Issue 1 February 2013
What are we all about? As 2012 came to a close, most of us approached the new year with a few goals and resolutions in mind. The most popular resolutions focused on bettering both one’s mental and physical health. The first issue of C&G zeroes in on issues associated with the overall health of high school students. Members of the journalism staff conducted in-depth research on various aspects of health and how they affect upper school students at Holy Innocents’. The sources that provided data on these topics ranged from student survey responses, school administrators and teachers, highly acclaimed doctors and even people who were willing to share their personal health struggles. With the majority of students at Holy Innocents’ taking honors and AP classes and participating in sports and extra-curricular activities, it is easy to succumb to the pressure in ways that can be damaging to our health. Sophomore Lela Johnson covers the dangers of being under too much pressure, and how it can lead to health—and even life—threatening consequences in her article on teen mental health. Covering a more controversial topic, junior Arsema Hailemarian covers the repercussions of student drug and alcohol use. In an upper school survey, many students reported being unaware of HI’s drug and alcohol policies and the consequences of being caught under the influence or in possession of illegal substances. Upper school principal Chris Durst explains the policy to clear up any confusion. This issue of C&G contains many insightful pieces about the health of teenagers and will hopefully provide a deeper look into the many facets of teen health. Mary Martin Shook
photograph by Gilly Levy
Features 4 The prevention of injuries in HI athletics 6 Sleep deprivation: the real danger students face 10 What is all the hype about? 12 Inside our heads: a look inside the teenage mind 16 Uncovering the policies: alcohol and drugs 18 Accommodating learning differences: where do we draw the line?
From The Crimson and Gold 20 21 22 23 24 25 26
Launching The Crimson and Gold The truth is out Pushing Boundaries The world according to Jon Ronson Miguel San Martin speaks at a special assembly Coach Davis in the spotlight Global Capstone Projects
Editorial Maria Crosswell
Social Media Editor
Mary Martin Shook
Mary Catherine Thomson
A heartfelt thanks to fine arts chair Heidi Domescik, the media literacy family and the Fine Arts Alliance for all your support! C&G Holy Innocentsâ€™ Episcopal School 805 Mt. Vernon Hwy NW Atlanta, GA 30327 firstname.lastname@example.org
THE PREVENTION OF
INJURIES IN HI ATHLETICS by Whitney Weiss
n the fourteen different sports at Holy Innocents’, students who participate are at risk of injury. According to the Centers for Disease Control and Prevention, more than two million high school athletes are injured every year while playing team and individual sports. The HI athletics department’s number one goal is to provide a safe atmosphere for students. Out of 233 students surveyed, 81% felt that HI does a good job preventing injuries in sports. Junior and threeseason athlete Navie Birdwell said, “I think through stretching, warm-ups, and Peter workouts, most injuries [at HI] are prevented.” Of the numerous sport participants on campus, many have aspirations to participate in varsity sports in college. So far, the class of 2013 has five athletes that have signed with a university: McKenzie Bolden for basketball at the
University of California San Diego, Jason Grimes for wrestling at American University, Jim and Ed Voyles for baseball at Florida State University and EJ Thurmond for lacrosse at Jacksonville University. Athletes with these ambitions must start training now for the future.
“An ounce of prevention is worth a pound of cure” -Ron Courson The University of Georgia’s assistant athletic director and head of the sports medicine department Ron Courson told the C&G, “The best way to prepare [for the college level] is to be proactive. The emphasis in training on strength, flexibility, and proper condition can play
a significant role in injury reduction.” Courson also mentioned that the most common college injuries they see are musculoskeletal, specifically in the ankle, knee and shoulder. These injuries can endanger and jeopardize futures in athletics, so they need to be prevented to the greatest degree possible. Holy Innocents’ athletic trainer Kara Dolling treats on average twenty students daily and at least one hundred a week. Out of 233 students surveyed, 53.9% have had an injury while participating in a JV or varsity sport. The most prevalent injuries are ankle sprains and muscle strains. These can occur when the ankle is forced to move out of its normal position, causing a stretch or tear in the ligaments. Sports that require agility with your feet such as basketball, tennis, soccer, track and field, cross country and football make an athlete vulnerable to sprained ankles. With injuries such as these, major or minor, HI performs numerous activities for rehabilitation.
Exercises Dolling uses to help rehabilitate students with these injuries include work with Therabands, balance exercises and writing the ABC’s. As for muscle strains, “Muscle strains – or muscle pull or even a muscle tear – implies damage to a muscle or its attaching tendons,” according to webmd. com. This is caused by sudden pressure on your muscles that can occur with heavy lifting and stress during sports. Helpful activities for muscle strains incorporate wall squats, leg raises, lunges, step-ups and other basic exercises to regain motion before beginning a higher level of strengthening. These rehabilitation activities are imperative to regain strength in order to get back into the game. Although they cannot heal from exercises like a muscle strain, concussions are also a leading injury among teen athletes. NFHS spokesman Bruce Howard told foxsports.com that “an estimated sixty-seven thousand diagnosed concussions occur during high school football games each year.” This statistic may seem alarming; however, HI has a series of safety procedures they perform when an athlete is concussed. Every student participating in a sport at Holy Innocents’ must take a baseline impact test. This test is a series of mind-bending questions. This baseline is used to return athletes to their sport, not diagnose it. Dolling said, “We determine whether someone has a concussion based off of their symptoms, neurological evaluations we do on the sidelines, and other procedures we do right away.” She added, “We use the concussion test basically for us to know if it is safe for the athlete to return or not because it will show us any variations on their baseline that they already took. If they are not within two variations of their baseline, it will show us that they are not at the right level and cannot return.” The recovery time can be tedious but also very important.
“Middle schoolers take longer than high schoolers because their brains are still growing. Other factors that affect out of season time for concussions are ADD and other learning disabilities that can take you take longer to heal,” Dolling said. The approximate average of out of season time is two weeks. Some heal quicker, but some rare cases could take six months. Although the impact test cannot prevent the occurrence of a concussion, it can determine the future success of the athlete on and off the playing field. In order to decrease physical injuries, Dolling suggested students do strengthening exercises and “make sure they are doing their weightlifting and pre-season exercises like speed and agility.” To stay in shape, teams go to strength and conditioning coach Peter Tongren. Sophomore and three-season athlete Jack Ballou says, “Going to Peter helps with muscle building, therefore helping our bodies with the day to day grind in contact sports.” Tongren is in charge of supervising and organizing student athletic training. Staying fit is vitally important for the prevention of injuries. “We cannot make it required to work out, but it is strongly encouraged for everyone to become as trained as possible,” said Tongren. “With training comes stronger, faster athletes who are less injury prone. In-season sports always get first choice to get in the weight room so that they can consistently maintain that strength, speed and condition.” Some advantages of working out in the weight room include becoming stronger, faster, more flexible and more agile. Tongren has also designed specialized workout routines for specific sports. “All of the sports do basic strength and conditioning, but each
will have their own set of workouts that will be a little bit different depending on which sport it is.” This means members of the cross country team, for example, will still do bench presses and squats but to a lesser intensity as members of the football team. “Each sport will have specific goals to try to attain while doing a lot of the same exercises for basic strength and conditioning,” said Tongren. Having HI athletes work out consistently significantly reduces the injury rate. Strengthening and conditioning is imperative for our athletes. Although injuries are inevitable, the work and determination that students put into training and weight room exercises can determine their destiny in their sport.
artwork by Audrey Murphy
SLEEP DEPRIVATION: THE REAL DANGER STUDENTS FACE
by Alyson Wright
A never-ending cycle
ake up at six thirty. Go to school for eight hours. Go to practice for two hours. Go home. Eat dinner. Do homework. Take a shower. Go to bed at midnight. Repeat. The typical weekday of many high school students does not allow a teenager enough time to rest mentally and physically. Across the nation, high school students are not receiving enough hours of sleep. The National Sleep Foundation states that less than 15% of teenagers receive the recommended nine hours of sleep. It is difficult for students to go to bed early when they have a large workload, demanding sports and extracurricular activities along with the pressure to be involved and succeed in everything for college applications.
The facts about sleep According to Dr. Jean A. Meunch, a pediatrician at Pediatric Physicians in Alpharetta, Georgia, teenagers need
eight to nine hours of sleep every night. In order for the brain to best encode new information, it has to have enough time to rest. Dr. Meunch stated, “The majority of teenage patients I see are sleep deprived. This is caused by pressures to do well in school, to be engaged in social activities and to take part in sports.” Some teens find that even if they have time to go to bed early, they cannot fall asleep. Guidance counselor Claire Staples explained that teens do not produce melatonin, a chemical in the body that causes sleepiness, until later at night, which makes teens want to go to bed at a later time. The melatonin continues to be produced into the morning causing teens to sleep in late. Nevertheless, the school schedule does not enable this sleep cycle. Since school starts at eight in the morning, most students have to wake up around seven to have enough time to get ready for school. “Ideally, teens could go to bed at midnight and not wake up until nine or ten in the morning,” said Staples. However, a later start time for school would cause after school activities like sports to end later. Teens would be up even later, and it would not solve sleep deprivation. There just are not enough hours in the day.
artwork by Jack Sullivan
So what if a teenager does not get enough sleep? According to the National Sleep Foundation, fatigue can cause inattention while driving, during classes and through sports practices. As new drivers on the road, teens are more likely to get in car collisions than adults, but if teens are tired, their chances are even higher. A tired driver does not react as fast, has the chance of falling asleep at the wheel and drives faster. The National Highway Traffic Safety Administration “estimates that 100,000 police-reported crashes are the direct result of driver fatigue each year.” Additionally, sleeping in class is a consequence of drowsiness that leads to lower grades and poor relationships between students and teachers. If a student does not pay attention during class, then he or she will not learn the material and will become discouraged at home while doing homework. Dr. Meunch argued that teens should go to bed at a decent hour because “staying up late tends to lower performance and increase frustration” in schoolwork. A worn out athlete will not perform as well either. According to the National Sleep Foundation, if an athlete’s sleep is cut short, the body does not have time for “muscle repair, memory consolidation and the release of hormones.” Lack of sleep also affects relationships with friends and family. The common stereotype of a teenager is of moody, hormonal person. This stereotype can hold true for exhausted teens because a lack of sleep can “lead to aggressive or inappropriate behavior” like lashing out at friends and being impatient with teachers and parents according to the National Sleep Foundation. Additionally, a sleepdeprived teen is more likely to suffer from depression.
Staying up late can also cause obesity in teens. Teens tend to make poor food choices late at night and eat more. Many people turn to energy drinks with a high caffeine content, but the National Sleep Foundation advised that “caffeine is known to cause anxiety, irritability and sleep disturbances.” Sleep can also balance teens’ appetites during the day by regulating levels of the hormones ghrelin and leptin, which cause the feelings of hunger and fullness.
Why are we sleep deprived? Some people say it is all the homework. Some people say it is the sport practices and games. Some people say it is procrastination. Well, the C&G decided to get to the bottom of it. Four people from each grade were randomly selected, and a total of seven people participated in a weeklong activity. Each student was asked to write down what he or she did after school. This activity clarified where the majority of people’s time is spent after school and what prevents them from getting nine hours of sleep a night.
Find the right balance Pinpointing the cause of sleep deprivation on one factor would be inaccurate because each student is different. However, the most reoccurring causes tend to be demanding sports schedules, procrastination, a large workload, over extension, or the combination of all of these. When asked how she would help a sleep-deprived student, guidance counselor Claire Staples suggested the student evaluate what he or she spends time doing and decide what is important. She thinks the student should “track what [he or she] spends three days doing hour by hour and at the end look at the break down and figure how to rearrange
things.” Staples advised asking someone else like a friend, family member or even her to look at the schedule because she would be able to provide beneficial feedback, and sometimes people cannot find faults within themselves. In order to look good for colleges, many students try to take too many rigorous classes and be part of too many clubs. However, college counselor Tyler Sant does not advise it because he sees students that are burnt out and unhappy by the time they are seniors. Instead, Sant suggested students “find classes that are challenging, but within their abilities to get the work done.” A student
“The typical weekday does not allow a teenager enough time to rest mentally and physically.” must do trial and error to find the right balance of courses. Additionally, colleges find it impressive to be part of a lot of clubs but more important to have commitment over time to a couple of things. Sant said, “Colleges want students that have real passions that [they] have succeeded at.” Even though this will not help everyone get nine hours of sleep, changing habits and reassessing extracurricular activities can go a long way. Getting the recommended nine hours of sleep can change a person’s entire day because a lack of sleep affects mood, efficiency and attention. Confirming that a lack of sleep affects attention, studies from the National Sleep Foundation show that “being awake for more than twenty hours results in an impairment equal to a blood alcohol concentration of 0.08%,” which is illegal in Georgia. It is a great time to reassess sleep schedules and start second semester off with success.
Lauren Toman - Dealing with Distractions Freshman year is a huge transition from middle school. Freshman Lauren Toman tries to balance her schoolwork and sports practices everyday. Toman spends the majority of her time after school working on homework, but she stated, “I think that I get too distracted with the internet or texting.” According to “Myers’ Psychology for AP,” humans have selective attention and can only focus on one activity at a time. Texting consumes a lot of attention. For example, texting puts “long-haul truckers at a twenty three times greater risk of a collision than when not texting.” Although that is a more serious matter, texting while working on homework is an unproductive way of learning. The most effective solution is to create a study space without distractions.
Alex Mitchell - Insomnia In total, junior Alex Mitchell received the least amount of sleep out of all the participants. According to Mitchell, his ADHD medication causes him to suffer from insomnia, or an inability to sleep. Until he falls asleep, Mitchell watches TV or texts. In cases like Alex’s, Dr. Meunch suggested taking warm baths, reducing loud or intense lights and staying away from computer, television or phone light.
Claire Kelsey - Time Management Kendall Jackson - Self-motivation Sophomore Claire Kelsey takes challenging courses in school, runs crosscountry and plays lacrosse. Her sports cause her to get home late, but her homework does not prevent her from going to bed early. Prioritizing schoolwork and working efficiently, Kelsey works on schoolwork whenever she can and stated, “I don’t procrastinate because I get assignments done as soon as I can when they are assigned. I also don’t have many distractions, so it is easier to get work done and not feel stressed out about it.” Time management is a key factor to go to bed at a descent hour and not feel stressed.
Robert Moore - Balancing life and sleep A well-rounded student, senior Robert Moore is a member of Mu Alpha Theta, Science National Honor Society, Integrity Council and the Vestry club, team captain of the varsity soccer team and a person willing to help anyone. Only receiving two thirds of the recommended amount of sleep for teenagers, Moore chooses to stay up late so he can do other activities. Moore enjoys being active and involved and stated, “I do not necessarily wish I could get more sleep. I can sleep later.” Although sleep is a necessary factor for a healthy life, Moore does not let it get in the way of enjoying life.
An involved student, senior Kendall Jackson does not let the rigorous curriculum keep her from being involved in extracurricular or social events. Part of student council, multiple National Honor Societies and many clubs, Jackson stays on top of homework by using her free period and extra time on Sunday to get ahead for the week. Jackson explained how she gets her motivation, “I push myself to excel because I always want to contribute my best effort and be challenged. I believe that everything I do is a reflection of who I am.” There are no tips on how to be more motivated to do school work because it comes from within. Getting more sleep can always be motivation for completing homework in a timely manner.
Katie Jacobs - An athlete
Junior Katie Jacobs is constantly going from one sports practice to another. Jacobs plays school soccer and basketball and club soccer. Jacobs stays up late and wakes up early just to finish her homework. A lack of sleep affects Jacob’s relationships and focus. Jacob stated, “When I am exhausted, I care less [about my relationships] and, frankly, I am mean . . . I am not as sharp as normal.” The only solution is more sleep, but getting it is harder than it sounds. Athletes like Jacobs are dedicated to sports and keeping grades up, but schoolwork is often put off because of lack of time. Time management and planning ahead is the key to getting more sleep.
Comparing Hours of Sleep to Hours of Homework
Key Hours of Sleep
Hours of HW 4
0 L. Toman (9)
C. Kelsey (10)
K. Jacobs (11)
A. Mitchell (11)
K. Jackson (12)
R. Moore (12)
WHAT IS ALL THE
by Ané Wanliss
magine you’re sitting in class, a typical day at school, except you begin to notice something strange. As you read your textbook, suddenly you are unable to speak and even worse, you can’t breathe. In a panic, you run out of class down the hall to the nurse’s office, and before you know it, you’re being rushed to the emergency room for what you will later learn is known as a caffeine overdose. That’s right--a caffeine overdose.
That’s right—a caffeine overdose. This scenario is not fictional or exaggerated. It was the real experience of Joel Williams during his senior year at Lakeville South High School in Lakeville, MN. That year, Williams, who worked out around the clock, used a pre-lift powder mix as a part of his work out regimen. After using the mix consistently for an extended period of time, his body became accustomed to the suggested dosage of two scoops, so in order to achieve ideal results, he had to increase the dosage to four scoops. This created a compounded effect of the caffeine on his body. Consuming four servings of caffeine through the powder mix combined with the caffeine his body stored from previous days led to his caffeine overdose. “My peers were doing the same thing and had the same reaction,” Williams admitted. “They just didn’t go to the doctor for
it.” Side effects of prolonged caffeine consumption can lead to anxiety, high blood pressure, insomnia, and sometimes interferes with heart rate. Williams experienced most of these side effects, and he even had withdrawal after he stopped using the pre-lift mix. While some teens use products containing caffeine for athletic purposes, other teens use caffeine when seeking a way to stay awake for extended periods of time. Junior Robert Beeland said that he sometimes takes 250 mg caffeine pills if he’s “feeling a little tired and needs a get-up-and-go to get through the day.” With long days at school leading to late nights at home studying, students resort to anything to help them get their work done. The Center for Disease Control and Prevention (CDC) reported that energy drinks are consumed by 31% of children ages 12-17 and 34% of young adults ages 18-24. Although caffeine can help the body stay awake, if too much is consumed, it can cause a person to have trouble falling asleep. A study led by Walter Reed Army Institute of Research revealed that soldiers in Afghanistan who consumed three or more energy drinks daily were more likely to sleep fewer hours in comparison to other soldiers. The side effects of the energy drinks on the soldiers have led the military to recommend that soldiers moderate their consumption.
Beeland admitted that he sometimes feels “a little jittery” when he is trying to fall asleep at night after having consumed caffeine earlier in the day. One of the main factors preventing people from being able to moderate their caffeine consumption is the fact that they are not fully aware of how much they are consuming. Various products are marketed as “pick-me-ups” to help people make it through the day. These products are plastered with alliterative names and bright colors to grab a consumer’s attention, but fail to advertise the specific amounts of caffeine they contain. Though the Food and Drug Administration (FDA) requires companies to list all dietary nutrition information on the label, caffeine is not considered a nutrient, so companies are not forced to list the specific quantity of caffeine in their products. They are only required to list caffeine as an ingredient. Unaware of the quantity of caffeine in a product, people may consume them, and over time it can create a build up in the body with various side effects. Yasmin Zaman, pediatrician at Zaman Pediatrics Center in Snellville, GA, said that, like anything else, “caffeine is good for the body in moderation.” She encourages all her patients to live a healthy lifestyle by occasionally monitoring exactly what they are taking into their body.
Similarly, one of the main things students often complain about is they are not getting enough sleep at night.
photograph of Emily by Billy Howard
STEP INSIDE OUR HEADS: A LOOK INSIDE THE TEENAGE MIND
by Lela Johnson
xams, social life, nightly basketball practice – students at HI have experienced the constant pressure to excel. The demand to find the perfect balance has been forced onto each student’s shoulders. Not one of us can honestly say the additional weight of high school was anticipated, let alone appreciated. Students walk a tightrope, juggling extracurriculars and schoolwork. These acrobatics pose a significant question for those in the HI community: what happens if the pressure becomes too much? Some, like senior Kendall Jackson, are able to use stress to their advantage. “I place the pressure to do my best on myself. Possessing that drive often makes it easier to complete assignments because I feel motivated, not forced, to do something.” But for others, this is a struggle. Countless opportunities jump out at us day by day, but it’s hard to know how to prioritize. Painting a picture of the typical student life and workload leads us to realize that over-involvement is not
necessarily a good thing. “No one can excel at everything,” said Claire Staples, upper school counselor. “Unhealthy coping skills can lead to depression, anxiety, low self esteem, [and the] need to control something, such as eating.” Mental health issues among teens are more common than we realize, affecting an estimated 21% of America’s youth, and they have the ability to eat away at us, especially when hidden from those who care. Atlanta-based writer and documentary photographer Billy Howard was inspired by the realization that most people have a friend or loved one who struggles with mental illness, and he recognized the harmful stigma of mental health issues, particularly among teens. The Carter Center granted Howard a fellowship, opening necessary doors to launch his program “Step Inside My Head.” He created this program to counteract the widespread shame associated with depression, eating disorders, and other mental health issues and aims to “give [participants] a voice to tell their stories.” This program opens a peer-to-peer dialogue between a select few who wish to share their experiences with mental health problems to a wider
audience in order to “alleviate the stigma.” Emily, a participant who has struggled with bulimia, said this project is a very important step towards helping teens in general. “I believe that when we share the experiences we have had, it gives us a chance to be a voice for those struggling with similar situations. I hope there are many people who may be able to benefit from hearing [what I have to say].” Many believe that striving for success is the most important factor in surviving the high school years, but Emily’s story teaches us that the way we cope with stress determines much more about our path to success than we might realize. “I used my eating disorder to cope with the stress of high school,” said Emily. “[This] in turn created an unhealthy cycle of stress and low self-esteem.” At the time, forcing herself to throw up seemed like the best solution to her problems. “An eating disorder typically starts as a “harmless” diet,” said renowned Atlanta-based eating disorder specialist Dina Zeckhausen, founder of Eating Disorders Information Network. “But in certain teens, it will take on a life of its own.” After putting herself through persistent cycles of binge eating, purging
and starvation, Emily began to “feel exhausted and depleted.” She felt drawn to the constant messages from society that skinner is better and struggled with low-self esteem. However, her main trigger was the intensifying pressure she began to place on herself throughout her experience with a dance company. “The increased pressures that I felt from being a part of the company added a ton of anxiety to my life, and I chose unhealthy ways to cope with it,” said Emily. “I spent a lot of time comparing my skill level to the other dancers, which then caused me to compare my body to their bodies.” Countless triggers are influencing teens to make unhealthy comparisons, especially with screen time on the rise. “The pervasiveness of Facebook which constantly bombards teens with images of bodies and holds everyone up to constant scrutiny, plus all the focus on The Obesity Epidemic, means all everyone hears about is how awful it is to be fat and how glamorous it is to be thin,” said Zeckhausen. Lying to her parents about her weight loss became habitual for Emily until the physical and emotional strain became too much for her to handle alone. Guided by the love and support of her family,
she was able to get back up on her feet again. “I honestly wouldn’t have been able to recover without their constant encouragement.” The key for Emily was separating her own voice from the voice of the eating disorder, which she nicknamed “Ed” through the therapy process. She believes that Ed was the driving force behind her bulimia, pushing her to see herself as less than her peers day-by-day. The key to conquering Emily’s bulimia was not allowing any other voices to drown out her own. “It became easy after awhile, and while I can sometimes hear Ed trying to get a word out, I have the strength to know that it’s him and that I shouldn’t listen.” When asked how she is doing now, Emily described herself as thriving. “Much of who I am today has come from this battle that I’ve fought for so long, and I’m proud of the strong and confident woman that I have become.” She recognizes the harmfulness of comparisons and now has a healthy outlook on herself, which she hopes to impress upon others. “Every body is entirely different, and comparisons aren’t healthy or productive,” said Emily. “It’s
important to be able to love your own body, its uniqueness, and to show it the utmost respect. There is not a body type that is more beautiful than another. They are all varying, and they are all equally as beautiful.”
“I wanted to
take my life back into my own hands and be happy again.” -Audrey Murphy Struggling with eating disorders isn’t the only common mental health issue constraining teens. Besieged with her own troubles, student Audrey Murphy spiraled from her love of art to an everpresent frustration at life as a whole. “I kept pitying myself, asking ‘Why me? Why nobody else? What did I do to deserve this?’” said Murphy. It all started for her in sixth grade with her mom’s cancer diagnosis, which in turn impacted all other aspects of her life. Friendships, relationships, academics and her passion for art all suffered tremendously. “Everything was building up,” said Murphy, acknowledging the gradual nosedive into depression that took over her life. Her anxiety and unhappiness hit its highest point around the time of eighth grade, when her older sister left for college. Losing her confidant left Murphy feeling hopeless and desperate. She became secluded, isolating herself from social life and healthy activity. “In eighth grade, it hit like a freight train,” said Murphy. “I was tired all the time and didn’t want to do anything that I used to love.” Murphy found herself constantly infuriated with everything around her,
leading her to push away loved ones. “I would ruin friendships and relationships with people who genuinely cared about me. At one point, I remember screaming at my mom that she didn’t understand, and I fell to the floor. The next day, she was taking me to the doctor, promising that she would do anything she could [to help me].” Looking back, Murphy realized that she was influenced more so by her own negative thought processes than her surroundings. “It was deconstructive,” said Murphy. “I pretty much began to hate myself and became my own worst critic and enemy.” However, her friends, family, and passion for art ultimately had the ability to impact her positively, showing her that “you can be happy again, enjoy life again, be yourself, do anything you want to do and not have to worry about this heavy weight burying down on you.” Her parents had been in the dark about the depth of Murphy’s depression until she figured out that it wasn’t something she could handle alone, leading her to medication and therapy. The knowledge that her support system would always be there to set her back on track led her down the road of recovery. “There’s a cheerleader waiting right there ready to help in any single way they can,” said Murphy. “They’ll let you be the best you can be.” Frustration also kindled her desire for recovery because Murphy acknowledged that she could not and would not live in this state of depression anymore. “I decided that I needed to do something about this, and now. I wanted to take my life back into my own hands and be happy again.” Murphy described life before she started taking medication as living in a dark tunnel with an ever-present light at the end that would take three steps back whenever she took two steps forward. Medication allowed her to feel less overwhelmed and gave her a brighter outlook on life. “I was not thinking all of these dark
thoughts that I did before,” said Murphy. “[I also have] stronger relationships now because I can understand the perspective of people who don’t understand [what I’m going through].” Alex Robataille, sophomore, is now a very calm and approachable peer, but this was not always the case. “Before therapy, I couldn’t contain my feelings,” said Robataille. Before he began the therapy process, his dad remarried right after a divorce. Robataille was not agreeing with his new stepbrothers and found himself constantly lashing out. “At one point, I ended up hitting [my stepbrother] with a bat.” This was the peak of his anger management problem, necessitating visits to a therapist every Monday. When he began seeing the therapist, he was unwilling to discuss feelings with anyone except with her, who helped him to open up despite his crippling anger problem. Before speaking to a counselor, if anything provoked an angry response, Robataille would lash out, but now he finds himself able to “accept people more. I don’t push people out if they are trying to talk to me. I’ve learned to accept and understand rather than block out. I can talk about it openly now. Anger closed me up, and I became open again.” Talking with a doctor, family member, friend, or even a public audience can lift a weight off of one’s shoulders. “It’s important to let it out because if you keep it in, it keeps eating at you,” said Murphy. “An outlet is important to the healing process.” Many who hide mental
artwork by Audrey Murphy
health problems feel shame, and it is the mission of “Step Inside My Head” to do away with this stigma. “I think we would all benefit from reducing the stigma that comes with mental illnesses,” said Emily. Results from a recent poll say that the majority of HI students believe that sometimes there is a stigma of mental health problems. Of the 91 students who specified what they struggled with, around 70% answered anxiety while 56% answered depression. As struggling with these types of mental problems is so prevalent in our society and our school, it would benefit HI as a whole to do away with the inclination to hide the truth about mental health issues behind closed doors. Instead, accepting, embracing, and facing this shared obstacle will guide us to open up about mental health issues as a community.
UNCOVERING THE POLICIES: ALCOHOL AND DRUGS By: Arsema Hailemarian It’s a Saturday night and you are at a party with a few of your fellow classmates and friends. The music is loud, the conversation is captivating, and, sure enough, the alcohol is plentiful. Seeing everyone with red SOLO cups in hand, you decide to grab something to drink in order to fully blend into the atmosphere of the event. One drink turns into two, two into three, three into four and before you know it, you are taken into custody by the authorities for belligerent behavior while intoxicated. Sooner or later, this incident becomes common knowledge around the school. This type of situation is not uncommon in high school and it is in the students’ best interest for them to be aware of the consequences of their actions. With this in mind, what type of consequences can you expect to face at HI as a result of your Saturday night mishap? Tenth grade boys’ dean Cameron Lane made it known that, “if it happens off campus, we would probably talk to
their parents to make sure that they were aware and to make sure that everything was okay, and if there was something we could do to help them if they had some type of substance abuse problem. In terms of school discipline, it would probably not at this point have an effect.” This is in line with the 20122013 school handbook which states that when a student is on school campus, in its immediate vicinity, and also when he or she is attending, partaking, or being transported to or from a schoolsponsored event, the student is under the authority and jurisdiction of the school. Some students feel that there are some conflicting messages regarding the policies. As confirmed by sophomores Nate Davies and Molly Dower, Chris Durst, upper school principal, announced that any student involved in such behaviors out of school would face heavy consequences from the school, even expulsion. Did this comment signify a change in policy? According to Durst, his comment to the sophomore class did not indicate a definite change in policy as any changes
“would have to emanate from the board level.” He doesn’t know that there would necessarily be repercussions at school for incidents involving alcohol in an out-of-school setting. Dust said, “The gray area is when you are identified as an HI student to the public. Say if they were wearing HI paraphernalia, then we could step in.” So if pictures were taken of you and your friends with alcoholic beverages in hand and posted to Facebook, Twitter, or some other social media site, would that fall under the jurisdiction of the school? Lane commented that the parents and dean would be notified and a conversation would be held, “number one about making healthy choices for themselves, number two about the kinds of things they are putting out on social media.” In terms of school discipline, Lane did not believe that anything would be done. Durst explained that “it depends where the picture was taken. Typically we have jurisdiction for things that are on campus.”
Headmaster Gene Bratek offers his take on what would ensue. “If they uploaded something onto social media that was in violation of school rules we wouldn’t likely have any idea where the place is unless the photo showed evidence that it was in a locker room or behind a building that we recognized. It would just depend on what the photo showed.” If a student was wearing HI paraphernalia and was not on school campus or a school sponsored event, this student would not be under the jurisdiction of the school, but, as Bratek said, “[The school] might call the parents.” Local lawyer J. Tom Morgan recently spoke to upper school students about topics such as drugs and alcohol. Regarding social media ramifications from a legal perspective, the author of “Ignorance is No Defense” asserted that although it isn’t illegal to put a picture of you drinking on social media, “it is illegal to be drinking the beer, and that picture can be used as evidence.” There is a consensus that typically the school will not do much in terms of the usage of alcohol or drugs outside of school; however, the usage and distribution of alcohol and drugs on campus is a different story. Durst said that when there is an incident involving drugs on campus, “we will always consult the security on campus” and that each incident is evaluated on “a case by case basis” to determine appropriate consequences. In regards to when the authorities would be notified when drugs are distributed on campus, Bratek stated that it would “depend an awful lot on the circumstances of the situation. If a student is caught with a truckload of 50 kilos [of drugs], I would say this is way beyond the school, and we would call in local authorities and have them deal with that situation.” Head of Security Officer Wes Greene offered insight on how cases
are handled. Greene stated that anytime “there are actual drugs, we are going to involve Sandy Springs [police] because it has to be put into their property room because we don’t have a secure area here to secure any type of drugs.” Greene differentiates alcohol from drugs and said that “alcohol can be turned over to the parents.” The consumption of alcohol became an issue during the 2011-2012 school year after the concern of students attending basketball games while intoxicated arose. The prospect of Breathalyzing received mixed reactions, some feeling this was a necessary precaution in order to protect students and others feeling as if was a violation of trust and instead a policy geared towards intimidating students. During the 2012-2013 school year, Durst said there will be “a student entrance for the winter events, and we will question kids who we feel are exhibiting behaviors that they are partaking in it. Whether that includes the Breathalyzer depends on the circumstance.” Whether in school, off campus, or at school-sponsored activities, it can sometimes seem as though students’ voices get lost in the mix. In regards to the enforcement of drug and alcohol policies, junior Kennan Luther said that “it’s a difficult policy to enforce. When a situation happens to affect the school directly, then I feel as if though they enforce it.” However, Luther said the school should do a better job at making the students aware of the policies. “I think a lot of people don’t know what the policies are, and if they do, they may not know what the repercussions for infringing upon those policies.” Junior Ben Rousseau, on the other hand, feels confident in his knowledge of drug and alcohol policies at HI. In response towards what could happen if he uploaded a picture onto social media of him smoking marijuana, he stated that he would, “probably be expelled from school.”
Sophomore Lauren Bowling also thinks that if she were to upload this type of scandalous photo onto social media that she would be “talked to by Mr. Durst and probably be expelled.” While some students may feel like they have a full understanding, it is clear that many students are still not sure of the consequences of the policies. Senior Jada Murray said she feels as though “the policies are fuzzy and subjective.” Will school policies ever stop students from consuming alcohol or drugs, whether at school functions or parties? “No, I don’t think they will,” Luther commented. “It may prevent some, but I don’t think it’s possible to deter all students from making those kinds of decisions.” Though school policies may never completely stop students from using drugs and alcohol, the school could clarify or even change the handbook’s drug and alcohol policy if needed. “It could happen but it would have to come from the administration and board of trustees, but I think it’s safe to say that it will be discussed,” said Durst. Whether motivated by the need to relieve oneself from the anxieties of school, peer pressure, or for personal enjoyment, nearly half of all U.S. high school students smoke, drink, or use other drugs, and a third of those users meet the medical criteria for addiction, according to a study carried out by the National Center on Addiction and Substance Abuse at Colombia University. The usage of drugs and alcohol is a weighty issue for high school students across the nation, and it is imperative that students fully comprehend the consequences of their actions and the expectations that the school holds for them.
ACCOMMODATING LEARNING DIFFERENCES: WHERE DO WE DRAW THE LINE? by Erin Ernst “I can’t believe she got a whole extra hour to take her exam. ET is so unfair.” “I know. There’s nothing wrong with her. She doesn’t deserve any more time than we do.”
Kennedy is open and unashamed of her diagnosis of ADD and her ET accommodation. Kennedy explained that she felt ET was a fair accommodation. “I think its fair because some people take longer to comprehend things and put stuff on paper,” she said. “It’s fair because I use almost all of the three hours and if I only had two hours, I would fail my exam.”
It is not uncommon to hear conversations like these when walking through the halls of Holy Innocents’. Extended time (ET) has become code for learning disability (LD), and both terms have developed increasingly negative connotations among students. These terms have come to serve as labels and identifiers.
Is this “legit?”
Switching the lens
To determine the prevailing attitude among students regarding LDs and ET, upper school students replied anonymously to a survey regarding the issue. The opinions on the legitimacy of LDs, shown in Model A, shed light on an underlying issue present among HI students: Just under half of the students who responded expressed the viewpoint that LDs such as Attention-Deficit Disorder (ADD), Attention-Deficit/ Hyperactivity Disorder (ADHD), Anxiety Disorder and Dyslexia were illegitimate problems entirely within the control of the person claiming to have them.
It was shocking to see how some of the same students who speak openly in the halls about their opinions were suddenly unwilling to share their opinions on LDs and ET for the record. Many of them agreed to share only if they could be quoted anonymously and thereafter spoke frankly, revealing their genuine viewpoints. There may be something to be said about this sudden clamming-up and how it reflects upon the possibility of LDs and ET being stigmatized at HI. While others remained silent, two students and a teacher stepped forward with something to say. HI sophomore Callie Kennedy gave her two-cents on the issue from her personal experience.
Kennedy understood that some of her peers question the fairness of ET. “I would say, well, we need the three hours. It’s not that I don’t know the information. I know it—it just takes me longer to put it all there,” said Kennedy. “Plus, feeling so rushed only makes you do worse.” In order to provide another perspective, sophomore Olivia Moore agreed to share her opinion on the matter. She stated that she has no diagnosed LDs and does not receive ET. When asked if she had a negative or positive view towards students with LDs, Moore said, “I mean no…if you have it, you have it.” Regarding her opinion on whether or not ET is fair, she said, “I think it’s fair that they have ET, but not as much as they have…I mean, 3 hours
that seek it, usually there’s a valid issue. They have to have the diagnosis though.” She continued, “You can’t just come forward and ask for it. So if they have the diagnosis, usually they’re right on par—they know they’re dealing with something, and usually it’ll show up in the testing.” Stroman said, “It’s usually about seventy percent of those who try for it, get it.” to be in extended time?
(for an exam) is really excessive…So I think if ET is going to have that much time, so should we.” Upper school English teacher Ben DeSantis shared his view of ET in relation with LDs at HI. “I think there are a lot of kids who have legit learning disabilities and they deserve that extra time.” When asked how he responds to students complaining about ET being unfair he said, “I would suggest they get tested and seek help if they think they have a particular issue that would require extended time.” DeSantis explained the importance of ET. “Having that extra time can make them [students with LD] feel more comfortable and take away a lot of the anxiety,” he said, “and that extra hour can be the difference between a B and a C.” DeSantis expressed that it is his responsibility to help students to be as successful as they can. “As teachers that’s our job,” he said.
How Sizeable is the Slice of the Pie? As seen in Model B, student responses display the ET/Non-ET make-up at HI. There is a prevalent perception that the ET students account for a large portion of the HI community. This data suggests that one quarter of the upper school is comprised of ET students. This is indeed the minority, but is one-fourth a large portion of students
Cindy Stroman, learning resource department chair, weighed in, “For private schools—if you went to Lovett, if you went to Westminster—our statistics are right in with theirs’.”
As seen in Model C, students reported their associations with LDs and ET and were asked to check all choices that applied to them.
What’s the Secret Password? There is a noticeable disconnect between students and the school in their understanding of what exactly is required to be granted the ET accommodation. Stroman explained the bottom line concerning prerequisites, “To qualify for extended time, there has to be a diagnosis of a Specific Learning Disability,” she said. “Or ADD/ ADHD—it’s not covered as a Specific Learning Disability, but it is approved.” Stroman explained further, “What’s interesting is most of our kids who have ADHD, that’s not the only thing they have. It’s coupled with something else.” Sticking to protocol regarding confidentiality, Stroman spoke of a particularly bright young woman whom she had taught. “Her IQ is like, way up here,” gesturing to the highest level her arm could reach, “but she’s got a learning disability. And she’s not achieving that potential because of the way she processes,” she said. “She takes a long time to process.”
Misinformed and Misunderstood It seems that some of the tension around this topic may come from a place of misunderstanding and a lack of knowledge about the issues. It appears that what is simply the everyday workings of some students’ brains is also a mystery to other students who are unfamiliar with LDs. It is evident that there is insufficient communication to non-ET students about the importance of the accommodation for certain type students. The student body as a whole is not exposed to knowledge regarding LDs and the necessity for ET, and this has led to some negativity among students.
Many students talk of needing ET, but not as many seek out the accommodation. How common is it for students who have sought out ET to actually have the accommodation granted? Stroman said, “For the students
The Holy Innocents’ Online Student Publication In case you haven’t been keeping up with our website publications, here are a few must-read online pieces that have been published prior to this print edition, commemorating a successful semester for the Crimson and Gold.
Launching The Crimson & Gold by Lela Johnson
The Crimson and Gold has set in motion a vision worth striving for. New material will appear daily on our new and improved website while a quarterly magazine will be put together in place of last year’s monthly newspaper, where you can look forward to features and long-form thematic content. Through the change, our promise to the golden bear community to represent the student voice with integrity and enthusiasm has not swayed. “We had a great publication last year, but I think this year’s is on a whole new level because it is a lot more student driven and we got to decide the path we want to go with the publication, which is really exciting and a great opportunity,” said Emily Mace, lifestyle editor. Our works will go hand-in-hand with the balanced excellence philosophy, reinforcing our schools dedication to supporting academics, sports, the arts, and every aspect of student life. Editors for sports, entertainment, opinion, and
“We had a great publicaion last year, but I think this year’s is on a whole new level.” -Emily Mace, Lifestyle Editor
news sections are dedicated to covering a variety of subjects for our viewers with an approach that will unify our community and our environment. Each and every contributor to the C&G strives for the shared goal of “equally representing each part of HI’s diverse student body,” said Clara Forrestal, design editor. Our new club, the C&G Sidekicks, is welcoming contributing writers to cover all things HIES. From recipes and videogame reviews to sports teams coverage and student life articles, our sidekicks will help us get angles on newsworthy stories in our community where we couldn’t delve into before. “Since I couldn’t take journalism this year, having chances like these to write for C&G makes me feel
like I am still contributing to the newspaper,” said Sydney Coleman, sophomore member. After having the opportunity to interview author and director of “The Perks of Being a Wallflower” while on assignment for the C&G, she said, “It was inspiring to meet such a creative, accomplished person that is essentially an open book, and very willing to share the lessons he’s learned with people with similar passions.” As a student-run organization, we appreciate your patience and welcome feedback as we work out any kinks. “Our new online-based publication is a positive change,” said Forrestal. “We are experiencing how real journalism is in the real world today.”
Check us out online at www.crimsonandgold.org
The truth is out by Erin Ernst With the reinvention of The Crimson & Gold, the amount of journalistic freedom for covering content is definitely a concern. It is the purpose and duty of a newspaper to educate and inform without bias, and regardless of being a student publication affiliated with the school, it is, still, a newspaper. One of the main goals for this year and the years to come is to develop into a true student publication. This would include having content that is genuinely interesting and relatable to the high school students, and making sure that, although funded and supported by the school, the student staff is responsible for the decisions regarding content. The staff as a whole feels strongly about maintaining their rights as journalists and upholding their duty to report the truth. There are new things coming for the C&G and the journalism program. The staff hopes that with these changes, they will stand firm in their right and duty to report the news. Recently, at the University of Georgia, Megan Ernst, 2011 Holy Innocents’ alumnae and Associate News Editor of the Red & Black, participated in the student editor walkout at the R&B, the campus’s independent but central news source. The student publication’s journalistic
rights were being limited by the R&B’s board of adults who wanted to protect the reputation of the school and the city of Athens by purposefully not reporting news that was considered ‘bad’. The board issued a memo to the Editor in Chief with a list of things that were to be done, and the list was deemed offensive and unfair by editing staff. Ernst mentioned that she and her fellow editors “weren’t willing to work under these conditions. The walkout was in hopes of sparking change and expressing displeasure with the new rules.” “Our decision was unanimous; the Red & Black was either going to run a responsible, student-produced paper, or they were going to have to find a new staff.” The limitations put on the editors included prior review by newly hired managers, and a request for more ‘good news’ than ‘bad news.’ “If in question, have more GOOD than BAD. I guess this is ‘journalism.’” Ernst voiced the implications of the board’s statements about the good vs. bad balance. “The revisions in the memo were offensive in their disregard for the ethical standards of journalism that we (the student staff of the R&B) and the majority of professional journalists follow.” Ernst shared that the journalists who
participated in the walkout, who went by the name ‘the Red & Dead,’ adhere to the Society of Professional Journalists Code of Ethics. The code defines the declared rights of professional journalists, and includes statements supportive of the Red & Dead’s argument. “The duty of the journalist is to further those ends by seeking truth and providing a fair and comprehensive account of events and issues.” The Red & Dead coup did not go unnoticed, with their story picked up by major news sources including the Atlanta Journal Constitution, Huffington Post, and the New York Times. Upon learning about the bold stand that the R&B journalists took in defending their rights, the C&G staff decided to take the oath to follow to the National Scholastic Press Association’s ‘Model Code of Ethics for High School Journalists’. Outlined in the code are seven key ethics points that illustrate the C&G’s mission. The C&G staff is dedicated to providing the entire Holy Innocents’ community, primarily the high school student audience, with the truth in every situation, and will not shy away from topics that are important to address. The C&G looks forward to representing the genuine student voice of Holy Innocents’.
by Lela Johnson The first department chair speaker series, modeled after the theme of pushing boundaries, testing our limits, and kindling a curiosity for the unknown, was a definite success. Hosted by history department chair Kacey Michelsen, the event featured five renowned and influential figures aiming to inspire the audience to strive for “what we dare to be. We are not finished, whole, or done,” said Michelsen. “We are still full of curiosity and exploring. We need to test limitations as educators, parents, and loved ones.” The series left us with a mission to take hold of our education as the next generation, to progress past any restrictions we believed to be set in stone, and to push boundaries. Sean Hackett, eighth grader, kicked off the series with a digital short he put together in just under forty hours with only a “laptop and its track pad,” introducing key themes touched on by
the five speakers. “It was super fun to be able to have such cool people see my cartoon,” said Hackett. “I would like to thank Ms. Coil and Mrs. Domescik for making this possible.” For NASA’s own Miguel San Martin, it all began with a black and white newspaper photograph of the Viking’s wheels and shadows touching the surface of Mars. It sparked an innate desire in him to inspire the way he had been inspired by this picture, and Martin undoubtedly got his wish. The audience relived his thrilling journey of landing the Curiosity, taking away that “the best is all we can do, all we can hope for.” Phillip Verne, CEO of the High, spoke on the rapid evolution of the art world, represented by the exhibition “Fast Forward 1913 >> 2013.” Covering Picasso to Dali and cubism to modernism, Verne impressed upon the audience that art of the 20th century is not linear, but rather is a “collision of diversity and a movement brought about by breaking rules.” HI’s own Holly Shaw shared her story of conquering one of the Seven Wonders of the World – Mt.
Eighth-grader Sean Hackett had the opportunity to create an animated short for the introduction to the series.
Kilimanjaro. Approaching this challenge as a mission of her own, Holly “learned who she was and what she was capable of doing,” proving even herself wrong. Sick and on the brink of exhaustion after strenuous days of travel, Holly finally reached the peak and was rewarded instantly by a breathtaking view. Holly showed the audience a picture of this spectacular sight, describing it as “a picture worth fighting for.” Coach Davis broke the color barrier of officiating, giving him the well-earned opportunity to leap from the position of a high school wrestling official to refereeing the Olympics. By way of overcoming and adapting to any obstacle as a way of life, he now works to be an inspiration to his two sons, raising them to chase their dreams no matter how out-of-bounds they seem to be. Jon Ronson, author of “Men Who Stare At Goats,” concluded the series by sharing several entertaining experiences of his where people “pushed the boundaries a little too far in wonderful ways.” After speaking on an everyday conversation with a robot, prowling the streets with a modern day superhero, and interviews with various psychopaths, Ronson was quickly accepted to be a man who steps outside of his comfort zone for a living.
The world according by Erin Ernst The Crimson & Gold had the incredible opportunity to partake in a little bit of amusing Q&A with Jon Ronson, a featured speaker from HI’s first speaker-series, “Pushing Boundaries,” at the High Museum of Art. The Welsh one-of-a-kind is a renowned satirist, investigative journalist and author of a handful of books such as “Out of the Ordinary: True Tales of Everyday Craziness,” “The Psychopath Test: A Journey Through the Madness Industry” and “The Men Who Stare at
Goats,” a novel that was adapted into a film starring George Clooney in 2009. Ronson is known for sharing the stories of his many strange experiences, such as his involvement with modernday superheroes fighting crime, his encounters with members of a secret government agency who kill goats with their minds, and his time spent studying psychopaths in prisons and in the real world. He shares his unusual stories with a witty tone and his distinct accent that only adds to his charm and hilarity.
Q: If you could be a modern-day superhero like those you’ve come in contact with (such as Phoenix Jones, Pitch Black, and Ghost), what would your persona be: Name, costume, powers, etc.?
day night they all dress up in robes and have a weird ceremony that culminates in a model of a human being thrown into a bonfire at the foot of a giant stone owl. We filmed the ceremony and put it on you tube. Have a look if you don’t believe me. That was my weirdest adventure. Although there are other contenders.
A: Let me answer your question with a question of my own. If you had the choice of the following two superpowers, which would you choose: Invisibility or Flight? There’s a right and a wrong answer. So. Invisibility or Flight? Okay: the right answer is Flight. If you chose Flight it means you’re positive, exciting, enthusiastic, ready for anything. If you chose Invisibility it means you’re a pervert. Q: What is the absolute hands-down weirdest, strangest thing you’ve ever witnessed or done? A: Years ago – in 1999 – I snuck into a secret club called Bohemian Grove in Northern California where people like George Bush and Dick Cheney go. It’s like a secret campsite. And on the Satur-
Q: You’ve mentioned your struggle with debilitating anxiety, in what ways, if any, has this helped you or been an advantage throughout your life experiences? A: Oh it helps a lot. Those debilitating feelings of guilt and shame and remorse are the feelings that stop us from transgressing. They’re the things that keep us good. That’s why psychopaths transgress. They don’t have those painful feelings. Which makes me suspect that psychopathy is probably the most pleasant feeling of all the mental disorders. Also my anxiety makes me the most inappropriate person to undertake these hazardous investigations. And being the
wrong person makes the stories good, I think. Who wants to read a book about a thrill seeker seeking thrills? What you want is a book about someone averse to thrills being forced to have them. Q: What is the number one thing that you hope to do before you die? A: Hmmm. Make sure everything is okay for my family. Q: If you could have five minutes with one person in the entire world who is alive today, who would it be, and what would you ask them, tell them, or talk to them about? A: Well this changes from day to day. Right now I’m really intrigued by the fact that David Bowie has retreated from the world. I’d love to ask him why. I know I could choose something more important, but that’s what’s going through my head today.
Miguel San Martin speaks at a special assembly by Ané Wanliss Last August, people watched from all over the world as NASA embarked on yet another mission, the Mars Science Laboratory. This mission sent the Curiosity rover to the red planet. One of the people who worked behind the scenes for months to prepare for this event was Miguel San Martin, who is in charge of the guidance and navigational controls for the Mars Science Laboratory as well as holding the position of chief engineer for the rover. San Martin visited HI and spoke to the upper school about the specifics of the mission. San Martin began the presentation by explaining why the Gale Crater was chosen as a landing site for the rover. Because Mars is a planet that has evidence of life existing at a microscopic level, the rover was sent to further explore the landscape and gather information about “whether or not we are alone in the universe.” Scientists are looking forward to the Curiosity exploring the targeted crater because of the history contained in its many layers. They also hope to be able to bring back
samples from Mars to earth, such as those of asteroids and comets. The Curiosity, equivalent in size to a small vehicle like the Mini Cooper, is the first of its size to land on Mars. Although being larger in size is an overall positive because of the increased number of scientific instruments, it creates a greater challenge in landing the rover on the planet. In his presentation, Martin discussed the notorious ”7 minutes of terror,” referring to the landing process. This seemingly trivial amount of time is broken into three parts, ultimately leading up to the official landing moment, a process Martin characterizes as attempting to land “between a rock and a hard place.” The first part is atmosphere entry. Dur ing this time, the rover was enclosed in a large capsule that served as a shield from the atmosphere’s heat. The next step is the parachute decent. This is when a giant parachute is released to slow down the hurtling rover, leading into the final part of the landing journey: the powered decent. Despite the amount of technology available for use here on earth, the atmospheric conditions
on Mars are unable to be identically replicated on Earth. Therefore, a mission this complex cannot be completely tested on Earth. The first time the process was ever experienced was on that day last August when it was actually being executed. “When we were creating the rover and preparing it for the mission, we always planned for the worst,” said San Martin. “So the overall results were much better than expected.” San Martin ended his presentation by playing a video that captured the reactions from all over the world towards the landing of the rover on Mars. Most importantly, the clip showed the celebrations of those who put in the hard work to ensure a successful beginning to a monumental mission. On that day, the world watched as history was created when the Curiosity, staying true to its name, embarked on a journey of satisfying human curiosity to explore the unknown.
Coach Davis in the Spotlight
by Lizzie Franco
Not only was Coach Stacey Davis able to cross seeing the Mona Lisa off his bucket list, he was also able to accomplish his long running dream of officiating wrestling in the Olympic Games. Last night, November 14, the Holy Innocents’ community gathered at the High Museum of Art to hear from many speakers who know all about “Pushing Boundaries,” a topic HI’s own Stacey Davis knows all about. Coach Davis’ wrestling journey began back when he was in eighth grade, after he had just been cut from the basketball team. Devastated, he turned to his only other option, wrestling, and never tried out for another basketball team again. Although Coach Davis never initially dreamed of going to the Olympics, when the summer games came to Atlanta in 1996, he knew that he wanted to somehow be a part of it. In 2010 he made the Olympic Category Upgrade, which sent him into several evaluation tournaments where he was given feedback of his work and then informed if he would continue on to the next level. Coach Davis admits, “It’s a grueling process but one that I enjoy.”
Once he qualified and was selected as a referee for the 2012 London Games, there was still more work to be done. All referees were sent to a similar setup of the games in London and later participated in the European Championship, which took place in Serbia, and was the last determining factor for referees. Apart from practicing in these events, to prepare himself Coach Davis refereed in local as well as national tournaments, including the national high school tournament in North Dakota.“It’s crazy, there are over 8,000 matches over the course of the week on 32 mats, but if you love wrestling, it’s the place to be,” said Davis. Prepared for the games and fresh from visiting Paris the week before, Coach Davis flew into London three days prior to the matches and was taken directly to a separate area to
be credentialed and fitted for his official Olympic attire. Then the actual wrestling matches took place in the ExCel Arena, which housed not just wrestling, but also judo, badminton, boxing and several other sports. The arena is well known for its large size, and Coach Davis calls it “another World Congress Center.” Following his matches, Coach Davis received several texts from people including former Holy Innocents’ teacher and wrestling coach Jeff Walrich saying, “Saw you on TV, very proud.” Apart from finally refereeing in the Olympics, one of Coach Davis’ favorite parts of the entire experience was being able to spend it with his family. He said it was “absolutely tremendous.” “They were able to walk around London and went over to France and spent a day and a half in Paris. When I was done, we went around in London and saw some of the sights together.” Although his initial dream of being on his eighth grade basketball team did not transpire, Coach Davis kept looking forward and pushing himself.
Global Capstone Projects by Susannah Gleason Global Citizenship is a program that is fairly new to Holy Innocents’, but it has really taken off in popularity with the student body. At the end of freshman year students are given the opportunity to interview for a spot in the program. Typically around 45 students apply for around 15 spots. Students who expect an easy ride are in for a surprise. Besides service based or global experience trips in the summer, senior year they do a Global Capstone project. The Global Capstone project is a community service project which is supposed to encompass the idea of justice. Instead of helping someone out one time, the project is supposed to help someone out for a lifetime. Each student must present his or her idea to a board that they hope grants them $2,500 to get the project started. The Crimson and Gold reached out to all the senior Global Citizenship students and share below the stories of the ones who responded.
Katie Price: Trusting Tails
India, but it was difficult because of communication and funding. After deciding to move her project to the US, Katie still had to persevere. “I had to overcome the problem of high prices on dogs, their medical treatments and their care supplies,” she said. After reaching out to clinics and other people, Katie got supplies donated and clinics willing to work with her. She even has already spoken to colleges she is applying to, such as SMU and TCU, in hopes of continuing her project wherever she ends up.
Freedom Wright: Free Your Mind Fosterteens
on children in foster care.” Because it seems that most people just tend to focus on young children in foster care, Freedom wants to focus her project on teenagers. “Normally, people are supposed to be between 20-25 to actually work with the children in foster care directly,” Freedom said, so it was difficult to figure out how teenagers could volunteer. Freedom overcame
Over this past summer, Katie Price visited India where she witnessed brutal abuse to both women and dogs. Her trip to India was the inspiration behind her project Trusting Tails. The idea is to help women’s shelters and dog shelters by saving dogs, training them, and giving them as Emotional Support Animals to battered women’s shelters to help the women with a quick and comfortable recovery. Originally Katie wanted to base her project in
Freedom Wright created Free Your Mind Fosterteens, in which high school students volunteer at foster care agencies in the metro-Atlanta area. Freedom’s inspiration came from being in foster care as a child. Freedom said, “I knew I wanted to center my project
this by deciding that even though they can’t work directly with the children, teens can still volunteer and help out at the agencies. Freedom believes that no matter where she ends up going to college she will be able to continue her project as there are foster care systems in every state, and there will always be people willing to volunteer.
Emma Van Beuningen
After Emma Van Beuningen traveled to Kenya two years ago during the summer for global, she knew that was where she wanted to focus her project. She wants to install solar panels in the rural village in Kenya that she visited. Cell phones are a prized
Yazzie Hicks: Buddy Up
Yazzie Hicks attended DeKalb PATH Academy when she was younger and has been looking for a way to give back every since then. Her global
possession in Kenya, and Emma plans on giving some women in the village cell phone charging solar panels. The women can make a profit and become self-sufficient by charging people to charge their phones on the panels. “It is very difficult to do something overseas as communication is difficult,
project is called Buddy Up. It focuses on mentoring kids to reach their full academic and social potential at Dekalb PATH Academy and prepare them for high school. Yazzie hopes it will help them by “building their self-esteem,
especially in a small village where many times there is no Internet. I just had to learn to be patient and resilient,” said Emma. Hopefully the women will grow their business with larger solar panels to charge the phones.
strengthening their mental health and opening new promising relationships that will greatly benefit their futures.”
Saint Croix Hospital in Leogane, Haiti to Holy Innocents’ with the help of Childspring International. Second she hopes to create a plan for continuing leadership in the HI Haiti Club after she leaves. The third part includes bringing back HI trips to Haiti. Lindsay said, “This project connects all my childhood experiences and allows me to share them with HI.”
Stacy Bubes: Tiny Tees
he was 12, and when she heard about the terrible living conditions there she wanted to do something to help. For example, a majority of the windows were broken, and the orphanage had no money to fix them. Stacy wanted to do what she could to help the kids. Stacy said it was difficult to figure out how to make money even though she
knew whom she wanted to help. She had to contact a lot of people, but once she got Carter’s to donate onesies it became a lot easier. Stacy really hopes to expand her project. “A lot of my project can be done over email, and I will be home next year to do whatever needs to be done.”
desire to learn and become educated, but they had little to no supplies or books to do so,” said Waldron. As he became aware of that some kids did not have the opportunity they needed to learn, the idea for his project started to develop. Chris hopes to create a non-profit organization that collects
unused books from the community and delivers them to preschoolers in poorer communities around Atlanta hopefully sparking their interest in learning and developing literary skills earlier. “The thing about the Global Citizenship program that is so compelling is that it will stay with me forever,” Chris said.
Lindsay Stewart has always showed a passion for helping Haiti. She first traveled to Haiti when she was eleven years old, and her family has hosted many Haitian children though Childspring International. “Hosting children has changed my life, and the memories I have made with these children I’ll never forget,” said Lindsay. Her project is broken into three parts. The first part is brining children from
Stacy Bubes came up with the idea of creating a company called Tiny Tees. She hopes to sell baby onesies to baby stores and department stores and donate all the proceeds to Ryazan Baby House in Russia. Stacy’s inspiration came from her cousin. He was adopted from an orphanage in Russia when
Like many other students who got inspiration from their summer service trips, Chris Waldron’s inspiration came from his time in South Africa. He worked with students at Bulugha Farm School in Cintza, South Africa. “I noticed that the kids had an unwavering