Issue II

Standard

the

October/November 2014 | Volume XL, Issue II

A

Infl ted achievement?

Grades at ASL have risen as the pressure to succeed mounts, which begs the question: Are students getting smarter or is grade inflation occuring?

Zack Longboy | Lead Features Editor Tyler Skow | Features Editor

Article on pages 16-17 The American School in London | One Waverley Place | London NW8 0NP U.K. | standard.asl.org

EDITORIAL ON PAGE 6: The Standard’s Editorial Board calls for the abolition of AP courses

News

•••

Page 2

THE STANDARD | October/November 2014

At the beginning of the school year, the Student Council (StuCo) introduced a new academic committee within the Council. “I think it’s important that students have an input into their learning process,” Assistant Principal Karen Bonthrone said.

Guided by this belief, she established the Committee. It will focus on improving High School academic life through the implementation of student suggestion and feedback.

At the start of the school year, Bonthrone approached StuCo President Celia Mitchell (’15) and Vice President Dariush Yazdanpanah (’15) regarding the Committee. They decided Yazdanpanah would take on a leadership role within the committee, after he expressed interest in developing what he called “the more serious side of [StuCo].”

StuCo representatives from each grade will voice the opinions of their peers, and Bonthrone will also share her views on academic improvements.

The Committee members, Zack Ashley (’15), Isobel Sheil (’16), Jack Neblett (’16), Jordi Albanell (’17), Ayse Yucesan (’18), as well as Yazdanpanah, will regularly meet with Bonthrone to discuss areas in which they would like to see change in

academic aspects of the High School.

Last year, there was a StuCo initiative which encouraged teachers to post student’s grades on Haiku. Yazdanpanah hopes to push ahead with this initiative. “[I want] to build off what I pushed for last year, which was the online grading,” he said. Through this Committee, they will

During the week of December 8-14, the computer science faculty will run Hour of Code, in honor of Computer Science Education Week. Hour of Code is a worldwide event that encourages students to try their hand with coding There will be coding activities during lunch every day during the week. On December 5, an assembly will be held, outlining the exact schedule for the week and what students can look forward to.

Winter Concerts The Music Department is preparing for the annual winter concert on December 7. The concert will begin at 2p.m., and will include performances from the Concert Band, Jazz Ensemble, Wind Ensemble, Percussion Ensemble, High School Choir and other student ensembles. The ensembles will also perform for senior citizens on December 6, and the Percussion Ensemble will perform at the annual High School and Middle School dance recital on December 12 at 4p.m. All performances are free of charge and anyone interested is encouraged to attend.

Bonthrone also believes that this Committee will help provide a more structured approach, compared to previous years, toward having more student input on change.

Bonthrone supports the idea that all voices of the school need to be heard when it comes to making improvements.“There’s

StuCo’s Academic Committee was formed earlier this year.

PHOTO BY ALEX GANDHI evaluate how the online grading approach is working and how to further develop the system.

always been dialogue between students, teachers and admin. We’re making it just a little more formal,” she said.

Albanell, however, supports greater uniformity between teachers. “I want to change how the teachers work together.

For example, it’s not fair for some English classes to write an essay [at a certain time], when the others don’t have to,” he said. He planned to voice this opinion, and similar ones, t0 the Council prior to hearing about the Academic Committee. Upon learning of this new committee, he was eager to join.

Albanell also raised the importance of having short breaks during class to make the 80-minute periods more manageable and bringing exam uniformity into retake policies. He plans to present these opinions to Bonthrone and the rest of the Committee.

Yucesan also expressed a consensus from students in the Grade 9 that there is a need for change in department uniformity.

Numerous students have conveyed to her a side of unfairness in differing workloads from teacher to teacher.

Bonthrone feels that hearing ideas from teachers, administrators, and students alike is the best way to not only make improvements in the school, but potentially develop new projects.

“I’m hoping, moving down the line, that there may be some places where students can actually have some input in how the school changes,” Bonthrone said.

World War I remembered

News Briefs Hour of Code

•••

Lorenzo Maglione Staff Writer

School play showing On November 20, the entire High School will see the fall play, “A Light in the Darkness: A Story of Hope during the Holocaust”, during the school day. To allow this, there will be an adapted schedule where all classes will be an hour long.

After period two, everyone will go to the School Center to watch the play. After the play, there will be a question and answer period with the cast. A 45 minute lunch from 12:15p.m. to 1p.m. will follow, with classes continuing after lunch.

Class of 2016 Lock In The class of 2016 is preparing for a “lock in” hosted by Student Council (StuCo), where they will spend all night at school on November 14. The lock in will be catered

by Bruno’s Deli on Abbey Road and juniors will participate in various activities throughout the night meant to bring the class together. A survey was sent out to determine what activities should be included in the schedule. The lock in will be free of cost for Grade 11 and the money for catering will be provided by junior funds set aside by the school.

On November 11, 1918, the guns of World War I fell silent. After four years of fighting, and a death toll of over 16 million, the war had finally ended.

This year marks the centennial of World War I. All over Europe and the United States, special events have been organized to commemorate the war. London in particular will host a series of displays to show remembrance, such as the sea of red poppies surrounding the Tower of London.

The centennial is what prompted Director of Academic Advising Patty Strohm to introduce and lead the Over the Top: World War I Battlefields Alternatives trip earlier this year. “It’s [ the centennial] a huge event for our host country. We live in Europe, so it’s important to do things that are historically significant for our host country, and for Americans,” she said.

Strohm believes that it’s important to remember World War I because of how it started changes in both British and American society. “It spurred a lot of economic activity in the U.S., the field to factory movement started an enormous migration of African Americans from the south to the industrial north.”

Students of the World War I Alternative spent the majority of their time in Ypres, a

Belgian city located in the Flemish province of West Flanders. The students were able to experience the trenches and tunnels of various battle-sites first-hand, as well as participate in a post World War I ceremony and visit the Flanders Field Museum.

For many, the trip showed the importance of this year’s centennial.

Alisha Gandhi (’15) expressed how her feelings towards World War I changed after the trip and the importance of the centennial. “Living in America or being American in London, I had never really given it [World War I and the centennial] much thought, but actually standing where battles were fought, it put me more into the situation,” she said.

“The soldiers who fought were real people, they all had identities, they all had families.”

Karthik Balasubramanian’s (’17) perspective of World War I also changed over the course of the trip. “I only knew facts about World War I before the trip, but I never knew how the soldiers felt and the struggles they went through,” he said. “People would fake their age because they thought the war would be fast and easy and it was a free trip around the world,” he said.

Along with the World War I assembly ASL will host on November 11, the High School Orchestra will also play a piece from the movie “War Horse” to commemorate the Great War.

Page 3

News

Financials Hong Kong

Academic Committee formed

Martha Collins Staff Writer

THE STANDARD | October/November 2014

Students lead protests in Hong Kong Since September, students have lead protests against increased political control from the Chinese government over nearing elections

Nadia Sawiris Culture Editor For two months, vital roads and key streets have been blocked off by student protesters in Hong Kong. With tents, banners, and makeshift barricades ranging from bamboo to metal, young men and women have assembled in the streets of Hong Kong both in front of the special administrative Chinese region’s administrative buildings and business districts to call for democracy.

Though former ASL student currently residing in Hong Kong, Freddy Marsh (’16), has not witnessed the protests first hand, seeing pictures is surreal to him. “The roads that the protesters are using are usually filled with traffic so to see them just filled with people is very strange,” he explained. His brother, Henry Marsh (’08) went to Central - where the protests are taking place - during the height of the protests said that “the energy of the protesters was incredible – he had never experienced anything like it.”

Marsh noticed changes in his daily life, along with others who travel around Hong Kong during the day, with classmates from Hong Kong International School (HKIS) arriving an hour late to school due to the traffic caused by the protests. “Some of the main roads in the city have been shut down, causing traffic jams all across the island,” he said.

Those who travel around Hong Kong during the day are not the only ones affected by the protests, it affects everyone who works in Central, the equivalent to Times Square in New York. “These protests are killing a lot of the business in Central. Shops and stores are being forced to close because of the protests, which is affecting the incomes and lifestyles of the employees of those establishments,” Marsh said.

Recently, the citizens of a semi-

autonomous city, Hong Kong, were promised direct elections for choosing its regional leader by 2017. Yet the Chinese government, in concordance with current administrative head, Chief Executive Leung Chun-ying, have created a committee – filled with pro-Beijing authorities – to filter candidate choices, thereby limiting the democracy in the election.

The youth in Hong Kong who are living in a city filled with modern technology are trying to be as Western as they can as opposed to more Chinese. “Every step that they see the Chinese government taking in taking control over Hong Kong is for them [the young kids], saying ‘we’re going in the wrong direction,’” Trey Carlson (’16), who lived in Hong Kong for four years, said.

Carlson believes that the situation with the government in Hong Kong with the government is both fluid and dangerous, and that the protests were predictable. “It was pretty much inevitable that something like this was going to happen because of the way that it is now, it’s just not working, it’s just not good,” he said.

Social Studies Teacher Natalie Jaworski believes that the youth is driving this movement as such a movement cannot succeed without the youth. “I think there is a lot of courage that comes with youth and a belief that you can make a difference and that you can change things,” she said.

Jaworski believes that the peaceful nature of protests in Hong Kong makes it reminiscent to Tiananmen Square. However, that is not the only similarity between the two conflicts, Jaworski emphasized government censorship in both cases. “What I have been reading is that the information about what is happening in Hong Kong really isn’t getting to the Chinese people, that they are censoring it in the way that they censored what happened in Tiananmen Square,” she said.

In recent weeks, not much has developed between the sides as each is unwilling to compromise. During this time many protesters and police officers have clashed, some resorting to the use of pepper spray, tear gas and batons on protesters that are breaking into private property.

However, Marsh believes that the officers have remained relatively neutral. “It is widely believed that the police have done a

MAP FROM GOOGLE son said.

Marsh, along with many of his classmates at HKIS, believes that due to the detrimental effects the protests are having on the people in Central, people in Hong Kong will turn on the protestors. “In order to have a successful protest, you need to PHOTO FROM FLICKR/STUDIOKANU have the hearts and minds of the public on your side, and if Central in Hong Kong is a center of the protests led by students the protests carry on I’m afraid very good job remaining neutral in a spark for people to realize that the protesters will lose this advanthis matter. They are not harming they are the ones that truly have tage,” he said.

China will reclaim Hong Kong the protesters, nor are they being the power and can rise up against them. That I think is why China is in 2047 due to “The Handover”, a completely passive,” he said.

A platform used by the protes- censoring a lot of what’s going go period in which Hong Kong had tors is social media. Jaworski be- on, it’s because they don’t want to be handed over to the The Peolieves that though social media is that same thing happening,” she ple’s Republic of China. Therefore Marsh believes that China not the reason why these revolu- said.

There is pressure on the Chi- should allow Hong Kong to have tions happen, it precipitates such a movement. “[Social media] is a nese government about how they independent elections as “the catalyst, it enables these things to should act as Hong Kong is one of Chinese do not have very much their prized possessions. “I think to lose by giving Hong Kong happen,” she said.

Jaworski believes that this is the I’d be scared for the Chinese if 30 years of democracy, allowreason why China strictly censors they’d step in and do something vi- ing them to grow their capitalsocial networks. “Power lies within olent because that would be a huge ist markets, and then using the the people and in a government mistake considering Hong Kong is Hong Kong economy to bolster system where they try to keep the pretty much their best-valued as- China’s already emerging econpower all at the top, it only takes set that they have right now,” Carl- omy.”

•••

Page 4

THE STANDARD | October/November 2014

•••

THE STANDARD | October/November 2014

Page 5

News

News

1969-1971: 1 Waverley Place school built

With the recent purchase of 10 Loudoun Road, a growing financial aid fund, the construction of a swimming pool and a new building on campus, the school needs to get its funding from somewhere.

But where do these millions of pounds come from, and specifically what are they being spent on?

Charlotte Young | News Editor

Financial Aid Part of the 2010 Strategic Plan created by the administration and the Board of Trustees read to, “[increase] funding of financial aid to 8 percent of gross tuition

range of students with regards to socioeconomic diversity.

While funding for financial aid has been increased, there is still a finite budget of £2.7 million allocated from student tuition toward financial support for families. Head of School Coreen Hester explained that financial aid at the school is need-blind when families first apply to the school.

“We’re reading applicant files and we don’t

ren said that they are expected to pay a certain amount towards tuition. “It’s a whole range, some people receive almost full tuition, although we do believe that families should contribute something,” she said.

However, there is a range in the amount that a family will provide for the student’s tuition. “In some cases that [contribution] might be £50, and in other cases families

Annual Fund plications than we’ve been able to fund, and then those people have gone on a financial aid wait pool,” Warren said.

Families apply for financial aid through a system called School and Student Services (SSS), which is run by the National Association of Independent Schools (NAIS).

Warren describes ASL’s financial aid system as very similar to families applying for financial aid for students at university.

WE RUN THE SCHOOL VERY RESPONSIBLY AND FAIRLY CONSERVATIVELY. YOU NEVER WANT TO GET INTO FINANCIAL TROUBLE. HEAD OF SCHOOL COREEN HESTER revenue and working toward establishing endowment funds (expendable and permanent) to further support this initiative.”

The addition to financial aid, which Dean of Admissions Jodi Warren believes to have been “increased from around four percent of the budget,” was with the hope that the School would attract a broader

know whether this person needs financial aid or doesn’t. We’re looking at whether they’re the right fit to come to ASL,” she said. Once a student has been admitted into the school it is then determined how much financial aid they will receive.

While financial aid is awarded to families who are in need of support, War-

might pay everything except for £2,000 [or] £10,000. It’s a big range depending on financial circumstances,” she said.

Many students apply for financial aid, but not all families are awarded aid. “Even though [the financial aid fund is] fairly generous, we still do have a budget. Over the years, we’ve had more financial aid ap-

1999-2001: Renovation of High School and gyms

“The parents have to submit documents to verify income and assets, and how many children are in fee-paying schools. SSS evaluates all of that information and processes a document that parents and we see that says, ‘this family can provide this amount of money to support their children’s education,’” she said.

While student tuition covers about 90 percent of the cost of educating ASL students, the Annual Fund is unique because the money raised each year goes toward different parts of the school.

Director of Advancement William Vaughan explained that, “Unrestricted money is so important because it allows us to direct the [donated] money where it’s needed most. Many gifts, like for the Capital Campaign, are for very specific things such as construction projects.”

Instead of Annual Fund money raised going toward a particular part of the school, it can be used for a multitude of things. “We can determine if we need to use it for supplies for the classroom, or if we need to use it to underwrite student trips like Alternatives. It’s a very flexible format for us,” Vaughan said.

Donations for the Annual Fund last year exceeded £1.7 million. However, this year’s goal is to raise £1.635 million.

Goals for the Annual Fund are based on the costs that the donations were able to cover two years ago. However, in all cases, donations have exceeded the aim set by the school.

The school’s reasoning behind the use of the Annual Fund instead of having tuition cover all of ASL’s costs to run is because the donations made by families are

Construction projects at Waverley Place over the years

2013: Reconstruction of Commons

2006-2007: Construction of School Center

2011: Canons Park renovation

tax-deductible as they fall under charitable giving purposes. “If someone makes a donation to the Annual Fund then they may receive tax benefits in the U.K. and also in the U.S. if they’re paying U.S. taxes,” Vaughan said.

Families are solicited to donate to the Annual Fund through a volunteer group comprised of nearly 70 parents. “We look for parents who’ve been active and show interest, maybe they’ve given to the Annual Fund themselves. We like to get a broad range of people involved so that we can cover as many aspects of the school as possible,” Vaughan said.

Capital Campaign The Capital Campaign includes funding for both the New Frontiers construction project, which began at the end of the 2013-2014 school year and funding for endowment. The total amount being raised for the Capital Campaign is £22 million, with £10 million going toward endowment and £12 million toward New Frontiers.

Although the school is raising money for the New Frontiers project, it has also taken out a long-term loan of around £20 million. Vaughan explained that, “Part of the reason why [the school is] taking out the long-term loan is because future generations are going to benefit from these

2014: New Frontiers construction begins construction projects, and a portion of their [future families’] tuition will go towards paying the loan back,” he said.

While the construction is only set to be completed by the spring of 2016, Hester explained that, “everyone who is a friend of ASL [is asked] to contribute to the New Frontiers campaign.” This is because parents of current students have benefited from the donations of past ASL students and their families.

“The rationale for the parent of a junior or a senior is that they have benefited from the generosity of the vision of past parents and past leaders of the school, so it’s recognizing the fact that they have been the beneficiaries of past projects. Not everything is transactional; it’s not always, ‘I give this to you and I get this back,’” she said.

The school’s stable financial system was evident when the administration approached Barclay’s Bank about a loan for the New Frontiers portion of the Capital Campaign. “We had no problem getting a bank loan, and one reason was because the school was debt-free when we began this project. We’ve been very strong from a financial standpoint,” Vaughan said.

According to Vaughan, this strength is a result of student tuition, which is the main source of income for ASL. “[Our financials are] very strong because we have a waiting pool. If there was a huge drop in enrollment that would be a concern obviously [for the school’s financials], but we have no indication of that whatsoever,” he said.

Acquisition of 10 Loudoun Road In an email sent to parents in October, Hester announced that ASL had recently finalized the purchase of 10 Loudoun Road.

The purchase of 10 Loudoun Road is part of a resources acquisition plan, which has lasted for nearly 10 years. The plan outlines that it is in the school’s best interest to buy properties near the current ASL campus in case of future expansion. “If it was three blocks away we wouldn’t be interested,” Hester said.

While the amount that the school has paid for the property remains undisclosed, the house was paid for through a bank loan. The school plans on paying back the loan by leasing the home to ASL families. “We can’t afford to all of a sudden have meetings in there [10 Loudoun Road]. 47 [Grove End Road] we were able to purchase and pay for so we could use it,” Hester said.

Prior to buying 10 Loudoun Road, the School had only previously borrowed money twice. £15 million was borrowed to renovate the High School, and to renovate the School Center as well. The loan was paid back through fundraising.

In general, Hester describes the school’s spending as cautious. “ASL is very responsible with its financials. We run the school very responsibly and fairly conservatively. You never want to get into financial trouble.”

Opinions Page 6

•••

better college rather than to a better education, as students have been grappling with numerous AP classes without a passionate drive that panders to those specific classes.

This is not being condemned, in fact, this Editorial Board lauds the endeavor for diverse academic excellence. But this is what we want to expound upon: A level of diversity. Pursuing excellence sends students right into the AP curricula, which can often be limiting due to its lack of breadth.

Courses that have appealed to a specific minority – such as Astronomy, Global Issues, and Contemporary History – but are nonetheless key in a modern education have been bogged down in the other side of the AP stigma: Because they do not carry the AP label, they automatically, and erroneously, become secondary classes – classes students take to fulfill graduation requirements.

For this reason, The Standard’s Editorial Board would advocate the gradual imple-

STAFF PHOTOGRAPHERS

JAMES MALIN Issues Editor GABRIEL RUIMY Senior Editor

Page 7

Opinions

Using the voices given to us

Abolishing our broken system

mentation of Honors courses coupled with the gradual removal of AP classes.

This Honors program would be of the same rigor as an AP course but would not be tailored towards preparing students for yet another standardized test. Instead, teachers impassioned by a certain subject would come together and create a general sense of conformity regarding grading policy and curriculum – one recognized by universities –, but still have the flexibility to hone in on what specifics they deem important, all the while teaching in the style they prefer.

Teachers wouldn’t have to teach things just because it’s on an exam and they would have an extra month (the one which follows AP testing) to use at their discretion.

The stock for AP classes is slowly but surely on the decline. Some of the United States’ most prestigious high schools, like Riverdale Country Day and Phillips Academy Andover have already abolished AP

Standard

classes from their curriculum. Likewise, prestigious universities like Dartmouth no longer accept AP scores as credits, with more institutions set to follow suit in the near future.

To the best of our knowledge, the school has the reputation and academic rigor to implement an Honors course system that would be just as challenging and be viewed with the same respect of AP courses by universities. With this factor, reform shouldn’t have any impact on whether or not our students are accepted into their university of choice.

We have some of the best faculty in the world to teach these new courses. We have some of the best curriculum administrators to implement this new program, and we have some of the best college counsellors to quell any concerns that may arise. The only thing holding us back, now, is a fear of change.

the

IAN SCOVILLE Editor-in-Chief

•••

THE STANDARD | October/November 2014

Islamophobia Feminism

AP

As a distinguished international American school, ASL has always prized its forerunning education, sending students to the most prestigious and the most recognized universities worldwide. As can be expected though, a climate of competition has arisen as more students have gone on to Ivy League schools and other exemplary tertiary educational institutions. This climate has created an environment that not only worships academic excellence, but makes it a necessity, supplanting a passion for learning with a desire to outdo. Advanced Placement (AP) courses have become, not a distinction of academic excellence, but a tradition: It doesn’t look good to take APs anymore, it looks bad not to.

The competitive, and sometimes strangling, academic rigor at ASL has forced many students into the AP system for fear of the stigma that many APs equates to better candidacy. APs have become a way to a

THE STANDARD | October/November 2014

Send submissions to the journalism lab, room Y-201, or to

through letters to the editor, guest columns, online comments,

Edward Black, Alex Gandhi, Isabelle Gorrivan, Gabriel Perez,

the_standard@asl.org. These must adhere to the same set of

and story ideas. Contact the appropriate section editor(s) for

Kiran Rajguru, Tania Veltchev

ethical guidelines that all staff content is held to, and will only

submissions.

CHARLOTTE YOUNG News Editor

CARTOONISTS

be published at the discretion of the editorial board and the

ONLINE VIEWING

ZACK ASHLEY Opinions Editor

Lucy Horgan, Mickey Schulkes

adviser. The Standard retains the right to edit letters for length

The Standard can be viewed online at standard.asl.org.The

ZACK LONGBOY Lead Features Editor

SHANNON MILLER Adviser

and AP/Standard style. All letters must be signed in order to

Standard can also be viewed in PDF format on the High

TYLER SKOW Features Editor

MISSION STATEMENT

be considered for publication.

School page of the ASL website, www.asl.org.

MAYA JOTWANI Culture Editor

The Standard staff and adviser are dedicated to creating a

EDITORIALS

Printed by Mortons Print Limited, 01507 523456

NADIA SAWIRIS Culture Editor

collaborative, open forum that cultivates productive dialogue

Articles published without a byline and presented in the same

Like us on Facebook: www.facebook.com/TheStandardASL

SEBASTIAN MAYR Sports Editor

within the School community by publishing exemplary student

location issue-to-issue represent the majority opinion of the

YARRA ELMASRY Photo Editor

news media according to the strictest standards of journalistic

editorial board. They are unsigned.

ANKIT MEHRA Online Editor

integrity.

COMMENTARIES

STAFF WRITERS

CONTENT The Standard covers news related, but not limited,

Articles with a byline and a photo of the author in the Opinions

Fox Abrahams, Lillie Atkins, Cam Campili, Martha Collins,

to the School community. Issues-driven coverage that aims

section of the newspaper are opinions articles. They represent

Sourna Daneshvar, Virginia Galbraith, Alex Gandhi, Jack

to explore ideas, themes, concepts, trends and recent devel-

the view of the writer only, and not necessarily the staff of the

Jameson, Lorenzo Maglione, Dana Marderstein, Harry Morris,

opments beyond the campus that are relevant to members of

newspaper or any other individual or group in the community.

Adam Romeih, Jonny Sheves, Michaela Towfighi, Renata

the community are also included.

ENGAGEMENT WITH READERSHIP

Wilson, Rehan Zafar, Daniel Zimmerman, Allie Zirinis

LETTERS TO THE EDITOR

The Standard encourages all readers to submit their thoughts

Follow us on Twitter: @TheStandardASL Follow us on Instagram: @TheStandardASL

IAN SCOVILLE

ian_scoville@asl.org

“

Students need to be leaders everyday.

Students need to speak when they aren’t happy with things.

The world is a pretty depressing place to be in right now. Ebola continues to spread, the situation in Iraq seems no nearer to being resolved and home-grown terrorism is an increasing risk. But in the midst of this world-in-crisis is one shining gem: The student protests in Hong Kong.

These protests haven’t caught my eye for the reasons you might expect. I’m not particularly surprised that Hong Kong is starting to show its discomfort with the situation it has with China, nor am I surprised with how the protests are being dealt with. What I am surprised by, and actually, quite in awe of, is who are leading these protests: Students. And I think that in these protests lies an important moral for students at this school.

The reason why the Hong Kong protests have been successful, and by success I mean captivate such a large audience, is because students were the ones who took charge of the situation, and students weren’t afraid to speak out. I don’t think the same can always be said for students here. I don’t think we can truly say that we have been the leaders we can and should

Progress Report ACCORDIONS

‘MURICA

BATHS

COLLEGE COUNSELORS

be. Even though we’re not in the midst of political turmoil like the one that is present in Hong Kong, more initiative on the part of the students each and every day is required.

In the midst of the discontent and unease felt by students towards the community initiative, how many students moved beyond just complaining to their friends or favorite teachers and tried to do something about it? When the cafeteria food was changed, how many individual students tried to do something about it?

When was the last time honest feedback was given to an administrator? In the last two years, plenty of discussion and debate amongst students has taken place, but not enough initiative has been taken to actually instigate the change.

All too often, we rely on the administration and teachers being able to read our minds. We can’t only rely on our Student Council to tell the administration what’s working and what isn’t.

Admittedly, this job of using our voice doesn’t solely fall on the students. The administration needs to make it easier to

address these issues. Whether it be open forums with the administrators, like Principal Jack Phillips and Director Student Life James Perry standing outside their offices at conference time, or adding a new “daily leadership” unit to the foundations course. The avenues do have to be opened for students to have the ability to use their voice. Students have to feel comfortable to voice their opinions and provoke real change. Students need to take more of an initiative, but the administration still has to make sure all students feel they can do so.

Students need to be leaders everyday.

Students need to speak when they aren’t happy with things; students need to sign up for things like the Prom Committee, students need to care about what is happening to their school, otherwise it will turn into something no one will like. We need to go beyond filling out basic surveys after certain things happen. We need to be talking to the administration directly and participate all we can in the school. Students need to use the voice that has been given to them more often.

PHOTO 1 FROM FLICKR/ANDREWBARTRAM PHOTOS 2, 4, 5 AND 6 BY YARRA ELMASRY PHOTO 3 BY TANIA VELTCHEV

1

2

3

4

5

6

Accordion Vibes in SJW: (A) I’m all about that Paris1. vibe. Thanks for bringing brightness to my cold, 4.

The staff of The ian eternally raining afternoon. Zack Longboy

College Counselors: (A+) A similar Progress Report was written about the big three last year, but this message cannot go understated: The college counselors are the true heroes of the High School. We think we speak on behalf of the senior class when we send a huge thank you their way. Senior Editors

5.

Halloween Assembly: (A+) Before the assembly I had only seen Dariush Yazdanpanah (’15) in a dress in my dreams. Thank you StuCo for providing us with this eye candy as well as stellar entertainment in the form of Jack Roberts (’15). Shoutout New Frontiers. Nadia Sawiris

6.

In-School Entertainment: (?) I think we should get an indoor jungle gym. Gabriel Ruimy

Standard give ASL its 2. Lack of American Patriotism: (C) We are an American school, there’s nothing wrong with showing a bit There is an extreme lack of renditions of first quarter report. of“Thepatriotism.

Star-Spangled Banner”, old glory being hoisted

above Bottom O, and chants of “USA” and “I believe that we will win” at assemblies. Zack Ashley

(A+) One of the few perks of the stress caused 3. byBaths: senior year is the excuse to take baths. There’s little

better than melting the stress away with a good soak.

Ian Scoville

Post Scriptum: Tattoo – Jordin Sparks

•••

Page 8

THE STANDARD | October/November 2014

THE STANDARD | October/November 2014

Taking advantage of our city

Increasing ASL’s transparency

ZACK ASHLEY

zack_ashley@asl.org

“

Student groups and the administration are not secretive organizations, their aim is to improve the lives of us, the students.

Failure should be accepted ANKIT MEHRA

ankit_mehra@asl.org

“

Though the idea of failing may seem daunting to most students, the long term benefits are valuable when speaking about growth.

At every school, expectations to succeed are placed on students, but maintaining a certain standard in order to meet expectations is a task that is not always maintainable.

When I had a lot of work piling up I had the realization that some pieces of work would be of higher quality than others. With the implications of the weaker pieces being a failing grade, I realized the grade would not only help me progress as a learner, but also help teach me about time management.

It is unfair to expect a student not to receive a bad grade once in their academic careers; it is simply impossible.

Whether it be through procrastination, an overloaded academic schedule or simply just forgetting about the quiz or test, a student will, at some point, get a below average grade on an assignment.

With the stigma surrounding a failing grade, there should be a new system implemented revolving around the acceptance of a failing grade. The first step should be to resurrect the mistakes made on the assignment.

I believe that failure is okay, and the takeaways from failure are both essential

to one’s growth as a learner as well as one’s growth as a person.

Though the idea of failing may seem daunting to most students, the long term benefits are valuable when speaking about growth. Being able to learn from your mistakes and build off of them in the graded pieces of work is an invaluable skill that both the faculty and administration should regard as indispensable for the entire student body.

Moving past your mistakes is both good and bad. Living in the past is not a good thing. It can hold you back and limit your potential as a learner. The counter to that is that correcting your mistakes as you go along can be essential in avoiding such mistakes from happening again and developing your capacity as a learner.

This moves past the idea of going over a quiz or doing test corrections: It revolves around the idea of a student fixing their own mistakes, not for a grade, but instead for their own development. Instead of a simple re-write or retake, students should be encouraged to redeem themselves through an original, creative outlet that displays their understanding of a topic.

Success is great. Getting that 21/21 on a quiz or that 98 percent on an exam is a great feeling; it shows success, dedication and most importantly, that hard work and time necessary for it to happen.

The point I am trying to make is this: if you do not do well, do not pretend it didn’t happen, that way you are only cheating yourself. Ask your teachers questions on what you got wrong and try to learn from your mistakes.

The idea that failure is a bad thing is up to however one wants to interpret it. In my case, I can admit that I have not done as well as I would have liked on various quizzes, tests, projects – you name it – but each time I have looked to better myself.

Whether it be through getting counsel from a teacher, reviewing my notes to see where I went wrong, or even just simply looking over the rubric at the teachers comments, I have always strived to better myself when faced with the adversity of a failing grade.

Don’t hide from it. Instead look to better yourself. There are plenty of opportunities over the course of a semester to raise your grade, accept failure to help yourself.

Page 9

Opinions

Opinions

At ASL, both the administration and needs to involve students more into our the administration and the students. While student leadership groups are going to process. At its core, being a representative the administration certainly voices its gencome under scrutiny and, following that isn’t about coming up with ideas: It’s about eral concerns to the student body and inscrutiny, criticism. Some of this criticism implementing the wants and ideas of the volves itself in interactions with groups is valid, however, the majority of it simply student body. StuCo should implement like The Standard, StuCo and SFDB, we comes from frustration and being unedu- some sort of public forum that would allow need to be shared on more tangible initiacated about the organization. tives they are working on.

The best way to avoid this In last issue’s editorial, the issue is a greater level of transstaff of The Standard asked the parency. Student groups and administration to more heavily the administration are not involve its students in working secretive organizations, their towards a better community. I aim is to improve our high believe the best way to do this school experience. In order to is an increased sense of transhelp that they should update parency. Often times the adINVOLVE US the student body continuousministration implements new ly on what their agenda is. In ideas out of the blue; this often turn, this will allow students catches students off guard and to provide opinions on this is where much of this criticism agenda. comes from. Examples of this I’ll start off by saying that include the sudden change of The Standard is certainly not the award ceremony last year an exemption to this critias well as the changes to the PHOTO FROM SHUTTERSTOCK opening assembly and Alternacism. As a staff it is imperative that we try to increase tives this year. transparency and continue to try to incor- the compilation of the ideas of the student When the administration is working on porate people into our process. We do this body and allow for debate regarding these an initiative it needs to let the whole stuby finding voices from across the school ideas, as well as the initiatives we are work- dent body know, not just selective student and diversifying the voices and ideas that ing on, that should then be parlayed to the leader groups. Let the entire student body are being expressed. There is always room administration. comment on it and see if it’s worth pursufor improvement in this regard. PersonAnd while the SFDB has to keep some ing. Additionally, let the student body exally, the Opinions section could use more form of secrecy regarding people who press their own ideas on the initiative. outside voices as well, and is always open break the Code of Conduct for those stuSome sort of Q&A session with the to them. dents protection, we should still be up- leaders of the High School administration The two other major student leader dated on what is going on. We should know should be held at least monthly. This would groups in the school, the Student-Faculty more about the process and decision mak- allow the administration to better commuDisciplinary Board (SFDB) and the Student ing when a case goes to the Board and the nicate their wants to the students and vice Council (StuCo) also have room for im- types of cases that are happening so we, as versa. provement.

In the end, both parties only want the a student body, can identify where we need From my short time as a senior repre- to improve. It would also allow us to better best possible high school experience for sentative on StuCo I believe the main way understand the expectations of the admin- all of us; increased transparency is only we can improve is by making sure students istration. another step that will help us achieve that are better informed of intiatives. StuCo This brings me to transparency between goal.

•••

YARRA ELMASRY

yarra_elmasry@asl.org

“

We have this unvelievable resource at our doorstep, but I don’t feel that we are using it to it’s full capacity.

London is one of the greatest cities in the world, filled with endless opportunities of theater, museums and historical monuments, making it one of the most culturally diverse places. Thousands of tourists travel to London yearly because of these destinations. As a school, we are unbelievably fortunate to have these resources at our doorstep. Having these incredible opportunities at our disposal, it would be a disservice from the school if we didn’t take more advantage of them.

For any High School students who have been at the school since Middle School, they would remember many trips either to museums, or places such as the Lake District to aid our learning.

Now, in my third year of High School, I have only been on one field trip, which was to the British Museum during my freshman year, which I absolutely loved.

This revelation upsets me and makes me ask the question: Why wouldn’t we use London to aid our learning?

In every aspect of school, there are ways to link London to our classroom to benefit our learning. Science classes can take trips to laboratories or the science museum; social studies can visit the British Museum; art classes can visit galleries.

This semester, I am enrolled in Dramatic Literature and Performance. The class entails reading plays and then going to about six productions over the course of the semester. The locations of the plays are all over London, exposing the students to different areas we might not have encountered on our own. Not only does this class allow the students to explore new parts of London, but it allows them to dive into the culturally rich city and use resources around us to enrich our learning. This is one of the few classes that I have taken where London is used to aid our learning.

I understand that because of the Advanced Placement (AP) system it is more difficult to take field trips due to needing to spend a certain amount of time on a given unit, but those are only a handful of courses offered at the school. Due to the block system, classes that are either before or after lunch have the time to take students out into London; whether it’s to a museum, art gallery or lab to help them better understand what they’re learning, and to connect it to the real world, proving that time isn’t an issue. If classes left during lunch, they would have more than two hours for their trip, and could even go after school hours.

With that being said, I do understand that things such as time, money, chaperones, health and safety and other things are all things that need to be taken into consideration, but are all things that have feasible solutions. Additionally, I recognize that there are some classes such as AP Psychology and AP Art History that take field trips, but I don’t think that we are using London enough as a resource in all classes.

We have this unbelievable resource at our doorstep, but I don’t feel that we are using it to it’s full capacity. To be fair, I don’t think it’s even possible to use it to its full capability, simply because of the vast amount of activities that are available. With that being said, that’s a wonderful problem to have. I understand that the administration has recognized that this is something we should be taking more advantage of, but I believe that it should be a higher priority. Our mission statement states to “develop the intellect and character of each student by providing an outstanding American education with a global perspective.” Not using one of the greatest resources in the world to its full capability disallows us to realize the full potential of the administration’s goal.

We are more than our genders JAMES MALIN

james_malin@asl.org

“

Making the assumption that ones’s personality is determined by their gender only perpetuates the polar nature of gender issues.

I fully support gender equity. I find it incomprehensible that anyone genuinely feels that people should be denied opportunities due to their gender. What I have found, though, is that I, as a male, cannot participate in the discussion that’s taking place.

If I try to vocalise my support for the feminist movement, I am told that I don’t understand because I’m a guy. Thus my opinion, while appreciated, is worth less than that of a female. If I disagree with the approach that some feminists take, I am told I am sexist.

This is a point that Emma Watson recently expounded upon in her speech to announce the launch of the HeForShe campaign. The majority of her speech focused on the importance of recognising that feminism is an issue for both sexes, and in its current state, it is not treated as such. I fully agree with Watson’s sentiments.

Being told that I do not understand or that I cannot empathize with the struggles some women go through is insulting, and quite frankly, only reinforces the culture that they’re rallying against. I am much more than my gender, as is everyone else: I am James. Making the assumption that one’s personality is determined by their gender only perpetuates the polar nature of gender issues that seems to be pervasive these days.

As Watson said, “It is time that we all perceive gender on a spectrum, instead of two sets of opposing ideals. If we stop defining each other by what we are not, and start defining ourselves by who we are.”

I do not think that I am alone in taking offense to at times being reduced to my gender, nor is this an issue strictly for males. I think it’s equally insulting to a woman to insinuate that their nature, behavior or achievements are in anyway caused by their gender. That is not to say gender has a negligible effect, but to claim it is the sole determinant of one’s personality seems oversimplified and fundamentally degrading.

To me, true equality means equal opportunity for all, assuming that there are structures in place to allow both women and men to pursue the same opportunities. At our school, this is the case. I believe men and women ought to be treated the same – and, as far as I can tell, they are. Day to day, the difference in opportunity for leadership between genders is imperceptible.

Our Head of School is a woman, as is the Head of Academic Advising and College Counselling, the Assistant Principal and several of the department heads.

The Standard itself passes under the advisement of a woman. Then within the student body, women filling leadership roles are also easy to find: the Student Council president is female, as is the coPresident of the Student-Faculty Disciplinary Board and scores of club leaders are also women. Additionally, the newly instated Captains’ Council – which is led by a woman – provides equal opportunity to both boys and girls sports to voice their opinions.

The aforementioned female leaders are clear counterexamples to the argument that our school is institutionally

sexist, a sentiment that some constituents of this community endorse to be the case.

To me, however, it is insulting to the holders of these positions to reduce them to their gender. Head of School Coreen Hester has her job because she works hard and deserves it, not because of her gender. The same applies to each of the aforementioned female leaders throughout the school. No man should earn a position due to his gender, and nor should any woman.

The same logic applies to the male leaders of the school. For example, Principal Jack Phillips has his job because he is exceedingly qualified as an educator, and for anyone to suggest his employment is the result of a male-favoring system is downright insulting to him.

As a male, I fear that my future achievements will be discredited because of my gender; I don’t want people to view any accomplishments through the lens that I am aided by being a male. If I do succeed, that will be James succeeding, not another man succeeding. I would hope that that’s true for all at this school: If a student finds prosperity, it should be because of their own qualities, not their gender.

To me, that is true gender equality.

Ideally, gender would be an irrelevance; instead of the current climate regarding gender issues, we would all co-exist without this polarising issue. Men don’t deserve special treatment, nor do women – we at this school are given equal opportunity, and we should all be taught that we are more than just our gender.

•••

Page 10

THE STANDARD | October/November 2014

Opinions

Pursuing the freedom to challenge an idea ALEC ASHLEY

alec_ashley@asl.org

Recently Bill Maher and Ben Affleck got into a heated debate over whether Islam as a whole is a peaceful religion. The debate soon went viral with people from all sides chiming in with their opinions.

While both sides brought up valuable points I think that Ben Affleck did much harm by simply putting down Maher’s argument as being bigoted and unthought out. I think it is besides the point to examine the texts of the Qu’ran as there are uncontextualized examples of both peace and bigotry. A certain cultural relativism regarding the time period in which it was written must also be applied.

It is important to examine how Islam manifests itself in politics and society. This is what is relevant as to whether Islam as a belief and sociological system promotes peace. While an idea can be theoretically peaceful, the way in which it is applied is what decides if it is a force for peace, violence or a variation between the two.

Religion has proved to be a potent means of expressing social identity in this new age

Just as Al Quarismi and the Golden Age of Baghdad are used as examples of Islamic intellectualism, the crimes committed by The Islamic State In Syria and the Levant are acceptable examples of how Islam influences violence across the world. Modern day interpretation of Islam is a man made institution which provides a language to express faith. If you perform actions in the name of your belief system and if you call yourself a muslim than you are just that and no one can say you’re not. Islam can be used both to promote evil and good, but there is a fundamental difference in how you decide to interact with

Islamic as it is a cultural phenomenon along with all universalising religions. Additionally Qutbism, another sect of Shiite Islam, has evolved out of Wahhabi Islam which entered the sphere of influence through the Muslim brotherhood in countries such as Jordan,

that ideology. This is where Islam has set a precedent for espousing itself in autocratic societies and militant groups.

Islam is a vast religion; its main spheres of influence include South-Eastern Europe,

Egypt, Sudan and Syria.

Even in a democratic country such as Indonesia there are a high number of violent attacks performed by groups such as, Jemmah Islamiya Islamist and Dar al-Islam and it is only because of it being a member of the Association of South East Nations (ASEAN) that it is kept in check as a constitutional republic.

I am not insinuating that even a decent sized portion of the 1.6 billion muslims, living in a diverse range of cultures and countries, are inherently violent or repressive, however when a belief system is misrepresented to such an extent in order to justify perpetual violence there comes a point when you must question if the idea itself is a pro-

median percentage of Muslim in South Asia wanting to make Sharia law their exclusive judicial system is 84 percent and the median percentage in Sub-Saharan Africa is 64 percent. While this in no way means that these Muslims advocate violence this does enable Islam to transition from being a religion to a political community. This then allows for the view that women should always obey their husband which held by 75 percent of people living in majority Muslim countries, besides Southern and Eastern countries, to hold and validate this opinion.

Yes, a certain level of cultural relativism should be considered but this is why Islam by gaining more political influence than other religions has differentiated itself as an upholder of these archaic values.

This is not an orientalist view that is taken because the ideas of militant Islam are incompatible with the liberal-democratic ideas of the west, but it is a valued judgement on the richly variegated and complex nature of majority Muslim societies. I am not trying to marginalize 1.6 billion people, rather I am attempting to start a collaborative dialogue where we can debate the validity of an idea, in an intellectual way that is concerned with how that idea is executed, and not the individuals who follow that idea. I think that a misconception of the inherent value diversity and inclusion can often lead to us mislabeling statements as bigoted. Many people still see diversity as necessary because it is politically correct. This definition however inhibits our ability to question contentious ideas and it also prevents the creation of a culture of equity as people don’t see diversity as

South Asia, South East Asia, Central Asia, Africa and the Middle East. With so many regions being represented it would be ignorant to say that Muslims are intolerant or extremist in nature. However Islam as a political and cultural entity is not peaceful and is a force for violence and oppression in the world today.

The rise of Wahhabi Islam in Saudi Arabia has anchored Islamic culture in violence and it is amplified by the the Al Saud family funding Wahhabi Islam in return for their absolute monarchy being able to stay in power.

However, it would be foolish to dismiss this patriarchal and violent sect of Islam as un-

moter of violence. That is what I have done and after looking at how Islam has diffused itself into different cultures throughout the world I have come to the conclusion that Islam is not a peaceful set of ideals, or at least in the way it is being interpreted, and all that matters in reality is out come.

For example, communism is a wonderful ideology but a terrible political system not just political, but socially as well. Islam is a peaceful and deeply spiritual belief system that has promoted politico-spiritual unity, but it has been used to justify violence on such a macro scale that it can no longer be called peaceful in practice. For example the

something that is fundamentally beneficial to us as a community in a pragmatic sense.

Our primitive view of diversity is actually feeding islamophobia as the inability to discuss Islam as an idea in an open forum, due to the fear of not being politically incorrect, leads to the flow of misinformation on the subject. Ben Affleck did this when he inhibited the ability to discuss some of the multilayered issues of contemporary Islam as he felt any criticism of this belief system would go against his liberalist values.

PHOTOS FROM FLICKR/JAVIERPANADERO AND FLICKR/GLOBALPANORAMA

When a belief system is misrepresented to such an extent in order to justify perpetual violence there comes a point when you must question if the idea itself is a promoter of violence.

of identity politics. The New Christian Right in the US has been significant in defining issues such as anti-abortion, creationism, opposition to gun control, gay rights and stem cell research. While these issues are divisive and would pose the argument that Christianity influences the promotion of traditional and backwards ideas, Islam goes much further in its sphere of political and societal influence. Islam is not, and never has been, just a religion. It is a complete way of life with instructions on moral, political and economic behavior. This has turned Islam into a political creed which people have come to know as Islamism.

THE STANDARD | October/November 2014

Jeff Renner, still standing

•••

Parenting Introverts

Features Page 11

Following a bout with cancer, Jeff Renner (’15) now strives to be more than just a medical marvel

Gabriel Ruimy | Senior Editor

“M

y parents have always been straightforward with me. They never kept anything from me.” But then again, you can’t tell a 3-year-old everything is fine when they have a long, surgical scar on their chest, and you can’t tell a 3-year-old child they have Stage IV neuroblastoma and hope to elicit an understanding nod.

Jeff Renner (’15) doesn’t remember much of the pain from his treatment, which he describes as a “blessing” but his treatment and the impact it had on his family and on himself, that he cannot forget.

However, neither does he want to forget it.

“I feel that to not be open about the cancer is wrong, it’s denying part of who I am, “I want to be open about it and go out there and strive for excellence, tell the people that have the disease that it can get better. You can excel in academics, you can make friends, you can play basketball, you can do all these things – so don’t just give up.”

As a 2-year-old, Renner cried all the time; he seemed sulky. However every time his mother gave him painkillers, he would become happy again. After numerous trips to a doctor, who thought he was just a moody child, Renner was diagnosed with neuroblastoma – a rare tumor that usually afflicts children, spawning from the adrenal glands.

It wasn’t the first cancer in the family: A few years earlier, Renner’s older brother, then 6, was diagnosed with a brain tumor. He was going through treatment around the time when Renner was diagnosed. Today he is a role model for Renner, having survived his tumor and excelling in a Master’s Degree in history at St. Andrew’s University.

The cancer resided on the adrenal gland, sitting on top of Renner’s kidney, and by stage IV it had spread to the kidney, liver, bones and other organs. In the hospital, diagnosed then, the doctors told Renner’s family that the child would have nine months to live if he didn’t receive treatment, a treatment which only promised a 40 percent chance of survival.

So, the treatment started. “I think that if you look at the treatment, and everything I went through, and you track my progress medically and the state I am now, I think it’d be almost impossible to say there’s nothing miraculous about all this. Human beings are just not designed for all this,” he said.

What Renner is referring to is the radia-

tion treatment he underwent, the “surgeries – obviously they cut me open,” and the chemotherapy he received. “Chemo is basically poison. It poisons the person’s body, it kills the bad stuff but also kills the good stuff.

I was getting adult doses.” Of the 10 children that went in for treatment, only four survived, including Renner.

Of the four survivors, Renner confirms he’s probably one of the luckiest for coming out the most intact. “I was supposed to be taller, big whoop. I’m 5’4”, I can live with that,” he said.

“The other kids who went through the treatment with me came out with their hair really light and thin, all under 5 foot. You can see their scalp. They’re very small and fragile.

But my hair came back long and nice,” Renner said, smiling cheekily. “I like to think so.”

His nine months of treatment are a vague memory, but Renner still remembers some of the things that made him smile – which he believes are quite trivial, being at the age when “a rock could be your best friend.” Beyond the Nintendo-64 most children cherished like a pirate’s booty, his fellow patients and himself improvised with what toys were around them.

The Intravenous stands (IV) were some of those toys, on which the kids’ chemotherapy was being dispensed from. Their recreation of “Mario Kart”, minus the explosive turtle shells, was “IV racers. So we were on IV stands, we’d hop on it and people would push us around. We were so small we could stand on it, and we would have races,” Renner said.

Years after sailing to victory on medical equipment, Renner still endures some of the risks of§ the treatment. Beyond being at risk for skin cancer, Renner has hearing aids for hearing loss he received as side effect from some of the drugs.

What’s special about Renner’s recovery is that that’s it: Renner underwent months of surgery, ingesting some of the most potent drugs developed and experiencing intense radiation, but all he has lost is a few inches and some hearing. “I don’t want special treatment. I want to prove myself, “I don’t know if I can say whether I’d live without neuroblastoma or not. Yes, it is who I am, but it’s also all I’ve ever known,” he said.

After his treatment, Renner became an avid basketball player, and a talented one too. But

his mother knew that eventually he would run into growth problems, thereby limiting his dedication to the sport. Though he still plays basketball, he isn’t devoted entirely to it.

“The condition did make some decisions for me, but I don’t see it as a soft spot in my history: It’s part of me.

“Would it be nice to be taller? Yeah. Would it be nice not to have hearing aids? Sure, I’m not going to deny that, but it’s who I am.”

Renner stressed that however important cancer might have been in defining him, and however central people might think cancer was to his identity, he is still Jeff Renner, a boy who happened to go through cancer. “I wouldn’t say [cancer] is the number one defining thing [about who I am]. I am Christian, I define myself based on my faith. If you wanted to know who I am, I would be talking about my faith and what I stand for rather than what I went through, though that is something I would mention.”

Christianity, for both Renner and his family, is something they have come to deeply respect, for its community and for its message. During his treatment, the Christian community would often pray with his parents and took care of him like any parishioner.

“My parents would have hundreds of people praying for us, everyone was getting emails about what was going on. To see the community of fellow Christians and to be so invested in this one thing is so moving and hopeful,” he said.

It gave him hope for the future. “Looking back I can look forward with hope, hoping that there’s something I’m destined for, that He has a plan for me.”

But whatever comes Renner’s way, he knows he looks forward to it. Because he’s a human, not just a cancer survivor, as he said, “I want to own my person. I want to prove myself.”

PHOTO BY KIRAN RAJGURU

•••

Page 12

THE STANDARD | October/November 2014

THE STANDARD | October/November2014

•••

Page 13

Features

Features

In their own bubble A look into the introverted culture at ASL and the struggles introverts experience in the American education system

A

Zack Ashley | Opinions Editor

s she was grabbing her bag and heading home on a Friday afternoon, Felicia Grable (’15) was interrupted by her friend asking if she wanted to come over. “My initial reaction was to be like, ‘Oh, no, I just want to go back to my house,’ because it was Friday and I like to be in my own space,” she said. But, “In the end I just said ‘sure, why not’.” Grable, like many others, defines herself as an introvert.

It wasn’t a dislike for her friend that caused apprehension in going to her house, it was simply her introverted nature. “There are just some times where I just want to be by

myself and just do stuff that I like to do in my own self-contained bubble. I don’t feel the need to always be with people,” she said. Susan Cain, bestselling author

Nadia Sawiris | Culture Editor

of the self-help book Quiet: The Power of Introverts in a World That Can’t Stop Talking explores the nature of introverts in her book.

ment, but because of a preference of thinking in your own thoughts and doing things individually,” he said.

There is a common misconception that introverts are timid people who choose not to interact with others out of fear, however, most of of them prefer being alone. “I’m happy with being introverted. I don’t feel the need to have to be more social,” Grable said.

Most introverts are content the way they are and are introverted as a choice. “Just in general I don’t spend a lot of time socializing, I’m generally inward-focused, I like working alone,” Ziegler said.

He also, pointed out the drawbacks of being introverted at ASL. “I don’t think that ASL really tailors to introverts given that in ASL, parILLUSTRATIONS BY LUCY HORGAN ticipation is very important and it is also quite important to ask questions to teachers,” he said.

Risako Yoshioka (’15) shares a similar sentiment. “I think ASL is more tailored to extroverts. It’s focused on asserting yourself “[Introverts] dislike small and giving opinions and discussions in class. talk,” she said.

It could be hard for people who think they’re “[Introverts] process in- more inclined to being introverted,” she said. formation about their environHowever, she also believes that this has ments-both physical and emo- something to do with American culture betional--unusually deeply. They tend ing more extroverted as a whole. “Talking to notice subtleties that others miss,” from experience, I know, in Japan, people are she wrote. more introverted, it’s more of a collectivistic Luke Ziegler (’17) has his own definition culture where people think they share the of being introverted. “Introversion is look- same values so they don’t really feel a need to ing inwards, I suppose, [having] slightly less assert individual opinions,” she said. “In the willingness to speak with others, not nec- American culture people are more assertive essarily because of shyness or fear of judg- and express their opinions more.”

Mackenzie Reid (’16), considers herself an ambivert, neither wholly introverted nor extroverted, as she shares certain characteristics with both.

At times choosing to listen instead of participating during Harkness discussions, Reid understands the hardships an introvert may experience during classes in which their grade depends on participation.

However, she thinks that teachers at this school will realize this and help students like her. “[In some classes] you do have to really speak to get a good grade for the class but I still think it’s fine because the teachers do notice when you’re an introvert versus an extrovert and they’ll help you with that,” she said.

English Department Head Meghan Tally agrees, saying teachers work to help students on an individual basis as opposed to

discussions, class presentations, labs and other group projects. In general we encourage and reward students and teachers for being extroverted.”

This kind of reluctance to participate felt at Harkness discussions transcends into other aspects of the more introverted people’s lives. Grable points out how introversion can lead to social self-consciousness as well as frustration with the more extroverted. “Extroverts are more confident it seems because they know that they’re more comfortable in social settings. Naturally they’re more talka-

to keep our views inwards; we generally don’t speak any more than necessary,” he said.

Although Cancella believes that a person’s genetic modification plays a role in the way that person acts, he agrees with Tally in that their environment affects whether they are introverted or not. ”I think there are aspects of our personality that are significantly informed by our genes but that events in our lives, the way we were raised and free will also play a role in shaping how introverted or extroverted we become,” he said.

Despite the negative connotations with the word, many introverts are simply happy to be alone with their thoughts and interact on a more solitary level. “I’d say most of the people I hang out with are introverted as well, it’s not hard to find people who are introverted like you. We all like to go off and do

There are just some times where I just want to be by myself and just do stuff that I like to do in my own self-contained bubble. I don’t feel the need to always be with people.

FELICIA GRABLE (‘15) rewarding the highest grades to those who dominate the conversation “English teachers work with all of our students to set small, manageable goals. Harkness is not about making everyone the same. It’s about cultivating both our speaking and our listeningparticularly the one that’s harder for us,” she said.

However, Social Studies Teacher Jason Cancella believes that ASL is not equally tailored to both extroverts and introverts, “No [I don’t think that ASL tailors to introverts].

We require students to perform verbally and corroboratively in class through Harkness

tive and will make more friends than an introvert, so it is a little intimidating,” she said.

Tally believes that a person has both introverted and extroverted features and that it is the environment we are exposed to that makes us cultivate one of our sides more than the other. “We all have introverted and extroverted selves, not that we are one or the other. Our families, environments and experiences teach us to cultivate some ways of being more than others,” she said.

Ziegler also noted that his introversion stems from his self-contained family dynamics. “My family is fairly reserved, and we like

our own things and then come together and talk about it,” Grable said. “It’s about allocating a time just for you to be by yourself. Be by yourself with your thoughts and to just be doing what you like to do.”

Ziegler is also pleased with being an introvert and feels like if he wanted to change his ways, he would be able to. “I feel like [being introverted] is a choice, I could choose to be even more introverted, or more extroverted as well if I wanted to, and if I made an effort to change myself in certain ways to speak more or less, but I think that it’s a choice and I’m happy where I am now.”

Residual Damage An investigation into the prolonged ramifications of familial strife James Malin | Issues Editor

‘‘

I’m not comfortable being at home with my parents – even if my mom is in the same room as me, i just have to leave because i’m not comfortable around her - alice*

Similarly, Jared has also felt the longterm effects of his difficult childhood. For him, the trauma has manifested itself in a fear: A fear of becoming that which he hates, a fear of becoming his father. This fear is met with determination, though. “I will definitely learn from his mistakes and do my best to not be that kind of man,” he said.

Beyond the fear, Jared has also learned to appreciate his newfound familial stability with his mother and stepfather. After his problematic childhood, he has found a role model: He strives to emulate his stepfather when it’s his turn to raise children.

“My stepfather was the one who raised me, and I feel like a father figure is one who’s always there, not just a biological father,” he said. lice* is used to having her intelligence insulted. Her friends have done it, as have teachers – but few others have dented her confidence as much as her parents have. Because of this, her relationship with her parents has descended to the point that she struggles to be in the same room as them. “I’m not comfortable being at home with my parents – even if my mom is in the same room as me, I just have to leave because I’m not comfortable around her,” she said.

Alice’s difficult relationship with her parents is rooted in the academic demands made of her. When she fails to meet these expectations, her parents are not best pleased. “My dad has said that I’m a ‘screw up’, but he’s never explicitly said that I’m stupid. It’s implied very heavily,” Alice said.

When Alice engages socially, her parents remind her of her academic responsibilities, too. “Everything boils down to school work. If I’m out, they always say I’m not spending enough time on my work,” she said.

Alice is afflicted with several of the ramifications of childhood trauma described by Oliver – namely depression and self-esteem issues. “Now [as a result of my relationship with my parents] I feel like I’m stupid. If you get told something often enough, you’re going to internalize it,” she said.

The difficulty Alice experienced as a child led to her experiencing atypical depression to the extent of having suicidal thoughts – this is something she still struggles with to this day.

Alice’s problems, she feels, can be attributed to her parents. “I definitely blame them for my depression,” she said.

Oliver recognizes the difficulty of re-

A

‘‘

My house isn’t a home, it’s just a house, and my dad is just a man who lives there

‘‘

- Kim*

J

ared* does not love his father, he “hates” him. For as long as he can remember, his relationship with his father has been strained.

At an early age, Jared lived with both of his parents until their divorce, which occurred when Jared was a toddler. Following the end of their marriage, Jared lived with only his mother, though they resided in the same city as the father. Despite not living together, the problems persisted.

“He was quite horrible to my mother and myself when I was living with him and the two years I wasn’t living with him,” Jared said.

For Jared, this distress entailed verbal

abuse. His earliest memories consist of anger and arguments. He recalls one particularly harrowing occasion, referring to it as the nadir of his relationship with his father: One night, Jared’s mother returned home to baseless accusations of adultery from his father. These accusations soon escalated, and Jared found himself locked in his parents’ bedroom with his mother, cowering in fear. “The last memory I have of that night was asking my mother if I should hide under the bed, and I did so. I fell asleep there and in the morning there were people repairing the doors since my dad broke down the door,” he said.

Now, Jared lives with his mother and his

stepfather, with whom he enjoys a wholly positive relationship. His communication with his father is limited to sporadic text messages and emails, which Jared often ignores due to his perception of the authenticity – or lack thereof – of the messages. “It’s fake. The messages he sends are friendly and everything, but if he really wanted to talk to me he’d pick up the phone or come see me,” he said. im* also cannot claim to have a healthy relationship with her father; rather, the descriptor Kim deems apt for their relationship is “estranged”.

Said estrangement is rooted in the events of Kim’s earlier adolescence, hav-

K

ing to fill a custodial role in order to protect her younger brother, who no longer lives with Kim and her father. When they lived together, the situation quickly descended into a maelstrom of verbal abuse.

While her brother was typically on the receiving end of her father’s diatribe Kim was affected nonetheless. Fulfilling the responsibilities she assumed as the older sibling, Kim sought to help her brother by contacting her mother who lived separately. “I would call my mom and tell her what’s happening, tell her that my brother was bawling [ because of my dad],” she said. The brother eventually returned to the mother’s custody.

S

tories like Jared’s and Kim’s do not begin and end with verbal abuse, High School Counselor Stephanie Oliver believes.

Oliver said that when these frayed relationships lead to traumatic experiences, the potential ramifications are hefty. “You could have difficulty sleeping, exaggerated startle response, anxiety, depression, low self-esteem, low confidence, risk aversion or taking too many risks as an act of defiance,” she said.

Kim believes her experience corroborates Oliver’s beliefs. Due to the estranged nature of her relationship with her father, she is often alone. His frequent absence

– the reasons for which range from extra-marital affairs to occupational obligations – has had a profound effect on her personality.

Now, she struggles to be alone. “I have a lot of separation anxiety, and I think that’s because I’m alone all the time. It’s really hard to be away from people I care about – when I don’t see friends over breaks I get really upset,” Kim said.

Though she hasn’t had to call her mother urgently again, Kim’s resentment for her father lingers. “We don’t fight that much anymore, but now no matter what he does I find the bad in it. Now whenever we talk, I snap at him,” she said.

‘‘

covering from traumatizing experiences, and urges students who have similar stories to seek help. A common deterrent for students who may seek help is that any instances of physical or emotional abuse they may experience are subject to the legal mandate all educators have to report such incidents to the Child Protection Services. While this mandate exists, Oliver is quick to point out a misunderstanding with the policy. “That’s a common misconception that people have, that the police will come and take kids out of their homes and put them in foster care – that’s not the case. Usually it’s about finding support [for the] family so they can stop the violence.”

However, in the immediate for Kim, Alice and Jared alike, emotions like resentment pervade.

Jared will never forgive his father, nor will he ever love him. “I’ve given him chances to be forgiven but I learned this young: Everytime you show him any love, it just deteriorates and he’s still horrible the next day,” he said.

Kim, too, feels that the extent of her estrangement with her father undermines any hope of resolving the situation. “I’ve grown very distant to him. My house isn’t a home, it’s just a house, and my Dad is just a man who lives there.”

Alice hopes to be a better parent to her future children than she ever feels her parents were to her. “When I raise my children I will take their feelings and ideas into account constantly, because I know how awful it feels to think your emotions are irrelevant,” she said.

Like Alice, Kim is also determined not to make the same mistakes her father made with her future children. “I get scared I’m going to have the same situation with my kids – divorce terrifies me,” she said. “I want my family to be so different when I have kids – I want to be the kind of family that has Sunday lunches – because my family is just not like that now.”

*Editor’s note: Names that are followed by an asterisk are aliases used to protect sources’ anonymity. Additionally, any students afflicted with similar situations to those featured in the article are encouraged to seek help.*

PHOTO BY YARRA ELMASRY

•••

Page 16

THE STANDARD | October/November 2014

THE STANDARD | October/November 2014

•••

Page 17

Features

Features

Ina flat ccomp ed lishme

The prevalence of grade inflation at ASL, student and faculty perceptions and the effects that inflation can have going forward

W

hen Math Teacher Frank Sousa has students coming to him crying after getting an A- on a test, it only reinforces his belief of a flawed mindset surrounding grades at ASL. In his experience, students feel as if they are obligated to receive A’s “and if they don’t, they are a failure.”

In Sousa’s opinion, not only can this create a cultural fear 0f failure, but it can change the very nature of education as students no longer strive for greater depth of knowledge, but instead for the red letter written at the top of their page. “Compared to other schools I have worked for, everyone seems to be on edge all the time about the grade,” Sousa said.

“It is always about the grades.”

Some 30 years ago the mentality pertaining to grades would shock many students in school today. When Solange Kidd (’85), now a Middle School Languages Teacher, was in high school at ASL, “If you got a C it was not the end of the world; a C was not regarded as something really terrible,” she said. “If you got C’s on your report card or [on assignments] it was not something you immediately needed to change.”

Since then, the balance and distribution of letter grades has changed dramatically, with scales tipping towards elevated grades, giving way to a rise in grade inflation, a phenomenon that is prevailing in outstanding institutions around the world.

Grade inflation is not a trend unique to ASL in any way; it appears to be occurring worldwide. At Harvard University in 1969, only 7 percent of students achieved a letter grade above an A-. in comparison to today, where the most common grade is an A, and the median is an A-.

While the Class of 2015 shares few similarities with Harvard students, the two share an overarching theme of students primarily receiving A letter grades.

According to statistics gathered by Academic Advising, in the English discipline, the class had a total of 142 A’s followed by 100 B’s and four C’s. In World Languages, the grade distribution was of a similar nature with 79 A’s, 47 B’s and only one C. In all subjects not one student achieved below a C grade.

Director of Curriculum and Instruction Roberto d’Erizans, who has worked at the school for five years, has observed this phenomenon at ASL. “In the High School I first noticed it [in my first year here] because, as a new teacher and a new department head, I noticed that whenever I gave less than a B it was a monumental affair,” he said.

From the grading perspective, d’Erizans confirmed that, within ASL, grading typically leans towards the higher end of the spectrum. “We lean more toward the top grades than we do in the middle,” he said. “We tend to grade mostly A’s and B’s.”

Why is it happening?

C

ollege Counselor John Reilly believes the issue stems from rising competition to get into university. “Because more students are applying [to] a university with the same number of seats and the same number of beds they had 10 years ago, [universities are] now receiving more applications,” he said. “Therefore they are more selective and as such are the metrics by which they evaluate rigor of program, grades, test scores, essays.”

Reilly believes the rising competitive nature of the college application process could be one of the reasons for grade inflation. “You will find a C is just not satisfactory for a lot of students and a lot of families,” he said.

Kidd also recognized that when she was a student at ASL, the High School operated within more of its own microcosm. Now, she believes that it is more exposed to other preparatory schools; a possible cause of grade inflation. “I think ASL is comparing itself more to maybe stateside prep schools, very academic prep schools, and trying to be at that level,” she said.

Whereas today Kidd sees the school as quick to compare itself to other distinguished preparatory institutions, when she reflects on the ASL of her student days, she remembers it as more of a “unique entity”; thus, the grades were more internalized, determining average

nt?

Zack Longboy | Lead Features Editor Tyler Skow | Features Editor

“If you’re getting everything right then you’re not learning” Assistant Principal Karen Bonthrone

50

More than percent of all grades achieved by the Class of 2015 last year were A’s. Only percent were C’s or below.

3

and excellent standards only from within.

On the other hand, some current students, including Roxy Sammons (’17), observe grade inflation not as an institution-wide issue, but on an individual basis as well.

Within each classroom, Sammons believes that the benchmarks for certain letter grades are not made clear to students, leaving teachers to create their own standards of average or excellent. Thus, “If a class gets a bad grade in general, the teacher usually boosts the grades of the class and therefore the grades that are on a lot of our transcripts don’t necessarily represent our learning accurately,” she said.

When Vishrut Nanda (’16) thinks about grade inflation, retakes are the first thing that comes to mind. “Students are given multiple opportunities to help their grade increase up to an A or a B although their performance in the class does not necessarily reflect that,” he said. “It’s made too easy for them and A’s and B’s are very achievable in those multiple attempts that they receive.”

At least three students interviewed cited the retake policies in various departments as a source of grade inflation.

Sammons also thinks teachers may experience pressure to ensure students are achieving certain letter grades. “Sometimes teachers have a lot of pressure to get students into good colleges and if the

whole class fails on a test the teacher is going to do a curve,” she said.

One of the issues Sammons pointed out with this system is that it can lead to students dependency on retakes to attain satisfactory grades.

Drawing on previous experience as a teacher, d’Erizans said that sometimes, there is pressure on teachers to make sure students are receiving certain grades. “When I was teaching, I felt pressure, like any teacher, but at this school less so actually than in other schools, to ensure students were getting good grades on APs and that students were getting good grades in general,” he said.

While he wouldn’t say there is direct pressure to award certain grades, Sousa feels he is compelled to give students as many chances as

ILLUSTRATIONS BY MICKEY SCHULKES

possible to succeed. “I don’t know that it is pressure, it’s more I have to give the student the opportunity to get a better grade if possible,” Sousa said.

While National Honor Society President Caroline Schneider (’15) agrees grade inflation could happen for a number of reasons, she also said, “I think it’s combined with the fact that ASL really does have excellent students and not only is it natural instinct and natural intelligence, [but] I think it’s

also hard work.” d’Erizans has another theory for why grade inflation may exist.

He explained, “we have a [grading] system in which we mix a lot of different things. We mix effort sometimes, we mix homework sometimes... We have all of these different categories that we mix into what a grade is.” d’Erizans wonders if the combination of all of these different components results in students with higher grades than they had in the past. With a greater emphasis placed on homework and formative exercises as opposed to summative assessments, students have more opportunities to improve their grades.

While the reasons for the development of grade inflation are ambiguous, what is more clear cut is the effect grade inflation has on students within the High School.

A fear of failure

W

hen grades are inflated to only show students at the upper end of the grade spectrum, the opportunity to fail and reflect can be taken away from students. “If you are constantly worried about grades and you are approaching things as ‘what can I do to get an A,’ you don’t always get that reflection as part of the process,” Reilly said.

In today’s college-driven high school experience, it is not uncommon for students to regard a C letter grade as failure. “My first thought or instinct is, ‘oh no, what is that going to look like to a college?’” Schneider said.

Kidd believes this can be especially dangerous as it can limit students the opportunity to make mistakes.

“Especially teaching languages I feel that so much of learning language is about making mistakes, and about not getting it right the first time and having the confidence to then be able to keep trying and keep persevering and getting it in the end,” Kidd said.

Agreeing that the fear of failure can be particularly problematic, Assistant Principal Karen Bonthrone believes, “[issues can develop] around students being afraid to try things in case they don’t do well. If everybody is getting A’s and you’re not, then suddenly you’re a failure,” she said.

As this mentality continues to be the norm, a difficult question is facing many faculty members. For d’Erizans, it is a question of “how do we as faculty work with students on that growth mind-set, on the acceptance of failure as a learning tool?”

In Bonthrone’s opinion, many of today’s students are risk averse, valuing the grade they receive over everything else, even their education. Grade inflation is an active devaluation of learning. As Bonthrone put it, “if you’re getting everything right then you’re not learning.”

•••

Page 18

THE STANDARD | October/November 2014

Features

magine that it is already 11:30 p.m. and you still have half an essay to write, a physics quiz to study for, and a math worksheet due tomorrow. You can feel your eyelids drooping more with each word you type, but you can’t sleep just yet. That’s when you reach for the can of Red Bull.

Consuming caffeine, whatever the source, six hours or less before going to sleep can interfere with sleep patterns. It takes about 8-10 hours for the liver to process about 75 percent of caffeine consumed according to a May Huffington Post article. This means that drinking a Red Bull at 9 p.m. will not be processed until around 6 a.m.

However, many feel that it is their only choice in order to get work done. “If I have work past midnight, I’ll need coffee,” Stefano Longo (’15) said.

While some students find that caffeine does help to get work done, it can come at certain costs. “I think coffee is a great drink, it just can be abused,” Social Studies Teacher Mike McGowan said. McGowan’s concern is that students are skewing their sleep cycles by drinking too much caffeine.

McGowan speaks from experience. “When I was younger, I abused caffeine. Caffeine pills used to be the fad, because we didn’t get enough kick from soft drinks,” he said. Over time, McGowan realized that this habit was having a “negative effect” on him, such as altering his sleep schedule.

He no longer drinks caffeine after 5 p.m. and has given up drinking coffee during school days. McGowan recommends replacing coffee with tea, especially if one is reliant on caffeine to get through the day.

“I’m addicted. I’ll admit it,” Longo said. He usually drinks about three coffee beverages daily. Longo said that without his coffee fix, he often experiences severe headaches, a common symptom of caffeine withdrawal.

The consequences of being addicted to caffeine as a high school student

I

Surge vs. Swell Caffeine

600

500

40

60

80

100

120

70mg caffeine 884 calories

60mg caffeine 710 calories

130mg caffeine 510 calories

Calories

400

200

100

11mg caffeine 1 calorie

Many students have questioned whether this type of dependency is healthy for teenagers. There are certain benefits of caffeine: Increased concentration, and according to a 2013 report in Psychology Today by Raychelle Lohmann, it may even improve memory and ward off Alzheimer’s disease.

On the other hand, too much caffeine can have negative effects, including anxiety, insomnia, and headaches.

As stated by Bethany Ramos, a culture researcher, small amounts of coffee are given to children in the mornings in certain cultures to wake them up. This is especially common in Italy and Latin-America. The studies by two

“I think coffee is a great drink, it just can be abused.”

Social Studies Teacher Mike McGowan pediatrician researchers Steven Lipshultz and Sara Seifert, have shown that limited caffeine will boost the focus of adolescents.

Sodas and energy drinks contain roughly the same amount of caffeine as coffee drinks, but also contain significantly more sugar. After drinking a soda, it is common to experience the effects of caffeine followed by a sugar rush due to a spike in blood sugar levels. “I usually drink about five bottles of Coke per day,” Anna Graham (’16) said. “Ever since freshmen year, if I don’t get my caffeine I feel really tired.” She admitted to sometimes experiencing a sugar crash, falling asleep as early as 7 p.m.

There are many teenagers who simply do not drink caffeine. “I wake myself up by going outside and getting fresh air,” Lucy Webb (’16) said. Webb’s reasoning was that she simply did not like the taste, so she never made a habit of drinking it.

Social Media: Boon or burden?

Alex Gandhi Staff Writer

S

The use of social media in class and its devaluation of education

ocial media. A subtle, but effective attack on the brain concentration during school hours and some classes. With social media present in nearly all classrooms it can often become a distraction.

Whether it is on a phone, email, or Facebook, Science Department Head Bill Kenney thinks social media can cause substantial problems to a student’s learning if continuously used in class. “If you’re looking at your phone or looking at your email and someone is providing an explanation about how to do a lab or directions to complete an activity you’re not going to be capable of doing what they’re being asked to do,” Kenney said.

Kenney feels the consequences of using social media extend beyond wasting time in class. “If you are using social media in class, you are effectively stealing from your parents or whoever is paying the bills and you’re throwing away these amazing opportunities to work with professionals who are here to develop your intellect, knowledge and skills,” he said.

•••

Divergent Homes Morals In Fashion

Brewed awakening

Renata Wilson Staff Writer

THE STANDARD | October/November 2014

Rather than this being an issue that the school is responsible for, Kenney believes that students need to take initiative to address this problem and the school should not intervene. “It’s really down to the students. We need to develop a culture so that students comprehend that they need to step up to the plate and really understand what it is they’re here for and value that,” Kenney said.

Social Studies Teacher Natalie Jaworski has a different view. In her mind, people of this generation are good at multitasking. “I only think that perhaps excessive use of social media during class could have an impact on grades, but it’s such a natural part our lives now that I feel like students are able to separate social media from the time that you need to spend doing work,” she said.

Jaworski believes that teachers should not shut out social media, but rather welcome it because it is now very common in most students lives. “A solution to this problem is to figure out how to use social media effectively as a class tool at times so that students feel like you

can still have access to social media in the classroom. As teachers, we should embrace social media and use it as a way to engage students in class then we would be able to let students use it, but appropriately,” she said.

Although teachers like Kenney believe that social media is a distraction, Rizal Zakaria (’16) uses social media during class only when he is finished with his required work. He feels that social media is not a distraction because he uses it appropriately. “It doesn’t really affect me per se, because I can control myself. I only use it when I know I can live without listening to the teacher,” he said.

Kenney’s goals are to come in prepared and give his best to develop students and their understanding of science, but he believes social media cuts in to his ability to do that. “I can always prepare my best and teach to my fullest ability, however students have to choose whether they want to retain that information. I can only lead a horse to the water but I can’t make it drink,” Kenney said.

Culture Page 19

10 BOOKS YOU SHOULD READ BEFORE YOU DIE (OR GRADUATE) Gabriel Ruimy | Senior Editor

3. THE THREE MUSKETEERS Alexandre Dumas

1. LETTERS TO A YOUNG POET Rainer Maria Rilke

In this book, you undoubtedly will find a line that will completely change you, your perspective, or maybe even your life. In Letters to a Young Poet lies a wisdom for anyone who is willing to grasp it. I can’t summarize the philosophies for the blatant and admirable beauty they hold: What Rilke says is flexible, morphing and omnipotent – maybe he talks about poetry, but supplant the word “writing” with what question is burning inside you, and a world of conscience inside you will let itself be known. It is a book that gives you the answers only you can find.

2. CRIME & PUNISHMENT Fyodor Dostoyevsky

An exploration into the human’s quest for purpose and greatness, Crime & Punishment will make you fall in love with a murderer, a liar and the embodiment of self-destruction.

Every troop of friends has called themselves The Three Musketeers at one point, that’s because the very spirit of friendship, camaraderie, and adventure is recreated in this immortal tale.

4. AND THEN THERE WERE NONE Agatha Christie

Agatha Christie is the mastermind of the murder genre. She engineered the closed-door murder mystery that has characterized some of the greatest fiction books written, but in this book, there is an unprecedented genius. In this tale, strangers are united on an ocean-locked island for reasons that later reveal themselves, but one by one they are murdered in the most despicably creative of ways: According to the rhymes of an old children’s poem. It’s 300 pages, but I’d be surprised if you didn’t finish it in less than a week – you just won’t be able to sleep.

5. LEONARDO DA VINCI: FLIGHTS OF THE MIND Charles Nicholl

This is the most prodding, persona and curious investigation into, arguably, the most inspiring man that has ever lived. Needless to say, you will be changed.

9. THE MASTER AND MARGARITA

6. THE SNOWMAN Jo Nesbø

Mikhail Bulgakov

Harry Hole is Jo Nesbø’s masterpiece creation, a self-destructive detective whose past haunts his present as he hunts for the most sadistic and elusive criminal in Norway.

There is no book that will make you laugh and make you think as hard as this one; slightly impenetrable, Bulgakov’s humor is searingly hilarious. Here the devil and his entourage visit Soviet-era Moscow, causing amicable chaos and destruction around the city all the while giving us a stark look at human avarice and human vices. I recommend reading this in the Russian Literature class, because you will need at least 10 pairs of eyes to understand half of the story, not to mention that English Teacher Peggy Elhadj is a superstar when it comes to all things Russian.

7. THE OLD MAN & THE SEA Ernest Hemingway

Hundred and ten pages that will require you perhaps 6 reads to understand it: The thoughts of an old fisherman and his harrowing contemplation of life as he hauls the catch of his career.

8. WUTHERING HEIGHTS Emily Brontë

Wuthering Heights is the novel that depicts Victorian love, and all its rigidities, in a wa that can make you question relationship and love today.

10. THE PRINCE

Niccolò Machiavelli

Not everyone is a Renaissance-era lord, but everyone will find themselves in need for some lessthan-ethical advice to get ahead sometimes.

This is the book where you get it.

PHOTO BY YARRA ELMASRY

•••

Page 20

THE STANDARD | October/November 2014

THE STANDARD | October/November 2014

•••

Page 21

Culture

Culture

Defeating a stigma Students and faculty with diverse identities and homes give insight on their global perspective Gabriel Ruimy | Senior Editor The world and its people have become more heterogeneous by the year, as previous divides have been bridged, and previous conflicts have withered. As many students at ASL have witnessed, these amended divides have touched various features of their lives, ranging from nationality to religion to global outlook.

The end of Britain’s colonization of Southeastern Asia was a hailed success, up until the division line for Pakistan and India was drawn.

It resulted in years of national conflict between the two nations who couldn’t see eye-to-eye in matters of religion nor foreign affairs.

Rehan Zafar (’16) has experienced the world with a Western perspective, having lived at first in a New

Nadia Sawiris | Culture Editor

and fought three different wars against India.

In fact, when they married, Zafar’s parents had three different ceremonies. “One in New York, one in India, and one in Pakistan, pleasing everybody,” he said. But beyond the rocky start, the relationship between the families, and eventually the home Zafar was brought up in, embraced acceptance as everyone got to know one another. “There’s no real divide anymore,” Zafar said.

In his opinion, Zafar’s home was fair and equal, with neither father nor mother pushing him towards either Hinduism, characteristic of India, or Islam, characteristic of Pakistan. His extended family, though, haven’t been so

ther [Muslim or Hindu], I kind of just say that I have a respect for all religions but I don’t closely associate myself with any religion. I celebrate both festivals, Diwali and Eid,” he said.

This is something that seems to be common for families with different cultures. Nik Huth (’15), who is half-German and half-Iranian, has grown up celebrating German Christian traditions, like St. Nicholas’s Day, as well as Persian holidays, such as the Persian New Year.

Huth stresses, however, that their celebrations were for familial community and not particularly faith “My parents didn’t really try to push their culture onto us. Wwe celebrated with our family and

When your family is composed of numerous different identities, it’s quite difficult to place your finger on exactly where you define yourself.

- Rehan Zafar (’16) York suburb populated mostly by Jewish families and then London.

His parents, though, didn’t benefit from this greater sense of coexistence in their youth. “With my father having grown up in Pakistan and my mother in India, they were always told as young children that the other [country] was a bad place or the enemy,” Zafar said.

The two later met at university in America, quickly falling in love.

After travelling back and forth between India and Pakistan, Zafar’s parents understood that whatever cultural hatred the countries shared, it wasn’t worth it. “My parents realized that all of the stereotypes that they’ve learned and had been subject to, none of them were really real,” he said.

The families of Zafar’s parents were a bit slower to see that, due to the historical and current hostilities the two countries shared, with Zafar’s paternal grandfather having served in the Pakistani army

objective. “There is pressure from my further extended family to kind of think one way or another, but normally I try to keep myself quite in the middle,” he said.

“I’m not very influenced by what they tell me all the time because I know that it’s not necessarily true and it’s more opinionbased and not fact-based,” Zafar said.

He follows this notion because he believes that at the root of hate and conflict between Pakistan and India is ignorance and some culture-engrained propaganda.

The inhabitants of India and Pakistan practice similar cultures and often similar religions as well as speaking similar tongues. “It’s just they’ve been told that they’re different and they’ve begun to believe that,” he said.

When defining himself objectively, Zafar maintains respect for both sides of his family. “I wouldn’t categorize myself as ei-

then we immersed in the culture,” he said. “There never really was any pressure to be more German or be more Iranian.”

What Zafar believes, though, is that the festivals you celebrate don’t make up the content of your identity, removing the religious factor from a child’s development: “When your family is composed of numerous different identities, it’s quite difficult to place your finger on exactly where you define yourself,” he said.

One of the decisions arising from this new trend of cross-demographic marriage seems to be outlined by Huth and Zafar. Both of them in practicing both religions and pleasing both cultures they originate from have gravitated to a stance of neutrality and objectivity, removing the devotional component of religion of one’s upbringing and replacing it with a greater perspective on multiple cultures. For both it has become

a hard question to find the religion with which they identify and faithfully practice.

This religious dynamic panders to another region of the world, one often in the media spotlight that has been explored differently by individuals like Tamara Masri (’15), brought up away from the conflict.

The Middle East is a region mostly thought of as a Muslim world, however, a minority of around 12 million Christians live amongst Muslims. Masri has been exposed to both religious cultures, having a Catholic-Lebanese mother and a Muslim-American-Palestinian father.

Though Masri has been exposed to both religions, she has never experienced either spiritually. “I’ve only seen a pinch of salt from each side of the religion making it that I can’t really pick the religion I want because I don’t know enough about them,” she said.

Culturally the Middle East is composed of various different nations, languages and traditions – one that is centered around community, family and festivities. For that reason, Masri contributes to Zakat (charity), one of the five pillars of Islam, by going to mosque and donating money “It wasn’t really about the spiritual religious aspect of going to the mosque but more for the civil aspect and to participate in the community,” she explained.

Growing up, her household wasn’t centered on religion. Her parents were practicing their separate religions but did not make it a crucial part of their childrens’ lives. “Whoever practices religion, it’s not really an open thing – not because we’re afraid to talk about it but everyone just does their own thing,” Masri said.

Neither her mother nor her father imposed their religion on their children. Instead, they made sure that their children were knowledgeable about both religions. “’I’ve never grown up with

it [religion], I’ve never grown up praying to God but I know the history, I know where Islam comes from, I know all the pillars, and the same with Christianity,” Masri explained, referring to Islam and Christianity as part of her identity as opposed to faiths she practices.

Masri’s Middle Eastern roots have a distinct culture of celebration and community which has allowed her to experience religion from a different perspective.

Masri and her family celebrate Eid, Christmas and Easter by celebrating with other families who share the same religious leniance.

Masri sees it as a cultural event as opposed to one directly tied to religion. “It’s not so much the religion as much as it is the festival and the culture bringing us together,” she explained.

Between 1975 and until the early 1990s, Lebanon, home to Masri’s mother, was gripped by a civil war between both Shia and Sunni Muslims and the Christian Maronites, leading to decades of tensions between people of both religions.

Masri’s parents, who were both affected by the conflict during the time they met, were on opposite sides, however did not let that stop them from falling in love. “During the Civil War in Lebanon, my mother was on the Christian side and my father of course was on the Muslim side and so I have always been interested in how they could have married each other considering these differences,” Masri said.

Masri believes that her geographical location played a big role in defining her outlook on religion.

Her cousins living in Southern California attend Catholic school and often go to church whereas her cousins in the Middle East consider themselves as being more Muslim than her as the religious divide in the Middle East is more defined – one is either a practicing Muslim or a practicing Christian.

The segregation between religions in the region is one that is defined at a young age when stu-

dents have to identify themselves as either Christians or Muslims in order to attend classes about their religion at school.

Living in London, Masri believes that she has had no pressure to lean one way or the other.

“I’ve never been put in a situation where I have to pick what religion I am and it has never defined me, whereas in the Middle East if I had grown up there, I think I definitely would have gone with my father’s religion,” she said.

She is confident that if she had been living in California that she would be a practicing Christian, whereas if she had been living in the Middle East, she would be a practicing Muslim.

English Teacher Peggy Elhadj, too, has seen the cultural differences between various groups and religions with a Middle Eastern perspective. Elhadj considers herself to be a hybrid Bostonian-Londonian, but later married a Syrian man.

Since meeting her husband, Elhadj’s outlook on the Middle East has changed. “I became aware that the Middle East is not a homogeneous region of the world; indeed, it is a tapestry of vivid colors, cultures, and cuisine,” she said.

Though the region is mostly filled with terror, hatred and ignorance, Elhadj is hopeful for the future of the Middle East when she sees the more active young generation, in the Middle East Club.

“They are going to make a difference in the region,” she said.

Seeing conflict and tension from this new contemporary perspective, one where the individual is an outsider but still an insider, understanding both sides of the conflict from a moderate perspective, is what Elhadj and indeed many peacemakers and organizations believe as key in developing peace.

Perhaps the new cross-demographic marriages and children of the new generation will be those who make such a difference.

From left: Nik Huth (’15), Tamara Masri (’15), Rehan Zafar (’16) and Peggy Elhadj ALL PHOTOS BY YARRA ELMASRY MAP FROM GOOGLE

•••

Page 22

THE STANDARD | October/November 2014

Culture The new television era

How television has changed to be more inclusive of different sexualities Maya Jotwani | Culture Editor

Charlotte Young | News Editor

•••

THE STANDARD | October/November 2014

Page 23

Culture Commentary Endorsing Clothes & Beliefs

Glee, Modern Family, and Orange is The New Black all heavily feature LGBT characters.

LEFT PHOTO FROM FLICKR/LESMEDIA; MIDDLE PHOTO FROM POPSUGAR; RIGHT PHOTO FROM WIFFEGIF

Glee, Modern Family, Orange is The New Black: These shows, among others, all feature main characters who are part of the lesbian, gay, bisexual and transgender (LGBT) community. Through more representation of these types of characters in the media, some believe that their increased publicity has helped the LGBT community both in TV and in real life.

Julia Leland (’16), a member of the GayStraight Alliance (GSA) Club at ASL, believes that the media has increased their

the media has come a long way over the years in terms of how gay people are represented on television. “In about the last 10 years, things have really changed for the positive. Gay characters on television shows are portrayed in a more positive way than they used to be,” Sousa said.

“They were [in the past] portrayed as very stereotypical, or negatively, or not at all.

They just weren’t mentioned, which is just as bad.”

Andrew Bake (’15) who is also part of

[because of TV shows],” Leland said.

The reason for an increasingly accepting community, Lynn Albright (’15) argues, is rooted in the media’s increasing exposure of lesbian, gay, transsexual and bisexual life. “Particularly in the 50s and 60s [LGBT people] were like this faceless group of others, so people didn’t have so much of an issue with discriminating against [them],” she said.

In her more conservative hometown of Houston, Albright has noticed the far-

slowly just becoming a lesbian, or you’re just messing around is still present in the media,” Leland said. They don’t really talk about bisexuals as an identifying concept. I do think that [bisexuals] are still part of the ‘invisible group’.”

Albright attributes TV’s increasing amount of LGBT characters to the media’s realization of the importance of sexual representation. “It is 2014 and these stories can be told and these stories don’t have to be hidden behind implication and

KNOWING THAT THESE CHARACTERS ARE PRESENT IN THESE PEOPLE’S MINDS AND MAYBE AFFECTING THEIR PERSONAL BELIEFS IS VERY EXCITING. LYNN ALBRIGHT (’15)

exposure of and has gradually improved their portrayal of lesbian, gay, transsexual, and bisexual characters. “Before it was the stereotypical gay: The guy who dresses up fashionably, struts down the hallway, that type of thing. They are starting to represent more of a mainstream type of kid who ends up coming out as either queer or anything in that realm,” she said.

Math Teacher Frank Sousa not only agrees with Leland but also believes that

the GSA Club, believes that the “benefits [of TV shows featuring LGBT characters] outweigh the costs. It helps introduce the idea to people who haven’t come across people with different sexualities. It helps them discover and come to terms with it.”

Leland also believes that Hollywood’s role in promoting all sexualities has allowed more people to come out of the closet. “It makes people who are coming out a lot more comfortable coming out.

There’s a lot more support in that area

reaching effect media has in supporting lesbian, gay, bissexual and transsexual relationships. “Knowing that these characters are present in these people’s minds and maybe affecting their personal beliefs is very exciting,” she said.

While representation of LGBT characters has developed in recent years, Leland believes that there is still not enough representation of certain members of the LGBT community in media. “I think [that] the stigma that if you’re [bisexual], you’re

innuendo and I think that it’s important,” she said. “These things are being talked about and shown openly. It’s just that [the LGBT community] is a real group of people and if this television show is trying to reflect people, it makes sense [for them to be represented].”

At the end of the day, Leland, who is bisexual, believes that media has played an overwhelmingly positive role in her life.

As she put it, “media definitely helped me come to accept who I am.”

Chanel Spring/Summer 2015 Fashion Show PHOTO FROM QUARTZ/FRANCIS MORI

Exploring how designers’ morals can, and should, impact the buyer’s decisions Charlotte Young | News Editor

Imagine walking into a store and falling in love with an item of clothing. You purchase the item and you go home. Ultimately, with this action you have endorsed a fashion label. Once you do, you are not just supporting their clothing whenever you wear it, you are also to a certain extent supporting the beliefs behind the clothes. But how could we wear an item of clothing and publically support a fashion label, if we, as people, have views that do not align with those of the designer?

It is this idea that has led me to believe that falling in love with an item of clothing should be not only because of aesthetics but you should also be ready to live and be comfortable with the public values of the company or designer.

This does not mean that one

should not buy a piece of clothing they love solely because they disagree with a certain value of the designer or company, but rather they should take this into consideration when choosing to support something in such a public way.

I first began to question the idea of one’s own morals when endorsing brands when I heard about John Galliano’s multiple anti-Semitic comments in Paris just before the Paris Autumn/ Winter 2011-2012 fashion week.

Galliano, who was head designer for Christian Dior at the time, was secretly filmed telling a group of women that he loved Hitler and people “like [Jews]” should have been dead.

Needless to say, Galliano was swiftly removed from Dior and was put on trial in Paris for making anti-Semitic comments,

which is illegal in France.

What happened to Galliano is something that I believe all designers have to be aware of: Brands and the messages they send are often inseparable, demonstrated by his hasty firing.

Even if you aren’t in the public eye, your fashion choices to a certain extent can send a similar message. While obviously it is irrational to say that what we wear intrinsically makes us promote the designer’s values, one should be aware of what they have chosen to buy and the ideas behind the clothes.

While Galliano is now being given a second chance at Maison Martin Margiela, there is no room for a third. While I understand that he was battling substance abuse when he was filmed making these anti-Semitic comments, his time at Maison Mar-

tin Margiela is a defining time for his career.

At the same time, I was overjoyed when, during Chanel’s Spring 2015 show in Paris, Creative Director Karl Lagerfeld decided to make the idea of gender equity the theme of his show.

While I recognize Lagerfeld has been no angel in the past, famously dismissing criticism over his use of stick-thin models as criticism from “fat mommies with bags of crisps,” what he has chosen to do this year with his line is certainly commendable.

As models walked down a make-believe street (“Boulevard Chanel”), not only did they wear this season’s newest line, but they also came with a message: That feminism is and should be in style. Models walked down the runway, holding signs featuring slogans such as, “Boys should

get pregnant too”, and “Women’s rights are more than alright.”

Simultaneously, Lagerfeld criticized Galliano’s actions when he was fired from Dior after his anti-Semitic comments.

Lagerfeld highlighted the importance of being aware of what you’re saying when on a public platform when he said, “The thing is, we are a business world where, especially today, with the internet, one has to be more careful than ever, especially if you are a publicly known person.”

What both Lagerfeld and Galliano have shown is that there is more to a label than its clothes.

It is the creative masterminds behind these fashion houses that must be taken into account to a certain extent.

If we do not do so, we are only hurting ourselves by not being true to our own values.

•••

Page 24

THE STANDARD | October/November 2014

Culture

A passion for electronic music

•••

THE STANDARD | October/November 2014

Page 25

Sports Commentary

The Crew Conundrum Tyler Skow Calling on the Athletics Department to expand Features Editor the crew program to three season sport

An insight into how students pursue their interest in electronic music despite the temporary pause in the program for this academic year Maya Jotwani | Culture Editor When Khari Brandes (’16) was 7 or 8, he used to go to the studio with his dad, a bass guitarist for a reggae band, and fiddle around. Growing up around music, Brandes felt it was only natural for him to eventually pursue it.

Brandes finally took his first step in pursuing electronic music in Grade 8 at ASL. “I think Carousel [Middle School music elective] was where I realized that it would be something interesting to pursue further because I really enjoyed the class,” Brandes said.

Manu Gualandri (’16) was not inspired by his own dad but by his friend’s. Gualandri’s friend’s dad was a DJ in high school. Inspired by the dad and the DJ image he protrayed, the two friends began to experiment. “I got a program on the internet for free, and [we] started DJ-ing in my basement,” he said.

While exploring electronic music with his friend, Gualandri discovered his passion. Looking back, Gualandri sees why he fell in love with electronic music as opposed to music’s traditional form. “I love it because you can manipulate the music, make it your own, put it into mixes that reflect your personal taste.

You have a lot more freedom,” Gualandri said.

Danyal Mahmood (’15), another electronic music enthusiast, took his first step exploring electronic music in High School. He took a chance and enrolled in former Digital Music Teacher Chris Clark’s class, Digital Music Creation I. Mahmood not only thrived in the class, but was also profoundly af-

fected by Clark. “I saw [Clark] as a genius. In terms of musical ability, he was incredible. In class, he’d make tracks out of nothing on the spot and show them to the whole class and I could see them being hits. He could honestly be a superstar if he wanted to,” Mahmood said.

Not only did Mahmood find a mentor in Clark, but he also found them in his peers. Classmates Nicolo Baravalle (’14) and Nico Albanese (’14) motivated Mahmood

to keep pursuing his passion despite the periods of frustration he might experience in the process.

In particular, Mahmood admired Baravalle who he credits for shaping his “bold and loud” music style.

The communal bond Mahmood describes also impacted Sean Norris (’15) and strengthened his ardor for electronic music. “Seeing other students in my [Digital Music Creation I] class who had done pretty incredible stuff

tion to discontinue the course for the 2014-2015 school year. K-12 Performing Arts Department Head Bronwyn Harrison was at the forefront of this decision. “[Since] he left very late in the year, we didn’t feel that we were in a position where we could hire someone who could do the course justice. The school made the decision that we would keep the course in our books but we wouldn’t offer it this school year,” Harrison explained.

Without the course, Brandes believes there will be a decline in interest in the art form.

Brandes also believes that many students took the course for a technology credit, and ended up in Digital Music Creation. Now, he believes, without the course, there is no platform for students to experiment and explore it.

This year, Brandes, Norris and Gualandri decided to take matters into their own hands. Having recently created the Electronic Music Club, they hope to promote interKhari Brandes (’16) at the turn table. est and create a place to PHOTO BY GABE PEREZ learn the medium. Above all, the trio hope to supwhile I was there was definitely plement the electronic music prosomething that I aspired to. I was gram and to create a prominent inspired just knowing that there electronic music community. was a large community of people Performing Arts Teacher Mete who did [electronic music],” Nor- Ege believes that the club will acris said. complish great things and is a This year, students can no fantastic way to fill the void of the longer be pulled into the elec- course. “I am giving them 100 pertronic music community through cent of my support because there is the ASL courses the way that a huge need at ASL for that digital Mahmood and Norris were. music outlet,” Ege said. “Lets face Clark’s last-minute departure at it: It is the music of today and we the end of the 2013-2014 academic should be definitely supporting year prompted the administra- it.”

Crew team participating in crew camp in April 2014. PHOTOS BY SEAN ROSS

W

ith tears in our eyes and sweat dripping down the side of our faces, the extent of our effort was evident in all facets of our appearance. Exiting the boat, limbs shaking and nerves shattered, our defeat was obvious. My boat’s endeavor last year at the National Schools Rowing Regatta was not only a testament to the great deal of effort we had put into the race, but an affirmation of the unimaginable leaps and bounds we had made as rowers in just a few months. We went from haphazard and erratic movements that only moderately resembled blades entering the water, to making our way to one of England’s most prestigious rowing competitions, mainly thanks to the constant support from our coaches. Still, it proved not enough.

It was not our athletics ability that was lacking as we, and many other boats from our school, crossed the finish line.

Athletically we were akin to much of the competition, but from the beginning of our season our team was at a major disadvantage in comparison to much of the rowing community throughout Britain. Unlike most sports at ASL, rowing does not have an ISST competition to compete in, nor do we take part in events with our neighboring international schools.

semifinals at the National Schools Rowing Regatta last year undermined our athletic accomplishment. However, with some amendments to the crew program, we can turn our athletic accomplishments into tangible success.

It is no secret that the relationship between the crew program and Athletics Department has been conflicted in the past. Whether it’s because athletes didn’t feel adequately supported in terms of facilities or recognition in the past, we are now on the cusp of a period that could see great growth with the rowing program. With John Farmer as the new Interim Athletic Director, the time is opportune to make contentious sentimsents between both the Athletics Department and crew team a thing of the past.

In fact, Farmer is already taking steps to improve relations with the crew program. This year he sat down with five crew families discussing what they wanted to see out of the crew program.

On this note, I implore Farmer, and other members of the Athletics Department to make crew a three season sport. I understand it is currently on the table for discussion, and I cannot stress enough how much of an impact this change would have on the athletes who are a part of the program.

The recent cancellation of our preseason was certainly an

venient, for many other sports ASL has to offer, clubs for rowing are lacking. As in general, British schools produce strong teams, diminishing the availability of clubs, making it difficult for a rowing athlete to enrich his or her rowing capabilities without the support of the school.

In addition to making crew a three-season sport, I would strongly encourage the Athletics Department to consider creating a Middle School rowing program. Nearly all members of the crew team first learn to row in freshman year, whereas if a program was implemented in the Middle School, the growth would be immense. Middle school is a very important time to develop, and it could serve as an excellent opportunity for young rowers to do exactly that.

For other sports, such as track and field, basketball and soccer, the Middle School provides a valuable period where students can expand their skills in their chosen sport, making them ready to perform at a higher level in High School.

If students could learn to row before freshman year, our season would be more efficient, as the first weeks would not have to be spent teaching the fundamental basics. Additionally, there would be less of a divide in skill amongst athletes, which would create a stronger team. High School Principal Jack Phillips has reiterated many times this year

I implore Farmer and other members of the Athletics Department to make crew a three season sport.

Thus, we compete with other British schools and elite rowing clubs throughout Britain; nearly all of which operate throughout the entire year.

As our program runs only for two seasons, winter and spring, it is nearly impossible to be on par with our competition. Working extensively and losing is one thing, but training for inevitable failure is another issue of contention, and sends the wrong message to the athletes of the rowing program. While losing without a doubt has its merits, what message is the Athletics Department sending its athletes if all the training they do is just setting them up to fail?

It would be unfair to claim that not qualifying for the

impediment, however, the decision was ultimately intelligible. In order to compete with other schools, pre-season is an absolute necessity. Moreover, the meticulous nature of rowing requires a full season in order to improve boat speed in the water.

I acknowledge that one of the commendable aspects of the Athletics Department is students’ autonomy to participate in a plethora of sports throughout three seasons.

However, I think it is vital that the Athletics Department allow those with an innate devotion to a sport, the liberty to practice throughout the school year. This pertains to crew especially, because while clubs are common and con-

that it is part of his mission to promote excellence in the High School. Athletics are a part of the High School experience, and so those who want to pursue excellence in athletics should have the support and means to do so.

While the school is by no means a sports academy, I believe it is still the Athletics Department’s duty to develop elite athletes, so they to can pursue excellence. Providing ckrew with three seasons will allow those who want to, the opportunity to strive for athletic excellence. If ASL truly wants to be an outstanding institution, then I question why we are selling our Athletics Department short by not letting certain sports operate at their maximum potential.

•••

Page 26

THE STANDARD | October/November 2014

F

The struggle to manage both academics and athletics

o r studentathletes in the high school, stress can stem from being spread too thin, which forces students to prioritize. With the help of teachers and coaches, some students are finding methods to manage their time between sports and academics. “They are student-athletes ... when push comes to shove they are students first,” Social Studies Teacher and Varsity Boys Baseball Coach Terry Gladis said.

Mia Holtze (’18) is one of the many three season athletes in the High School, playing soccer, basketball, and softball. She has to manage her schoolwork and athletic schedule throughout the entire year. In order to strike a balance, Holtze plans ahead so she does not stress herself out. By doing her homework the day it’s assigned she has the ability to see her teachers the next day, especially on game days.

The only freshman on varsity girls soccer, Holtze has learned and adapted quickly to the bigger time commitment that comes with high school sports compared to middle school, and finds methods to manage her time and work.

Holtze knows she does not have as much work compared to students in higher grades, and she plans to adjust her system on a year-to-year basis so she will still able to achieve in both athletics and academics.

“It’s difficult if you make it difficult, but it can be manageable if you make it manageable,” Holtze .

In addition to Holtze, Jackie Dishner (’17), Leif Merlino (’16) and Beck Nunnink (’16) have found methods to manage their school work, which allows them to participate in sports. Dishner, who is a member of the varsity field hockey team, balances her school work and by doing her homework when she gets home from school and making sure it is completed the night it is assigned, similar to Holtze’s methods. Despite the need to manage her school work, Dishner enjoys participating in field hockey because “it is fun and gets me away from thinking about school,” she .

Passionate about soccer, Nunnink sacrifices his free time for athletics and academics. While managing his time is not a struggle, he does get home from Canons Park at 7 p.m. and goes straight to work.

Similar to Nunnink, Merlino is faced with a struggle for free time throughout the basketball season. Physically, Merlino feels he gets less sleep and is generally tired, therefore leading to less free time. Despite the lack

“Be efficient in free periods.”

Sourna Daneshvar | Staff Writer Michaela Towfighi | Staff Writer

o f Leif Merlino (’16) free time “Setting however, Merspecific time lino and Nunnink both believe participating in athlimits.” letics is worth it in the long run and Megan Stracener (’15) it is rewarding to be a part of their respective teams and programs.

Gladis firmly believes athletics encourages students to learn to manage and organ- ing students to ize their time better, and if possible, athlet- participate in sports ics should be included in adolescent life. and a plethora of other “Athletics forces students to be more dis- activities. As a coach, Muzzioli ciplined and budget their time more wisely helps his players by understanding their because of all the different ways you’re be- stress levels and being flexible to help them balance their schedules. ing pulled.”

“I believe reducing the stress related to Whether due to athletics or other extramissing a session, is the best thing I can do curriculars, “[students] come and see me in as a coach,” Muzzioli said. a timely manner and talk to me about manMuzzioli’s understanding is an example of character-based coaching, a theory Interim Athletics Director John Farmer strongly believes in. Character-based coaching means using core values at the forefront of all situations, directly applying them at each practice, game and team event. This encourages students embracing leaderships positions and character based coaching intentionally encourages this at all times. “I Terry Gladis am really trying to push for characterbased HS Teacher and Coach coaching on how to best support athletes from a character standpoint,” Farmer said.

Farmer wants to set the tone for sports aging their work, I’d obviously be willing to give the student the benefit of the doubt,” and emphasize they are not purely about winning and losing. “We do want to win, Gladis .

He emphasized that sport schedules are but we want athletes to have enriched expeavailable well in advance and students are riences,” Farmer said. “The more time that aware of the location of their games. “[Stu- students spend together and are practicing dents] need to be mindful of managing - the time you invest is going to pay out in work and communicating with their teach- terms of success.”

One component of being a student-ather,” Gladis said.

JV Girls Soccer Coach Uliano Muzzioli lete includes coordinating between time also recognizes the impact of life outside of management and stress, but another component can be treatment from teacher and soccer on training sessions.

However it is his challenge as a coach coaches and possible favoritism.

“I would go out of my way for any stuto understand it and design the practice to dent if they advocated for themselves that the mood of the players. If he notices one they are struggling,” Gladis said. “I value of his players is stressed, Muzzioli tries to student-teacher relationships and coachdesign the sessions to be more relaxed, that player relationships.

I think these are allows his players to solely focus on the among the most important relationships at training session and ignore other external this school,” he said. issues. Pressure from parents and teachers Gladis believes his treatment of the stumake it difficult for student-athletes to find dents he teaches and coaches isn’t surprisa balance, however Muzzioli believes ASL ing.

He thinks they are aware of how they are has created a “fantastic framework” allow-

“

Athletics forces students to be more disciplined and budget their time more wisely

“Prioritize between subjects.”

Marko Milovic (’16) treated differently and are “very keyed in” as a result of this.

Nick Muoio (’16), a student and baseball player of Gladis’ notices the difference in teaching. “If anything, they expect more of you because they know you’re in a sport and obviously think highly of you. Because they are a coach they want your best on the field and in the classroom,” he said.

Changes in treatment are not exclusive to teachers. While teachers may be harder on students, students may also change how they act in class. “I give more effort and want to impress them more. I respect my coaches and I want to show them that I’m not just an athlete, but also a student,” Muoio said.

Referring to Gladis specifically, he said: “He has high expectation of me and that makes me work harder because I don’t want him to just think of me as the kid who just plays basketball, but also as a student.”

Muoio believes teacher and coach treatment relationships are a noticeable element of being a student athlete, but they are much less difficult and demanding than managing time and stress.

Regardless of assistance from teachers, coaches and the Athletics Department, Farmer believes the student athletes must take responsibility. “It’s not easy [being a student-athlete] and that’s why we hired people at this school to help students manage stress and be organized,” he said.

Staff Writer Daniel Zimmermann contributed to reporting.

Page 27

Sports External Commitments

Sports

A Balancing Act

•••

THE STANDARD | October/November 2014

Students and faculty explain the benefits of pursuing athletics outside of school

Sebastian Mayr Sports Editor

A

SL athletes’ competition has never solely been limited to facing other international schools and partaking in the annual ISSTs. Instead, many athletes are given the opportunity to showcase their talent on a more elevated platform.

As has been the case in previous years, ASL has continued reaching out to other clubs and networks in London this year, intent on offering the students a multitude of opportunities to further pursue their sporting passions and experience a completely disparate Interim Athletic Director John Farmer acknowledges the benefits associated with the expo-

them as a monumental learning curve to his soccer abilities and tactical awareness of the game.

“When I was there they were doing scrimmages to see how the kids were and they just put me right in goal, and I played eight-aside football. They stuck me right in there,” Muoio said.

While Muoio’s sessions at Norwich were not extended beyond the initial training, he admits the experience provided a benchmark for his goalkeeping abilities in comparison to the pool of other involved. “I certainly learned a lot.

I saw how I was and what I needed to improve on compared to the other who were there, and the weaknesses I needed to improve to get to that level,” he said.

Muoio believes the school

Holland along with other selected ODP players. Despite offering a footballing experience quite different to that featured at ASL, Von-Daehne ascertains his time spent alongside the program only marginally improved his footballing abilities. Commenting on the training sessions held in Germany, Von-Daehne believes a lack of adequate coaching staff was the fundamental reason behind the program’s inept management.

“I heard it got better but it was pretty bad then. It was based in Germany, and they brought in these German coaches who didn’t really speak English and didn’t have anything to do with ODP so it was a bit of a mess,” Von-Daehne said.

“I think it’s a good experience

“We need to start branching out to find other clubs and schools, not just to create a more competitive environment, but I think it’s really an enriching experience for our students to play against local British schools and local British clubs” Interim Athletics Director John Farmer sure to other clubs and programs throughout London. “I think we need to start branching out to find other clubs and schools, not just to create a more competitive environment, but I think it’s really an enriching experience for our students to play against local British schools and local British clubs,” Farmer said.

While Farmer does recognize the opportunity for students to experience sport programs outside of ASL, he maintains the importance of students being three-season athletes and not solely fixating on one sport.

“I really value and acknowledge the importance of playing different things and having different experiences, and taking a more holistic approach to learning how to do different things, than learning how to just play football, or just rugby,” Farmer said.

In the midst of his freshman year, varsity goalkeeper Nick Muoio (’16) was given an extraordinary opportunity: A training program with Norwich City Football Club.

An avid soccer follower himself, Muoio reflects on his sessions at the club with satisfaction, citing

should facilitate more programs in addition to currently organizing While no such arrangements exist with other sports at the school, Muoio acknowledges the need for more.

“I learned where my level was at compared to all these other players, and I think that from just having coaches like Jay and Akay in our system, who have those connections are great for everyone, they can recommend players to go to certain clubs they have connections with, which will give ASL students get better not only for themselves but also ASL in the ISSTs tournaments,” Muoio said.

Despite not directly linked to ASL, a host of athletes participate in the Olympic Development Program (ODP), to continue playing soccer outside of school. Current varsity football, player Alex VonDaehne (’15) believes the school should attempt to coordinate similar programs for other sports at the school. Having originally joined the program in 2010, VonDaehne would regularly fly to Germany to attend the monthly training sessions held there, and participated in a tournament in

and from what I’ve heard they’ve cleared out all the coaches they had before and they’ve put in coaches. I think something like that is really good and ASL should do something like that for every sport,” Von-Daehne said.

Two-year varsity soccer player Riley Evans (’17) has been a part of the ODP program for 5 years.

Despite admitting the German coaches’ harshness, she has found the experience to be extremely beneficial. While Evans admits to the challenge of forming cohesive, personal relationships with the coaches in Germany, she admits the level and rigor of training were improved.

Commenting on the game against Tottenham Hotspur girls U-18, Evans strongly believes the Athletic Department should continue to coordinate games against British clubs and teams. Scoring two goals in the game, Evans hopes to play more games against local clubs in the future.

“I think playing an academy team was very helpful to put into perspective on how good our team can be in a game that is challenging,” Evans said.

TOP AND BOTTOM: PHOTOS BY COLIN BRIDGEWATER. MIDDLE: PHOTO BY ALEX GANDHI

Sports Page 28

•••

THE STANDARD | October/November 2014

Crew Recognition Outside Sports Programs

balancing act Athletes and teachers speak about the problems and discrepancies arising from the time demand of athletic commitments Sourna Daneshvar | Staff Writer Michaela Towfighi | Staff Writer

PHOTO BY YARRA ELMASRY