A muslin-wrapped treat is baked into the cake and is said to foretell the future of the one who finds it.

Japan has its own version of the idea. They hold a festival known as Obon every year in the month of August. Obon is a day when spirits are believed to return and visit their relatives. Many Buddhists in Japan celebrate this holiday by preparing offerings of special food for their ancestors’ spirits, placed on altars in the temples and in their homes.

Then, in the evening, families

light paper lanterns and hang them in front of their houses. The celebrations end with families sending these colorful lanterns floating down the waters of Japan and out to the sea.

The lanterns, lit by candles, are meant to guide the spirits of their loved ones back to where they’re from until next year.

Día de los Muertos, or in other “All Souls’ Day” is a festival which takes place in Mexico, Latin America and Spain. It is a three-day long celebration held from October 31st to November 2nd, designed to honor the dead who are believed to return to their earthly homes on Halloween. Families build altars in their homes to honor deceased relatives and decorate it with candy, flowers, photographs, fresh water and samples of the deceased’s favorite foods and drinks. Día de los Muertos festivities often feature breads, candies and other foods in the shape of skulls and skeletons. Relatives also clean the gravesites of their departed fam-

ily members and decorate them with flowers, wreaths, or paper streamers. On November 2nd, relatives gather at the gravesite to picnic and reminisce.

The Chinese hold several festivals that are quite similar to Halloween, including TengChieh, which is a Lantern Festival that concludes Chinese New Year celebrations. Lanterns are built to resemble dragons, swans, or other animals, and are hung in the streets. The lanterns are said to protect people from evil and guide wandering spirits. Family members honor their deceased loved ones by placing food and water in front of their photos.

So, as it turns out, Halloween isn’t all about trick-ortreating or scaring the daylights out of little children. Halloween is instead more about respecting and honoring the dead, and celebrating their memory.

So this holiday season, take time to explore the different cultures found around Glenforest and the community.

praise, as it has participated in many peacekeeping initiatives. However, opponents of the UN believe it is a compilation of inefficiency, corruption, and bias. Even while being recognised as a global organization, the group is said to be unable to assert any power and resolve global conflicts. It has even experienced a number of scandals, such as peacekeeping troops being associated with sexual abuse in African countries.

Regardless of naysayers, the UN has plans for the future, and many have faith in its ability to deal with global issues. But, as many global events unfold in the months ahead, whether or not the UN will be able to

provide aid and resolve conflicts remains to be seen.

The UN’s MY World campaign is a global survey that has been initiated by the United Nations and allows anyone in the world to vote on what they believe are the most pressing issues in today’s society. Go to myworld2015.org and take a 30-second survey to make your voice heard.

VOLUME 24 FALL 2014 PAGE 8

Global

O

by: Inori Roy-Khan

ver the past few months, more and more of the world has become aware of the spread of a deadly virus through West Africa. Ebola virus disease (EVD) is a severe contagion with a high fatality rate that was first recorded in Sudan and the Democratic Republic of Congo in 1976, and has appeared off and on since then with a relatively low number of fatalities. The latest outbreak, beginning in west Africa earlier this year, is the most complex and widespread outbreak thus far, killing more than all the other outbreaks of Ebola combined.

Symptoms of Ebola, such as fever, pain, vomiting, diarrhoea, impaired organ function, and internal and external bleeding, appear anywhere between 2 and 21 days after infection. Though diseases like Malaria and HIV-AIDS have killed a larger amount of people over a greater period of time, Ebola is significant because of the intensity of its

symptoms and the swiftness with which it spreads and kills.

Initially being reported in countries like Liberia, Sierra Leone, and Guinea, the virus is now appearing in the United States and Spain, though far less in number compared to African nations. So far, there have been more than 9,000 reported cases of Ebola in the world, with about half being fatal, and many even say the numbers are being skewed by flawed data collection. The WHO estimates that as the situation continues to escalate, the world could be looking at 10,000 cases a week by Christmas.

Ebola is believed to have been first transmitted to humans through interactions with the bodily fluids of fruit bats, which are a delicacy in some parts of west Africa.

From one human to another, the disease is spread through contact with bodily fluids like blood or secretions, or through sharing of contaminated surfaces (sheets, towels, etc). This means that front line health-

care workers are far more likely to be infected by the virus than other citizens. Hundreds of healthcare workers have died already after exposure to the disease, often due to lack of protection or proper equipment, and flaws in the health care system. Medical workers native to the area of infection are often equipped with far less than their international counterparts, which has resulted in their increased vulnerability to infection.

Support provided to African health care workers has been minimal, with many working for extremely low wages which do not compensate for the risks they take.

Though international aid has been pledged to the cause, both through monetary donations and deployment of military and healthcare workers, the response is underwhelming. The World Bank has mobilized $400 million in aid for those countries hit hardest by the epidemic, but it estimates that damages could be in the billions if the disease contin-

ues to escalate at the rate it is now. Donations from governments all over the world are going towards providing medical equipment, drugs, and hospital resources, along with meeting the needs of Ebola survivors and citizens of affected areas. Many nations have yet to deliver on their promises to create hospitals in affected areas, and hospitals that have already been built are often understaffed or don’t have enough beds to suit the needs of the population.

Currently, Cuba is the nation delivering the greatest amount of aid to west Africa, sending a total of 461 aid workers into affected areas. Among international organisations, Doctors Without Borders (Médecins Sans Frontières / MSF) has been the greatest aid contributor so far.

Amidst the rising number of Ebola fatalities in west Africa, citizens of the Western world are growing concerned that the disease could enter their countries. The United States has had a total of four

cases of Ebola, in contrast to the upwards of 9,000 cases in Africa - and the U.S cases had either originated in Africa or were the result of medical workers treating one specific Ebola patient, Thomas Duncan, in Texas. As the virus is not airborne, and requires contact with infected bodily fluids to enter one’s body, the threat to the average American is minimal to none.

Yet, panic continues to grow. There has even been talk of cutting off flights from infected countries, which is highly unlikely considering that a halt in transportation also means that various industries’ imported goods, coming in from all over Africa daily, would be inconvenienced. Cutting off western Africa from the rest of the world also means greater difficulty in getting aid workers to affected areas. Some say that even if Ebola was to spread through the United States, medical resources would be far more readily available to western Ebola victims than to

Africans. In fact, two Americans infected with Ebola received a successful experimental drug treatment very soon after they were infected.

Whether or not this is because of Western lives being prioritised by drug and medical organisations is debatable.

Right now, treating those already affected should be of greater priority than creating a global state of panic over potential - but unlikely - scenarios. Though governments do have the right to value their country’s security over the welfare of others, it is crucial in times of turmoil such as these to extend aid to those who need it with more than self-preservation in mind.

Editor’s note: Due to the ever-changing nature of the Ebola crisis, we ask for your understanding that this article was written before the publishing date, and therefore information may not be entirely up to date.

VOLUME 24 FALL 2014 PAGE 9

Global

The “New Caliphate” by: Farzana Rahman

D

ominating the headlines, ISIS, now known as the Islamic state, have continued to gain international attention. The Sunni Jihadist group is determined to create their self-proclaimed “New Caliphate” with lightning-fast advancements and gruesome propaganda. Since March of this year, ISIS has had control of much of Syria, Iraq, and continues to overrun the rest of the Middle East, all the way to Turkey. One of Syrian President Bashar Al-Assad’s largest army divisions was taken down by only 50 ISIS soldiers in Raqqa, Syria, and the city was turned into one of ISIS’s power bases. Testimonials and reports also say that ISIS has been consistently supported by foreign investments and international “jihadists” who assist the group. Their common agenda includes the “extermination” of all infidels (those who oppose this specific Sunni Islamic religion),

and the establishment of an “Islamic State” governed by ISIS’s strict interpretation of Sharia law, which is the religious and moral code of Islam. Power players and heads of the group are mostly unknown, and their apparent leader and considered “New Caliph” (leader of the Islamic people) has been seen only once on film. Little is known about the inner-workings of ISIS, and only their major political workings are publicised. The emotions, societal subtleties and various facets of their religious convictions are not yet explored in depth. Very few have ever seen the system, and not many have experienced life inside the “New Caliphate”.

One of the most notable features of the ISIS-controlled city of Raqqa is the level of structure that the group has established. From complex ministries to organized society to press officers who handle journalism from outside the state, Raqqa is a fright-

ening example of rigid Sharia law. Governing almost every aspect of life, Sharia allows ISIS officials to control affairs such as crimes, civil disputes, economics, and even personal behavior (prayer, diet, and public appearance). Another major aspect of their society – like many terrorist groups – is violence. This constant culture of violence leaves children as young as 8 years old exposed to the sight of public decapitations, and even allows them to partake in war.

When Vice News reporters spoke to children in Raqqa, one of the many young boys spoke of joining the “jihad”.

When asked where he would go after Ramadan (a Muslim religious holiday), an anonymous 9 year old boy, replied, “To the Camp….to have Training….(to learn how to use) the Russian Kalashnikov Rifle”. This level of violence is apparently indoctrinated into these children along with the religious convictions of ISIS. When questioning an ISIS of-

ficial regarding the children of Raqqa, he replied, “The right doctrine has been implanted in these children. All of them love to fight for the sake of building the Islamic State and for the sake of God.” Sharia law is often spoken of when referring to Islamic religious extremists, who are known to misinterpret Islamic scriptures and express their religion through unnecessary and mindless aggression. Within places such as Raqqa, this system of government reaches an extreme.

Armed men, called the Hisbah, patrol Raqqa 24 hours a day, enforcing and regulating mandates. The Hisbah Patrol leader within Raqqa, Abu Obida, described the objective of the Hisbah in this statement: “My purpose is to establish the Caliphate….

We have to teach others what to do and what not to do”.

The extreme control that the Hisbah have over public affairs is staggering. One prominent incident includ-

ed a Hisbah official speaking to a passing man about the clothing of his wife. The official had requested the man to tell his wife to “change the fabric of her veil. Tell her not to hold her gown up, because we can see what she is wearing underneath.” This woman was in fact already fully clothed in the traditional Islamic Niqab, a veil which covers everything but the eyes.

There is also a stunning level of contradiction within ISIS’s form of government.

The Islamic state often collects charitable taxes from the rich as one of the five pillars of Islam (each pillar outlining an expected practice in life), while ruthlessly murdering innocent Christians, Shia Muslims and those they proclaim are “unfaithful” to Islam and God. Sharia court is also unjust and cruel - things like swearing, smoking in public, and possession of alcohol are seen as crimes, all of which require corporal punishment.

Often, this punishment is to

be

publically whipped.

Life within ISIS-run Raqqa is harsh and restricts civilians’ rights. Their gruesome acts of aggression expose many young children to war, and indoctrinates them in believing that this is second nature. From Sharia law, to the incessant violence, all aspects of ISIS run cities are legitimized by a misinterpretation of what the Islamic religion truly is. The justification of the slaughter of “infidels” is also a misconception of Islamic holy scriptures. The people of Syria, Iraq and others controlled by ISIS live under frightening circumstances and some even blindly follow the religious convictions of their self-proclaimed leader, the “New Caliph”. For months, there has been bloodshed both within and outside of Raqqa, in the name of a religion that doesn’t demand violence, or cruelty from its followers.

VOLUME 24 FALL 2014 PAGE 10

Editorials

Writing for dummies

W

by: Rena Gao

riting can be tough; let us all revel in this fact. This is especially the case when you’re a math nerd and are no good at putting sentence together on a piece of paper. Well, I’m actually just the opposite. I love writing. Writing is my passion, my sport, my muse.

Give me a pen and paper (or computer and keyboard) and I will spell out a poem, story, or even an essay for you.

So, you might ask, why am I telling you about my love for writing? Well, because I’m here to show you how you can enjoy reading and writing, and perhaps even write a good story. My story begins with a Magic Tree House

book. My mom bought one for me when I was in grade 3 and I wasn’t instantly hooked. It took me about a week to get through that (to me, at the time) humongous book. Sentences were hard to put together for me, it was slow to read through every single word, and it was confusing and frustrating when there were words that I didn’t understand. But here’s the thing: I got better with practice. And you can too. There is no book in the world that we cannot read. If that were the case, it would never have been published. It’s a matter of patience. Don’t give up when you can’t figure out a word. Move on. In the grand scheme of things, a word isn’t going to detract from

the whole book. If you don’t get an entire chapter, don’t give up. I read Wuthering Heights when I was in grade eight and there were whole chapters where I felt completely discombobulated. But when I finished it, I felt more accomplished than I had felt in a long time. It’s the same thing with writing stories.

With stories, pick a theme and stick to it. Write whatever you want for the first draft. It’s called a rough copy because it can be as rough as you want it to be. Sentences have to make sense to the point where you understand it yourself. Words and/or punctuation can be completely disorganized.

There should be nothing in the world that is stopping

you from just, simply...writing. Let the ideas flow from a personal, enclosed arena to the limitless paper before you. You can start to edit with your second draft, and maybe even tenth draft.

A lot of people like to use imagery in their writing. I say, write above and beyond just the five senses.

Don’t tell me that the stars are shining. Show me that the specks of shattered diamonds in the sky shimmer as they form a lighthouse for the heavens.

Next: Develop your protagonist. No one wants to read a book with no character development. Here’s

a tip: if you truly love your character, then your readers will understand your character. (And want to continue your story.) You may base your character off of a person in real life, or simply create one.

Dialogue is pretty darn important too. Good/bad dialogue can make or break your story. Don’t make your dialogue static and boring.

Make it realistic. Let your characters say what someone would say in real life.

Writing is the filling of a blank canvas. It can truly reveal a person. It is the last dance before the show is over. It is filled with colours,

with gist, with energy, soul and spirit. It can never be taken away from its writer, because the soul lives forever.

Yet it can be shared. It can be passed around, from soul, to soul. Like a flickering flame; delicate but strong. Writing is truly an art that will live forever. And you can too, through the medium of creating characters, and magic, and whole entire worlds.

VOLUME 24 FALL 2014 PAGE 11

Editorials

Loss of ethics for petty profits A

by: Andrea Josic

ll animals possess body language,which can indicate simple feelings such as fear, sadness, happiness and anger. Like humans, they are capable of emotion. The 97 million animals tested on for biomedical research, product testing, and education every year in North America are abused, tortured, sedated and eventually killed. Now, after successful attempts to rid the world of animal testing, people are lobbying to bring it back. “A lot of people might think animal testing in cos-

metics is a thing of the past, (but) sadly it’s still used by many leading beauty brands around the world,” said Dr Bidda Jones, Chief Scientist of RSPCA (Royal Society for the Prevention of Cruelty to Animals) Australia.

A recent campaign has been launched by PETA (People for the Ethical Treatment of Animals) in India against the Indian Beauty & Hygiene Association (IBHA). In late May, animal testing for cosmetic products was banned, and currently a movement has been put in place to stop the imports of animal-tested

products. Due to L’Oreal’s— the organisation proclaimed to be the “largest perpetrator of abuse against animals in North America” - loss of business in India, the IBHA has attempted to weaken, if not reverse, the new law against animal testing. This in turn compromises the future of all European Union countries that have legal claims to be animal-testing free in cosmetic laboratories due to the amount of European IBHA members, possibly tarnishing the reputations of any country with a law against animal testing.

The animals in laborato-

ries are put through a series of tests, burning, mutilating and killing them preventing the use for further testing. Is it necessary? Considering that humans are biologically much more advanced than some of the animals tested, and have evolved away from even their once closest primate relative, the results and data collected from testing cannot be applied directly to humans - 92% of experimental drugs that are safe and effective in animals fail in human clinical trials because they are too dangerous or don’t work.

Over 300 manufactur-

ers of household and beauty products actively test on animals, including Neutrogena, Tide, Splenda and MAC Cosmetics. Laws against animal testing exist in 31 countries, although many countries allow the import of products that were tested on animals.

The final, on-the-shelf results of many products are not tested on animals, so when companies like Sally Hansen claim to be animal-testing free product, they mean that though the final product wasn’t animal-tested, each individual ingredient was tested on an animal in a laboratory.

A completely animal-abuse free product would be marked by the cruelty-free logo, certified by PETA themselves.

Currently, businesses are paying larger organizations to quietly campaign for animal testing, claiming that animal testing is “required by law for the benefit of human beings through product safety assurance.” Yes, it is true that animal testing sometimes decreases risk during later human trials, but we must question, and subsequently condemn, the consequences of industrial mistreatment of animals for human profit.

VOLUME 24 FALL 2014 PAGE 12

Editorials

Tackling tuition T

by: Sundus Zuberi

uition is easily the single largest expense for young Canadians today. Excluding books, food, housing, etc, tuition alone is roughly $6,186 a year. By 2016-2017, that number is expected to rise to $7,434 - a far cry from the $1,464 it was in the 90s.

These rising costs seem counter-intuitive considering that more students than ever are attending university. Credential inflation has turned a bachelor’s degree into the new high school diploma, meaning that students are expected to stay in school longer and pay more for an education that is worth less.

Additionally, rather than distributing the cost of post-secondary education over the population like we

do with health care, students are being forced to bear most of the financial burden. In 1988, public funding covered 80% of university operating funds and only 12% of a university’s revenue came from tuition fees. Now, public funding has decreased to 57%, and tuition accounts for over 41% of a university’s revenue. In fact, in the past year alone, tuition costs have increased three times the rate of inflation. At this rate, by 2061 tuition fees will cover 100% of university costs.

These numbers are not only ridiculous, but have serious social and economic repercussions. To begin, low income families are less than half as likely to attend university as high-income families. Those students who do attend university graduate with enormous amounts

of debt. This is a double hit when considering the extremely high youth unemployment rates. As the National Post states: “students are shocked and insulted when they graduate and realise that university degree they went into debt for, that their parents and teachers told them was the ticket to success, is in fact worth much, much less than what they paid for. They can probably get a job. Most of them, anyway. But will it be a rewarding job? Unlikely. Will it be in their field? Doubt it.

Will it pay well enough to allow them to launch a life - marriage, kids, home, car - while still paying off their debts? Ha! That’s cute.” Our current education system is creating an entire generation that is unable to support themselves. In the long

term, Canada will have a serious dilemma when there is no one capable of supporting the aging generation or providing jobs or education for a new generation.

There are, however, alternatives to this failing system. It is possible to move toward the more equitable European model, rather than following the U.S trend of inaccessible post-secondary education. There are over thirty countries that have fully public post-secondary education such as Germany, Denmark, Iran, and Morocco. Canada spends more (2.5% of GDP) on higher education than most of those countries. There have been many studies and lots of

evidence proving that free post-secondary education would actually be paid back many times by graduates because of higher income tax on the money they earn.

There’s also no question that a better educated society means a better, more prosperous country. One thing is certain: the government and universities will not lower tuition costs willingly. The change starts with the students. In 2012, tens of thousands of students in Montreal went on strike, forced an election, and managed to stop a 75% tuition hike.

Not only did they prove that students want fair access to education, but that they can make it happen. It’s time

to take our future into our own hands. Students can no longer afford to shrug and passively accept government cuts to our education. As engaged, contributing citizens, education is our right and it’s time we defended it.

Just as the system has been changed to cut university funding and turn more towards private funds, with active engagement, the system can be changed to go back to a more equitable model that supports education for all citizens, rich or not.

VOLUME 24 FALL 2014 PAGE 13

Editorials

by: Srobana Podder

A

fter a long day of tests, presentations, assignments, extra-curricular activities and getting assigned the next day’s work in advance, most students come home overwhelmed with twenty different things to do and only a few hours to do it all. The worst part of it is that when a parent asks their child what they learned at school, the answer they almost always get back is “nothing” or “I don’t know.” Why does that keep happening? Either students are extremely lazy and just do not want to explain their day, or they answer as honestly as they can. The truth is

I

by: Haoda Yan

t’s that time of year again, when leaves change colour, temperature drops, and adults throw candy at children to get them out of the doorway.

The annual candy collection is further venerated by the inevitable trip to the dentist’s office, which usually results in a toothache for the child and a headache for the parent.

The whole idea of trick-or-treating is terrifying, too. Groups of children (and of course, people too old to be trick-or-treating) wearing dark costumes on a dark

students cram their head with knowledge of scientific theories, mathematical formulas, and English quotes for a test they have the next day, and then immediately forget half of it when they walk out the room. Is that really what high school is for? Forcing temporary knowledge into students for the sake of good marks?

High school is meant to be a stepping stone on the road to post-secondary studies. Whether a student chooses to go to university, college, trades, or enlist in the armed forces, everybody still has to go to high school. This is to ensure a minimum standard of knowledge in the population. Courses students take

in school help them become familiar with their interests and, more importantly, their disinterests. A lot of subjects that are mandatory in school, like Science, Math, and English, can help you develop the general skills you need to succeed in whatever you want to do in life. Studying 1984 in English class helps develop your analytical skills and your ability to perceive reality in different ways. Learning about the parent functions in math class teaches you basic problem-solving capabilities.

Environmental science teaches you about the importance of leading an environmentally sustainable life so that future generations can prosper.

Everything has some kind of a purpose, and the more courses that are offered in high school, the broader one’s range of knowledge can be.

Even with the abundance of courses that are offered, there are certain gaps in students’ learning and in the curriculum. The one thing high school has failed to teach its students, which is literally the centre of all adult life, is personal finance skills. How do you manage money? Do you put it into savings, or invest it? How can you improve your credit score? How do you pay taxes? Studies in Canada show that young adults (age 18-24) score on average 64.1% on the financial knowledge test. One

of the main causes of stress for many students in post-secondary education arises from financial problems. High school students have shown interest in taking a financial literacy course, but the problem is that the course has still not been offered in all schools. Some teachers try to incorporate lessons into their math curriculum, but majority of students are still not being taught the necessary information.

As an answer to the earlier question, “Do we need high school?” the answer is yes, we do. Without high school, students would not know the first thing about time management, critical thinking, eloquent writing, or looking

beyond their little mistakes to the bigger picture. What students really need, however, is a strong understanding of how to apply these skills in the real world. Graduating high school is only the first step, but the stronger the foundation students have at this age, the more likely they will be able to handle unplanned situations in the future. Changes need to be made to the current education system to stay relevant in modern society, including incorporating financial literacy into math courses. Once that happens, students will be just a tad more prepared to face the real world and everything that comes with it.

night. It’s the perfect setting for people to get lost, separated, or worse. Every year, a crop of new Halloween horror stories come up, and not of the fictional variety. Just like the scariest films, they corrupt and destroy what we once perceived as sacred.

Halloween has its roots in Irish spiritual communion, and the treats handed out are intended to ward off malicious intent, not encourage tooth decay. But in addition to sugar, modern “candy” is further supplemented with tasteful enhancements such as butane, beaver secretions, and crushed

beetles. And if childhood obesity and diabetes aren’t scary enough, every year some hooligan decides that castoreum (a substance synthesised from beaver scent glands used to create fruit flavours, usually labelled as ‘natural flavouring’) really needs to be served with a side of cyanide or needles. Modern advancements in jerk technology - that is, the science of stealing the fun right out of any given occasion - make it very difficult to detect suspicious and potentially dangerous elements in candy, making the entire holiday tradition reliant of the goodness

of the public - something that gets increasingly difficult to trust in this turbulent age.

Is it time to rethink things? Why bother having a holiday of sugar hoarding when boxes of sweets are easily available in stores? The effort spent scouring the neighbourhood for sugar could be used for something more productive, like look at pictures of cats on the internet. By only consuming store bought candy, the risk of a dangerous situation occurring either during or after trick or treating becomes zero. This can be thought of as lazy and boring, but it’s

also carefully controlled.

However, even when it’s not being laced with additional poison, sugar is a plague on children. On top of consistently being proven as a major contributor to tooth decay, candy and its processed ingredients directly contribute to making it difficult for children to concentrate, a consequence that is immediately felt by those children bringing their treasure trove of cavities as a lunch supplement.

The price of modern trick-or-treating tolls at every step of the road, whether Halloween is bureaucratised, spir-

itualised, sterilised, controlled, or ruined. It hurts everywhere: hurts the teeth, the head, the innards, and every body part in between. A costumed party doesn’t necessarily need to include accepting balls of Xanax from strangers, so why are we putting ourselves at such risk over unnecessary dangers on an annual basis? Now that’s something to chew on.

VOLUME 24 FALL 2014 PAGE 14

Science Column

MOM - The Mars Orbiter Mission by: Sukarmina Singh Shankar

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he Indian Space Research Organization (ISRO) is the first space research agency in the world to enter Martian orbit upon first attempt. The Indian Space Research Organization launched Mangalyaan, the Sanskrit name for “Mars Craft”, on November 5th, 2013, and it arrived in orbit on Sep-

tember 24th of this year. When this interplanetary mission called Mars Orbiter Mission (or MOM) was put into the Martian orbit in late September, the Indian Prime Minister, Narendra Modi , punned in Hindi saying he “knew that moms do not disappoint and that MOM would be successful!” He also went on to say that India might be the first country to tell the rest of the

world about the presence of methane on Mars - that could indicate presence of life!

Here is all you need to know about Mars mission: 1. It took 12 minutes and 28 seconds for signals to reach Mission Control from Mars! All commands to put the spacecraft into orbit had to be calculated and programed with 100% accuracy, because an error could result

in a crash onto Mars’ surface or, a bounce out of the orbit and into deep space.

2. The cost of the mission was a fraction of what it took to make the Hollywood film ‘Gravity’! $73 million to go to space, versus $100 million to make a movie about going to space.

3. The cost of the trip was 7 Indian Rupees per kilometer, which is less than

the per kilometer cost of a small 3 wheel taxi (called a rickshaw) in India.

There were two main objectives of the Mars mission - one technical, one scientific.

The technological objectives were to design an orbiter, communicate and navigate in deep space, as well as plan and manage the mission. The scientific objectives (which have yet to be accomplished) include explor-

ing Mars’ surface features, its morphology, mineralogy, and the Martian atmosphere.

India’s contribution to space travel will be hugely beneficial for future research, and may even shed light on never-before-seen worlds.

“Teens as Walking Zombies; Part 1” by: Sukarmina Singh Shankar

O

n September 24th, a Zombie Walk took place at the Nathan Philip Square in Toronto for a few hours.

What you might not realise is that this happens every day in many schools!

Sleep deprivation is so prevalent among teens that it is considered an epidemic - and it turns them into zombies. According to Janet Croft, who studies teens and sleep at the Centers for Disease Control and Prevention (CDC) in

Atlanta, high school students begin their day as “walking zombies”. Another researcher, a former teacher who now studies the science of sleep at the University of Minnesota, says, “An incredible number of students are either sleeping at their desks or they’re zoned out, in a fog,” she says.

“They’re sitting there like a lump, not asking questions or raising their hands.”

Is it laziness, peer pressure, educational pressure or social engagements?

What does science say?

An adolescent needs just as much sleep as s/he did as

a young child. Studies by scientists show that sleep cycles of tweens shift later each year by 12 to 18 minutes, and that trend continues every year between ages 10 and 20. So a 10year old might easily fall asleep at 8 p.m, but by the time s/he is 17 or 18, however, their body will now naturally want to stay up until 10:30 or 11 p.m.

There are two biological reasons for this: One relates to melatonin, which is a hormone secreted by the pineal gland, a tiny structure deep inside the brain.

Melatonin helps to regulate the body’s natural day-night

rhythms by making a person drowsy by lowering the body’s core temperature. During adolescent years, melatonin is secreted later in the day and ramps up at night. It may begin its effects late at night and not stop until 8 am. Getting up earlier may keep the children drowsy for hours after that.

The second is ‘sleep pressure’ which is a natural process, a signal that tells the body to sleep. In teens, this pressure takes longer to accumulate as the evening passes, leading them to not feel sleepy until later.

Judith Owens, a physi-

cian who studies sleep medicine at the Children’s National Health System in Washington, D.C. says, “parents do not really know how much sleep teenagers need.” Middle- and high-schoolers typically require 8.5 to 9.5 hours of sleep per night. But few get that.

A poll conducted by The National Sleep Foundation Washington, D.C., in 2006 found that nearly 6 in every 10 middle school students and 9 in 10 high schools students are sleeping too little. In the same poll, 7 of every 10 parents said that they believed their kids got enough sleep.

The good news is that a similar poll in 2014 suggests that more than half the parents now report that their children do not get enough sleep. Now that people know the science behind this zombie-like lack of sleep, they want to make changes! In a formal statement, the American Academy of Pediatrics “urges high schools and middle schools to aim for start times that allow students the opportunity to achieve optimal levels of sleep.”

Stay tuned for the next segment of…Teens as Walking Zombies!

VOLUME 24 FALL 2014 PAGE 15

Science

The new reality S

by: Farzana Rahman

ince the beginning of our existence, humans have comprehended basic reality with our five senses. Though civilization has come far in its interpretation of the vast amounts of data that our world displays, there is one newly emerging technology that can one-up the classic sight, smell, sound, taste and touch. Augmented Reality, the 21st century’s very own reality interpreter, which is now available on several technological platforms. Yes, by the swivel of your phone or even the turn of your head, AR technology can instantly summon up a digital display to “augment” your reality.

What is this new technology? With Augmented

Reality, the average Joe can view their surroundings behind a superimposed digital layer that feeds their vision with information, images and even videos. Think Google Glass, or the Oculus Rift. By simply holding electronic devices above images, viewers are instantly able to see videos, text and sound, play on their screen like magic. As ultramodern and futuristic as this may seem, Augmented Reality is easily accessible to anyone with smart phones, tablets, or other modern technology.

Even our very own school may have jumped on the band wagon, by introducing the technology in our 2014-2015 yearbook, allowing students the chance to view games, assemblies and more by hovering our phones over images.

However, this technology is going leaps and bounds ahead from what we’ve been able to use so far. Some are calling it the new “wearable revolution”. AR is projected to pass the conventional mobile by 2020, in terms of public use as a common daily necessity. This technology has already begun to gestate in many prominent universities.

Emerging products join AR technology in literally redefining how we interact, interpret and live our daily lives. In latest news, this concept has brought forth special contact lenses which allow you to have heightened access of information and entertainment right in front of your eyes, 24/7.

The benefits of AR are insurmountable some say, and by further making AR

sufficiently comfortable and usable, it may even be as common to us as our own two eyes.

Augmented Reality allows us to combine realobjects, people, and actions with those that are digital, thus enabling us to process reality with an incredible amount of information. Will Write, the creator of The Sims games, even went as far as to saying that AR would allow us to attain some form of “super – sensory” ability. Stating "It's not about bookmarks or restaurant reviews...it's something that maps to my intuition.”

With this level of access to data and information, the public has a crazy amount of freedom. Imagine waking up every morning to the news screening on your window; or, less positive uses like cheat-

ing on a test without a single person noticing. US Marine Corps are even training mechanics by enabling them to see 3D digital actions directing workers, screened on the equipment that they repair, through AR. Though some consider it a blessing, others do have legitimate concerns regarding the “augmentation” of their reality. As we continue to develop technology, some believe much of our natural state is being left behind. A lot is at stake when we allow this level of technology to affect our co-existence. The possibility of malfunction is apparent in all forms of technology, and by letting gadgets consume our society, a vast amount of reliance is continuously put on various emerging technol-

ogies. Research on AR is still required, and as we have done so for centuries now, our five senses must still guide us.

Tesla Immortalized at Wardenclyffe N

by: Jovana Pajovic

ikola Tesla was a man of many great talents - he was a physicist, an inventor, an engineer, and most importantly, a futurist. He introduced the world of science to new technologies that we depend on today, like the x-ray, the radio, and notably, alternating current systems. He is credited for inventions such as the multipurpose Tesla coil, the core of wireless communication. With all his contributions to modern society, Tesla has surely earned his legacy as one of the most influential minds that science has ever known.

In the early nineteenth century, Tesla began working on one of his most audacious projects: a series of giant towers adjoining his laboratory, which would transmit electricity wirelessly throughout the world. However, his venture was prematurely halted as a result of insufficient experimentation and lack of funding. The new owners to the site in Shore-

ham, New York, destroyed the towers, and now only Tesla’s laboratory remains.

Back in 2012, Mathew Inman of the popular website The Oatmeal launched a crowd-funding campaign to buy the property of Tesla’s former laboratory. The campaign was hugely successful, and with the help of a grant from the State of New York, it surpassed its initial objective of $850,000.

Although the goal of the project was accomplished, Inman had even bigger dreams - the development of a Tesla museum on the newly secured site of the scientist’s laboratory. The campaign was re-launched this September, and high-profile contributors like Elon Musk, founder of Tesla Motors, have foreshadowed yet another promising outcome. On what would have been Tesla’s 158th birthday in July, Musk donated $1M to the cause. Besides the physical construction of the museum, the money raised will go towards removing

hazardous waste and renovating parts of the lab.

A variety of fundraising initiatives have been introduced in support of the project. The most popular among them is “Buy a brick for Nik”, where people can purchase a customizable brick, at a minimum price of $125, that will go into the construction of the museum.

Since its launch, the campaign has exceeded its goal of $200,000. "Nikola Tesla was an unsung hero in the history books. He gave us so much and we gave him so little in return,” explains Inman, when asked about the motive behind the project. “This is something that needs to be fixed."

Comics

VOLUME 24 FALL 2014 PAGE 16

For the students, by the students.

by: Lena Phan

by: Hellen Ngo

by: Amanda Yang

by: Jeffrey Xu

by: Bernadette Abalos

by: Duyen Nguyen