International Dateline - April 2023 Edition

NOLA TRIP IN PHOTOS

Removal of “The Diary of Anne Frank” ends WIS’s last piece of gradewide Holocaust education

By NAOMI BREUER, 2024 and MAIA NEHME, 2023

Antisemitic incidents in the U.S. rose by 36% in 2022, reaching the highest recorded level of hate crimes towards Jews since 1979, according to the Anti-Defamation League. This recent development has coincided with a national trend of American public schools de-emphasizing the Holocaust, with 31 states not requiring students to receive any Holocaust education.

WIS’s middle school English department replaced the play version of “The Diary of Anne Frank,” marking the removal of the last piece of gradewide Holocaust education in the primary, middle and upper school. The play was part of the seventh grade curriculum and was removed in the summer of 2021, according to middle school English teacher Sonia Chintha.

Chintha cites the reason for removing the text from the curriculum as making space for “a variety of diverse voices.” After the murder of George Floyd sparked a resurgence in the Black Lives Matter movement in 2020, Chintha felt the need to represent minority communities through the literature taught in middle school. So, during the summer of 2020, the middle school English department reevaluated the curriculum and made plans to diversify the texts covered.

Chintha reached out to upper school English teacher Nicholas Loewen via email regarding the proposed curriculum change. Loewen informed her that up until 2016, he had taught his ninth grade students the memoir “Night” by Elie Wiesel, which de-

tails Wiesel’s first hand experience living in Nazi concentration camps.

However, due to miscommunication between the middle and upper school English departments, Chintha thought that Loewen was still teaching “Night,” which is why she ultimately chose to replace “The Diary of Anne Frank” with a Queer voices unit, in which students get to choose to read one of three book options.

Another reason for this switch was that Chintha believed the Holocaust would be covered at a later point in students’ academic careers.

“Because we’re an international school, I felt that, ‘Okay, [the Holocaust] is an international historical topic and event; I can’t imagine that we’re not going to hit it at some point in our curriculum,’” Chintha said. “Whereas I don’t feel like anti-Blackness, anti-racism, anti-Asian thinking… was being taught.”

Eighth grader Dahlia Apple, who is Jewish, was surprised and disappointed by the removal of “The Diary of Anne Frank” from the English curriculum, which meant that she and her classmates did not receive any Holocaust education throughout middle school.

Apple notes the low Jewish student population at WIS as a potential contributing factor to this omission. “There is definitely a low percentage of Jews just in each of the grades and in WIS as a whole,” she said. “It might play a role in the way that… the Holocaust is not a big focal point in the history lessons.”

Middle school humanities teacher and subject coordinator Lauren Wright

explains that middle school humanities covers ancient, medieval and early modern history. “I think there is a lot of wisdom in teaching students early history to provide a foundation for more modern topics in upper school,” Wright said.

In the upper school history curriculum, the ninth and tenth grade classes cover the American and Haitian Revolutions and the “long nineteenth century,” which stretches from the end of the French Revolution to the lead-up to World War I. Additionally, there is a focus on developing skills for conducting research and analyzing primary sources in order to prepare them for IB History, according to upper school history teachers Don Boehm and Nora Brennan.

Consequently, the Holocaust is not covered until the IB History program, which about 30% of upperclassmen students take, according to Boehm.

Brennan cites the limited amount of content that can be covered in the first two years of upper school as the reason for this omission. She wishes more students would take IB History to learn about contemporary events such as the Holocaust.

Moreover, Boehm hopes that although the Holocaust is not explicitly covered in underclassmen’s history classes, students will still develop a strong sense of empathy towards marginalized groups after learning about slavery and systemic racism in the U.S.

“While you may not have specific instruction on the Holocaust, or the Armenian genocide, or the Rwandan genocide… you have an understanding that there are these atrocities in history,” he said. “One

of the things about learning history is to think about [events] critically so that you can be an active person in a world where they don’t happen again.”

In Higher Level (HL) IB History, the Holocaust is taught from two angles: Nazi policies towards Jews and the U.S.’s response and lack thereof to the Holocaust. The consequences of the Nuremberg Trials are also briefly discussed. These angles come from the IB’s prescribed subjects that instructors may choose from. This year, the juniors also visited the U.S. Holocaust Memorial Museum.

Junior Sam Huffard, who takes IB HL History, believes that there is a sufficient amount of class time dedicated to the Holocaust. However, he is concerned that students who do not take IB History do not receive any Holocaust education. Since the Holocaust is such a sensitive topic, he says it is easy to misunderstand and make offensive jokes, which he has witnessed multiple times at WIS. Thus, he believes it should be mandatory at any school.

“I couldn’t imagine going into adulthood and not knowing [about the Holocaust],” Huffard said. “That’s what scares me about people who’ve never taken history in high school, or at least 11th and 12th grade.”

Alumna Rose Boehm participated in the Holocaust Museum’s Bringing the Lessons Home program during the spring of 2020 and has remained involved with the museum as a college student.

See HOLOCAUST, page 2

COURTESY OF CECILE NELLES

Sophomores enjoying their

NOLA while cruising down the Mississippi River on a jazz and dinner boat.

Students struggle amid a surge in teacher resignations

By ANDREA BRUDNIAK-BERROCAL, 2025

Head of School Suzanna Jemsby recently announced Upper School Principal Sarah Polland’s resignation, effective at the end of this school year. Polland’s resignation did not come as a shock, as WIS has had several staff members leave the community unexpectedly over the past six months.

These sudden departures are leaving a negative impact on upper school students, particularly those in the IB Diploma Program. The IB is a strenuous two year program, making it crucial for students to build strong relationships with their teachers.

“Teachers leaving WIS have a very disruptive impact on student life, and especially student learning,” senior Sebastian Illing said.

For Illing, his school life abruptly changed as soon as former Upper School Associate Principal James Bourke resigned earlier this year, since Bourke was Illing’s Extended Essay (EE) supervisor. Moreover, when Neil MacDonald assumed Bourke’s role as IB coordinator, he stepped down from teaching Illing’s IB Higher Level (HL) math class.

“I struggled to adapt to my new [math] teacher’s teaching style,” Illing said. “It took me some time to adjust to, and it definitely added stress.”

This new stress factor has made students wonder how the administration plays a role in these changes, and whether they take student life into account when transitioning between teachers.

“Everybody was confused, everybody was upset and there was this overall feeling that the administration wasn’t doing what

was best for us,” Illing said. “It took people a while to understand that this is just what is happening and we don’t really have a say in it.”

In November, Associate Head of School Natasha Bhalla announced former art teacher Ivan Witenstein’s resignation. His resignation was alarming to his IB art students, who were in the middle of preparing their portfolios.

“It will affect us all,” senior Sophia Al-Samarrai said at the time. “It will also mean less support in terms of IB submissions, including with our Internal Assessment.”

Though Witenstein has been replaced by new upper school art teacher Matthew Haughn, students still feel that the connection they built with Witenstein over the past year and a half has been hard to recover.

This policy gives the school time to search for a replacement. Not providing the school with a 30 day notice can affect the teacher if they later wish to return to WIS.

“If the school doesn’t believe your reasoning for leaving is appropriate, or you haven’t given adequate notice, you are not eligible to be re-hired [at WIS],” Wood said.

When teachers leave, they sacrifice many benefits that the school provides them with. “Teachers don’t tend to leave half year,” Bhalla said. “They give up health care, a salary and it’s also just ethically, you want to be there for your students.”

Additionally, no WIS contracts require teachers to remain at WIS during both years of the IB program. Instead, they specify that a teacher is expected to stay throughout the whole of the school year, according to Bhalla and Wood.

““Everybody was confused, everybody was upset and there was this overall feeling that the administration wasn’t doing what was best for us.”

SEBASTIAN ILLING

In addition to negatively impacting student life, teachers’ departures have altered faculty roles and dynamics, according to past Dateline reporting.

The administration has been unclear about the reasoning behind teacher resignations due to privacy concerns, but this has made students wonder why teachers are permitted to resign in the middle of the school year.

A standard WIS teacher contract states that if a teacher chooses to leave WIS for whatever reason, they should inform the school 30 days in advance, according to Head of Human Resources Caroline Wood.

“We don’t have any individual contracts with teachers; this is the staff association contract that they are supposed to adhere to,” Wood said. “It says you are supposed to remain through the year. However, we can’t force people to stay if they have other plans for themselves.”

Though students understand that the administration could not prevent teachers from leaving, some students are frustrated by WIS’s lack of transparency about the rationale behind these departures. “I was really upset with WIS as a whole,” Al-Samarrai said. “I feel like we keep losing our systems of support academically, on a mental health level and on an administrative level.”

Science building construction disrupts student life

By OLIVIA MANDELBAUM RAZ, 2026

Over spring break, construction for the new science building finally began. Students, teachers and staff alike noticed the construction tape surrounding the area next to the soccer field, the first step in a two year process.

The building has been in the making for a long time; the fight for the science building started around 2012 when Clayton Lewis was Head of School. Most of the delay has been due to resistance from the people living on Macomb Street and WIS’s difficulty in securing approvals from the Historic Preservation Review Board (HPRB) and the Board of Zoning Adjustment (BZA).

Some students are concerned that the science building’s construction will cause many disruptions to the Tregaron campus, especially considering the timeline, which plans for the construction to be finished at the earliest in August 2025, according to Head of School Suzanna Jemsby.

In particular, many students are concerned about the soccer field and outdoor basketball court being inaccessible for the next two years, since much of the science building’s construction will take place in those two areas.

WIS soccer players will practice on the University of the District of Columbia (UDC) field, as well as using the primary school soccer field. “The soccer season isn’t super long, so it’s frustrating but it’s not insurmountable,” Jemsby said.

Sophomore Joseph Dobler uses the field during lunch time almost every day and is upset about this decision.

“I really feel like the WIS community relies on the field. Everyone goes outside

to play on the field and basketball court,” Dobler said. “And I’m not even going to experience the benefits of the overall project.”

Dobler’s sentiments are echoed by many students, especially sophomores and juniors, who will experience parts of the construction process but will have graduated by the time the building is complete.

“It sucks that it will take so long and we will only be able to experience it in the senior year, but it’s worth it,” freshman Nicholas Baunsgaard, who is a frequent user of the field and the area where the red picnic tables used to be located, said.

Baunsgaard believes that the new building is necessary due to the persistent issues in the current science building, the Carriage House, such as its unreliable heating and cooling systems and limited storage space. He thinks that the new building will create opportunities for more space, equipment and interesting labs.

Junior Emilia Kudela agrees with the idea that the change is going to be a positive one. “I can see that the science building definitely needs renovation,” she said. “There’s always a gas tap open… and the heating in the building does somewhat interfere with class.”

Another aspect that is concerning students is the fact that senior parking is being temporarily taken away until the construction is complete.

“The fact that they are taking senior parking away is definitely really inconvenient for a lot of people,” Kudela said. “A lot of juniors are currently getting their driver’s license… I get it, there’s nothing [the administration] can do about the construction, but I wish there was a bit more of that consideration.”

Freshman Cate Taylor was frustrated

to learn that the red tables above the field will also be removed for the next few years. “I feel like it’s another part of WIS that makes it so special,” she said. “You’re taking away a vital part of our school day, and a vital part of what makes us WIS.”

While the school is buzzing with thoughts, and with construction tape now on the left side of the Mansion, the question continually being asked is how high the toll of the construction process will be on the school community.

“It takes away a very vital part of our school pride. Soccer games, especially home games, are such a big thing that brings the community together,” Taylor said. “Taking that away from us is dividing the community.”

From HOLOCAUST, page 1

Similarly to Huffard, Boehm worries that WIS students who don’t take IB History do not understand the long-lasting impacts of the Holocaust, leading some of them to make hurtful, antisemitic jokes.

“We are the last generation to be able to interact with Holocaust survivors,” she said. “When people don’t really take the time to learn [about the Holocaust], they’re not going to be able to actually resonate with the people who went through that, or they’re not going to be the most respectful towards that history.”

Boehm believes that Holocaust education should start in the primary school in order for students to fully comprehend the scope of the event.

Primary School Director of Teaching and Learning Stephanie Sneed explains that it is not developmentally appropriate for primary school students to learn about the horrific events of the Holocaust. However, she believes that WIS lays the foundation for this knowledge, such as a third grade unit on push and pull factors leading to migration and a fourth grade unit on different organized religions.

“You’re making sure that [students] are understanding roles and responsibilities as a citizen, and how to combat prejudice and intolerance and discrimination,” Sneed said.

Associate Head of School Natasha Bhalla’s role is to bring up curriculum issues and plan ways to address them. Each division principal and the Director of Teaching and Learning disseminate that information to subject coordinators, who work to revise the curriculum.

However, each department works individually, which can create gaps. “Without having a full integrated model, you might get to a situation where everyone thinks… ‘This [topic] must come up,’ but then they’re not checking to see, ‘What is that topic really about? And what does that look like?’” Bhalla said.

When WIS was accredited in 2018, the committee pointed out that WIS did not have a curriculum review cycle. So, one was implemented in 2021 to review the entire school’s curriculum in depth. Each division, however, is always in a different stage of the cycle.

“I trust my colleagues,” Bhalla said regarding the removal of certain units, such as “The Diary of Anne Frank.” “I trust that they’re making decisions that are in the best interest of their students.”

Senior Madeline Robbins, who is Jewish, takes IB HL History and is passionate about history, particularly pertaining to antisemitism. She feels that WIS should bring in guest speakers during lunches in order to provide students with the opportunity to learn about the Holocaust. “There should be outlets for students to explore [it] and not necessarily… ‘if you want to study this, you have to do it on your own time,’” Robbins said.

Apple agrees, noting that most of her personal knowledge about the Holocaust comes from attending religious school and visiting the Holocaust museum with her family. She thinks that WIS should celebrate Jewish American Heritage Month, which takes place in May, and hold a special assembly to discuss the Holocaust and persistent antisemitism around the world.

Apple believes that the Holocaust is such an integral part of history that all WIS students should learn about it in some capacity. “It happened fewer than a hundred years ago and [some] people who went through that are still alive today,” she said. “It should be emphasized to make sure that it never happens again.”

View of the Dacha being moved, as seen from the Mansion.

‘We don’t learn about any of it’: Lack of Holocaust education throughout WIS curriculum

‘A statement of defiance’: WIS students respond to the war in Ukraine

By NAOMI BREUER, 2024

The Russian invasion of Ukraine in February 2022 has left an impact on WIS students, whether it was in their personal lives or their extracurricular activities. Several students have gotten involved in protests against the war and organizations that support Ukrainians.

Junior Anton Usdin, who is Russian, is strongly against the war. He attended a protest organized by the Ukrainian Congress Committee of America on the one year anniversary of the war in front of the Russian embassy, where a Ukrainian flag was projected onto the outside walls of the embassy.

“It’s good to advocate for things that you’re passionate about, and I’m very passionate about expressing my feelings on the Russian-Ukrainian conflict and the war crimes being committed there,” Usdin said. “So I wanted to get involved and share my voice with the community.”

Usdin does not attend many protests, but he found the experience extremely moving, particularly when Ukrainian refugees discussed their personal experiences. Some had left before the war or had been born in Russia, but did not hesitate to shout vulgar insults about their homeland. Others had left during the war and recounted leaving their belongings behind to flee to a brand-new country.

“It showed me how, even if you think what you’re doing is insignificant, it does still have power,” Usdin said. “There were TV crews there and everything. So it showed me that it is worth it to get involved [in] what you believe in.”

Another way in which Usdin is getting involved is by tutoring a middle-aged Ukrainian refugee living in Bethesda via Zoom. He converses with her in English, helps her practice her writing skills and assists her in applying for jobs so she can become more accustomed to living in the U.S. Though the process can be difficult, Usdin finds it rewarding to see her progress.

Junior Daniel Gurenko, who is Russian, is also tutoring students online through an organization called Ukraine House. He is teaching a nine-year-old student who lives

in Ukraine in an effort to help make up for the decline in education in Ukraine since the outbreak of war.

“I really wanted to help Ukraine somehow,” Gurenko said. “I thought that this is the best way I can do it because I enjoy teaching other people; it’s something that I’m proficient at.”

He teaches English to the student, who is a complete beginner, and they communicate in Russian. Gurenko hopes that this will give the student more opportunities in the future, such as studying abroad.

The student lived in Kyiv but moved to Lviv due to the frequent bombings in the country’s capital. There are still bombings around his home, which can cause power outages or prompt him to relocate to a bomb shelter, preventing him from attending certain classes. On other occasions, the student is in different locations for the lessons. “It’s definitely really sad every time that happens,” Gurenko said.

Another way in which Gurenko has gotten involved is by taking part in a project that planted sunflowers, the national flower of Ukraine, in front of the Russian embassy as a form of protest against Russia. He found out about this opportunity by seeing flyers around the city. “I thought that was cool because it’s a statement of defiance against them,” he said.

Freshman Danylo Volynets is Ukrainian. He lived there until about two years ago and all of his family is from the country. Since the war broke out, there has been much more stress in Volynets’ life since most of his family is still in the country, especially when they experience power outages. His mother works with the Ukrainian government in D.C., and he has seen her less often since the war broke out. Every month or so, his father goes back to Ukraine to support their family. Since there are no direct flights from the U.S. to Ukraine, he has to fly to Poland and take a car to Ukraine.

Volynets is planning to travel to Ukraine this summer to spend time with his family for a few weeks. He has mixed feelings about going back. “[It’s] not scary, but stressful,” he said. “And [I’m] excited because I haven’t been to Ukraine in a year or more, and I will see my family in person again, so that’s good.”

A year after the start of the war, Volynets has noticed that conversation about Ukraine has dwindled. Whenever Ukraine is brought up, though, it is in the context of the war.

“Most of the focus is there’s a war happening and there’s not much focus on [Ukraine] as a country itself, but I don’t think that’s avoidable,” he said.

Though his friends are aware of the situation in Ukraine, Volynets usually talks about other aspects of the country with his friends. “Mostly when I talk about Ukraine, I talk about cultural things before the war,” he said. “I tell them stories from my friends or different places I used to go to there.”

Though people can help Ukrainians through charities and food banks, Volynets believes that there is not much Americans can do on an individual level to help Ukraine. “Being aware about [the war] is enough for most people,” he said. “I don’t think anybody can change how it goes right now.”

He does, however, appreciate the Ukrainian flags hung up around the city in solidarity. “When you walk around and see something that you relate to, that’s just, personally for me, nice,” Volynets said.

On the other hand, Gurenko feels that, while the U.S. government is doing a lot, American individuals could be doing more to help Ukrainians. He encourages people who speak Russian or Ukrainian to join the Ukrainian House tutoring program.

“If everyone donated to drives or did some initiative like this, I think that will definitely help the war end faster,” he said.

Usdin also thinks that people at WIS could be doing more to support Ukraine. “Even something as simple as hanging up a Ukrainian flag outside your house shows your solidarity and support for them,” he said. “That’s definitely a gesture that doesn’t go unappreciated.”

Proposed Connecticut Avenue bike lanes face mixed support from residents and business owners

By OLIVER DASHWOOD, 2026

In hopes of boosting safety on Connecticut Avenue, Mayor Muriel Bowser’s office announced plans on Dec. 15, 2021 to reduce the amount of car travel lanes in each direction to two, remove one lane of parking and add bike lanes to each side. This quickly became known as the “Connecticut Avenue Bike Lane Project” among locals, since the bike lanes will remove all on-street parking on many parts of the avenue.

The project is planned to affect the road from Woodley Park up to Chevy Chase. Due to fierce opposition from businesses and residents alike, the construction date has recently been pushed back to winter 2028.

Ever since the project was announced, residents have been split on the issue, while the response from businesses along the stretch of Connecticut Avenue that will be affected has been overwhelmingly negative.

Supporters of the project, which will also reduce the current speed limit from 30 to 25 mph, say it will bring much needed safety to bikers and drivers alike on an avenue that recently suffered from a four-car crash where seven

people were injured and one person died. Critics argue it will increase traffic congestion and will hurt the small businesses in the area by taking away on-street parking.

Bob Ward, longtime advocate for smart development in Ward 3 and resident of Macomb Street, believes that the positives of replacing parking with bike lanes outweigh the negatives.

“The amount of cars that are providing the marginal benefit to the businesses is pretty small; most of these businesses here are served by people walking, and there’s just not enough parking today to make that extra difference in their bottom lines,” Ward said. “Whereas if you have bicycle lanes, and the [District Department of Transportation (DDOT)] is predicting that over a five year period, it’s going to get to 3,200 bicycle trips a day on Connecticut Avenue… Those people don’t need car parking spaces. They just need a place to pull over and lock their bike, and go into the store.”

However, Bob Kotchenreuther, owner of Cleveland Park Valet on Connecticut Avenue and a vocal part of the opposition to the project, disagrees.

“Connecticut Avenue is a main thoroughfare for getting out of the District of

Columbia,” he said. “At rush hour, if you were to take away that lane, you would only have two lanes leaving the District, worsening the already bad traffic situation.”

The concern of increased traffic congestion isn’t the only thing holding the plan back. Save Connecticut Avenue, a local organization set up by business owners and residents alike, believes that reducing or eliminating on-street parking will negatively impact business by decreasing the amount of customers able to arrive in their car.

“Small businesses that are already suffering [from COVID] will be decimated as they are cut off from their customers,” the website says.

Nevertheless, this view isn’t shared by everyone in Northwest D.C.

“It surprises me as someone who walks down that stretch of businesses,” Cortland Street resident and project supporter Helen Eisner said. “I walk past there all of the time and I see the number of people who are walking over there, and I just think this is a dense enough area, and there’s a lot of pedestrian traffic, and that really does support the businesses.”

Ward hopes that the planned con-

struction date of winter 2028 gets moved forward, and that success on Connecticut Avenue will prompt more bike lane proposals on other routes heading out of D.C. “If it works here, it’s going to work on Wisconsin Avenue, Massachusetts Avenue,” he said. “Hopefully this project gets off the ground and actually gets designed… and can show that the sky hasn’t fallen.”

Kotchenreuther points out that the DDOT hasn’t considered a gradual rollout. “Start with one lane and see if it works. But don’t start automatically with two lanes,” he said. “If they build one lane and all of a sudden you see a thousand bikers, I’ll say, ‘You know what, I was wrong, go ahead and build another [lane].’”

Kotchenreuther believes the solution to this increasingly controversial plan is increased communication between supporters of the project and those who oppose it.

“The problem is, you’re getting voices heard from different sides,” he said. “Bring everyone together, and have a conversation. Talk about it. That’s the smartest thing to do; don’t start name calling.”

“

“Even if you think what you’re doing is insignificant, it does still have power... It showed me that it is worth it to get involved [in] what you believe in.”

ANTON USDIN

A protest in support of Ukraine in front of the Russian Embassy on Feb. 24, 2023, the one-year anniversary of Russia’s invasion of Ukraine. Junior Anton Usdin attended this protest in an effort to share his voice.

COURTESY OF ANTON USDIN

“

“Small businesses that are already suffering [from COVID] will be decimated as they are cut off from their customers.”

SAVE CONNECTICUT AVENUE

Pulling back the curtain on the prestigious Ivy League universities

By ELEKTRA GEA-SERETI, 2024

For high school students, there is always an aura of mystery that surrounds college life. Sure, applications, virtual information sessions and college tours all give students little glimpses. But what is the college experience truly like? What are classes and tests like? Are the professors funny? Dateline interviewed three WIS alumnae about their typical day in the life at their universities: Harvard University and the University of Pennsylvania. Answers have been edited for concision and clarity.

International Dateline (ID): Can you summarize a typical day in the life at university?

Ellie Fithian (Harvard University ‘26, studying Integrative Biology): I usually have some mix of lectures, tutorials and lab sections and then extracurriculars and office hours. I also spend a lot of time with my friends between and after classes and have time for independent activities, too.

Sneha Parthasarathy (University of Pennsylvania ‘25, studying Mathematical Economics): A typical weekday for me looks like getting up around 9 a.m. and having a lazy breakfast in my dorm (a perk of no early morning classes). I’ll grab lunch with a friend or two, then head to class during the middle of the day. I might try to go on a walk or do something outside like toss a frisbee. After, I’ll try to get some work done in a library before getting dinner with friends.

Inaya Zaman (University of Pennsylvania ‘25, studying International Studies and Business): During the week, I plan my day around my classes, fitting in time to get work done, get food with friends, go to the gym and do my extracurriculars. Usually at night, I’ll study with friends. The weekends are more unstructured and a time to relax!

ID: What is student life like? Is there a work-life balance?

EF: If you want to take a lot of classes and take on loads of extracurriculars, you can, but if you want to prioritize a good worklife balance while also pursuing your academics, that can definitely be achieved. I think I have a healthier work-life balance now than I did in high school. Plus, there’s always some fun event going on and all your friends live next door!

middle school dateline

SP: The work-life balance in college is tricky to navigate, as there isn’t really a strict separation between school and home. However, I do think there is a worklife balance in being with friends and classmates all the time. It can be really nice to interweave social life and academics.

ID: What are your favorite parts of college?

SP: My favorite part about college is definitely the friends I’ve made and kept at Penn. I think that having the ability to hang out with the people you love everyday outside of just class makes life amazing. I love doing “family” dinners with friends to catch up on our day, or venturing out into the city to find a cafe and work together.

IZ: My favorite part of college is being able to meet so many new people and live so close to all of my friends. It makes the stressors of college a lot easier to manage by having a support system. Campus life helps create a sense of community that I really enjoy.

ID: What is your favorite college memory so far?

SP: My favorite college memory is when a couple of WIS friends came to visit, and, along with my college friends, we grabbed brunch and caught up on all our experienc-

Freh Tesfaye: A pillar for the WIS community

By MARTINA TOGNATOGUÁQUETA, 2024

IB Cafe Manager Freh Tesfaye has worked at WIS since 2014. She has retained her position despite the pandemic and multiple food provider changes.

Tesfaye initially took a job at WIS after a recommendation from a friend and went on to work with Sodexo for six and a half years. Then, she worked with Brock for two years. She was one of the few food employees who remained on campus through COVID-19, even when the IB Cafe was not open. She is currently employed by CulinArt and has no intention of leaving WIS anytime soon.

es. It was an ordinary day, but it was really nice having my high school and college worlds intersect and reflect on how much we’ve all changed and grown since then!

IZ: Some of my favorite memories are when my friends and I go into the city and explore new areas of Philadelphia. I really enjoy campus life, but getting off campus and seeing more of Philly is always super refreshing and memorable, especially when there are events going on like the Super Bowl or holiday-themed pop-ups like Christmas Village.

ID: What advice do you have for juniors and seniors, especially for dealing with college applications?

EF: Don’t stress too much! I was rejected more than I was accepted, and getting rejected from your dream school builds character. A large part of the process is luck, so don’t take anything to heart. No matter where you end up, you’ll have a billion opportunities to succeed at what you want to do! Apply to colleges that excite you and one of them will work out in the end.

SP: My biggest advice is the stereotypical line of trusting the process, and prioritize finding friends in freshman year. I honestly think that having a strong social circle you can rely on makes college so much easier and so much more fun, even more so than academics.

The big transition: How social dynamics change in sixth grade

By PALOMA NAFTULIN, 2029

Hoards of students cluster on the field. Soccer balls weave in and out of the net. Up above at the red picnic tables, students walk and chatter in small groups. The bell rings and the sixth graders are called in for class.

The transition between elementary school and middle school has a big impact on student life. Sixth graders use their newfound freedom to their social advantage. Anything related to elementary school is deemed a joke. More “important” things now cloud students’ minds, namely, social matters. Homework is done quickly so that students have more time to talk to their friends.

“When people try or just become popular, homework seems less important,” sixth grader Reese Kam said.

This interruption in the learning process can sometimes be attributed to the idea of being “popular.”

Popularity involves being “liked or admired by many people or by a certain group of people,” according to Oxford Dictionary. In middle school, however, a new

definition is created: popularity groups are formed. In theory, these groups are cool and funny, but many students at WIS who are not included in these so-called popular groups disagree.

“Popular kids assume that they’re superior to everyone else,” one anonymous sixth grader said. “They always have the upper hand in the conversation.”

The general consensus among sixth graders is that the word “popular,” in this case, is just a title. Very few students thoroughly enjoy being near the “popular kids” and believe that the name “popular” is merely half deserved. Additionally, many people feel annoyed at students who include a very limited number of people in their friend group.

Popularity, it seems, can also lead to a subtle and even subconscious change in interests.

“I’ve noticed that some of the sixth grade girls have started caring more about boys and popularity, and they’re skipping sports practices to watch boys’ soccer games,” the anonymous sixth grader added. “I wasn’t really expecting that to hap-

pen.”

Popularity is a very desirable idea to most students, according to Kam. But in order to become popular, someone occasionally will think that they have to leave “unpopular friends.” They may still talk to their old friends and hang out with them, but given the choice to sit at two different lunch tables, they will pick the one with the popular crowd.

“When people want to become popular… it breaks up friendships,” Kam said. “Friends would rather be popular and less happy. They don’t want to be less popular and happier.”

Though the general feeling is negative towards “popularity,” most students have a desire to be popular. Popularity is magnetic; it draws many people’s attention. While many people ignore this feeling, it can grow when one sees all the attention that these “popular kids” receive.

“All of us are slightly attracted by the idea of being popular,” Kam said. “Even [I], for some time, was interested in being popular. It really only comes to how you deal with that idea.”

Over the years, as the food providers have changed, her responsibilities have increased. Now, the IB Cafe has a wider variety of drink and food options, including refrigerated items.

One of Tesfaye’s main responsibilities is baking pastries in the cafe. Her favorite part of her job is making the muffins, which come in a variety of flavors and are quickly snatched up by WIS students each morning.

Loved by many, Tesfaye has built a strong relationship with the students throughout her nine years at WIS. “When I come in in the morning, I’m very excited to see you guys,” she said.

The mark Tesfaye has left on the community is undeniable. The love she expresses for students is widely reciprocated.

“We love Freh,” junior Ava Gonzalez said. Connections that Tesfaye makes leave long lasting impressions. As a middle schooler, Gonzalez recalls waiting for her older sister in the IB Cafe. Tesfaye would keep her company, always willing to have a conversation.

Tesfaye demonstrates her care for the students in many ways. For instance, she gave junior Claire Khajavi a fresh muffin before the 11th grade IB geography field trip. “She even knew what kind was my favorite,” Khajavi said.

As well as students, faculty interact with Tesfaye on a daily basis. IB Economics and Theory of Knowledge teacher Guy Neal goes to the cafe every morning. In his years as a teacher, he has found it “funny, amusing and heartwarming” that Tesfaye is the first stop in most alumni visits, even before their former teachers.

The connection between students and Tesfaye is built up over the IB and persists for years after. Seniors and juniors alike stop by the cafe throughout the day to say “hi,” always leaving with a smile.

Freh Tesfaye making an iced matcha in the IB Cafe. Over the years, the cafe has acquired a wider variety of food and drink options, including her favorites: muffins.

COURTESY OF ELLIE FITHIAN

From left to right: WIS alumnae Inaya Zaman and Sneha Parthasarathy, both of whom are sophomores at the University of Pennsylvania, at a Penn Holiday Celebration.

MARTINA TOGNATO GUÁQUETA/ INTERNATIONAL DATELINE

The two faces to two-faced

Why the connotation of the phrase needs to change

By TINDRA JEMSBY, 2026

The felt-tip pens unceremoniously dumped on your desk rattle as your phone lights up with a text. Fingers stumbling over the keyboard you know so well, you quickly type a response: “Hey, whoa. You’re not mean enough for anybody to call you two-faced.”

If you’ve ever heard the word “twofaced,” you’ll know that it has several bleak definitions. The first definition that pops up on Google is by Oxford Languages, equating the term with being “insincere and deceitful.” In this definition, the word “two-faced” has an undeniably negative connotation. But why?

“Sincere” is defined by Oxford Languages as “proceeding from genuine feelings,” and nobody can pretend to be utterly genuine. In many situations, being sincere can lead to difficult outcomes, as different relationships call for different interactions. That’s OK.

For example, speaking with a teacher about an assignment that you need to catch up on doesn’t call for a cruel but sincere re-

mark about how much you hate their class. When you see someone wearing a shirt that you find particularly ugly as you walk down the street, that doesn’t mean you should tell them. When a well-meaning stranger asks you how you’re doing, you probably won’t explain all the intricacies of why you are, in fact, doing horribly.

These situations are accepted socially, but are some of many which require a certain insincerity and two-faced nature. Does that make us all two-faced?

Another definition, shared by a user on Urban Dictionary, is “when a person acts a certain way in one place and acts differently in another.” Nearly everyone acts differently around their parents, siblings, friends and teachers. If they didn’t, it would be concerning; varying degrees of professionalism are called for in contrasting interactions.

Even around friends and peers, many find themselves making different jokes, adjusting their mannerisms and code-switching, or changing their style of speech.

Code-switching has become a critical

tool used by many different cultural and racial groups to avoid the negative stereotypes they often face. Being two-faced, on the other hand, is code-switching on an emotional level, and it’s an effective way of making both parties feel comfortable and at ease.

Of course, the implications of stealing, cheating, lying in excess and the hypocrisy often associated with being two-faced should not be encouraged. Making “fake” personas ultimately causes confusion to the point where it’s hard to remember who someone really is.

Instead, people should lean into different aspects of themselves in order to put others and themselves at ease. This is the definition of two-faced that should be accepted universally.

Your finger hovers above the send button before tapping the delete button quickly. You type a new message and press the blue arrow without hesitation. “Just take it as a compliment! Everybody’s twofaced :).”

Enough with mandatory standardized testing

By ELEKTRA GEA-SERETI, 2024

Should standardized testing be taken into consideration for the U.S. college admissions process? There are many layers to this multifaceted issue, but at the end of the day, the answer is clear: The SAT, ACT and standardized testing in general should not be used anymore during the college application process. At the very least, it shouldn’t be mandatory.

Standardized testing began in the 1800s, when American educators began “articulating ideas that would soon be translated into the formal assessment of student achievement,” according to the National Education Association. These tests were created to gauge students’ mental abilities and to assess how well students were prepared for college.

These testing practices and styles evolved over time through the 1900s until 1926, when the first SAT was adopted nationally. By 1930, it had reached the form it has today, with English and Math sections.

By 1965, the SAT, ACT, Preliminary SAT (PSAT) and Advanced Placement (AP) examinations were all accepted measures of a student’s intelligence and how prepared they were for college.

By the 2000s, standardized testing was the assessment for all school performance. It wasn’t simply an assessment of fundamental English and mathematical concepts, but rather an indicator of a student’s academic capabilities.

Texas’ lawless decision further undermines abortion access

pecially for schools that use the tests as a measure of a student’s ability for certain concepts and skills.

Some studies show that the test scores, combined with a student’s GPA, can predict a student’s success in college, especially in the first year. A University of California (UC) task force found that standardized testing was a better predictor of college success than high school grades were. Furthermore, they could offer additional metrics for those who may have been rejected based solely on grades.

Throughout the process of developing and implementing standardized testing, there have been various objections. The tests have been criticized for encouraging memorization, guessing, etc., but those objections were trivial and never led to change. Now, the objections look a little different. Currently, one of the major issues brought up about the testing, apart from the idea that it does not accurately measure any sense of intelligence, is that it is a skewed system that disproportionately benefits those who are more privileged and have more access to study resources and tutoring.

There are decades of data that indicate that standardized tests are inherently biased in favor of white and Asian American students.

ELEKTRA GEA-SERETI

This didn’t sit well with the government, so the Every Student Succeeds Act (ESSA) took steps to reduce standardized testing. This was trying to improve the No Child Left Behind act’s one-size-fitsall approach, which assumed that the test holistically represented a student’s entire academic worth.

There are several reasons why standardized testing is relevant in the admission process. Firstly, test scores add another data point to an individual applicant’s profile, providing admission officers with more information on the student but not necessarily making or breaking their application (unless it’s mandatory). Some argue that the tests offer a “broad yardstick” to compare students across school districts and states. Furthermore, at large colleges, getting rid of testing could mean an entire remodeling of the admissions process, es-

Those aforementioned disadvantages to students are one of the reasons why the UC system stepped away from the ACT and SAT. They aren’t the only school system to do so. In the last decade, more than 1,230 colleges and universities have made the SAT and ACT optional for admission. However, most of those schools were rather small institutions, apart from the University of Chicago.

It is also important to note the influence of the pandemic. In 2020, all exams were canceled due to COVID-19, which “forced an experiment in test-optional college admissions,” according to The New Yorker. Universities were forced to reassess their current standardized testing systems.

Some other notable arguments are that there are decades of data that indicate they are inherently biased in favor of white and Asian American students. The test are also more accessible to students who can pay thousands of dollars for private coaching and test prep. A good example of this was seen in the recent college admissions bribery scandal, nicknamed “Varsity Blues.”

When it comes to statistics used to demonstrate the discrepancies, 55% of Asian American test takers and 45% of white test takers scored a 1200 or higher on the SAT in 2019, according to the College Board, which administers the SAT. For Hispanic and Black students, those numbers were 12% and 9%, respectively.

It is fairer to judge students by other measures, for example, teacher recommendations. Additionally, studies have countered those which say standardized testing is the best predictor of success, by concluding that high school grades better measure a student’s likelihood of graduation and cumulative performance in college.

Yes, maybe there are some advantages to standardized testing. But we live in a society where the demands for what to submit to university are growing increasingly challenging, and requiring a high standardized testing score to be considered for a university is too much. Standardized testing should not be required for any institution. The insight it offers is limited and narrowed, and it holistically doesn’t add much to any application.

However, if one were to want to use standardized testing for their application, they should be able to do so. That is why standardized testing scores should be optional, but they shouldn’t be required. There are already enough tests, extracurriculars and jobs that students have to achieve to be considered for universities.

If someone wishes to take the test, take it. But it shouldn’t be forced upon anyone, nor should a university maintain it as a requirement to even consider the student for admission.

Texas Federal District Court Judge Matthew Kacsmaryk at the Senate Judiciary Committee. On April 7, Kacsmaryk blocked the approval of Mifepristone, a common abortion medication.

By ZACHARY S. PAN, 2023

A shameful ruling by a shameless judge has imperiled abortion access across the country. Matthew Kacsmaryk, a Federal District Court judge in Texas, blocked the approval of Mifepristone, one of the most common abortion medications, on April 7. People with uteruses have safely used Mifepristone for 23 years and the ruling marks the first time a court has suspended a drug with long-term approval from the Food and Drug Administration (FDA). Indeed, the American Medical Association, the Society for Maternal-Fetal Medicine and the American College of Obstetricians and Gynecologists all wrote legal briefs in support of Mifepristone.

“The use of such overtly prejudiced language is well beneath what is expected of a federal judge and further reveals the brazen nature of the decision.

While inexplicable on the merits, the ruling could perhaps be explained by the background of Judge Kacsmaryk, a conservative judge appointed by former President Donald Trump.

Kacsmaryk has a long history of conservative activism, having served as the deputy legal counsel for the right-wing Liberty First Institute. There, Kacsmaryk fought to erode protections for LGBTQ+ people in housing and employment. He even likened the Equality Act, which sought to protect LGBTQ+ individuals from discrimination, to an “autonomous blob of Silly Putty.”

Notably, Judge Kacsmaryk’s ruling on Mifepristone bears disturbing echoes of his partisan past. Kacsmaryk refers derisively to doctors who perform abortions as “abortionists.” He labels fetuses as “unborn children.” The use of such overtly prejudiced language is well beneath what is expected of a federal judge and further reveals the brazen nature of the decision.

At its core, the judiciary should be a non-partisan institution which serves as a check on the executive and legislative branches of government. The power of the judiciary is thus derived from its credibility as an institution. When judges act like politicians in robes, such faith in the law is shaken, and the American people bear the consequences.

COURTESY OF THE ASSOCIATED PRESS

COURTESY OF THE COLLEGE BOARD

The 10th grade NOLA trip returns after four years

From NOLA, page 1

By ANDREA BRUDNIAKBERROCAL and DERIN KIRTMAN, 2025

With the hopes of enjoying soulful jazz and perfectly powdered beignets, the class of 2025 traveled to New Orleans, Louisiana (NOLA) from Monday, March 20 to Friday, March 24 after a four year hiatus.

The trip was canceled for the classes of 2022 and 2023 due to the COVID-19 pandemic and was switched to a trip to New York City for the class of 2024.

Since the class of 2025’s advisors had previously gone on this trip, they shared that this iteration involved several new and unique activities.

Co-Director of University Counseling and 10th grade advisor Pam Joos mentioned that the lengthy stroll around the French Quarter was a new activity which allowed students to observe the one of a kind architecture.

“I definitely enjoyed [the walking tour],” Joos said. “I feel the students got some interesting history out of it.”

The long-standing tradition of the NOLA trip was created for sophomores to participate in service activities and help the local community. This year, students had two service days where they contributed to cleaning up the massive damage inflicted by Hurricane Katrina in 2005.

On the first day, they picked up trash and cleared drains in the most affected area, Ward 9, and on the second day, they trimmed trails where there was overgrowth of invasive plants and planted trees.

“The service activities taught me a

lot,” sophomore Cecile Nelles said. “For example, how [the] hurricane affected parts of the city more than others and what we can do to help.”

Besides community service, the trip creates opportunities for class bonding and cultural immersion. As a whole, NOLA seemed to be very well liked and enjoyed by students.

“It was so nice to just spend time visiting a city with friends, rather than family,” Nelles said.

Most afternoons, students had free time where they could grab dinner and enjoy walking around the city on their own. “We were able to get a taste of New Orleans at night and how it’s different from the daytime,” Nelles said. “The ambiance was really good. Everyone was very excited and in a good mood.”

Additionally, the trip created an opportunity for students to interact with classmates that they normally would not collaborate with.

“The way that the groups were split up forced us to talk to new people, which honestly was really fun,” Nelles said.

Before tackling the rigorous IB diploma, Joos believes it’s important for the students to connect with each other in a tranquil setting. “I think it’s great for the 10th graders to be out of the classroom environment and bonding together,” she said.

Nelles believes that the trip helped her grade build a stronger bond, which will prove helpful during the next two years.

“Going into the IB next year, it’s important for our grade to be as united as possible,” she said. “This trip really helped bring us together.”

11th grade GEO TRIP IN PHOTOS

By ZOE HÄLLSTRÖM, 2024

From April 11 to 12, the 11th grade IB geography class went on a trip to Rehoboth, Delaware. The trip was organized by upper school geography teacher Sushmita Vargo to collect data for their IB Internal Assessment based on Option B: Oceans and Coastal Margins.

Students worked in groups on Rehoboth Beach to answer the fieldwork question: “To what extent are the beach widths, slopes, heights and embryo dune height of the sampled transects between Deauville Beach and Gordons Pond Lookout Tower the result of location, landforms, land uses with hard and soft management strategies and the lack of a large vegetated dune system?”

After a long day of working, the students relaxed in downtown Rehoboth. In the evening, they were free to swim in the hotel pool, eat dinner at the beach and explore the boardwalk. In the morning, they went to Cape Henlopen State Park and stopped for brunch in the neighboring town of Lewes.

Dear future IB students

By ELIANA AEMRO SELASSIE and LAUREN BROWNELL, 2023

An intense workload. Trouble in your social life. A growing caffeine addiction. The IB is a very stressful experience that forces you to balance all of these things and more. As students who have been through the process, we have some advice that can help you get through it.

The transition from 10th grade to the IB can be challenging. For the class of 2023, having just come out of hybrid learning during the COVID-19 pandemic, this transition became even more difficult.

When transitioning into the IB, students often don’t know exactly what they’re getting into, so the increased workload is unexpected. There is a significant jump in difficulty in the amount of coursework between sophomore and junior year, and an additional increase in assignments throughout 11th grade as Internal Assessments (IAs) are added on.

Additionally, the transition from junior to senior year is overwhelming due to balancing school, IAs and college applications simultaneously in the fall of senior year.

Completing some IAs going into senior year, as well as having all of our college applications done going into winter break of senior year, helped us manage our stress.

One of the hardest parts of the IB is balancing so many things at once, from the regular course load to IAs, EEs and Creativity, Activity and Service (CAS). Making

free time to relax or hang out with friends starts to feel impossible with what feels like a million deadlines piling up.

Our advice is to figure out your priorities. There’s a significant difference between a worksheet and an essay or a test. Rather than putting all your energy into a short-term assignment, focus more on the long-term assignments that will require more time and effort and have more weight.

It also helps to prioritize your higher-level classes over standard-level ones. Not only do these classes have more weight overall, but they tend to be classes that students enjoy the most and hope to pursue in the future. We find it easier to spend large amounts of time on assignments from classes we are really interested in.

When it comes to important assignments like the EE and IAs, our biggest advice is to use your time wisely. Use the EE days and time in class for your IAs to work productively. That way, you can ask your teachers or your EE supervisor questions and make significant progress.

Outside of class, we highly recommend using your breaks from school to work on large assignments. This is especially helpful with the EE since you have summer break between junior and senior year to work on it. Finishing our EEs during the summer helped us avoid stressing over it during our first semester of senior year. Especially when dealing with college applications, IAs and regular schoolwork, the last thing you want to be worrying about

is the EE.

With the stress of the IB, it is important to have a work-life balance. While getting specific grades is important, it is equally important to not overly stress about getting a bad grade.

Dedicating some time to yourself to do things you enjoy like watching Netflix, reading a book and going to the gym can make a big difference. Spending time with family and friends can also help take your mind off the stress of school.

While stress is sometimes unavoidable, we find some comfort in knowing that a large majority of our peers are facing the same issue. Moreover, talking to friends and peers about stress in a healthy way takes some pressure away.

Finally, applying to colleges has been the most stressful part of our senior year. There’s so much uncertainty and the looming threat of rejection is always there. It’s even harder when you’re interacting with classmates who may be applying to the same schools as you or are making comments that could stress you out.

Something that helped us through the process was tuning out what other people are doing. This means disregarding potentially harmful things your fellow classmates are saying and stopping yourself from watching college acceptance reaction videos. It’s important to remind yourself that this is an individual process and the actions of other people shouldn’t influence what decisions you make.

Furthermore, ignoring the prestige of certain universities makes it easier to figure out which schools you are genuinely interested in. Rather than looking at col-

lege rankings or the acclaim of certain schools, research each university you’re applying to, look into the programs you’re interested in and talk to current students and alumni of those institutions. A college may be incredibly prestigious, but that won’t ensure that it’s the right fit for you. Make sure the colleges you apply to have the things you’re looking for and are places you could see yourself attending.

It also helps to talk to someone about your anxiety. Your college counselors are always a source of advice and can address any questions or worries you might have. We also suggest talking to people who have gone through the college application process before, like recent high school graduates and older siblings. They will probably reassure you that you will end up at a college you love and that all your worrying is unproductive.

As cliché as it sounds, reminding yourself that everything will be okay is so important. Millions of high school students have graduated before you and gone to college; you won’t be an exception! Rather than stressing about the possibility of rejection, focus on the fact that you have a completely new experience ahead of you: three to four years of learning in a new environment with new people. College is meant to be fun. You should be getting excited about it, rather than constantly stressing yourself out.

While you may be reading this thinking about all of the stress and work you have on your plate, try to focus on the new experiences you’ll have in a few years. Many people have faced and overcome the IB. We know you will, too.

SOFIA BRACCIALARGHE AND ZOE HÄLLSTRÖM/INTERNATIONAL DATELINE

Upper school boys varsity volleyball team: Time to rebuild

By ELEKTRA GEA-SERETI, 2024 and LEONARDO SARZI BRAGA, 2025

After the basketball season concluded, walking into the Hall of Peace meant passing a quiet, empty gym. Now, the gym is full of freshmen and juniors blasting music while polishing their volleyball skills in practice. The boys varsity volleyball rebuilding season has begun.

Even though the school rarely recognizes the sport, the volleyball players still show up, ready to revamp their team and prepare for playoffs. This year, their goal is to rebuild the team, as last season, in the spring of 2022, it was primarily composed of seniors who have since graduated.

Additionally, the former coach, Kaler Hürcan, moved away for the next two years. With freshmen rising in to fill the ranks of last year’s seniors, someone also has to take on the position of coach. At Hürcan’s request, Coach Sarah Williams has assumed the role.

Williams has been coaching volleyball for two and a half years, although she had previously coached younger children in other sports, such as T-ball. Coaching has been a very influential part of her life, mainly because, as a teenager, she had negative experiences with many of her own coaches.

“What really inspired me [to start coaching] is that I had terrible coaches growing up that were demotivating and sometimes unkind,” Williams said. “They took a very old school approach where you can be tough on kids, and they rise to the occasion.”

Instead of sticking to old school ap-

proaches, which often end up tearing student-athletes down, Williams focuses on positive encouragement and ensuring that students learn the fundamentals of the game.

In her youth, Williams excelled at volleyball in the setter position. “I’ve always loved volleyball,” Williams said. “I like that you have to create a dynamic with five other people to be successful. And as an extrovert, that always felt really good to me to work together as a team.”

Williams aims to create an optimistic and determined team. “I hope that [the team] feel more confident in themselves and their ability to do hard things,” Williams said.

WIS’s boys volleyball team is composed of 10 freshmen, many of whom began playing volleyball this year, and three juniors.

Even as a freshman and first-year player, Ben Galbraith has earned the position of setter, which is rare for any underclassman. “Being a setter is one of the most difficult positions in volleyball, as they are crucial to every play and point that occurs,” Galbraith said.

Galbraith was driven to join the team after playing volleyball recreationally during lunches and breaks and because of the team’s positive dynamic.

On April 12, the team had their first win of the season. “It was really good to fi-

Despite many hurdles, this sophomore is on the path to play baseball at university

By KAS SALEHI, 2025

For as long as he can remember, sophomore Dylan Anderson has wanted to play baseball, whether it was competitive or recreational. At 15 years old, he is determined to keep doing what he loves.

Anderson cannot remember a time when baseball has not been a part of his life. His father played baseball and both his younger brothers currently play the sport. “It was a natural thing,” he said.

Anderson first tried out for a travel team at eight years old, after a couple of years playing recreationally. In addition to making the team, he played in a league with kids two years older than him, something that Anderson would continue to do for multiple years.

After three years bouncing around different age groups, Anderson still wanted more of a challenge, so he switched to a travel team in D.C., where he was playing above his age group again. However, after

only one year there, the COVID-19 pandemic hit, suspending baseball in D.C. and Maryland. This forced him to join a team in Virginia, where his progress stalled.

In the summer of 2022, after baseball resumed in Maryland, Anderson swiftly left his team and made the decision to go back to a team in his age range to help him get back on track.

Anderson joined Dig In Baseball, a high-level baseball program that offers exposure to college scouts. At this program, Anderson has been able to travel all over the country and showcase his talent. “[The coaches] have so much knowledge about the game,” he said.

Because of his current situation, Anderson feels he’s in the best position he has ever been in with his baseball. “With the environment I’m in, I feel I should get some exposure [to college scouts] in these upcoming tournaments,” Anderson said.

However, despite his contentment with his travel team, there have been many

issues with his path to university; most notably, WIS’s lack of a baseball team. After trying to troubleshoot and find ways to have a high school baseball career, Anderson and his family found a rule in the District of Columbia Sports Association (DCSAA) which would help him.

“The D.C rules state that if your school doesn’t have a team in that sport, you can go to a [nearby] team and play,” Anderson said. Anderson picked the closest program he could find, which is at the Maret School. This is his second year playing there, and he says it has been a great help to his development.

Playing at Maret has not come without its obstacles, though. Because of the Mid-Atlantic Athletic Conference (MAC)’s rules, which is the conference Maret plays in, players from other schools can only play out-of-conference games. This immediately wipes out the majority of the schedule for Anderson.

Anderson’s coaches have been campaigning for him to be allowed to play and Anderson has also applied to attend the school. However, after not getting in so far this year, he is worried that his opportunity to have a high school baseball career will be taken away from him.

Anderson is a starting varsity player for the Maret team and has continued to gain interest from colleges; however, he feels he can still gain more exposure. As of now, “it’s just a waiting game” to see if he will get into the MAC or if the rules will change.

Anderson’s aspirations haven’t changed from when he was younger. “As of now I’m only focused on one thing: trying to play in college,” he said.

Despite the many obstacles he’s faced, Anderson has persevered due to his lifelong love and passion for the game. “Baseball is something that has been a part of me for the majority of my life and it’s basically engraved into me,” Anderson said. “It’s hard to imagine life without it.”

nally win,” Galbraith said.

Junior and co-captain Aarav Mithani felt the win was due to a strong connection that the team established during the game. “We got in this rhythm, and at the end, there’s nothing that beats that feeling of victory,” Mithani said.

While the ninth graders are all new blood, the three juniors, Jack Merz, Aarav Mithani and Alex Wiseman, are veteran players, having played volleyball on the WIS team for several years. All three players emphasize the team dynamic and how it is such a crucial component of the sport.

“We have a good bond, we’re funny, we’re goofy at the right times, but we are also serious,” Mithani said. “We know when to work and when to play.”

Wiseman added that what makes volleyball unique, compared to other sports he competes in, is its emphasis on working as a team.

“Volleyball is a sport where you must rely on your teammates and trust your teammates to work well,” Wiseman said. “[Collaboration is] a huge part of the sport, and I really enjoy that.”

All three juniors have highlighted that this is their rebuilding year, and they hope to return strong during their last year at WIS. While helping the team to win games, they bring individual goals to this season, such as perfecting jump-float serves and mastering settings.

In the eyes of co-captain Merz, the team has a crucial goal for the remainder of the season. “We’re gonna keep up that momentum and win every single game in the rest of the season and move on to the playoffs, baby,” Merz said.

Arsenal fans hope for the Premier League trophy

By KAS SALEHI, 2025

The Premier League season is wrapping up once again. However, with a month remaining in the world’s most popular sporting league, the league table looks different from recent memory.

It’s been 19 years since one of the world’s largest sports franchises hoisted the prestigious Premier League trophy. Since that season, Arsenal have watched their major rivals surpass them in average league position, suffering through six consecutive seasons outside the top four places.

This hasn’t dampened their support, though. The team has one of the largest fan presences at WIS, despite these fans not having even been alive the last time the team got their hands on a major trophy. “For 90 minutes, we’re all behind one cause and invest all emotions,” senior Nikola Zec said. The emotional rollercoaster of being a Gen Z Arsenal fan is unparalleled. Zec, an Arsenal fan, described this season as “being pure euphoria.”

While the odds may be against Arsenal, they have proven that they can shock anyone this season. Arsenal have consistently defied expectations this year, beating major teams like Manchester United and Liverpool.

Arsenal’s large fanbase will be behind the team all the way and will be investing every ounce of emotion they have left. The team’s performance every weekend plays an important role in their fans’ spirit. “It dictates my mood [for the weekend],” Zec said.

For many people, Arsenal is more than just soccer. Tanyi recalled his father telling him since primary school: “We’re an Arsenal family here.”

Regardless of the team, fans often refer to soccer as being a great equalizer. “It brings people together so much, despite their race or sexual identity,” Zec said.

COURTESY OF SARAH MURPHY

From left to right: Freshman Lorenzo Ricci, junior Alex Wiseman, freshman Ben Galbraith, junior Jack Merz, junior Aarav Mithani and freshman Nico Murnick.

Dylan Anderson playing for Dig In Baseball in 2022. Anderson hopes to continue playing baseball in college.

COURTESY OF DYLAN ANDERSON

With a new system comes a new start: What WIS can expect from the new Black Box Theater sound system

By SELENA SAID, 2026

Upper and middle school productions have been suffering from sound system issues in the Black Box Theater for over three years now. Facing both technological malfunctions and the resulting stress that builds up among the cast and crew, the productions have not sailed smooth seas for some time.

The sound system issues became apparent during the upper school production of “Mamma Mia!” in 2019, according to upper school vocal music teacher John Munt. During one of the show’s performances, these technical difficulties were so severe that students were forced to perform a capella.

Sophomore Maria Cristina Restrepo, who is highly involved in the tech crew of productions, explains that the main issue is a limited amount of available microphones, as the crew has only found 10 to 11 that performers can use. Additionally, the speakers are outdated and the tech crew has a limited amount, according to Munt.

As these issues have grown larger and more complex over time, the cast and crew have had to work around them. For each production, the crew has to determine which students already project their voices and don’t require microphones for them to be heard. Yet the students who do need microphones are forced to trade them when-

food

ever they go on and off stage, creating other obstacles.

“We try not to [trade microphones] because it causes a lot of feedback and it messes with the system of how it’s programmed,” sophomore and tech crew member Galaxia Aparicio said.

Dealing with these obstacles, especially during tech week and the performances, is very stressful for both the cast and crew.

“Part of it is the issue… [of] having to talk to directors and be like, ‘We can’t be switching [mics] out,’” Restrepo said. “It causes stress to us students having to tell teachers, ‘We can’t do that.’”

This matter was brought up to the administration and a plan was made to get a new sound system, including new digital wireless microphones, a new digital soundboard and a new speaker system. However, the whole thing took a long time with little communication from the administration, according to Aparicio.

“I was told that this stuff was going to be solved during the summer [2022] and then I came back and everything was the same; nothing had changed,” Aparicio said. “We’re coming up with new solutions, but this should’ve been solved already. This shouldn’t be our problem.”

The delay in securing a new sound system was largely caused by WIS’s struggle to find a reliable company, according to Audiovisual and Technology Coordinator Ra-

Review: Rose Ave Bakery brings Asian American flavors to Woodley Park

By NAOMI BREUER and ZOE HÄLLSTRÖM, 2024

Rose Ave Bakery, an Asian American bakery, opened its doors to downtown D.C. in the Block Food Hall on March 11, 2020, the same day that the World Health Organization declared an internation al emergency of the COVID-19 pandemic. Since then, the community’s engagement and Eater D.C.’s choice of Rose Ave as Bakery of the Year in 2021 have enabled the small business to overcome its challenging start. At its new Woodley Park location, the stand-alone bakery will ex pand its sweet and savory pastries and introduce a coffee program.

Rose Ave’s pastries epitomize the multicultural WIS palette at a perfect price and proximity to campus. Dateline staff members Naomi Breuer (NB) and Zoe Hällström (ZH) reviewed popular menu items during the bakery’s soft opening.

Black Sesame Donut

NB: One of the softest, fluffiest, not-toosweet donuts I have had, with a good amount of sugar on the outside to add a slight crunch, but not a strong enough sesame flavor to make it stand out (8/10).

NB: This pastry has great texture: flaky and crispy on the outside, and soft on the inside, but could use more scallion flavor to make it pop (8/10).

ZH: This flaky and buttery croissant-like pastry packs a punch of aromatic flavor (9.5/10).

Passion Fruit Donut

NB: This was beautiful, both inside and out. The punch of the passion fruit and the soft, chewy dough made this pastry stand out (9/10).

ZH: The tart passion fruit curd cuts through this sugary donut. This elevates the donut to the height and hype of Saint Honoré Bakery’s (8/10).

Ube Latte

NB: I am not a coffee person, which made the taste unappealing to me, but this was definitely one of the better coffees I have tried, as it felt natural and more subtle (3/10).

NAOMIBREUER/INTERNATIONALDATELINE

ZH: So soft. A modest donut with subtle nutty and toasty tones (9/10).

Coconut Mochi Puffs

NB: The crunchy exterior and the chewy interior combined with the toasted sesame seeds and the fresh coconut flavor made this an ideal sweet snack (9.5/10).

ZH: These soft puffs have a syrupy and subtle coconut flavor (7/10).

Garlicy Scallion Bun

ZH: This purple iced latte tastes as vibrant as it looks. It’s strong, silky and sweetened with purple yam (9.5/10).

Green Thai Tea

NB: This is the perfect refreshing drink. It feels like a combination of an herbal tea and a tea latte that is authentic and less sweet than typical iced teas (9/10).

ZH: Most customers would describe this tea as bright and refreshing, but it’s too floral and watery for my taste (3/10).

Strawberry Lychee Rose Donut

NB: One of the best donuts I have ever eaten. The soft dough, the sweet (but not too sweet!) cream and the freshness of the lychee and strawberry combined with a subtle rose flavor made this so complex and beautiful (9.5/10).

mon Cuevas. “You have to make sure you have a great company that has a good reputation [and] that is good at what they do,” he said. “We had to make sure we did our research, making sure that the products that we were getting were great quality for the soundboard and also for the Black Box Theater itself.”

A temporary solution was put in place for the upper school fall 2022 musical, “Heathers The Musical: Teen Edition.” “It’s like a band-aid on our current system, just to have it sound as good as it can for [Heathers] because the students work really hard for… so many rehearsals,” Munt said at the time.

Now, months later, the highly anticipated amendments to the sound system are up and running. The new sound system was installed from Dec. 11 to Dec. 15, 2022, according to Cuevas.

The new technology wasn’t used much in the upper school spring play, “Our Town,” so the installments will make their first major debut at the middle school musical, “Matilda Jr.”

“It is a lot of pressure,” middle school theatre arts teacher and “Matilda Jr.” director Rose Webster said. “I’m hoping it goes smoothly.”

As of now, the middle school musical has not experienced any technical difficulties, but this is mainly due to them not using much of the new technology yet, ac-

cording to Webster.

Both Cuevas and Munt are expecting significant improvements to the audio aspects of productions in the future, such as better sound quality since the newer microphones won’t cause as much interference. Additionally, plans are being made to hire a technical director for future productions, according to Munt.

The technical director would take over any aspects relating to the sound and lighting of productions, which would lift a large weight off of the crew’s shoulders and make preparation for productions more efficient. “We want to hire somebody that has the theatrical experience [so] that they understand the things that we’re talking about from a theatre standpoint instead of just from a technical standpoint,” Webster said.

Ultimately, the new sound system finally being installed means that the various casts’ talents will no longer be hindered by technical difficulties. With “Matilda Jr.” soon arriving at the Black Box Theater, students and faculty have high expectations and joyful emotions about the long-lasting issue finally coming to an end. “I’m so excited. Matilda’s the first show that gets to test [the system] out and try it at its full potential,” Webster said. “If it goes well, hopefully, it looks like a bright future [on] the technical side of things.”

Upper school play ‘Our Town’ breaks from theatrical norms

By DORA BAPTISTA DOS SANTOS, 2026

The upper school performed Thornton Wilder’s play “Our Town” from March 16 to 18 after more than two months of preparation.

The play follows a small town in the early 1900s, honing in on the lives of two teenagers, George Gibbs and Emily Webb. The story’s overall theme is the importance of the little moments in life.

Though the story is beautiful, it’s in no way groundbreaking. The true uniqueness of the play is evident when looking into how Wilder’s story was reproduced on stage.

Upper school theatre teacher and “Our Town” director Kerri Rambow chose to use a thrust stage, which is “a stage that extends into the auditorium,” according to Oxford Dictionary. The set followed a three quarters thrust model, which includes seating around three out of the four sides of the stage.

The unique placement of the stage helps in one of its main avenues of storytelling: its use of the fourth wall. “A lot of plays don’t break the fourth wall; some maybe crack it,” sophomore Maddy Fine said. “But in this play, there is no fourth wall, metaphorically and literally.”

Fine played one of the three Stage Managers, which are the show’s narrators. Her role maintained an ongoing dialogue with the audience about the lives of the townspeople, along with explicitly announcing time skips and setting changes.

The Stage Managers give just enough insight to keep the audience in the loop, while still keeping them well within the boundaries of the town presented in the play. Additionally, they help the audience jump from each small snippet-like scene to the next, forming a window into the characters’ lives which eventually builds into a cohesive narrative. “It’s these beautiful little moments… that make you understand the fragility of life and how you need to truly understand and appreciate the mo-

ments,” junior and “Our Town” stage manager Martina Tognato Guáqueta said.

From my own viewing, I saw just how quickly these characters grasp you, leaving you completely and utterly enthralled in their lives, even just ten minutes in. Though at times the narrators’ quick time jumps may seem abrupt, they allow the pacing to stay on track throughout the play. It leaves you on the edge of your seat, never knowing just what could happen next, despite its seemingly ordinary setting and plot.

All in all, the unique execution in “Our Town” allows it to convey its message and resonate emotionally with its audience to an unprecedented degree, though perhaps not in the most concise manner. “[Despite seeing] this show start to end probably 30 times because of rehearsal, it still makes me cry,” Tognato Guáqueta said. “This is the kind of play where you have to… give it a shot because it’s going to sound a little weird at first.”

Fine also connected with the play’s overall message. “It shows its audience that you’re not going to have infinite time and you just have to appreciate the time you have, [especially since, as high schoolers], we’re at the beginning of everything,”

COURTESY OF CHERYL TANSKI

From left to right: Senior Bianca Pattison, freshman Leo Naftulin and senior Finn Porter, playing Emily Webb, Stage Manager and George Gibbs, respectively.

De Washington à Paris, les étudiants de quatrième se rencontre de nouveau

By SELENA SAID, 2026

Au début de l’année, les élèves du Collège Sévigné en France sont venus à Washington D.C. pour visiter la ville, rencontrer leurs correspondants, et découvrir la vie et l’éducation aux États-Unis. Des mois plus tard, avant les vacances de printemps, ceux de WIS ont voyagé à Paris pour explorer la culture française de la même manière. C’est la première fois depuis le début de la pandémie que ce programme est présenté aux étudiants.

Du 25 oct. jusqu’au 2 nov. 2022, le collège à Paris a envoyé ses élèves à Washington D.C. « C’est très intéressant l’échange à WIS, » une élève en quatrième au Collège Sévigné qui a participé dans le programme cette année, Chloe Charbonnel, a dit. « Ça s’aide vraiment à voir les différences qu’il y a entre une école française et une école américaine. »

Ces leçons sur la vie américaine étaient le but de cette expérience, selon le directeur du collège et du lycée, Alan Yvon.

« Parmi les avantages principaux, c’est de découvrir un autre mode de vie que le mode de vie européen, » Yvon a dit. « Et ça, c’est important de pouvoir s’enrichir de l’expérience d’autres cultures, d’autres personnes, d’autres pratiques. »

Plus récemment, du 14 mars jusqu’au 24 mars, les élèves de quatrième de WIS ont voyagé à Paris pour 10 jours.

À Paris, les élèves de WIS ont visité plusieurs monuments, comme celui de Notre-Dame, avec leurs correspondants.

La découverte de Paris et des monuments sont en accord avec la raison qui a décidé WIS de participer à ce programme.

Le directeur du collège, Randy Althaus, a dit que cette décision a été faite en relation avec la mission et les valeurs fondamentales de l’école, qui est par exemple de poser des questions et d’être engagé avec le monde.

« Les occasions, les rapprochements, les recherches ont fait que ça correspondait bien à nos attentes de la WIS, » Yvon a dit. « [La WIS] à un très beau programme pédagogique avec une très belle équipe, et des élèves très sympathiques. »

Pour les deux écoles, spécifiquement au Collège Sévigné, c’est une expérience très anticipée par la communauté scolaire.

« Je crois que ce qui est important avec l’acquisition de la langue c’est d’avoir des motivations, et surtout pour les élèves en sixième et cinquième » a dit Mark Wallace, enseignant des langues anglaise et espagnole à l’école supérieure au Collège Sévigné. « Il y a toujours cette motivation que si on arrive en quatrième, en bilingue, il y a Washington. »

Mais ce qui est le plus attirant pour les étudiants du collège est l’idée de communiquer avec un ou une élève des États-Unis.

« Les élèves qui sont en cinquième s’impatientent d’aller en quatrième pour pouvoir aller à Washington et avoir des correspondants ou des correspondantes, » Yvon a dit. « Et après, une fois qu’ils ont bénéficié de cet échange, ils sont vraiment ravis de l’expérience et ils aimeraient bien même la prolonger. »

Avoir un correspondant ou une correspondante aide les enfants à développer leur sens d’empathie, selon Althaus.

Le concept est que chaque élève vit dans la maison d’une autre famille en

France, qui a un mode de vie auquel ils ne sont pas habitués. Il y a une culture, une routine différente dans chaque maison et en s’adaptant à ce changement, les élèves deviennent plus indépendants et ont confiances en eux.

Althaus a raison, car Martina Moreni, une élève en quatrième à WIS, pense qu’elle a grandi et a été plus consciente d’elle-même durant son séjour à Paris. « J’ai gagné de l’indépendance parce que c’était un peu difficile, » elle a dit. « Parce que moi, je ne connais pas très bien le français, »

C’est la même réalité au Collège Sévigné. Les personnes en charge ou impliquées dans le programme savent que la relation entre un élève et son correspondant peut être bien, moyenne, ou difficile.

Cependant, Wallace pense que « les trois types d’expériences sont importants parce que si on apprend, là déjà en quatrième, de vivre en coloc avec quelqu’un qui n’est pas facile, où il faut chercher la bonne personne, c’est quelque chose qui est important, même si on a souffert un petit peu. »

En plus, cette expérience aide les étudiants de WIS à pratiquer le français, et l’anglais pour ceux du Collège Sévigné.

« C’est vrai que quand on apprend l’anglais pendant trois ans, c’est bien d’aller sur le terrain après essayer de voir si on peut survivre, » Charbonnel a dit.

Néanmoins, cette visite est considérée comme différente cette année parce que l’anticipation des deux communautés scolaires était plus intense, car ils avaient peur que cette opportunité soit annulée comme les trois années précédentes.

La pandémie était un grand obstacle

qui a empêché le voyage à Paris pour les élèves. Bien que WIS a eu l’opportunité d’envoyer la section française de la classe de 2026 à Québec, Collège Sévigné n’a pas proposé un autre voyage pour ceux qui anticipaient venir à Washington D.C., car, selon Yvon, « c’est quand même le voyage et l’échange qui compte. »

Pourtant, même si cette année les voyages pouvaient recommencer, la préparation cette fois était plus compliquée, car il fallait faire des modifications à cause du Covid. Althaus a dit qu’en faisant le plan pour cette visite à Paris, il fallait être préparé pour les imprévus du Covid, comme avoir des évacuations prêtes en cas d’urgence et parler avec le collège sur les conditions d’isolement dans les maisons des hôtes.

Il n’y avait pas d’obstacles pendant la visite à cause du Covid.

Cet effort est vraiment apprécié par les parents de WIS. Althaus sait que les parents et enfants attendaient cette expérience depuis leur entrée à l’école, ou pour les enfants qui étaient à WIS toute leur vie, ils anticipent ce voyage depuis l’école primaire.

De plus, cette visite était probablement mieux que les précédentes, car elle signifiait bien plus qu’un voyage éducatif ou une nouvelle opportunité.

« C’est-à-dire que les élèves étaient vraiment encore plus contents, » Yvon a dit. « Parce que bien sûr, il y avait le voyage, mais aussi ça voulait dire que les choses sont redevenues normales, que le Covid est un peu derrière, même s’il faut rester toujours vigilant. »

Nomi Bakshian: A child of a diplomat’s reality

By NAOMI BREUER, 2024

As the child of a diplomat, junior Nomi Bakshian’s reality means packing up and moving to a new country every couple of years. Throughout her life, she has lived in six countries across three continents and learned to adapt to various cultures, people and schools.

Bakshian’s mother, Nicole Bintner-Bakshian, is Luxembourgish and works for the Embassy of Luxembourg. Typically, she is assigned a position in a country for four years. She is currently the Ambassador of Luxembourg to the U.S.

When she was born, Bakshian’s family was living in Manila in the Philippines. However, they flew to Luxembourg for Bakshian to be born. The family returned to Manila and continued to live there for another year before moving to Beijing, China for four years.

After that, they lived in Bangkok, Thailand for one year, which is Bakshian’s favorite place she has lived in. Then, the family moved to Abu Dhabi in the United Arab Emirates for five years and, afterwards, Dakar, Senegal for four years.

Bakshian’s family visits Luxembourg every summer for at least a month, which keeps her connected to her motherland. “[Luxembourg has] been my home away from home in every place that I’ve lived,” she said. “That’s the only thing that’s stayed constant.”

Bakshian has always attended international and American schools. They have high turnover and consist mainly of children of diplomats and people who work at the IMF or World Bank. “That provides for [a] great community of really interesting people and people with a bunch of different backstories,” she said.

WIS, on the other hand, is a completely new experience for Bakshian. In fact, she does not consider WIS a truly international school, as there is low turnover every year and many students are “lifers” (students who have attended WIS since pre-kinder-

garten or kindergarten) and have lived in D.C. their whole lives.

“They all share the same childhood, essentially,” she said. “And they don’t have the same experiences as someone... who has lived abroad their whole life and who has moved every four years.”

Bakshian moved to Washington D.C. as a rising sophomore in 2021. Though she had visited the city often to see her American father’s family, it was her first time moving to the U.S.

Overall, the U.S. is very different from any other place Bakshian has lived. “You know you’re in the U.S.,” she said. “You see an American flag every so often, just so you don’t forget.”

At WIS, students’ uniform experience has fostered a community where everyone has similar perspectives on issues, according to Bakshian.

If it were up to her, Bakshian would

not market WIS as a truly international school. She has met few students who have had as international experiences as her. There is “definitely an American lens [through which the world is] looked at” at WIS, according to Bakshian, which is largely impacted by the local view in D.C. Because she has lived abroad for her whole life, it was never a strange experience for Bakshian. “I never lived in Luxembourg, so I don’t really know my own culture that well, and I’m very much a third-culture kid,” she said.

A third-culture kid is “a child who grows up in a culture different from the one in which his or her parents grew up,” according to the Merriam-Webster Dictionary. Third-culture kids adopt the cultures of their parents and the places they live in, which shapes their mixed identity.

Bakshian was taught at a young age to be open-minded and courteous of people

A bright future ahead as WIS hires new Director of IDI

By DERIN KIRTMAN, 2025

The WIS administration has worked hard to strengthen International-Mindedness, Diversity and Inclusion (IDI) around campus over the past few years. By appointing Aldaine Wynter, a specialist in improving these qualities, as the new Director of IDI, WIS is taking massive strides towards refining the school’s overall environment. Wynter will be moving to D.C. this summer and will begin to incorporate his exciting plans for the 2023-2024 school year.

Dateline sat down with Wynter to learn more about his background and beliefs. Answers have been edited for concision and clarity.

International Dateline (ID): Where were you born?

Aldaine Wynter (AW): I was born in St. Andrew, Jamaica. I then moved to London when I was about four years old.

ID: How did growing up in London affect you as a child?

AW: I think London gives you the opportunity to mix with a variety of people.

ID: How did you get involved with this line of work?

AW: My first experience with IDI was when I was working for British gymnastics. In addition to my coaching, I was on the committee that looked at diversity and inclusion initiatives that were applied across gymnastics in the UK.

ID: What is your favorite thing about this line of work?

AW: It’s the joy that it brings to students when they feel a sense of belonging, ease and welcome when they come to school.

ID: What does international-mindedness mean to you?

AW: International-mindedness is all about understanding how we are all connected, and how we can build a sense of community through our shared similarities, but understanding that there’s beauty in the differences that we all have.

ID: Why is diversity and inclusion important?

AW: I think [education] has excluded the voices of a large proportion of students. Therefore, there’s nothing more important than understanding your history and gaining a passion for understanding other people’s history in a non-biased way.

ID: What are your early impressions of WIS?

AW: It’s an amazing environment. What [WIS] is striving for in terms of IDI is incredibly exciting. It’s one of fewer than ten [schools] worldwide to have an IDI role that is this senior.

ID: What do you plan to incorporate at WIS?

AW: I intend to take my way of working,

which is about being hypervisible and being available to talk to, bring in experts on campus that are going to be able to touch on different aspects and really give the affinity groups a platform.

ID: Do you have any pets?

AW: I have a little miniature pinscher dog.

ID: What is your favorite hobby?

AW: I really like contemporary dance.

ID: Are you an athlete?

AW: I competed in elite gymnastics for about 13 years, and I still like to keep fit.

ID: What are the favorite places that you have traveled to around the world?

AW: I studied and worked in Beijing and Shanghai so they are probably my favorite places in the world. Second is Thailand, mainly because of the food.

ID: If you could meet anyone in the world, alive or deceased, who would it be?

AW: Barack Obama, without a doubt. I find his story and mindset inspiring. Also, by meeting him I would also be able to meet Michelle Obama. Secondly, my great grandmother.

ID: What is the best piece of advice you’ve ever been given?

AW: Be happy.

who are different from herself. “I see different experiences, and I understand better where people are coming from, and why different people have different beliefs,” Bakshian said.

Learning about so many cultures has been a valuable experience for Bakshian. But she says that leaving behind the friends she makes across the world is difficult. “Moving every four years, you have to start a new life, essentially, which is tough,” she said.

Nonetheless, Bakshian has grown to enjoy creating new lives all over the world. In recent years, social media has helped her to stay in better contact with friends.

In the years to come, Bakshian hopes to settle down. However, she hopes that one day her children will be able to experience the world like she has, as she believes it is invaluable.

Though many students at WIS are dual citizens, Bakshian believes that that in itself does not make someone “international.”

“That’s not what international means to me,” she said. “International means living abroad, not being from two different countries… Because if you live somewhere your whole life, you’re familiar with your own environment. And if you’re familiar with one environment, what’s international about that?”

international dateline

April 2023

Editorial Board

Managing Editors

Abigail Bown

Maia Nehme

Publications Editors

Naomi Breuer

Isabella Duchovny

Marketing Managers

Leonardo Sarzi Braga

Sofía Vakis

Print Design

Abigail Bown

Naomi Breuer

Andrea Brudniak-

Berrocal

Isabella Duchovny

Tindra Jemsby

Photographer

Martina Tognato

Guáqueta

WIS News

Andrea BrudniakBerrocal

Global News

Eliana Aemro Selassie

Sports Kas Salehi Opinion

Zachary S. Pan Features

Zoe Hällström

Derin Kirtman Arts

Dora Baptista dos Santos

Selena Said

Food Lauren Brownell

Faculty Adviser

Alexandra Wilding

International Dateline is a publication of the student body and therefore has a responsibility to reflect student, school and community affairs. It will strive to inform, entertain and inspire its readers in a broad, objective and accurate manner.

Dateline also provides an open forum for the opinions of the student body, Dateline staff, the faculty, the school administration and people in the community.

Dateline staff editorials reflect the opinion of

Dateline’s editorial board. Over 50% of the editorial board must support the opinion. Editorials do not reflect the opinions of individual writers.

Submit a letter to the editor:

Go to wisdateline.org or scan the QR code on page 1.

“Submit a letter to the editor” will appear in the top right corner of the screen. Letters must be under 250 words and can address any issue concerning Dateline or WIS.

Nomi Bakshian when she was four years old in Beijing, China, which she moved to when she was one year old and lived in until she was five.

COURTESY OF NOMI BAKSHIAN

1 WIS failing grade.

9 There’s a WIS IB one of these.

12 Steps in front of 48-Across.

13 Doubly.

14 Company with a lowercase logo, rival of 43-Across.

16 Sound of amusement.

17 Type of pasta, one of 95-Across.

19 A lollipop brand name when repeated twice.

20 Rage, in ye olden days.

21 First three letters of an explosive device.

22 State with a capital in Albany, acronym.

23 A four-person supergroup with a song about Napoleon.

26 State with a capital in Hartford, acronym.

27 Bear with too-hot porridge.

28 Famous Japanese gift peaking in spring.

33 Salutations.

34 To reside or fill up.

35 Lip-sync TikTok predecessor.

37 A form of treatment for physically debilitating illnesses or injuries, acronym.

38 To make someone feel scared.

40 Chromium, abbreviated.

41 Used to remove denominators.

43 Handmade goods, a rival of 14-Across.

46 A UK diminutive nickname for a parent’s sibling.

47 Earliest form of language in England, acronym.

48 Building with Dateline recycling box.

49 __bux are the currency in the similarly-named game.

50 Jane Hopper’s nickname.

52 To have success with a knot.

1 Hélène L, Charles G, Emna W, Gaetan B, Christian D, Maguelone E, Anne G.

2 Opposite of dry, in shampoo-speak.

3 Old computer input slot.

4 Vintage auto.

5 WIS program.

6 Monty Python, Knights of __.

7 Name in alphabetical order.

8 Gen__ of WIS thrifting.

9 Lightning McQueen, e.g.

10 A pirate’s yes.

11 Spanish: Antonio _______.

15 Small, as in a spider.

53 Music group with an army.

54 ___ Day on April 15.

55 Inside Out protagonist.

58 Slightly open, like a door.

60 Untranslatable Danish word of coziness and comfort.

63 Logic counterpart to 57-Down.

65 Spanish: ___ María Nicolich.

66 Five classes per cycle.

68 You, in Latin.

69 Telling someone to be quiet.

71 Little genius.

74 Have brunch or a midnight snack.

76 Color palette of spring.

79 To do something well; modern.

81 Oscar-winning movie with “Naatu Naatu,” or the sound of a growl.

82 10th grade trip in March.

84 Hours logged in ManageBac.

85 Attached to the wheel in mechanical clocks.

90 Six classes per cycle.

91 One’s perspective, acronym.

92 Parks and ___.

93 Most prom attendees.

94 Darling, modern-style.

95 Knuckle or knee.

96 “When’ll you be here?”, in text.

97 Padme Amidala’s nickname for Luke Skywalker’s father.

100 State with a capital in Topeka, acronym.

101 Alpha Kappa Alpha, for one.

105 Italian poet discovering “the secrets of the universe” with Aristotle in a 2012 novel.

107 The Last of __.

108 To inform someone, in text. “I will ___.”

101 Google extension game not blocked on WIS WiFi, recently renamed to Stacker.

110 Filler word.

16 WIS area of flag garlands, acronym.

18 Sorrow, in Scotland.

19 Run by “Daddy”s in a 2003 movie of the same name.

21 There’s a Tidal one in Washington.

24 “I’m cold.”

25 Vegetable with a crown.

26 Concept thief.

27 Type of ruler or after midday.

29 Eerie bothering occurring at Hill House or Bly Manor, e.g.

30 The _a_he_or; reality show.

31 Cradle song.

32 Netflix show set in North Carolina.

35 Vocal: John ____.

36 Infection that rhymes with the body part it affects.

38 Blue Ivy Carter to Beyoncé.

39 Still, in Spanish.

42 The “m” of F = ma.

44 Be or not be.

45 Four of these in high school.

51 Sixty, in Roman Numerals.

54 @, read from right to left.

56 Chicken ___.

57 Social counterpart to 63-Across.

59 There’s an EE one run by Mr. Boehm.

61 Often unflattering Freed Photography photos are taken

for these.

62 Particularly, in text.

64 Initials of famous American electric guitarist.

65 Arrow between these letters on the Amazon logo.

67 Solfege music note.

70 Nordic version of classic palindromic girl’s name.

71 Sport for gaining muscle, acronym.

72 __ You Give a Mouse a Cookie.

73 Went for a roll during spring break.

75 “Astroworld” artist ___ Scott.

77 Most popular WIS sport.

78 Bunny season.

CROSSWORD BY TINDRA JEMSBY

80 Ivy League university accepting several WIS students in Dateline.

83 Done in the Design Lab.

86 Like many theatre kids.

87 Descriptor of a French prince.

88 Rather than out.

89 Less famous U.S. spy network.

91 Worn to bed, acronym.

94 Skewed view.

98 Nonprofit democratic organization.

99 Cycle at night; a rock band.

102 “Are you __?”

103 High school play, acronym.

104 Video platform, in text slang.

106 You, in Spanish.

ChatGPT: Improving lives or improving lies?

By CHATGPT and SOFÍA VAKIS, 2025

ChatGPT, an artificial intelligence chatbot, has taken the world by storm. Developed by OpenAI, the program mimics conversational language to answer questions and fulfill demands. ChatGPT works by using reinforcement learning, so with each prompt a user inserts, the answers improve in quality and accuracy. Although ChatGPT’s swift takeover of the internet has been discussed from environmental, ethical and economic angles, its impact is perhaps most disputed in schools. While students have delighted in the piece of technology that can complete their homework, essays and projects with a few strokes from a keyboard, schools have quickly cracked down, blocking the site from their WiFi networks under firewalls and somewhat begrudgingly speculating the ways in which ChatGPT has changed learning forever.

As a highly advanced language model, ChatGPT’s vast knowledge and natural language processing capabilities can serve as a powerful educational tool, helping students learn more effectively. By engaging in natural language conversations with ChatGPT, students can ask questions and receive accurate and detailed answers in real time, leading to a deeper understanding of complex subjects and personalized learning experiences. Teachers can also use ChatGPT to create interactive lesson plans and provide students with personalized feedback.

However, there are potential negative impacts of ChatGPT on learning. Some critics argue that ChatGPT may discourage students from developing critical thinking skills and relying too heavily on technology for answers. In addition, there are concerns about privacy and data security with the use of

AI-powered learning tools. As a technology produced in a field dominated predominantly by white men, there is also the risk that ChatGPT could perpetuate biases and inequalities in education, particularly if not implemented equitably across different schools and communities. Finally, although ChatGPT will only become better and stronger with time, the information it provides can be mis-

leading, and in many cases, false. The chatbot has been known to make up sources when asked to provide for them in investigative essays.

Overall, while ChatGPT has the potential to revolutionize learning in high schools, it is important to carefully consider both the positive and negative impacts and ensure that it is used in a responsible and equitable manner. Despite its serious consequences for the education system,

ChatGPT can also be used in amusing ways in more casual settings. For example, friends can engage in a game of “Ask ChatGPT,” where they take turns asking ChatGPT absurd or nonsensical questions to see how it responds. ChatGPT can also be used to generate humorous responses to jokes or puns, providing a lighthearted source of entertainment. In addition, ChatGPT can be used to generate creative writing prompts, such as asking it to generate a funny short story idea. With its ability to generate natural language responses in real time, ChatGPT can provide a fun and entertaining way to spark creativity and humor in casual settings. In fact, ChatGPTbased content has been quick to pop up on entertainment and informational sites like YouTube, TikTok and now, even Dateline!