Issue I (2015)

Standard

the

September 2015 | Volume XLI, Issue I

Content: News: 2-4 Opinions: 5-9 Features: 10-14 Culture: 15-19 Sports: 20-24 PAGE 2

Introducing new faces Five questions with eight new members of faculty and staff for the 2015-2016 school year.

EDITORIAL

Call for proper democracy The Standard’s Editorial board seeks public elections and debates for the StuCo President position.

PAGE 12-13

Confined by our surroundings A look into the concept of an “ASL bubble” and how it can affect members of the community.

PAGE 16-17

FOLLOWING IN THE FOOTSTEPS The effects of an older student’s legacy, both inside and outside of the classroom, on younger siblings Zack Longboy | Deputy Editor-in-Chief Tyler Skow | Deputy Editor-in-Chief

Wearable technology

ASL students review five different wearable technologies from the Apple watch to the Fitbit Flex.

The American School in London | One Waverley Place | London NW8 0NP U.K. | standard.asl.org

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Page 2

News

THE STANDARD | September 2015

AP changes Greek debt

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Charlotte Young | Lead News Editor

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LUCHANO BOGDANOV

DEBRA KELLY

ATIZI DELGADO

EVE BERINATI

What was your most memorable experience from high school?

What was your most memorable experience from high school?

What was your most memorable experience from high school?

What was your most memorable experience from high school?

Travelling around New Zealand on music tours.

Getting my grades. I think I had 9 A’s and 2 A*’s.

When I met my best friends.

Blueberries and coffee.

What did you have for breakfast?

What did you have for breakfast?

What do you think cats dream about?

My girlfriend made me eggs with salt and pepper, chamomile tea with honey and lemon.

I had some fruit, black coffee with milk and bran cereal.

I did an independent study on the Nicaraguan Revolution and then I got so passionate about it that I went to Nicaraguara and did a volunteer work project.

How good their life is.

What do you think cats dream about?

What do you think cats dream about?

What’s your favorite smell?

Ruling the world.

Lavender.

What’s your favorite smell?

Where’s Waldo?

Fruity shampoo.

It’s nobody’s business where Waldo is. He’s trying to hide – leave him alone.

Comp ute r

What’s your favorite smell?

Cheese.

I think Waldo is in the basement.

Oriental lilies.

Where’s Waldo?

Everywhere.

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RODNEY YEOH

What’s your favorite smell?

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LIVIA SANTOS

What do you think cats dream about?

Where’s Waldo?

Where’s anyone?

I had a granola bar with chocolate chunks.

They think about the moon.

Jasmine.

Where’s Waldo?

What did you have for breakfast?

Math Tea c

What did you have for breakfast?

ALISSA MEARS

What was your most memorable experience from high school?

What was your most memorable experience from high school?

What was your most memorable experience from high school?

What was your most memorable experience from high school?

Some guy made fun of me for not liking Hip-Hop because I’m Latina. I liked rock instead.

Travelling with my friends during travel week. We went to Bangalore, India where the goal of the trip was to go to the only KFC. It was 36 hours from our school by train ride.

I dressed up with several friends as the Spice Girls and went to Rye Playground.

I have two eggs every morning. Today I had egg salad.

What did you have for breakfast?

I had a high school Physics class, and we had a sub one day who was trying to impose some rules that the teacher would never have imposed, and I told him that... and everybody applauded.

What did you have for breakfast?

What do you think cats dream about?

What did you have for breakfast?

What do you think cats dream about?

Two pieces of toast, ginger marmalade [and] Earl Grey tea.

I’m assuming cats dream about other cats. I’m hoping they have some romantic tale.

What do you think cats dream about?

What’s your favorite smell?

What’s your favorite smell?

Truffles, I love when I’m walking into an Italian restaurant and I smell them.

The smell of home cooked Malaysian dishes.

Where’s Waldo?

Waldo is in Head of School Correen Hester’s house planning what next year looks like for ASL students.

He’s doing something nice, helping refugees from Syria.

My wife is a big cat person. I think they dream about food or freedom.

Where’s Waldo?

I had a piece of toast with butter. Coffee. I drink it with a little bit of milk, but not a lot.

What do you think cats dream about?

Yarn.

What’s your favorite smell?

Chocolate. If you’re cooking chocolate sauce it fills the kitchen with a smell.

Where’s Waldo?

Having a pint at a local pub.

What did you have for breakfast?

Granola and my child’s yogurt. He had most of it.

The marriage of goldfish and unicorns.

What’s your favorite smell?

I really like the smell of peppermint and skunk.

Where’s Waldo?

Jamaica.

Lorenzo Maglione contributed to reporting.

PHOTOS BY JORDAN KOSKI

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Page 3

THE STANDARD | September 2015

News

Debt troubles Greece

NADIA SAWIRIS DEPUTY EDITOR-IN-CHIEF CHARLOTTE YOUNG LEAD NEWS EDITOR

When Wall Street collapsed in 2008, Greece was at the center of the crisis. Then in 2009, spurred by the crisis, the Greek government reported that they had been understating the country’s debt for years. While many banks and currencies have been bailed out, Greece is still in critical condition and has been in headlines recently as it struggles to pay back loans.

Countries such as the U.K. and Germany have loaned Greece money to help stabilize its economy and subdue fears of break down in the Eurozone. However, Greece has defaulted on several important dates, such as on July 1 when they did not pay back £1.55 billion to the International Monetary Fund (IMF).

On June 27, Prime Minister of Greece Alexis Tsipras announced a referendum to decide whether

Greece would accept the bailout conditions proposed by the IMF, European Commission (EC) and European Central Bank (ECB).

While Greeks resoundingly

people see that these programs are not functioning well due to lack of funding, Cancella believes Greek citizens question why they are paying taxes.

By the numbers: 25.6 % ~ €370 billion Unemployment rate National debt of Greece €33,553 Debt per citizen

~ 2.5 million Greeks without jobs

Statistics from the BBC. voted “no” to the question, accepting more social security cuts as a result, there was still concern that Greece would leave the European Union (EU) to avoid paying back the debt.

Social Studies Teacher Jason Cancella believes the crisis stems from a history of tax evasion, corruption in the government and misallocation of funds. Tax avoidance spurs the government to further raise taxes and borrow funds from other nations in order to cover their programs. When

From Cancella’s perspective, this in turn creates a vicious cycle of people who are as unwilling to pay taxes as they are quick to distrust a government that has a history of corruption. This hasn’t “necessarily done right by the people with the money that they have been collecting in taxes throughout the years,” he added.

As of March 2015, Greece’s unemployment rate has been hovering at 25.6 percent. With a population of around 11 million people, this leaves over 2.5 million people

without jobs. This yields to a large portion of the population “that has no income to contribute [and is] probably also then drawing on welfare,” Cancella said.

The consequences of unemployment have touched upon Nicolette Sheil’s (’16) family in both Sparta and Athens. “They have struggled with money for quite a long time, especially those living in Athens,” she said.

Likewise, for members of her family who have steady jobs, business has still been affected.

“Because some of my family members work in the appliance industry and the food industry, business has been slow,” she said.

The economic situation has not only hindered the growth and stability of businesses, but also increased the desperation of the population, with people resorting to crime in order to sustain themselves. Sheil’s great-grandmother has had people break into her home several times looking for money and other valuable items.

For Ariadne Letrou-Papamarkakis’ (’17) family in Athens

and Crete, the economic crisis in Greece has spurred them to transfer their money to banks outside of the country. “People aren’t really sure how to react to [the] situation, and the first reaction is to take all your money out,” she said. When bank accounts were frozen this summer, “People were calling my parents to see if they could transfer their money to other places like England.”

Though the immediate community of London, due to its use of the British Pound Sterling as currency, is protected from the deviations of the economy, if the Euro currency is going down, “it’s going to affect us because [that collective union] is the single largest trading partner,” said Cancella.

From Letrou-Papamarkakis’ perspective, Greece’s poor economy is derived from politics and deeply ingrained problems.

“I think that there needs to be a change in the political system,” she said. “I think that a lot of the problem is rooted in the government right now.”

College Board revises AP courses LORENZO MAGLIONE NEWS EDITOR

The College Board recently published its second revision of the Advanced Placement United States History (APUSH) curriculum, after a year of complaints – especially from the conservative party – that the framework of the course presented too much of a negative view of American history.

The original revision, as well as providing an updated curriculum, also changed the AP test to have fewer multiple choice questions and a new short answer section. The additions to the multiple choice section include analysis of either a graph, excerpt or map, intended to test students’ interpretation of knowledge, rather than facts.

Critics of the original revision were dubious of the College Board’s shift from memorization

to interpretation and argued that too little time was spent on subjects of national pride such as the founding fathers and key historic battles.

The College Board has said the new framework will have a “clearer and more balanced approach,” as revised textbooks and official questions have been reworded in an attempt to remain impartial.

Social Studies Teacher Natalie Jaworski, who teaches APUSH, supports the College Board’s emphasis on analytical thinking rather than purely memorizing facts. “Memorizing names and dates is no longer as important as understanding large themes of U.S. history,” she said. “In a world of Google, we no longer need to simply memorize. We need to analyze.”

Jaworski believes that the new emphasis on analytical thinking has also caused a significant shift in the way APUSH teachers around the world teach. “Instead

of lecturing for 80 minutes, we have to think more creatively about how to have students recognize themes they see in U.S. history as they’re learning it,” she said. “[Teachers] have to have more of an interactive approach to get students to draw conclusions on their own.”

Lucy Webb (’16), who took APUSH last year, found this new approach to teaching history more effective. “A lot of our prep for the exam was notecard essays, so you didn’t have to necessarily know the exact date of an event. It was more about how to create an argument and support it with facts,” she said.

The revisions of the APUSH course have also prompted a revision of both the AP European History and AP World History – a course that ASL does not offer – tests.

The 2015-16 AP European History test has been altered to have the same format as the APUSH

now has, and by 2017 the AP World History course will follow.

Social Studies Teacher Sana Shafqat, who has taught AP European History for nine years, sees the changes to the course

“

In a world of Google, we no longer need to simply memorize.

We need to analyze.

Natalie Jaworski, Social Studies Teacher as positive, since by next year all three AP History courses will be in line with a similar format of questions and critical thinking. “The good thing is that now the skills of analysis and using

documents and the inclusion of outside knowledge are essentially the same between the three courses,” she said.

Similar to Jaworski, Shafqat likes how the new multiple choice questions on the AP European History test will be based less on facts and more on interpretation.

“There’s now going to be a stimulus on the multiple choice questions, which could be a graph, photograph or an excerpt, which is forcing you to think like a historian, rather than just knowing ‘what came before’ or ‘what came after’,” Shafqat said.

Webb, who has experienced both the old and new tests, prefers the new test, especially in regards of the multiple choice section. “Now they’re testing your thinking in more than one way,” she said. “It’s not just either you know it or you don’t – you have to analyze something and only then can you get the question right.”

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Page 4

THE STANDARD | September 2015

News Attendance policy undergoes changes

SOURNA DANESHVAR JR. SPORTS EDITOR LORENZO MAGLIONE NEWS EDITOR

Over the summer, Director of Student Life James Perry and Administrative Assistant Shahira Moola changed the attendance policy for the first time in 12 years.

Although the policy has many changes, Perry identified three significant ones.

The first allows parents until 9 a.m. on a given school day to report a student’s absence, along with a “grace period” until midnight on Sundays to identify the absence as excused. Previously, parents were required to report a student’s absence within 48 hours, or it would be recorded as unexcused.

Limits on class absences were also modified. Formerly, students would not receive credit for a course if they missed 10 percent of their classes due to unexcused absences, or 25 percent due to excused absences. Now, credit for a course is determined by total absences, regardless of the reason, with 15 percent as the threshold.

Absences pertaining to class credit exclude school sponsored trips such as robotics, music tour or sporting events.

Moola noted that despite

these changes, there are still exceptions. Students who had an exceptionally severe illness may still receive credit for a course, but they will need to file a medical waiver.

The reason for modifying the absences limit is twofold, said Perry. Primarily, it provides parents with the power to remove a student from school for college tours, travel, etc. A singular absence limit, he believes, is also more cohesive. “I think 15 percent is pretty fair and it’s just clearer

sent for a longer period of time that their stress levels are a lot higher, having missed so much work,” she said. “[The new policy] is there to help you because if you’re off for that extra 10 percent it’s going to be much more difficult to get all that extra work done,” she said.

While Kris Westgaard (’16) understands the reasons for the change, he feels that the consequences for exceeding the excused absences limit is unnecessary. “I think that’s a little harsh,

sports practice or play rehearsals if they miss half or less of their classes on a given day. Should a student miss more than two classes they will not be eligible to participate.

The new policy also changed the consequences for tardies. After four tardies a student will be assigned a mandatory study hall session, which will occur every Tuesday and Thursday from 3 p.m. to around 5 p.m. A combination of Perry, Assistant Principal Karen Bonthrone and Math

I THINK IT’S ABSURD TO HAVE A SUSPENSION AFTER FIVE UNEXCUSED ABSENCES EMILY BARLOW (’18) than 10 of this and 25 of that.

The point is if you need to miss [class], miss [class],” Perry said.

Additionally, Moola and Perry found that a 25 percent limit on excused absences was higher than most other schools – based on a study of international schools’ attendance policies.

Moola also noted that many teachers were finding there was not enough time for students to recover on missed work from a lengthy absence.

“I see when students are ab-

especially if it’s excused,” he said.

Similarly, Abby Ball (’17) believes the new policy can burden students when they miss school due to medical reasons, which is accepted as an excused absence under the new policy. “I’ve been sick for a week of school and that’s already three classes of one course,” she said. “So I think that can cause pressure and be stressful for students.”

Under the current policy students are allowed to participate in after school activities such as

Teacher Ray Blanch will coordinate supervision of the study hall periods.

After four more tardies (total of eight), another after hours study hall will be assigned, as well as one week of closed campus.

Julian Scott (’16) views the changes as positive. “I don’t think it’s going to really affect the learning environment, except it’s going to make people a little more respectful,” he said. “It was a change that needed to happen.”

After hours study hall was added as a mechanism for students to catch up on missed work. “It’s not like it’s disguised as a study hall and it’s really like detention. It’s truly just an opportunity for kids to make up work,” Perry said.

Three unexcused absences would result in the same punishment as eight tardies, as well as a note home from the student’s Dean.

Four unexcused absences would double the time of closed campus, along with the other consequences.

Five or more unexcused absences would result in further disciplinary action, and under extreme circumstances, suspension.

Emily Barlow (’18) opposes possible suspension for attendance. “I think that it’s absurd to have a suspension after five unexcused absences,” she said. “Why do you need that severe consequence?”

One of the main purposes of the attendance policy is to allow for learning and life opportunities outside of school. “If your dad’s got a conference in Turkey and you get to miss a day of school and go to Turkey and watch him present, learn about the industry he’s in,” Perry said.

“Or if you’re mom’s got a board meeting in Doha, we want you to go and experience that.”

Student body increases TYLER SKOW DEPUTY EDITOR-IN-CHIEF

Sitting in the first assembly of the year, Kian Tadjbakhsh (’18) couldn’t help but notice the tight physical proximity to his peers.

During the assembly, many students like Tadjbakhsh were even forced to line the stairway, filling the auditorium to its maximum capacity.

“When I entered the auditorium on the first day of school there were a [a lot more people than last year] especially in the hallways,” he said. “Before I could get past easily, but now I can’t.”

Riley Evans (’17) corroborated Tadjbakhsh’s observations, noting in particular that her band

class is operating at its absolute maximum capacity. The class has some 10 additional students in comparison to last year, making it feel “smushed.”

Despite some students finding the High School to be more crowded, it has only grown by six students: 486 students in comparison to last years 480.

While the High School has grown marginally, the number of classes offered to students has also been reduced, resulting in marginally larger class size averages.

This increase in class size has occurred because “we had to free teachers up to be available for advisories,” Assistant Principal Karen Bonthrone explained.

The increase in class size has only been slight though, roughly

one student, as estimates have the average class size at 14.3 in comparison to last years 13.5.

Three courses – World Civilization I, World Civilization II and English 10 – were deliberately decreased by one class in order to accommodate for advisories.

Other courses that were removed, such as the Psychology elective course, were discontinued solely due to lack of student interest.

While Bonthrone acknowledged there has been a slight increase in class size, she doubts whether the impact is having any negative ramifications. “Overall teachers are now teaching less students. I know they have advisory but because they are teaching less students they may have more time for [themselves],” she said.

Riley Evans (’17) feels as though her band class has become overcrowded. PHOTO BY ALESSANDRO BARAVELLE

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Page 5

Opinions

THE STANDARD | September 2015

Syrian refugee crisis A hole in our practical education

Call for a proper democracy

Last year, The Standard Editorial board called for the reform of the Student Council (StuCo) presidential election. We recognize that our previous editorial came at a date too late to be considered by StuCo. However, with the new year underway, The Standard again calls for the further democratization of the election process.

This editorial board believes that in order to find the most suitable candidate for presidency, a popular vote needs to replace the current procedure that only allows the 20 elected grade level representatives to cast their votes.

Yes, the current process is a decision amongst individuals who are privy to knowledge of the candidates’ working habits and dedication, but it is far from ideal. The process magnifies the margin of victory or defeat and rewards candidates who can

make successful coalitions within the council. However, it does not necessarily determine the best leader for the High School.

The impact of introducing a popular vote to the electoral system will provide more transparency to the inner workings of StuCo. Representatives would be more inclined to share their successes and shortcomings with the students, and the direct relationship between the entire student body and representatives would no longer terminate after grade level representative elections. Candidates would no longer be just a face, but rather, we hope, a set of ideas and policies.

While this editorial board acknowledges the basis for an internal electoral process and values the fact that the candidates should come from within StuCo, we merely want to broaden the electorate. At the moment, there

is a dichotomy in what representatives know and what the students know. Much of what the representatives do occurs within the inner workings of StuCo. Thus, in order to ensure the student body has an equally holistic view of potential candidates, The Standard urges StuCo to consider endorsing presidential debates, where the entire high school would have the opportunity to pose questions to the candidates.

These presidential debates would unveil the goals of each candidate in the clearest possible manner, giving the entire high school a chance to raise relevant questions for each of the candidates.

Although officially termed a “debate”, the purpose of this electoral tool would not be for the candidates to argue with one another. Rather, debates would be an opportunity to provide

Standard

CARTOON BY STELLA JORGENSEN

more transparency for each candidate, doing away with scripted and empty speeches, and forcing real, tangible issues to be discussed by each candidate.

This new process will foster a greater sense of responsibility and zeal between the representatives and the rest of the high school. Representatives will be inspired to use their leadership skills to communicate with the students in ways that are otherwise not happening. The result: A greater foundation of integrity for the council.

As it currently stands, both the follies and victories of the candidates are privy only to the inner circle of council members.

A general election holds each candidate more accountable for their goals and what they hope to accomplish.

This new structure is a two way street. In giving responsibility to the students to elect

their president, students would be more responsible for voicing their desired changes in the High School. Further student involvement would facilitate unity behind StuCo, turning it into an even stronger channel of student voice.

Elected by the people, the presidential position is legitimized – a leader of 486 students, not just 20 individuals. The best way to do that is by turning over the decision to a popular vote.

We believe, perhaps idealistically, that every student would like to make their high school a better place. Fueled by this desire to improve, we feel that the student body will be fully aware of the importance of the decision they’re making. We trust the students to make the best possible decision in filling a position that represents their collective voice, just as we trust in StuCo to see the merit in our request.

the YARRA ELMASRY Editor-in-Chief

Mickey Schulkes and Stella Jorgensen

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Page 6

THE STANDARD | September 2015

Opinions

A hole in our practical education

ZACK LONGBOY

zack_longboy@asl.org

“

The problem, simply put, is the lack of practical learning within our curriculum.

Let me be clear: This is not a piece on the merits or demerits of the new advisory system. In fact, I have – so far – vastly enjoyed the time I have spent with my advisory. I have an excellent group of individuals and a supportive, friendly advisor.

The problem I see in our curriculum – the glaring hole in our education – is not a function of advisories. They do, however, provide the perfect opportunity and an ample amount of time to rectify the situation.

The problem, simply put, is the lack of practical learning within our curriculum. I am not talking about our core curriculum classes – we have written extensively about this before and the administration responded (see: current events in social studies classes). What

I am talking about is the lack of Home Economics (Home Ec) class, or an equivalent, to gain practical experience.

At ASL, I would not be amiss in guessing that there are students who have never stepped foot into their own kitchens with the intention of cooking or know what the IRS is. These experiences would be particularly rewarding.

Home Ec goes beyond basic real world skills like cooking or doing taxes, a more apt description of the course is to learn how to take care of yourself, others, your home and your environment. However, it is practical skills such as these that are missing from the average ASL student’s life.

Previously, before the institution of advisories, the Foun-

Progress Report PDA

TEMPERATURE

BRADY

ADMIN TEACHERS

dations course, beyond its valuable lessons of responsibility, teamwork and developing leadership, included a small but hopeful sliver of the skills that I am referring to. Now, advisory time – or at the very least senior advisory time – provides the opportunity to rehash and build upon the development of these practical skills.

I cannot begin to underline how important the simple lessons of the Foundations trip, the practical skills we needed to do for our own upkeep, were. During the trip, staying in a house where we had to do the cooking, cleaning and even grocery shopping, was a practical responsibility that the majority of my class had never shouldered.

It was only a few days, but everyone in my group took some-

PHOTO 1 FROM FLICKR//MARTIN COOPER; PHOTOS 2 AND 4 BY MARTHA COLLINS, PHOTO 3 FROM FLICKR//BLUEBERRYFILES, PHOTOS 5 AND 6 BY YARRA ELMASRY

1

2

3

4

5

6

volleyball pyjamas: (C-) The boys volleyball The Editorial Board of 1. Boys team’s lowly excuse for a “tradition” of wearing pyja- 4. mas to school on home game days is juvenile at best and The Standard gives its downright disrespectful at worst. Respect the game and respect your opponents. Step it up scrubs. first progress report of the Zack Longboy 5. school year. 2. Temperature fluctuation, unchanged: (B-) The fact that I need to bring a parka to wear in class is absurd.

Where did the warmth go? Martha Collins

Brady: (A) Coming off the Deflategate shenani6.

3. Tom gans. Tom is back with two wins and better than ever, making me remember why I love the sport.

Michaela Towfighi

thing away; there was one boy who had never even been grocery shopping before and a few others who had never cooked.

I know at a time when the schedule is particularly tight it seems unrealistic to add even more. But the few days spent in Foundations illustrated just how simply the smallest facet of practical education could be incorporated. The issue is not a lack of time.

I urge the administration: Take four or five advisory sessions and allocate a few of the 32 annual hours of our advisory to gaining even the barest of practical skills. Let us learn how to cook simple meals or walk us through a basic 8-page tax form.

Add the practical element that is so desperately missing from our curriculum.

PDA in school: (F) I don’t really understand how school is a romantic place to hook up with each other. Charlotte Young Admin teaching classes: (A+) Who knew Perry could teach Algebra II? And what better way to start a school day then hearing Phillips’ soothing, yet authoritative voice ring through the classroom?

Tyler Skow and Zack Longboy Lack of Conference time: (D-) Now I actually have to do my reading for English at home. Maya Jotwani Post Scriptum: no more trips to the “doctor”

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Page 7

THE STANDARD | September 2015

Opinions

Skewed college statistics RENATA WILSON

renata_wilson@asl.org

“

Several colleges have manipulated their data, which shows the unrealistic weight placed on superficial factors such as rankings and admissions information.

SPENCER SWANSON spencer_swanson@asl.org

“

The Iran deal is important to me, as I desperately want tranquility in the Middle East, as everybody, regardless of nationality, faith or ethnicity should.

When it comes to creating snap judgments about universities, I’m just as guilty as the next person. Whenever I hear any college or university mentioned, I immediately Google its acceptance rate or average SAT score. I then, like most people, use these two data points to form my initial opinion on how “good” the school is; the lower the acceptance rate, the more impressive the school becomes.

Society has become so obsessed with college rankings and admissions rates, that more often than not, the first thing listed about any college or university is its admissions statistics.

Indeed, average SAT score, GPA and acceptance rate are criterion that can be used to form the most basic judgment of a school. Nevertheless, it is vital that we understand that admissions data can be, and very often is, skewed in some way.

Particularly in recent years, the importance placed on college rankings and acceptance rates has increased. In accordance with this new emphasis, colleges have manipulated their data to make their schools look as selective as possible. One method that many colleges, such as Washington and Lee University, and Pomona college, have been caught using in order to keep their acceptance rates low is counting incomplete ap-

plications towards the total number of applicants, according to higher education analyst Andrew Kelly at the American Enterprise Institute.

While the federal standard requires that universities only count applicants that have ‘fulfilled the requirements to be considered for admission’ many schools have been counting applications that were only partially completed in their “reject” pile, hence lowering the acceptance rate.

Average SAT scores of incoming freshman have also been inflated by colleges using bribery.

Baylor University was guilty of

After discussions with my peers and reading student opinions on social media, it quickly became clear to me that much of the debate on the Iran nuclear deal, especially the criticism, is clouded not only by hyperbole, but also misinformation. If a debate is to be had, it should be led by facts, not wild conjecture.

This summer, on July 14, a nuclear deal with Iran was finalized.

By restricting Iran’s ability to enrich uranium through a variety of measures, the agreement makes it nearly impossible for Iran to acquire a nuclear warhead within the next 15 years. In return, the nation receives a lift on the sanctions on its banks, oil fields and other industries, which have crippled its economy for years.

Some believe that opening up Iran’s economy is dangerous and will lead to an increase in radical Is-

lam and empower a hostile regime, but this is naïve. Commercial prosperity and a more open market will leave Iran increasingly connected with the rest of the world, and less aggressive in the volatile Middle East region.

Some of my peers reject the deal out of principle, without knowing any of the real details of the negotiation, while others foolishly listen to only the conservative media, which predictably skew the facts.

I implore those who are wary of the deal to not only research the parameters of the agreement, but also come to understand that Iran is a rapidly evolving and complex nation, with the youth increasingly secular and pro-Western. In reality, Iran is not just dominated by the vocal, radical hardliners who are profiled in the Western press.

I also believe that it is important to understand that “deals” are the

using this practice, according to The Lariat, Baylor’s student newspaper. Last June, Baylor offered its admitted freshmen $300 to retake the SAT and an additional $1,000 in tuition fees to those who raised their score by 50 points. This level of monetary commitment only serves to illustrate the value placed in these rudimentary statistics.

Even worse than that, some schools are blatantly lying about their admissions statistics. Just last year, George Washington University (GWU) was temporarily banned from the U.S. College Rankings because it was found that they had been lying

Student Voices

“[Statistics] play a huge role. I would definitely rather go to a higher ranked college than one that gets better job placements post-graduation.”

- Vishrut Nanda (’16) “[For me] some thought is put into the rankings, but I don’t base whether I like a school or not entirely off of them.”

- Maria Tavierne (‘16) “[Rankings] are definitely a factor for me but I have to actually like the school as well.”

- Jack Plocica (’17)

about the academic credentials of their incoming class. GWU claimed that 78 percent of incoming freshmen came from the top 10 percent of their class, when in reality it was only 58 percent in this top tier, according to GWU President Steven Knapp.

Pamela Gann, the president of, Claremont McKenna college, recently published a letter explaining how the college fired a senior admissions officer who was guilty of lying about the average SAT score for incoming freshmen, inflating each math and critical reading score by around 20 points.

My point here isn’t to preach, or to propose banning college rankings, or anything to that extreme. I think it’s important to realize the fact that several colleges have manipulated their data, which shows the unrealistic weight placed on superficial factors such as rankings and admissions information.

There is a lot more to a particular university than the statistics it boasts on its website, or its position in the U.S. college rankings, whether they are genuine or not.

Next time that you hear about a particular college and you decide to look up its credentials, I would urge you to take the value of those numbers with a grain of salt.

Evaluating Iran nuclear deal hallmark of diplomacy.

Other criticism of the deal springs from blind patriotism for Israel. I find this understandable, as Israel is undoubtedly most directly threatened by a hostile Iran.

Ayatollah Ali Khamenei’s proclamation that Israel will not exist in 25 years and comparing America to Satan are deeply disturbing. But his views, driven by virulent antiSemitism and Islamic fundamentalism, do not reflect power of the multinational deal, which will keep Iran in check and make Israel fundamentally safer.

Therefore, I suggest that students at ASL not listen solely to the far right views of Benjamin Netanyahu, who condemns the treaty but offers no realistic alternative. Instead, attention should be directed to voices such as prominent Jewish Connecticut Senator Richard Blumenthal, who stated, “I believe

the proposed agreement, using diplomacy, not military force, is the best path now available to prevent a nuclear-armed Iran.”

The Iran deal is important to me, as I desperately want tranquility in the Middle East, as should everybody, regardless of nationality, faith or ethnicity. The Middle East is currently in a state of chaos.

The rise of ISIS, religious sectionalism between Shia’s and Sunnis in Yemen and the refugee crisis are all deeply disturbing developments.

Therefore, a deal with Iran would be a particularly major accomplishment considering the geopolitical environment.

The Iran deal is not perfect. It does not discuss the serious and unsettling human rights abuses for which Iran is notorious. But diplomacy is about making compromises for the greater good, and with this deal, everybody can benefit.

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THE STANDARD | September 2015

Opinions

Syria: More than politics YARRA ELMASRY yarra_elmasry@asl.org

W

hen I first saw the image of Aylan, the Syrian Kurdish boy who washed up on a Turkish beach, I thought it was Photoshopped.

I thought a humanitarian activist organization fabricated the image to show the international community the dire situation that Syrians are facing.

My hope that the photo had been contrived was false as headlines confirmed that his body had really washed up on the shore.

This is the reality for the millions of Syrians who don’t have homes and are trying to reach safety. An astonishing number are putting themselves on boats to cross the rough Mediterranean, in hopes of reaching what is thought to be a safe haven. This only emphasizes how terrible the conditions in Syria are.

Why has it taken five years for the West’s eyes and hearts to open? It should not have taken

“

The fear of terrorism and lack of space in countries are naïve answers to why we aren’t helping resettle these refugees. this long, nor a photo of a dead child, for the international community and politicians to be jolted by the circumstances in Syria. Western politicians have known the severity of the situation for a while, but only decided to act when the media showed shocking images and the public cried out in horror.

It is deplorable that it took this long for the international media to take notice of the thousands fleeing war. Few western

countries, until recently, have taken in refugees to help ease the burden of Lebanon, Turkey and Jordan. These countries are aiding these refugees, but they are completely full and can’t support more people. Refugees are now looking to Europe to open their borders for them.

These people see Europe as the place where they can rebuild their lives. But the xenophobia of western Europeans is both shocking and disturbing.

In no way was Aylan a terrorist, nor are any of the thousands of children like him, fleeing for their lives. The fear of terrorism and lack of space in countries are naïve answers to why we aren’t helping resettle these refugees.

Resettling these refugees is currently a political issue, but it shouldn’t be. This is a humanitarian crisis, and we as an international community need to solve it together. So, why aren’t we helping them?

Granted, there has been incredible progress, such as Germany taking in over 800,000 refugees, and the Pope hosting two families at the Vatican. Yet, the media is picking and choosing what parts of the conflict they want to portray, and how they want to portray it.

Article after article calls these people “migrants”, a word that is being used incorrectly. These people aren’t migrants; they are not leaving their country to find work. They are fleeing bombs and bullets being fired at them.

They are fleeing war; they are refugees.

According to The Syria Campaign, a global advocacy group, the Bashar al-Assad regime has killed seven times more civilians than the Islamic State has. This fact is not widely known because the media hasn’t presented it widely. The public’s knowledge of the conflict in Syria is being skewed by what the media presents to them.

But at the same time, we need to address the root of this problem: The war. It has been five years now, and according to the BBC, there have been over 300,000 people killed and 4 million people displaced as a result, one-sixth of the Syrian population. These are numbers that I

Yarra Elmasry (’16) attended a London protest in support of Syrian refugees on September 12.

PHOTOS BY YARRA ELMASRY can’t even begin to fathom.

There has been little action from the international community, even when it has been dubbed “the worst humanitarian crisis of our era” by the U.N. According to the U.N., they only have 37 percent of humanitarian aid that is needed, a considerable deficit.

We need to tackle the problem that we have the power to solve: Helping the refugees. We

need to put pressure on the politicians to open our borders.

I walked in an oragnized march from Marble Arch to 10 Downing Street on Saturday, September 12, which attracted thousands of people. Marching alongside so many people and standing in solidarity calling on the government to take in more refugees was inspiring and gave me hope.

We need to stand up and give

what we have to refugees. The U.K. needs to take in more than just 5,000 refugees a year, a miniscule number in comparison to Germany who took in 20,000 in one day. We need to quash the xenophobia and realize that these are people in need. We need to donate clothing, raise money in communities and help these refugees. We need to do all of this before even more children end up like Aylan.

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THE STANDARD | September 2015

Opinions

Restoring papal relevance

MARTHA COLLINS martha_collins@asl.org

“

In his two and a half years of papacy, he has been able to make a system of ideology that is thousands of years old, feel more relevant in today’s world.

MAX ROTH

max_roth@asl.org

“

Working at summer camp provides me with innumerable life skills that apply to the vast majority of jobs, and help enhance my character.

The newsstand I walk past every day is always a kaleidoscope of magazines postered with A to Zlist celebrities, famous footballers and the occasional royal scandal.

These cover stars are often superficial and rarely relate to me. In spite of that, Pope Francis holds magazine-cover status and has still had a profound and personal influence on my life.

Pope Francis has graced the covers of Rolling Stone, Italian Vanity Fair and Life magazines, as well as Time magazine as their Person of the Year in 2013. In his two and a half years of papacy, he has been able to make a system of ideology that is thousands of years old, feel more relevant in today’s world.

There is a common misconception regarding Pope Francis that he is redefining what it means to be Catholic. However, he is doing just the opposite. He is bringing the Catholic Church back to its simplistic foundation built on virtue and understanding.

Pope Francis is not revising the Catholic ideology, he is merely setting an example for all Catholics to act with compassion. The Pope is making subtle changes, which resonate with a larger audience.

It is easy for me, by definition as a Catholic, to be fond of the Pope. Yet, the reason why both Catholics and non-Catholics esteem Pope Francis is because he brings a wave of simplicity to the Catholic Church by working toward purging the institution of scandal, corruption and unnecessary embellishment. The Pope’s reign is built on a foundation of openness, rather than secrecy.

Upon inauguration, Pope Fran-

cis appointed a group of eight cardinal advisors. Frankly, this selfless practice of appointing advisors is unheard of. Past Popes may have privately leaned on others for support, but never formally recognized the assistance they received.

It is humbling to me that one of the most prominent men in the world would publicly acknowledge the assistance he gains from others. Pope Francis is working toward not acting as an absolute ruler.

Contrary to misconceptions, the Pope has not altered the church’s position on homosexuality nor on abortion. He has, however, shown his compassion when faced with these issues.

When questioned on the subject of homosexuality, the Pope responded by saying “Who am I to judge?”, which has become his unofficial slogan of sorts. He is doing that which his beliefs align him to do: Act with grace and compassion.

Pope Francis has continued his virtuous actions, coming to be known as “a Pope for the poor,” due to his work with the needy.

He highlights a shift in today’s society, noting that our world now centers around money, rather than man itself. “I recognize that globalization has helped many people to exit poverty, but it has also condemned many others to die from hunger,” he said in an interview published by Italian newspaper La Stampa.

The Pope has shed light on the severity of today’s wealth disparity. He has also led the church in becoming more accepting of those

traditionally marginalized by the church: Women, convicts and those who practice other religious beliefs.

There is an ancient Catholic practice of washing the feet during holy week, a ritual which originates from when Jesus washed the feet of the 12 disciples. Traditionally, popes have washed the feel of only high-status priests in this ceremony.

Yet, once again, Pope Francis is not a traditional Pope. He washed the feet of two women during the 2013 ceremony, and those of convicts and non-Catholics in other ceremonies.

He is trying to bring the sanctity of church ceremonies outside Vatican walls, as is ceremonies have been conducted within poorer neighborhoods. This exemplifies the Pope’s ability to not act as an isolated figure who runs the Catholic church from the comfort of an ornate Vatican room; he likes

ropean politicians who have yet to come to the realization that they are in positions of power to aid the refugees.

I am excited about this forwardlooking mentality the Pope brings to the church, whilst still ensuring that it is rooted deeply in its foundation of faith. I have been a practicing Catholic for my entire life, but never have I been so motivated by the influence and future of my faith in today’s modern world than right now, during Pope Francis’ papacy.

This summer, I spent eight weeks attempting to tame screaming 11-year-olds in the middle of the Berkshire woods, and I loved it.

Since the age of 8, my summers have been consumed by Camp Becket in the Berkshires, an all-boys summer camp with no technology, run by 16-20 year olds. Camp consumed me: 24 hours a day, six days a week. The constant energy necessary to cultivate the minds of kids barely out of elementary school was incredibly tiring, yet it provided an experience that I may not have attained anywhere else.

Each year, I’m asked why I didn’t do an internship or attend

a class in the summer, and each year, I cannot explain why. Normally I just say that I love camp, and it often leads me to question the value of my camp experience.

However, according to TARGETjobs, a website designed to help begin carriers, eight of the top 10 attributes necessary to succeed in the business world are applicable as a camp counselor, namely: Communication, teamwork and problem solving. The environment fostered by camp fits these parameters perfectly, perhaps even better than in a high school-level internship.

In the increasingly competitive college and job-search processes, our release from high

school to the “real world” is encouraged, and undoubtedly work experience is an effective way to become more accustomed to this.

Yet, our exposure to the adult world doesn’t necessarily develop our skills. Often interns are shut out from the thick of the job and rarely are they fully invested in the occupation, whether they work in a hospital or at a software agency.

Yes, dealing with 11-year-olds doesn’t sound quite as glamorous as being part of a global corporation, but working at summer camp provides me with innumerable life skills that apply to the vast majority of jobs, and helps enhance my character.

As we become more pressured to dedicate our time to gain recognition of others, we lose part of ourselves. As William Butler Yeats, a poet, put it, “Life is a long preparation for something that never happens.” We push ourselves to join corporations that we don’t necessarily want to become a part of, in an attempt to aid us in the future, but realistically won’t.

In being a counselor I provided an environment in which children with social disorders and severe ADHD felt safe.

I would rather change the lives of campers than make coffee for a Google executive, no matter how good that job would have looked on my résumé.

to meet face-to-face with the public in the real world.

Another instance of how the Pope is relevant in modern issues is his reaction to the Syrian refugee crisis. He has urged Catholic parishes that it is their duty to open their doors to a refugee family. In fact, the Pope himself has accepted two Syrian refugee families into the Vatican. In this respect, Pope Francis is ahead of many Eu-

PHOTO FROM AGÊNCIA BRAZIL Originating from Argentina, Pope Francis is the first ever Latin American to hold the position.

Meaningful summer experiences

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Features

THE STANDARD | September 2015

The ASL bubble Senior Facebook names

Left with

The legacies, both inside and outside the classroom, left behind by older siblings and how current students manage them Zack Longboy | Deputy Editor-in-Chief Tyler Skow | Deputy Editor-in-Chief

Upperclassmen: they've lived it

E

arly in her high school career, Julia Leland (’16) was approached by former English Teacher and Varsity Girls Soccer coach Greg Gerken, excited by the prospect of her joining the soccer team. Julia’s sister, Audrey Leland (’14), a talented soccer player, had played on the team her freshman and sophomore years; Julia however, was a different story. “[Gerken] came up to me two times and I had to say, ‘uh, no I actually don’t play sports’,” Leland said. “He gave me this really confused look like he couldn’t understand how [Audrey’s sister] didn’t do sports.”

Both inside and outside of the classroom, living with her sister’s legacy was a reality for Julia. Even after her sister graduated, “there was this one teacher who still said ‘hi Audrey’

say hello to me in the hall, especially when I was younger,” he said. “I got called Will, I got called Bill, even Billy.”

As an underclassman, however, it was the social scene where his brother’s legacies was larger than life.

Back then, Bobby and his friend, a former ASL student Freddy Marsh (’16) – whose older siblings included Henry Marsh (’08), Margaret Marsh (’09), Charlie Marsh (’14) and Clayton Marsh (’14) a friend of Patrick’s – often witnessed their brother’s antics, impressing upon Bobby and Freddy a desire to leave behind a similar legacy. “I kind of get the feeling that both Freddy and I wanted to be like our brothers,” Bobby said. “I feel like it’s hard to be just Bobby, rather than Patrick’s little brother... there was that expectation for me

more me feeling bad about myself, but there are people looking at me worse because they are like ‘she’s not as good as her siblings,” O’Neil said.

The reaction to these expectations, at least for O’Neil, is academic conformity in certain disciplines. “I don’t know if I wanted to be like them, but my parents encouraged me to do things just because they did,” she said.

“I take Chinese right now which I probably would not do if it were not for my siblings.”

Roxy Sammons (’17) – whose older siblings included Mungo Sammons (’11) and Ella Sammons (’14), – found the legacy that preceded her to be entirely positive. Highlighting an intrinsic difference from her sister – who overlapped with her for one year in high school – in their respective academic

“I feel like it’s hard to be just Bobby, rather than Patrick’s little brother... there was that expectation for me to be just like Patrick.”

Bobby Collins ('16) and I could never stop and say, ‘I’m Julia, Audrey went to college’,” she said. “I had it happen about five times in one year.”

For Julia, it always was a struggle to differentiate herself. “To my teachers, I would have to prove that I was an individual because they all knew Audrey,” Julia said. “ When you meet someone you have to learn who they are, but when you have an older sibling there is already an idea of the environment that you exist in, you have to prove that you had a different experience.”

“It’s just like you are living in a shadow,” Julia added.

The youngest of three brothers – Patrick Collins (’14) and Will Collins (’11) having come before him – Bobby Collins (’16) can relate to Julia. “I get called both Patrick and Will, sometimes teachers who I don’t know will

to be just like Patrick.”

It was only when Patrick graduated that Bobby felt he could begin to diverge, forge his own path and possibly rid himself of these expectations. “Patrick was a very, very influential figure in the High School. He was a presence [here] and I kind of felt like, as an underclassmen, that it was my expectation to have that same presence,” Bobby said.

“Now as an upperclassmen I feel like that has kind of reduced.”

Enduring the academic pressure from the legacies left behind by siblings is Anna O’Neil (’17). O’Neil has two older siblings – who did not attend ASL– both of whom now attend Harvard University.

In light of her siblings’ academic achievements, the expectations of O’Neil, she feels, often verge on unrealistic. “I don’t know if it’s

approaches, Sammons feels that living up to her sister’s accomplishments is less of an issue. “We just are very different students, I have never felt like I have had expectations placed on me by my sister,” she said.

While Roxy found herself sharing many teachers that had taught her older sister in years prior, she still felt treated as an individual. “I thought it really impressive that [my teachers] came in and taught me like any other student; adapting to my needs,” she said.

Yet for others, like O’Neil and Julia, the legacy only began to fade when the presence of an older sibling was no longer something that lived beside them. “In that sense it was kind of nice when [my sister] left, because I didn’t have to prove myself anymore,” Julia said. “I liked not being under that presence anymore.”

Page 11

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THE STANDARD | September 2015

a legacy

Features

UNDERCLASSMEN: they'RE LIVING IT NOW

74 students in the High School have another sibling in the High School

Zack Longboy | Deputy Editor-in-Chief Tyler Skow | Deputy Editor-in-Chief

J

ulia Muio (’18) who has two older brothers – Nick Muoio (’16) and Will Muoio (’14) – is at the forefront of individuals trailing a sibling’s legacy with the various impacts manifesting themselves in her social, academic and extracurricular lives.

It is in athletics especially – given her brothers’ extensive athletic records – where she finds an increased expectation for her to perform. “One [brother] was a two-season athlete, and the other a three-season varsity athlete,” Julia explained.

While Julia made two JV teams last year, she will only be trying out for one this year, mounting the pressure to make it. The pressure to make “varsity this year is a lot more... because both of my brothers have been varsity athletes,” she said.

Not only does Julia believe her siblings’ legacy causes pressure for her athletic performance, but also in the way people perceive her in the High School.

Julia occasionally hears older students talking about her in a romantic fashion with the intention of irritating her brother. Julia often wonders if she did not have an affiliation with her brother, would they still make those comments.

Even though some people make uncomfortable remarks about Julia, she feels her brother stands up for her. “I feel like he protects me,” Julia said.

In addition to the existing perceptions of

her socially, the legacy of the her brothers is present within the classroom. In a class Julia took last year, led by a teacher who taught both of her brothers, she found she had to work hard in order to define herself as an individual.

Julia found the expectations of her were based on the teachers experiences with her brothers. Because Julia identifies as a different learner than her brothers, she felt she had to go to great lengths in order to prove this to the teacher.

Head of College Counseling Patty Strohm, who frequently works with siblings through the college process, always tries to be aware – and potentially help avoid – incidents like the one Julia described. “The thing any teacher or counselor has to watch out for is that you always have to treat a sibling as an individual,” she said. “Brothers and sisters are not alike. They have different interests, they have different goals, they are not the same people.”

When Strohm works with siblings she occasionally notices “if certain things happen to [his or her] brother, they are just like ‘oh God, I just don’t want that to happen to me’,” Strohm said. “Or, ‘if my brother got in early [decision] and I didn’t then I am not a success’.”

But Strohm cannot stress enough the fact that “you can’t think that way, you have to go in with your own attitude. It requires a certain amount of discipline.”

THE AMERIC

A comparison of being “the ASL bubble”and how i Martha Collins | Opinions Editor

W

hile living in the Australian bush for a school year, Spencer Symonds (’17) had no running water, no electricity and no electronics. Mandatory weekend hikes and 5:30 a.m. wake up calls were part of Symonds’ year long experience at Geelong Grammar School (GGS) in Australia.

A stark contrast with his life at ASL, attending GGS enabled Symonds to leave the London community for a year and experience a completely different community.

“I left ASL only knowing ASL, and

Symonds has found that the notion of this bubble is driven by the fact that the majority of his friends attend ASL. “The mentality here is we’re living in a bubble of suburban America in London, and you’re here for however long you’re here, and then you’ll probably move back to America, go to college in America,” Symonds said. “It’s why the social aspect of ASL looks the way it does.”

Although not as strikingly different to ASL, the environment at Phillips Academy in Andover, Massachusetts helped Alessan-

at this age,” he said. “I got to see and hear what [my roommate’s] experiences were of living as a middle class black family at the height of key moments… like all of the police shootings and Ferguson protests.”

Janna Khalaf (’16) also has experiences outside of ASL, having moved at the beginning of Grade 9. Khalaf ’s previous school was all-girls and was part of a social web consisting of multiple boys and girls schools. In coming to ASL, Khalaf has found herself consumed within the ASL social

“The mentality here is we're living in a bubble of suburban America in London SPENCER SYMONDS (’17) I went to a school that was probably the most different thing I could find.”

Having been at the school since Grade 3, he was ready for a change. “I wanted to try something new, a change of scenery,” Symonds said.

Symonds had always been aware of the existence of “the bubble” surrounding ASL. This term is used to define the closed off community surrounding ASL from the rest of London. “Definitely there is a bubble,” Symonds said. “That’s not a bad thing at all, it’s naturally going to happen.”

dro Baravalle (’17) gain a different perspective and a newfound sense of freedom. This was due to not only the boarding school environment, but also because Baravalle was able to leave the bubble. “I managed to develop a lot of independence and confidence in myself that I previously did not have,” he said.

While there, Baravalle was able to grow and learn about different cultures and parts of the world, largely due to Andover’s great diversity. “Going away allowed me to see many parts of the world I would have never been able to see

setting, no longer part of the old web.

Because of this, Khalaf has seen herself become immersed in the bubble and lose contact with outside of school friends.

She feels that “it’s hard to make time for other friends” when she’s with her ASL friends both in and out of school.

Although Khalaf believes the

bubble forces students to stay within their comfort zones, she does not believe it is intentional. “[People have] become comfortable with just being with ASL people, and so their whole social life surrounds ASL,” Khalaf said.

“So branching out is different, it’s new, sometimes scary or uncomfortable, so they stick to what they know.”

Ghalia Bseisu (’18) echoes Khalaf ’s sentiment in that she believes “the bubble” aspect of the ASL community has made her closer with her school

friends, rather than those outside. “I can honestly say that I wouldn’t have been able to have such close friends at this school if it weren’t for the bubble,” she said.

Despite this, Bseisu has been able to foster friendships outside ASL through her family and mutual friends. She feels, however, that this is not a

CAN BUBBLE

inside and outside it affects students’ lives

Outside: The story from a student who recently left ASL

Yarra Elmasry | Editor-in-Chief

common trend within the school.

“People from our school sometimes don’t want to go out and they don’t want to meet people from other schools,” Bseisu said.

“Or they don’t know how to because their friends only hang out with people from our school.”

The majority of Bseisu’s friends outside of ASL are in the British system. Similar to Khalaf, she has found that these social circles encompass multiple schools. Bseisu believes that if ASL were to participate in extracurriculars with more British schools, the bubble would be less severe.

However, Symonds feels that there are apparent differences between the American and British communities, such as holidays, ways

of teaching, as well as preparation for college. “Because you’re on such a different schedule [to the British system]... it’s just completely, completely different, and I think that’s why there is probably a divide between ASL and the other kind of schools in London.”

Because the effects of the bubble can vary individually, Symonds is unable to characterize it as either good or bad. “Many people enjoy the close community of ASL,” Symonds said. “However, I imagine others might not feel this way due to the limiting community our school provides.”

Whether the tightness of the ASL community is a negative or positive aspect, Symonds believes its existence is inevitable. “I think naturally being the American School in London there’s going to be some sort of bubble.”

CARTOONS BY MICKEY SCHULKES GRAPHIC BY YARRA ELMASRY

Martha Collins | Opinions Editor Yarra Elmasry | Editor-in-Chief

G

race Bake (’17) takes all of her seven classes, except for Math and English, in the French language. She is currently living with a host family in Rennes, France and attending a French school. Bake is on a one year School Year Abroad (SYA) program. “The purpose of this program is to immerse yourself in the French culture while learning to speak the language,” she said.

Bake hopes to “gain independence, confidence in speaking in another language and life experiences that will hopefully point me in the right direction of what I want to do or who I want to be”.

Through this program, she will be able to experience a culture very different to that of London. She feels that there are positive attributes to the ASL community. “I do think there is a bubble surrounding ASL,” she said. “We are surrounded by ASL people all the time which is a good thing because we are creating a community where everyone is very close and cares for each other.”

Bake feels that the ASL community is focused on “integrating families and people,” which is an aspect that she will miss while in France.

Despite the positive characteristics of the bubble, Bake feels that it limits the ability of those inside of the ASL community to branch out and create connections outside. “We are in London to go to school and to live our lives, but while we are in London, I think we should be trying to meet people who aren’t from ASL,” Bake said. “I think meeting people who are not from ASL would broaden people’s views of London and its community as a whole.”

This sentiment is part of the reason why Bake chose to take time away from the ASL community.

She feels that she wouldn’t be able to replicate her SYA experience at ASL because “you are not allowing yourself to become immersed in the culture” while at ASL. Despite the ability of the bubble to potentially limit ASL students’ perspectives, Grace feels that ASL is attempting to lessen the disparity between ASL and the outside London community. She cites the joint Quintin Kingston -ASL programs and community service partnerships as examples of ASL reaching out the community.

“Unfortunately, it is harder to go meet people who are not from ASL if you don’t have connections,” Bake said. “But hopefully with time, people outside of ASL will start to integrate into the ASL community and vice versa.”

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THE STANDARD | September 2015

Features

tradition

A senior Zack Longboy | Deputy Editor-in-Chief ver the summer, when College Counselor Ivan Hauck spoke with college representatives from institutions across the world, the question of students’ online presence was repeatedly brought up. And again and again the answer was the same.

The reality of today is that, “colleges are using online data,” Hauck said. “They are going way beyond just Facebook profiles to any kind of social media, to get more information and get a better sense of who the student is and, more importantly, if the student will be a [good] fit in their institution.”

Partly due to increased monitoring of social media by colleges, many seniors at ASL and beyond have changed their Facebook names. While these names have varied, many originated as a play on words with their own name or something else with a comedic twist.

For Jack Glen (’16) however, a senior Facebook name is more form than function.

“Some people think universities are going to find them, but honestly we’ve done it to make people laugh, to bring people together,” Glen said. “At the end of the day, if a college wants to find you, they will find you.”

Despite believing that they are now mostly useless for their original intended purpose, Glen offered another reason why the legacy of senior Facebook names will continue for upcoming senior classes. “I remember looking forward, as a junior, to changing my name; all the junior grades

Females 2009 2013

2014 2015

look up to it as kind of a coming of age tradition,” he said. “It’s only a tradition now, but a tradition that will never die. All of us want to keep the legacy.”

Tania Veltchev (’17) would agree. In fact she already has a name picked out. “Tanye West, that’s the one I want to do,” she said.

While Glen would classify it more as a “fun tradition” rather than a means to hide, others like Veltchev, believe it at least serves a rudimentary purpose. “I honestly think it’s a good idea to not have your profile able to be accessed by a school that you are applying to, especially if you are going to post any photos that are questionable,” she said.

This mindfulness of image, according to Hauck, is not only important to think about, but an essential part of the college process and of senior year. “Especially as seniors go into a year with applications and interviews where they are getting evaluated on many different levels, I hope that each senior genuinely takes the time to think about their image – both their projected image and who they are,” Hauck said.

Among his peers, Glen has seen this mindset radiated, at least to a certain extent, with the choosing of senior Facebook names. “A senior name means something to you,” Glen said. “Maybe it’s a new identity, a new persona, someone they want to be, but can’t, a passion people want to express.”

Max Roth contributed to reporting.

TOP FIVE SENIOR NAMES (as voted on by the staff of The Standard)

Winners:

ReturnOf TheJedi – Jed Alberts (’16)

Cheekie Nandas – Vishrut Nanda (’16)

Courtney Cardashian – Courtney Welch (’16)

Kharean Airlines – Khari Brandes (’16)

Stairway To Evan – Evan DaCosta (’16) Honorable mentions:

Bott’m Joe , Chark Attack, Cinco De Moyo, JannaFrom TheBlock, Ayesh Ayesh Baby PHOTOS FROM FACEBOOK

THE GENDER DIVIDE PART 2: AVERAGE SAT SCORES

Males 2009 2013

2014 2015

In 2013, Deputy Editor-in-Chief Zack Longboy and Lead News Editor Charlotte Young published an article under the headline “The gender divide.” The purpose of the article was to examine the differences in test scores for male and female students at ASL and why this divide occurred. Two years later, the average in both scores have increased, although marginally in most sections ecept for math. The girls have closed the gap in SAT scores in the math section signficantly.

Data courtesy of the office for Academic Advising and College Counseling

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Page 15

Culture

THE STANDARD | September 2015

Wearable technology Summer movie reviews

Sophia Foy: A vocal prodigy Visit standard.asl.org for a full online feature on how Foy first started writing music and her potential future in the music industry.

Yarra Elmasry | Editor-in-Chief

Six questions about Sophia Foy’s (’17) taste as a musician If you could sing with anyone, who would it be?

What is your dream venue to perform at?

What is your favorite song lyric?

This may be cheesy but my favorite lyrics is “No I’m not color blind, I know the world is black and white” by John Mayer, Stop This Train.

Mary J Blige or Stevie Wonder.

What five songs are you listening to right now?

Madison Square Garden.

What artist do you model yourself after?

If you could sing in front of anyone, who would it be?

Cherry Wine- Hozier Golden- Jill Scott (Kaytranada’s Remix) Citizens - Alice Russell Wolves- Ben Howard Waiting- FKJ

The artists I most identify with are Lianne La Havas, Corrine Bailey Rae and James Bay.

Lauryn Hill.

Visit standard.asl.org for a full online feature PHOTO BY ARIEL CALVER

Summer by the numbers How many countries students visited

119

170

31% visited 1 33.5% visited 2 19.5 visited 3 9% visitied 4 3% visited 5 1.5% visited 6+ 2.5% visited none Where students like to spend their summer

29

4

58% A mix of both 31.5% Traveling 4.5% At home 6% Other

3

2

5 3

3 4

1

20

3

2

2

2 2

2

1

21 3

14

12 1

4

1

Bubbles not drawn to scale.

5

By the numbers

6

2

7

1

2

3 1

2

31 9

8

5

18

4 3

1 1

1

1

1

3

2 3

18 2

4 2 3

7

ASL students were responsible for a 0.00000369047619% influx in the population of New York ity.

One hundred and eighty three students, (96%) traveled by airplane at least once.

The furthest any student traveled was 29579.34 miles, equivalent to 119% of the earth’s circumference.

Nearest and furthest destinations: Oxford, U.K. and New Zealand.

top destinations 1. New York 2. Italy 3. France 4. Massachusetts 5. California

about the poll

Data from a survey of 210 high school students. Calculations based off of survey results are approximate. Maps were created on Natgeo.com

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Page 16

THE STANDARD | September 2015

Culture

Technology on As technology advances, a look at different wearable devices that help keep you connected throughout the day Michaela Towfighi | Culture Editor

 WATCH TIMMY DEMETRIS (’19)

Purpose The Apple Watch allows users to control various features and apps from their iPhone, on the watch.

Preventing users from having to get their phone out of your pocket, the watch displays notifications from the iPhone and allows users to control basic functions such as music.

How it works

The watch works fairly simply, as once it is turned on you can press the circle button on the side to take you to the menu to view all of the features and applications, which can be downloaded from the App Store.

cons

With the magnitude of functions, the watch runs out of storage pretty quickly, you then have to reset it because almost nothing works correctly when there is no storage. Also, the watch can not be shut down while charging, and sometimes when you raise your wrist to turn it on, it doesn’t turn on until you tap the screen.

Uses While Demetris mostly uses the watch to change songs playing from his phone and check his notifications, the watch also offers an activity feature. Through the activity feature, it calculates how many calories you’ve burned, how many minutes of exercise you have done and how long you have been standing up during the day. The watch also includes a stopwatch, timer and alarms. In addition to these features, by raising your wrist, a custom screen is displayed which can show features such as the day of the week, month, the current temperature, the highest temperature of the day and the lowest temperature of the day. The watch also displays the expected weather and the battery percentage. Lastly, a visual representation s of your daily activity and the sunrise and sunset times.

Overall 8/10

From left to right: Nike Sports Watch, Fitbit, Apple Watch, Jawbone, Moto 360.

PHOTO BY ALEXANDRA GERS

moto360 MANU GUALANDRI (’16)

Uses

Aside from telling the time, the watch can complete various tasks that can enhance the organization and efficiency of day-to-day life. Various apps can be downloaded onto the watch using the Google Play Store, from games to a Tip Calculator. The watch has a lot of different functions, such as the ability to record voice messages and draw emojis to respond to notifications. It is highly customiz able: You can change the watch face, plan an agenda and set alarms among other things.

cons

The screen is a bit fragile, Gualandri recommends buying a transparent protective layer for it. Also, when you write messages you have to use the voice translation feature instead of typing it as if it were a keyboard, which can be inconvenient at times. The Moto 360 works only for Android and not for iOS.

How it works By syncing the device to your phone, it can send you notifications from various apps. These may be calendar events, messages from Facebook and weather conditions in your city. With its built in sensors the Moto can tell the user the number of steps he or she has taken or give details about heart rate activity, features that can be used for fitness purposes. It works at considerable distances from your phone and can now work when connected to wifi.

Purpose Through the slick design and functionality of the watch, the Moto 360 allows Gualandri to read messages during the day, keep up with reminders and follow daily news on the go.

Overall 9/10

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Page 17

Culture

The

JAWBONE UP24

go

NIKE+ TOMTOM SPORTS WATCH MALCOLM TISDALE (’18)

Purpose Characterised by its large face and wide band, the watch is built solely with the intention of running. Nike’s GPS Sportwatch, with the combination of form and function, make it a worthy product for athletes.

Uses While it is a running watch, it can be worn for everyday purposes, as well as outdoor activities such as biking, skiing or kayaking.

cons The watch strap for Tisdale broke after one year and is moderately bulky. It can also take a few minutes to pair with a satellite at times, delaying your workout. The battery display does not accurately display the charge level, and the Nike+ app requires internet and can be hard to navigate.

THE STANDARD | September 2015

How it works Controlled through an intuitive scrolling menu system, the watch provides a variety of functions such as a standard digital clock and alarm, stopwatch, GPS running mode and a list of personal records and run histories. The display not only clearly shows times and other running functions, but it also incorporates a touch feature which can mark your laps and intervals, light up the face and control the stopwatch. Hidden in the band is a slim USB plug which allows your watch to connect with the free Nike+ Connect app. The application allows one to adjust preferences and access GPS running data, along with the Nike+ page displaying your progress as a runner and the elevation of each run. When fully charged, the device can last up to three weeks before needing to be charged again. To provide motivation, the page shows running hot spots and routes with record times to beat.

Overall 7/10

HALEY KOPFLER (’17)

Purpose

How it works

Uses

It has a simple and sleek design with only one button and a port to charge it with. The number of times you press the button triggers different functions, like starting a stopwatch to time your activity/exercise or setting it for sleep time. Kopfler believes one of the best functions is the silent smart alarm, a setting where you can set an alarm and it will vibrate on your wrist, gently waking you up.

The Jawbone UP24 can be used to track physical activity, weight loss, your sleep schedule or everyday activities. Kopfler feels the band motivated her to go for a run or walk her dog rather than watch TV because of the goals she set. The band also reminds you to be active after it recognizes period of inactivites.

It doesn’t have a screen, so in order to see you progress or how many steps you’ve taken in a day, you have to sync it to the app via bluetooth every time. It also isn’t waterproof, so you have to take it off every time you shower or wash your hands.

The Jawbone UP24 is a personal fitness band that has sleeping tracking, fitness tracking measured by how many steps you take, weight tracking and a nutrition section accessible on the iPhone appl. The app also lets you set target goals for steps, hours of sleep and weight.

cons

Overall 7.5/10

charge

CLAIRE O’MALIA (’18)

How it works By clicking the button on the FitBit, you can check the time, set an alarm, how far you have walked, and how many flights of stairs you have climbed. Depending on how often you use your FitBit, a full charge can last for 37 days. Data can also be accessed through the smartphone app that will allow you to see more settings, including how many calories you’ve burned and consumed, how much water you have had and, O’Malia’s favorite, how many hours of sleep you got.

cons

Sometimes while using the watch, it can freeze and go either too slow or fast. This affects the alarm time, causing it to go off at the wrong time of day.

Purpose The Fitbit band is a personal tracking device allowing users to access data such as the number of steps they have walked, calories burned and the intensity of daily activity.

Uses

While the Fitbit helps people achieve different goals, the band can help track various categories from weight loss and daily activity to achieving and managing these goals. Some may use the band to track the distance they walk each day, or to measure their sleep levels and help regulate a sleeping pattern.

Overall 8/10

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Page 18

THE STANDARD | September 2015

Culture

recapping the highs and lows Guest Writers Alberto Orive (’16) and Gabe Perez (’16) review the best and worst of this summer’s blockbuster movies

Mission Impossible 5 (7/10)

Spy (7.5/10)

Director Christopher McQuarrie and Tom Cruise, team up once more to deliver a shockingly tense addition to the franchise.

The trailers failed to capture the exhilarating outing the team goes on and grossly undersold the performance by newcomer, Rebecca Ferguson. Above all, the varied action pieces throughout go above and beyond to impress.

Frankly, the airplane stunt from the trailer is just the tip of the iceberg.

Writer-director Paul Feig (Bridesmaids, The Heat) brings another well-balanced and outrageous comedy, starring Melissa McCarthy as an eccentric secretary at the CIA, who finally realizes her potential as a field agent. McCarthy shines, but not without unexpected and unique performances from a talented supporting cast (including Rose Byrne, Jason Statham, Jude Law and Miranda Hart to name a few). Spies, explosions, laughs and even 50 Cent, what’s not to love?

Fantastic Four (3.5/10)

Dope (7.5/10) This selection from both the Cannes and Sundance Film Festivals is most definitely different from your usual indie teen comedy. Dope takes the idea of being a geek and mixes it up with 90’s HipHop and fashion. Adding to that, this Ferris Buelleresque teen comedy includes poignant ideas about stereotypes and social perceptions sprinkled throughout, keeping things balanced and fresh. Watch out for leading actor Shameik Moore in the upcoming Netflix series The Get Down.

ALL PHOTOS FROM WIKIPEDIA.ORG

This reboot had so much going for it: A director with potential, a talented cast, and a studio that had just gotten back on its feet with its comic book properties (releasing Days of Future Past). Unfortunately, it seemed like everything that could go wrong went wrong behind the scenes. The end product felt more like one long exposition, instead of a dynamic reimagining of the first superhero team. There is nothing to spoil about this movie, as nothing happens. It would be like telling you that Peter Parker becomes Spiderman in the first Spiderman movie.

Page 19

•••

THE STANDARD | September 2015

of summer movie releases Pitch Perfect 2 (4/10) The long-awaited sequel comes forward with cheaper jokes, a lukewarm pacing and a very questionable song selection in comparison to its predecessor. Furthermore, the musical comedy shifts focus from Anna Kendrick to the cast in general, leaving the story misguided and unbalanced.

A movie shouldn’t be proud of having a diverse cast if all it does is joke about their respective stereotypes.

Come on, Elizabeth Banks… Stick to production for the third one.

Culture

Me and Earl and the Dying Girl (8/10) Riding on the heels of a coming of age cancer adaptation in recent memory (i.e. The Fault in Our Stars), The Dying Girl does not disappoint. Packed with witty writing, hard-hitting emotion and some quirky characters, it is definitely an emotional ride. Adding to that, it is a great display of young actors with RJ Cyler (Earl) stealing every scene he’s in. If you enjoy any of Wes Anderson’s work (The Royal Tenenbaums, Moonrise Kingdom, The Grand Budapest Hotel, etc.) this film deserves your attention.

Trainwreck (3/10) Amy Schumer plays an unlikeable Amy Schumer. Besides a short and sweet performance by Tilda Swinton, there is not much to praise about this movie, considering its poor writing, lazy direction and 125 minute run-time. Quite simply, Trainwreck was a trainwreck.

Mad Max Fury Road (8.5/10) Truly a breath of fresh air this summer, George Miller’s glorious return to the franchise is a blazing blockbuster that brings its artistic visuals to the forefront.

This twisted piece of cinema takes an extremely simple story and cranks up the crazy for a wild show of practical explosions and technical skill. The only thing going against Mad Max Fury Road is the need for even more Tom Hardy, without detracting from the greatness of Charlize Theron.

Straight Outta Compton (8/10) With assured direction and engaging performances, Straight Outta Compton delivers an unfiltered and hard-hitting biopic about one of rap’s biggest names: NWA. Straight Outta Compton depicts five young men’s struggles to be an honest voice for a generation silenced by abusive authority, covering everything from the blinged-up excess to the greedy underbelly of the music industry. Those who are unfamiliar with the music and legacy of the group can still appreciate the range of notes that this movie hits. If you are one of these people, you should know “You are now about to witness the strength of street knowledge.”

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Page 20

THE STANDARD | September 2015

Sports

New Landscapes A look into the current challenges of sports teams as well as their imminent and long-term visions Sourna Daneshvar, Jr. | Sports Editor Sebastian Mayr | Sports Editor

16

players

9

sophomores

8

Departures

5

Seniors

Stats relate to the 2015-2016 varsity boys soccer team.

Varsity Boys Soccer

D

ue to the transient nature of life in an American school abroad, the annual turnover of athletes is a familiar occurrence.

School sports teams have become accustomed to the reality of gaining and losing students every year, with players forced to adapt to new teammates and coaches required to alter their mentality to accommodate the strengths and weaknesses of new players.

The boys varsity soccer team has faced a mass exodus of eight players either graduating or transferring to different high schools. Varsity Boys Soccer Coach Uliano Muzzioli was appointed to lead the squad consisting of a majority of sophomores earlier this year.

Recognizing the squad’s youth, Max Coulson (’18) sees the season as a chance to build for the years ahead. “I think we really can – and I hope we will – go far this year, but this is also a year to build the team up because of how many players we lost last year,” he said.

While Nick Muoio (’16) does not believe this year will be a “rebuilding phase” for the team, he acknowledges and remains conscious of the challenges the team will face throughout the season.

“Considering that we’re lacking the size, we really have to work toward being in great physical condition,” he said.

No stranger to mass departures of players on sports teams, Muoio faced a similar situation in Grade 9, when only two of 10 previous varsity basketball players returned. While Muoio’s basketball season ended with a narrow relegation battle at ISSTs and an ultimate 10 place finish, he focuses on the positives that can be elicited from his experiences and

strongly believes there is room for optimism with the current soccer squad. He believes this season’s goals are the same as in previous years, despite such a large turnover in playing personnel. “Even though we’ve lost all these players we still have aspirations to have a successful year,” Muoio said.

Achieving those aspirations may prove easier said than done for a team significantly lacking in physical size compared to pre-

stripped the team of it’s midfield core, possibly giving younger players the opportunity to get some valuable playing time and make their own mark on the team.

Having such a new and inexperienced squad gives Muzzioli some advantages though.

“It’s going to be easier for me to start almost with a blank canvas and try to add a beautiful story on it,” he said. Inserting a new playing style means the main

ate last year’s 3-5-2 formation. Instead, he will adapt to a 4-3-1-2.

Jed Alberts (’16) believes the new formation suits the squad.

“What’s good is we have a lot of young players that are very technical, very skillful and as a result we can play with a new style. I think we can go really far; we have a lot, a lot of potential,” he said.

That potential, in Bader AlHadaq’s (’18) mind, exceeds that of his predecessors. “To be honest, I think we have better playPHOTO BY STEPHANIE BRENDSEL ers this year,” he said.

Surpassing the ISST finish of last season’s team is Al-Hadaq’s main objective. “Our target is to reach the final and win it. That's our target. We’re not looking for second. We’re not looking for a tie.

We’re looking for a win,” he said.

Considering the introduction to varsity competition for many of his players, Muzzioli finds difficulty in comparing this squad to last years.

“It’s going to be extremely difficult this year to replicate last year’s success because obviously there was a continuation to a program that has come to an end,” he said.

Muzzioli has already envisioned what would constitute a rewarding ISST finish. “For me, Mark Haghani (’18) in action vs. International School of Brussels. a dream result, one that I would vious years. However, Muoio be- aim for this season is based on be absolutely delighted with, is lieves the players more than make how the team plays, rather than top four at ISSTs. If we could get up for these hindrances in terms what results it achieves. “It’s a out of the group stages and get of talent and motivation. “We still completely new team and the into the semifinals I would be have aspirations of doing well and expectations for this season are extremely, extremely happy. I winning gold. I think it will be mainly about playing very at- would consider it a humongous more of a process than it would tractive, attacking football,” success,” Muzzioli said. have been last year,” Muoio said. Muzzioli said.

Coulson understands the squad Primarily, the manner in which may face challenges early on and “The new players will have to step up, but I wouldn’t quite call it re- his squad plays defines success, but expects to overcome them through for Muzzioli, a successful record the course of the year. “With this building.”

However one may choose to would equal more wins than losses. new team it’s unpredictable what After tryouts, Muzzioli did not could happen, but I’m sure by the coin it, the loss of Bjorn Sigurdsson (’15), Alexander Von Daehne believe he possessed the personnel, time we get to ISSTs we’ll be ready (’15) and Owen Gaynor (’17), has specifically in the defense to recre- for anything that’s thrown at us.”

•••

Page 21

THE STANDARD | September 2015

Sports

"Every year you have new players and every year you’re going to have to go through some form of adaptation" Caroline Dibble (’16) Varsity Boys volleyball and varsity girls socceR

W

ith four returning players this season, the boys varsity volleyball team shares a similar dilemma to the one unfolding for the boys varsity soccer team. After losing four players from the starting lineup, coupled with the addition of new coaches Vangelis Koutouleas and Yannis Petroudis, the team is in midst of developing an entirely new character.

While returning player Trey Carlson (’16) asserts that this season’s goals are the same as in previous years, but the team’s ability to compete against stronger and more experienced opposition will definitely be tested.

“This team is going to have to work really hard because we lost so many of our stars, really our starting line. So this year we do hope to do well, but it’s very [uncertain],” Carlson said.

Despite doubts lingering for Carlson and the other returning players, he is confident in the capabilities of the incoming players and the new coaches, and strongly believes the team is in “very capable” hands.

For Carlson, the loss of the bulk of the team provides an exciting prospect, as he believes it will give the underclassmen a chance to show their worth and become a more centralized aspect of the squad.

“No matter what happens, if it turns out we’re terrible because we lost all our players, or it turns out that we were a hidden talent last year... I’m excited for the year and I do think it will be fun to watch,”Carlson said.

Rather than focus on the team’s relative lack of experience, Carlson points to the good team chemistry prevalent

PHOTO BY STEPHANIE BRENDSEL

15

players

11

returning

Maia Vasaturo-Kolodner (’17) approaches the ball vs. International School of Brussels. among the team members, and believes the latter will have a greater impact throughout the season.

For others, such as the varsity girls soccer team, adapting to the departure of vital personnel has not been as pertinent or relevant an issue. Three-year varsity soccer player Caroline Dibble (’16) has never particularly worried about the prospect of facing a significant setback. While Dibble believes the departure of eight seniors following the 2013-14 campaign did result in a temporary rebuilding year, she does not categorize it as an entirely new year.

“I wouldn’t say it was that much different last year, because a lot of the girls that moved up to varsity

last year played with the JV program, and [varsity and JV] practice together, we play together and we scrimmage together,” Dibble said.

“Every year you have new players and every year you’re going to have to go through some form of adaptation.”

Looking ahead, Dibble does not see any imminent rebuilding phases for the varsity girls soccer team, and attributes this to the firsthand varsity experience many uprising freshmen and sophomores are getting on the varsity team. With only four seniors leaving, the dynamic of the varsity girls soccer team next year will remain very similar to the current one.

“We have a JJV program this year and we have three teams so

we have a lot of talent and people who I could definitely see moving up to varsity in future years,” she said.

Dibble, in comparison to innumerable other athletes, has reaped the benefits of playing alongside a tight-knit group of players that have been training and scrimmaging together since Grade 9. She believes this inclusive format will allow JV players to transition more effectively to a varsity level. “It definitely makes it a lot easier because we all know how to play with each other and work well,” Dibble said. “We do have that chemistry... We do have new players and they fit in really well with our program.”

8

juniors

4

seniors Stats relate to the 2015-2016 varsity girls soccer team.

•••

Page 22

THE STANDARD | September 2015

Sports

Nunnink_commits_to_Pitt Beck Nunnink’s (’16) journey to play collegiate soccer Lillie Atkins | Staff Writer

Beck Nunnink (’16) verbally committed to the University of Pittsburgh Division I soccer team on August 27.

Nunnink has wanted to pursue soccer in college since his freshman year. “I enjoy the sport and it changes your college experience,” Nunnink said. “You’re on a team so you’re instantly known by a good portion of the school and you start with friends.”

With training twice a day and as many as three games a week, Nunnink views the time commitment on the collegiate level as a significant change.

Nunnink started his recruiting process through college camps and sending out videos to coaches. As Nunnink was overseas he felt he had to cast a wider net when contacting coaches. “Being overseas made it much more difficult to be recruited,” Nunnink said. “Being overseas and wanting to go to a U.S. school [was hard]. Coaches do not just come to tournaments... so it is hard for coaches to see you play, unless you go to them, which is also very costly.”

When coaches were able to see Nunnink play, he believes what made him stand out

as a player was his “explosiveness.” He explained that as an attacking player, once a defender has gotten used to the tempo of the game, he is able to use his explosiveness to mix up the tempo. At that point “it is really hard for a defender to change his movement to match mine.”

Nunnink’s teammate on the varsity boys soccer team, Mark Haghani (’18) admires certain physical aspects of his teammate. “[Nunnink] tears it up with his pace,” he said.

Haghani also appreciates Nunnink’s role as a leader, and mentioned that Nunnink leads early morning runs for the team in an effort to raise everyone’s fitness. “He is trying to benefit the team in any way possible,” Haghani said.

It is because of these aspects that Haghani explained, whether it is in practice or a game, “[Nunnink] inspires you... to make that one extra run.”

Former Varsity Soccer Coach Akay Mustafa, who coached Nunnink for two years, also saw this aspect of his game. He has “unbelievable drive and motivation. He

was often the spark that ignited games,” Mustafa said.

Now that the recruiting process is in its final stages, Nunnink feels a lot of the pressure has been relieved since he no longer has to worry about the college admissions process.

Looking ahead at what this process will bring, Nunnink is excited about “the experience of having fans and a huge school to support [his team].”

Although Nunnink doesn’t know what to expect, he believes his team will teach him about “teamwork, commitment, and focus.”

Yet, he recognizes that there will be challenges that come along with the benefits. “It will be hard adapting to a new team,” Nunnink said.

Despite the potential challenges, Mustafa has faith in Nunnink. “I can’t wait to see him fulfill his potential. I believe that should he progress to the level I believe he can get to, he will be an outstanding talent,” he said.

Currently, Nunnink does not know his

future teammates, but he anticipates competition for every position. “You have to win a spot every time you practice,” he said.

The recruiting process is not over for Nunnink as he has only verbally committed at this point. On February 3, 2016, which is national signing day for collegiate soccer teams, Nunnink intends to sign a letter of commitment to the University of Pittsburgh.

PHOTO BY ALESSANDRO BARAVALLE

SPORTS COMMENTARY

Constant Fantasy

Celebrating the connections and camaraderie created by fantasty sports Ankit Mehra | Online Editor

What’s the first thing I do when I walk into school on a Monday morning? Worry about the tests I’m taking? Wonder if I completed all my homework? Most likely and most enjoyably, my morning usually consists of wrapping up the weekend’s sports results and more specifically of my fantasy teams, with friends.

As a new Barclays Premier League season gets underway and the National Football League (NFL), National Basketball Association (NBA) and National Hockey League (NHL) hold their first games, students around the world will be signing up to play fantasy sports. In the midsts of high school, faced with countless hours of homework, college applications and preparing for exams, fantasy sports provides a relief from stress.

From reading fantasy reports and preparing for a draft with friends, to ensuring your lineup is set every week, fantasy sports are

a constant source of activity. And, with the majority of the student body playing a sport at some point during the year, many students further their connection with the sport they play and watch through this activity.

While I don’t play a sport myself, for students like me, the interest in fantasy sports can still exist – I use it as a way to divulge myself into the sports culture. Fantasy sports takes the joy of watching a game and applies it to a larger group as the players you pick earn points against those of your friend and family’s.

Having played in leagues with my cous-

ins, talking to one another on a daily basis about the various leagues we competed in, making trades with one another and convening to watch games, playing fantasy sports with family has not only made the league more compelling, but more importantly managed to bring me closer to my relatives.

Competing on a week-to-week basis, I find myself dedicating time towards the thrill of fantasy sports and find that something I used to watch on television becomes something that deepens my understanding for the sport and leaves me with ample topics of discussion with my friends.

approximatey 9 hours are spent per player on fantasy football each week according to a 2015 study by Cheat Sheet Sports.

For me, fantasy sports is a must for any student that follows or participates in sports solely for the camaraderie it builds. On a deeper level, fantasy sports illustrate understanding, friendship as well as that competitive spirit.

While my Sunday’s have always consisted of watching football with my family, tracking fantasy sports has grown the fun nature of competitive spirit between us and made each of us more invested in the game.

Whether it be through messaging one another regarding trades, or who we should acquire for the following week, fantasy sports is certainly something that draws me closer to people I know.

With everything students go through, every stress they have to deal with, something as simple as winning “bragging rights”, within your family or friends in fantasy leagues is truly a feat I will always hold in high regard.

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Page 23

THE STANDARD | September 2015

Sports

MS girls rugby program created

SOURNA DANESHVAR, JR. SPORTS EDITOR

L

ast year, when Houdah Daniels (’20) stepped onto the pitch for a competitive Grade 7 rugby game vs. ACS Cobham, it marked the first time a girl played rugby on a middle school team that was only boys in years prior.

Despite what rugby coach Ross called “several years of interest” in girls playing rugby, this will be the first time for a full-girls rugby after school program. Entering Grade 8, Daniels, alongside 12 other girls, ranging from Grades 5-8, will participate.

Every Wednesday the girls will play tag rugby at Primrose Hill, introducing them to the fundamentals of the game. Similar to many recently founded programs, longevity is not promised.

Continuing the program until Oc-

tober remains the only guarantee.

Although the group won’t start with contact, Ross believes there’s a “50-50 chance” the program progresses to that stage this year. “It’s an adaptable program, so if we get halfway through the season and we feel as a group that we’re ready to do physical contact then that’s something we’ll consider,” he said.

Assistant Athletic Direc-

group of girls who have played tag rugby into a normal U13 game to play a girls team that has been playing contact rugby and playing it their whole lives,” McCune said.

Interest is likely the most important factor; if no girls want to play there is no need for a team, but should a considerable group express a desire to play, allowing

rugby fan, believes enthusiasm for the sport would percolate in the High School if a team were present. “I’m sure there are people that would join if there was [a team] because rugby is a big sport here,” she said.

Similarly, Daniels hopes a team will be added in the near future. “I’d love for it to be one of the options for next fall. I

options could “kill one program to start a new one.”

For Ross, forming the Middle School After School Program inches towards a competitive high school team. “The natural progression of a sport is that once you’ve started it, as long as it’s popular and you have enough people signing up is that it just keeps growing,” he said.

Based on middle school interest, Rose believes a High School team is warranted for the girls who wish to pursue rugby in the future. “The fact that there is an after school program for the Middle School makes it all the more important to have a female rugby team,” Rose said. “We need to make it more easily accessible for those girls, and other girls as well, who want to do rugby in high school.”

I DON’T WANT ANOTHER GIRL TO HAVE TO ASK ‘WHY CAN’T GIRLS PLAY RUGBY?’

SEBASTIAN MAYR SPORTS EDITOR

HOUDAH DANIELS (’20) tor Heidi McCune, however, remains hesitant on committing to contact because of the potential of it inducing more injuries. Possible injuries loom large when considering advancing to a competitive team. “We couldn’t throw a brand new

them to do so would be a priority for the Athletics Department.

“We want to offer what kids want to play. So if we have 40 girls that come to us and say ‘we want to play rugby’ we’re going to try and make that happen,” McCune said.

Zoe Rose (’18), a passionate

don’t want another girl to have to ask ‘Why can’t girls play rugby?’ I don’t want that situation to have to occur,” she said.

McCune’s only hesitation would be that, especially in the High School when more sports are offered, increasing athletic

Fitness team formed

A

fitness environment often appears both intimidating and daunting for students looking to build stronger and more athletic physiques. The perpetual fear of judgement coupled with that of failure can prove detrimental to those wanting to gain some fundamental gym experience.

Initially brought forward and now led by Fitness Room Supervisor Andy Patros, the new fitness team hopes to put such qualms to rest, as it will be open to students intent on building a more tailored and regulated training regime. “[The Athletics Department] wanted to announce that I’m here for High School students that need or want to come and exercise, get some advice, get stronger, or lose some weight,” Patros said.

While Patros admits many students already see him on a regular basis and coordinate fitness regimes with him individually, the fitness program will create a more formal and transparent experience for its members. Meeting for just over an hour on Mondays and

Fitness Room Supervisor Andy Patros closely observes Will Sayre (’17) working out. Patros will assist students in improving their fitness.

PHOTO BY SOURNA DANESHVAR, JR. Wednesdays, the sessions will be short and intense, equipping students with an array of basic routines based on Patros’ evaluation of their strengths and weaknesses. “[The training regime] all depends on the individual student.

[A lot of students] here come in and I would base it on the sports that they are playing,” he said.

Established in the midst of the already-present “cliques” predominant at ASL, the fitness team plans to create its own tight-knit community, wherein any student can

find solace and comfort.

Izzy Wakefield (’19) is one member of the fitness team who worried about starting to workout in the gym. “I was a little nervous because I thought I’d be one of the only freshmen in there and it would be super weird at first,” he said.

Wakefield however no longer feels tenative about the gym environment and attributes to his joining of the fitness team.

Through this program, Patros hopes to reach out to students who may have failed to earn a place on

an athletic team in the fall, or simply those who harbor long-term aspirations of achieving that spot in the future. He will maintain his ultimate goal of endowing the students with a fundamental repertoire of skills that will then hopefully motivate and inspire them to become part of an athletic team in the school.

Tyler Whitman (’19) sees the benefits of being on the fitness team for basketball during the winter season. “It just helps with every aspect [of athleticism]. You’ll be better at everything by getting fitter and training,” he said.

Patros concurs with Whitman’s sentiments. “I’m very happy with [the program]. I think we need to put ourselves out there as an athletic department to say ‘look, come and strengthen yourselves up for future games and activities, sports that you do or want to try out for in the future, or just have a healthier living and healthier well-being’,” he said.

Patros however remains fixed on an issue he has seen prevail around the gym all too often. Rather than focus on heavy weights – which many believe to be the source of

getting stronger and bulkier – Patros will focus on building the student’s strength through repetitionbased workouts. “Sport science is always improving so we have to keep up with it... One of the most recent studies on heavy lifting is that if your repetitions last for 40 to 70 seconds, [it] shows now that you can still get bigger and bulkier with a ‘lighter’ weight and you’re not going to put extra stress on your joints and ligaments,” he said.

Nic Demetris (’18), a current member of the fitness team, attests to this prevalent and ever-growing sentiment. “I was a little nervous because I’d seen a lot of guys in here with big weights, and I wanted to do that straightaway. But [Patros] showed me it’s more about hitting a lot of reps and then resting off, rather than just starting with something that your body is not ready to do,” he said.

Demetris, similar to other members on the team, signed up for the team to prepare for the upcoming winter and spring seasons. With no prior gym experience, he already feels much more comfortable in an environment he initially felt apprehensive about.

Page 24

Sports

Taegen Kopfler (’17) dribbles past a Tottenham Ladies player. ASL lost 2-1 on September 11.

PHOTO BY STEPHANIE BRENDSEL

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MS girls rugby Annual team turnover

THE STANDARD | September 2015