The Mainsheet Issue 1

Tibetan monks return

DOUG MORGAN

Tibetan monks create a Buddhist sand mandala with river sand in Christensen Hall to bring peace and enlightenment to the Chadwick community during their five days on campus.

by Sarah Platnick and Katherine Richardson

Seven Tibetan Buddhist monks and a translator came to campus Sept. 27-Oct. 1 to construct a sand mandala and demonstrate some of the features of their culture and beliefs.

The seven monks are Tibetan refugees who come from the Drepung Gomang Buddhist Monastery in Southern India.

The group is touring the United States and creating mandalas at locations around the country from Battle Ground, Wash. to Laguna Beach, Cal. They visited Chadwick once before in 2010 on a previous tour.

The monks create mandalas to spread peace and compassion, but also to raise money for their monastery and the over three hundred Tibetan refugees who live there.

To raise these funds, the monks sold items such as jewelry and cloth with quotes from the Dalai Lama, the current leader of Tibetan Buddhism. These refugees from the

current Chinese occupation of Tibet created the items to raise funds for their community in exile.

According to the monastery’s website, they sell items “to raise support for the refugee monks’ community in southern India for proper food, improvement in health and hygiene and for providing better education facilities for the monk students.”

The opening ceremonies began in Christensen Hall when the monks recited a Buddhist chant and began to create the sand mandala. The sand mandala is a traditional Tibetan Buddhist art piece that dates back to the eight century.

To create the piece of art, monks fill funnels called chakpurs with finely ground river rocks, then rub metal over the funnels to release the colored dust onto a template.

The small funnels allow the monks to control the release and speed of the sand onto the template. To prevent scattering the

sand, each artist holds his breath while creating the mandala. The seven monks spent a few hours a day on rotation completing the sand mandala.

Despite the fact that the monks work on the sand mandala for hours at a time, they said that they prevent fatigue by rotating positions. The creation of the mandala is a meditative experience, as well.

“Their focus has developed from practicing meditation for so long, and they have the ability to enjoy their breathing,” said their translator, Tenzin Sherab, who has traveled with the monks on their tour throughout the U.S. After creating the three-foot piece of art, the monks held a closing ceremony where they brushed away the sand mandala as a symbol for the transience of life.

Afterwards, they handed out packets of sand to students who attended the ceremonies.

Students of all grades filtered through

Christensen Hall while the monks worked.

“I thought it was really impressive. I have seen it in years past, but every year, I’m still very impressed by the monk’s careful work and attention to every detail. It is a cool experience, and I’m glad they got to make a stop at Chadwick again,” sophomore Elizabeth Haile said.

Many teachers, including marine biology teacher Amy Hill, used class time to allow students to watch the monks.

“We are so fortunate to have these amazing, highly evolved, principled, enlightened people on our campus. You will see mention of sentient beings, harmony, peace and joy,” Hill said.

The monks said they hope to send a message of “peace and compassion” to the people of the Chadwick community, according to Sherab.

Senior Tom William said that the monks achieved this goal at Chadwick. “It spiritually touched my soul,” he said.

Students and faculty visit Songdo Cafeteria changes vendor, layout

by Emily Robertson

This summer, seniors Austin Welch and Meghan Hood traveled to Chadwick International in Songdo, South Korea with English teacher Kate Elortigui.

During their time in Songdo, Welch and Hood hosted a talk with the students of Chadwick International about the ChadwickPalos Verdes Honor Code.

“We talked about what it means to implement the Honor Code in real world situations, [and] what it means to live through the Honor Code,” Welch said. “We talked about what it means to be a Chadwick student.”

A main goal of Chadwick International is to replicate Chadwick Palos Verdes on an international level.

To Welch, replicating the school means attempting to create an environment on the Songdo campus that reflects the values of the

what’s inside College counseling in transition see NEWS p. 2

environment that is already well established on the Palos Verdes campus.

However, Welch points out that the ideals of a community are largely put in place by the individuals who make up that community, posing a challenge to the goal of Chadwick International to replicate the values of Chadwick Palos Verdes.

“The reason the Chadwick community behaves the way it does is because we are individuals striving for common goals but individuals who make up a collective, and this collective has been successful for seventyfive years at Chadwick Palos Verdes,” Welch said.

He also believes that the efforts made to bring the same goals to Chadwick International will be successful.

While he was in Songdo, Welch encounContinued on p. 3

Words From the Wise: Alexandra Siedzik see OPINIONS p. 5

by Xander Nanji

Chadwick introduced a new cafeteria service this Sept. after renovating the kitchen and cafeteria layout over the summer.

The service is called CulinArt, a food distributor that specializes in catering and food delivery in school cafeteria.

The administration began to plan for this change in vendors since 2011, according to Chief Financial Officer Troy Grande.

The cafeteria is designed to be selfsustaining, yet Chadwick’s previous vendor had trouble keeping a sizeable profit margin in the cafeteria.

In addition, the quality of food served was, in the administration’s opinion, subpar. “[Chadwick] had actually been working with the prior kitchen vendor for two years to try to increase the quality so that more

Chadwick honors Ginger Banino see FEATURES p. 11

students would buy and more faculty would stay on campus to eat,” Grande said.

The shortcomings of the previous cafeteria service led to the creation of a control group, which included students, parents and faculty who assessed the food and layout of the cafeteria.

This group completed questionnaires as well as compared other school cafeterias to that of Chadwick. “[Members of the group] went to different schools and ate their lunches. From the vegetarian to the vegan options, the quality of the food, to the general selection, CulinArt was a clear favorite,” Grande said.

Once CulinArt was chosen, Chadwick remodeled the inside of the cafeteria to help fit the standards of the food service.

These included layout changes of the Continued on p. 3

Girl’s volleyball moves up a division see SPORTS p. 14

2

news

Songdo and Chadwick connect classes Cafeteria remodel leads to healthier food Student performs scientific research at UCLA

Songdo and Chadwick integrate Village School curriculums

STAFF PHOTO COURTESY OF MEGHAN HOOD

Students study American History in a classroom at Chadwick Palos Verdes.

by Alex Nguyen- Phuc

Chadwick School and Chadwick International (CI), in Songdo, South Korea, recently began integrating the curriculums of the two campuses to create a stronger connection among students at each grade level.

Siri Fiske, a former 6th grade science teacher and current Chadwick administrator, has the task of heading the project, and currently spends her time split equally between the Palos Verdes and Songdo campuses.

“My job is to work with every single teacher on both campuses and help them come up with an individual, customized plan for how they’re going to combine the classes on both campuses,” Fiske said.

Collaboration is minimal between the Chadwick and CI Upper Schools since CI currently only has one class of new freshmen. “It’s much easier because we just hired all the teachers over there,” Fiske said, “and they were all hired with the understanding that they would have to align their classes with the classes over here.”

Integration is more extensive in the younger Chadwick years, as Fiske has worked to provide both educational and extracurricular opportunities between the Vil-

lage Schools. “The goal for the Village is to have at least one collaborative project in the fall and in the spring,” Fiske said.

Elizabeth Echternach, Assistant Director of the Palos Verdes Village School, emphasized, however, that the integration deals less with teaching identical material between the two campuses than with working with similar themes. “In the Village, it’s a lot different than in the high school,” Echternach said, “We’re covering larger themes such as community or history.”

While older Village School students will form book clubs across the two campuses and make digital “Star of the Week” posters to be shared between the campuses, Chadwick kindergarteners plan to focus on the theme of community to guide their learning throughout the year.

According to kindergarten teacher Criselda Lozon, kindergarteners at both locations learned about their K-12 campus communities earlier this year.

“For a lot of these kids, it’s the first time they’ve been in a real school,” Lozon said, “Now they’re learning that there’s another campus that’s just like ours. So some of them don’t understand, because developmentally they’re not there yet.”

COURTESY OF MEGHAN HOOD

Chadwick International students study Spanish in a language classroom.

In addition, kindergarten teachers are planning a unit on Korea at the same time that CI students study the United States.

“Our hope is that one of the kindergarten teachers here will take a little American folklore and culture over to Korea,” Lozon said, “and one of the Korean kindergarten teachers would come here for two weeks and teach Korean folklore.” The units will then culminate with a telepresence conference between the two classes.

Village School teachers also plan to work closely with CI teachers to research the Primary Years Program (PYP), the elementary curriculum within the International Baccalaureate system. “In Songdo, the Village school uses the PYP, so our Village school is seeing if that’s a program we want to adopt here,” Fiske said.

Within the Middle School, Fiske has met down with teachers individually to set up collaborations in each department. In the science department, 7th grade science teacher Martin Byhower and his Songdo equivalent, Aaron Miller, plan to do similar bird trackings with their students.

“Songdo was built on reclaimed land,” Fiske said, “There was marshland and a lot of birds were living there, but they devel-

oped a city on it.” In response, the 7th and 9th grade science teachers have set up a bird count system to see how many come back to nest. Similarly, Byhower routinely does a similar project in the Chadwick canyon with his students.

In the Middle School history department, 7th grade teacher Patrick Wallace and CI teacher Tim Henkel want to teach a joint current issues unit. Henkel, who spent time observing Chadwick teachers in September, believes the American and South Korean perspectives on global issues would benefit all students.

“For example, denuclearization is a very large topic for South Koreans,” Henkel said, “Whereas denuclearization is an issue in America, but the threat is not right next door.”

Fiske emphasized that the curriculum integration is less about the actual courses and lessons, and more concerned with creating a one school-two campus experience.

“Starting from kindergarten, our students will be learning about each other.”

Lozon said, “Our aim is that these kids will have partners all along their thirteen years at Chadwick and graduate together.”

Students make transition after sudden change in counseling staff

by Franny Hocking

Chadwick’s college counseling office recently experienced an unexpected staff change due to the departure of counselor Shawn-Rae Passalacqua. The position was filled by Bruce Poch, a well-noted member of the college admissions community.

Marian Hersh, Director of College Counseling, said that many students were concerned with the shift to a new counselor midway in the college admissions process.

“They were worried about having to get to know a new person all over again. Many parents shared the same concern,” Hersh said.

“I was worried because the one person who knew everything about my college process and what I was looking for had suddenly left,” senior Kristen Parks said.

One of the greatest concerns stemmed from college recommendations.

“Students asked, ‘How is someone who barely knows me going to write my recommendation when this is only a month away?’” Hersh said.

Many of those concerns were eliminated when Chadwick’s process for writing college recommendations was explained.

Chadwick has a writing committee of seven people who collaborate to write all of the recommendations. “There are many voices in writing the recommendations,” Hersh said.

According to both Hersh and Director of Colllege Planning Carol Bernstein, the

ELAINE SIM

New college counselor Bruce Poch helps senior Maximilian Hawkins in his college search.

transition process is going smoothly. Both Hersh and Bernstein have known Poch for 25 years or more.

“When we saw that we were going to need to have a replacement come in, he was the first person we contacted,” Hersh said.

Poch is well known in the college admissions profession on a national level. He was the Dean of Admissions at Pomona College for 23 years as well as an Admissions Associate at Wesleyan University.

He has worked with the College Board and the National Association for College Admission Counseling. His professional knowledge of the college admissions pro-

cess has been cited in many publications, including the Wall Street Journal, the New York Times, the Los Angeles Times and US Weekly.

“He has a very good feel for the process,” Hersh said. He has been interviewing students and reading applications and essays for a long time. In addition, he has acted as a student advisor on the college level. Given his professional background, Poch knows how to ask the right questions to help him get to know the students quickly.”

“He has quickly put people at ease, and he is reassuring students that he is as in charge of the process as they are. He is guiding them along,” Bernstein said. “So

students are feeling very comfortable with the transition.”

The Chadwick college counselors work as a team by consulting each other on the students they advise. As a result, they get to know a lot about the students they don’t specifically advise. In the brief period between Passalacqua and Poch, students were able to meet with both Bernstein and Hersh.

“Ms. Bernstein and Ms. Hersh have been the best resources during the time when Mr. Passalacqua left,” Parks said.

“They were always there when any of us had questions, and they definitely calmed me down.”

Time is the largest challenge of the transition to a new counselor mid-year.

“The immediate challenge is having enough time in the day. His first few weeks will be really busy,” Hersh said.

Poch took over every one of Passalacqua’s advisees and has met with almost all 38 of them. He is working on getting to know all of the students and get them on track for early applications.

“Mr. Poch and I got to know each other well very fast,” Parks said . “He is so knowledgeable of the college process and has been incredibly helpful.”

According to Bernstein students are adjusting well to the transition with the help of Poch. “After meeting with Mr. Poch, I feel really reassured. He is really helpful and gave me a lot of great advice,” senior Amanda Lin said.

October 16, 2012

The Mainsheet

News 3

Students experience Songdo, Chadwick International

Continued from Page 1.

Seniors Austin Welch and Meghan Hood and Chadwick teachers Kate Elortegui and Craig Polin make friends at Chadwick International in Songdo and tour different parts of Korea. tered cultural challenges that had to be overcome in order to implement the Honor Code and Core Values at Chadwick International.

“There were a lot of cultural differences. They have different understandings of what it means to have relationships with their teachers, compared to Chadwick Palos Verdes,” Welch said.

Noting the cultural differences being bridged by the two campuses, Welch believes that there are going to be idiosyncratic differences between the two schools even though both are Chadwick.

Among the differences Welch encountered were different interactions with teachers. “Here we have a much more friendly relationship with teachers. I’d consider some of the teachers my friends. At Chadwick International that was not the case,” Welch said.

Although the two schools have inherent differences due to their campuses being in different countries, Welch believes that the Core Values and Honor Code can contribute to the shared characteristics of the two Chadwick communities.

“Our Core Values are in line with the ideal human, or the ideal citizen,” said Welch. “And I don’t think that necessarily means being a citizen of the United States or a citizen of Korea. It’s a universal concept.”

Welch is optimistic about the attempt to bring the values of Chadwick Palos Verdes to Chadwick International. By taking advantage of the universal nature of Chadwick’s value system, Welch believes that the idea of “two campuses, one school” can become a reality.

“I think that over time they’d like it to get to the point where students at Chad-

wick International and students at Chadwick Palos Verdes are near the same in their thinking and in their interactions,” said Welch.

He believes that Chadwick’s Core Values are broad ideals and they are ideals everyone strives for. “We may never reach them, but they’re what we reach out to try and become,” Welch said.

In addition to the Honor Code assembly, Welch and Hood also accompanied the ninth grade at Chadwick International on a trip to Namhae Island, where they visited a fishing village and a farming village.

On Namhae they got to take part in outdoor activities, including climbing a mountain in the rain and going fishing.

Welch and Hood also spent time getting to know the students at Chadwick International. For Welch, the highlight of the trip

was playing basketball with the kids after school.

Welch enjoyed his time visiting Songdo and encourages other students of Chadwick Palos Verdes to take the opportunity to visit Chadwick International.

“It’s a wonderful experience,” Welch said. “Songdo is incredible. Going to see another culture—the Songdo School and Songdo, Incheon and Seoul — is a great experience.”

Welch particularly enjoyed the parts of the trip that he could bring home with him as memories.

“I will say that I’m really excited about the gifts I got for friends there,” Welch said.

“It was excellent to bring back certain things for people from a different culture. I brought back mementos that I think people really appreciated.”

Cafeteria switches vendors, layout and gets mixed reviews Continued from Page 1.

cafeteria and kitchen, the addition of the salad bars, new kitchen appliances including pizza ovens and the new cash register system. The administration also had to acquire health department approvals to allow CulinArt to serve food at Chadwick.

Another factor in the implementation of CulinArt included hiring new cafeteria staff. The administration did give the old staff opportunities to interview for the new positions.

“Some of them interviewed for the jobs, and some of them chose not to, but all of the old staff was offered for the new jobs,” Grande said. The new cafeteria has received mixed vibes from students and faculty. According to senior Idelle Vaynberg, there are healthier food choices at the new cafeteria.

“I think that there are a lot more healthy options this year like the fresh fruit cups and the salad bar where people can make their own salads.”

According to junior Eric Ngan, one main problem with the cafeteria is the long lunch lines. However he feels that this problem can be solved.

“I think the food quality is a nice improvement,” Ngan said. “The efficiency could be better though. Some of the cafeteria ladies say you can use both sides of the register and others say you can’t, and it

SAL PANIAGUA

SAL PANIAGUA

SAL PANIAGUA

With the recent change in cafeteria staff, the Chadwick kitchen went through a renovation over the summer (top left), and new features like a snack corner were added to the cafeteria (bottom left), giving the area a new layout for students and faculty to enjoy (right). slows everything down. Also, when the cafeteria ladies let people use their last names, it just adds fifty percent more time, which is why there are so many lines.” Grande said that he hopes that the new cafeteria will target students and faculty alike. He also

hopes that the CulinArt cafeteria will be self-sustaining.

“Historically our faculty and staff didn’t eat a lot in our cafeteria,” Grande said. “I’m hoping that they do because they have limited lunchtimes, which makes it difficult for

them to run off campus for lunch.”

The primary goal though was to have higher quality food, and Grande believes that this goal has been fulfilled. “I love the food! I think it’s a great addition to Chadwick,” Grande said.

News 4

October 16, 2012

The Mainsheet

Nordlund, Sowell and Barstow take a hike up Mt. Baldy in Cal.

by Lindsey Waller

History teacher Pete Nordlund climbed Mt. Baldy with English teacher Steven Sowell and former Chadwick English teacher Alan Barstow over the summer. They climbed the mountain for fun because they all enjoy nature. Nordlund, Sowell, and Barstow left Palos Verdes at 4:30 am and got to the base of the mountain at 6 am. They reached the top of Baldy by noon.

They made it down to the bottom by about 2:00 pm and made it home in time for dinner. The entire trip from start to finish took about 10 hours.

Mount Baldy is a part of the San Gabriel Mountain Range. It is on the border of Los Angeles County (about an hour and a half away from Palos Verdes). Baldy is 10,069 feet tall.

In the 1950s a plane crashed into Mt. Baldy. There is still debris from the plane all over the mountain. On the way to the peak, Nordlund led the group slightly off track, but they got to explore the debris from the crash. “Even though we were a little off track, it ended up being really cool,” said Nordlund.

The highlight of the trip, according to both Sowell and Nordlund, was seeing a live bear. “We saw a giant Black Bear!” said Nordlund.

“After I saved their lives [from the Black Bear], I realized how much Mr. Nordlund and Mr. Barstow depend on me for safety,” said Sowell.

“The best part of the trip by far was seeing Dr. Sowell pee his pants, and Mr. Barstow curl up and hide behind a tree

COURTESY OF STEVEN SOWELL

COURTESY OF STEVEN SOWELL

Teachers Pete Nordlund and Steven Sowell and friend Alan Barstow pose atop Mt. Baldy (left) and see a black bear on the trail (right). when we saw the bear,” said Nordlund.

On the way down the trio hiked down a trail called “Devil’s Backbone.” The trail earned its name because the trail gets very narrow and drops off on both sides. “It was kind of scary,” said Nordlund, “but it was really cool! It was kind of like standing on Google Earth. We could see all the big mountains in the area and the Mojave Desert.”

The teachers brought water, sunscreen and food with them on the climb. “We had some really good chocolate, some fresh berries, some crackers, and lots of water,” said Nordlund. They also brought cameras and took several pictures throughout the trip.

The friends hiked down the mountain talking and singing. They had long conver-

sations; they talked about life in general, family, politics, books, and Chadwick. “Being in nature gives you a new perspective on life. There is a lot of time to reflect,” said Nordlund.

“I was happy to come home to Mrs. Nordlund and Jack, but I had a lot of fun with my friends,” said Nordlund.

Throughout the trip, the teachers sang the Daniel Boone theme song. They couldn’t remember all of the words exactly so they continuously sang what they could remember: “Daniel Boone was a man. Yes, a big man. With an eye like an eagle and as tall as a mountain was he.”

Nordlund and Sowell both enjoy being in nature away from technology and work.

“Climbing Mount Baldy was good exercise,

and I enjoyed the camaraderie with my good friends,” said Sowell. Both teachers also added how they enjoy spending time not using cell phones and computers.

This was not the first time that Nordlund had climbed Mount Baldy. In fact, it was the third time. “Actually, the last time that I climbed it was when I proposed to Erin,” said Nordlund. The two climbed the mountain together, and when they reached the peak, he asked her to marry him. “I chose to do it there because the views are beautiful,” said Nordlund.

After the hike Bartsow, Sowell, and Nordlund drove back home to Palos Verdes.

“It as a great trip, but by the end of the day I was excited to go home and see Erin and Jack,” said Nordlund.

which deals with conserved portions of DNA—to discover to what extent different species are related to one another.

Herbst was given a $7,000 grant to build his own computer to process the data over the Internet. This new computer enabled other labs to use his pipeline without needing the same type of computer that Herbst had previously.

In addition to creating his own pipeline, Herbst taught graduate students and PhDs how to use it.

He used cloud computing so that other labs without the same resources could process the pipeline and run it via the Internet.

Herbst was paid to work thirty hours per week, but he frequently worked overtime to finish his research.

Herbst worked in the lab along with fifteen other people, all of whom were undergraduate, graduate or doctoral students.

Although he was the only high school student working in the lab and was rela-

tively unfamiliar with the field of study compared to his colleagues, Herbst did not feel intimidated.

“People expected that I wouldn’t know anything because I am a high school student, but they were also really encouraging,” Herbst said. “The team was really supportive; they would always asked me if I needed any help.”

“I have a pretty good background in computers and such, but I am really more interested in biology and the medical aspect.

I am not really into flat-out engineering,” Herbst said.

“One time, during our meeting, Dr. Alfaro was instructing me to lead the presentation, and he said, ‘You know how professors always say someday he will be the boss. Someday he [Herbst] will be the boss, probably by his senior year,’” said Herbst.

One of the greatest experiences Herbst had was the fact that he felt as though he was truly learning and understanding every-

thing that he did.

Oftentimes at school, students only learn the material for the test and later forget the information, but as Herbst said, “In this, everything I was learning was through actions. It felt like everything I learned was way more relevant, and I absorbed a lot more than I did from a whole school year.”

After his experience in the lab, Herbst believes that this field of research might be something to pursue.

“I would definitely consider this type of research an option—I don’t know for sure.

That type of work is very hard and time-consuming, laborious,” Herbst said.

If there are any other Chadwick students looking to follow in Herbst’s footsteps, he advised that one must have an interest in different types of science.

“Ideally, if you are okay under stressful situations, able to think outside the box, and willing to spend lots of hours, then this is the perfect opportunity,” Herbst said.

Junior designs computer program and conducts research at UCLA

by Adrienne Alvarado

This past summer junior Zack Herbst worked at UCLA developing his own computer and pipeline. In addition to his research, Herbst will be presenting at the Society for Integrative and Comparative Biology (SICB) Conference in San Francisco this January, and his work will also be published in the paper Biology Letters.

For the duration of the summer, Herbst researched bioinformatics, an area of study focused on developing new methods to collect and store biological data, such as phylogenetic trees, using computers. At UCLA, he worked under the supervision of Michael Alfaro, Ph. D. At first, Herbst worked with others in the lab, assisting them with their research.

Later, though, he began working independently on building a computer that could run the Ultra Conserved Elements Method (UCE) over Amazon Web Services.

Herbst utilized the UCE Method—

Editors in Chief:

Katherine Richardson & Nikki Stein

Executive Editor: Kelly Lee

Editor of Media: Hailey Waller

Copy Editor: Chris Stanton

Section Editors:

Clarissa Cervantes, Franny Hocking, Alex Nguyen-Phuc

Business Manager: Susan Wang

Page Editor: Lauren Scott

Columnists:

Vanessa Contratto, Mary Dawson, Anthony Fadil, Matthew Freeman, Camille Jacobson, Chase Ott, Chris Stanton, Austin Welch

Writers:

Adrienne Alvarado, Paula Botella, Marie Bucklin, Duval Courteau, Alexander Dean, David Ding, Alexander Li, Jordan Long, Montana Morgan, Alexander Nanji, Isabel Ngan, Emily Nguyen, Sara Platnik, Olivia Powell, Emily Roberston, Harini Shah, Anand Shankar, Lindsay Waller, Susan Wang

Cartoonists:

Lauren Ouye, Chase Ott, Emily Nguyen

Photography:

Photography Adviser: Doug Morgan Head Photgraphers: Jenny Fukunaga, Idelle Vaynberg Assistant Head Photographer: Elaine Sim Sub-Group Leaders: Evan Hamilton, Ricardo Pena, Maryssa Ziegler Photographers: Ben Chappell, Alexander Nanji, Brianna DiMonda

Faculty Adviser: Terry Andrews

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opinions

5 Life in the Fast Lane: fancy eatery in the heart of LA Cami and Chase: The Fashion Police Man-On-The-Street: Favorite cafeteria foods

Staff Editorial

Give 17-year-olds the right to vote

The presidential election is less than without representation. four weeks away, and the Chadwick camAs a licensed driver, a 17-year-old is dipus is abuzz with discussions about the rectly affected by changes in speed limit and candidates and their policies. According road laws. to a recent Mainsheet poll of 50 students A 17-year-old can also serve in the milifrom the senior class, only 29% of the tary and fight for his or her country with class is 18-years-old and able to vote come parental consent. At the same time, they November. In the Mainsheet’s opinion, cannot vote on decisions that affect the milithe other 71% who are still 17-years-old tary and the country that they have risked should be given the right to vote. their own lives for. Lastly, a 17-year-old can Here’s the be tried as an adult historical backin a court of law, ground of the depending on the The fact that the faculty and current voting severity of his or students are joining together age. The age was her crime. If a teenin an effort to create a more lowered from 21 ager can be sent to educated, politically-aware to 18 in 1971. prison as an adult, student body advocates for a Proponents of he or she should lower voting age this change arhave the rights of gued that if an an adult as well.

18-year-old could A 17-year-old The Mainsheet Staff be drafted into should have the the Vietnam War, right to vote on he should have matters that affect the right to vote him or her, and because federal decisions about the war di- since a teen has the above rights in the Unitrectly affected him. It would be an injustice ed States, his or her votes should be taken to send an unrepresented citizen into war into account. without his say. Since 1971, the voting age In addition, giving 17-year-olds the right to has remained 18, but it’s time for a change vote will increase voter turnout. again. The voting age should be federally According to the United States Census lowered to 17 to give a voice to those di- Bureau, voter turnout of those aged 18-24 rectly affected by the decisions of our coun- increased from 47-49% between the 2004 try’s leaders. and 2008 elections. This is a statistically sigSeventeen-year-olds can work, drive, nificant increase in number, and represents serve in the military and be tried as adults. the possible power that young people can In terms of work, each working 17-year-old have in an election. gives income tax to the government from If 17-year-olds have the ability to vote, the money they make, essentially taxation these statistics show that the number of

young voters could increase dramatically, giving this group a larger say in the future of the United States.

Those who oppose lowering the voting age cite the stereotype that teenagers are emotional and irrational. They claim that 17-year-olds are not sufficiently educated to make decisions about the future of the country, and will hurt the credibility of the voting pool. This argument is absolutely invalid in terms of the students at Chadwick.

Classes like AP US History and AP Government provide students with ample knowledge of history as well as politics. The school also encourages political thought and discussion through Model UN and debate.

In addition, the creation of the Election Coverage Committee, headed by seven faculty members will create an environment that promotes discussion and thoughts about the election.

“Here at Chadwick, the core values of respect, responsibility, honesty, fairness and compassion should inform your decisions and approach to conversations about politics and the election with your friends and classmates,” said Natalie Johnson member of the Coverage Committee in an email to the Upper School student body.

The fact that the faculty and students are joining together in an effort to create a more educated, politically-aware student body advocates for a lower voting age, as well. The 17-year-olds at this school are more than capable of making decisions about the future of the United States, and deserve the right to vote.

Words from the Wise: Keeping your shade

by Alexandra (Ola) Siedzik, Spanish teacher

If I had to write a list of the top five things I’ve most frequently been told or asked in my life, among them would be “Hola, Ola,” “How do you say your last name?” and the ever-suggested “you need to get some sun.”

I remember playing in the kindergarten area at recess and hearing some big eighth graders at the time call out, “Hola, Ola!” At that point, I had no idea what it meant, and to this day I have no idea how they knew a tiny kindergartener’s name, but this remains one of my most vivid memories from the time.

I have very few memories from kindergarten, including faking one nap during afternoon nap time and a girl named Genevieve pretending she was an opera singer, so there is no doubt this event occurred.

Obviously, a girl with the last name Siedzik could never just slip by among the masses, which in my day included Smiths, Harleys, and Goddards—all nice, strong, very pronounceable names.

I used to get mad anxiety whenever I was in a new setting, just anticipating how my last name would be butchered. Why? I

don’t know. After all, I didn’t have to take a battle. stab at it, and it’s not anyone’s fault that my Thank goodness, for my sanity and my name is zero percent phonetic in the English skin cells, at some point I was able to get language. over my insecurities and forgive my parents I suppose that in the past, as any adoles- both for deciding to call me something other cent or wants-to-fit-in teen would, I simply than my given name (Alexandra) and also did not want to call any undue attention to for passing on to me recessive genes that myself and would therefore quickly accept contained little to no melanin (yes, my sister whatever pronunciation was offered. Among can and does in fact tan). them the more frequently attempted were And guess what: the day that I got over Seedzick and Sidezick. Classics, now near these things was the beginning of a new era and dear to my heart. for me—an era where I decided that, hey, And then there is my skin tone. I must I’m actually pretty excellent just the way I confess, I spent a good number of my teen- am. age years trying my Shaking off your insedarndest curities is one of the Obviously, a girl with the last to tan. I’d best things you can name Siedzik could never just slip be “excitdo for yourself. Obby among the masses, which in my ed” to lie viously it is not easy, day included Smiths, Harleys, and out by the and it takes time, but Goddards—all nice, strong, very pool with the way I see it, there pronounceable names. friends and is only one of me, and work on I am going to be stuck Ola Siedzik my “base with me for the rest tan”—by of my life (um, obvithe way, I ously). still don’t So I might as well love know to me, cheer for me, and what that refers. be on my own side. It seems a lot easier, Of course, 95% of these occasions re- more productive, and much less painful than sulted in a fierce sunburn that burned with the alternative. the fire of seven suns, and the other 5% Everyone has insecurities. Everyone—I would end up with my giving up either to promise. The sooner you take yours on with go inside to get KoolAid or just rolling from a little love and confidence in your own awethe deck directly into the pool in complete someness, the sooner you will bloom and surrender to the sun’s powerful rays. Try as become the fantastic individual you are desI might, there was never any winning that tined to be.

Opinions 6

The Mainsheet

October 16, 2012

Introducing the fashion police: the right to be stylish

by Camille Jacobson and Chase Ott

After three months of relaxation, the “can do” spirit has diminished, and with it has gone the sophisticated, creative outfits we saw in May and June. We know it’s bad when the frequency of gym short and bro tank sightings has increased, and we realize it’s now time to introduce the student body to the Fashion Police. We’re here to help.

Like all law enforcement we’re here to look out for the people, not to punish and embarrass. But there are a few things necessitating action.

Last time Navajo was pulled off, the Spanish controlled Texas. Summer is closing, and the doors to the fall wardrobe are opening.

While the temperature does not change as drastically in LA as in some other places, this does not mean your wardrobe can’t change a little.

Rather than those technicolor abominations of so-called style, wear a fall shade of rich, simple color. In places with seasons,

autumn is a time when leaves change color and temperatures drop. Here we like to emulate that.

High tops are a great display of footwear unless you are wearing shorts . . . Now, ladies, this is aimed at you. Shorts and high tops are not a match made in heaven; they were made in the same place as uggs and shorts: hell.

Now high tops are all good and dandy when paired with long pants, but shorts and high tops make a person look like he or she has legs the size of beans.

On the same note, we’ve been appalled by the unnecessary exposure that come from upper schoolers wearing teeny tiny “booty shorts.”

This is mainly directed toward the freshman and sophomore girls. There’s definitely a problem when the administration has to “impose” a dress code on the Middle School.

Keep in mind that the middle schoolers look up to upper schoolers as role models; whatever upper schoolers wear, the middle schoolers will wear.

With that said, when going to the store, try to avoid purchasing the pair of shorts that look like a pair of underwear.

The sad truth is, girls, no one actually wants to see cheek hanging from the bottom of any pair of shorts. There are definitely better places to wear those shorts . . . but we won’t mention them here.

So even with this craziness we’ve been sad to spot on the Chadwick campus, we’ve also seen some good things. Senior Grace Memmo said that she “likes that we have the freedom to wear whatever we want, and I feel that most people don’t abuse this.”

Grace is touching on something really special about the Chadwick students and the way they dress: they are creative and confident enough to express themselves through clothes without being embarassed, intimidated, or influenced by what other people are wearing.

Because of the safe environment Chadwick works to uphold, Chadwick students aren’t afraid to make their own trends.

COURTESY OF CAMILLE JACOBSON

COURTESY OF CAMILLE JACOBSON

COURTESY OF CAMILLE JACOBSON

Senior Catalina Biesman-Simons matches her floral tank with a strucutured navy fall blazer and tops it off with a pair short lace-up boots.

Junior Margot Zuckerman pairs her red high tops with cerulean roll-up pants.

Senior Kristen Parks ready for fall in a flowy, lace-lined patterned blouse and skinny jeans tucked in her boots.

And there’s no doubt that people are getting creative. And that’s great because that’s what fashion and clothes are all about. A fun, cool outfit can get you through a stressful day and help you keep up a positive mindset.

This year, students are starting to take trends and fashion cues from each other.

Around campus, senior Sarah Brown claims she’s seen lots of people “dressing on a little on the fancier side, with more skirts and nicer dresses on a daily basis,” and we have to agree with her.

We’ve spotted more button-downs and polos for boys, and dresses and skirts for girls, giving off a more sophisticated vibe overall.

But even sophisticated clothing could never get boring amid Chadwick students.

We’ve seen lots of accents of animal prints, matching loafers and belts, as well as touches of neon in different accessories.

We, as the Chadwick Fashion Police, would like to distinguish hot from not and commend those who have started off the year with fresh new looks. Hopefully those who haven’t been so lucky with “dressing to the occasion” can shape up and get off for “good behavior.”

COURTESY OF FRANNY HOCKING

Junior Franny Hocking gives off a sophisticated vibe by paring a floral skirt with nude high tops.

Vanessa’s Views: the importance of political opinion

by Vanessa Contratto

With the election less than a month away and Presidential and Vice-Presidential debates to keep us on our toes until the final ballot is cast, the presidential election is the news everyone has been talking about.

Whether you want to talk policies, blunders or speeches, there are countless current news stories popping up every day to either strengthen your faith in the candidate you have chosen or make the opposition seem more appealing.

For teenagers who can’t vote—like most of us high school students—it may seem pointless to engage in conversations arguing for or against Romney and Obama. And for the few seniors that will get to vote this fall, you probably are figuring out that you have

aren’t kids anymore who don’t need to have only a few friends facing the same decision. an opinion. And thus far in high school, we But despite the voting age restrictions have been taught that opinions count and that befall Chadwick students, I’ve heard yours matters. Most importantly, as voting more discussion about the election than citizens (or citizens-to-be), we realize that ever before. topics in the election right now are going to Whether in classes, clubs or sports, it affect us down the line. seems there is a way to incorporate a civiThe issues people will be voting on in a lized and fairly unbiased few weeks conversation about the and the election into any activre s p o n s e s This election is pretty divisive on ity. The student interest each candiboth sides. The candidates are exin politics is really rising, date offers tremely different and represent difand for good reason. us will creferent accomplishments, minorities Maybe it is because ate a future and futures for our country. this election is pretty difor Amerivisive on both sides. The ca, and we Vanessa Contratto candidates are extremely will be the Junior different and represent ones who different accomplishface it. ments, minorities and Whether futures for our country. It may seem easier the outcomes of this election are burdens or than ever to pick a side and stick to it bebenefits, they will be our burdens and our cause both candidates appeal to a different benefits to face and fix eventually. segment of the population.

Even though you most likely can’t now, But even more than that, I think it is you will be able to vote in a few years, and because students realize the importance your vote is going to matter more than ever. that we make in the country and, similarly, We are on our way to become the importhe effect that the country has on us. We

tant generations who make the decisions, and we have to be ready to take on this role.

Some students are more politically minded than others, and it is the same in the real world. But why not get a head start now?

Practice forming your opinions, and if that seems like too much, then just listen to what is going on.

Engage in debates with students about the news, and don’t be afraid to share your opinion. Talk to other students to open your mind to other possible viewpoints— you don’t necessarily need to think they are right. But listening to the opposite party’s ideas can help you strengthen your own.

And going even further than debating other students, listen to different news programs than you normally do. Hearing biased but passionate political pundits or news hosts (whether they be on MSNBC or Fox News) can be another way to open your mind and see another side.

Use this election to practice skills that you will use the rest of your life: being open to others’ opinions and having conversations about them. And however this election turns out, remember that soon—if not now—your vote counts.

October 16, 2012

Opinions 7

The Mainsheet

Life in the Fast Lane: Downtown Los Angeles’ finest

by Anthony Fadil

Guide to staying on trend with the latest places, films, music and more.

It is no secret that we live in one of the most exciting, dynamic cities around the globe; however, we sometimes get so caught up in our academic or personal lives that we never get the chance to explore it. If you are tired of the same routine, this restaurant recommendation will leave you eager for a new experience.

With its completion in 2007, L.A. Live infused new life into Downtown Los Angeles, transforming it into a popular destination for all. Not only that, but Downtown LA became a hub for innovative, contemporary restaurants; it grew to include many trendy eateries that showcase the diverse flavors of the culinary world. Opened in 2009, Bottega Louie stands out as one of these establishments with excellent food at affordable prices.

Located at 700 South Grand Avenue, Los Angeles, (on the corner of 7th Street and Grand Avenue), Bottega Louie resembles a bustling New York hotspot with its tall ceilings and large windows.

The complex boasts 10,000 square feet: it includes the restaurant itself with an adja-

cent market and patisserie at the entrance.

The wide expanses of open space add to the bistro feel of the restaurant. Also, the large seating capacity creates the lively environment present throughout the dining experience. Whether you crave a tasty breakfast, light brunch, mouth-watering lunch, savory dinner, or quick treat, Bottega Louie has everything to satisfy your cravings.

Executive chef Sam Marvin created a menu with many Italian classics and modern California-fusion dishes. What are my top picks, you ask? I always stick to a half

mushroom, half sausage pizza with an order of portobello fries (all to share, of course).

The pizza station is conveniently located at the back of the restaurant, so you get to see your pizza being prepared from start to finish. It is made in-house and topped with the freshest of ingredients.

The sausage pizza is adorned simply with tomato sauce, mozzarella cheese, parmesan cheese, oregano and fennel sausage.

The mushroom pizza is dressed up with a combination of fontina and mozzarella cheese, crème fraîche, shiitake mushrooms,

Anthony’s Picks Strawberry Shortcake $9 Citrus scone, Tahitian vanilla bean cream, macerated strawberries & strawberry jus Beignets $9 Four house made beignets served with raspberry dipping sauce Sausage Pizza $20 Mozzarella, Grana parmesan, tomato sauce, oregano & fennel sausage

a hint of garlic, and sprinkles of parsley. The portobello fries are lightly battered and accompanied by an aioli, or mayonnaise based sauce, for dipping.

No meal is complete without a touch of sweetness. The dessert at Bottega Louie is very well crafted and pleasantly light. My two favorites are the beignets and the strawberry shortcake. Four beignets—airy pillows of dough––are served with raspberry dipping sauce. The strawberry shortcake consists of a citrus scone base topped with vanilla cream and strawberries and drizzled with a strawberry reduction. Both desserts contain the perfect amount of sugar to satisfy your sweet tooth and complement your meal. On your way out, channel your inner Parisian and grab some macaroons to-go from the patisserie; you will thank yourself later. Nothing is better than a thin layer of flavored jelly sandwiched between soft French cookies. These confectionary classics from Bottega Louie are the best I have had in Los Angeles. They come in all flavors including rose, strawberry, pistachio, chocolate orange and salted caramel.

While you are thinking about what to do on a Saturday night with friends or where to go for Sunday family dinner, remember that the drive downtown is well worth it for a meal at Bottega Louie. The menu is reasonably priced, considering the portion size and quality of food, and the restaurant provides a unique ambience for your dining experience. Downtown LA is fostering a thriving culinary scene, so be adventurous and try something new!

Man-on-the-Street Poll: What’s your favorite cafeteria food?

“The salmon at the beginning of the year was really good. Actually, everything is really good! They mix it up a lot, and it surprises me. But they still need to fix the high prices.”

- Eric Ngan, Junior

“Oatmeal with a little brown sugar on top! I’ve gotten oatmeal at Chadwick every day for almost two years, and it’s the best.”

- Sophie Burns, Junior

“All the food is the same as last year, and I don’t really eat from the cafeteria.”

- Conor Range, Sophomore

“Mine is the Natural Valley Almond Sweet & Salty Nut granola bar!”

- David Shaby, Senior

Top 3 Mainsheet Picks 1. Egg white & veggie burrito

2. Chocolate pudding

“I am glad that the salad bar is back. I like it a lot. They added chickpeas to it, which is nice.”

- Becky Lytle, Junior

3. Salad bar “I love the Rice Krispie treats because they’re the bomb. Perfect blend of marshmallow and chewiness. Yum!” - Emily Newton, Senior “The hummus and pretzel cup!”

- Jack Kirkpatrick, Senior

Chadwick Time Machine: The evolution of school dances With the Homecoming Dance fast approaching, the Mainsheet takes a look back into the history of Chadwick dances.

1950

1958

1969

Second grade teacher Gus Sartorius attended dances in the late ‘60s when he was a student at Chadwick.

“We had live bands. There were no DJs back then. Tom Jennings, the older brother of one of my best friends, was a rock and roller. He was a great singer and an outstanding blues guitarist. He had a great band called the Tomahawks.

They probably played six to eight dances in the time I was at school, and they were just fantastic,” he said.

Dances in the early ‘50s took place in locations off campus. In the above photo, students waltz at White Point Preserve Nature Center in Palos Verdes. According to school archivist Fran Pullara, the location created a beautiful atmosphere for these formal dances.

1980

1995

Eighth grade science teacher Alana Wallace chaperoned dances in the ‘90s. At the time, dances were held where the Laverty Center currently stands. Wallace said she enjoyed dances more during the ‘90s because of student antics.

“We got our best stories out of those dances because we often found girls and guys in the bushes,” she said. “It was harder to watch them! So, it was almost kind of fun to be on dance duty because you didn’t know who you would catch.”

In the late ‘50s, students attended dances in the old gym (shown below). This particular dance took place in the summer and was called the Howdy Hop Dance. A popular dance style during the time period was line dancing, as the students below demonstrate.

David Rowe was a student at Chadwick in the late ‘70s.

“The Upper School dances were in Vanderlip Auditorium, which was replaced by Laverty,” he said. “The Wows will remember Vanderlip was a large building used for the plays and musicals and of course dances.

Usually chairs lined the perimeter and the boys hung out on one side and the girls on the other. The [somewhat provocative] Bump was one of the dances of the era. Of course Disco must have been witnessed too, but we just like to forget about that.”

Photos courtesy of Fran Pullara, School Archivist

Opinions 10

The Mainsheet

October 16, 2012

The Throne: Fiasco Food and Liquor 2 Pt. I

by Austin Welch and Chris Stanton In our journey as uninhibited social commentators, we would like to direct your attention to the recent accomplishments of “conscious” rapper Lupe Fiasco. After achieving fame on Kanye West’s genre-defining Late Registration, Fiasco continued to flourish in the art of rap.

His first two albums, The Cool and Food and Liquor, topped the charts upon their debuts and announced the arrival of a new, formidable voice in the music industry.

Fiasco’s distinct flow and penchant for infusing his songs with sociopolitical commentary helped redefine the limits of rap.

His record company did not interfere with his music-making, but instead let him reach his full potential in as individualistic of a manner as possible.

For his next full-length album, Lasers, Lupe submitted to the whims of his record label and compromised his values by allowing outside forces to affect the quality of his music.

Fiasco’s newly oppressive record label managed to silence Lupe’s previously fresh voice, infringing on his individuality and corroding the quality of his music. As a result, the album itself failed both critically and commercially. The beauty and value of

In one song, Lupe attempts to address his music had all but disappeared.

Luckily for us, Lupe’s latest effort, Food just about every one of the world’s problems, and Liquor 2: The Great American Rap Album and he nearly succeeds. The pop-rap undertones of “Around My Way” quickly fade off Pt. 1 (FNL2), signals his triumphant return.

The deep themes of FNL2 quickly be- as Fiasco delves into darker material with “A u d u b o n come apparent Ballroom,” with the opena tribute ing tracks, to the lives “Ayesha Says” and deaths and “Strange In just one song [“Around My Way of Malcolm Fruition,” pur(Freedom Ain’t Free)”], Lupe attempts X and Marposeful songs to address just about every one of the tin Luther that feature world’s problems, and he nearly sucKing, Jr. observational ceeds.

This matecommentar y rial hits galore, includChris Stanton and Austin Welch close to ing a nod to Seniors home for the tragic cirFiasco, as cumstances of his father Trayvon Marwas an actin’s death.

Fiasco doubles down from there, pick- tive member of the Black Panthers.

After the dark, slightly twisted “Lamboing up the pace with “ITAL (Roses)” and fully hitting his stride with “Around My Way rghini Angels,” FNL2 wanders around for a (Freedom Ain’t Free),” an overly ambitious while through a series of misdirected poptrack that attempts to encompass issues rap ballads featuring cheesy hooks. Fiasco ranging from mental colonization of the concludes the album triumphantly with the American Indian peoples to the consumerist soothing tracks “Hood Now (Outro)” and “Go to Sleep.” nature of our society.

Food & Liquor II: The Great American Rap Album

by Lupe Fiasco (2012) 1. Ayesha Says 2. Strange Fruition 3. ITAL (Roses) 4. Around My Way (Freedom Ain’t Free) 5. Audubon Ballroom 6. B*tch Bad 7. Lambourghini Angels 8. Put Em Up 9. Heart Donor 10. How Dare You? 11. Battle Scars 12. Brave Heart 13. Form Follows Function 14. Cold War 15. Unforgivable Youth 16. Hood Now (Outro) 17. Go to Sleep (Bonus Track)

The track “B*tch Bad” deserves special mention, and the forceful hook works as a shock-and-awe ploy to entice even the most casual of listeners. The title intentionally insinuates “gangster rap” themes of lesserrappers, but the song itself could not stand further from that.

Lupe criticizes the “illusion” created by the eponymous calumny and condemns society’s susceptibility to lyrical persuasion (by the aforementioned “gangster rap”), all the while proving his point lyrically. This “dream within a dream” tactic becomes substantially more profound when one observes the music video, which parallels the misappropriation of the eponymous word with 20th century minstrel shows. If rap gives Lupe a channel through which to speak, then on this track he yells.

Overall, the album represents Lupe’s return to form (as expressed in the aptly titled “Form Follows Function”), an uncensored amalgamation of social commentary that features a voice that is purely his own.

The full effect of the album may not be fully felt until Part 2 is released in January, but until then, FNL2 Pt. 1 stands on its own as one of the greater observational rap albums of this century.

11

features

Community appreciates Ginger Senior Spotlight: Isabella Gradney Talent Spotlight: Andrew Trinh Students travel around the world

Chadwick community shows appreciation for Ginger Banino

by Jordan Long

Ginger Banino, former Director of Dining Services, left employment at Chadwick last summer and is now suffering from a serious illness. As a 22-year veteran of the school’s food services, Banino is greatly missed by students and faculty.

“She was really nice during summer programs and always remembered my name,” senior Catherine Kurtz said.

“She always had a smile on her face and was never too busy to say ‘Hi’ or have a conversation,” sophomore Lane Nelson said.

According to her long-time partner, Maintenance Supervisor Gerardo Reynosa, Banino did not know if she was going to return to Chadwick this year before being diagnosed with her illness. “She wanted a little time off to think about what she was going to do,” Reynosa said.

Since her diagnosis, Banino has been receiving love and support not only from friends and family, but also from the Chadwick community.

“The Chadwick Parents Association has put a program together to support us with meals and lots of love and support from the whole Chadwick community,” Reynosa said.

Within days of hearing of Banino’s illness, several parents had asked how they could help the family.

The CPA Scrip Team gladly offered help and set up a system for parents to donate Albertsons, Walgreens and Vons gift cards to support Banino.

The community has also been supporting Banino and Reynosa by making them

COURTESY OF FRAN PULLARA

COURTESY OF FRAN PULLARA

Banino concentrates as she prepared to serve food for hungry Chadwick students.

Banino relaxes outside of work.

meals. The CPA has set up a website where people can sign up for food deliveries, and they have placed a cooler inside Reynosa’s office that is accessible for anyone to drop off the food.

Grades 4-6 in the Village School have been showing their support for Banino by making art projects, including a painting of flowers which Reynosa put up right away.

will eventually be made into cards, and the cards will be sold as “Get Well” cards for Banino. The money made from selling the cards will go to Banino and her family.

“I have fond memories of Ginger from my years in the Village all the way to the Upper School,” sophomore Meg Knox said.

“Her smile always made the school cafeteria a great place to be.”

“We have been following Gerardo and [Headmaster Ted Hill’s] lead regarding how much we say to the Village children,” Village School Director Pam McComas said. “We want to respect their wishes in this delicate and saddening situation.”

Students in the Upper School have also been showing support in art classes by making drawings and posters. These drawings

2012 Election: The opinions of Chadwick seniors Percent of Seniors who can vote in the upcoming election:

If you can’t vote, who would you vote for?

Can’t Vote 71.4%

Unsure 14.7% Barack Obama 38.2%

Can Vote 28.6%

Gary Johnson 5.9% Mitt Romney 41.2%

If you can vote, who will you vote for?

“

Unsure 11.8%

I value the economy first right now. America has lost its status as #1, so having a candidate that emphasizes starting up small businesses and creating jobs is much more valuable to me than someone who will continue to add on to the federal deficit and raises taxes on the wealthy in order to provide a more fair situation. In economics, fairness doesn’t matter. What matters is the production and growth that the U.S is lacking. Romney has a clear cut plan to provide stimulation of GDP growth.”

- Jimmy Corteau

Mitt Romney 41.2% Gary Johnson 5.9% Barack Obama 41.2%

“

I’d only vote for Obama because he’s the lesser of the two evils. I’d like to see an end to the two-party system so that citizens have more options, but as of now Obama seems to be the only one who isn’t completely insane.”

- Peter Biedenweg Poll of 50 Chadwick seniors

Features 12

The Mainsheet

October 16, 2012

SENIOR SPOTLIGHT: Gradney recalls the ups and downs of Upper School

MORAH GEIST

COURTESY OF ISABELLA GRADNEY

COURTESY OF ISABELLA GRADNEY

(Left) Isabella Gradney give her friend a piggy back ride. (Middle) Gradney enjoys her jiu jitsu class. (Right) Gradney listens intently to her teacher during class.

MAINSHEET: What’s been going on?

ISABELLA GRADNEY: Right now I’m just trying to find a nice balance between college apps and school work. I’ve been smashing all my classes. I’m deprived of everything but academic work. I can finally drive, so I don’t have to be so dependent. The best thing so far is I discovered Yami’s Teahouse.

I go there practically four times a week. I get fruit tea, half sweet extra large.

MS: How is senior year so far?

IG: Senior year so far, it’s been a lot better than junior year. Honestly, I’m still exhausted from junior year. I have moments in time where I’m like, why am I so tired? And I look back to junior year, and that’s why I’m so tired. Senior year is really good, I came in really happy and really optimistic. My classes this year I immediately fell in love with; they are quite easy.

MS: What do you look forward to the most?

In the rest of high school? In college?

IG: Once I get into college my life will begin again. My life is at pause right now, but once I get into college I will be a happy person.

I will be able to sleep when I like, work out when I choose, go do jiu jitsu, and be a normal person.

MS: Tell me about your jiu jitsu?

IG: Jiu jitsu is ground grappling, so basically the overarching ideology behind it is every

fight will go to the ground. So people are the most vulnerable at the ground because there is so much space and you can just punch them in face and knock them out. The thing is jiu jitsu allows you to defend yourself from the ground and lets the weaker person take advantage of the older, stronger person.

MS: Why jiu jitsu?

IG: I fell in love with martial arts, and the thing about jiu jitsu was that no matter that I was a girl, no matter that I was really young and really small when I started, I could still fight and hold my own against grown men because of the techniques of jiu jitsu. It’s about using your leverage, not your strength.

So, when I was like 12, I could be fighting 40year-old men and still tap them out.

MS: What are your other favorite activities?

IG: I don’t know; I like doing lots of stuff.

I like traveling a lot; traveling is probably one of my favorite things. I like traveling, kickboxing, probably traveling the most. I love going to different countries by myself or with friends.

MS: What is your favorite memory from Chadwick?

IG: My favorite memory was probably [English teacher John] Matson’s class sophomore year. I think Matson’s class was when I fully became acclimated to Chadwick life.

Because when I came in I was really strug-

gling as a freshman like academically and socially, but sophomore year was a transition where I started to love my classes and excel in them. And I really think it’s because Matson’s class taught me a lot about myself and how to think and analyze my issues and get over it, and plus Matson’s amazing and it was such a fun class, and I made tons of friends in that class that I still have now. I think sophomore year everything started to fit in place. Sophomore year was the year I began to do MUN [Model United Nations], I began CBS [Chadwick Broadcasting System] with James Calhoun, and my grades were really good. Everything fit into place.

MS: Who’s your favorite teacher?

IG: Wait, isn’t it bad to pick a favorite?

MS: Yes, but we are playing favorites now.

IG: Dr. Matson. I had him my sophomore year. Due to his class my way of thinking totally changed. He injected philosophy into my mind. It’s like he sprayed me with a philosophy hose. It’s like I became a big girl.

MS: Were you a little bebe before?

IG: I was a Catholic schoolgirl. And also Mr. Wallace.

MS:Why do you like Mr. Wallace?

IG: He captivates you. Even when talking about the simplest things, he keeps you on the edge of your seat. Like supply and demand, Keynes and Hayek, every word has

the weight of the world.

MS: What do you like about his class?

IG: He’s like running a marathon. He’s so engaged in class, so present. He chugs tons of water. He makes what we learn applicable to life situations. I grew up doing a lot of business work for my parents. Economics has always been one of my undiscovered talents.

MS: How would you describe yourself?

IG: I’d say very mixed about everything, like mixed and international. Because about every decision I’m very indecisive, I can never pick one thing. So if you ask me what my favorite music is or what my favorite movie is it will range from everything, from like Michael Jackson to Andrea Bocellii to Frank Ocean to Spanish guitar. Same with my movies. Also international because I grew up in a very ethnic household. My parents are 5 different races, and I always traveled growing up, and I feel more comfortable with foreign people than with Americans, as a result.

MS: What’s your next step?

IG: Get into college, study abroad, smash and conquer. And become trilingual and have beautiful babies MS: What would you like to say to the rest of the school?

IG: Chadwick can be very difficult, Chadwick’s enlightening, Chadwick’s fun, hard, but shake it off.

Eight new teachers welcomed to Middle, Upper Schools

Casey Quirarte History Teacher

Rebecca Ruberg Learning Specialist

Sandy Swanson Kindergarten Teacher

Alejandra Suarez Spanish Teacher

Sebastian Merle Chair of Global Languages

Nigel Willams Director or Theatre and Drama

Gabe Bitto English Teacher

Amy Herring Interim Village Librarian

October 16, 2012

Features 13

The Mainsheet

Talent Spotlight: Art of Andrew Trinh recognized

COURTESY OF ANDREW TRINH

Andrew Trinh (second from right) poses with his drawing with fellow winners of the art competition at the Portuguese Bend National Horse Show.

COURTESY OF ANDREW TRINH

ANDREW TRINH Trinh’s drawing was awarded and displayed at the Portuguese BendCOURTESY National OF Horse Show.

by Ekaterina Smith

Sophomore Andrew Trinh created a pen-and-ink drawing that won Fifth Place and a $100 reward in the 2012 Portuguese Bend National Horse Show. He produced this drawing last year in Studio Art 1.

Last year Margaret Gibbs. a representative of the horse show, went into Andrew’s studio art classroom, distributed flyers, and gave all students in that class the opportunity to submit their painting or drawing to the Portugese Bend Horse Show, a fundraiser for Children’s Hospital Los Angeles.

Students from high schools all over Los Angeles area entered their artwork in the competition. The first place winner receives monetary award and has his or her work displayed on posters advertising the show.

Trinh did the majority of this drawing at home on his own time.

“It took me awhile,” Trinh said, “but I liked doing it.”

He usually does not do art outside of school but decided that he needed to work out details at home.

“I started working hard. More drawing helps your drawing!” Trinh said.

He then had to come up with a theme.

The drawing had to depict horses. Trinh used black ink on canvas and drew many dots to form a greater picture.

His favorite step was drawing the horse.

He liked adding detail to the muzzle, eyes, hair and nostrils.

“Yeah, drawing some things were harder than others. Like getting the light shading was kinda hard,” said Trinh.

The judging of the competition took place after the 2001 spring break in Palos Verdes. “I really didn’t think I would do as

well as I did,” said Trinh.

Judges asked for Trinh’s permission to use his drawing for the cover of stationery cards. Trinh agreed, and stationery was available with his pen and ink drawing on the covers of each card during the horse show. His work was then displayed at the Palos Verdes Library in August.

Drawing is not Trinh’s favorite form of art, but he enjoys doing it along with painting and ceramics.

“He has innate ability; he takes his time to refine his work,” said studio art teacher Bronwyn Towle. “He has an absolutely great sense of design and color.”

Trinh said drawing gives him a sense of peace, but he feels he needs to stop selfcriticizing so much.

He also feels that he needs to pay more attention to detail in his drawings. In the future, he would like to focus on these aspects more.

He would like to enter again for the 2013 Portugese Bend Horse Show. He is considering other art competitions in the future but will most likely only enter his work into the Portugese Bend Horse Show.

Trinh hopes to continue with art throughout high school but does not want to do it professionally.

“I like doing it, but I don’t think I would want to do it for my whole life. Maybe, I don’t know,” Trinh said.

“I think we are going to see a lot of amazing things from this young man in the years to come at Chadwick,” Towle said.

COURTESY OF ANDREW TRINH

An additional piece of art created by Trinh

Students from Spain, Sweden and Scotland transition to Chadwick Paula Botella

COURTESY OF PAULA BOTELLA

Botella (left) goes snorkeling in the ocean to work on a marine biology lab with junior Christi Lane.

Cornelia Lindelow

COURTESY OF FRANNY HOCKING

Lindelow (first row, right) attends The Cottage movie premiere with friends.

Tom Williams

COURTESY OF TOM WILLIAMS

Williams (left) sits on the senior deck during break and plays guitar with senior Jacob Moon.

Grade: 12th

Grade: 11th

Grade: 12th

From: Spain

From: Sweden

From: Scotland

Transition: “As the Americans say: so far so good.

No, seriously, the students here are making the transition very easy,” Botella said.

Favorite Teachers: “There is no one teacher that is my favorite. I love Ms. Hill’s food and animals, Mr. Cass’s humor and Ms. Suarez as my amazing advisor. I also thank Ms. Frazier because without all her help probably I wouldn’t be here,” Botella said.

Transition: “The biggest difference between Chadwick and my old school is the relationship between the students and teacher. At Chadwick the teachers wants to get to know you; the teachers at my old school never bothered to do that. I chose to come to Chadwick because my family moved from Sweden, and we thought that the transition would be easier at Chadwick, compared to a bigger school,” Lindelow said.

Transition: “I’m just enjoying the atmosphere and meeting new people and the weather. Chadwick is far more laid back in terms of rules and free time throughout the day. Gordonstoun was from 8:00 am until 10:30 p.m. every day including Saturday and some Sundays,” Williams said.

Favorite Teachers: “Mr. Marino is awesome. I love his classes and chatting with him because he’s very easy-going and easy to get on with,” Willams said.

14

sports

Olympic athletes speak to students Teachers reflect on former glory as athletes Girls volleyball team moves to CIF Division 2A

Panel of athletes shares Olympic experiences

by Mary Dawson

A panel of four Olympic athletes and one Olympic coach shared their inspiration stories at a Middle and School assembly on Wednesday, Oct. 10.

Four years ago, Chadwick parents Andrew Knox and Alan Abrahamson had the idea to bring Olympians to Chadwick.

“We wanted to be sure that we didn’t miss the opportunity to take advantage of the fact that we have so many Olympians from Southern California,” Knox said.

Knox and Abrahamson both have work experience pertaining to the Olympics. Abrahamson is a well-known journalist who specializes in covering the Olympics, while Knox planned the aquatic portions of the 1984 Olympic Games.

The panel consisted of volleyball player Nicole Davis, water polo player Courtney Mathewson, track and field athlete Steve Lewis, soccer player Alexi Lalas and the U.S. mens volleyball team’s assistant coach, Dr. Gary Sato.

Nicole Davis started playing volleyball on her high school’s junior varsity team in her home town of Stockton, Cal. After high school, she played for University of Southern California. Davis has been on the national team since 2004. She was the libero for the U.S. women’s volleyball team in both the Beijing and London games, as the team won silver both times.

Courtney Mathewson started playing water polo when she was eight years old. She was recruited by the University of California at Los Angeles (UCLA). Matthewson’s lifelong commitment to the sport impressed Chadwick athletes.

“Water polo is not an easy sport,” Jack Kirkpatrick, senior and water polo player, said, “so it’s really hard to imagine all the time and effort she put in everyday.”

Mathewson didn’t play much her freshman year, but eventually became a starter. “It was a fun progression from a freshman who did not paly very much, to eventually winning four national championships and being one of the leaders on the team,” Mathewson said.

by Mary Dawson and Matt Freeman MILES WILLIAMS

SAL PANIAGUA

MILES WILLIAMS

Lalas details a story of his soccer games while living in Greece (top). Mathewson shows off her 2012 Olympic gold medal (bottom left). Students of all ages surround Davis in hopes of an autograph (bottom right).

In 2008, she won the Peter J. Cutino Award, an award given to the most outstanding collegiate water polo players in the country.

In 2012, Mathewson won a gold medal with her team at the London games.

Steve Lewis grew up in Los Angeles, where he ran for the Santa Monica Track Club. Lewis spoke to students about his childhood fears of racing, as he used to hide in the bathrooms to miss races.

For freshman Chima Ochoifeoma, Lewis’s belief in “the grind” stood out. “He taught me that you need to believe that you have prepared for this game, and stay on your grind so you can achieve,” Ochoifeoma said.

Lewis continued his track career at UCLA. During his freshmen year, Lewis competed in the 1988 Seoul Olympics. At these games, Lewis took the gold in the 400-meter and the 4x400-meter relay. He then competed in the 1992 Barcelona games where he took silver in

the 400-meter and gold in the 4x400m relay.

Alexi Lalas first learned to play soccer when his family moved to Greece. Senior soccer player Andie Conlon was shocked to hear Lalas learned a sport without knowing the language.

“I can’t even imagine what it’d be like if I couldn’t understand what my teammates were saying,” Conlon said.

Lalas played soccer at Rutgers College. He was selected to play on the mens soccer team in the 1992 Olympics, but did not win a medal.

“It’s important to understand that being an Olympian is not all about winning medals. I don’t have a gold, a silver, or a bronze, but I have an Olympic experience,” Lalas said.

The athletes shared many lessons with the Chadwick community. Among them was Lewis’ pronouncement that “I live by the five P’s: proper preparation prevents poor performance.”

Girls volleyball set for division change

By Lauren Scott

This season, the Chadwick Varsity girls volleyball team moved up to Division 2A from Division 3AA. The reason for the advancement is because the performance of the Prep League, the sports league that Chadwick is a part of, has been improving as a whole.

“For the past two or three years the Prep League schools like Pasadena Poly, Mayfield, Rio Hondo, Flintridge, Westridge and Chadwick have done really well,” senior and cocaptain Emily Newton said.

Every two years, the CIF committee reviews the CIF volleyball divisions. They tally up points based on how the teams from each league perform in the season and if any advance to CIF finals.

If the points show that a certain league has performed well as a whole, then the committee will move the league up a division.

For many years in a row, one of the teams from the Prep League has gone to California Interscholastic Federation (CIF) Finals.

Since Chadwick’s team has won the championship for the past two years, and Pasadena Poly has also been in the finals, the CIF committee decided that the league played well enough to move up a division.

The division move will not drastically change the teams that Chadwick will play during the regular season. However, if Chadwick advances to CIF at the end of the season, they will play Division 2A teams instead of 3AA teams.

The Prep League will be playing leagues like Del Rio, Desert Valley, Freeway, Haci-

Matt and Mary: CIF divisions explained

JENNIFER FUKUNAGA Varsity volleyball girls celebrate with a team cheer after winning a crucial point in a Prep League game.

enda, Olympic, San Andreas and Suburban, decidedly more difficult leagues than in the past.

As for the regular season, the team have played higher division teams, such as North Torrance and South High School, this year is to prepare for the new challenges that the CIF playoffs will bring. “I knew we were going to move up,” girls varsity volleyball coach Anita Drennen said. “So we try to play teams that are in stronger divisions to prepare us.”

One team that will pose a challenge, according to Newton, is Whittier. Currently, Whittier is ranked first in CIF, and Chadwick is ranked second. However, the team doesn’t mind the challenge; they actually hope to get

tougher competition before playoffs.

“We hope playing in CIF will be harder this year. It’ll be interesting,” Newton said.

With a difficult path ahead of them, the team has high hopes that they can win the championship for the third time in a row.

“We feel like we can do it. We just have to take it one game at a time,” Newton said.

Along with the division change, there are many new additions to the team. There is a consensus between the players and the coach that the team is very well bonded.

“There are a lot of new girls on the team, especially freshman,” Newton said. “And we have a lot of fun because many of them are our little siblings.”

Most Chadwick students are aware of the many CIF titles our sports teams have won. Yet a lot of students tend to be unclear about which divisions our teams are in. Divisions are based on enrollment, location, and having equal competitors in them.

The California Interscholastic Federation wants leagues to be pretty fair overall.

They don’t want one school to dominate a division year after year. As well as the skill of a team, the CIF also tries to put together schools by similar size.

One would think that a school that has won many CIF titles in a division year after year would be moved up. However, such promotion is not always the case.

There are some nationally ranked teams from small schools who are not in Division I. If they were in Division I, they would be competing against public high schools, and they would have less of a chance of winning any titles.

The alignment of the divisions does vary for certain sports. For example, Chadwick’s varsity girls volleyball team has won the CIF title for two years in a row.

These consecutive wins were part of the reason for Chadwick’s varsity team and their whole league to be promoted to Division 2 A. This change in divisions will be noticed when playoffs begin. Chadwick fans can expect to see better competition for the Chadwick volleyball team in post-season play.

The other Chadwick sports teams are in divisions that range all over the place. Boys varsity soccer is in Division 6, and girls varsity soccer is in Division 3.

There are various reasons for this: athletic ability, the number of schools in the division, and the success of past teams.

Although in theory this perception on how the divisions are constructed is sound, the reality is that most divisions will have one or two standout teams, and there is nothing that CIF can do about it.

People may complain about this situation, but surely having one or two dominating teams or schools in each division is sometimes what sports are about.

Part of the excitement of some sports games comes from the fact that there is an expectation that one team will win, but that expectation could be overturned if they perform badly or if the underdogs put in an outstanding performance.

Although the divisions may not be totally equal on quality of players, a good thing about the CIF competitions is the fact that the winner of each division could easily change from year to year.

One school may be notorious for winning many CIF championships, but if they have a few classes in a row that lack any real talent in that certain sport, it opens the window for any other school that may have had a few particularly good classes of athletes come through.

The obvious problem of the situation is that some schools are consistently better at some sports than other schools, yet there is no way to predict which ones will be better in any particular year. The school size may have a certain part to play in the ability of the team, but not all of it.

Overall, the CIF’s handling of the divisions may come as close to being fair as possible without constantly changing the teams in each division.

October 16, 2012

The Mainsheet

Sports 15

Johnson and Sacco reflect on personal sports achievements

by Anna Connelly and Alex Nguyen-Phuc

As a number of Chadwick athletes are in the middle of the recruiting process toward college, Chadwick teachers Natalie Johnson and Tyson Sacco reflect on their own high school and collegiate athletic careers.

Johnson, Chair of the History Department, started playing rugby when she attended Princeton University.

“Rugby is a step in between soccer and American football, so rugby evolved out of soccer, and American football evolved out of rugby,” Johnson said.

“My high school did not have a rugby team. I just started learning about it toward the end of high school because a couple of my teachers played in college,” Johnson said.

Although rugby is a recognized collegiate sport, it was a club at Princeton rather than a team regulated by the NCAA. “Rugby is a little bit funny. There are only a couple schools where it’s a varsity NCAA sport,” Johnson said.

“There is a little bit of controversy— some people think that rugby is such an independent sport in nature, so they don’t like the NCAA control of it because it has a bit of an independent spirit.”

Even though rugby was a club team, Johnson and her team still competed at a national level. “My junior and senior year we went to the equivalent of the Sweet 16, so there is national competition but not regulated by the NCAA,” Johnson said.

Johnson’s team was quite competitive, and could compete against solid schools.

“Our big rivals were Penn State, University of Virginia and Stanford,” Johnson said. “We lost to Penn State one year and Stanford the

COURTESY OF NATALIE JOHNSON

Johnson fights for ball possession during a Princeton rugby game (left). Sacco goes on a run with his recreational running group, Fluffy Bunny Track Club (right).

other year.”

Unlike Johnson, Sacco, Chair of the Science Department, began running cross country and track at a young age due to the influence of his older brother Nathan.

“Nathan tried out for the JV basketball team, but he got cut,” Sacco said. “My mom said that if we were going to play a sport, we had to play the same sport because she didn’t want to drive us two places.”

While neither Sacco brother had played sports before middle school, with the help of a good coach, both quickly found their run-

Davenport: student turned pro tennis star

by Marie Bucklin

Lindsay Davenport, 36, is a famous name in the world of tennis and also a former Chadwick student.

In addition to winning three Grand Slam singles titles, Davenport won three Grand Slam doubles titles. At 20, she won a gold medal in women’s singles at the 1996 Olympic Games in Atlanta after besting Spanish player, Aranxta Vicario, in the final. She has been ranked number one in the world of women’s professional tennis five times: first in 1997, then again in ’98, ’01, ’04 and ’05.

Davenport attended Chadwick School from kindergarten to her sophomore year in 1991. After leaving Chadwick, she and her family relocated to Murrieta, CA. Davenport finished her high school tennis career at Murrieta Valley High School, while her older sister Shannon, a former volleyball player, graduated from Chadwick in 1989.

In her sophomore year, Davenport led the varsity girls tennis team to the CIF team finals where they emerged as champions.

Girls tennis coach Carolyn Leach, who worked with Davenport while she was at Chadwick, said, “She set the standard for everyone. She was there at every practice. She was there at every match. Kids really looked up to her.”

Playing at such a high competitive level forced Davenport to miss many school days in her high school years at Chadwick to compete in tournaments and receive private coaching sessions.

Yet Davenport was seen as a perfectly normal student in the Chadwick community and met all of her academic requirements while attending Chadwick.

School matches rarely challenged Davenport. Bill Dwyre, a former Los Angeles Times sports columnist, reported in 1999 that Davenport consistently won sets 6-0, earning herself the nickname “Bagel.”

According to Leach, Davenport was a role model for other girls on her team. “Girls really had a good time playing with her. I think that encouraged others to come out

COURTESY OF TYSON SACCO

ning capabilities.

“In shorter distance stuff, I ended up being faster [than Nathan]. But in longer distance, he was faster. Although if we were to race today, I would dominate. My brother has two little kids and is kinda overweight,” Sacco said.

Sacco experienced success in both cross country and track in high school and college.

In high school, his team won multiple New York State Sectional Championships, the equivalent of a CIF title.

“My junior year, we won the Ivy League

Athletic Department administers precautionary concussion tests

by Matt Freeman

COURTESY OF FRAN PULLARA Davenport serves an ace to begin league match in her sophomore year playing on the Chadwick team.

and play,” Leach said.

Davenport met all the required academics for Chadwick and never bragged about her skills on the court, nor did she portray and herself as a superior person to her peers.

“Lindsay was an awesome competitor and person; everyone enjoyed playing with her, looked up to her as a teammate, and as a player. It was terrific having her on the team,” Leach said.

Davenport’s skills were far from unnoticed at Chadwick. “You could definitely tell that she had the skill, the intensity, desire to become a professional player,” Leach said.

title in XC,” Sacco said, “That’s something that hadn’t happened at Cornell in 40 years.

But like in high school, it was about getting the right people together at the right time.”

While Sacco had a couple schools recruiting him to run in college, Sacco was drawn to Cornell by the academics.

“The Ivy League is a compromise because they have good facilities and good teams and attract a lot of good athletes, but the coaches and everybody understands that you’re trying to be a scholar-athlete, not just an athlete,” Sacco said.

This year, the Chadwick Athletic Department began administering concussion tests to athletes competing in contact sports. The concussion tests are baseline impact tests that can be compared to postconcussion tests and allow for a comparison to check for the possibility of a concussion.

“Now we can see the impact that concussions have on a cognitive level, that we didn’t have before,” athletic trainer Snow Wright said. “Before we would ask them subjective questions to test for symptoms that they were having, or we could check out their balance, but now we have another measurement tool to use.”

Chadwick obtained the materials for these tests last year following a donation from Duke University. This donation gave the Athletic Department 300 baseline tests and 30-100 post-concussion tests.

Originally, only the football and lacrosse players were tested due to the impact danger associated with both sports. This year, the excess tests from Duke inspired the school to test athletes in all contact sports. In addition, Chadwick is offering the tests for any student who would like to take protective measures against concussions.

The impact test itself includes many different computerized activities that test cognitive function. The test taken before the beginning of the season will be used as a baseline test.

If a player receives a concussion during the season, he or she will take the test again, and the results of the base line test and the second test will then be compared to determine the severity of the concussion.

“The tests include things that test your reaction time or concentration; they are

cognitive things that cannot be measured without it,” Wright said.

Although many athletes have taken the baseline test at Chadwick, only two students have actually had to utilize the post-concussion test so far this year.

Sophomore Wyatt Fiske was diagnosed with a concussion after getting hit by a lacrosse ball. He was left unable to participate in both academics and athletics for a period of time.

“I was slowly, step-by-step, allowed to return to school in a regular fashion, going back to full-length days,” Fiske said.

Fiske was not allowed to return to school or sports immediately due to Chadwick’s new “return to academics” and “return to play” policies. These two policies prohibit athletes who have suffered concussions from returning to their activities until they have recovered.

According to Wright, every concussion is treated with extreme seriousness, and the recovery process is an extremely slow one. There are six stages of the rehabilitation procedure, each of which take at least twenty-four hours.

Any sign at all of post-concussion symptoms results in the athlete having to return to the previous stage.

Fiske said, “I was only allowed to attend three classes a day, and I was supposed to only be present and not take notes, participate, do homework, or try to make up missed work. I will probably not be allowed to participate in sports again for quite a few weeks at the least.”

Having a set process that athletes must use prevents the tendency of many students to return to sports too early and worsen their injury, Wright said.

The concussion protocol is designed to be implemented throughout the year to ensure a much safer and more advanced way of treating injured athletes and to get them back to playing as soon as possible.

16 Features

The Mainsheet

October 16, 2012

Round Square Summer Trips: Students around the world

by Anand Shankar and Chris Stanton

COURTESY OF CONNOR AXTELL

Junior Connor Axtell (second from left) journeyed to British Columbia to help Canadian villagers restore trails and build a gathering place. The project included building a ceremonial fire pit with a wooden structure and benches.

“My favorite part was the ceremonial feast. They had a big potluck lunch, and then they did dances afterwards. It was fun to watch,” Axtell said, “The people there use land for all of their resources whereas here people just go and buy stuff. The people there hunt for their food. They use everything from the land to live their lives. In our culture, we don’t use anything from the land at all.”

Sophomore Adam Krieger went on a Round Square Exchange to Los Flore, Peru, near Lima. While there, he went to school and lived with a host family. Krieger spent time learning about the International Baccalaureate system (IB).

“It was really cool to get to live with a family for a long time because they kind of became like my actual family. It wasn’t like I was living in some strange person’s home,” Krieger said, “Chadwick teaches an Americacentric view of the world. While I was there, I learned a lot about different parts of the world that I didn’t even know about.”

COURTESY OF NANDINI DOSHI

Senior Nandini Doshi went to India as part of a Round Square Service Project last summer. She traveled to Ladakh, India, where she and the other students built two storage rooms and six bathrooms. After a week they got a short break,and six days after that, their service was over. They went on a five-day trek through the Himalayas.

“I really got the feeling of a global community. We were dedicated to our service, and we were persistent,” Doshi said.

From July to August, junior Sam Sheridan (far right) went to India for a service project. He helped build a bathroom and two storage rooms for an elementary school in Ladakh, India.

“People in India are less wasteful than people here,” Sheridan said.

Junior Anige’r Oriol (third from left) went to Peru for three weeks on a service project. In Lima, she helped to paint a daycare center. Quishuarani. She also helped build a greenhouse in the village of Quishuarani.

“I enjoyed working with the other kids in the greenhouse,” Oriol said, “though we got in a few mud fights.”

COURTESY OF SAM SHERIDAN

Want to go on a trip?

Contact Chad Detloff, Emily NewOFmore SAM SHERIDAN ton or CatherineCOURTESY Kurtz for information.

COURTESY OF ANIGE’R ORIOL