Issue VII

Standard

the

May/June 2015 | Volume XL, Issue VII

MORE THAN MEETS THE EYE A snapshot into how a seemlingly ingrained culture of classifying others by their physical traits can affect students within the High School Yarra Elmasry | Editor-in-Chief Zack Longboy | Deputy Editor-in-Chief Story on pages 18-19

PHOTO BY YARRA ELMASRY

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

News Teachers set to depart from ASL •••

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THE STANDARD | May/June 2015

Advisories Nepal

Axel Forrester Visual Arts Teacher Axel Forrester has been teaching at ASLfor six years where she has met “wonderful” students, teachers, parents and staff whom she will miss once she leaves at the end of this school year. Forrester will be working on a Master’s Degree in creative writing at the University of Edinburgh as well as completing three novels that she is currently working on.

DeSimone on sabbatical

Akay Mustafa Admin Assistant to the Athletics Department Akay Mustafa has been at the school for 10 years and will be leaving at the end of this school year to serve as the Assis-

Meghan Tally English Department Head Meghan Tally has been at the school for eight years. She will be leaving at the end of this year to continue teaching English as a Department Head at the Windward School in Santa Monica, California. While she will miss working with student groups such as Gender Equity Club and Jambalaya, she is looking forward to spending more time outdoors in California.

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ASL Election Results

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U.K. Election Results y-

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the hills,” during a two-week coastal walk as well as in the Lake District, Wales and Scotland next year.

Judith Rice Latin DISLP tutor Judith Rice has enjoyed the passion and extent to which students at the school have learned and pursued latin, with some starting from scratch to later reading Latin Literature. After seven years teach-

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World Languages and Cultures Teacher Nina DeSimone will pursue a Master’s Degree in Latin American Studies.

Samrong So Grade 10 Dean Samrong So will be departing from ASL at the end of this school year after teaching at the school for two years.

Kenley Smith: After teaching at the school for a year, English Teacher Kenley Smith will continue teaching High School English at an independent school near Boston, MA Smith will miss her “colleagues and the students who have constructively challenged me and enriched my year more than I could have imagined,” but is looking forward to being nearer to her family and friends as well as rehiking portions of the Appalachian trail.

A comparison of the U.K. Election results and the ASL Poll results. 191 ASL students were polled and 66.1% of the 64.1 million U.K. citizens voted.

L a b or

World Language and Cultures Teacher Nina DeSimone has been teaching at ASL for 10 years. She will be taking a one year sabbatical leave to pursue a Master’s Degree in Latin American Studies at the University College London.

She is grateful for this opportunity to take a break from her long career of teaching “This sabbatical year is a huge gift. I have been teaching for 22 years and to have this year off to recharge my batteries is amazing,” she said.

For the first time in over two decades, DeSimone will be a student once again. She is also planning on “getting back on

Ken McKinley Social Studies Teacher Ken McKinley will be leaving the school after 23 years.

C

NADIA SAWIRIS Deputy Editor-in-Chief

Elena Harrison Russian DISLP Tutor Elena Harrison has been teaching at ASL since 2006 and will be leaving at the end of this school year.

Elizabeth Perry: Technology Integration Specialist Elizabeth Perry has been at ASL for two years and will be leaving at the end of this school year to go to the International School of Prague where she will be helping faculty and teaching interdisciplinary technology courses like Art and Code. Although Perry will miss her “creative colleagues and curious students,” she is looking forward to exploring a new city.

ing at the school, Rice will be teaching at other schools in London and at the Open University, as well as conducting her own research into memory in ancient Greece.

- 20

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Elizabeth Burton Social Studies teacher Elizabeth Burton has been teaching at ASL for one year and after the summer, will be teaching Social Studies in the Middle School at The American School in Surrey (TASIS). Though she will miss her students and experience at the school, her passion for teaching is making her look forward to teaching in a Middle School once again.

Murielle Harman World Language Teacher Murielle Harman has been a part of ASL since February 2011 and will depart at the end of this school year.

tant Athletic Director at Stamford International School in Singapore (SAIS). Though Mustafa will miss his friends, the football program and Canon’s Park, he is “looking forward to helping SAIS expand their athletics program as well as traveling the region.”

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Yoshiko Bransby Japanese DISPL Tutor Yoshiko Bransby has been teaching at ASL for two years and has enjoyed teaching students with such an enthusiasm for her country, Japan.

She will continue teaching Japanese in the U.K. and looks forward to meeting new students and faculty at new schools.

Paul Crozier PE Teacher Paul Crozier has been at ASL for two years, and at the end of this school year, will be studying to complete a Masters Degree in Engineering and Building surveying. “After teaching for a number of years, I am now looking forward to being a learner again,” Crozier said. Crozier will miss the “positive and dedicated learners” that he encounters at ASL.

Alice Gruber German DISLP tutor Alice Gruber has been at the school for three years but, at the end of this school year, will be teaching Middle and High School students at the International School in Stuttgart.

Gruber will miss the “vibrant and multicultural learning environment” of the school, but is looking forward to teaching the International Baccalaureate (IB) curriculum as well as travelling.

12.6

Julie Bevad Math Teacher Julie Bevad has been at ASL for three years. At the end of this school year, she will be teaching at Avenues School in New York City. Though she is going to miss everyone at the school as well as living in London, she is looking forward to spending time with her family.

Jane Coulston Performing Arts Teacher Jane Coulston will be leaving at the end of this year after teaching at the school for seven years. She will be leaving the school to continue to grow her dance company, Beyond Repair Dance. Coulston is, “looking forward to working on different projects that always take me somewhere new.”

IP -

NADIA SAWIRIS Deputy Editor-in-Chief

IP UK

Visit standard.asl.org to see “Snapshots of the Year”, a photo gallery of memorable moments from the 2014-15 school year PHOTO BY YARRA ELMASRY

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THE STANDARD | May/June 2015

Page 3

News

Disaster strikes Nepal

ed. t a t s va ) e 7 d 1 ‘ s ( a Iw idis /DAP z , l a a ICKR L G F p e n ROM N a d TO F i n i O H A P dy ” e . g e l a b r i t ss e o h t p t s a ou h b c a u d ar sm e a h t I u n o “Whe d to help te I wan Lorenzo Maglione News Editor On April 25, the largest earthquake to hit Nepal since 1934 struck the small village of Barpak. The earthquake, measuring 7.8 on the Richter scale, killed 8,000 people and injured more than 19,000. Entire villages were flattened as the quake wreaked havoc and destruction upon Nepal. Buildings, some centuries old, were destroyed at UNESCO World Heritage Sites. The quake also triggered an avalanche on Mount Everest – killing at least 19, making it the deadliest day on the mountain in history. Continued aftershocks occurred in Nepal at 20 minute intervals for several weeks.

Rescue efforts to alleviate the destruction which had reached certain parts of China and India had barely begun when a second earthquake, measuring 7.3 on the Richter scale, occurred in Nepal on May 12. The second quake struck further east than the origi-

nal, with at least 117 people killed and more than 2,500 injured.

When Aidan Gazidis (’17) and George Pomar (’17) first found out what had happened, they were compelled to act. “When I heard about the tragedy in Nepal, I was devastated,” Gazidis said. “I wanted to help out as much as possible.”

This is what prompted the two of them and a few other High School students including Oliver Wilson (’17), Kiran Rajguru (’17), and Tara Advaney (’15) to form a campaign to raise money and awareness for Nepal. After several students and faculty members had individually spoken to Director of Service Learning Brandon Block, they united as a group to raise funds.

As well as being distrubed by the sheer number of casualities, Advaney also felt a personal connection to the disaster in Nepal. “I really enjoy climbing mountains, and so I was really affected by the videos of the avalanches on Everest,” she said. Advaney, who plans to climb Everest in the near-future, was also affected by the reports that

the main passage for climbers had been completely destroyed.

Together, Block and the other students devised the “bring a pound” event that would apply to the entire school. Students stood at popular places within the school with buckets, giving red heart stickers to anyone who donated.

Advaney felt the initiative was successful as students felt a sense of obligation with their donation.

“As an international community we have a responsibility to help, so it’s only a matter of who’s going to take the initiative to start,” she said.

“Because it was just £1 pound you weren’t doing it for yourself, you were doing it as a responsibility.”

Mohammad Adnan (’15), who was one of the students that helped collect money, believes it is vital for ASL to help countries that experience natural disasters.

“In Pakistan there was an earthquake in 2005 and I was in the country when it happened,” he said. “I know what it’s like to be in an environment where there has been so much destruction and disaster, and

so I think it’s really important to help the effort.”

Many donated more than £1, and by the end of the week the group had managed to raise over £2,500. ASL will be donating this money, as well as an additional £500 and half of the money raised during South Asia night, to Nepal through the organization Disasters Emergency Committee (DEC). DEC is an umbrella organization made up of different charities that are the primary aid agencies in the U.K. During times of crisis, the DEC brings 13 leading U.K. aid charities together to raise money faster.

By promoting themselves as one charity, they don’t waste money competing on advertising, and can instead channel all the money directly to the site of disaster.

At first, Block and the group of students brainstormed the different methods they could use to help the redevelopment effort in Nepal.

Block had a Middle School Service Learning class do research on what type of help is the most effective for areas that have been damaged by

a natural disaster, and the result was funds.

Block explains that, while other ideas such as shoe drives or clothing drives feel more involved and hands on, research has shown that these other approaches do more good for the people donating than the people out in the field. “It takes a lot of money to send clothes, and the aid agencies out there know what they’re doing so if we can help them then we have the biggest impact,” he said.

After coordinating the “bring a pound” day, Block received an email from a charity worker in Nepal, who was able to give a firsthand account on the devastation and explained how helpful the donations have been. “Many people [are] sleeping outside tonight as [they] are too afraid to return to their homes - they need shelter immediately,” she said. “I’m here and I know the donations will make a difference. Thank you and please keep the people of Nepal in your thoughts.”

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THE STANDARD | May/June 2015

News

THE ADVISORY APPROACH As the school year comes to a close, a look at the return of the advisory program for the 2015-2016 school year Tyler Skow | Deputy Editor-in-Chief

T

he start of the 2015-2016 academic school year will include something new for High School students: The implementation of an advisory system.

While the new advisory system will be unique, an advisory system existed in the High School 11 years ago.

Social Studies Teacher Jason Cancella arrived at ASL 11 years ago to witness what he described as the “death” of the old advisory system. “The year that I came in [the teachers] were given a list of advisees, we were given [students] locker number and locker combination, and we [met] with them in the first week of school,” Cancella said. That year, those three tasks described the entirety of the advisory program. “The next year they did not even bother pretending like there was an advisory,” Cancella said.

To Cancella’s knowledge, since the dissolvement of the former advisory system, frequent conversations regarding the creation of a new system have been happening for years. This year, however, due to the scrupulous planning of several faculty and administration members, the High School will bear witness to the birth of a reinvigorated system.

The new advisory system will be a much more involved and integrated process in students’ daily lives. Mixed gender grade level classes will meet twice a week during what was previously conference time. Advisories will meet on Tuesdays for 40 minutes and on Thursdays for a 20-minute check in.

To make room for advisories, conference time will be extended to 40 minutes every day. The increase in conference time has led to five minutes being subtracted from first and second period classes.

When Director of Student Life James Perry considers all of the opportunities he believes advisories are going to offer, he thinks the new system is coming at the cost of minimal disruption. “I think

Charlotte Young | Lead News Editor While 10 minutes have been added to conference time, the total amount of conference time each week will be ten minutes less as a result of the implementation of advisories and the inclusion of

The schedule is set to change as a result of the addition of advisories to the curriculum. it is a low price to pay. A few minutes from a couple of classes, and there are other pieces, but I think the rewards far outweigh the costs,” Perry said.

an assembly each week.

While the mechanics of the system have nearly been finalized, the curriculum of the program is still being developed. Despite

the curriculum waiting to be set in stone, there will be education surrounding “[the] social-emotional piece of anything from relationships to bullying and harassment, to how [to] handle tough conversations.

How [to] manage your stress, academic pieces, how do you manage school work,” Perry said.

Grade 11 Dean Jennifer Craig, who is a part of developing the advisory curriculum, expanded on the idea of an emotional side to the High School. “There were things we could predict, and so we thought about pressure points and how we needed to take care of students at that time. If we look at the arc of a school year, we thought, ‘Where do [students] need guidance? Where do they need certain help or they’re just floundering at this point’,” she said.

However, the thinking behind the shaping of advisories did not stop at academics.

“We thought about topics we needed to cover that weren’t included in the school curriculum. For example, would it be beneficial to cover something about relationships around Valentine’s Day or Prom?”

Craig said.

Perry also notes in the first few years of the program, the primary emphasis will be on relationship building, citing that in order for meaningful conversations to take place, “there needs to be a level of trust [between teachers and students].”

Craig agrees with Perry’s perspective on the need for building relationships between faculty and students. “[The school curriculum] is pretty academically straight right now,” she said.

Surya Dhir (’17) hopes that the introduction of advisories will be based more on breaking down boundaries between students and teachers. “I hope it’s not overly

THE STANDARD | May/June 2015

•••

Page 5

News As a culture we do not really do very much to help people develop skills and dispositions to care for their mind.

Social Studies Teacher Jason Cancella

formal or strict. [I would want dvisories to be] laid back and built more around the relationship between the advisor and the student rather than one that’s more formal,” he said.

While some ideas are in place for the curriculum for advisories, the first semester of advisory is set to be complete by the end of the summer.

The reasons for the change to students daily lives next year varies far and wide, however, most reasons can be catagorized under the desire to create a school that offers more than just college bound students. “[Advisories are] a systematic program in the school. In this day and age when the fabric [of ] schools can so easily be taken by the competition, it’s even more important,” Craig said.

Craig was surprised when she first came to the school and found that there was not an advisory system in place. “I’ve never been in a school before that doesn’t have an advisory program. It’s almost surprising to me that we didn’t have one yet, because it [has been] such a big, robust, fun, loving, caring part of my life these past 22 years of my career.”

Perry asserted that while there is nothing drastically wrong with the school to suggest that the implementation of the advisory is absolutely necessary, there is “enough experience and evidence out there that shows an advisory program can better connect and engage kids,” he said.

Perry also believes that as an international school, the need for an advisory can be even greater. “You are sort of listening to a teacher in the class you are studying and then all of the sudden three o’clock hits and who have [you] had a meaningful conversation with outside of somebody checking

[I would like advisories to be] laid back and built more around the relationship between the advisor and the student.

a math problem? So yes, I think in a tran- that it will offer somesient environment like ASL it might mean thing invaluable to Surya Dhir that advisories are even more critical,” the student body. “As a culture we do not really do Perry said.

The advisory system will also take strain very much to help people deoff of grade level deans, as they will not be velop skills and dispositions to in charge of the logistical pieces of being care for their mind. And we are responsible for 120 students. “I think deans rather dismissive when peo[would] love to do more with the 120 kids ple are emotionally hurt,” in their charge, it is just there [are] only so he said. “I do think that many hours in the day so an advisory sys- their skills can be detem really leverages the teacher student ra- veloped and I think tio that you have got, it also leverages all of we can help people the skills of the deans, and I think you can be more prepared for life beyond get the best of both worlds,” Perry said.

Cancella, who taught a Grade 9 Foun- taking tests dations class this year, a course which has and writing been cancelled as it is too similar to the ad- well.” visory program, is excited to be an advisor next year. “[I have really enjoyed having] non-content driven conversations where students’ interests and concerns can play Gr more of a role,” Cancella said. a J en de 11 However, Cancella does have certain nife D trepidations surrounding advisories next r C ean year. “I am not quite sure how it is going rai g to feel fitting [advisories] in between blocks and then only having a max [30 minutes] as the longest chunk of time. I am not sure how that is going to play out, especially if there is more logistical stuff that we are expected to do in that time,” Cancella said.

Dir ect While some or doubts may exJ am of St ist surrounding es ude the advisory Pe nt program, rry Lif e Cancella believes

(’17)

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Opinions Page 6

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THE STANDARD | May/June 2015

Math Anxiety Advisories

A division in our reaction

GRAPHIC COURTESY OF TARA ADVANEY When a 7.8 magnitude earthquake left Nepal devastated on April 25 and weeks later, on May 12, another earthquake struck – this time measured at 7.4 magnitude on the richter scale – our community’s response was quick.

Following the second quake, students working in conjunction with the South Asia Club and Student Service Club organized the “bring a pound to school” event in order to raise awareness and money to support victims.

If nothing else, the event confirmed what we already know: We are willing to help. The money raised – over £2,500 – underlines the compassion and seriousness with which the community responded to the situation.

On the surface, our response was commendable. The “bring a pound to school”

PHOTO FROM WIKIMEDIA COMMONS

initiative was successful in raising funds.

It was a special form of fundraising in our school, in that it stands out from the countless bake sales that aren’t consistently effective on the advocacy front. Everyone knew exactly what the cause was and where the money was going to.

In person, we knew exactly how to respond – we were generous and in general very aware of the cause. However, there was a darker side of the community’s reaction: The response on our computer screens. On social media, members of our community lacked basic courtesy and sensitivity. Just a few hours after the fundraising, Facebook users marked themselves “safe”, using a temporary feature on Facebook created in order to help victims in the region alert their friends and family of their safety. By using this tool

thousands of miles away from the tragedy, oblivious of the message that was being sent, the true magnitude of tragedy was undermined. Additionally, the successful initiative that took place within our school was undermined as well.

The school’s social media response to the earthquake doesn’t stand alone. In January, after the massacre at the offices of satirical magazine Charlie Hebdo, members of our community took to Facebook to voice their opinions about the tragedy.

It soon spiralled into a heated political debate. While it is important to discuss viewpoints and test one’s ideas against others’, there is a time and place. It was insensitive to the fact that the discussion was carelessly taking place in such close proximity to the deaths of the individuals.

Just a few hours after the massacre, peo-

Standard

ple all over the world were still mourning the victims, and it is pertinent that we, as a community, put our respect for others as a top priority.

Yes, this Editorial Board believes that people should be able to voice their opinions and open up discussion in a public forum, especially in the light of a catastrophic event. But, it should be done respectfully.

It is a shame that the in-person efforts of most of our community, to raise money for Nepal or offer victims of Charlie Hebdo a chance to mourn, are devalued because certain members of our community failed to recognize how to continue our positive efforts online.

You would make never light of a global tragedy in the hallways, or with your peers, so we urge you, please don’t do it online.

the YARRA ELMASRY Editor-in-Chief

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THE STANDARD | May/June 2015

Page 7

Opinions

Understanding my heritage CHARLOTTE YOUNG

charlotte_young@asl.org

“

I never placed enough significance on those moments with him because I did not see or comprehend that life doesn’t continue for everyone, and this deeply pains me

My English teacher recently gave our class an assignment to write about a specific memory in our lives. I immediately became excited, trying to wrack my brain of all of the important memories I had accumulated over my lifetime.

I sat at my desk for a while with a misty recollection and finally decided to write about my last meeting with my greatgrandfather, Bennie, before he died.

In writing about this final moment with Bennie over the next few weeks, I slowly began to understand exactly why I chose to write about someone who I had barely even known.

I chose to write about Bennie, the known and the unknown sides of him, because when he died in 2004, it signified to me one more generation of family that I have lost and will never completely know.

As I wrote my memoir, I realize now that family is a broken concept. We don’t see how desperately we love people, how much we cling onto them for support to understand ourselves and our heritage, until they are gone.

My great-grandfather and my greatgrandmother, Olda, who died before I

Progress Report PROM

WRAP TESTING

JUICE

ENGLISH BREAKS

was born, both had incredibly touching life stories. Bennie was a doctor for the South African Army during World War II and was captured by Italians in the Siege of Tobruk. He became a prisoner of war in Benghazi and escaped the night before he was to be transported to Europe by walking across the Libyan desert into Cairo.

Unfortunately for me, I learned all of this from a book. I wish I had known back then that these personal experiences were not shared unless relationships were formed. I took him for granted while he was alive, and while younger, I should have made more of an effort to recognize that the man whose lap I sat on, whose white-whiskered beard I touched, wasn’t going to be around forever. I never placed enough significance on those moments with him because I did not see or comprehend that life doesn’t last for everyone, and this deeply pains me.

Early childhood memories are understandably hazy for many. However, as we continue to grow older, it is important for us to seek out family members in an attempt to understand ourselves and our heritage. As many of us come from inter-

national backgrounds, we must not take our unique family perspectives for granted. I certainly wish I hadn’t with Bennie.

Bennie’s struggles during World War II helped me to understand that safety cannot be give guaranteed. He showed me that resilience and courage come from the character of a person and the situation they are placed in. I can only hope that when faced with situations like Bennie’s, where I cannot turn to others for support, but instead must look to myself, I will also take responsibility for my own well-being.

While many miles may separate us from our loved ones, losing my greatgrandfather has made me realize that with the technology at our hands today, it should be much easier to contact those who do not live nearby us.

Maintaining these connections are important in understanding where we come from. Especially in my case, I have learned not only the strength of someone who is very dear to me, but also the need to seek out my other family members so I do not make the same mistake as I did with Bennie.

PHOTO 1 COURTESY OF RHIANNON WEST, PHOTOS 2, 3, 4, 5, BY YARRA ELMASRY, PHOTO 6 FROM NETFLIX

1 1

2

3

4

5

6

(B+) Pleasantly suprised, at least for the first two 4.

The Editorial Board of 1. Prom: hours, the third hour was a bit tedious. Good turnout for dancing teachers and (mostly) sober students. AlThe Standard give the most an A-grade, but Barak and his team kept us under lock and key. Two hours next year, trust. Zack Longboy 5. school its final progress Juice is back: (C) 150ml per box...did we really get it report of the school year 2. back? Tyler Skow

3.

WrAP testing: (6/36) I woke up earlier than I should have and pretended to write an essay for three hours.

The surprise multiple choice and short answer section really had me sweating, though. Sourna Daneshvar, Jr.

6.

Breaks in English Class: (B-) The “5-minute break” now lasts two. Barely enough time to check Instagram and snag a PB&J from downstairs. Martha Collins Humor as a coping mechanism: (A) Nothing says Junior year more than giggling to yourself softly in class to assuage the stress that you are feeling.

Charlotte Young AP weeks: (A) First time this school year I didn’t have homework and was able to catch up on television shows. Nadia Sawiris Post Scriptum: Goodbye, boys.

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THE STANDARD | May/June 2015

Opinions TYLER SKOW

tyler_skow@asl.org

Math Anxiety ILLUSTRATION BY MICKEY SCHULKES

Through evolution, a part known as the Amygdala, a walnut-sized part of the brain that controls our “flight or fight” response to certain external stimuli was developed. It is an ingenious innovation really, as it has kept our predecessors one step ahead of the mighty Saber-Toothed Tiger, making us inherently afraid of certain things.

Today, as the saber-toothed Tiger no longer threatens the average person, human evolution has caused the development of a whole host of irrational fears.

While some people are afraid of snakes, heights or even clowns, I find myself struggling to explain my greatest fear of all: Fractions.

Unfortunately, fractions is an oversimplification, as in reality, my heart starts to race and my knees start to shake at the mere mention of mathematics.

So what scary childhood experience did I have with numbers that has caused such an acute fear for such a critical subject area? That is the issue. I never had a terrible math teacher who grinded their fingernails across the chalkboard; all of my teachers have been outstanding and my parents have been nothing but enthusiastic for math and its application.

The reason my brain turned me into the timid mathematician that I am lies within the flawed way I was introduced to math as a younger child, which has caused me to suffer from math anxiety, a pseudo phenomenon.

From the beginning of any student’s formal education process, children are either labelled as being good or being bad at math through a system of education that determines our capability far

too early. My lower school experience entailed the division of our 22-student class into three separate math levels; Those of us in the lower group were condemned to learn only the most rudimentary concepts. At such a young age social hierarchy was quite literally integrated into lower school math classes and along with it, the stigma of different stratas.

beginning in Grade 5. From the very beginning, our minds are bombarded with the notion that learning math in school is a competitive process where some students will get to excel and others will not.

While I acknowledge that math classes need to be divided based on rigor at a certain point, it is counterproductive to create these divisions so early as it stunts the

“

From the beginning... children are either labelled as being good at math or bad at math through a system of education that determines our capability far too early on While my group repeated addition and subtraction unit after unit, other classes were practicing their times tables and long division.

I am aware I may come from a more extreme circumstance, but ASL is not far off. Our school starts to segregate math classes based on intellectual capability

growth of many future math learners.

But what is the issue with this? If you are going to be bad at math, why not be bad throughou your entire education pathway? As I see it, the issue with grouping mathematically talented kids so early on is that it excludes, and therefore repels students who would otherwise be late

bloomers. It is difficult to fight your way up into the advanced level courses once you have already been sorted into the lower levels, which in turn prevents the progression of some students who may actually have an aptitude for the subject.

The system is also flawed in that it facilitates a stressful environment due to the selective nature of the process so early on. The pernicious aura that is created fosters an atmosphere not conducive for the purposes of learning math. On the first day of my Grade 8 math course at ASL, our teacher explained that in order to get into the next advanced level course, an 85 percent had to be achieved in the class. This created a learning environment driven by stress and fear.

To truly master math, students have to embrace the possibility of failure, frustration and trial and error. When someone is coming from a system that has either labelled them as a failure or created a student unwilling to take risks, their ability to learn math is greatly hindered.

In order for math to be an enjoyable subject, an end must be put to the competitive selective processes that happens so early on. Math classes need to be taught in an innovative ways so when students grow up, instead of thinking “ugh, math” it becomes “oh, math.” Finally, students need to be willing to take a leap of faith into the subject. Math requires a great deal of failure, which oftentimes is intimidating. For students to truly conquer his or her fear of math they have to be willing to try things they have never done before, and keep thinking even after every ordinary method has already been exhausted.

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THE STANDARD | May/June 2015

Page 9

Opinions

Advisories forcing connections?

MARTHA COLLINS martha_collins@asl.org

“

I believe that students can find closer ties within the school community if they’re encouraged to participate in extracurricular activities, instead of being assigned an advisor, in whom they’re expected to find a trusted adult

Genuine relationships are built on authenticity and mutual interests. I am doubtful that the advisory program, implemented by the administration for the upcoming school year, will effectively foster these types of relationships between students and advisors.

One of the factors cited as a reason for the advisory program is the belief that some students don’t have strong ties with the school outside of their academic classes and, therefore, don’t have a trusted adult in the High School who they feel close to.

I wholeheartedly believe that the intention of the advisory system is positive in trying to make every student feel as connected to our community as possible. Students should have at least one adult in the building with whom they feel comfortable confiding in, seeking help from or initiating conversation with. However, I believe that there are already numerous opportunities for students to connect with adults at the school. Many students maintain relationships with their sports coaches, adult club sponsors or the advisors of their extracurricular activities.

Personally, I have found that participating in extracurricular programs is a fantastic way to build relationships with adults in the ASL community. For instance, I have maintained a strong relationship with my track and field coach ever since last Spring season. The main reason why I am close with him isn’t just because we are together at training day in and day out; it is because we both choose to be there. We have made a commitment to the team and we have a mutual love for the sport. I believe that this increases the trust and respect we have for one another.

This is where I see a flaw in the advisory model, and where it starkly contrasts from

The

Buzz

program that caters to every student: One that doesn’t have a strict curriculum. For example, I would love if current events were addressed in advisory. This would show the flexibility of the program, and be increasingly informative. Advisors who listen to their students and create a flexible program that suits them will gain heightened respect and appreciation, over advisors who attempt to force students into activities that neither themselves nor the students are benefitting from.

If it is mandatory for me to attend advisory, I believe I should be getting something tangible out of it. With the demise of the Foundations program after this school year, I stress that the curriculum of the advisory program should not closely align with that of the Foundations program. Far too often, I found myself doing busywork in my Grade 9 Foundations class; I felt that the entire 80 minutes wasn’t consistently productive or beneficial. Although the intent of the program was postitive in working to bring students together, many of the class’ activities felt forced, such as the seemingly endless “teambuilding” exercises we did. I struggled to find productivity in being tangled together in a human knot and working to untie ourselves.

The administration can look to the structure of the Foundations program when shaping the advisory program for next year.

It’s imperative that both the advisor and the students are motivated and excited by the activities and the material covered in advisory. This is why I will remain open-minded about the advisory program. However, if I walk into my advisory in August and am told to stand in a circle, grab the hands of the people across from me and then work to unknot myself, I will be extremely disappointed.

The Voices

WITH OPINIONS EDITOR MARTHA COLLINS

The Data

Do you support the implementation of an advisory system?

the student-adult relationships formed in extracurricular activities. Advisory will be mandatory for every student and adult advisor, whereas sports and other extracurriculars are not. I feel that players are able to form strong relationships with their coaches because they have both a shared interest in the sport and have chosen to participate.

I fear the advisory program will be an attempt to force students to connect with adults through superficial activities, instead of allowing relationships to form naturally, upon common interests. I believe that students can find closer ties within the school community if they’re encouraged to participate in extracurricular activities, instead of being assigned an advisor, in whom they’re expected to find a trusted adult. It is in no way guaranteed that students will be fond of their advisor, let alone connect with him or her to build a strong relationship.

Yes, advisory will give students another opportunity to become closer to adults in the school and I remain optimistic that I am able to form a close relationship with my advisor next school year. However, there are already so many adults in students’ academic and extracurricular lives. I acknowledge that there are students who don’t feel that they have a trusted adult within the school, however we should be focusing on leading them to pursue extracurriculars to build active connections with adults.

Additionally, I am concerned that the curriculum for the advisory program will include many trivial activities, such as continuous goal setting. Personally, I am not driven by the goals that I’ve been forced to make within classroom situations, such as in Health or Foundations classes.

However, I do acknowledge that this is one opinion and other students may benefit immensely from it. I want an advisory

Do you feel that the advisory program will help you build a close relationship with an adult in the building?

“I think [advisory] is going to feel forced.

When you force someone to make a relationship with an adult it’s not going to be authentic. I don’t think it will achieve its intended purpose.” - Vonn Albright (’18) “I hope to gain a strong connection with different adults in the building.” - Ziad Hariri (’17)

Yes 33.2%

No 66.8%

Yes 46.8%

No 53.2%

DATA TAKEN FROM A SURVEY OF 190 STUDENTS CONDUCTED BY THE STANDARD

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Page 10

THE STANDARD | May/June 2015

Opinions

Lead for others, not yourself

ZACK ASHLEY

zack_ashley@asl.org

“

The largest distinction between a successful leader and an unsuccessful one is most easily discerned as the difference between those who lead for others and those who lead for themselves

In my four years at ASL, I’ve taken in a lot. I’ve learned valuable lessons both in the classroom and out that I will take with me into university. Some of these lessons have been taught to me intentionally by the school, while others have come naturally in an experiential sense. Above all, the thing I’ve learned most from my time here is about what it means to be a leader, and what makes a successful one.

Between my experiences on The Standard, Student Council, Peer Leadership, the rugby team and simply observing adult leaders in the school, I’ve come to a conclusion about what type of person and ethos yields a successful leader.

The largest distinction between a successful leader and unsuccessful leader is most easily discerned as the difference between those who lead for others and those who lead for themselves. There are those to whom people and their respect, gravitate toward, and those who lead with their own ego, trying to forcibly squeeze unwilling respect out of others.

Before I continue, I’m sure there are those who might consider this advice hypocritical, and I wouldn’t necessarily argue with them. This is as much advice for myself as anyone else, and a piece of knowledge I wish to take with me into my future endeavors. I consider this advice in

the hope that I can improve in this regard, as I hope others will try to as well.

However, a student who I think does an exemplary job of embodying this style of leadership is Ian Scoville, the Editorin-Chief of The Standard, with whom it was a great pleasure to work under.

Scoville didn’t lead The Standard or the Student Faculty Discipline Board (SFDB) with an ego implying he deserved to be in charge or with an agenda to better his own means. He lead them because he genuinely wanted to help and mentor others in fostering a forum for student voice and create a disciplinary process that was as fair as possible for all those in a precarious position.

It was exactly this type of leadership that caused students and faculty alike to gravitate toward Scoville and that led, at least everyone I know, to have the utmost respect for him. I don’t want to make it seem as if Scoville is the only leader who exemplifies these qualities at The School, as there is a reason no one ever has anything bad to say about English Teacher Peggy Elhadj, or that the editors and staff writers of The Standard alike so value the advice of The Standard Adviser Shannon Miller. There are many people who have adopted this tactic and it has led them to great success with regard to leadership.

Alternatively, I have also observed many people who have tried to force leadership, or allowed their egos to them from becoming widely respected, well-liked or successful leaders. This is not to say that these leaders are bad people or unqualified to led. I am simply saying that there are some leaders in the school who have tried to force respect instead of have others want to give it to them. They have failed in the sense that they have lead with their own interests in mind instead of the people they are supposed to be leading.

The most obvious way I have seen this failure displayed is when people take things too personally. Decisions, from a leader’s perspective, should benefit the majority. Just because someone is a leader, it doesn’t mean they are always right.

When people think these leaders are wrong it is important for the leader to accept their mistake instead of letting their hubris get in the way of moving forward.

Leadership isn’t about one person and it isn’t about making decisions to better oneself or giving someone a sense of importance. Unfortunately, I think that some, but not all, leaders at ASL forget this all too often. The roles of leaders at this school should be to do what’s best for those people relying on them, not what best satisfies themselves.

Reallocation of library space JACK JAMESON

jack_jameson@asl.org

“

This new space needs to be a true social space, and should be designed by the students for the students

The Mellon library is a space that is incredibly useful for students. Whether you want to cram for an exam or socialize with friends during conference time, it is a place that nearly every student utilizes.

Yet the library could be so much more with changes that could benefit high school life.

Right now, the library is separated into two parts; the main space and the silent/quiet area. However, I believe the library could prove more valuable if separated into three parts.

The formal library could be reduced and limited to the main room that is directly in front of the silent/quiet area.

However, the wing that is now home to some Middle School classrooms should be turned into a social space.

To make this possible, the amount of books in the library would have to be reduced, but not eliminated. The library and technology departments merged at the beginning of this school year and to continue this partnership, the library should move some of its collection online. Students could access the material on their laptops, phones etc. One possible platform for this could be iBooks.

It would be wisest to move the nonfiction books online as they coincide with the databases that are already present and keep the fiction books in print from, physically in the library.

I am not denying the allure of feeling a hardbound book in your hands, but in this digital age it is pertinent for the library to move some of their collection to a digital format. According to a survey conducted by The Standard of 143 High School students, 67 percent would support the library moving some of their collection online.

Right now, more students use the library as a social space than for checking out books, so a switch makes sense. In the same survey, 88 percent of students stated that they rarely checked out books from the library, which upholds fact that the library is used more as a social space and not as an actual library.

Our library is something that is outdated. In this technological era there is less of a need to have a physical space to keep books. The library needs to become more digital and this will open up more physical space. This redesign would be a step in the right direction to modernize ASL, something that has been the focus on previous projects in the high school.

This new space should be a true social space and should be designed by the student for the students. Preferably, a team of ASL students would work together to design the ideal space that would exist in the library. These could be students interested in design or any student simply willing to contribute.

The opportunities are endless regard-

ing this space. One possibility would be to have a small café where students could grab breakfast or a snack. The area would definitely be popular for High School students. The cafeteria does serve breakfast, but the café would offer different types of foods such as a pastries and other food that can provide a quick snack.

However, this idea still has its issues. The Middle School has classrooms in that wing of the library, so students would have to keep the noise down and would have to be respectful toward other students that are passing through.

What I envision for this space is not necessarily a place for students to eat lunch, but rather a place where students could grab a quick bite to eat, socialize with their friends and work on group projects. This space will be different than the black chairs or the Commons, but it will be a space that provides just as much value to the high school experience.

As of right now, the library is starved for space, with 62 percent of students stating that there is not enough room in the library during breaks, according to the same survey. If the books were removed from the social space, there would be plenty of room to fit more tables and therefore have more room for students.

These books could be sent off to schools that are in need of books within our community, so they would not be wasted.

Features Page 11

•••

THE STANDARD | May/June 2015

Pornography culture College pressure

Hearing theEchoes The prevalence of the Fear of Missing Out, its impact on students and why it happens

Ankit Mehra | Online Editor Tyler Skow | Deputy Editor-in-Chief PHOTOS BY YARRA ELMASRY

J

aden* stood away from his friends while they drank at a party. Jaden had never drank before, but watching his friends drink, and all of the pleasure that ensued, proved to be too much for him. “I would have felt left out,” he said. “If I had not seen my friends drink that night, I do not think I would have [drank].”

Jaden is careful to point out that he did not choose to drink that night because of peer pressure, but rather he feared not being able to experience the same amount of enjoyment as his friends without drinking.

When Ayesha Bhalla (’16) returns to school after the weekend, she is sometimes greeted with the realization that she missed out on some of the things her friends did.

“I am not allowed to go out one night and everybody else is. We will talk the next day and they will have all these [memories] and I don’t. It really does not feel good,” she said.

Sousou has observed a very similar trend and, as a freshman, she feels FOMO more since entering the high school. Sousou believes attributes the feeling to the

stuff with others and no one likes the idea that they missed out on something potentially big,” he said.

Jaden on the other hand finds it irrational, but justifies its prevalence as an inherent feeling in high school. “It is basic human nature,” Jaden said.

Social media is one of the primary promoters of FOMO, demonstrating what Sousou describes as “a constant need to feel connected.”

While Sousou has not had a Facebook page for very long, she thinks it greatly contributes to FOMO in her grade, along

Sousou has also observed that people often post certain photos on social media with the intention of boasting about their plans for the night. “I think people have been using these social sites a lot more this year to say ‘Oh I am at this party, oh I am hanging out with these people’,” Sousou said.

High School Technology Coordinator Mariam Mathew agrees that social media having a large role in FOMO. “FOMO has a broad context and everyone has things they value, whether it’s their social circles or their knowledge of what is happening

Social media connects us in such great ways, but at the same time it provides a magnifying lens to the faults in our relationships TECHNOLOGY COORDINATOR MARIAM MATHEW At 11 a.m., after spending a night at home with her parents, Mariam Sousou (’18) could not help but feel slightly lonely while she scrolled through her various social media outlets, catching glimpses of what her friends did without her.

On both of those occasions, Sousou and Jaden experienced a common form of social anxiety commonly known as “the fear of missing out” (FOMO).

Zeb Berg (’17) would define FOMO as “forcing yourself to go out and do things so you feel that you aren’t missing out.”

For many, FOMO is hardly just a short lived feeling, as often it turns into a greater social angst which influences many of the decisions students make.

“clique-y” culture in the high school. “Last year you [had] your close friends, but now you have to expand [into other social groups] more, and so sometimes you are not friends with certain people while your friends are, so you are not invited to certain things,” she said.

After Jaden’s bout with FOMO, he claims to no longer struggle with the social pressure. “After you have caved once, you will either cave every time or you won’t cave again. For me, it’s the latter and I learned a good lesson about control and maintaining balance,” Jaden said.

When thinking about the rationality of FOMO, Berg believes that it is a completely rational feeling. “Everyone wants to do

with other special media planfroms. “You see [your friends] Snapchat stories, their Facebook pictures, their Instagram pictures: Everyone is constantly updating social media sites,” which results in an overwhelming feeling of “regret for not going out,” Sousou said.

On some nights, when Sousou could not go out she would get the gist of what her friends were doing through Snapchat stories, but as she went onto Facebook, the experience became overwhelming.

“When I saw [posts on] Facebook, I saw all these different pictures that I had no idea about, and I was not upset, but I realized there was a lot more things going on than I [knew about before],” Sousou said.

in the world, and that missing out makes them feel like it will loosen them out [of the friend group],” she said. Mathew believes that social media can act as a magnifying lens to the good and bad of relationships.

Jaden believes that FOMO is a very personal feeling. “FOMO is an internal conflict where you have the devil and the angel on your shoulders where you’re thinking whether you want to have a good time or want to be safe. Do I want to take risks in order to have a good time?” Jaden said.

*Editor’s note: Names that are followed by an asterisk are aliases used to protect sources’ anonymity.

•••

THE STANDARD | May/June 2015

Features

2x5 Questions:

Page 12

Unsung heroes

Nadia Sawiris | Deputy Editor-in-Chief

Maya Jotwani | Lead Features Editor

Where were you before ASL? I was working as a lorry driver. I’ve lived in London for 10 years. Before that, I was in a big city in Poland. I’ve been [at ASL] for three years. I really like this school. I wish I had been able to go to this school.

Do you like living in London?

Not much. You need money. With money it’s easy to have a nice life, much easier than in Poland where I’m from. [In London,] too many people are everywhere.

Maybe a smaller city in England might be better than London, but in London it is easy to get a job. I like big cities, but London is too big. Everywhere is too far to go.

What are your hobbies?

All kinds of sports. After work, I like to go to the gym.

In winter time, we [my friends and I] like to go to the ice rink for ice hockey. In summer, we like to go to swim outside, sometimes in swimming pools, sometimes in beaches. From time to time I watch TV, but I

don’t have that much free time. I watch some English TV as well as some Polish TV. Travelling is my new biggest hobby, I like to see as much of the world as I can.

Where have you traveled to?

I’ve been plenty of places. I’ve seen most of Europe, I’ve been to Australia, Korea and this winter I’m going to Thailand. This summer I’m going for two months to Malta. So I always try to enjoy and see new places. I usually travel with my friends because my parents are in Poland, so I am here by myself.

What languages do you speak?

I speak some Russian and I’m trying to learn some Spanish, but it’s not too easy. I’ve been many times to Spain in different places. It’s a very different [kind of ] language.

I can understand languages from Slovakia and Ukraine because they are similar; so we [Eastern Europeans] can understand each other.

Mariusz Robaszynski Security Officer

Where were you before ASL? We’ve [my husband SLD/English teacher Greg Cole and I] been here 11 years. I came from Vermont where we raised our kids for 19 years. I had been working in HR [Human Relations] and accounts for 10 years and I loved it. Then we [my husband and I] came here, and we were only supposed to come here for a year. But, 11 years later, here we are.

Why did you decide to move to ASL? Our kids had grown up and moved away from home, and we were thinking for the following year that we wanted to be in a place that was exciting and different and this sort of fell in Greg Cole’s lap. A co-teacher approached him and asked if he would take her place, and in two months he had the job and we were on our way.

What are your interests outside of work?

One of my interests since coming [to London] is painting. I do oil paiting and I am doing a course about it. I love to read. I am a fan of crime novels. I also have a collection of [ceramic and metal] mice at home from char-

ity shops. I collect vases [and] different ceramic things that I think are cool.

What is something you are looking forward to?

I am looking forward to our summer vacation. The whole time we’ve lived here, our daughter has lived in Hawaii and now she has moved to North Carolina a month ago.

So we’re going to fly in there for a couple of nights and visit our daughter, our son in New Jersey and end up in Massachusetts for a conference for three weeks and then Italy for the remainder of the summer.

How have you taken advanatage of London while you have been here?

[My husband and I] have [taken advantage of London].

We have taken advantage of the shows, the travelling, the trains, the buses. To go anywhere on the train in England is easy. We don’t have a car and have enjoyed not having one. We have been a lot of places in England [where] a lot of my English colleagues have not been.

Esther Cole Registrar PHOTOS BY YARRA ELMASRY

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THE STANDARD | May/June 2015

Page 13

Features

Bruno’s

Behind-the-scenes look at one of ASL’s favorite lunch destination Jonny Sheves | Staff Writer

Above: Bruno’s Deli on Abbey Road.

Below: Bruno Nobegra, owner of Bruno’s Deli.

PHOTO BY TANIA VELTCHEV

A

s the clock strikes 12:45 p.m., Marko Milovic (’16) and his friends know that it is time to head down to Abbey Road to meet their friend and proud owner of Bruno’s Deli, Bruno Nobrega.

Milovic and Nobrega have an unusual relationship. “I know the people really well, so it’s always good to go [to Bruno’s Deli],” Milovic said. “As I go there about two to three times a week, I have built a close relationship with both Bruno and Hugo [Antonio], co-owners of Bruno’s.

Conversations with Bruno are really unique; he’s really funny, and a chill guy overall. It’s almost as if he’s one of us [students].”

Bruno’s is a traditional Italian deli that serves fresh food as well as Italian groceries. With the menu ranging from a variety of pastas to a vast selection of paninis, including the iconic “Number Seven” chicken salad sandwich, a student can get a range of tradtional Italian foods for under £11.

Similarly to Milovic, Alex von Daehne (’15) only has praise for the Italian business. Von Daehne has been going to Bruno’s since his freshman year, and believes that it is the best option for cheap food near school.

Like Milovic, von Daehne is close to the

the co-owners. “I would say that the relationship between Hugo and me is quite close; we are on a first name basis,” von Daehne said.

For Nobrega, ASL students are more than just customers. “My relationship with some of [the students] is very good, and I would consider them friends, as well as clients,” Nobrega said.

According to Nobrega ASL students benefit his “quick and cheap business,” estimating that “50 percent of our income is from ASL students.”

Nobrega saw St. John’s Wood as a dif-

tentions for the deli have been achieved. “It’s always fun to talk to him as he is really nice, funny and always seems interested in our conversations, which is very special for a deli owner,” he said.

Nobrega has always considered socializing one of his best characteristics, even from a young age. Nobrega translates this into his business. As

“Conversations with Bruno are really unique; he’s really funny, and a chill guy overall. It’s almost as if he’s one of us [students]” MARKO MILOVIC (’16) ferent place to open a business. “When I first opened this restaurant, I realized that there were no other businesses similar to Bruno’s in this area, so I went for it.

My intention for this deli was to build a friendly atmosphere,” Nobrega said.

Von Daehne believes that Nobrega’s in-

he said, he “puts customer satisfaction above everything.”

Since immigrating to England from Portugal when he turned 17, Nobrega has been involved in the food business, from making fresh pasta and sauces in a factory, to delivering food to major restaurants in London. “I

PHOTO BY MAYA JOTWANI learned the restaurant trade from the people I delivered to, all the Italian restaurants and businesses. I used to talk with the chefs and owners of these restaurants and delicatessens,” he said. “All these people opened up my mind, and gave me this idea of opening up a deli.”

Nobrega believes that his upbringing in Portugal has played a massive role in the success of his business. “My parents put me through school and college in Madeira, and I learned from there. My family is very, very proud and happy with this.”

Nobrega is proud of his flourishing business and wouldn’t have it any other way. “I took a risk,” he said. “But it was definitely worthwhile.”

•••

Page 16

THE STANDARD | May/June 2015

Features

Superstitions A glimpse into the various superstitions, rituals and supernatural beliefs in the school Renata Wilson | Features Editor

H

er face full of concentration, Claudia Costa (’16) carefully reads through her online horoscope for the day, her face full of curiosity and anticipation.

Costa believes in astrology and reads her horoscope daily to get a sense of what her day will be like. As a Cancer, Costa feels that her zodiac sign reflects who she is as a person, and that the predictions given on her daily horoscope correspond truthfully to her life. “It affects my daily life, and the choices I make both socially and academically,” Costa said. She has been reading her horoscope daily since she was 13.

“I feel a strong connection to my zodiac sign,” Costa said. “My horoscope can even change my mood. Today I’m taking an Adanced Placement (AP) test and my horoscope said I would do well, so I felt more confident.”

Reading her horoscope can be a confidence boost, however if the horoscope’s predictions are less positive, this can lead to Costa feeling negative about the day before it even starts.

Fearing black cats, knocking on wood, good luck charms: these are all examples of superstitions. Superstitions, rituals, and horoscopes hold varying significances to different people. Some students believe that superstitions are nonsensical. But for others, superstitions, horoscopes, and rituals hold a special importance in their daily lives.

One type of superstition that is frequently practiced by many students is

PHOTOS BY MAYA JOTWANI

various athletic rituals. This is also very common in the world of professional sports, as many professional athletes have specific superstitions and rituals that they perform before games to calm themselves, get in the right mindset and bring good luck. For example, Tiger Woods only wears red shirts to his Sunday golf competitions and Michael Jordan always wore his college basketball shorts underneath his Chicago Bulls uniform.

Dexter Bohn’s (’16) superstitions are all centered around baseball. An avid player, Bohn uses these superstitions to bring himself “peace of mind” before a game.

Bohn believes that his superstitions help him gain control when he is feeling anxious.

Bohn has certain “core” rituals that he maintains before every game, such as putting on a certain sock first and not talking to the opposing team before playing them, while other superstitions will arise randomly. If Bohn were to do something before getting a hit, he might add it into his rotation of superstitions.

“The pressure can be pretty overwhelming sometimes so I try to shift [my focus] onto things I can control, like which sock I put on first or putting tape on my wrist,” Bohn said.

Bohns superstitions are entirely reliant on how his performances are. His rituals act as a consistency in what is an otherwise ever-changing sport Bohn referred to his superstitions as a way to “control

the uncontrollable,” and to prepare for the game that is about to happen. “In essence, my superstitions are all about making myself comfortable. I feel more confident and relaxed when I have only the game on my mind, and these superstitions help me focus on [the game],” Bohn said.

Bohn knows that he has no proof that his superstitions actually ‘work’, but he believes that they have helped his baseball performance overall. Without the consistency of his rituals, Bohn claims he would be “unable to concentrate on the game and [would be] all over the place.”

Studies published in Psychological Science Journals have proven that repeating certain rituals before sports matches help athletes gain a sense of control in an uncertain environment, hence helping their overall performance.

Sports are not the only circumstance in which students have developed superstitions and methods for getting in the zone.”

Jed Alberts (’16) has developed certain superstitions to help him with high-pressure academics. “I have a bunch of weird superstitions when it comes to testing,” Alberts said. “For example, I won’t take a test with a red pencil because I associate [the color] red with bad luck. Instead, I use blue, which I associate with good luck.”

Alberts owns three miniature Buddha statues that he carries around with him. “I always have at least one with me because when I bought them in China, I

was told they would bring me good luck.”

So far, Alberts claims that the Buddha statues have been doing their job. “I’ve kept my green Buddha statue in my pocket during the SAT and AP exams, and I think I’ve been doing well. I’ve gotten to the point where I need them there,” Alberts said. The Buddha statues act as a good luck charm of sorts for Alberts, and

“

My superstitions help me control the uncontrollable Dexter Bohn (’16)

bring him a sense of calm during testing.

Some students do not believe in superstitions themselves, but understand why others may. “I don’t believe in superstitions because I believe in fate, and that everything happens for a reason,” said Grace Bake (’15).

Bake believes that superstitions have been existent in society for an extremely long time, explaining that “people have always feared a higher power or a God. Superstitions are an extension of this and allow people to take solace in the fact that they cannot control everything, as well as giving them an explanation when odd things happen.”

Dexter Bohn (’16) goes through the same ritual before every baseball game.

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THE STANDARD | May/June 2015

Page 17

Features

DISTORTING REALITY The culture surrounding pornography within the High School Harry Morris | Staff Writer

N

ight after night, Rory* settles down into his routine porn session. Laptop in hand, he precedes into another world, a world of fantasy and lust. Rory has been watching porn everyday since Grade 8, and finds his ritual-like experience to be an escape from the stress of the day.

Rory’s experiences are not uncommon as online pornography has gripped the teenage population. With the rise of the internet, a perfect environment for a new kind of porn was born. Anonymous, free, accessible and online: pornography has altered the adult film industry.

With porn’s rise, however, there have been major societal repercussions, chiefly

For Rory, watching porn is just a harmless norm. “All of my friends have seen porn, I don’t really know anyone that hasn’t,” Timothy said.

Badian agrees that porn may be the norm, but she sees this as misleading. “Porn normalizes things. [Porn] makes it seem like it’s not a choice whether you want to perform something,” she said.

High School Counselor Stephanie Oliver believes that because porn is now an important aspect of many teens’ lives, it needs to be addressed. “We need to be talking about pornography and sexting,” she said. “[The curriculum] needs to catch up.”

Students agree that more should be done in school to facilitate conversation about

between porn and the real characteristics of sex. Porn, she feels, only gives the physical perspective of intimacy, but leaves out all the real emotional connection of relationships.

In Grade 10 Health classes, Health Teacher Joy Marchese tries to educate her students on pornography and its effects. “We talked about what young boys and girls are seeing in porn and how that affects them when they are in intimate relationships,” she said.

“We talk a lot about what is the perception, what do people think is the norm [for sex].”

Middle School Guidance Counselor Kelley Reid also believes that porn can cloud people’s vision of sex and relationships.

“Technology has moved us into a realm that

The widening gap between reality and online porn has caused some teens to feel self-conscious, Reid believes. “[Students] judge their own worth in a negative way because they are not ‘performing’ as the people they are watching are performing,” he said.

These interpretations are harmful to teens in particular who are “finding out who they are [sexually],” Reid said. He believes porn should be explained and deconstructed at school, as well as at home. “Because it’s there, because it’s so accessible, I think we need to be talking about it,” he said.

Although sometimes it can be a taboo subject, Reid thinks it has become increasingly important to bring up porn in con-

The divide between porn life and reality is becoming further and further apart, and it is hard for youths to see this HIGH SCHOOL COUNSELOR STEPHANIE OLIVER the availability of porn to minors. An astonishing 93 percent of boys and 62 percent of girls have seen online porn before the age of 18 according to a study by CyberPsychology and Behavior. Teenagers now are exposed to much more graphic material than those of the past.

“There is a plethora of [porn] on the internet, basically a never ending supply,” Lily Badian (’16) said. She believes that it is healthy for people to be curious about porn, but she said, “it is important to recognize that it is not a real sexual experience.”

Badian believes that as long as you can separate porn from reality, there is no problem.

porn. An anonymous survey respondent said, “If we had more efficient sex [education], then we wouldn’t need porn to the same extent.”

Without the right understanding, today’s pornography can be harmful and misinforming to teens. “The pornography that’s available today promotes the objectification of women, racial stereotypes and the history of white male sexual exploitation toward women of color and people of color in general,” Oliver said.

She believes that these negative messages are creating a new norm for teenagers in particular, who often are sexually inexperienced and have trouble differentiating

separates us from intimacy and from human reality,” he said.

Rory has become accustomed to “porn life,” and recognizes the gap is widening.

“At this point, I am in a perpetuating cycle where I need to find more and more extreme videos in order to become aroused. I am always looking for something new, and sometimes I am even disgusted by what I find attractive,” Rory said.

Reid believes that lack of emotional connection and the unrealistic physical characteristics of porn are exacerbating this separation. “[Porn actors] seem to be able to have intercourse for hours at a time. It’s just not real,” he said.

versation. He feels that the more porn is “kept in the dark,” the more power it has as a negative force. In order to significantly change the way society confronts difficult topics, Reid believes that starting from a very young age more should be done to encourage people to speak up.

Reid believes that just bringing porn into the light can reduce the “addictive potential” of explicit material, and start to break down its misleading messages.

*Editor’s note: Names that are followed by an asterisk are aliases used to protect sources’ anonymity.

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THE STANDARD | May/June 2015

Features

CASUAL OBJECTIFICATION 2 8 1 5

9 3 4 6

Yarra Elmasry | Editor-in-Chief

B

etty* checked her phone excitedly – she hadn’t talked to him in awhile. “I miss you” flashed across her screen. Betty smiled and opened her phone, eager to respond.

But, as she began to type her response, another message appeared: “I miss your boobs*” came the second message, the asterisk a crude device of flirtation.

“It made me feel like [he] didn’t care about me as a human being, and [he was] just looking at me as an object, that [he]

didn’t actually care about talking to me or speaking to me,” Betty said, still visibly shaken by the experience a year after the fact.

This is just one of many occasions where Betty has felt objectified, by both male and female friends. For her, it is these lighthearted and casual comments – oftentimes intended as jokes like, ‘Oh, your ‘eyes’ looks so good today’ while the commenter is clearly insinuating about her chest – that hit home the hardest. “I think [objectification] definitely [occurs] at ASL, and I think people some-

Zack Longboy | Deputy Editor-in-Chief

times don’t really realize it as much because it’s often used in a funny or joking way,” Betty said. “People laugh it off and are like, ‘oh, that’s so funny’, and I laugh at them too, but I think it is a problem and people don’t realize it because it is a joke.”

media At the beginning of this year the anonymous social network, Yik Yak, was the source of much debate for the ASL community until

it was eventually banned by the administration. For some, Yik Yak was a medium for lighthearted and satirical comments while for others it was an unchecked forum for derogatory objectification. One such student is Brigitte Fink (’16) who, along with the struggles of being a new student, was faced with comments about her and her sisters bodies. “[In] the first couple weeks of school, suddenly being new and having so many comments on Yik Yak about me and my sister’s boobs.

THE STANDARD | May/June 2015

•••

Page 19

Features Nobody knew who I was and suddenly that was just all that was known about me; that wasn’t fun.”

And it wasn’t just Fink. Others, mostly girls, faced comments about all aspects of their body and their appearance.

“Most of the derogatory stuff or negative stuff was about girls’ bodies,” Fink said.

“You didn’t get that type of thing about the boys.”

While Fink believes casual objectification can happen to men, history has made it such that in most scenarios, it is women who are being objectified. “Historically men have had a superior role in society, men were always perceived for their intellect, while the women were supposed to be in the home, cultural domesticity, the ‘good wife’,” Fink said.

While within society as a whole Fink cites the media as a perpetuator of this behavior, she believes the root of the normalization stems from historical gender dynamics. “Women were judged on

venturous and confident.”

For Counselor Stephanie Oliver, objectification stems from not viewing others as people. “[It’s when] you don’t see the whole person, you don’t think about their experiences, that they’ve experienced the same type of pain that you’ve experienced, that they have a family and a life and that they deserve respect,” she said.

Although Fink believes that, as one grows older, the comments have less of an effect due to a more developed sense of self, she experienced confidence-stunting when she was younger. “I think middle school is where I – and most girls – felt most objectified, especially because girls are going through puberty and being looked at for your body becomes very uncomfortable and becomes very difficult,” Fink said. “I don’t think we realize how boys snickering in the hallway in middle school can really make a girl feel self-conscious and affect her self-esteem in coming years.”

Fink’s earliest memory of this potentially long-lasting objectification was in

by their appearance or something which is not their inherent personality or who they are. It’s sort of a label that is given to them.”

This labelling is what many consider one, if not the most damaging pillars of casual objectification. “One thing I’ve heard that guys say a lot, is about how ASL girls are so prude,” Fink said. “But at the same time when there is a girl who isn’t self-conscious, or people know about her sexual appearances, she is labelled as a ‘slag’. Either you’re a prude, a slut or a slag... you are going to get [a] label.”

the party culture A tri-sport athlete, Cameron McClure (’15) has spent countless hours on bus rides and, as naturally comes with the camaraderie of his teams, countless hours listening to his teammates talk about girls. “You hear guys bragging about what they did over the weekend, who they hooked up [with], or their his-

longer questioned. “It’s integrated into our society, I guess the way that we think things are meant to be. Guys are played off as more sexually driven and we just accept that,” McClure said. “So, guys can look at girls, usually more sexually and as objects.”

This, McClure added, is representative of a society-wide trend as people are becoming more and more desensitized to the hyper-sexualization of women. “We don’t think twice about it,” McClure said.

“If we see a naked girl on a billboard, it’s ‘normal’, it’s the way it’s ‘meant to be’.”

fixing it In her experience, Betty believes that this cycle is fueled by a reluctance to speak out against what is considered “normal” behavior. “If someone says a comment or if someone is making you feel uncomfortable, what a lot of people do is they run

They had a special handshake for when a girl would get boobs and they called it ‘overflowing’ -Brigitte Fink (’16)

their appearances whereas men were judged on their achievements,” she said. “I think we are shifting but we still do have this issue where women’s achievements come second to their appearance where men’s achievements come first.”

Yet Fink sees signs that the tide – in a period where these issues are at the forefront of global awareness – might be finally turning. The media, it seems, isn’t all bad. It is the things like “The Dove campaigns, Emma Watson [and] George Clooney’s new wife [Amal Clooney],” examples of where gender roles are challenged, that give her hope.

“There is a media storm going on over this issue, a lot is being done, but we really have [to] keep progressing, [we] have to keep moving away from that [culture of objectification],” she said.

not so casual It’s hard to deny, at least in Betty’s opinion, that these “casual” comments have more-than casual effects for the individuals on the receiving end. “A lot of times [the comments] will make you feel uncomfortable around people or make you feel very embarrassed,” Betty said. “[It makes you feel] like you don’t really want to go out and be ad-

Grade 7. At a time when many girls were going through puberty, a few guys in her grade decided to make a game of it: When a girl started to go through puberty, the boys would start guessing how long it would take for her chest to develop. “They had a special handshake for when a girl would get boobs and they called it ‘overflowing’,” Fink said.

“I remember so clearly, wearing a tank top with a sweater over it, seeing these two guys doing this handshake and saying ‘Oh, Overflowing! F**k yeah’, and just curling into my sweater because I felt so uncomfortable.”

While this casual objectification is far from a “one-way street,” Fink believes it is most rampant with girls, be that objectification by guys or even girls objectifying other girls. “Girls tend to put each other down in order to feel ok. And that’s a very broad generalized statement, but that is something that happens more and more,” Fink said.

“Often it is said that ‘girls aren’t dressing up for boys, they are dressing up for other girls’.”

As Oliver put it, girls can “police each other in different ways. It all comes from that sort of adhering to the dominant norms that women need to look a certain way and be a certain way, and when someone doesn’t fall into that category, they’re going to try and get them to be in that category,” she said.

By Fink’s definition, objectification is “when someone is perceived or talked about

tory of hooking up with people,” McClure said. “Sure, that’s all fun and games, but when you think about it that’s really degrading: Treating women as sexual objectives.”

Although McClure believes that at ASL no culture of deliberately marginalizing women exists, there is a regular, more subtle layer of objectification. “It’s the things that we don’t notice as much... where [the objectification occurs],” McClure said.

Specifically, it is the party culture where McClure feels objectification is the most rampant. “I feel like party culture is where it really comes up. The ‘slut’ term. Guys bragging about what they did, who they did,” McClure said. “Objectification does happen but [people] are not outgoingly saying that ‘women should be sexual objects,’ we follow the social norms and it’s just kind of accepted.”

Betty has also seen a discrepancy between males and females within the party culture at ASL. “There’s this double standard with hooking up, where guys will brag about it, and then girls who have hooked up with a lot of guys, people are like, ‘oh, she’s a slut’,” she said.

For McClure, much of the degrading interaction between boys and girls has become commonplace in society. “It’s part of societal norms; people don’t really think twice about it, they just do it,” McClure said.

Because of the way these norms have been ingrained, McClure finds that they are no

away from it and hide from it,” she said.

In order for society to reverse the tide of “ingrained” casual objectification, McClure believes that awareness is key. “The first step and one of the biggest steps is recognizing it. Getting the word out there, and making people think twice when they say something or they do something, when they label a girl in a certain way, even within their friends, it will eventually have an effect on that girl,” McClure said.

Because of this effect, Fink thinks that everyone needs to be aware about this issue in order for change to occur. “We all need to support each other on this, and girls perpetuating this objectification is equally as bad a boys perpetuating this objectification,” she said.

Betty also believes that telling people when they’ve made a hurtful comment is the key to changing this ingrained culture. “I think that what we should be doing is start saying, ‘don’t talk to me like that, don’t say that to me’ because I think that’s the only way that people will realize,” Betty said. “I think we just need to take away the casual nature [and] not just laugh it off.”

*Editor’s note: Names that are followed by an asterisk are aliases used to protect sources’ anonymity.

Culture

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THE STANDARD | May/June 2015

Advice from each grade The rise of Netflix

Exploring

the arts Martha Collins | Opinions Editor Michaela Towfighi | Culture Editor

Five students discuss their connections to the art world, their inspirations and what art means to them

W

hen Magnus Allan (’17) was younger, he despised IDDER art galleries. Forced E DE R N N IA R to accompany their

BY MA PHOTO mother to exhibits, he and his brothers were never engaged by the pieces around them. Consistently searching for the exit, they never stopped to view the art.

However, Allan’s taste towards art has sharply changed. Now an aspiring photographer, Allan said his “appreciation for the arts developed with the exploration of my own style in photography.”

When Marianne De Ridder (’18) walks into a gallery, she is instantly drawn to modern art pieces. At least once a weekend Mariane can be found wandering around the Saatchi Gallery in Chelsea. She frequents Z T E B LYGO /WAL R K C FLI FROM O T O PH

art galleries, often bringing her friends along. “It’s just something that you can [do]. You can walk and talk, and not just sit around,” Marianne said.

However, Marianne does not just visit art galleries as a casual pastime; She has always been interested in art, which is a passion that runs in her family. “My grandparents were collectors, their parents were collectors. All of my dad’s side has been into art since forever,” Marianne said. Each generation cultivates new pieces as well, adding to the collection.

When acquiring new art pieces, Marianne and her sister, Pippi (’16), constantly give feedback on their parents purchases.

Helping decide where to put things, they like to give their opinions on the pieces and let them know what type of art they prefer.

Always looking to add to their collection, Marianne and her family visit galleries while on vacation as well. “Everywhere we go, we go to art galleries,” Marianne said.

Similar to Marianne, Livy Scott’s (’17) interest in modern art was sparked by her family’s interest and background. Moving to London last year, Scott has taken advantage of all the opportunities London has presented her within the art world. As her parents became members at different

clubs and galleries, Scott’s interest for art grew. “I haven’t lived anywhere where they had very good art... so I think [London] has given me more opportunities,” Scott said.

Like Scott, transitioning to live in London provided Brooke Smith (’15) with many opportunities to explore her passion for art. Initially visiting galleries on the weekends with friends and family as a pastime, Smith now goes to exhibits once every other week. “[London is] such a cosmopolitan environment and there is so much art going around all [around] you. If you want to access it, it’s so easy,” Smith said.

While it is nice to explore with friends, Smith also finds herself going to exhibits alone in order to see work she is interested in. “If there is something I really want to see it’s nicer to take it in and spend the amount of time I want there [by myself ],” she said.

Although Marianne is an artist herself, currently taking 3D Studio Art and Digital Photography, she finds looking at art to be more enjoyable than making it and is inspired by many exhibits she visits. “When I see photos and paintings I want to do similar things, and I get ideas from that kind of work,” she said.

New to the school this year, Marianne

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THE STANDARD | May/June 2015

Page 21

Culture used to live in Virginia. One of her favorite museums to visit was the Virginia Museum of Art. She recalls attending a specific exhibit of artist Keith Haring, known for his bold, colorful use of stick figures. “I like [Haring’s work] because I’m not good at drawing people, so when I have to do that I refer to his paintings and drawings,” Marianne said.

Marianne, Scott and Smith alike use exhibits they visit to inspire their artwork. A student in Advanced 3D Studio Art, Scott uses her exposure to art to her advantage. Visiting art exhibits inspires Scott “to break past boundaries” in her own art and to “be more creative”.

Smith also seeks inspiration through professional work. An AP Studio Art student, Smith has looked at many pieces to learn more about the art of collage for one of her pieces for the class. “Collaging is something I incorporated to help me develop the idea behind my concentration,”

pieces, Nadar can use them for inspiration and influence for her own work.

Art has also influenced Nadar’s plans for the future. Originally, she wanted to be a fashion designer. “At [the] Alexander McQueen and Thea Porter [exhibits]...I see the craftsmanship and the beauty created so artistically, that it made me want to be a fashion designer for the longest time,” she said. However, her widening taste in art has transitioned her focus to other art-based professions, citing an art curator as a potential profession choice for her.

Scott has further developed her passion for art and is one of the younger leaders of the Friends for the Arts Club at ASL, visiting a range of paid and unpaid exhibits every one to two months. London offers a multitude of exhibits that are free of charge, but Scott prefers paid ones, for she feels they “have more work put into them.” Scott feels that the quality of the

ies are “only there to take an Instagram [photo] with the art so they look cultured.”

Smith, who frequents the Saatchi Gallery, the Photographers Gallery and Somerset House exhibits, also supports friends of hers who host their own popup shows in the city.

Smith attended a past exhibit titled “World Service”, displaying the work of many artists in an old train station.

Just as viewing other artists’ work has shaped the art Allan produced himself, it has also had an effect on broadening his perspective.

“I feel as though having a passion for art

NNE DE

Y MARIA PHOTO B

My grandparents were collectors, their parents were collectors.

All of my dad’s side has been into art since forever.

MARIANNE DE RIDDER (’18)

Smith said.

Likewise, Ruba Nadar (’17) takes cues from professional artists when creating her own work. “Especially with going into Advanced Studio Art and AP art it’s more conceptual,” she said. “It’s definitely helpful to have something PHOTO that you FROM RUBA can translate NADAR into that without it being direct.” As she has viewed many art

a r t work justifies paying to view exhibits.

Allan notices a difference between the two in his photography.

In many paid exhibits photographing the art is prohibited, however, he finds those who visit free galler-

affects your interpretation of your surroundings,” he said. “[It] makes you generally open to new idea s and c o n temporary thoughts.”

C l o c k wise from top right: AmansalPHO va by TPO B HOYT MA O BR FederiYIA MNANRE D IANENRID co HerE DE DER RIDD rero, HéER rmes Wanderl and Exhibit at the Saatchi Gallery, Ruba Nadar (’17) viewing a sculpture at the Royal Academy, Keith Haring mural in New York, Casa Tomada by Rafael Gómezbarros.

RIDDER

OVERW

AN

Competition, expectation, pressure and how it manifests itself in the college admissions process Zack Longboy | Deputy Editor-in-Chief

N

ancy Albanese, an ASL mother and parent of three, knew her 8-yearold son would never go to college to play baseball, let alone play professionally. She knew he wasn’t very good, and he knew it too. But she still made the trek to Wormwood Scrubs every Saturday to watch him play baseball and have fun.

One such Saturday, her good friend approached her and asked, “why is he playing base-

college, all the time,” he said. “I think because ASL [has] an affluent culture, most people have college-educated parents and this trickles down to become a college obsessed culture.”

Prasad believes this pressure has significantly influenced the decisions he has made in high school. “I feel like I really overreached in some of the courses I took, such as my junior year math course. I took it and it ended [up] being way too much for

Maya Jotwani | Lead Features Editor

in thinking about college can be both positive and negative, but he sees it as central to ASL’s identity. “I would say we are a college prep school, we have a history of preparing students to be academically and socially successful in college. In order to do that it really does start day one of High School,” he said.

These pressures surrounding college, however, are not only placed by counselors, advisors and parents, but also by stu-

into these ‘Ivies’,” she said.

Yet, while these expectations are certainly felt by Lim and others, some believe that ASL’s reputation of ultra-competitiveness is not as formidable as advertised. “I think what happens is, there is the vocal minority, where some students are regularly talking about who’s getting in where and all of that, but I think there are a lot of people who don’t care about that,” Hauck said.

“The goal of college norms is to help everybody to get on the same page, most importantly that we are a united school, that we are a united senior class and we all have the same goals and same ambitions,” Hauck said.

Campili, though, doesn’t believe college norms are that helpful. “I think that if people are very secretive about it, it makes it even worse. I have to think about where everyone is applying because you are com-

I think that I was getting good grades, and I thought a lot of people were expecting me to get into these ‘Ivies’ VERONICA LIM (’15) ball? He’s not going to [get into] college playing baseball.”

“He’s playing baseball because he really likes it,” Albanese retorted, taken aback by the question. “Yeah,” the friend added, “but he could be practicing his sport.”

As a parent within ASL’s community, Albanese has noticed a culture where many things, from activities at school to parent cocktail conversations, revolve around one issue: College.

For the past four years, college has also been at the forefront of Vikram Prasad’s (’15) mind. “You don’t think about enjoying high school or being with your friends, you’re just thinking about college college

me to handle. If I could take it I would [to] impress all the ‘good’ colleges,” he said.

Alex Campili (’15), like Prasad, felt the pressure early on to try new classes and join new clubs for college. For her though, it started as early as freshman year. Upon entering the High School, Campili had her first meeting with her Grade 9 dean.

One of the dean’s first questions took Campili by surprise. ‘What is your thing gonna be when you apply for college?’

Campili tried Model United Nations, robotics, anything she could do in an effort to find her “thing” as her dean had suggested.

College Counselor Ivan Hauck believes this early start

dents. And often, these expectations can be far more crude.

When Veronica Lim (’15) was accepted into a university, it should have been a moment to celebrate her accomplishments.

Instead, she couldn’t help but think about everyone else. Who else had gotten in from ASL? How did she compare to them?

Did she deserve the spot?

Lim believes the pressure from everyone around her fuelled these thoughts. She had always earned good grades and had built a reputation for herself. “I didn’t feel like people were judging me but I was scared of them judging me. I think that I was getting good grades, and I thought a lot of people were expecting me to get

Albanese echoed Hauck’s sentiment. In fact, she knows parents who decided not to move back to the U.S. because they found “ASL to [have] less pressure than if they were at a private school in New York City, or a private school in Greenwich, Connecticut,” she said. “I know people who have done this who have said, ‘you know what, we like it here because it’s less stress’.”

The college counselling department looks to alleviate judgement that students feel through what they call “college norms.” Every year, the senior class decides on a set of guidelines regarding how peers and parents talk about their respective college processes.

peting with everyone around you,” she said.

Albanese believes that although this secrecy can be beneficial, it can often be used for a more ulterior motive than protecting feelings. “Sometimes, I think there is another part [of the secrecy] which is, ‘I don’t want to tell you, I’m going to act all chill about this but actually I’m trying to get my kid into Stanford.’ I think there are parents who give off one vibe and they are doing something else,” Albanese said.

Director of Academic Advising and College Counseling Patty Strohm sees college norms as a way to not only help students, but also their parents. Strohm believes that parents – who are

E L MING H W CULTURE undergoing a college process of their own – often deal with the process as they would in their job. Businessmen, she said, often look at it by delegating and managing, whereas lawyers might think about it under a legal lens. This mentality can mean overwhelming talk about college at home, or “college for dinner” as Strohm put it.

“I feel really sorry for you teenagers. People think they can ask you the most intrusive questions. Would you ever go up to a man and ask him how much money he made, how much he weighed, how expensive his car is, his house was?” Strohm said.

score did you get?’

I think the parents that I know don’t do those types of things. Generally, they are respectful and supportive of each other,” she said.

However, the competitive undercurrent still comes through.

Along with another ASL parent, Albanese heads a committee to support parents of alternative learners or students who are in the SLD program. In meetings, parents often share experiences where they feel they are competing with other parents and their kids. Are their kids taking enough APs? Will they be able to compete for the best colleges?

[is] t h a t their kids are going to go to the best [colleges].”

The parents in the international community add pressure in another way. “[With Europeans], you go to the other extreme where people have heard of Harvard, Princeton and Yale but they haven’t heard of a lot of other great schools.

They are the ones who are going to be more skeptical, and they are going to put more

into schools based on U.S. News rankings. I thought that I didn’t care about that as much, but then when decisions started to roll in, I realized that I did care when

There is another part [of the secrecy] which is, ‘I don’t want to tell you, I’m going to act all chill about this but actually I’m trying to get my kid to Stanford.’ I think there are parents who give off one vibe and they are doing something else ASL PARENT NANCY ALBANESE “These same people feel it’s ok to ask you what your SAT scores are. I think the norms are a way to help kids with a vocabulary to make you feel more comfortable.”

Within the parent community, Albanese sees that these college norms are respected and are helpful. “We know that we aren’t supposed to ask you, ‘Where are you applying to? Or what SAT

Albanese sees that this competitiveness largely stems from the type of people that attend ASL. “If you think about a lot of the community here as parents, if they are American then they are in companies, and the only people that companies bring over are people who are talented, so to an extent, you get selfselection,” Albanese said. “The expectations of the parent group

pressure on the brand names,” Albanese said.

Campili believes that the emphasis on brand and ranking are not exclusive to the international crowd, but is present in the whole community.

She had believed that rankings were not important to her in the college process, until she was in the thick of it. “I think that there is a lot of pressure to get

I was making choices between different schools,” Campili said.

“I think that the ASL [community] places way too much emphasis on getting into a ‘good’ school and then choosing the ‘good’ school instead of choosing the good fit.”

This emphasis on brand manifested itself when Campili was making her final decision about where she was going to attend

in the fall. When she talked with her peers about her pending decision, she remembers people saying, “definitely choose UC Berkeley.”

When asked why, they would respond, “well the other schools are not well-ranked, [this other college is] not really a good school.”

Many believe that the everrising stakes of the college admissions process and everything that comes with it – the extensive extracurriculars, the competitiveness, and the expectations can have a far-reaching impact. “Personally, I think we run the risk of creating a whole new generation of kids who burn out and never produce anything because they are exhausted,” Albanese said.

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THE STANDARD | May/June 2015

Culture

THE NETFLIXFEVER

Trending T.V. shows:

77.1% 29.7%

of students use Netflix

From the experts

• Suits

• Orange is The New Black

• Vikings

• Arrested Development

• The Walking Dead

The global outbreak

of students watch everyday

61%

Students give advice for the rising classes

9

10 1. Don’t freak out. You can

I would tell the rising grade that they should prioritize learning time management skills, because it is a necessity in high school, as time will slowly start to be taken up. It is also a valuable technique to use in life, and the older you become, the more efficient you have to be with your time.

- Mark Haghani (’18)

10 billion

of total users binge hours are spent on watch at least once a Netflix each month week

DATA COLLECTED BY DANA MARDERSTEIN IN A SURVEY OF 175 STUDENTS AND DIGITAL MARKETIING STATS/STRATEGY/GADGETS

Advice

• House of Cards

save that for junior and senior year.

2. Try new things out. Find what you enjoy, find what you don’t. Do what you want to do. Don’t let others influence you into not doing something you do want to do or doing something that you don’t.

3. Get as much sleep as you can. You’ll be wishing you got more sleep when you’re completely sleep deprived in the years to come.

- Maia VasaturoKolodner (’17)

11 Focus on school and don’t

get stressed out over college stuff yet, you still have a bit of time.

- Rowan Yearley (’16)

12

Stay calm, because at the end of the day, everyone ends up where they’re supposed to be.

-Emie Nathan (’15)

COLLECTED BY YARRA ELMASRY

THE STANDARD | May/June 2015

•••

Page 23

Sports

Life on the water Sharing the experiences of passionate sailors in the High School

Michaela Towfighi Culture Editor

A

s Malcolm Tisdale (’18) finishes another day on the water, he and his fellow crew members anchor their boat for the night. An avid sailor, Tisdale has grown accustomed to this process. He competes on a race team, is a crew member on a 65-foot boat and also teaches kids to sail Laser boats throughout his summers in Cobscook Bay, Maine.

The larger boat, which Tisdale is a crew member on, has sailed from Maine to as far as Canada and Nantucket, MA, a distance he hopes to extend in future summers.

With different strategies and tactics to master, sailing poses mental and physical challenges for Tisdale. Focusing on the sail’s position and the direction of the wind, he must always be alert and ready to adapt and move as quickly as possible.

While sailing can be difficult for Tisdale at times, the challenges are balanced out by the sense of enjoyment associated with the

“

[Sailing] is a competitive way to spend time with your friends and you get to spend your day relaxing on the water.

Caitlin Welch (’18) sport. When Tisdale is sailing with others he finds that everyone has the same goal and is working collectively towards achieving it.

“Sailing always has really tightly knit communities of people that are usually always trying to help each other,” Tisdale said.

Harry Hodkinson (’18) spends his summers racing in Shelter Island, NY. After learning to sail when he was 9 Hodkinson picked up racing and has participated in over 20 regattas since his initial encounter with the sport.

Hodkinson is drawn to the

competitive side of sailing, recalling his favorite sailing memory as the first regatta he won in 2012. At the time, he was sailing in an Optimist, a smaller sailing boat for only one person, and won the Blue Fleet division for 11and 12-year-olds, at the Old Cove Regatta in Long Island.

Since sailing in this regatta, Hodkinson has adapted to the larger Laser boats, which only require one person to handle, but move more quickly in the water. Like Tisdale, Hodkinson also finds sailing to be tactically challenging, as well as physically demanding.

Similar to Hodkinson and Tisdale, Caitlin Welch (’18) has always thought of sailing as a large part of her summer. Spending her time in Bay Head, NJ, Welch has been sailing for seven years in both smaller Optimists crafts and faster ‘420’ boats.

For Welch, sailing provides many benefits, including time spent with her friends who she does not see during the school year. “It is a competitive way to spend time with your friends and you get to spend your day relaxing on the water,” Welch said.

While Welch likes to relax and have fun on the water, she also enjoys the competitiven nature of the sport. She has competed in various regattas in New Jersey, sailing both Optimists and 420s.

Welch’s most adored memory remains participating in a sailing competition in Bay Head during the fall of 2014. During the race Welch’s boat and a friend’s boat capsized, leaving the two girls floating in the middle of the race course with a boat full of water.

Laughing about the experience now, Welch said she has always enjoyed the social aspects of sailing, as she has been sailing with friends since the age of seven.

Tisdale, Hodkinson and Welch enjoy the racing aspects of sailing, but Lynn Albright (’15) engages in the sport for relaxation and pleasure. Albright may participate in a casual race from time to time, however she finds the racing aspect of the sport adds lots of competition, which

Most summers Malcolm Tisdale (’18) sails in Cobscook Bay, Maine.

In London he struggles to find enough time to sail, but is a member of Queen Mary Sailing Club.

PHOTOS COURTESY OF MALCOLM TISDALE

she does not enjoy.

Learning to sail at a Girl Scout Camp one summer, sailing Albright presented her with opportunities to meet people and learn various skills. “If you’re sailing with other people you build relationships and leadership abilities,” Albright said. “If you are sailing by yourself you [gain] independence and you could be in a situation where you have to take care of yourself, in something that could potentially be really dangerous, and that is really a good thing to do as a pastime.”

While Albright must manage herself in dangerous situations, she still struggles with trusting her abilities. “I think the biggest challenge is being confident enough in your own abilities to just go out on the water and know that if there is a situation, you know exactly how to deal with it,” Albright said.

Living in London has posed challenges for Welch, Albright and Tisdale’s sailing desires. Albright, who moved to London from Houston, Texas, has found that she is still able to sail in London, with the trade off of the season being much shorter compared to that in Texas, where she could sail almost year-round.

Similar to Albright, Welch’s sailing season has been drastically shortened due to living in London. As Welch does not sail in London, she is put at a disadvantage when she returns to the water in the US, as many of her friends have the privilege and

opportunity to sail year-round.

Tisdale, on the other hand has found it harder to keep up with his passion for sailing yearround. While he may not be sailing at the level of his friends, Tisdale has found an opportunity to sail in the U.K., at the Queen Mary Club, which allows him to sail when he gets the chance.

Due to schoolwork and other activities, it is challenging to find the appropriate time needed to sail. “To be very good at sailing, to be on a proper team, you need to be investing a lot of time into it and a lot of time and practice. That is something that the school year doesn’t really give

you, so at the moment... I can’t be sailing to my best performance,” Tisdale said.

However, Tisdale looks to find more time to sail during the school year and sail in university, if possible. Currently, Tisdale has the chance to participate in races every Sunday, but he is not on the proper race team, which remains a goal of his for the imminent future.

Welch also wishes for sailing to be present in her future. She envisions herself working in a sailing shop or becoming a coach, and has thought about sailing for a “relaxed” sailing club in university.

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Page 24

Sports

THE STANDARD | May/June 2015

Athletic

Investigating the process and purpose of disciplining athletes and how they recover after being punished Sourna Daneshvar, Jr. | Sports Editor

A

ll it takes is “one stupid moment”, as varsity rugby player PT Clement (’16) puts it, to ruin a season.

Whether it’s purposely tripping an opposing player, cursing at fans, missing practice, or other infractions, one mistake during the season can potentially jeopardize an athlete’s involvement in the next game or practice, and call for

While Clement was not suspended from ISSTs – far from it, he would win All-Tournament honors – he admits his meeting with Farmer prompted a frightening realization: The potential reality of not participating at ISSTs. “I have a feeling that if I was really definitively supportive of doing something dangerous on the rugby pitch that I wouldn’t be allowed [to play],”

According to the handbook, “Due to the possibility of degrees of rule transgression the Athletic Department reserves the right to adjust discipline as is deemed appropriate, however, athletes transgressing these rules will normally be suspended from play for the next two schedule games and should expect to be removed from their team at a second violation.”

such matters private “unless there’s a compelling reason to do so and even then I would check with a counselor.” However, he would inform an incoming coach of a player’s past so the coach would not be surprised if the player found himself in a similar situation.

Gladis prefers keeping the issues private for the athletes sake. He fears advertising

It made me very visibly upset... for him to basically take that all away from me in that moment – I wanted to play [in] ISSTs so badly, it was kind of shocking PT Clement (’16) further disciplinary actions.

Clement scored in the first two games against Cobham this year, which the varsity rugby team (Pirates) won. “It was important for me to do well,” he said. Losing by a significant margin in the third game against Cobham, Clement grew frustrated. Missing a tackle only compounded the problem, and resulted in him tripping his opponent to prevent him from scoring a try. Consequently, the referee brandished a red card.

Varsity Rugby Coach Ian Matthews attempted to diffuse the situation by moving Clement away from the bench onto a separate playing field. Using his knowledge of Rugby Football Union (RFU) policies, Matthews told Clement that he could be banned from ISSTs. “It made me very visibly upset... for him to basically take that all away from me in that moment – I wanted to play [in] ISSTs so badly, it was kind of shocking,” Clement said.

Afterwards, Athletic Director John Farmer and Clement met to discuss the situation.

They discussed whether Clement acknowledged that his action was wrong, and if he grew from the incident or not – both of which Clement agreed upon.

Clement said. “As long as I realized what I did was stupid, the Athletic Department wouldn’t take any action.”

Keen to play at ISSTs, Clement altered his mentality and interaction with the Athletic Department leading up to the tournament. “I had to be on my best behavior and everything just to make sure I got through my ISSTs,” he said. After ISSTs, he didn’t have to worry about acting differently with the Athletic Department and feels his relationship has returned to normal.

Procedures and protocols

N

o defined protocol is in place for athlete discipline, but there is a section in the Coaches’ Handbook for managing discipline. Under this section, there are three main rules. The first forbids illegal and non-prescribed drug use. Outlawed in the Handbook is tobacco and alcohol use during school hours, or at school sponsored activities throughout the season.

Inappropriate conduct such as bad sportsmanship, abusive or vulgar language and theft or defacing property is also prohibited.

Athletes have no such handbook, but Farmer, in tandem with High School administrators, hopes to form more “hard and fast” policies regarding discipline.

Farmer doesn’t believe lacking policies or a student handbook inhibits his ability to manage athletes and discipline them when needed. “I would like to think that despite the fact that there isn’t as much a procedural way of doing business that I have a very good understanding of what’s going on in teams with the students and what’s happening with our players,” Farmer said.

Varsity Baseball Coach Terry Gladis reports to Farmer if he knows of any infraction a player of his has committed. “Any violation, of any kind needs to be transferred on to the [Athletic Director],” he said.

Most often Farmer will seek assistance from Director of Student Life James Perry, Principal Jack Phillips and the Student Faculty Disciplinary Board (SFDB). He doesn’t find speaking to them necessary for all disciplinary issues, but requires them for all “egregious acts”.

Although involving other parties, Farmer, “to a great extent,” aims to keep

a mistake would damage the team. “Let a young adult learn their lesson the right way instead of trying to make an even bigger mess out of [the issue],” he said.

I

Recovery process

n the practices following his game against Cobham, Clement noticed that his coaches changed their perspectives of him. “I think after that the coaches treated me more like a wildcard or a bit of a hothead, even though I didn’t think I was any more or any less calm than in the past,” he said.

Though his coaches treated him differently, his teammates suggested he move forward from the incident and he felt that they supported him.

“Heavy discipline”, Farmer believes doesn’t prohibit an athlete from returning to their sport and succeeding. “I feel very good about the fact that people have been given second chances in our athletics program,” Farmer said. “We’re here to help educate people and help them learn and they can’t learn if they’re not given a second chance.”

THE STANDARD | May/June 2015

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Page 25

Sports

Discipline Jack Glen (’16) recovered from a disciplinary issue during the 2013-2014 school year that excluded him from basketball, starting for the varsity basketball team this season.

Leading up to basketball tryouts during the 2013-2014 school year, Glen remembers feeling sick, but continued playing. On the second day of tryouts, suffering from the flu, he left the gym during a drill without notifyig the coaches of his sickness. Upon returning, Gladis, a coach at the time, questioned why he left.

Then Dean of Students and Head Coach Joe Chodl asked him to leave tryouts and to not return.

At the start of this year’s season, re-

turning to the team proved neither easy nor straightforward for Glen. Both of the varsity basketball coaches, Rich Harris and Josh Davis, knew of the incident, even though Glen had never met head coach Davis. Despite the coaches’ knowledge of his previous actions, Glen believes he was given a clean slate during tryouts.

With some players whom he had a strong relationship with, Glen was given a fresh start, “but I think for the returning varsity players at the start there was a lit-

tle bit of a hesitation,” he said. Relationships with those players healed over time and following a few practices and the team’s first game Glen didn’t feel it was a problem.

Some teams, including the tennis teams, use player contracts to help with disciplinary problems. “Contracts can help articulate exactly what the expectations are of the athlete and what the outcomes will be

for not following those expectations,” Farmer said.

Around seven years ago, Gladis used contracts for his baseball teams, but no longer feels the need to because of the “strong” Code of Conduct.

Over the summer, one of Perry’s priorities is reviewing the Code of Conduct and how it relates to athletics. Currently, the code lists examples of academic infractions, but not athletic ones. “If we’re going to list examples we should list examples

beyond just the classroom,” Perry said.

However, academic violations overlap and can deny a student’s athletic engagement because of how

their involvement in a sport contributes to those violations. “If there’s a situation where someone’s participation on a sport is... ultimately contributing to behavior that is either not allowed or really affecting them academically then that’s when an Athletic Director, a coach, a Director of Student Life might step in,” Perry said.

I

Continued growth

t’s not just students who stumble. “I’ve been around coaching a long time, 20 years and there have been times where I’ve seen people make mistakes and there have been times where I’ve made mistakes because you do get caught up in the heat of the moment,” Gladis said.

Farmer affords coaches less leniency than students. “People continually setting bad examples are people that we do not want coaching in our programs,” he said. “Our coaches, just like our teachers, need to be role models for our students.”

Eventually forms of both Clement’s and Glen’s stories spread. “A week or so after the

event, a lot of people came up to me asking, what had happened to me, if I was suspended, if I was expelled, a lot of things were going around,” Glen said.

A season’s absence from basketball cultivated Glen’s appreciation for the sport and people vital for his enjoyment of the sport.

“I now have a greater respect not only for the coaches and for my players and for the Athletics Department, but also for the game itself,” Glen said.

His personality and appreciation also developed in other areas. Before he would confront friends when they offered to help him, whereas now he accepts support from friends and teammates.

According to Farmer, the purpose for disciplining an athlete is for him or her to mature and to convey that actions worthy

of punishment are not condoned by the Athletic Department.

The latter applies to both ASL and the competing school. Farmer remains intent on openly communicating with other athletic directors, and will always notify them, for example, that an ASL player who tried to injure an opponent will be disciplined accordingly. “I wouldn’t want anyone to be under the impression that as an institution that we think it’s acceptable to do those sorts of things,” Farmer said.

I feel very good about the fact that people have been given second chances in our athletics program Athletic Director John Farmer

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Page 26

THE STANDARD | May/June 2015

Sports

alternative measures Exploring the struggles of leaving old sports behind and adapting to new ones

B

rodie Craig (’18) vividly remembers his last ever American football game in high school. “We were playing under the lights on a turf field at one of the local preparatory schools. We didn’t win the game, but our whole school came out to watch and it was an amazing football environment and an experience I will definitely never forget.”

The repeat of a momentous event is no longer possible for Craig, as his recent move to London has severely limited his ability to play American football.

Craig, like many students, would like to pursue sports he primarily played in the U.S. throughout high school.

When coming to ASL, he was forced to give up the enjoyment he used to get from playing football and ice hockey. Part of his struggle comes from not having many students to talk to about ice hockey, as many other students do not have a big interest in the sport. He struggles most with it being absent from his life.

Despite these sports being absent from Craig’s life, many other students still characterize him by his prior sports. “A lot of kids make jokes about me in basketball and soccer about how I played like an ice hockey or football player. I’d be really physical, especially in soccer,” he said.

Although Craig continues to follow American football and ice hockey teams, he has had to adjust to not being able to play the sport himself. This was one of the reasons he was initially against moving to London, as he knew not playing would be a difficult adjustment. It was hard for him to imagine himself not playing his favorite sports

Dana Marderstein | Staff Writer in high school, as it was an integral are included at ISSTs other Euro- but there also need to be students part of his social life. pean schools, in addition to sports who are not already playing a “When my parents said we were included at LSSAs other schools in sport. If students who are already moving here, that was one of the London. ASL and Cobham are the involved in sports are exposed reasons I was against it. I knew it only schools which offer a team in to more offerings, the school is was going to be hard for me and I every single sport for both compe- wrecking one sport for the other. wasn’t too happy about that,” he titions.

The Athletic Department will also said. see if they can rely on local comSince ASL does not offer eipetition if it is worthwhile for the ther sport, he alternatively school to initiate a new sport.

Quantity vs. Quality plays soccer and basketPerry echoed McCune’s ball to fill up the time belief, as he admits that which was previoffering too many ously devoted sports in one seaFollow new teams to American son may weaken football and the sports alInherit new ice hockey. ready offered. sporting passions Though “There’s a students point where w o u l d you have too enjoy bemany offering able to ings and you continue dilute the Forge new interests their prior quantity and sports, quality of the Always Be players on a adding new sports can team.

There’s open be a laborious a perfect examtask for the Athple where if soccer Use prior skills letic Department. were a spring sport Constant process Director of Stuhere, think about the dent Life James Perry havoc that would wreak thinks there are critical other sports - it’s tough. I’m aspects when deciding which sure we would adapt to it and we sports to offer. “In general my exwould be okay, but quantity afperience at schools has been that fects quality,” he said. you need to look at demand, so Although it can be difficult for Jack Neblett (’16) feels that what do kids want to play. You need the Athletics Department to find adding American football would to look at supply of coaches, who unoccupied and accommodat- “probably divide the rugby team do you have, whether it’s faculty or ing facilities, they would like to because then you may have half staff, who can coach and instruct in consider all the students’ sugges- the team going into Amerithat sport. Then there’s also a sup- tions. “As an Athletic Department, can football and half staying ply of available teams to play the we want to get every single kid in with rugby, so both programs sport. And fourth, of course, is re- the school involved in a sport. If wouldn’t be very good.” Even sources, which includes facilities,” people come to us and say ‘I want though some students may prePerry said. to play this’ we will see if we could fer American football to rugby, Assistant Athletic Director make it happen,” McCune said. others would not and therefore Heidi McCune thinks that it is imMcCune believes it is always both would not end up having portant to offer the sports which great to start a new sports team, full teams.

Become disconnected

Find alternatives

ACCLIMATE

Leave behind old sports Flexibility

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Football vs. Soccer

SETBACKS

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For some students, adapting has not been as difficult, and unlike Craig, Neblett managed to acclimate with more ease.

Although it would have been preferable to him if ASL offered American football, he was able to use his prior skills and physicality to join the rugby team – a comparable sport. Other international schools do not offer this type of contact sport, which is one reason that he decided to come to ASL. Jack Mullally (’16) was also able to adjust quickly after moving, as his father was able to find an ice hockey club for him.

Although his club is far away, located at Alexandra Palace, he considers moving from the U.S. an advantage, as his teammates are mostly from England and are not as familiar with the sport. “In some ways it changes how good the team is as a whole, because I’ve been to professional hockey games and I’ve watched and grew up watching those teams, but people here haven’t nearly as much. They know how the game works but haven’t really seen it played,” he said.

Craig considers rugby as a future possibility, but leans toward continuing soccer. While Craig has found a suitable hockey team, he remains tentative on starting and admits he has not had a trial yet due to various constraints.

Whereas Craig remains adamant on preserving his childhood sports, Neblett believes he has exceeded the point of return for American football and no longer yearns to play a sport he grew so accustomed to during his time in the U.S.

•••

THE STANDARD | May/June 2015

Page 27

Sports Commentary

Strained future A view on the decision to host the 2022 World Cup in Qatar Rehan Zafar | Staff Writer

R

ecent controversy regarding the World Cup being hosted in Qatar in 2022 culminated in the indictment of at least fourteen individuals by the Federal Bureau of Investigation (FBI) on Wednesday, May 27. Seven of those charged were in Zurich ahead of the annual Fédération Internationale de Football Association (FIFA) congress, where four-term president Sepp Blatter will be up for reelection.

Each of these individuals are set to be extradited to the U.S. in the coming days.

Korea/Japan in 2002 and in South Africa in 2010, we, the fans, were reminded that the game still had significant room to grow globally, and FIFA acknowledged this as an important area for development. The sport was able to expand in both the countries that have hosted the tournament and into the regions that encapsulate them.

The effects on a country hosting a World Cup are monumental due to the global attention centered on a single part of the world for four weeks. Aside from local pro-

The obvious winners are the Qatari government who will take advantage of this t to present themselves on the global stage as an excellent host and hope to instigate further foreign investment into the country that is currently building entirely new cities from nothing just for the tournament.

Now the losers: The Qatari government is also able to build new stadiums, infrastructure and cities at low costs, with the only consequence being their abysmal human rights record. “Migrant workers…

soon as Qatar continues to reap the benefits of cheap labor.

Club teams such as Chelsea and Arsenal that are largely supported inside the school community would have to play a condensed season, or play some of their matches during the summer. This change will put members of our community who travel or work during the summer, but own season tickets with club teams, to attend matches they are paying for.

What makes this situation worse is that students will not have

implications beyond European soccer.

Could this headache have been avoided entirely? Absolutely. The bidding process for the 2022 World Cup was clearly for a summer tournament. Furthermore, the FIFA executive committee members that vote on where each tournament is held were fully aware of the large health risks to players and fans alike posed by hosting the tournament in Qatar.

The International Federation of Professional Footballers (FIFPro)

Photo credits from left to right: Wikemedia.org, Flickr.com Photos from left to right: Doha skyline by night. Hassan Al Thawadi, the Secretary General of the Qatar 2022 Supreme Committee. Khalifa International Stadium in Doha.

U.S. attorney general Loretta Lynch, speaking later in the day, accused FIFA executives of taking hundreds of millions of dollars worth of bribes since 1991, and Swiss Authorities simultaneously launched an investigation into the bidding processes of the 2018 and 2022 World Cups, raiding FIFA’s Zurich headquarters that same day.

FIFA confirmed in March of this year that the proposed 2022 World Cup, set to be hosted by Qatar, will take place in the winter months of November and December. The decision to host the final on December 18, 2022, strays from the traditional format that has endured since 1930.

Soccer has been attempting to break down the final frontiers that limit its global reach. When the competition was hosted in South

tests in South Africa towards the government spending and some matches taking place in the earlier hours of the morning in the western hemisphere, both South Africa and South Korea/Japan were widely considered successful and attracted large global fanfare.

Qatar, however, is not in the same boat. It is not even remotely in the same body of water. The decision to allow Qatar to host the tournament has sparked widespread controversy, yet has been consistently justified by as a means of further spreading soccer into the Middle East and North Africa.

Unlike the World Cups hosted in South Korea/Japan and South Africa, the troubles caused from the decision to host the World Cup in Qatar far outweigh the benefits.

remain acutely vulnerable to abuse and exploitation” in Qatar, according to the Human Rights Watch official website. The Qatari government confirmed that as of December 2014, at least 964 migrant workers from India, Nepal and Bangladesh have died while constructing stadiums in Qatar.

Few of these laborers can return home if they are injured due to the Qatari Kafala system, which requires all unskilled workers that come to Qatar to have their visa sponsored, normally by their company, meaning they can have their passport and legal rights taken away by their employer at any time.

There are currently no proposed solutions to deal with this system of slavery, and we are unlikely to see radical change take place any time

a chance to attend, or watch the Qatar World Cup. The World Cup would not take place during our summer break as it normally does, and if students wanted to tune in on TV, they would have to deal with the hectic work schedule of Decembers in the High School and the end of their first semester during the closing stages of the tournament.

The World Cup will most definitely force a calendar shift because FIFA regulations require a break of at least four weeks of rest for players after any tournament, and national teams are allowed to require players to attend training camps two weeks before the tournament starts. These 10 weeks (two of training, four of the tournament, and four of rest) of typical mid-season play are expected to have further

had decided that although Qatar pledged to develop air conditioning technology in stadiums, potential health risks to everyone involved in the tournament were seen as far too large due to soaring temperatures.

This is an organization that time and time again has been at the center of controversial decision-making and in order to truly rid itself of the corrupt image it has been linked with, FIFA must take affirmative action to alleviate the situation with Qatar and the incessant backlash the institution is receiving.

Blatter and his inner circle are yet to be charged, but it seems inevitable that dozens of individuals complicit in these illegal operations over the past two decades will be next.

Sports Page 28

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THE STANDARD | May/June 2015

Sailing enthusiasts Qatar world cup

NEW MENTALITY

How being reprimanded for disciplinary issues affects athletes and their position on their respective teams Sourna Daneshvar, Jr. | Sports Editor Story on pages 24 – 25

Disclaimer: The person in the photograph is unrelated to the content of this article.

PHOTO BY YARRA ELMASRY