The Stand - January 2018

t he st and

Issue #1 | January 2018

In Thi s Issue

#03: Editor's Note #04: The Land of Morning Calm #07: Gladiator Advice Column #09: On Rabbits and Turtles #11: Cornelius and Harold #12: A Guide to Code Switching #14: The U Beat #17: Artist?s Spotlight #18: Aladdin's Ideologies #20: The U Beat (Cont.)

Edit or 's Not e

January has come upon us quickly, with the chaos of University applications for Grade Twelves, the transition to the diploma programme for Elevens, personal projects for Tens, the preparation for the harrowing journey that is winter camping for the Nines, and undoubtedly pure bliss for the Sixes, Sevens and Eights (enjoy it while you can).

Approaching my final months at York, it is important to take full advantage of every learning opportunity that presents itself before moving on to University. This includes both peer learning and classroom-based learning. We are such a diverse community, hailing from places all around the world that sometimes we forget how much we can learn from each other; this issue of The Stand presents one of those opportunities.

A combination of student learning, achievement, alumni wisdom, and simple entertainment; this issue of The Stand presents opportunities to gain advice on day-to-day IB life, universities and university life, the transition out of York, as well as different perspectives on subjects within and beyond the confines of The York School halls (which are looking much better this year, I must say).

I would like to thank all the student writers for their contributions, Dr. Downey for all of his help and advice, and Maddy Mackintosh for saving me from the agony that is formatting on Lucidpress. I hope you all enjoy this issue of The Stand.

- Caitlin Rose Morgante

The Land Of The M orni ng Calm By Ryan Cho

The month of July 2017 commemorated Canada?s 150th year of Confederation, but for the Kim family, it marked something even more extraordinary. Fifty one years ago, on July 29th 1967, Young Tae-Kim and his wife and children arrived at Pearson Airport with great hopes of starting over. Canada provided an opportunity to start a new life. Young Tae-Kim is an intelligent and charismatic leader who believes a good education will lead to a brighter future. His determined personality and positive attitude led him to great sacrifice, but also a great future.

At 84 years old, Young Tae-Kim still remembers the day the war broke out in Korea. He was in Grade 10 when the news came that North Korea had officially declared war on South Korea. A majority of Koreans advocated for a unified country, but the United States and the Soviet Union had different ideas. At the Potsdam Conference in 1945, Korea was split in half on the 38th parallel. Many families were separated, including the father of Young-Hee (Young Tae's second wife), who was taken by North Korean soldiers. The Soviets wanted to expand communism into Korea by siding with the North. The United States, fearing the spread of communism, countered by encouraging the establishment of democracy in the South.

Young Tae?s hometown of Gimpo was located close to the North Korean border (DMZ) and 40 kilometres away from the capital city of Seoul. Luckily, Gimpo wasn?t invaded by North Korean soldiers, but other towns and villages in the Gyeonggi province fell victim to the war. One of his only meals during the war was watered down spicy tofu soup (soondubu) and if he was lucky, a measly portion of rice porridge. After graduating high-school he joined the South Korean military for one and a half years with the hope of going to university after the war was over.

After the war ended on July 27, 1953,

Young Tae-Kim had heard great things

Young Tae received both his bachelor?s

about Canada, and luckily his credentials

and master?s degree in chemistry. He

in Korea were still considered valid in

was passionate about talking to people

Canada. Compared to the strict and

about science, which drove him to

lengthy

become

and

Young-Tae?s immigration process was

Korea?s

remarkably easy and fast. He had to sign

professor.

a

university However,

lecturer South

immigration

forms

and

had

process

economy was still recovering from the

two

war, as the inflation rate rose drastically

interviews. In less than eight months,

and many people ended up unemployed.

Young Tae was able to move to Canada

Even the new government had issues

under the status

restoring order in the country. ?Korea was

sponsored immigrant. The government

very poor after the war; it was like the war

accepted his application because he had

was still going on inside of us. There was

already received his

nothing left for me, and all I could do

master?s, and they recognized that he

was hope to find another place where I

wished to pursue a PhD; he was to move

could continue to study,? he said. It was

to Saskatchewan in July. The problem

right after his second child was born that

was that Young-Tae didn?t know anything

he had to make a decision that would

about Saskatchewan, and he was worried

decide the fate of his family. Would he try

he wouldn?t be able to find a good job.

of

to

today,

have

two

a government

bachelor?s

and

and stay in Korea, or leave everything behind to start a new life?

He was happy that he decided to move.

During his interview, he seemed excited about his experiences in Korea. It was fascinating to learn about how life was back in Korea before and after the war.

He understood that it would have been difficult to stay in Korea with the poor economy and tensions with the North.

Furthermore, applying to university was very

tough,

because

it

competitive, and still is today.

was

very

Young Tae-Ki m [grandfather], Young Hee-Ki m [step-grandmother]

Thankfully, with the help of his friend who was a doctor in Toronto, the government allowed Young Tae and his family to move there. He was overjoyed when he set foot on Canadian soil, as he was very keen on getting his PhD. He found a house downtown but initially refused to receive the government funding after living in Canada for two weeks, not because he didn?t need it, but because he was too proud to accept the money. He didn?t want the government to pay him anymore, so he scrambled to find a job by going door to door until he was offered his first job in Canada at a printing company.

A friend of his who worked at Ryerson found a new job opening for Young Tae at the Ministry of Natural Resources.

He quit studying for his PhD after noticing that many people who had PhDs at the time had

trouble finding jobs. It was a difficult transition for Young Tae because he was still getting used to speaking English, but he quickly proved to be a loyal and hard-working asset to the government, as his writing skills compensated for his speaking skills. He enjoyed working because it gave him a sense of pride and accomplishment.

When he obtained his Canadian citizenship, he was immediately promoted to scientist. His colleagues knew him for his polite and friendly demeanor, but also as a great leader who took interest in his own work.

Young Tae and his wife were shocked by how kind the citizens were, and how clean everything was. He knew very little English but took classes with his wife, so he was able to have basic conversations with people. His family was going out to lunch one day, so he asked a stranger for directions. The person was

so kind that they actually drove him and his family to his destination. ?Nobody would have done this for me in Korea, especially a stranger. Times have changed, but those small acts of kindness made me feel included. It made me feel optimistic about my family?s future,? he exclaimed with a smile.

There were moments in Young Tae?s life that made him question whether staying in Korea would have been a better decision. Young Tae-Kim took incredible risks coming to Canada and made many sacrifices, but he was given a very rare opportunity, and made the best of it by finding a job. He now lives with his wife at Yonge and Finch, and they both call Canada and Toronto, ?home.?

Canada provided an opportunity for Young Tae-Kim to pave a new path in his life.

GREY M ATTER GLADIATOR York's Official Advice Column

Dear Grey Matter Gladiator, I'm overwhelmed, there is too much going on and I don?t feel like I can possibly do it all! I feel like my time is slipping away. What should I do?

- Stressed Yorkie

Dear Stressed Yorkie, The first thing you need to do is take a breath, take a step back and gain some perspective. When looking back on this time in the future you may realize that what seemed impossible was often only difficult. Until you get to that point of reflection, I will provide you with some tips to help you along.

I know you?ve probably heard it a million times from your parents, teachers and peers in the daunting 11 & 12 diploma years, but time management truly is essential for your success and sanity.

When you get a new assignment, DON?T procrastinate; procrastination is the Darth Vader of IB, and trust me, you do not want to go to the dark side. So, how can you manage your time and aim towards success in this tumultuous period?

M anage deadli nes i n a monthly calendar Use a non-digital calendar or Google calendar to record upcoming deadlines. Mark the starting date of the assignment in green (a week or more before the final deadline); this is when you should make an outline and start planning out your assignment. Mark a warning deadline in orange (a few days before the final deadline); this is when you should aim to have your assignment done so you can spend the next few days editing before the final deadline.

Mark the final deadline in red.

You can even use that phone that?s attached to you like an umbilical cord to set calendar alerts to remind you of when you should be working on your assignments.

Break down bi g task s i nto bi te-si zed pi eces Large assignments can be overwhelming and often, starting them is the hardest part! By starting early and chunking your assignment into multiple 20-minute work periods over a couple of weeks, you can avoid sitting down and trying to finish it all at once. Each time before you begin working, make a plan of the specific things you want to accomplish on that assignment in the given time period. This way you?ll maximize your productivity and won?t waste time staring at your computer screen like a zombie, wondering where and how to even begin.

M ak e dai ly "to do" li sts IB students can have a lot demanded of them in a day and trying to keep track of all you need to do in your mind alone, isn?t always the best strategy.

Writing down daily ?to do? lists in a notebook or using Google tasks is a good way to reduce stress, improve organization, and prevent procrastination and forgetfulness.

Set pri ori ti es and budget your ti me Sometimes when you?re in a crunch, you have to make difficult decisions, whether you have four tests and two assignments due during one week or have procrastinated and feel stuck. There will always be a time when we can?t devote as much time as we would like to all of our tasks. You should try and tackle your tasks in their order of importance, keeping in mind your personal order of difficulty. For instance, if you have two assignments due and one of them counts for 20% of your grade, you should start that assignment before the other one to maximize your success.

You should allot more time for tasks or subjects that are difficult for you and start them earlier.

M i ni mi ze di stracti ons In order to work productively, you should figure out what kind of environment and work conditions are best for you.

Some people need a completely quiet space to work, while others enjoy listening to classical music, and some prefer to work amongst others, while some people prefer to be on their own. Also remember that no matter how many times you try, multitasking just isn?t efficient; you are better off devoting a shorter period of time to just one task rather than devoting hours to juggling many. If you know that social media and your phone will distract you, either put your phone on silent and place it in another area out of sight, or use one of the many study apps like ?self control,? which allows Mac users to choose specific websites to block for a given amount of time.

Stressed Yorkie, T.S Eliot knew what he was talking about when he said ?all time is unredeemable,? so spend yours wisely.

- Grey Matter Gladiator

ON RABBITS AND TURTLES

Over the last half-century, Playboy millionaire Hugh Hefner has been at the centerfold of western society. The cultural icon and hyper-glamorous tycoon played a tremendous role in shaking up the sexually oppressive society of the late 1900s, and oversaw a sprawling enterprise for decades. Though, on September 27th of last year, the Playboy billionaire died at age 91.

And, to be entirely frank, I don?t really care.

Mr. Hefner, in my eyes, is the embodiment of misogyny and exploitation operating under the guise of sexual liberation. While many praised him for his position as a revolutionary at the vanguard of the unbuttoning movement, it?s worth noting that the society he so wanted to create was for men and men alone: Entirely dependent on placing women in a second class role, and based upon the fantasy that they would remain eager and complicit.

To be clear ?revolutionary.? centuries, and Hefner?s only

such a notion is not It?s been around for it?s called patriarchy. true achievement was

normalizing sexual objectification through selling women?s bodies for entertainment, and after all - if he were truly for freedom, perhaps he should have thrown on a cotton tail and posed himself. Perhaps for the best, he never did.

Though, now comes the issue of legacy.

Since his death article after article has rolled out lamenting about his good-doing, but we cannot let his memory go down in history unscathed.

We must remember the disposable way in which he treated ?playmates?, the way he tossed women to his guests, the way that he emotionally abused hundreds of girlfriends. The way he sedated girls with quaaludes, pushed ?bunnies? to the brink of anorexia, and was allegedly aware of fellow-creepy-old-guy Bill Cosby?s escapades.

These actions, in part with our willingness to forget them, speaks to the greater damage we allow girls to face. As young women we are expected - and hence, obligated - to follow ?ladylike? standards of docility, while strength is deemed unusual.

Being the pudgy nerd that preferred microscopes to Barbies, I experienced this scrutiny in its extremes. Primed by culture to undercut my capabilities because I could not meet the bunny-standard, I spent too long trying to match the suffocating definition of ?skinny pretty ditzy.?

So, in Mr. Hefner?s case, I?m not upset. I?m angry.

Angry at him and others that have set that bar. Angry that generations of women have been told they have something to prove.

Angry, because a crusty old turtle like Hefner has no place in setting prerequisites for a girl?s self worth. These are the perpetrators of a culture that I exist in as a young woman, and looking at it from the inside, it?s clear that his heroism is a facade. You might argue that this makes me biased against Hefner, or that I won?t hear what he has to say.

But I have listened. I do understand. I just don?t believe a word of it.

Thus, I am naturally furious when he is marked as a hero, but such views can only stoke my determination.

You see, I come from a long line of fiercely independent and resilient women: Those who have long hurdled the boundaries set before them, who take pride in being called abrasive, and who would never be silenced in a discussion so paramount. The battle fought before Hefner?s death will continue despite his departure, and I?ve learned one thing from them, it?s that our duty is to take a stand.

Hugh Hefner was not a revolutionary, he was a predator. The fact that he?s dead doesn?t change that. So he will not be remembered as a good man, because we cannot let him be.

We will not let him be.

THE ADVENTURES OF Cornelius the Dragon and Harold the Hedgehog

By: Saskia Diplock and Amelia Ellis

A Gui de to Code Swi tchi ng L A Y T H A L - H EL L A WI English is an absorptive language. Whilst this language has Germanic roots, it has taken on Latin and French elements, and even has absorbed words from Hindi.

With English being a prominent international language, and immigrants often moving to English-speaking countries, there exists groups of people who have mixed English and their language (furthering the absorptive nature of English). This is known as code-switching. It leads to language mixes like Hinglish, Chinglish, and Arabizi.

This guide is to help you transition to an increasingly diverse Toronto, as either a bilingual or non-bilingual speaker.

At first, it might be difficult to wrap your head around the concept of compound languages. Often, it can be confusing because it's hard to understand what goes on with code-switching, because it happens subconsciously within most bilingual conversations.

However, code-switching happens in different conversations in the same language as well, with the usage of different words in different contexts. This form of code-switching just incorporates another language on top of that.

Code-switching represents two things in Toronto, and Canada as a whole. Canada

is cosmopolitan (attracts a lot of people of different backgrounds). Language is resilient and absorptive. As students in such a multicultural place, we need to make sure that we can communicate well with others. Thus, we need to learn about other languages and incorporate them into our vocabulary.

Absorb them, and make them a part of our everyday life. Not only will immigrant students feel more accepted as friends, it enhances the vocabulary of the English language. At the same time, we should help develop the vocabulary of those who don't know English as well, and correct their mistakes in a helpful and supportive manner. Their language is as flexible and resilient as English, and you can help them adjust to Canada.

Whilst broken English isn't exactly a compound language, speakers of compound languages may speak broken English. Here's some tips when dealing with speakers of broken English.

Wh er e do t h ese lan gu ages com e f r om ?

Immigrants will code-switch with other speakers to combine two languages. For example, Chinglish comes from China.

Wh y speak t w o lan gu ages at on ce in st ead of on e?

Speaking two languages allows a speaker to combine the past with the present, or express idioms and hidden meanings in either language. It's pooling resources.

How does gr am m ar w or k ?

Often, they'll use the grammar structure of one language and weave words in from another.

Wou ldn't people be con f u sed abou t w h at En glish is?

English, as said before, is absorptive, and some words might become standard vocabulary. However, it won't be all words.

English is English.

THE speaker also speaks English fluently. The person could lack grammatical structure or have an accent whilst talking, but this never gives you the right to undermine their ability to speak the language.

ACT calm and collected around them. There is no need to raise your voice. Treat the conversation normally.

POTENTIALLY, you could even discuss the English language with them. If the person wants to learn English with proper grammatical structure and syntax, you can offer to teach them.

ONLY do so if they make the first step, and do not feel obligated to help. Helping with language doesn't have to be consistent either (e.g. an English assignment).

Eventually, you might be able to integrate both languages into your everyday conversation with the person. Make sure not to come off as condescending, and make it clear that the intention of this effort is lighthearted. Start off with simpler words, and try to learn useful idioms that cannot be expressed in English. Eventually, you could even transition to more complex topics to discuss.

Be RESILIENT in speaking your own language, and have the CHARACTER to attempt to speak someone else's language. Combine them and mold them how you see fit. In other words: code-switch if you can. It is our job both as Canadians, IB students, and as the most diverse generation that Canada has produced. Happy speaking!

FUN FACTS -

The latest data from Stats Canada reports an increase in the number of bilingual speakers who speak a non-official language (over 80%) 15 to 39 year olds currently are the first census to report over 20% bilingualism The median age of bilinguals is lower than that of Canada (38 vs 40) University graduates and high school graduates are more often bilingual You're currently the most bilingual generation IN CANADA!

THE U BEAT An Interview with TYS Alumnus, Adrian Marcuzzi '16

Snapshot of M cM aster Uni versi ty Location: Hamilton, Ontario Year Founded: 1887 Enrollment: 30,117 (2014) Faculties: Business, Engineering, Sciences, Social Sciences, etc.

Campus Setting: Small city, Urban Accommodation: Residence Tuition : $6,472- $6,519 (domestic), varies depending on programme Acceptance Rate: 58.7% (2013)

The U Beat aims to be a regular feature profiling former TYS students currently studying at different universities to gain their impressions, insights, and experiences of university life through interviews, thus providing some valuable wisdom for current York School students.

McMaster University is consistently ranked among the best universities in Canada and is home to more than 70 research centres and institutes. It is located in Hamilton, Ontario and contains 300 acres of charming property between Toronto and Niagara Falls, at the western end of Lake Ontario. McMaster?s student body is composed of intellectually curious and highly motivated individuals who use their creativity and critical thinking skills to foster innovation.

1. How did you decide on this particular programme and McMaster?

Bachelor of Health Sciences (BHSc) is a reputable programme in a field I want to pursue. McMaster has a progressive philosophy of education and always seemed to be at the forefront of novel teaching strategies. I felt like their approach to learning would be a good fit for me. The university is also heavily involved in current health research which I felt provided me with opportunities.

2. How are you enjoying university life so far and what has been the biggest surprise or adjustment for you?

So far, I?ve been enjoying life at Mac. It?s inspiring to see how much care goes into both the academics and student life here. It is apparent that the professors have a sincere passion for their subjects and make an effort to give students an appreciation for them. All students are given resources for support; there are campus events practically every week, and recreational clubs are managed by people with a genuine interest in them.

However, the level of initiative that university life demands has been a bit of an adjustment. The professors and TAs will help you out as much as they can, but you need to actively seek it.

You need to regularly check communication outlets, often several at a time, to be up to date on your deadlines and responsibilities. If you have a question about something, it is also on you to figure out who to ask and how to reach them. If you are looking for an opportunity, you need to search on your own through whatever resources are available. It takes time to learn how to do this effectively. I?m still in the process after a year and a half, but I promise it gets easier. I?d say the biggest thing is to act immediately, to not be afraid to ask peers for help, and to put yourself out there even if you feel unprepared.

Not knowing what you?re doing is part of being an adult. The worst thing is to do nothing. It?s fine if initially you email the wrong person or ask your professor a dumb question. You?ll know more than you did before.

The biggest surprise, or technically repeat surprise, I got when coming to Mac is something that I never could have foreseen. The reason I?m including this last paragraph is because it happened to me again while I was writing this. I?m not sure what the historical heritage and gene pool is for Hamiltonians, but I see doppelgangers of Dr. D everywhere.

There?s a long-haired biker Dr. D crossing the street. There?s an angry drug addict Dr. D sitting on a bench.

Sometimes they find their way onto campus.

3. How is McMaster different from TYS? I?d say that the greatest difference between McMaster and TYS is that campus life is bigger, busier, and more independent. Everybody has their own personal schedule and, for the most part, go about their day doing their own thing. There is a sense of freedom in everything you do. Socially, there really is no pressure to go to certain events or be in certain places. Your day-to-day life is completely laid out by things which are important to you. Everything else stays off of your radar.

The one downside to this kind of environment is that it is difficult to maintain relationships with people.

However, I?d say that you don?t need

to worry about staying best friends with everyone. You should definitely make a few close friends since they?ll be the people with whom you?ll spend the most of your limited free time.

However, don?t be deterred from also spending time with friends you never ended up being close with. If they are a peer you just enjoy talking to, doing an activity with, or studying with, go for it. It?s fine if that?s all they remain.

And don?t worry about constantly keeping up with friends. University is a funny place in that you can be disconnected from a friend for weeks on end yet, once you meet up again, it?s like no time has passed.

4. How well do you feel that The York School and the IB programme have prepared you for the challenges you are now facing?

I would say that The York School prepared me fairly well in terms of content. There have been full chapters that were covered in IB Biology and Math and some courses have touched on individual concepts I learned in Econ, Film, and Lit. I?ve even had a chance to use Mandarin at Mac. One night after class in first-year, my friend told me that the McMaster Chinese Association he?s a part of was giving out free pizza. We got to the room where the event was being held but I was stopped at the door by a beefy member of the association. Understandably, he told me that I couldn?t be part of the event.

Figuring it was worth a shot, I started speaking Mandarin in an attempt to convince him that I was also Chinese.

It turned out that all the pizza was finished before my friend and I got there but the stunned look on that guy?s face was enough for me.

5. Outside of your studies, what are there in the way of activities and how are you spending your time?

I?ve continued making videos as part of a student-run health sciences journal at McMaster. The team works alongside the editors of the bi-annual print publication and makes regular videos addressing current clinical research, biochemistry, health policy, bioethics, and other topics. During launch season, we also make videos to promote the upcoming issue and articles within it. Last year I was a general member and this year I got the chance to work as the Video Team?s director as well.

For fun, I?m also an author/ exec for a McMaster club that publishes opinion pieces and analytical articles related to film, music, gaming, comics, and other expressive multimedia. We meet up weekly to have *passionate* discussions on various topics and host casual social events every now and again. For anyone starting university next year, I encourage you to put yourself out there and check out recreational clubs that appeal to you. You will be amazed at how many like-minded people you?ll meet. I?d say some of my friends from this club are closer to me than the friends I have within my programme. Plus, trust me on this, the kind of people who organize non-academic clubs at uni know how to have the most fun off-campus.

Whenever I can, I try to meet up with uni friends outside of class, go to events, and explore downtown Hamilton with them. Hamilton is a great city if you?re looking for that in a university. There are a ton of affordable venues, new restaurants are always popping up, and its art scene has been flourishing over the past couple of years.

6. Who would you recommend McMaster to and, for what type of person would it be a good fit?

In terms of our ?student identity?, I?d honestly say that any kind of person would fit in here. From what I?ve seen, McMaster is an incredibly open, accepting, and inclusive community.

Everyone?s themselves here.

By and large, McMaster students of all faculties (or at least all of the STEM faculties) tend to be academically driven and competitive.

I can attest that many of the students in my programme are type A, and their collective intensity can be draining at times. However, I?ve never seen any instances of sabotage or exclusion. There seems to be a common mentality among McMaster students that we?re all in the same boat. Everyone I?ve met, especially the people in my programme, have been genuinely kind in that regard. As a Mac student, you?re happy to help your peers when they need it because you know they will return the favour when you need it. In practically every

course I?ve taken so far, a Facebook group chat was made open for the entire class to answer each other?s questions and share resources.

In terms of the kind of person who would be a good fit for the university itself, I can only really speak about my own programme. Some students reading this article may be considering BHSc; it is the programme ?100% of mothers recommend? after all. However, you may also have known someone who turned down or transferred out of the programme because it wasn?t right for them. From what I?ve seen so far, BHSc provides its students with incredible professors and educational resources but its philosophy on assessments is not for everyone. A lot of our courses do employ traditional lectures and exams.

However, a lot of the grading in BHSc comes from group projects which are problem-based and student-directed.

Professors typically present our groups with an open-ended task, requiring independent research on topics outside of what was discussed in class. The purpose of the projects goes beyond their content. They are designed to develop students? abilities to independently learn an unfamiliar concept, work collaboratively towards a common goal, adapt to circumstances out of our control, and problem-solve when given incomplete information. Formal self-reflection is also a significant part of many courses.

Much of the work in BHSc is neither straightforward nor formulaic. There is no assurance of one?s own success based solely on one?s abilities walking into a course. The projects are designed for students to develop the skills they need as they go through the courses, and cannot be managed without relying on others.

However, the programme?s choice to put a greater emphasis on skill development and genuine learning has been very valuable, at least for me. BHSc puts students in an environment where they constantly face uncertainty. However, the skills the programme instills along the way provide students with the ability to work through it. Being in BHSc is not a guarantee that I will get into

medical school. That is purpose of the programme. the skills I have learned so me feeling capable of whichever profession I pursuing.

not the However, far leave handling end up

7. What do you think your future plans might be after graduation?

Right now, I?m working to get into medical school.

8. Is there anything you would have done differently? Any tips or advice for us current TYS students?

If given a second chance, I would try to worry less about the little things and just focus on having a good time.

Social life can be tough for some people in high school. In such a small community, it is easy to compare oneself to others. Students might feel like they need to prove something to their peers or to themselves. At times, it may even seem like self-confidence is something that needs to be earned.

I?ve been there before too. I spent too much time in grade twelve worrying about how others perceived me, and over things that, looking back, were so insignificant. My biggest piece of advice would be to spend your time in high school doing what you genuinely want with people who make you feel good in the moment. You may not be completely content with where you are right now, but understand that you have a lot of time to get to where you want to be. The first step is learning to be comfortable with who you are right now.

ARTIST'S SPOTLIGHT

by Pooja Devnani

Out of the Black and Into the Blue The overarching concept for this piece is mental growth. The flowers emerging from the subject?s face symbolize the presence of a new beginning. The bright pinks, yellows and oranges of the background symbolize the newfound positivity and energy that the subject is falling into. The contrast that is created between the background and the subject?s black hair represents the potential contrast before and after the subject?s mental growth.

The river Ganges in India is considered holy. Instead of cremating the bodies of those passed on, many people in India immerse the bodies in the river.

Rituals dictate that one light a floating diya and send it in after the body. It is believed that the diya protects the body from evil forces. I am fascinated by how such a beautiful concept can be the result of something as dark as death. The blue in my painting symbolizes the holy water of the Ganges and my flower is the diya floating on it.

Do We Really Want Chi ldren Learni ng the Ideologi es that the M ovi e Aladdi n Teaches?

Everyone surely remembers the famous Disney movie Aladdin, released in 1992. The movie is filled with social ideologies that are outdated in the twenty-first century. Stereotypes of Arabs being poor, thieves and even barbaric are presented in the film. Additionally, the ideologies of white supremacy and women needing men to support them are also conveyed throughout the film. Children, as they can be easily influenced by media should not be exposed to such societal ideologies. The stereotypes and ideologies become ingrained in children's heads' since they likely wouldn't have any other experience with Arabic culture. Children will grow up with these ideologies rooted in their minds, contributing to a close-minded society.

The first notable stereotype presented is within the opening credits. During these credits the song "Arabian Nights" is played consisting of these lyrics:

"Oh, I come from a land, from a faraway place Where the caravan camels roam Where it's flat and immense And the heat is intense It's barbaric, but hey, it's home"

What better way is there to enforce a stereotype than by using a catchy tune they won't forget?

Children will repeat the song in their heads, not realizing how offensive it might seem. The generalizations of Arabs being poor and barbaric are implied in the movie when children are walking through the market without wearing shoes to show that they can't afford these everyday products.

The movie Aladdin exposes children to the ideology that Americans are superior to other cultures. The protagonists, Jasmine and Aladdin, are given American accents, while the villains, such as Jafar, the palace guards and the suitor for the princess are all given exaggerated Arabian accents. The American accents that the director has chosen to give the protagonists glorify Americans as "the good guys," and Arabs as being untrustworthy villains. "I for one have never let my kids watch Aladdin because I was appalled at the way that only the heroes were given American accents and Arabian culture was discriminated against," said elementary school teacher Ellie Green. Not only does the movie render Americans as a superior culture, but the director has also introduced the concept of white supremacy to young children through this movie.

There is an emphasis on white supremacy when depicting the class system. The "whiter" characters are shown as being the "good guys," whereas characters with darker skin, such as Jafar, are depicted as villains. This portrayal of lighter skinned characters being the "good guys" demonstrates the ideology that it is favourable to have fair skin, since these characters are depicted as being purer and more liked by society. Additionally, skin colour is used to represent the racial class system. The Sultan is illustrated as having the lightest skin and Princess Jasmine's skin is slightly darker. The daughter is darker to represent that the Sultan is the highest class, while Jasmine is slightly below him as she is the next heir to the throne. Yet, once Jasmine finds a husband, her husband will take the higher place in the class system because she is a woman and men are shown as having to take care of the women, enforcing the ideology that women are stronger with men in their lives.

In the twenty first century, women do not need men to be strong. In Aladdin, women are presented as belly dancers who are not fully clothed. Women should not need to be oversexualized to prove their worth to men. In fact, it seems as though the women in the film have a lack of self-respect given the way they dress and act to sell themselves to men.

"Children look up to Disney Princesses. At least have them be decently clothed," voiced Sophia Williams, mother of three. Although children may not pick up on the offensive cultural attitudes towards women in Middle Eastern Countries, it is still very clear that they could pick up on the ideology that women are dependent on men in their lives.

No parent would ever want their daughter feeling they need to prove themselves to men to be successful in their lives, nor would they want them to begin dressing inappropriately to impress a man.

The social ideologies that "whiter people" are superior and more honourable than other races and that women should need to prove their worth to men to be prosperous in life are not lessons people want to be teaching their children.

Parents should be teaching their children cultural diversity instead of how to judge people of a certain region.

Promoting stereotypes, such as the ones seen in the movie Aladdin will teach children to be exclusive and narrow-minded about people from Middle Eastern Countries. After realizing all the false stereotypes presented in the movie Aladdin, you might want to think again before letting your children watch this old time classic.

By Madeleine Alexandor

THE U BEAT An Interview with TYS Alumnus, Ellie Eberlee '16

Snapshot of M i ddlebury College Location: Middlebury, Vermont Year founded: 1800 Enrollment: 2,526 (2014) Programs Offered: Arts, Science, International Studies, Theater.

Campus setting: Rural Accommodation: Residence Tuition: $52,080 USD (2017) Acceptance Rate: 16% (2016)

Middlebury is one of the most highly regarded Liberal Arts Colleges in the US, and is located in picturesque Vermont. Middlebury encompasses a vibrant and diverse student body that?s actively engaged in all aspects of campus life and takes full advantage of the mountains, lakes and ski trails that surround them. I had the pleasure of interviewing Ellie Eberlee, a 2016 TYS graduate, in her second year.

1.How did you decide on this particular program at Middlebury?

Me ending up at Middlebury feels like the culmination of a lot of things. I used to go to a summer camp in Vermont, and so I had a serious thing for the Green Mountains. I?m also American, so the paperwork wasn?t brutal.

Above all else, I needed a small school, a little anonymity, and a lot of fresh air. (Plus, at that point in my Grade 12 year, I really believed Hillary Clinton was going to win.)

2. How are you enjoying university life so far and what has been the biggest surprise or adjustment for you?

People say you learn a lot about yourself in college. I?m not sure about that, considering I confuse myself more and more every day.

Things I have learned a lot about: fabric softeners, political correctness, how late I can set my alarm and still make class, obscure literary terms, just how big football players can get in season, how many cookies I can sneak out of the dining hall, how many potted plants it is possible for one human to inadvertently kill, why you should empty your garbage before you go on break. Overall, university has been a wonderful and terrifying and eminently humbling experience.

3. How is Middlebury different from TYS? I guess I?ve been surprised at how similar the two are, especially academically. At a small school you get a chance to establish real relationships with your teachers (and at both Midd and York the teachers have been nothing short of phenomenal). At college that?s a blessing and a curse? I think I?m one of the only undergraduates who gets an email from a professor (a 50 year-old with an Oxford PhD, no less) asking if I?m ok when I skip a lecture. For those of us lacking in maturity, though, that might not be a bad thing.

Keeps you honest, for the most part. Oh? Middlebury has way more green space though (no offence to the turf, where I received many a treasured elbow-burn) 3. How well do you feel that The York School and the IB programme have prepared you for the challenges you are now facing?

The extended essay was fairly helpful, in retrospect. Makes me wish I was less of a pain to Ms. Bauld. 4,000 words is a pretty standard length for a paper here.

The IB also made me realize the value of taking a little bit of everything (have to say, I?ve been surprised by how useful my Standard Chem knowledge has been as material for creative writing classes). That said, neither York nor the IB did ANYTHING to prepare me for the trials of communal, co-ed bathrooms.

4. Outside of your studies, what are there in the way of activities and how are you spending your time?

I feel like I never do anything but read. Most professors seem to forget you?re taking other courses in addition to theirs, I think? I also write and do cartoons for the paper and some lit mags, and volunteer for a charity that distributes subsidized foods to local farmers. I also hike a bit.

Had a brief stint as goalie on an intramural soccer team. That

didn?t last long.

5. Who would you recommend Middlebury College to and, for what type of person would it be a good fit?

People that look really good in nautical stripes or Birkenstocks (from my experience, those are the only two aesthetics available to you). People who don?t mind receiving six snapchats a day of mountains from various friends.

In all seriousness, it?s a great place for do-ers. I?ve never been in a place with so many things to do per square foot. I regularly feel inadequate around people who, in addition to being varsity athletes, sing a capella, write for the campus paper, and save a life once a week. All that said, the diversity and scope which Canadian universities offer shouldn?t be taken for granted. It?s a big shift to move from downtown Toronto to Middlebury, Vermont. Definitely nice to come home for break every once in a while and eat a shawarma.

7. What do you think your future plans might be after graduation?

Sorry, what kind of question is that? I couldn?t tell you what my plans are after dinner tonight.

(Stay in school as long as they?ll let me, I think. After that? Make art? Write? Get a FitBit, if I?m really bored?)

8. Is there anything you would have done differently? Any tips or advice for us current TYS students?

Too many things to mention.

Released more than one edition of The Stand when I was Editor, for one. Above all else, stressed out a lot less. Taken more time to do the things I genuinely enjoyed, rather than the ones I thought looked impressive, or might somehow figure into my Common App or OUAC profile. Nobody in the dining hall wants to hear about how many Jane Austen novels you?ve read (trust me, I?ve tried). Advice? Condition yourself to fall asleep to the sounds of deep bass.

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