November 2014 Issue

The Index Eutαxia Swzein Dokei

Volume LXXVI, No. 3

November 2014

Haverford, Pennsylvania - haverfordindex.com

A CONVERSATION ABOUT FEMINISM Examining the Muddled Definition of Feminism Sixth Form co-Editor-in-Chief Brendan Burns discusses the word “feminism” and how Haverford students interpret it.

Brendan Burns ‘15

Feminism sometimes confuses boys.

I don’t believe this is due to a lack of emphasis on the topic – at Haverford, we’re exposed to feminist thought nearly every day. To their credit, Haverford teachers and administrators make a concerted effort to instill respect for women in the student body. We are reminded of this in class, in assemblies, and before dances. Women’s rights is a major theme in many of our history classes. The average Haverford Senior probably knows more about the history of American feminism than he does about the Cold War. However, to most Haverford students, feminism is still a murky topic.

Some Haverford teachers – both male and female – will openly state their belief that “everyone should be a feminist.”

Many of my classmates struggle with that proposition. Of course, we all agree with the basic tenet that men and women should be treated fairly and that discrimination on the basis of sex is wrong. I don’t think you’ll find a Haverford student who

believes that women shouldn’t receive equal pay for equal work. We despise sexual assault and domestic violence as much as anyone else. When “feminism” means “equal rights for women,” we can embrace it wholeheartedly.

However, feminism itself is an ill-defined ideology. “Feminist” isn’t any more specific than “liberal” or “conservative” – each is a spectrum encompassing many different viewpoints. Different feminists have different views – and views held by some feminists color the entire women’s rights movement and make “feminist” a loaded word that neither men nor women are comfortable with. In a 2005 Time/CNN Poll, 70% of women responded “no” to the question, “Do you consider yourself to be a feminist, or not?.” This would suggest that many women –even though they support many feminist goals – are uncomfortable with the feminist label because they do not want to be associated with certain “feminist” points of view.

Likewise, many Haverford boys are nonplussed by some ideologies associated with the feminist movement. Some of us are

frustrated with the anti-intellectualism that dominates our conversation about gender.

The label “sexist” is applied liberally to any situation in which a distinction between men and women is made, and the word “misogynistic” (literally meaning “women-hating”) is used often thrown in as well. These are loaded terms that are used far too casually, often to intimidate boys to subscribe to a certain ideology.

Teenage boys sometimes say insensitive or politically incorrect things. Recently, the editors of Haverford’s open-submission literary/artistic magazine found themselves in hot water for a series of advertising posters displayed throughout the school.

With T.I.’s face as the backdrop, the posters read, “No Mediocre Submissions.” The inappropriate and sexist lyrics of the song that was referenced are worthy of criticism, but the posters themselves did not promote the song’s message. Unfortunately, our default societal response is to attack with accusations of misogyny instead of allowing for intellectual discussion of important gender issues. Instead of teaching critical thinking, we only instill in young people a deep fear of saying

FEMINISM FEATURE: AIS GIRLS RESPOND The dialogue on feminism between Haverford and Agnes Irwin students continues on Page 11.

AIS Seniors Katya Smith and Mercy O’Malley respond to Burns’s article and share their own views on feminism and its role among young men and women.

Continued on Page 11

What’s Up with the Internet: A Look at the Problems and Solutions to Haverford’s WiFi After talking extensively to the tech department, Fourth Former Bill Wu ‘17 explains what is wrong with Haverford’s internet and exactly how the department plans to fix it.

Bill Wu ‘17

“The Internet.” This phrase has sparked much frustration and negativity amongst the Haverford student and faculty communities. The first thing that jumps into many people’s minds could be “Oh, what internet?” or “Are we still using dial-up modems?” when they hear it. Out of the 194 people who answered a survey about Haverford’s internet quality, 111 said

that the internet was “horrible” while 34 responded with “bad,” 41 with “average,” 5 with “good,” and 3 with “excellent.” Allow me to put those statistics into perspective: about 75% said “horrible” or “bad” while only 4% responded favorably with “good” or “excellent.” This offers clear insight into the negative mindset Haverford students carry towards the internet connection. The message from the student body is clear: Haverford’s internet connection needs to

A quick online survey of Upper School students, in which participants were asked to describe the state of Haverford’s Wi-Fi. Although unscientific, this poll accurately describes public sentiment on the troubled networks.

Also inside this Issue...

Bill Wu ‘17

be fixed. However, not many students in the Upper School even understand what the major problems are with our internet, nor any of the ongoing efforts to fix them.

If you are not the type to try to understand each bit and byte, feel free to skip the next three paragraphs; however, if you are like me and would like to have some questions answered, read on to understand what problems we currently face.

To start off, imagine a typical highway that is frequently clogged, such as I-95.

I-95 is normally fine with minimal traffic, with cars driving smoothly on its three or four lanes. However, as the volume of cars increases and the capacity is reached, all of the cars begin to decelerate. Now, think of I-95 on a weekday during the morning and afternoon rush hours. The traffic is intense—the highway turns into a glorified parking lot. Relating to our internet issues, I-95 can be compared to the limited outgoing/incoming “pipe” which connects Haverford’s internet gateway to the outside world—in other terms, we have a very limited bandwidth. In addition, let us just say that even if there was a super-highway that was 15 lanes wide on each side, what if it had no ramp leading to it at all, or only had one narrow dirt road connecting it to the local routes? Traffic would still slow down as cars would all be jammed trying to get on to the highway. These parts of our internet system are called access points, or hotspots, set up around the school. Their job is to receive internet requests from

individual devices and send them to the gateway. Right now, unfortunately, we have the worst combinations possible: the so called “narrow dirt road ramps,” a “limited, one lane highway,” and a large amount of “cars” fighting for access at rush hour.

When a student’s device sends out a request over the internet, it first is transmitted wirelessly to the nearest hotspot in the building. There are currently not enough hotspots to cover far corners of the building, where there are normally dead zones. In addition, if the nearest hotspot is too far away from your computer, the signal will be very weak, and your device could potentially not be able to wirelessly connect at all based on the strength of your computer’s network card. After the request is sent to the access point, it then travels through a wire to a very powerful machine called the gateway—the highway itself.

This gateway manages all the requests coming from the many individual hotspots and has wires connected to it from all parts of the building. This gateway contains a “pipe,” which is a wire that contains fiber optics inside, a very powerful material.

How powerful is it? Well, a single regular pipe with these strands of fiber optics inside of it could handle all the internet requests from around the globe!

Continued on Page 3

Why The Administration is to Blame for “Senioritis” Brendan Burns ‘15 argues that the School has created a transactional educational environment and shouldn’t be surprised when Seniors coast during the second semester, and that Senioritis is only a natural response to unhealthy levels of work and stress.

Page 9

Article Letter fron the Editors Canvas Appraisal Pumpkin Chumpkin Is He Dead Review XC Breaks Streak Colin Moran Profile Solving Senioritis Obama’s Legacy Outdex

Page 2 3 4 6 7 8 10 13 14

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The Index

Editorials

Letter from the Editors

The Index’s Editors-In-Chief

The Holiday Season is a time of flux for many Haverford students. In December, most colleges will release early-track application decisions to students. Once college decisions begin to stream in, and once the pressure of the first semester and midterm exams has been lifted, Sixth Formers will find themselves in a completely different mode of operation. To the chagrin of many faculty members, the annual phenomenon known as “senioritis” will make an impact in the classroom. In this issue, two Sixth Formers have taken a stance on this issue. On Page 10, Harry Bellwoar ’15 proposes a solution that would keep seniors engaged; on Page 9, Brendan Burns ’15 argues that the School, not students, are to blame for decreased productivity in the second semester. Specifically, he wonders how the Administration can expect students to work hard when grades no longer matter, given that Haverford makes little effort to stress the value of real learning and grades rule students’ lives. Burns also argues that administrators and teachers have not sufficiently considered student sleep levels when assigning homework and determining student workloads.

In that vein, the topic of student health is one that the Index will be covering in the next few issues. Headmaster John

Nagl has made student health insofar as preventing substance abuse one of his primary goals – but what about ensuring students get healthy amounts of sleep? Sam Turner ‘18 explores this issue on page 5. Future pieces will investigate student diet and stress – two other factors that can have serious detrimental effects if left unchecked.

When students worry about their health, it is more likely that one of these factors – not drugs or alcohol – is the culprit.

This year, Haverford athletes dominated the EA Day athletic contests in a fashion unparalleled in the last couple decades. Reporting on Haverford’s fall sports teams, including the near-perfect football team and the Cross Country squad that ended Episcopal’s 14-year win streak can be found on pages 7 and 8. Also in this issue is a review of the theater department’s fall play, Is He Dead, which was very well-received among students.

The review can be found on page 6.

This month’s main news feature is a discussion on feminism. Brendan Burns published a piece in the Agnes Irwin School’s student newspaper, The Wick, expounding on what Haverford students think about feminism. His piece can be read on the front page.

Two Agnes Irwin Seniors – Katya Smith and Mercy O’Malley – wrote responses to Burns’s article. Their responses can be read on Page 11.

November 2014

Page 3

The Index

News

November 2014

The State of Haverford’s Wireless Networks (cont.)

The dialogue between students at Agnes Irwin and Haverford, using the newspaper as a medium, is an initiative that was started last year. This conversation on feminism is not just the most important exchange between the two schools to date, but it is the culmination of one of the Index’s goals – to have an honest debate about the role of feminism in our society. Haverford students are exposed to feminist ideas every day in their classes, but there has (to this point) been little opportunity for students to express their opinions on the topic. This feature is a step in that direction. Many Haverford students will also have the opportunity to discuss this topic in the Relationships Seminar, taught by Dr. Mark Gottlieb and Ms. Rachel Jennings. We believe that having an intellectual discussion on the role of feminism is particularly important at an all-male institution like Haverford.

Students, parents, or teachers that would like to contribute to the discussion on feminism can send an editorial to index@haverford.org.

The Index has big plans for the second semester. We’ll enumerate a few of our ideas for the future here.

First, we plan on conducting a survey that polls students and faculty on their political opinions, issue-by-issue. This will give some insight into the School

community – Haverford is considered to be right-leaning among students and left-leaning among faculty, but those generalizations are both vague and perhaps untrue. This survey would reveal how the Haverford community feels about major issues and what that tells us about our school as a whole.

A second survey that we plan on conducting is a student life survey, one that we feel would be more telling than the one the school puts out. Students never get to see the results of the school’s student life survey, nor does it probe deep enough into hot-button issues at Haverford. Our version of the survey would publish straightforward data on topics including, but not limited to, academics, sex, drugs, diversity, background, and general wellness.

The Index would also like to consolidate Haverford sports content onto one platform: haverfordindex. com. One of the biggest gaps in information for students is immediate sports information, which The Index has been providing through its growing Twitter account, @Haverford_Index.

140 characters, however, is not always enough, so we plan on devoting more resources, personnel and time into providing up-to-date information on Haverford’s sports teams on the website.

This would include game recaps, award and rankings information, statistical charts, and college recruitment updates.

Continued from Front Page So, how come our Wi-Fi isn’t running at light speed? The internet providers receiving the requests from the “pipe” limit the amount of data that can be sent through the fiber optic cable at any given time.

Currently, the pipe in our gateway can only squeeze through 1 gigabit of information per second, and this amount has to be split between 1200 Haverford kids. The bad news doesn’t stop there. Every 8 “bits” is equal to one “byte”; our pipe can only handle 125 megabytes of information per second. As many of you have experienced before, the internet is quickly overwhelmed during class, bogging down rather quickly. Therefore, our gateway’s pipe is the major obstacle towards faster connectivity and internet speed. However, if a request somehow gets past this pipe, the internet provider directs it through the fiber backbone of the internet and to the gateway from the desired website to obtain the data requested. The data then comes backwards through the system all the way back to square one, your computer. And all of this normally happens in milliseconds!

As for bandwidth issues, streaming videos and high bandwidth usage activities have slowed down the internet for everyone. A typical, two-hour long Netflix video takes up about 1.8 gigabytes of data, which would hypothetically be similar to a giant line of trash trucks slowly making their way up the highway. Obviously, the tech department noticed these traffic jams, so to speak, and has been working hard to fix them.

Now that everyone has a good idea of where the problems are concerning our internet services, we can understand what the construction team is doing to fix our highway and ramps, and also find out when everything will be completed.

Currently, the tech department has drawn up heat maps of the internet signal around the school, graphs that use colors instead of data points. Since the dead zones and semidead zones have already been recognized,

exactly 106 access points will be strategically positioned to eliminate them. As of now, the tech department has already bought all of the access points necessary with the hope that they will completely eliminate dead zones within the school. They will be hung in different locations around the school during Thanksgiving break and Christmas break.

They have also moved the campus core from Centennial Hall to under the Upper School to increase the internet connectability in Upper School classrooms. More promising news: they are going to replace the Wikipedia A diagram showing how the WiFi network operates. It is more complicated than most students assume.

1 gigabit pipe with a much combined with a mentality to fix things upgraded internet service will allow the faster 10 gigabit pipe. That will result in a tenfold increase in internet thoroughly has caused the tech department tech department to have a new firewall and speed. The new 10 gigabit pipe comes at to implement a plan covering all facets of the ability to monitor traffic on the internet. a price however—it is expensive to use the internet issues. The tech department has The plan will also include support for more of the fiber optic pipe (or pipes if they also been frustrated—they are human, and mobile and wireless devices, better video decide to get multiple ones), since internet use internet too—and wants to gain better streaming, Apple TVs, video conferencing, providers such as Verizon, Comcast, and internet access as much as the student email and file sharing, and much more.

The Tech department is confident it will AT&T charge fortunes for them. A 10 body and faculty do. This delay in the gigabit pipe costs around $750, far more improvement of the internet may postpone fix the issues regarding the internet quality. immediate gratification, but can be offset Whether they buy new and advanced than the 1 gigabit pipe.

Technology department head, Ms. by the tech department’s prediction that the equipment, or subscribe to a faster internet Andrea Drinkwine, has estimated that internet will stay efficient and stable for plan, our school’s internet will be fixed. the internet will be completely fixed by the next five to ten years, until the needs of Go ahead and breathe a sigh of relief—the frustrating problems we now experience early January. This work in progress and technology change again.

Since the tech department has to work with the internet, interfering with online its accompanying delays have annoyed a good amount of the student base. Fourth with old and limited devices, it has caused tests, assignments and homework, will no Former Bryan Hyland voiced his concerns them to apply a “band-aid” tactic to the longer exist. The days of weak internet to me, asking, “Well, why has it taken internet issue. This approach, which will connection are almost over, and I wouldd them so long to fix the internet?” The tech only last until the fix has been applied, even argue it’s time for us to just open our department promised last year to fix the consists of blocking certain websites eyes to take a look at what’s been done— Upper School’s internet by the summer that have high bandwidth usages. This this way, at least we can open a gateway or early fall. However, they have decided has caused a bit of unhappiness from the to the tech department for our appreciation to improve the entire school’s internet, student body; it is necessary, however, and an access point to our community’s including the Lower School and Middle since a few students using these sites could gratitude.

School. This broader view towards the make the internet experience for everyone entirety of the Haverford School’s internet else miserable. The new devices and

Canvas Enjoying Support in First Year at Haverford Kenny Fitzpatrick ‘16

Editors-in-Chief Brendan Burns ‘15 and Manav Khandelwal ‘15, feat. Dr. Mark Gottlieb.

The Index

2014-2015 Staff

Manav Khandelwal ‘15, Editor-in-Chief Brendan Burns ‘15, Editor-in-Chief Jack Henderson ‘15, News and Features Editor Alex Sanfilippo ‘16, Opinions Editor Jackson Simon ‘15, Sports Editor Ethan DeLehman ‘16, Arts Editor Eric Petersen ‘15, Politics Editor Otis Baker ‘15, Outdex Editor Drew Sterman ‘16, co-Web Editor Kenny Fitzpatrick ‘16, co-Web Editor Jon Pontecorvo ‘15, Head of Photography Mr. Kellen Graham, Faculty Advisor The Index is a student-run publication of the Haverford School that does more than bring news: it provides the diverse perspectives of the Haverford student body. It is an outlet for student writers to take stands on issues they deem important. It chronicles the daily struggles and accomplishments of the Haverford community. The Index also provides a forum for discussion of pertinent issues, such as student culture, academic policy, and Haverford’s place in world affairs. The Index presents new ideas and aspires to influence constructive change.

Ms. Dawn Blake

All opinions and viewpoints expressed herein do not necessarily reflect those of The Index or the school. The Index is designed and produced digitally. Photographs may be retouched. Submissions and letters to the editors regarding any and all articles are welcomed at index@haverford.org.

The Index, a member of the Columbia Scholastic Press Association, is composed on Mac OS X, using Adobe InDesign CS5.5. Its surveys are conducted via SurveyMonkey and are advertised on Facebook to current Haverford students. Southern Dutchess News prints 200-400 copies of each issue, and its editorial staff distributes them in the Upper School on the day of release. The Index serves the needs of a total school population of 1091 community members, consisting of 975 students and 116 faculty members.

Contact The Index: 450 Lancaster Ave, Haverford, PA 19041 index@haverford.org Twitter: @Haverford_Index http://www.haverfordindex.com/ (610) 642-3020 x. 1222 Volume LXXVI, No. 3 - December 1, 2014

Going into the year, the Haverford administration knew that a few changes had to be made to the education system.

Haverford has relied on a combination of learning management systems in the past to steer the ship for students on their fouryear path through the school.

Through these systems, notably Engrade, My Backpack, and the “Test Calendar” function on Google, students were able to follow their academic progress through multiple websites. While extremely helpful to students, this system had an overwhelming amount of holes.

Perhaps the most prevalent problem with Engrade was simply that not all teachers kept the class information up to date. The entire purpose of Engrade was to allow students to keep tabs on their academic progress but this was not possible because some teachers were not adept at using Engrade.

The same goes with students and the Test Calendar. Yes, the calendar existed, but at the same time, very few students knew it existed or remembered to check the system.

Most of all, the system was just too cluttered. Students were asked to juggle a combination of websites for their course management and it was beginning to overwhelm them. Thus, the administration spent much of the summer postulating different alternatives to the system and decided on Canvas, an online resource that offers students an online tool for their course management.

Canvas offers what the old system never could: an “all-in-one” platform. The online

tool allows students not only to keep tabs on their grades in classes, but also to easily see their list of assignments for the week, month, and year.

However, Canvas does not stop there. It offers more than the past systems could have offered. How? Canvas eases Haverford into the digital age by allowing students the chance to submit their assignments online through the click of a button. Teachers can view these submitted assignments on their computers, give feedback to the students through comments, and grade the assignments with ease.

In addition, according to Mr. Green, Canvas will help students on their voyage to college; “we wanted students to have experience and be comfortable working inside a learning management system, since most of them will find their colleges using this or similar tools.” If what Mr. Green says is true, then students experience with Canvas at Haverford will help ease them into their stressful college lives.

So, with all of these new and improved factors created for a more conducive learning environment, Canvas should receive nothing but positive feedback, right? Well, almost.

According to Mr. Green, “Teachers have found Canvas to be an enormously powerful tool.” However, while teachers have been very pleased, they have noted trouble with the gradebook feature. In particular, teachers have had difficulty checking in with their advisees’ progress in the classroom.

Students, however, seem to be enjoying Canvas’ calendar feature as all of their assignments are posted on one medium, but this feature in particular seems to be a

downside for some students.

When I spoke with Sixth Former Ian Riley, he had the following to say: “there is a sudden expectation that we will be checking Canvas every day, or even several times a day, because if we don’t we could miss an important message or assignment.

I would say it can be a negative for people who don’t compulsively check Canvas.

On the other hand, it is useful for people who easily forget assignments. There’s just something of an expectation that students should be on Canvas regularly, which sets a precedent for teachers to just announce everything through that medium.”

While Ian offers a meaningful point, Canvas has had a positive impact on the educational experience of the vast majority of students. The Index took a poll of the student body to gauge the general feeling of the “Canvas” system as opposed to the old system, and the results were astounding.

Out of 171 students who responded to the poll, 169 (98.8%) of the students thought that Canvas has been helpful for organization and has been a better overall alternative than the past system.

Another unique feature of Canvas is that parents do not have the easy access to their son’s gradebook that they had with Engrade. A fairly controversial topic, this feature is both a positive and a negative for parents and students.

A negative because the old system allowed parents to actively keep tabs on their boys’ academic progress. With the new system, parents are forced to rely on the integrity of their children.

This does not mean we students are less likely to inform parents of our grades.

However, this would allow students to hide

“bad” grades from parents.

When I talked with Fourth Former Cyrus Rostami about the topic, he offered the following: “I think that it is important for students’ parents to be able to see their grades, but there is one problem with parents having open access to the grades.

They might get confused if they see an assignment that was accidentally or briefly marked 0/10 (zero) or an assignment marked -/10 (ungraded) and they might think those grades are permanent.

However, otherwise, I think it is fine for parents to access.”

Rostami highlights a very important aspect of parental access to the gradebook:

“98.8% of students thought that Canvas has been helpful for organization and has been a better overall alternative than past systems.” the stressful implications that may result from grades temporarily displayed as “ungraded” or simply a “zero.” While Canvas seemingly avoids this issue, it may reciprocate the stress level with the uncertainty parents may have with their students’ progress.

Looking forward, because there is no perfect system, the administration looks to actively tweak the Canvas system to make it convenient for teachers, students, and parents.

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The Index

News

November 2014

Seniors Offer Crucial College Advice Third Former P.J. Rodden interviewed several members of the Class of 2015 in order to gain insight into the college process.

P.J. Rodden ‘18

Senior year of high school is truly something to look forward too. It’s a time to take advanced courses and excel on the athletic field, in the classroom, in the theatre, and all of the other various extracurriculars that take place. With the coming of major sporting and social events, prom, plays, and of course, senioritis, the workload begins to pile up. But there’s something missing to this Senior Year description…

Ah, the college process.

For many students, the college process can cloud their senior year due to the constant thought of: Where do I apply? Are my grades where they need to be? Where will I get accepted to? and never ending list of “what ifs.”

The Haverford School has created a foundation for their senior students by having the aid of a college advisor and counselor during this arduous process.

I have had the opportunity to speak and now share some seniors’ thoughts on their college process.

For many, the SAT and the ACT are arduous tests which require endless hours of preparation. These assessments give colleges a clear indication of students’ academic potential. Throughout the college process, students do their best to start preparing as soon as they can. While talking to multiple seniors about their feelings toward the SAT and ACT, I found a pattern: nearly all of them prepared for these tests by working with designated standardised testing books and tutors specialised in either the ACT or the SAT. After interviewing Arjun Dravid on his take on both the SAT and ACT test, he stated “I started preparing for standardized testing at the end of my sophomore year.

After the diagnostic SAT and ACT test at Haverford, I went to Inspirica and they recommended I take the SAT. In my junior year I took the SAT twice and didn’t do as well as I wanted to. In June, I took the ACT cold with no preparation just to see how I would do, and I did better than I expected.

Later, I took the ACT in September with some preparation from books that I had purchased and was very pleased with my

score.” The implication is that both the SAT and the ACT require hours of hard work and preparation, which many seniors struggle to fit into their crowded school schedules. The experience of the students I interviewed suggests that, despite the time demands, putting hours of preparation into studying and reviewing for either the SAT or the ACT will pay off in one’s college search.

Many Haverford students have set high goals for colleges that we wish to attend, whether it be the prestigious Ivy League schools, or the top tier athletic schools. But when it comes down to choosing the right college for you, many key factors play a major role in your decision. It seemed evident that while talking with each senior, the majority did not know where they wanted to spend the next four years of their lives.

Sixth Former Otis Baker states “I had a general interest that I wanted to go to a school with strong academics, and that was my primary concern” For many, not knowing what school is the right one is normal, and part of the college process.

“I tried to look mainly at the “fit.” When I went to visit colleges, I just asked myself, “If I were a student here, would I be happy?” The question was answered by gaging academic rigor, social setting, and location,” said Sixth Former Jamie Leyden.

As for other students, college may already be mapped out with the specific factors in making your decision. Fellow Sixth Former Louis Brown added, “For me, size was a priority. I am mainly applying to schools that are less than 3000 students, with a few exceptions. After that, it was all about lifestyle. I’m of the idea that the education I’ll receive from the tier of schools that I’m applying to won’t differ very much between schools, so what then matters most is campus life and culture.”

With the diverse list of excellent colleges to choose from, picking the right college for you is all about going through the various steps, in which Dravid, Leyden, Brown, and Baker had done. The college search is all about exploring who you are and what you want, and then going out and finding colleges that will meet your goals.

For seniors, their last year of high school is truly one to make the most of and make it one to remember. As seniors reflected back on their time here at Haverford, I asked them to think of the most significant piece of advice given to them from an upperclassmen, teacher, or college advisor. “For me, understanding that in the end, I will be happy at whatever school I end up. Sure, I have my #1 and my #10, but college will be what I make of it, and no matter where I go it’s my responsibility to pursue the options available and make it amazing,” said Brown. Brown mentioned that this advice has helped him not to stress out during his search process. Brown and the other students I spoke to made it clear that not worrying about where one ends up and, instead, focusing on what one makes of his experience once he gets there, is another key for college searchers.

While taking five or six academic courses everyday, completing homework, studying for tests and quizzes, and balancing extracurriculars and athletics, finding extra time outside of side school to fit in college work is challenging. Time management has been drilled into every student’s head for years. As Leyden points out, “The college process is just one huge project assigned to you years in advance.

Waiting until the last possible moment always seems possible but doesn’t always end well, and you don’t really want to get an do poorly on this major project.”

As for Dravid, he noted, with regard to The Common Application, that “if you get behind that and really get that done before the school year starts you’re in great shape. I spent the month of August barely working on it and when school started, I was forced to balance the two. Take the time you have in August to get a jumpstart on the Common App and you will be much better off.” Dravid’s comments underscore the importance of finding time outside of school and even before the start of school to work on parts of the application process.

While interviewing multiple Sixth Formers on their take on senior year, they informed me that the first semester is truly the hardest semester that they have experienced at Haverford and in which they suggested on getting on top of your work early because it

Ian Riley ‘15

Every autumn since 1986, teams from across the country and, in recent years, the world, would gather in Delaware to test catapults, trebuchets and more in the annual Punkin Chunkin contest. The competition became a phenomenon, and in 2010 had more than 100 teams competing for the coveted championship. Unfortunately, this year’s competitions were cancelled as they had to change the location after a lawsuit was filed.

Haverford’s engineering class, however, kept the tradition alive this year with the first ever Punkin Chunkin competition.

Students were tasked with first making

scale models of their catapults with popsicle stick and rubber bands. Each team of two had to construct a traditional catapult, and a trebuchet with a counterweight. Once they were constructed, the students then tested them using marshmallow pumpkins.

After the students determined what worked and what didn’t by using their models, they moved on to making their actual catapults. These were tasked with launching a small pumpkin 10 yards and had to fit the size limit of 3’x3’x3’. Having made models, however, the students felt prepared to tackle the challenge. Ms. Golecki addressed this process when asked what her reaction to the project was, “I really enjoyed seeing the learning

process and the engineering skills students are bringing from project to project. With every project, students are better organized and utilizing the design, build, test cycle.”

Coincidentally, the Haverford 6th grade class was building popsicle catapults to learn about physics. Not wanting to miss an opportunity to facilitate some interactions between the Sixth Formers and the middle school, Mrs. Jacob’s class joined the engineering students on launch day to see some full size catapults in action. Ms. Golecki couldn’t be happier with the sixth grader’s reactions, “I think its great when the VI Formers reach out to the younger students.”

The three classes each had their own individual competitions held in the field next to Dr Nagl’s house. B Block’s winners were Jon Pontecorvo, James

Upcoming Service Board Events Eli Wachs ‘16

The Service Board has had a successful fall season, including the expansion of the PB&J Club and the annual Can Drive and Turkey Drive. However, the community as a whole can definitely do better. Looking ahead, plenty of opportunities to participate in service are present, and we hope many will choose to help out because not only is it morally the right thing to do, but also

many of these events require a smaller time commitment than did our fall events.

As winter break approaches, the Service Board would love each and every student to complete a few simple tasks that can make all the difference.

Please donate a new, unused toy for Toys for Tots, write a letter to thank our men and women in arms for their service, and bring in winter coats, hats, scarves, and gloves to keep veterans warm through the second coming of the polar vortex these next few

months. In honor of Martin Luther King Day after break on January 19, please drop off gently used books and clothing in the Lower School to be donated to public schools and shelters in Philadelphia.

The Service Board would not feel more encouraged and excited to see people participate in many of these drives.

Though hypotheticals may be a bit unfair, just realize that the money for a Chipotle Burrito could be used to keep a child’s hands warm throughout the entire winter,

The Index

News/Arts

November 2014

The Dangers of Students’ Lack of Sleep Sam Turner ‘18

One of Baker’s other responsibilities is playing Varsity golf.

Kay Lim

will save you a lot time and let you focus on having a great senior year, rather than the stress, worrying, and the workload.

As each senior embarks on his last year at Haverford, I was left with on more questioning to ask during each interview: Do you feel that your experiences at Haverford have prepared you for life? The Haverford School’s’ vision statement states, “the Haverford faculty prepares each boy to be future-ready through developing his character and his emotional intelligence, as well as his academic, artistic, and athletic talents.” After talking with each senior, the answer became evident. Haverford prepares boys for life. “I feel as though the motto “Preparing boys for Life” is not just there to look good, but instead actually has meaning. I’ve learned the most from Haverford not in the classrooms, but in the hallways, the library, and at the lunch table.

The group of kids assembled at Haverford make for one of the best atmospheres I’ve seen or would hope to see,” said Leyden.

Baker added, “The Haverford School truly does prepares boys for life, and its a lot of the school, but even more the people they bring in; the teachers, and the students.

The people that haverford collects, prepare you for a whole mix of life experiences.” It is clear that Haverford has done their job in preparing each boy to be future-ready through developing his character and along with the unique talents that each student possesses.

Pumpkin Chumpkin: An Engineering Competition Ian Riley explains how Haverford’s engineering class continued a tradition on its own.

Page 5

Turner and Mike Gindhart. E Block’s competition was won by Tony DiMattia and Ryan Bowman. The winners in G Block were Remy Panagos and Cheyse Johnson. When asked about the victory, Panagos and Johnson replied it felt “amazing.” They went on to say their expectations were not very high, but when they realized they won, “I couldn’t contain my excitement.”

This challenge is just one of the many that Engineering students get to face. Up next? The annual bridge building project, and the bridge breaking assembly that comes with it. But while Ms Goleki is keeping those staples, she is bringing new challenges into the mix like the Punkin Chunkin competition, which isn’t likely to end anytime soon.

feed a family of 4 for an evening, or make someone’s holiday season special by allowing them to receive the gifts many of us take for granted.

The Service Board would like to thank those who participated in our many fall events and highly encourage the Haverford community to rally together around the holiday season to effect meaningful change on the environs of our school and city.

We are constantly made aware of the importance of diet and exercise, but did you know that sleep is as essential to your health and well-being? In a recent interview with The Index, Dr. Allan Pack, the John Miclot Professor and Chief, Division of Sleep Medicine and Director, Center for Sleep and Respiratory Neurobiology at The University of Pennsylvania, commented that the average high school student should get between eight and eight and a half hours of sleep per night, though there is a wide range, and 30% of the population sleeps less than 6 hours per night. Chronic sleep deprivation affects two main domains of the body: neurocognitive function, which controls behavior, alacrity, and memory process, and metabolism which affects hormones that control hunger and affect the heart. Teenagers need optimal sleep to maintain a high level of performance, health, brain development and behavior.

The majority of teenage students sleep for less than the recommended amount due to various time commitments and their performance—in the field, classroom, or on the road—may be unknowingly compromised, leading to serious and possibly life-threatening consequences.

Health effects resulting from sleep deprivation depend largely on age. Pack refers to “short sleepers” as people who sleep undisturbed throughout the night, but procure reduced amounts of sleep, such as shift workers or teenagers. One of their most concerning health risks is a noticeable deficit in the neurocognition, which often precedes “drowsy driving.” This explains the driving night curfew upheld in certain states where teenagers may not be behind the wheel after a specific time, 11:00 for those in Pennsylvania. The driving curfews show a great reduction in vehicle crashes, which are among the leading cause of death in adolescents. Accidents related to fatigue are usually single drivers and single cars, particularly young males who fall asleep on the road and hit a non-mobile object.

Because the victims of these car crashes end up with long-term injuries, if not death, the community needs to comprehend the danger of fatal crashes.

There are vital metabolic issues that stem from shortened sleep. “The hormones that control your appetite,” Pack explains, “are dysregulated and higher with sleep deprivation causing increased appetite and obesity over the long term.” Chronic sleep deprivation leads to insulin resistance and a pre-diabetic state. Pack comments

“there are clearly increased cardiovascular risk factors in the fifties and sixties.” In adulthood, insufficient sleep patterns can be blamed on life pressures such as working two jobs, and long commutes. Likewise, teenagers are pre-occupied with nocturnal internet use, social life, and school pressures, and they typically asses sleep deprivation as an inevitable inconvenience.

Many students at Haverford, including Sixth Former Major Tepper, typically sleep for less than this ideal amount on account of a number of outside factors.

Schoolwork, sports, social engagements, service commitments, family time, and app-making monopolize Tepper’s time and are the root cause of his late bedtime. When asked his opinion on the homework load at Haverford directly contributing to sleep deprivation, Tepper responded, “I think that the homework load is appropriate if students use their free periods effectively during the day.” He believes that the administration successfully accounts for extracurricular in assigning homework, and his unique solution to recurring late nights is an early morning cup of tea.

Similarly, Fifths Former Kevin Carter sticks to his schedule, school and sports.

When asked if his six-hour sleep duration affects his performance in the field or classroom, Carter responds “I feel very energized for school after a good night of sleep.” He goes on to say that “the homework load is appropriate considering that Haverford is a top-notch school.”

While some students like Carter may be energized after a mere six hours of sleep, others need eight or nine hours to function at their potential.

As Pack explains, “Sleep duration is a heritable trait as is the performance deficit the next day,” so the effects of consistent lack of sleep vary by the individual. Sleep deprivation genes are 80% heritable, as proven in Pack’s classic twin study.

Identical twins should behave the same way if a trait is genetic as compared to non identical twins that only share 50% genome.

Calculations and sleep experiments can determine which proportion of difference in sleep patterns and next day deficit correlates with genetic factors. Pack acknowledges, “people, regardless, are expected to protect their sleep for it has the potential to be both destructive and helpful related to performance.”

While the previously mentioned students are content with the homework load at Haverford, Varsity Cross Country Coach Bryan Skelly emphasizes another

significant component of sleep deprivation: “The component of your commute to school is the piece that is not really spoken about too often. A student-athlete that plays two varsity sports, studies 3 honors courses, and lives 45 minutes away from school does not physically have enough time to accomplish everything that he would like to.” Skelly voices another common thought among the students, “Trying to hit college application deadlines, write essays and study for SATs and ACTs is an added factor.” Skelly’s care and concern about his students’ well being, health, and sleep habits is obvious, and he knows that the success of student-athletes can be related to a good night of sleep.

English Department Chair Mr. Thomas Stambaugh has a similar philosophy on the matter and perceives that students’ sleep deprivation derives from students possibly taking on an overabundance of commitments. When asked about the appropriateness of Haverford’s homework load, Stambaugh states, “I think that certain Haverford students may take on more than they can handle.” Stambaugh touches on a great point, saying that students are willing to suffer through a few late nights to widen their horizon. As sleep is essential to being alert the next day, “You also sometimes get emails from students that are time stamped 2:00 A.M. that suggests that their balance of work and sleep may be array.” Stambaugh appreciates the wonders of a solid sleep and stresses the importance of going to bed at a reasonable hour despite prior academic or athletic engagements.

The majority of high school students go to bed near midnight, which can be attributed to “an abnormal timing of sleep called late sleep phase syndrome, through your teenage years,” Pack points out. He continues by adding, “Late sleep phase syndrome is when your biological clock is shifted and some people go to bed earlier and others stay up later, as the clock sets the window for sleep. Late sleep phase syndrome is a circadian rhythm abnormality where some teenagers just can’t fall asleep until late at night like 2 AM.” Students are physically not able to sleep for the recommended time period as their bodies refuse to sleep and they are required to wake early for school. One other very interesting disorder that occurs in the teenage years, though it is rare, is called narcolepsy. The onset is usually in the later adolescent years and can be associated with a destroyed set of brain cells in these individuals. These teenagers “dream vividly while they are awake” due

the gravelly, Christian Bale-esq voice of Birdman—alternately calls him a wash up and a God amongst men.

Birdman is, simultaneously, an indepth character study of a man who thinks of himself as being larger than life and a theatrical procedural as Riggan and the rest of the company have to pull together the already bankrupted play. Neither of these aspects sound like a massive crowd pleaser, but the film itself is deep, beautifully shot, masterfully acted, and ends up as of the most flawless films of the century.

Keaton’s performance is outstanding, and a true testament to his acting ability.

Although the role sounds eerily similar to his own professional career—his most defining performance to date was as the caped crusader in the Tim Burton Batman films—he says he has never felt less like a character and that this was the most challenging performance of his career. He says that while Riggan is haunted by his most successful role, Keaton tries to leave past roles behind him when exploring new ones.

Keaton, however, is just the largest of the many outstanding performers in the film. Edward Norton’s abrasive method actor, Mike, also puts in an outstanding performance.

In an unexpectedly

downplayed part, Zach Galifianakis has a together to make it engaging to watch and great showing as Riggan’s manager and the absolutely hypnotic. I was still thinking producer of the play. about it long after I left the theater. I highly Great performances are only the tip of encourage anyone and everyone to watch the iceberg in the film. One of the most Birdman. remarkable aspects of it is the way in which it was shot, to appear like the whole film was a single, uninterrupted shot.

This meant shooting ten to fifteen pages of script at a time, over the course of a month, with flawless pacing and blocking.

This is absolutely hypnotic, as each scene or moment flows flawlessly into the next, uninterrupted. It is also a testament to the performers, Iñárritu, and cinematographer Emmanuel Lubezki, who also was responsible for another cinematic triumph, Gravity.

The final aspect that pulls the film together was the score, by Antonio Sanchez—in what seems to be his only credit. A rolling drumline punctuates Riggan’s own questionable sanity. The pounding, rhythmic beat explodes off the screen whenever it arrives, and is one of the most interesting uses of music in a film I have ever seen.

Birdman or the Unexpected Virtue of Ignorance is one of, if not the best film of the year. Expect it to make a big splash come award season. Every aspect pulls Keaton starring as the Birdman, the film’s main character. IMDB

Film Column: Birdman Rocks the Screen Ian Riley ‘15

When I set out to write this film column, my goal was to highlight lesser known, independent movies. I hoped to find older films and share them with the Haverford community. That said, this film does not fit the same mold. It is still in theaters, and has received rave reviews from critics nationwide. The film is Alejandro G. Iñárritu’s Birdman or The Unexpected Virtue of Ignorance.

Michael Keaton stars in this film as a washed up actor named Riggan Thomson; Riggan attempts to pull his career back together after walking away from a role as a Hollywood superhero sensation. The film chronicles the last few weeks of production for Thomson’s Broadway debut, an adaptation of the Raymond Carver short story “What We Talk About When We Talk About Love” that Thompson also wrote and directed. The film also stars Edward Norton as a Broadway heavyweight brought in to create buzz around the show, and Emma Stone as Thomson’s daughter, fresh out of rehab, hired to be his personal assistant.

Thomson has to get around several pitfalls while trying to pull the show together; at the same time, he experiences a series of mental breakdowns where his ego—

Students occasionally nod off in class due to extreme fatigue.

Aristotle Circle

to an “excessive pressure for rapid eye movement sleep or REM sleep.” In REM sleep, the brain automatically paralyzes the body, so “it can not live out your dreams,” comments Pack. In narcolepsy, a sudden emotional reaction like laughter can trigger paralysis, similar to the muscle weakness in REM sleep. These students are excessively sleepy during the day and characterized as delusional or expressing psychiatric disorders’ on account of their daydreams. Another very common disorder causing disrupted sleep in adults is sleep apnea, obstructive or central, that induces intermittent cessation of breathing during the night. Restless leg syndrome, a neurological disorder that causes abnormal sensations in the legs, can also keep one awake at night.

There are a multitude of reasons and medical conditions that affect quality and quantity of sleep. Balancing school workload, sports, extracurricular activities, social life, service, and preparation for college can be daunting, however, sleep should be a priority instead of a nuisance.

Chronic sleep deprivation can have far reaching deleterious consequences, and with the faculty committed to students’ health and wellbeing, students should self-regulate and make beneficial individual choices.

The American Academy of Pediatrics has given newfound recommendations to delay school start times, and schools are beginning to adapt this trend. Haverford is pioneer in the decision to implement Wednesday sleep-ins, a time to catch up and renew for the remainder of the week.

In the fast-paced world of today, investing time in health is essential and students must protect their sleep as closely as they have protected the sweater.

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The Index

Arts

Is He Dead?: Haverford’s Fall Hit Theatre student Third Former Tim Scheuritzel reviews the Fall Play, Mark Twain’s Is He Dead?, and discusses in detail aspects of the production that impressed and others that did not.

Tim Scheuritzel ‘18

Presented by the Haverford School Drama Department, Is He Dead is a comedic production that was performed in Centennial Hall in mid-November. Written in 1898 by Mark Twain, the play addresses sensitive topics in the modern world including money and the act of crossdressing. While the play first was produced in Broadway in 2007, the Haverford School is tackling the play in the year 2014 in order to provide the school community with one of the best plays imaginable. With a cast of 24 youths, the production made a point of providing the best entertainment possible.

While all cast-members in the Haverford production of Is He Dead did a superb job in their respective roles, three specific roles stood out: Papa Leroux, Bastien Andre, and the lead Jean Francois Millet.

Pape Leroux was played by Sixth Former Marc Johnson; Johnson did a masterful job of properly portraying the father role while still being able to provide numerous funny moments. Perhaps the most witty of the characters, Papa Leroux was constantly driving out grins among the audience. The only criticism possible for the character is that he did not have enough lines. Credited as being a significant character, it seemed as if this character disappeared during the middle of the play.

Bastien Andre was another masterful character, much due to his portrayer Sixth Former Kory Calicat. This character was properly portraying the attributes of evil and greed while maintaining an upbeat, high-level attitude. Because of the splendor of this character, it is unfortunate he did not have as defining a closing act. While he did have his end-moment, such a character deserved a grander finale.

While these two previous characters were magnificent, the majority of the applause was directed towards lead character Jean Francois Millet, portrayed

by Ian Riley. This character caused many laughs and turned out to be a very entertaining main character. The character also addressed the topic of cross-dressing heads-on. The reason this character was so magnificent was because he allowed any type of spectator, regardless of views on cross-dressing, to enjoy him as a lead. This character was masterful, and no criticism is warranted.

All the technical elements in this play were top-notch. The make-up on Millet looked like it could have been from Broadway, while the costumes on each of the characters accurately represented the time period in which it was set.

The props were also plentiful and allowed the set to come alive, even if they proved to be a little destructible.

The sound in this production was good, although I found it distracting at specific times.

A certain instance involved a bell or a siren of some king ringing while the characters were talking. Even in the front row it was nearly impossible to hear the actors. Perhaps it

would have been more efficient to lower the volume of the sound effect, for I missed a sentence or two in the play. Overall the technical elements allowed the play to come alive for the audience.

This play was extremely successful in accomplishing what it wanted to do. It told a wonderful story, all while filling the audience with laughter. The success of this show derives from a single thing; the effort that was put into it. Director Matthew Cloran discusses the amount of effort put into the production by saying, “The tough part comes.... when the students come to rehearsal memorized and we really start putting all the pieces together (including tech). It gets very challenging. Having said that, if you enjoy acting and working on the stage, even the hard work is satisfying because you know it’s leading towards

putting the play in front of an audience which is one of the big reasons why we do theatre.” Mr. Cloran is letting people know that the sole reason the play was so fantastic this year is because of all the work that was put into it.

This season of Haverford School theater was a fantastic one, for it provided one of the best shows it ever has presented. As previously mentioned, this derives from the effort taken in the pre-production of the play. From the technical specs to the acting everything about this production really allowed the audience to feel as if they really were in the world the play is depicting. Because of this near-perfect production, it would not be surprising if hordes of people were drawn to the Haverford spring production.

Amidst the plethora of ceramic pottery, 3D-art projects, and canvas paintings in the art rooms downstairs are Fifth Former David Chikowski’s subtlety brilliant woodcarvings. From cardboard portraits to wooden boxes, Chikowski’s penchant for building has led to his mastery of the woodworking and three-dimensional design art. Always one for humility, Chikowski would say he still has much to learn, but he has continued to demonstrate a keen sense of creativity and a deft touch with each piece constructed.

Chikowski characterized his interest in 3D-design and woodworking by saying, “Even from a very young age, I always loved to make things. I didn’t always have the skill or means to do it, but I always loved to make things.” Haverford provided an environment to develop this skill, and Chikowski continued to comment that success in the III Form 3D-Art Foundations

A piece of Chikowski’s work.

course, taught by Mr. Greg Ressler, cemented his interest in the subject. In order to develop a deeper knowledge of the woodworking art, Chikowski spent time this past summer with a professional carpenter to refine and progress his ambitious desire to begin building furniture. While academic and athletic commitments during the school year slow production on projects outside of school, Chikowski still finds time to experiment and think creatively about potential future projects. The summer proves to be the most beneficial time for Chikowski’s productivity since he is able to focus on a variety of projects with family members and on his own.

Although Chikowski has placed an emphasis on furniture making, specifically constructing tables and boxes, his repertoire includes an impressive variety of creative work. Most notably amongst his collection are wooden sunglasses and cardboard portraits. The cardboard portraits reflect the imaginative mind Chikowski has developed through his work in the artroom.

Explaining his work, Chikowski stated, “I cut each dimension and as they go back they show depth, so each ply of cardboard is like a different level or dimension in that picture.” Chikowski’s work can be found on display at times on the ground floor of

The Index

Sports

November 2014

Cross Country Ends 14-Year EA Day Losing Streak Cameron Miller looks back on Haverford cross country’s EA Day victory and overall season.

Cameron Miller ‘16

It is a warm August morning and the team is sitting in front of Coach Brian Skelly, Coach Harry Green, and Mr. Kellen Graham after the runners had just completed the first warm-up and stretch of the year. The leaves are rustling and the air is beginning to have that fall smell, but none of the aromas or sights could have distracted from Coach Skelly. He was setting his guidelines and expectations for this year. Although they were spoken so briefly the words seemed informal, every runner on the team understood exactly what Coach Skelly wanted. “I want to get second at Inter-Acs.” He pauses, looking around. “Third at the state meet.” Another pause. “And destroy EA on EA day.” A final pause.

Immediately after, Coach Green jumped in and talked of why he was here, saying that it was for the concept of the team.

He wanted us all to bond together so well in order to become a family. So, whether someone has a bad day or a good day, knowing that they will always be picked up by someone else. This concept of family would stick with us for the rest of the season, and ultimately be our message.

We are a family. After this little meeting, the team was dismissed and went on with their first run of the season.

Fast Forward over three months later.

The 2014 cross country team is certainly the best in the last five years, and if success on EA day should be the primary criterion, the best in the last fifteen. The runners dominated their head-head meets with the other schools in the Inter-Ac and also performed very well in big meets such as the Paul Short Run at Lehigh University, in which Charlie Scales and Alex Kim both received award, while Nick Magnani lost his shoes and managed to run a mile of the race on rocks and dirt with bare feet—and finish with an impressive 18:30.

The season was filled with many highlights; the only disappointment of the season was finishing third at the InterAc Invitational, trailing Penn Charter by just four points. Just five days later, the Fords bounced back to take third at the State Invitational, falling to Malvern and Germantown Friends but beating Penn Charter even with Peter Rohr and Greg Kirwan disqualified, checking off one of Coach Skelly’s goals.

At this point the boys still had two weeks before EA day. Coming up to the big day, the runners had defeated Episcopal in each race that the two sides had participated in such as invitationals as well as their head to head match-up. Right before the race Coach Skelly gathered the team once more: “I am confident in each and every single one of you, every Tuesday and Friday I see you all working hard out there, we need

just need to execute. Boys, there really are no excuses.”

Nothing was said directly after the race; although everyone knew the Fords had won, but everyone wanted to be silent until it became official. The boys gathered together in a circle until the results were announced and when they were the team erupted into cheers. “The seniors are the curse-breaking class!” said Mr. Rohr, father of captain Peter Rohr. The team won on EA Day for the first time in 14 years, with excellent performances coming from Alex Kim, Charlie Scales, Nick Magnani, Alex Keszeli, and Isaiah Winikur. EA had

departed right after the race, but the Fords stayed on the field to take pictures and celebrate. From the first day of the year until the end, team chemistry was very high with this group of boys. There is no doubt in my mind that this team would not have achieved what it has achieved without the message that Coach Green gave to us on the first day of practice: Family. We won as a team and lost as a team; we ate as a team and laughed as a team; we truly had become a family. In addition, the hardwork of every runner on this team made it happen, especially the Sixth Form role models.

Sixth Former Alex Kim and Fifth Former Charlie Scales embrace at the finish line.

Class of 2015 Drives Football’s Inter-Ac Perfection Corey Richards ‘15 discusses what made this football team, undefeated in the Inter-Ac, so special.

Corey Richards ‘15

Emma Barrera of Waldron Mercy with Riley (center) and Johnson (right).

Artist of the Issue: Chikowski’s Master Carvings Alex Sanfilippo ‘16

Page 7

November 2014

soletron.com

Going into the season, the football team boasted one of the largest senior classes ever. The leadership from the senior class began back in June at the first mini camp.

After that, the team worked all summer to prepare for the season. With everyone in the football community understanding the potential that this team had going into the season, the goal for the team was to become “memorable,” a term coined by Coach Rosko. The team started off the season with a strong showing against LaSalle in a scrimmage where the defense showcased it’s tough-nosed mentality, and the offense displayed its ability to move the ball. Also, a late addition, kicker Jack Soslow showed off his leg against LaSalle.

After a week one loss versus West Catholic plagued by penalties, the Fords rebounded against an aggressive Archbishop Ryan team the next Friday. The ultimate

“turning point” in the season happened during week three when the team took on an area powerhouse, Downingtown East, away under the friday night lights. Not one media outlet had Haverford winning the game. But, when the fourth quarter ticked to a close, Phil Poquie’s three touchdowns had led the team to a 56-26 victory. After the upset, everyone on the team showed their mental toughness by practicing even harder the next week, and not letting the win get into their heads.

The Fords went undefeated for the rest of the non-league schedule, and when the Friars came over to open up the league, they were bullrushed by a team clicking on all cylinders. After Malvern, the team demonstrated its dynamic offense by steamrolling the competition with weapons Kev Carter, Derek Mountain, Dox Aitken, Noah Lejman, and a tough offensive line.

The season ended with a forceful win against Episcopal Academy at home, where

the senior class left its mark on Haverford The leadership of the senior class was football with a truly “memorable” season. key to the 9-1 record this season, with all The team had few weaknesses this year. 20 taking on leadership roles. Also, the five As already mentioned, the offense had captains, Jack Doran, Julian Jamgochian, dynamic playmakers and great chemistry, Derek Mountain, Phil Poquie, and Mickey which led to the massive numbers it put up Kober, always kept the best interest of in most games. The strength of the defense the team at heart, and never failed to get started with the front seven and didn’t drop everyone hype each week for practices and off at all in the secondary. The defensive games. line, led by Mike Gindhart, Eric Follman, Frank Cresta, and Chauncey Simmons was aggressive and hunted down the ball carrier and quarterback every play all season. The linebacker core, possibly the strongest part of the defense, featured Noah Lejman, Mickey Kober, LJ Barlow, and Chris Sabia. Finally, the secondary was led by safeties Lane Odom and Dox Aitken, with cornerbacks Micah Simms, Eli Godfrey, and Tommy McNamara.

The last strength of the team was special teams, where Soslow kicked touchbacks and Sixth Form wideout Derek Moutain dunks on the goalpost after a touchdown. Jim Roese field goals all season long.

Golf Wins Inter-Ac, State Championship, and EA Day Connor Lees ‘17

Wilson Hall.

To students who may be considering the Spring woodworking class or any other 3D-design classes, Chikowski discussed at length the merits of enrolling in these classes. Chief among these benefits is these art classes provide students with “a way to think.” Citing this as one of the reasons for his love of the art, Chikowski stated that, “I don’t think in the black and white. I don’t think ‘in the lines’, I think about how else can I do something, how else can I make this easier for myself. The entire process can transfer over to other assignments.”

Any sort of art, whether it is visual or performing, will provoke some sort of emotional response, and channelling this response and delving into those emotions reveals a deeper layer of reflection and creativity crucial to the success of all artists.

A second advantage Chikowski believes many Haverford students would benefit

from is learning problem solving skills, specifically how to formulate a step-bystep process to either solve or mitigate the issue. Chikowski stated that, “I feel like in a difficult situation a lot of people would sit around and say ‘Oh no, what do we do?’, but I think [3D-design] gives you ability to figure out what to do.”

Regarding the future, Chikowski was resolute that he “couldn’t imagine a time in my life where I’m not building things.”

Hoping to build off of the skills he has acquired at Haverford, Chikowski hopes to study a combination of design, engineering, and business while in college to be able to solve “real world problems” in whichever career path he chooses to take.

Epitomizing his love for design and his passion for perfection, Chikowski said that his favorite piece was “the next one.” I can confidently state that we are all looking forward to the next one, too.

2014 was a great year for Haverford Golf, as the team took home the Inter Ac championship, the State championship and a win on EA Day. Haverford’s success in golf is nothing new or unexpected. The Sixth Former golfers have been among the Inter-Ac’s elite for past few years now.

This year, however, with Malvern as the Fords’ biggest rival, the team had their work cut out for them. In the words of Coach Stephen Cloran, “the goal this year was beating Malvern. Our talent and their talent were very similar. So, we put a bullseye on their backs and they did the same to us.” What followed was the Fords trading first and second finishes with the Friars at the Inter Ac invitationals throughout the season. In the end, the Fords emerged as the better team.

Golf, unlike other sports, plays their

Inter-Ac season in invitational format as opposed to individual matches. These invitationals take place several times throughout the season and are hosted at one of the Inter-Ac school’s home courses.

Forty eight golfers, eight from each school meet and are mixed up into foursomes.

The foursomes play nine holes of stroke play with a shotgun start. At the end of the invitational, the low scorer of the day is recognized and the coaches count up the best six scores for each team. The first place team gets five wins and zero losses while second place gets four wins and one loss and so on. Haverford this year posted an impressive thirty three wins and three losses in Inter Ac play and a first place finish at the year end Inter Ac Invitational.

Becoming a member of the school’s golf team is no easy task. Due to Haverford’s rich golf history, according to Coach Stephen Cloran, “The typical varsity golfer shoots in the mid to high thirties for nine

Jim Roese

holes, but can shoot in the low thirties as well.” To put this in perspective, Haverford golfers have to shoot around par to make the team, which for the front nine at Merion Golf Club, the 2013 US Open course, is thirty-six. This season, Haverford held matches at the US Open course as well as Aronimink, the previous home of a PGA Tour event, the AT&T National, and Gulph Mills.

The Fords had many standout performers this year. At the year end Inter-Ac championships, Sixth Formers Otis Baker and Jack McAleese turned out stellar performances to finish in the top four. Baker shot a seventy-six, finishing in second, while Jack finished tied for fourth after shooting a seventy-eight. Baker also shot an impressive seventy-eight in the State championships, helping the Fords claim the State title. Baker and McAleese are Sixth Formers this year, but the future looks bright for the team as Fifth Former

Max Siegfried shot atop the lineup all season. Second Former Peter Garno not only made Varsity while in middle school, but played in the top eight throughout the year, helping the Fords pull out some close matches in route to their Inter Ac title.

EA Day was yet again a success for the Fords. In the words of Coach Cloran, “EA Day was awesome but brutal. You could literally feel the energy and healthy competitive spirit between both schools and teams.” This year, unlike previous years, the EA Day golf match was held on the Friday before EA Day. Because of the schedule change, over Fifty Sixth Formers were able to attend the match at Merion East. The weather, however, was not the greatest. Hail, wind and rain couldn’t stop the Fords, as they cruised to a sixteen shot 248-264 victory over EA, earning the first win of EA Day and capping off an incredible season.

Page 8

The Index

November 2014

Sports

Despite Late Disappointment, Soccer Impresses A semifinal PAISAA loss coupled with a draw on EA Day dampened soccer’s mood, but winning the Inter-Ac and beating the nation’s top team showed its mettle.

Alec Tyminski ‘16

The Haverford School soccer team had an incredible season out on Memorial Field this year. Led by Sixth Form captains Quinn Letter, Brandon Shima, and Shane and Tucker McBride, the Fords became InterAc champions for the third consecutive year. Despite this achievement, as the final whistle of the PAISAA semifinals blew, players and fans alike felt that the season was marked with moderate disappointment. Before making this assertion, the entirety of the season must be considered. The season began in early August when the Fords faced off against St. Augustine Prep. With a strong win against St Augustine, Loyola Blakefield (2-0) and Archbishop Curley (1-0) during the preseason, Coach Bill Brady’s team looked formidable against the rest of the Inter-ac teams, and on the national stage.

They faced their first obstacle in their match against Shipley. In a match that few thought would be hotly-contested, Shipley tested the Fords. With a chance at goal due to an injured Senan Farrelly in the late second half, Shipley was able to beat

Haverford. To make matters worse, cocaptain Tucker McBride experienced an ankle injury shortly after the game. This would only prove to be a temporary lapse in the grand scheme of the season. The loss helped the Fords regain the focus and motivation to take down the defending state champions, The Hill School, 4-0 and move on to defeat the number one team in the nation, Saint Benedict’s.

Haverford’s Game against St. Benedict’s was truly extraordinary. Under the lights in northern New Jersey, the Fords put on an exemplary display of teamwork, heart, and athleticism. The two teams battled until the sixty seventh minute when Fifth Formers Jerry Karalis and Connor Gregory combined to find the back of the net. With wins against St. Benedicts, Conestoga (2-1), and Lawrenceville (1-0), the Fords rose to number three in the nation.

Just at the height of their national rankings, Haverford fell again. Starting center defensive midfielder Matt Mayer told the Index, “Soccer is the only game in which one team can dominate and still lose.”

After scoring early in the first half, SCHA was able to keep Haverford offensive

Water Polo Ends Tough Season on High Note Ryan Sanfilippo ‘18

The 2014 Varsity Water Polo team faced a tough 19-game schedule. The Fords finished 5-14, not very impressive.

However, what was impressive was their relentless determination throughout a bumpy season. 9 of the Fords’ losses were by three goals or less. The Fords had their fair share of tough defeats. One of the toughest losses they suffered came when the Fords first played Malvern. The game was either tied or within one goal until the last 3 minutes of the fourth quarter when Malvern scored on two consecutive manup possessions. An exclusion is when a player commits a foul and is “kicked out” of the game for 20 seconds, or until the possession of the ball has changed. Being excluded is very similar to a penalty in hockey. These give the opponent a “manup” possession.

Another excruciating defeat in the first game against Penn Charter. Going into the 4th quarter, the Fords were down 7-1. Even down 6 goals, the Fords never gave up for a second. Through a series of impeccable possessions and amazing saves by senior goalie Colin Moran, the Fords were able to mount an incredible comeback. However, in the end, Penn Charter prevailed 8-7. The team played its best seven minutes of the season, a period they could build on.

One main impetus for their victory on EA Day was the fact that the Fords knew they had worked harder than the EA players. Their losses motivated them to become better. Getting in the pool day in and day out and doing extremely tough

tread sets and swim sets allowed the Fords to be victorious on EA Day. To be a successful water polo team, you must have the perfect combination of teamwork, and brute strength. You can not get into the pool without knowing exactly what you are going to do with the ball, the instant you get it. Also, treading hard for 7 minutes straight is no easy task. That is why the team has to give 110% every practice. The fact that the Fords suffered so many defeats and kept giving 110% every day is a testament to outstanding coaching and the desire to beat EA. After the Fords lost for the first time, they were angry and hungry for more. Every day was about beating EA. Winning on EA Day, with the entire Gentlemen’s Club rooting the team on, was the team’s consolation prize for not winning an Inter-Ac title, and a good one at that.

As co-captain Jake Pechet put it, “The moment when that last shot went up, the horn sounded, and all my teammates jumped into the pool is an image I’ll never forget. Winning on EA Day in our home pool in the last game of my Haverford water polo career was the best possible way to go out. We might have had some disappointing results during the season, but to beat our rivals in front of all my friends and family and for my teammates in the pool made my season a success.

We worked our asses off to get there - and the last few weeks before EA Day were especially brutal - but it was all worth it in the end.”

threats Connor Bradley, Alec Haas, and how soccer sometimes works. With a Connor Gregory off the scoreboard. final score of 2-1, the Fords still led the Even with the majority of possession game in possession and shots on target. and a shot count drastically larger than This loss does not warrant the label of that of SCHA, Haverford recorded its a disappointing season. The Haverford second loss for the season. After their School Soccer team played spectacularly first Inter-Ac loss, the Fords trained this year achieving a record of 16-3-2 and played even harder, winning every in all games, and 7-1-2 in the Inter-Ac. game of the remaining league matches Captain and goalkeeper Quinn Letter besides tying Malvern and EA, both 0-0. had this to say: “I thought it was another After claiming the Inter-Ac, the strong season for the Fords all and all. We Fords moved on to the PAISSA state dealt with some injuries guys stepped up championship. In the first round the Fords when we needed. And we won the tough claimed a resounding victory of 9-0 against Inter-Ac.” Though the Fords faced many Perkiomen. Grant Ament continued to impediments, they still achieved greatness. amaze with a record-breaking six assists on the day. Haverford then moved on to beat Malvern, the team they tied in the regular season, four goals to nil. The PAISAAs seem to be the accumulation of efforts for the Haverford team; the Inter-Ac is almost the preparation for the tournament.

In the semifinal match, however, Haverford fell to Mercersburg.

The disappointment that followed was devastating. How could a team once ranked third in the nation, the runner up of last year’s tournament, and filled with such talent, lose in Fifth Former Alec Haas balances the first touch on his toe. Mr. Jim Roese the semi-finals? That is just

Sophomore Beginner to Senior Starter: Colin Moran Matt LaRocca ‘18

Fords Water Polo team finished its season on EA Day with their heads held high and a memorable 8 to 7 win over Episcopal. Even though the Fords endured a season with many rough patches, there were also many bright spots for the team, including goalie Colin Moran.

Moran was co-captain alongside Ben Nelligan and Jake Pechet this season.

Colin was the starting varsity goalie this season and anchored the Ford’s defense.

Moran is very effective at this position he has great reflexes, makes smart decisions with the ball, and is a vocal leader, which is crucial in water polo.

Moran was not always a water polo player. He played freshman football, but decided to move away from the sport because he was “too small to play.” Before his sophomore year, Moran was going to tryout for the golf team, but some of his friends on the water polo team convinced him to try water polo. Even though water polo presented a challenge for him at first, Moran’s love for the sport and confidence in his abilities as a goalie quickly emerged.

Moran is quoted as saying has “absolutely no regrets” with his choice to play water polo.

Teammates have high praise for Moran’s leadership both in and out of the pool. Many Fords especially enjoy playing and training with him because he is so competitive and determined. Says backup goalie, Fourth Former MJ Tricolli, “Colin is a very hard trainer, who pushes me and himself to do the best that we can. He is

Winter Gentlemen’s Club Preview Paul Harryhill ‘15

Could we have asked for a stronger fall season? The football team was astounding, defeating opponents to the point where the game actually became uninteresting to watch. The cross-country team found success that it hasn’t enjoyed in nearly a decade and a half. The golf team continued its dominance in the Inter-Ac and the state.

The soccer team beat the number one team in the nation and secured another league title. And, finally, the water polo

team rallied and won their biggest game of the year in a truly inspired performance.

All of this greatness on the fields was accompanied by strong turnouts from the Gentlemen’s Club, and I am confident that this will carry on into our winter season.

The winter season has become the Gentlemen’s Club’s signature season, mainly due to the basketball theme nights. For the uninitiated, the Gent’s Club will typically have some outlandish theme planned out for the biggest home games, ranging from Cowboy Night,

Ugly Christmas Sweater Night, and the unparalleled Jortz Night. This year’s group of Fieldhouse Fanatics will ensure that our themes continue in the tradition of excellence.

A point of emphasis for this year’s winter season will be getting more support for teams other than the basketball team. You may not believe it, but the Gentlemen’s Club can have a serious impact on the outcome of games (see: EA Day Water Polo game). I insist that everyone make an effort to attend at least one sporting event

dedicated to working hard and practice and always striving to get better and develop new skills.” Tricolli then added that “even though training with Colin is intense, he still makes fun because he knows how to laugh too.”

Moran said he advanced as a player because of playing for club water polo teams, including Maverick, which is based out of Haverford, during the off- season.

Even during off-season workouts, Colin approached practice very seriously and pushed himself to get better. Colin always has his game face on, no matter what!

Moran’s season ended on a high note, with the Fords beating Episcopal 8 to 7 in a thriller. To keep the Fords in the game, Colin made several key saves, including one to clinch the victory and the sweater once again for the Fords. Even though the game was extremely close, Moran kept reminding himself and the team had to play with “no regrets” and “to leave it all in the pool.” Colin said after the game “I would not want to finish my high school water polo career in any other way.”

Page 9

The Index

Opinions

November 2014

School Can Only Blame Itself for Senioritis the campaign against senioritis has been about as successful as the War on Drugs. If Upper School teachers and administrators become irritated when we lose a measure of intensity in the second semester, they have only themselves to blame.

after all, a college preparatory school. But if we want to be able to use that excuse, than we have to stop pretending that we are trying to “prepare boys for life.”

Haverford’s Transactional Environment Breeds Senioritis In his speech to open the 2013-2014 School Year, Upper School Head Matt Green spoke eloquently about the importance of transformational learning. Haverford students, he said, should approach their studies with a desire to learn for learning’s sake – not with a transactional, gradedriven mentality. Unfortunately, the entire Haverford faculty – including Mr. Green, teachers, and college counselors – has failed to support that message. The truth is that Haverford has created an environment in which grades and standardized test scores—ultimately leading to college admission—take absolute priority.

How has the School created this environment? I’ll enumerate a few contributing factors.

First, the proliferation of grading rubrics, which teach students to closely track points instead of focusing on the holistic quality of their work. Second, the general lack of projects, presentations, collaborative work, and extra-credit opportunities in most classes (i.e. the open-ended assignments that actually allow students to engage their creative Canvas encourages students to check their grades constantly. TechTimes ability, and breed interested students

instead of automatons). Third, the SATgeared curricula of some advanced classes, especially Honors Biology and Honors US History. These core honors classes do not impart to students a more comprehensive education on their respective subjects; instead, their primary purpose is to prepare students for a 60-minute standardized test.

Fourth, the fact that Haverford students are pressured to enroll in classes that shine on a college application instead of the classes that interest them. A Sixth Former who wants to take Statistics instead of Calculus II Honors will be the recipient of a stern talk from his college counselor.

Likewise for a student who wants to drop a language. Transformational learning is an impossibility when students don’t really choose their classes.

These are only a few of many examples that illustrate the transactional nature of Haverford’s classes. The Administration has tacitly acknowledged this fact in its policy. The latest ploy to prevent senioritis is to have all seniors sit down for final exams next June – with the implication that the administration knows only the threat of major assessments can keep students focused. Students cannot be blamed for this. For three and a half years, Haverford teaches us nothing other than how to count points, then expects us not to draw down our efforts when those points no longer matter? This two-faced approach is unlikely to succeed.

Many of these transactional practices can be propped up by pointing out that colleges operate in the same way. Assignments in many college classes will, no doubt, be graded using rubrics. And Haverford is,

even though the school does not have the athletic space? This simple answer is that the school should not have a sports requirement, and instead more clubs should count as sports credits. Even if the sports requirement is not abolished, the school would need to offer more intramural sports which is impossible due to space. Schools like the Episcopal Academy that have an excess of athletic space give students access to over ten intramural sports per season, not taking into account the variety of varsity sports offered. EA has a sports requirement, but clearly has the space for students to participate on teams with a minimal commitment, giving students the ability to focus on other academic or extracurricular obligations.

Haverford is a demanding school, and it is even more so for students who struggle to find time after school to study, complete homework, work on projects for their clubs, possibly play a sport outside of school, and play a sport for school. The administration at Haverford knows how demanding the schedules of students are, so why do students still have a sports requirement?

Some teachers say that students can always go to “academic detention” if they are struggling in a subject, but should the school force students to go to something this demeaning just because they are struggling with their time management?

Other teachers have said that the student needs to work on his time management, but why should a student have to participate in something that is just an inconvenience? Mr. Green says that the two sport requirement, “ultimately provides [students with] more connections in our greater community.” Although the two sport policy gets students involved in the community, if a student find himself struggling to keep a B-, that student simply should not have to take time out of his

busy day to participate in something that could only end up hurting his grades. The school should rethink its prioritization of students’ schedules so that they cater to students’ needs more academically rather than athletically. One might argue that sports make students more well rounded, helping them when applying to colleges, but do colleges really care about the sports that a student plays for non-recruitment purposes?

Once students are paired with their college counselors as Fifth Formers, they try to fill up their resumé to show how many different activities they are involved in at school. Colleges do not just care about sports. In her article titled, “College Application Mistakes,” Courtney Rubin argues that students should talk about all of their extracurricular involvements rather than just those that are time consuming.

Rubin goes on to say that it does not matter what the activities are as long as students explain the roles of leadership that they encountered and why the experience matters so much. Although some people may disagree with Rubin, she brings up a point that should not be disregarded too quickly: colleges are interested not only in students’ time consuming activities, but also the other activities in which students participate because it shows how involved the student is in their school.

Third Former Tim Scheuritzel agrees as he says, “Students should not be forced to play a sport because if they didn’t, they would have more opportunities to do other things that are of interest to them.”

Because Haverford offers students so many opportunities to get involved in such successful and unique activities like DECA, Service Board, Mock Trial, Model UN, and The Index, just to name a few, why limit the amount of clubs in which a student can participate because he must play a sport? Third Former Tim Scheuritzel participates in crew, is a member of The Index, and plays baseball outside of school. Scheuritzel says, “playing sports and getting involved in activities in and

outside of school makes it difficult for me to leave time to do homework and study.

There are also other things that I would like to do, but the two-sport policy makes it very difficult to do so.” The Upper School needs to get a better idea of how students feel before implementing rules that affect the entire student body.

Students in Upper School are tired of getting home at six or even seven o’clock at night because they must play at least two sports. Leaving little time to study, complete homework, and participate in out-of-school activities, sports consume much of the Upper School students’ after school schedules. When asked what he thinks about the two sport requirement, third former Luke Egan said, “I don’t like the rule because if you take demanding classes, are only serious about one sport, or have out-of-school activities, you have hardly any time to complete your school work.” Third former Benji Bacharach agrees as he says, “My main sport is tennis and I play it year-round. Because I have to play another sport, I don’t get to play tennis as much as I would like to.” Giving light to the other side of the argument, Mr. Green says that the two sport requirement, “gives students the opportunity to try their hands at at least two different activities.” Because the two sport policy gets students involved in at least two things, why shouldn’t those activities be of interest to the students?

Haverford needs to rethink its two sport requirement rule. Sports consume so much time for students that many would rather spend doing something else. Sports cause students to have to not participate in activities in which they would like to get involved and can even cause students’ grades to suffer. If Upper School got rid of the two sport requirement, students would be able to not only join clubs in which they are interested, but also create new clubs that may be of interest to other students.

Haverford needs to change this rule to relieve pressure on students and also so that students can enjoy activities that are actually of interest to them.

Brendan Burns ‘15

When classes resume after Winter Break this year, many Seniors will be in a different mode of operation. It’s only a reality – after seven semesters of grinding; the Class of 2015 will finally have the opportunity to take its collective foot off the gas. The smart money is on most of us taking advantage of that opportunity. For obvious reasons, this annual epidemic of “senioritis” is a frustration to all teachers.

Every year, Haverford’s administration devises new schemes to prevent its onset.

Any Haverford teacher could comment on the aggravation that is teaching a group of disengaged second-semester sixth formers. Here at the Index, our focus in previous years has been to think about how the administration can prevent senioritis. This year, I’d like to make a different point. There are key reasons that

Senioritis is a Natural Response to an Unhealthy Lifestyle A quick visit to the CDC’s website will tell you that lack of sleep is linked to increased risk of cardiovascular disease, depression, obesity, and Type 2 diabetes. Lack of sleep and excessive stress are causes of chronic disease equal to smoking, alcohol abuse, poor diet, and lack of exercise. Headmaster Dr. John Nagl claims to care about student health, and has decried the health harms posed by substance abuse, yet none of the “powers that be” at Haverford seem to be concerned that many (most?) students are sleeping fewer than six hours each night.

The CDC prescribes 9-10 hours of sleep every night for teenagers. After three and a half years of sacrificing our health (and our social lives, hobbies, and sanity), forgive us if we ease up a little at the end. It’s a badly-needed correction for most of us.

What the Administration Should Do About Senioritis Examine and address the root causes of senioritis and student burnout instead of trying to crack down on Seniors. The comparison with the War on Drugs is an apt one. No amount of enforcement will alter behavior – the underlying problems must be confronted.

It’s Time to Abolish the Two-Sport Requirement Will Henderson ‘18

Fall sports have just concluded, leaving many students wondering what sport they should play next in order to accommodate Haverford’s two-sport requirement. In the Upper School, students must play a minimum of two sports or participate in clubs that qualify as a sports credit such as Glee Club, Mock Trial, or the Notables.

With few intramural sports and limited clubs that count as sports credits, many students woder must do to meet their sports requirement. If a student is struggling academically and needs to devote more time to school work, why should he have to play sports that spread him even thinner?

Would students be as well rounded as they are now if there was no sports requirement? Haverford offers students so many opportunities to get involved within the school that having a sports requirement forces students to engage in activities they may have no interest in.

Haverford has four grass or turf fields, four tennis courts, two full-sized basketball courts, one wrestling room, four squash courts, and a pool. Many of these facilities are only used during one season. Due to a lack of space, many teams in the Upper School are forced to make cuts, like the squash team. Why should students be forced to play a minimum of two sports

for each of our winter teams. We expect our wrestling team, winter track team, swimming and diving team, and squash team to all have incredibly strong seasons, so why not come out and share in some of that glory?

If you are not a part of the “Gentleman’s Club 2014-2015” Facebook page talk to one of your friends and get in there. The Fanatics will be keeping you updated with the information on games and the plans for basketball theme nights. Go Fords!

The school should focus on non-athletic clubs like Robotics.

Michael Shaw ‘78

Page 10

The Index

Opinions

Solving Senioritis: Introduce More Electives In attempt to solve the inexorable problem of seniorits, Harry Bellwoar ‘15 proposes the addition of more electives to maintain the interest of Sixth Formers.

Harry Bellwoar ‘15

As the last leaves hit the ground and the first snow begins to fall, seniors are looking forward to one thing: getting accepted to college. Applications for many of us were sent in early November and since that time we have been playing the waiting game. This has brought on a change of behavior that many people call senioritis.

This phenomenon is nothing new: it occurs every year for every class. For many students, getting into college changes their perception of school. School ceases to be something they wish to succeed at and becomes simply something to finish.

More and more homework is “optional” and studying the night before a test is all you need. Even writing this article right now is difficult enough while I think I will be in college in just a few months. But can you blame us? Senioritis has become a traditions−a well-earned break. The senior class has worked hard for three and a half years, and many would argue we have earned it.

But this belief and argument is dangerous.

In a few months, when we enter college, everything we have earned will disappear.

We will have to start over. No one will know who is the hard working student and who is not; we must prove ourselves all over again. And going from several months

of senioritis to college, where we will be worked harder than ever before, will not put us in the best position. Somehow we need to find a balance between taking our hard earned break from the intensity of school and getting ready for a whole different level in college.

Fellow Sixth Former Ryan Bowman agrees that senioritis is prevalent throughout the school this time of year, but he does not think it’s a problem. Ryan says, “Many of my classmates have been sliding for a while, yet they keep their grades at a high level.” He continues to say that he does not think the faculty and staff can go on record and make school easier for students, but he adds, “It does seem that as the first semester has gone on the teachers have relaxed their standards a little.”

Ryan does not mean to say that teachers are falling into the pressure students are putting on them, but rather they understand what we are going through.

The most interesting thing Ryan said was when he responded to the question, “Do you have any ideas for how we could fix the problem?” He mentioned his art class was talking about what the school could do for seniors to keep them focused and help them in the future. He said, “One of the kids mentioned ‘home ec’ and everyone laughed, but not many kids at Haverford know how to cook or do other

jobs around the house. My solution would be for everything in the second half of senior year to be more like the fun classes that are taken and offered by the English, History, and Science departments.” This idea focuses on keeping students engaged in school and therefore motivated to stay focused. The school can still offer the more rigorous courses for students who want to get ahead for college, but offering courses where students can actually see future real world benefits could be the solution.

Recently the school has offered an elective and coed course called “Human Relationships,” taught this semester by Ms. Jennings and Dr. Gottlieb; Ms. Epstein and Mr. Graham will also teach the course next semester. While the course has generated interest, it’s impact is relatively minor, as only a handful of Haverford students can take the course at one time. Offering that type of elective during the school day may be the boost it requires to have a positive effect on students’ lives. This will keep school interesting even after we make it into college, which is what needs to happen if teachers really want students to avoid senioritis.

Another senior, Jackson Simon, strongly agrees with Ryan Bowman’s ideas. He believes senioritis is inevitable when you have students who have worked at such a high level for four years. Like Ryan, Jackson believed that one possible solution to this issue is to have an open, flexible second semester curriculum. He refers to the fact that the English department has done this for many years by offering

Is Haverford Truly A Brotherhood?

Ryan Tino ‘16

Brotherhood at Haverford has always been a topic of concern. Students and school officials alike often refer to our community of collaboration and mutual connection, in which students feel free to express themselves and be who they really are.

While in many other schools students may not feel as close of a bond to one another, it is evident that members of the Haverford community do express a profound respect for one another. When asked if there is a peer who he would feel comfortable talking to or expressing his feelings with, Fifth Former Kurt Long responded, “I’ve been at Haverford awhile and I’ve known most people here for several years, so it really isn’t that hard to be honest and express what I truly mean to people.”

When asked the same question, Sixth Former Curran Aiyer answered, “There are definitely a lot of peers in the community I would feel comfortable talking to about anything, and there are some times where I feel more comfortable talking to my peers about certain things than my teachers or even parents.” Long and Aiyer reinforce the notion that Haverford students feel comfortable talking about their feelings with others in the community. If they are having issues, school related or not, they can effectively engage in conversation with a friend, working out the problem in a brotherly way. At other institutions, this may not be the case; students would not feel comfortable to express their emotions, and students may gawk at others’ issues.

However, at Haverford, the common idea the members of the community shares is that this is not the case.

While issues inside school are important, I wanted to see the extent of this common bond beyond the confines of Wilson Hall.

To do this, I asked a few students how often they interact with other Fords, and if it feels strange not being with Haverford peers. Fifth Former Cameron Miller quoted “I always am interacting with Haverford students, more so than public school or other private school students. This doesn’t mean that I don’t talk to other public school or private school students but they

constitute much of who I interact with. [...]

To be honest it does feel kind of strange [not being with other Haverford students] because sometimes the students from other schools are just completely different than what you are used to.” Curran Aiyer responded that “Most of the time I spend with people outside of school are with Haverford students. The thing I love most about Haverford is the camaraderie; I believe we all feel comfortable talking to each other about school but also about personal things and at any time.” While it may seem that students only interact during school hours, according to various sources, this is not the case. Haverford students have a common bond that extends outside of Wilson Hall and into our social environments. Whether it be at a party, sporting event, or even hanging out at a friend’s house, the brotherhood of Haverford students knows no limits.

However, to fully understand the bond between peers, I needed to understand the extent of these social interactions. It has been taught from an early age that if a friend pressures you into doing something that you feel is not right, then he or she is not a true friend. I asked a question with a similar theme to a few students, asking if they ever feel pressured into certain situations by other Fords, and to what extent. Curran Aiyer responded that “The only times I feel pressured into certain situations by my peers are when it’s a good situation. Many of my peers this year have actually promoted good behaviors, like studying for tests together or meeting teachers to get additional help. I’m never pressured into a risky, dangerous, or uncomfortable situations because we’ve all been taught that it’s never worth it and we would all rather be safe than sorry.” Bill Wu answered “not really, if you’re getting at stuff that’s sorta illegal then no, but if you’re talking about a trip to chipotle after school, then yes.” While at other schools peer pressure might be a large-scale issue, at Haverford, it does not seem to be much of a factor. Students understand that respect is key, and if he does not respect his friend’s decisions, the mutual connection is lost. Haverford men know

the limits of friendship and brotherhood, and by overstepping these boundaries, they understand that they are not truly acting as friends.

While the viewpoint of the students themselves tells a great story, teachers have a bird’s eye view of the school in its entirety. They watch their students interact in class and in the halls, and can tell a story with a much larger focus, encompassing the student body in a much grander fashion. I asked Ms. Kenna, a Spanish teacher who is in her first few months at the school, how well students in her classes collaborate, and if they are competitive or collaborative with one another. She responded “I’m fortunate to teach a subject that lends itself to interpersonal communication, which is great, but I also feel that Haverford students tend to be innately collaborative as a whole. For those that need help in that area, I try my best to push them a bit to work with others and take risks by creating a “safe” culture for collaboration.

Of course, when we play games, there is a healthy sense of competition, but I think it motivates the students to push one another in a largely beneficial way.” Unlike at other schools, where students may compete for grades or recognition, Haverford students

November 2014

English seminars in the second semester.

Depending on what you’re interested in, you can take any seminar from Ms. Jennings’s Creative Writing seminar to Mr. Keefe’s James Bond Cinema course.

Jackson wants this idea to be carried over into other classes as seniors become more and more relaxed. He says, “Every class that a student is enrolled in he should take not because it is an honors class, or an easy class, but rather because they are genuinely interested in the subject,” he continues, “Kids need to specialize and explore potential career paths and I think Haverford could offer career specific classes to help kids understand what they want to study in college.” Overall, the best way to avoid senior laziness seems to be to allow students to study what they are interested in.

Senioritis is certainly not a myth, and it is not that surprising. What else can you expect from teenage students who have been working hard for so long. And while getting rid of the problem may not be possible, there may be ways around it. It is clear from the many people I have talked to that keeping the interest of the seniors is the key to overcoming senioritis. The best way to do this may very well be course selection in the second semester. Both the school and students need to decide what classes will be interesting during a time when it can be hard to work. If we can stop taking the most impressive “college resume” courses or courses that require the least amount of work than we may actually find the work we do enjoyable.

seem to look out for one another, and help their peers so everyone in the community can achieve their best.

I then asked Ms. Kenna if she thinks students form into cliques, and if they either stay in the same groups or experiment with others. She answered that “I think, to a point, we all want to stay with our friends and those to whom we can relate best, but I also think that Haverford boys, in my experience so far this year, have been open to working with others in nearly every scenario I’ve seen.

In fact, I’ve been pleasantly surprised with the outcomes on many occasions.”

Even with a small sample size of just mere months, Ms. Kenna has already observed some promising behavior. Students are not afraid to interact with others outside their normal spectrum of friends; in fact, they go out of their way to include others in discussions and classroom activities, and feel free to express their opinions and feelings to others who they would regularly not include. Clearly, a sense of brotherhood is prominent in the minds and hearts of Haverford boys, and this mutual connections continues to play a huge part in the success of the school as a whole.

Brotherhood is a reality, not a facade, at Haverford.

Page 11

Opinions

November 2014

A CONVERSATION ABOUT FEMINISM

Examining the Muddled Definition of ‘Feminism’(cont.)

Continued from Front Page

anything that could be construed as offensive. This dogmatism is ultimately what prevents a unified discussion on gender and perpetuates misogyny.

This dogmatic approach takes many other forms. In history class, we’re presented with the idea that, as males, we are by default responsible for the systemic oppression of women. I don’t think too many of my classmates buy that. Many of my classmates’ mothers don’t hold a job

because they chose to take time off to raise their children. The way in which certain elements of the feminist movement devalue “stay-home moms” is objectionable. When “feminism” takes on an anti-male or antifamily character, we balk.

We hear a lot about the double standards that society has for men and women.

Eliminating these double standards seems to be a prominent goal of many feminists – we’re taught that having any double standards for men and women is sexist and reprehensible. But do we really want

all double standards gone? Should we react the same way to a girl slapping her boyfriend as we react to a boy hitting his girlfriend? I don’t want to eliminate that double standard. Is it sexist that boys are expected to pick up the tab when they take their girlfriends out to eat? Do we want that double standard eliminated, too? I don’t have the answer. But we need to understand that, while it is important that men and women be given an identical set of rights, men and women are not identical.

It is frustrating when any statement to the

contrary (e.g. “women are better at…” or “men are better at…”) is dismissed as sexist.

I know that, as a student body, Haverford boys have room to improve in how we treat young women. We’re receptive to ethical debate and are ready to challenge the status quo. However, some “feminist” ideas don’t resonate with us, and neither does the aggressiveness that is sometimes used to promote them. It is for this reason that, just like the majority of women, most of us don’t think of ourselves as “feminists.”

Mercy O’Malley Reacts to Burns’ take on Feminism Mercy O’Malley ‘15 (Agnes Irwin)

take the stairs like the rest of us. In order to achieve equality between the sexes, To write an article critical of the we need to address the disadvantages feminist movement and publish it at a women face that men have never had.

That said, feminism does not negate girls’ school takes serious guts. I admire your intellectual approach and truly issues that men face. Support for women’s appreciate that you’re willing to discuss rights and support for men’s rights are such a prickly but important subject, not mutually exclusive. In your article even though it doesn’t necessarily affect published in the Wick, you brought up this you personally. However, parts of your excellent point: should the reaction to a article made me wonder if you’ve ever man hitting his girlfriend be the same as actually looked up the definition of word the situation reversed? Contrary to what “feminism.” So to begin, let us take a look you appeared to believe, feminism does into the Oxford Dictionary, which defines not argue that it should. The typically feminism as “advocacy of women’s rights serious reaction to a woman being hit by on the grounds of political, social, and a male partner is based on the fact that economic equality to men.” Yes -- equality! a women is more than three times more I’ve too often heard the argument that if likely to suffer abuse than a man. However, feminism were a movement dedicated to no feminist would argue that this makes it equality, it would be called “humanism.” acceptable for a woman to hit a man, just as That is like suggesting that people in the issue of men catcalling women doesn’t wheelchairs should stop complaining and make teen girls’ aggressive obsession with “Alex from Target” any less disturbing. You are right in that men and women are not the same, and neither acknowledging our differences nor honoring traditions such as chivalry is sexist from a feminist perspective. Both women’s and men’s rights deserve to be upheld, but require different types of attention. Feminism seeks to create equality through overcoming the specific challenges posed to women by sexism, not by causing men to suffer from the same discrimination. This purported idea of female superiority is apparently what many Haverford boys call “radical feminism.” Let me assure you that resenting the male population at large has absolutely nothing to do with feminism. People Definitions and interpretations of feminism vary widely. who hate men are called

“misandrists.” I hope you can understand that going through life with a 20% chance of being raped and a 25% lower salary than her male co-workers can make a woman a little angry, but that still does not give her the right to take her anger out on you unprovoked. I apologize if you have had that experience, but please understand that that is not feminism and do not label it as such.

I have a huge amount of respect for the gentlemen of Haverford, and it truly warms my heart to hear that you all feel the same way about equality between the sexes as we do. However, as the more privileged group in regards to sexual identity, I think it is important to be sensitive to the impact of your words and actions.

Sometimes pejorative terms, insensitive comments (such as about a woman’s body), and crude jokes (no, rape is never funny) can come off as very offensive and hurtful, even when unintentional.

This is not to say you should censor every word coming out of your mouth, but rather keep in mind your audience, their backgrounds, and their wishes.

So if you believe women deserve

burned bras and shunned the male sex.

But these women are not really feminist, they are sexist. If you believe what you say you believe, you are far more feminist than they are.

Muslims are not going to find a new name for Islam just because terrorist groups mistakenly call themselves “Islamic.”

Martin Luther King did not distance himself from the Civil Rights movements when black separatism emerged. Ideologies inevitably suffer from distortion. However, this should not be a cue to re-invent the movement altogether. We should not cut the tie between modern-day equal-rights activists and the historic movement. Billie Jean King, Emma Watson, you, and I stand in solidarity…as feminists.

It seems that you support the feminist movement in its basic principles. That is to say, although you may fall into minor arguments with other feminists over whether or not a man should hold the door

for a woman, we can all agree that change is necessary. However, many men who agree with you struggle to call themselves “feminists” because they do not want to appear weak.

I beg you to ask yourself, is it really the word “feminism” to blame for your insecurity with your beliefs? Or is it the way you will be perceived in your community for calling yourself a “feminist?” More importantly, is it really the feminist movement that needs a change, or is it the world’s attitude towards advocating for equality?

As for feeling as though you are personally held accountable for the injustices against women throughout history, I suggest to you that we feminists should all take responsibility. By not taking action, we are all perpetuating the sexist innuendos of our society. I am sure you have heard that if you are not part of the solution, you are part of the problem.

the same rights as men: congratulations, you’re a feminist. It’s as simple as that; no implications of female superiority or radical political correctness. Supporting feminism is supporting the equal distribution basic human rights. Keep that in mind the next time you hesitate to call yourself a feminist, or mock a classmate who does, for being too sensitive or lacking in masculinity. It seems to me that the most “manly” attitude is one of courage, integrity, and advocacy for the well-being of your mothers, sisters, friends, and baes. I implore you to think about the impact of your words and actions, and I’m sure I speak for all my classmates when promising in return to keep a completely open mind to your input in this ongoing and constructive dialogue.

Mercy O’Malley ‘15.

FEMINISM FEATURE OPEN SUBMISSIONS We’d love to hear your take on this discussion!

Students, Teachers, or Parents who would like to respond to Brendan Burns’ piece, O’Malley’s response, or Smith’s response can submit an editorial to index@haverford.org.

AIS Senior Katya Smith Responds to Feminism Debate Katya Smith ‘15 (Agnes Irwin)

Ms. Dawn Blake

The Index

Brendan Burns, From your article I have gathered that most Haverford boys believe in equal pay for equal work, condemn discrimination on the basis of gender, and generally think that men and women should be treated equally.

I am so happy to hear that you and so many other Haverford boys are feminists.

Welcome to the movement.

Women have been flying the “feminist” flag for more years than our seventeenyear-old minds can grasp. The modern movement is the same one that Susan B. Anthony, Billie Jean King, Abigail Adams, and the rest of famous feminists that you mentioned learning about at Haverford championed. It is because of these women that girls stand where they stand today. The message has always been clear: women deserve to be treated as equals to men.

Sure, so-called “feminist” groups have

Katya Smith, AIS Senior.

Page 12

The Index

November 2014

Politics

Let us be honest for a moment. It is fairly difficult in this day and age for certain political institutions to get certain people’s votes. And we live in an era of hyper competitive government with both branches constantly battling for control of the legislative and executive branches.

And rather than having those people vote for the opposing party, it is better for those people to not vote at all. There are many ways that parties attempt to cope with this issue, but only one has significant local importance. The issue of gerrymandering is an extremely prevalent problem, and it affects our local community.

Gerrymandering, to explain it in layman’s terms, is the realignment of district boundaries solely for the purpose

of giving one political party a majority in many districts while concentrating the voting strength of the other party into as few districts as possible. The Republican Party seems to be the major culprit in this blatantly obvious attempt to garner votes and turn the elections in their favor. It seems to be constantly linked to race, social status, and wealth, just look at Illinois’ 4th congressional district. Contained in the city of Chicago, the 4th district encompasses less affluent neighborhoods, including most of the Hispanic and African American neighborhoods. The area is mostly blue, with 83% of the vote going towards Democratic representative Luis Gutierrez.

The boundaries of this district make no logical sense, other than the fact that they quarantine the virus that is democracy.

Gerrymandering is a major problem, but is often overlooked because there are many other issues that are simpler and more applicable to both parties. The major problem with gerrymandering is that it does not represented our country accurately. In an article by Christopher Ingraham for the Washington Post, he says that “Gerrymandering is at least partly to blame for the lopsided Republican representation in the House.” The article goes on to say that Democrats are greatly under-represented by about eighteen seats in the House (Based off of their vote share

in the 2012 election). The way Republicans pulled that off was to draw some really, really funkylooking Congressional districts.

Pennsylvania’s 7th congressional district includes most of Delaware County along with portions of Chester County, Montgomery County, Berks County, and Lancaster County.

If you are located in this district 7th currently represented by Republican Pat Meehan in the 113th United States Congress.

It coincidentally has voted Republican in the last presidential election as well as the two past senatorial elections. For the record, this is what the seventh district looks like this: There only has been only successful case in restricting gerrymandering, which is Proposition 11 in California. In 2004, 153 congressional and legislative seats in the state were up for election and not a single one changed parties. This prompted citizens to call for a referendum. In 2008, California voters created the law, which placed the power to draw electoral boundaries for State Assembly and State Senate districts in a Citizens Redistricting Commission, as opposed to the State Legislature. This faced stalwart opposition

The Index

Politics

The Possible Deterioration of ISIS

Gerrymandering: A Real American Problem Drew Sterman ‘16

Page 13

Third Former Eusha Hasan writes about the recent ISIS struggles and what these events may foretell about the long-term future of the “Islamic Caliphate.”

Eusha Hasan ‘18

In the recent months, the media has reported on a just-recently prominent terror group in the Middle East known as ISIS, or ISIL. Ever since ISIS has started to make progress in the area known as the Levant where ISIS mujahideen have captured virtually all of Sunni Iraq and Northern Syria. Although ISIS seemed to show no signs of deterioration in the last two months, the recent weeks have shown that the terror group may have hit a major from both parties, one being Democrat and former Speaker of the House Nancy Pelosi. Although the legislation passed with a 50.82 to 49.18(percent) vote, this is the only time in Americans have contained and solved the problem.

With only 4% of Americans giving a positive assessment of the overall job Congress is doing, our government and the future of this nation seem to be bleak. Both houses are constantly stuck in gridlock, and one big solution to this would be to abolish the practice of gerrymandering.

To be an accurate representative republic, everybody needs a fair say. Gerrymandering is not fair.

road block.

In the last couple of months, ISIS has taken key areas all around northern Syria and Iraq, such as the dams in Haditha and Mosul. However, since then ISIS has not grown much at all. Compared to how large the ISIS Caliphate has hoped to become, ISIS’s recent performance and attempts to overwhelm the Syrian and Iraqi governments have seemingly failed.

This cease in progression could be caused by a number of factors, including a slowing stream of ISIS sympathizers entering

Who’s Tom Wolf, and What Does He Mean for PA? George Rubin ‘17

The 2014 midterm elections may completely change the way our country’s government operates from the national to the state level.

Everyone, Democrat or Republican, agrees that our current congress is unproductive and constantly in dispute. The new Republican majority in the Senate may be all it takes to break Congress’ stalemate and force our government into some new policy making, whether the policies are conservative or liberal. But although the Senate has been receiving the majority of the attention during 2014 midterm elections, there has been an equally profound change for Pennsylvanians in our state government with the newly elected Tom Wolf replacing Tom Corbett, a governor who was also very ineffective at getting legislation passed. Although Wolf is a conservative’s nightmare, the profound changes he speaks of for our state have inspired Pennsylvanians into giving him almost 55% of the state’s votes during this election.

So who is Tom Wolf? We’ve all seen his TV ads which advertize his refusal of a state car in favor of his old jeep as well as his state salary which he gave to charity. They also repeatedly refer to him as, “a different kind of governor.” But despite the obvious image his campaign is trying to create, Tom Wolf actually has a unique and interesting past.

He was brought up in the same place he lives now, a country house in the small suburb of York named Mount Wolf. He received his bachelors degree at Dartmouth with a short hiatus for service in the peace corps, where he stayed four months past his two year commitment trying to advocate the growing of higher yielding rice in Orissa India. After returning to Dartmouth to finish his bachelors degree, Wolf went on to earn his masters from the University of London and his doctorate in political science from MIT where, as his campaign likes to advertize, he wrote a 500+ page thesis on, “Conflict and Organizational Accommodation in the House of Representatives, 1878 to 1921.”

Despite opportunities in an academic career, Wolf returned to his home town to enact his newfound knowledge and become a leader in the local community.

Despite his credentials, Wolf had to start at the bottom which meant driving a forklift

in his family business. He then worked his way up through management and eventually when his father retired he and a couple of cousins took out a loan and bought the company. As Wolf grew his kitchen cabinet business and over a period of twenty years, its revenue grew to 385 million dollars. Wolf also immersed himself in local York politics, attempting to diagnose the struggling city’s shortfalls, including education, and reforming them with the chairmanship of “Better York,” a civic organization. He also helped to find candidates for the struggling York County Democratic Party.

By 2006, Wolf was ready to devote his full energy to politics and was contemplating a run for governor, but he needed more political experience considering his resume was somewhat sparse. He sold most of his share of the company in a leveraged buyout to a firm from Boston after a group of the companies’ managers left the company with about 50 million dollars in debt. He then asked governor Rendell for a job as state treasurer but instead was given the position of revenue secretary where he served briefly, resigning in 2008 in anticipation of the 2010 gubernatorial election. But Wolf wasn’t counting on the recession in 2008, and crippled by the new debt, the company faced bankruptcy. Wolf had no choice but to inject 11 million dollars of his own money and retake the helm of the struggling business.

It payed off because he was able to recreate the business model and bring the company back, giving him the last piece of his life story he needed to assemble the base for his campaign.

So Wolf has a somewhat impressive and successful past. And as his support of the York County Democratic party and his role in the Rendell administration would imply, he is a Democrat and supports Democratic policies.

Because of the considerable difference in opinions between Wolf and Corbett, we can count some big changes in state policy over the next couple of years.

The biggest campaigning point for the recent gubernatorial showdown between Wolf and Corbett was education. Corbett claims that he has increased education spending by 1.5 billion dollars and that state funding for education is at the highest its ever been. However, Wolf makes a contradictory assertion saying that governor

Corbett cut education funding by a billion dollars. The reason for this discrepancy is a combination of two factors. The first is the boost in education funding during the 09-10 and 10-11 school years, the last two years of the rendell administration, due to federal stimulus money. The stimulus money helps Wolf’s argument because it caused public school funding to go down by almost a billion when state funding was actually increasing.

The other reason was that the amount of teachers retiring has been increasing drastically and has doubled during the Corbett administration, so although state funding has been increasing, more of the money is going to teacher pensions rather than the schools themselves. Either way, Wolf has promised to make up for the billion in state funding he claims Corbett removed so should be seeing a large increase in education funding. Wolf also wants to increase the percentage of public school funding provided by the state and decrease the percentage gained from local property taxes to about a 50/50 ratio.

Wolf also differs from Corbett on other issues important to most Pennsylvanians.

Wolf supports a minimum wage increase from the federal minimum of $7.25 an hour to $10.10 over a two year period, indexing it to the rate of inflation. Wolf also supports the setting of emission reduction targets and plans to use this initiative to create new jobs and economic opportunities. Another big campaigning point between Wolf and Corbett was natural gas taxation which Corbett argues would be detrimental to Pennsylvania’s economy. Wolf, however, supports a 5% severance tax on the marcellus shale fracking industry. Wolf also supports increase in traditional medicaid funding, a bond to pay down public pension debt, and a moratorium on the death penalty.

However, many reforms he proposes aren’t free. In fact, the main argument of incumbent Tom Corbett during the election was over the ambiguity of Tom Wolf’s tax plan along with the hugely expensive ideas such as educational and infrastructure reforms in the state when our state budget is currently facing a 2 billion dollar budget deficit and huge cuts to education during Corbett’s tenure. Corbett took the Norquist tax pledge and upheld it for the most part during his time despite the fact that he was forced to borrow billions from the Treasury. But Tom Wolf

strays in the opposite direction regarding taxes. He has been somewhat ambiguous and sparse in the description of his tax plan. The most information he has offered to the public is that people in the $70,000 to $90,000 range would see their income taxes stay the same, people below that range would see them decrease, and people above that range would see them increase. We don’t really know by how much. But the Commonwealth Foundation, a free market think tank, attempted to put numbers to Wolf’s words and the numbers are rather astounding if they are even close to correct. Their study showed the income tax revenue increasing from 10 and a half billion under corbett to 15 billion under Wolf’s plan bringing the income tax rate from 3.05% right now to 8.85% in the future. The commonwealth foundation is a conservative organization but right now they are the only ones who have given us any kind of specifics on the tax plan. What that plan may not take into account is the lowering of local property taxes because of the influx of state money through income taxes.

One of the biggest selling points for Wolf is that he hasn’t really had any big scandals.

This is probably due to the fact that he hasn’t been in politics for very long. The only brush with scandal Wolf had to deal with which his democratic opponent in the primaries brought up in a political ad was his support of a mayor who was arrested and tried for murder charges of a black woman during race riot in York in the late 70s. Wolf was his campaign manager during the trial and continued to back him politically and financially even after he was brought into court. This was probably just Wolf having to tie up loose ends even though he didn’t want that mayor Robertson to continue his campaign.

The moral of the story is we haven’t seen enough of Wolf to really know what to expect. All we can really count on is the success of Wolf’s business and Wolfs vibrant past, portrayed by his campaign as full of service and honesty. These are the ideas that have brought voters to the polls even though Wolf doesn’t have much political experience for them to look back on. We can make predictions, but we don’t really have enough information to make them valid.

What we can count on, though, is big change for Pennsylvania in years to come and “a different kind of governor.”

A US airstrike on ISIS in Iraq.

the Levant. Sneaking in from Turkey to Syria, the number of jihadists entering per day has drastically plummeted from 50 to 5. Also, in the past three weeks, U.S airstrikes in the Mosul region of Iraq have finally started to have an affect on the war.

Just months ago, U.S-led airstrikes and Kurdish offensives in Iraqi Kurdistan were not able to push back ISIS forces, but later airstrikes have proven to show signs of progress against the terror group. Just in the last 10 days of October, it was confirmed that no less than 150 ISIS troops have been taken out by airstrikes in Mosul alone, one of the most strategic cities in Iraq. In the grand scheme, over 1,000 mujahideen have been killed through air bombardments, including Bashar al-Jarjari, ISIS military commander of Nineveh province, commander of Salahuddin province Ala’ al-Mashhadani, ISIS Sunni religious leader Mustafa al-Zaidi, and a number of other high-ranking officials in Fallujah and Ramadi provinces.

However, the most important rumors that back ISIS’s decline are the alleged injuries of ISIS supreme leader/ Caliph Abu Bakr alBaghdadi and unknown ISIS militant nicknamed in the British press as Jihadi John, who was seen in multiple beheading videos of Western citizens as a means of spreading propaganda. In the past few days it was rumored that al-Baghdadi along with Jihadi John may have been killed by U.S aerial forces, but these rumors were possibly Associated Press debunked when al-

November 2014

Baghdadi released a new audio recording of himself in a video showing the allegedly “drastically” expanding Caliphate under ISIS as well as other regional terror groups pledging allegiance to the “Caliph” himself. However, this new video has exaggerated many of the facts and was solely used as propaganda against the West. Additionally, this video does not confirm that al-Baghdadi is injured or even killed, mainly because this audio recording may have been previously recorded.

Also, Jihadi John was seen in a new ISIS propaganda video where he was shown standing before the bloodied head of Peter Kassig, a British humanitarian worker in Syria providing necessities for refugees when he was captured by ISIS on October 1, 2013. Kassig was just recently killed and his video was released by ISIS on November 16, 2014. Jihadi John was also shown in several videos in the recent months beheading American journalists James Foley and Steven Sotloff, as well as British aid workers David Haines and Alan Henning. In Jihadi John’s previous videos, he was shown beheading his victims and afterwards threatening the lives of other civilian prisoners-of-war. However, in his most recent video of Peter Kassig, he only showed Kassig’s severed head and did not threaten the life of another victim.

These changes could represent a sign of desperation from ISIS, since U.S aerial strikes and pro-Western Kurdish militias have finally started to stop the expansion of ISIS. It is obvious that the the terror group is starting to realize that enraging the U.S and its allies will only hurt their cause, so this publicized beheading may be the last of its kind. The Islamic State may have started to feel the repercussions from its enemies.

These changes have only been detected in the past couple of weeks, however if the U.S and its allies keep making progress at this same rate, ISIS may collapse in just the next year or two.

Examining Obama’s Legacy With Six Years of GOP Congress Eric Petersen ‘15

When Barack Obama won the presidency in 2008, he rode a wave of Democratic support. The Democrats picked up 8 Senate seats and 24 spots in the House of Representatives. This landslide and Republican collapse emboldened the newly elected liberals to pursue an agenda they hoped to pass over several years in a new, Democratic America. Dreams of quick immigration reform and universal health care were soon dashed as the unemployment rate threatened to shatter the ceiling of 10% unemployment, not seen in decades. And, as the Great Recession lingered, more opposition began forming as the Democrats became the face of an economic calamity they did not start, and aggressively fought to end.

After the stimulus, a behemoth $831 billion jumpstart to the economy, fell on deaf ears, and swelling welfare programs were falsely attributed to the President’s policies, the GOP, just a year ago in shambles, rose from the ashes. A marriage of ardent social conservatives and populism, funded by the dark money of business interests and billionaires, most notably the Koch brothers, coalesced to create the Tea Party, a fringe movement that would hijack American politics and permanently move the Republican Party to the right.

The movement was only strengthened as Barack Obama and Democratic leaders pivoted from recession-related policies to healthcare reform, hoping to appease the party’s base and energize a battered electorate. By attempting to reform a broken system, Barack Obama hoped to help Americans and create his legacy: this is where the problems began.

March 23, 2010 should have marked

an important achievement in the journey to create a more progressive America. As Democratic politicians publicly celebrated the signing into law of the Affordable Care Act, they were internally fretting about the approaching election, especially because the watered-down version of healthcare reform concluded in a pyrrhic victory. The Democrats had lost the two governorships contested in the offyear elections of 2009, and polling was firmly against Barack Obama. Funded by millions of dollars in misinformation and lies, advertisements warning of death panels under “Obamacare” were played in households across the country. Millions were lead to believe that the Affordable Care Act was socialism, and some were scared into believing they would lose their doctors. The Republicans had created a culture of fear, and with the Tea Party at their vanguard, they rode a wave of mass hysteria into victory in the November elections.

After the 2010 “shellacking” of the Democrats, the nature of Barack Obama’s presidency changed permanently. Every issue that Barack Obama spoke about suddenly became contentious, even less controversial problems like global warming. After a particularly damaging snowstorm hit Washington, many conservative congressmen posed in the snow-filled pictures, claiming that global warming was a hoax. For every issue that the president attempted to solve, a barrage of accusations followed. As President Obama’s views on Syria changed from non-aggression to coordinated airstrikes, many Republicans also changed their views. Support for airstrikes quickly changed to include ground-forces among hawkish Republicans. This contributed

to the toxicity of the mere mention of the Landrieu loses her runoff in December, President, which would cripple all efforts Democrats will have lost all of their at bipartisanship. deep-South Senators, literally for the Barack Obama’s use of executive first time since Reconstruction. Whether orders began in earnest after 2012, with it was misinformation, subtle racism, or the realization that real change could not just superior Republican strategy, voters emanate from Congress. George Bush, or of the poorest area of the US rejected more likely his advisors, had understood the government welfare designed to this since the terror attacks of September benefit them. Further losses of white 11th with a massive use of martial voters, especially in the Rust Belt, have presidential powers. Although he faced made Democrats increasingly reliant of far more criticism than his predecessor, minorities. Barack Obama won a majority Barack Obama’s sweeping executive in 2012 with 39% of the white vote, the orders on immigration will likely define lowest yield of white voters since Walter the second half of his presidency, with Mondale’s disastrous campaign in 1984. the first half being characterized by the The reason he was able to win reelection in Great Recession and healthcare reform. 2012 was not because he could hold on to Many possible executive orders remain on voters, because he lost millions, but that the the horizon, from student loans to Syria, demographic profile of the United States as our president looks to rule without an was diversifying, favoring Democrats. ineffective Congress.

Even though Barack Obama may be The 2010 election did not just hurt the remembered simply for presiding over a Democrats, but permanently changed the deeply divided country, his presidency electoral map as they coaxed many groups may be known as the last gasp of the away from the Democrats following Southern Democrat, and the possible start the successful passage of the ACA. A of an erosion of the progressive Midwest.

Democratic supermajority was made no longer achievable. By passing the Affordable Care Act, “Blue Dogs,” or conservative Democrats, went extinct.

States in the most need of comprehensive healthcare turned their backs on the Democratic Party, a region that once embraced socialistic Huey Long’s dream of a welfare state.

Politico Assuming that Mary The Tea Party has engendered more partisanship in Washington.

Page 14

The Index

November 2014

Outdex

Recently at The Haverford School...

Will Solmssen ‘15, Ian Riley ‘15, Otis Baker ‘15, Andrew Rossi ‘15, Curran Browning ‘15, Miller Joyce ‘15, Manav Khandelwal ‘15, Chris Ley ‘15, James Greytok ‘15, Jake Pechet ‘15

In a horrible turn of events Colin Bosak has taken all of the cans from the can drive and is now selling them half off in the streets of Philly after failing to successfully sell his Ball Python “Nagini.”

Dr. Nagl, keeping promises to cut down on the traditionally lengthy Thanksgiving Assembly, had to scrap his 12-page diatribe explaining the pure, patriotic vigor of the pilgrims and how their gumption can be compared to the heroic men and women on the front lines. He instead talked about his favorite pie.

Eli Wachs recently stated that High School HeroesX would be shifting its focus from the plight of inner-city students to something far more important: Haverford high-schoolers having to take Biology and History midterms on the same day.

Dr. Nagl could not attend the fall play, presumably because he was saving the free world.

A call was recently placed to the Brother’s Keeper Hotline. When the hotline answered, a deep baritone voice replied “I would like to report the abduction of my closest friend and companion, my coatimundi.”

Dr. Nagl is excited to find students so interested in tank trouble, a topic he covered in chapter 28 of his counterinsurgency field manual.

Dr. Nagl could not attend the fall play, presumably because he was saving the free world.

The Haverford tech department has recently requisitioned an Apple TV, an Xbox One, and twenty liters of Mountain Dew. They expect that with these they should finally be able to get the WiFi working.

Piero Sassu announces that the red lot will now be closed every Tuesday and Thursday so that he can host the weekly meetings for the Philadelphia Association of Mall Cops.

Students have finally found the long-missing Dennis Arms. Apparently he has been in the Haverford School basement running on a hamster wheel to power the internet for the last 3 years. *Breaking News* AJ Carrillo will return to work at The Haverford School library to fix the Wi-Fi.

Ms. Golecki and the science dept recently built a camera-equipped drone. Mr. Sassu recently purchased 50 of these, renaming them "The Brothers’ Keepers."

*When Mr. Fifer hands Miller ‘House’ Joyce the aux cord.*