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Transcript of October 2014
TODAY6560 Braddock Rd., Alexandria, VA 22312
OCTOBER 16 , 2014 VOLUME 30, ISSUE 2
T H O M A S J E F F E R S O N H I G H S C H O O L F O R S C I E N C E A N D T E C H N O L O G Y
tj
TJ Plague strikes earlier this year
Students dabble in social activism P8-9P7 P1412th Doctor stars
in new season P10Nationals suffer due to player injuries
F O O DAll You Need to Know about
Sam Svoboda @DisregardHandle@tjTODAY_news @DasNotMyName Snickers >> #smartsnacks
DJ Jayachandran @DjJayachandranThey are terrible....we need our old cookies back @tjTODAY_news @DasNotMyName
Geetika Mahajan @GeetikaMahaj#smartsnacks more like #dumbsnacks I want brownies and pizza I’m a growing teen I need SUSTENANCE
ԑXGRQ �ܴ�@fudonkEnd prohibition; we deserve the right to choose #LegalizeIt @tjTO-DAY_news
Anant Haagen @DasNotMyName@tjTODAY_news Thought theyd focus on eating *healthier* foods but they focus more on cutting portion sizes and setting limits #WhatsThePoint
Princess Anna @_italiANNAFcps keeps telling us we are going to be adults but they are telling us what we can and cannot eat? #smartsnacks
PUMPKIN SPICE
The United States Department of Agriculture (USDA) recently published sensible, science-based nutrition standards for snack foods and beverages sold to children at school. Required by the Healthy, Hunger-Free Kids Act of 2010, these new standards will allow schools to provide healthier snack foods while also limiting junk food available. With several requirements including calorie and fat limits, the USDA hopes that ��������ȱ ���ȱ�������ȱ���������ȱ������ȱ������ȱ ����ȱ�����������ȱ�ȱ��Ĵ��ȱdiet throughout their youth. These policies are currently �����ȱ�����������ȱ��ȱ��ě�����ȱ���ȱ���ȱ����ȱ����ǯ more on pg. 14
SMART SNACKS
Due to the new policies set in place by the United States Department
of Agriculture (USDA) for creating healthier standards for student
snacks at school, there are limitations on the food that can be sold at bake
sales. The Student Government Association
(SGA) is in the process of
creating and distributing
rules and recommend-
ations for club leaders.
more on pg. 14
BAKE SALES
FOOD TRUCKS
Food truck arrival is delayed due to electrical problems.
TRICK-OR-TREAT
�����ȱ�Ĵ��������ȱ�ě��ȱ����ȱ����¢ȱ��ȱHalloween night. ��������ǰȱ��������ǰȱand malls in the area all have �������ȱ�ě���ȱ���ȱevents planned. more on pg. 12
When you think of autumn, you can’t help but think of �������ȱ�����ǯȱIts characteristic spicy-sweetness has been utilized in a wide variety of food products that are popular in October snacks. We looked at similar sets of two pumpkin spice items- such ��ȱ�������ǰȱ��Ĵ��ǰȱcream cheese and marshmallows- to judge which had the best tasting representative of ���ȱ����ȱĚ����ǯȱmore on pg. 10
G O V E R N M E N T DOES NOT HAVE THE RIGHT TO REGULATE STUDENT EATING HABITS
80%5%NEW HEALTH GUIDELINES WILL BE EFFECTIVE IN LIMITING UNHEALTHY EATING HABITS
ONLY
91%OF STUDENTS BELIEVE UNHEALTHY EATING HABITS ARE NOT A SERIOUS PROBLEM AT JEFFERSON
93%NEW HEALTH GUIDELINES WILL HARM THE JEFFERSON COMMUNITY
OVER
OF STUDENTS BELIEVE THE
Statistics are ased on an anonymous survey sent out on social media to which 922 students responded.
Football P6
TJ Tweets
Jefferson students use Twitter to express their discontent with and further opinions about the new USDA SmartSnacks regulations set in place this year.
Unhealthy Eating: Is it Really a Problem?
OF STUDENTS BELIEVE
OF STUDENTS BELIEVE THESE
IN PUBLIC SCHOOLS
october 16, 2014news
2RENOVATION
CORNER• The NEW FRONT OFFICE is set to open
during the month of October, after the arrival of new furniture.
• Oct. 13-14 marked the beginning of the transition to the NEW SENIOR LABS; equipment was moved from old spaces.
• �������ȱ���ȱ��������ȱ��ȱ���ȱę��ȱ��������ǰȱ���ȱnew research wing will OPEN OCT. 20.
• CHEMISTRY and GEOSYSTEMS have a scheduled move-in date at the beginning of the second quarter of the school year.
• A NEW PARKING LOT for student use will be open around the same time as the opening of the new administrative suites.
• The DOME'S INTERIORȱ��ȱ���ȱę����£��ȱȱ¢��ȱand likely will not open until the beginning of 2015.
Kudos &
Accomplishments
Publications recognized at Virginia workshop� On Oct. 6, tjTODAY, tjTODAY.org, Techniques and Threshold were announced as Tropy Winners at the Virginia High School League (VHSL) Regional Media Championships, held at the Fredericksburg Expo & Conference Center.
tjTODAY staff members bring home individual awards�Seniors Sandy Cho, Ellen Kan, Stav Nachum and Lindsay Williams, junior Anjali Khanna and Class of 2014 graduates Tommy Lunn and Yena Seo were each � �����ȱę���ȱ ��ȱ ������ȱ�����ȱ ��ȱ ���ȱ���ȱ��������ȱMedia Championships for creating successful info-graphics and secondary packaging and front page lay-out and writing superb editorials, feature writing and sports news.
Techniques receives All-American rating����ȱŘş��ȱ������ǰȱ������ȱȈ�� �¢�ȱ��ǯȱ�������¢ȱ�ěǰȈȱ��ȱ��ě�����ȇ�ȱ � ���Ȭ ������ȱ ¢�������ȱ ��������ȱ ��ȱ���Ȭ��������ȱ ������ȱ ���ȱ ę��ȱ�����ȱ ��ȱ �����������ȱ ����ȱthe National Scholastic Press Association (NSPA). This is the highest rating awarded to yearbooks by NSPA.
Jefferson science magazine honored statewide�������ǰȱ ��ě�����ȇ�ȱ �������ȱ ��ȱ �������ǰȱ �����������ȱ���ȱ ���������¢ǰȱ ��ȱ �������£��ȱ �¢ȱ ��������ȱ ������ȱ����£���ȱ��ȱ���ȱŘŖŗŚȱ�����ȱ��ȱ���������ȱ�������ǯȱ����-nos was cited for innovation in the science, math and technology category of Top High Schools and Colleges.
Students selected as National Achievement Scholars��������ȱ�£��£ȱ���������ǰȱ�������ȱ�����ǰȱ �������ȱClark-Callender, Theodore Richardson and Rollin ��������ȱ���ȱ������ȱ��ě�����ȱ�������ȱ�����ȱ����ȱhave been selected to receive the National Achieve-ment Scholarship, which is awarded to African-Amer-ican seniors every year by the National Merit Scholar-ship Corporation (NMSC). They, along with 19 other students from Fairfax County, will each receive $2,500 in scholarship money.
Teams dominate at international college hackathon � One team, comprised of juniors Pierce Stegman, �����ȱ ����ǰȱ ���ȱ ��Ĵ�� ȱ �����ǰȱ �����ȱ �ȱ ����ȱcalled Spacebowl and were one of the 10 winning teams. Another team consisting of junior Fox Wilson, sophomore Samuel Damashek and a non-TJ freshman built a web application called dep10y.me and won $1,000 for the best collaborative hack at the hackathon.
Debate and Student Congress teams place high
at Wake Forest Earlybird Competition� Junior varsity member and junior Allen Cheng broke ��ȱę����ȱ���ȱ������¢ȱ������ȱ���ȱ������ȱ����¢��ȱ���ȱ�����ȱ ��ȱ ����ę����ǯȱ ��ȱ ��������ǰȱ �������ȱ ��������ȱmember amd junior Victoria Bevard went to Super Congress. Both of these competitions took place at the Wake Forest National Earlybird Tournament, held Sept. 12-14 at Wake Forest University.
tjTODAY OnlineTo see more news, visit our website at tjtoday.org
photo illustration by Stav Nachum
Foreign exchange programs beginby Esther KimOpinion Editor
����¢ȱ ¢���ǰȱ Ě�����ȱ ��ȱunfamiliar uniforms and snippets of foreign conversa-tion in the halls indicate the ������ȱ ������ȱ��ȱ ��ě�����Ȃ�ȱforeign exchange programs. ��ě�����ȱ ��������ȱ ���ȱ
host 20 high school students from Roosevelt High School in Reims, France, from Oct. 13-26.
“We are excited that freshmen stepped up to participate this year,” senior Alec Jessar, French Honor Society (FHS) co-president, said. “We also have a few students who will be hosting two students at once.”
The French students will experience the American educational experience by shadowing their host stu-�����ǯȱ ��ȱ �����ȱ ��ȱ ����¢ȱ ��-�����ȱ ����������ȱ ��ȱ ��ě��-���Ȃ�ȱ �������ǰȱ ���ȱ ��������ȱare no longer required to interview their hosts, as they had done in the past.��ȱ��������ǰȱ���ȱ�¡������ȱ
students will be traveling to Washington, D.C. three times and participating in student-planned activities. The French students and their hosts will also visit Ty-sons Corner, generally one of the highlights of the pro-����ȇ�ȱ��������¢ǯ
“Just as wearing French clothing is seen as very hip in America, anything Ameri-can is seen as really cool in France,” senior Kate Salami-do, FHS co-president, said. “When the French kids come ����ǰȱ���¢ȱ�� �¢�ȱ��¢ȱ����Ȃ�ȱbecause in France, the jeans
are sold at three times the American price.”
At its Oct. 22 meeting, ��ȱ��¢ȱ ę��ȱ�������ȱ ��-nouncement videos with the exchange students to raise awareness of National French Week, which spans from Nov. 5-11. ��ě�����ȱ ���ȱ ����ȱ ����ȱ
begin the inaugural Eng-lish exchange program with students from Ewell Castle School in Surry, England. These students, who will be visiting Oct. 22-26, will �Ĵ���ȱ �������ȱ ���ȱ �����ȱhosts, watch the Friday Sadie Hawkins football game and ����ȱ�����ȱ�Ĵ��������ǯ
“My English student wants to see what America is really like compared to how ��Ȃ�ȱ������¢��ȱ��ȱ���ȱ�����ǰȄȱ������ȱ ���¢ȱ �������ȱ ����ǯȱ ȃ�ȱthink our biggest cultural ��ě������ȱ ���ȱ ��ȱ ��ȱ �����ȱ���ȱ ���ȱ �������ǯȱ �ȱ ����ȱ �ȱend up being friends, but if �������ȱ ����ǰȱ �Ȃ�ȱ ����ȱ ��ȱ ��-prove my English accent.”��ȱ���ȱ���ǰȱ������������ȱ��ȱ
the exchange programs hope to form connections beyond those found in textbook �����ȱ ���ȱ �������¢ȱ ��¡��ǯȱ ��ȱthe future, the French and English schools will also ������ȱ ��ě�����ȱ ��������ȱas guests to complete the cul-tural exchange.
“The French exchange program provides a chance for students to witness the culture they have been ����¢���ȱ ę�������ǰȄȱ ������ȱsaid. “We hope to promote an understanding and love of Francophone culture and global interaction.”
by Ellen KanPrint Editor-in-Chief
As the clock strikes 4 p.m., �ȱ Ě���ȱ ��ȱ �������ȱ ��������ȱswarm from one bus door to another, searching for the right one to board. Another student sprints across the length of the school, his back-����ȱ Ě������ȱ ����ȱ ��ȱ ��ȱ���������ȱ��ȱę��ȱ���ȱ���ǯ��ȱ��ě�����ǰȱ����ȱ�����ȱ��ȱ�ȱ
familiar one. Only a handful of administrators and security �Ĝ����ȱ������ȱ ���ȱ ���ȱ������ȱthe school and take note of ����ȱ ���Ȃ�ȱ ��������ǯȱ ��ȱ ę��ȱtheir buses, students must track down the clipboard-carrying adults who are few and far between. Often, stu-�����ȱ ������ȱ ��ȱ �����£�ȱthrough the doors just as the bus is pulling out, but there is no guarantee they will be lucky every time. The current �¢����ȱ��ȱ�����¢ȱ���ȱ�ě������ȱ��ȱ�������ȱ��������ȱę��ȱ�����ȱbuses in a timely manner.����������¢ȱ���ȱ��ě�����Ȃ�ȱ
bus commuters, seniors Ani Chandrabhatla and Shantanu ���ȱ�������£��ȱ���ȱ����ȱ���ȱa permanent solution.
“We noticed that students �����ȱ ��������ȱ ��ȱ ę��ȱ �����ȱbuses, especially if their bus is ��ȱ�ȱ��ě�����ȱ��������ȱ����ȱ��ȱ�������¢ȱ��ǰȄȱ���ȱ����ǯȱȃ���ȱsecurity team already records the positions of buses, so we thought it would be helpful to provide students with a way to access this data.”�������������ȱ ���ȱ ���ȱ
have designed an app to ex-pedite the process of relaying bus locations to students. Ȉ�ȱ���ěȱ������ȱ���ȱ����ȱ
and drop buses onto a map of ��ȱ�����ȱ��ȱ����ǰȈȱ���ȱ����ǯȱ"As each bus is dragged onto the map, its name and loca-tion is sent to a database on our server. When a student accesses the page to view the buses that have arrived, their
device pulls the bus informa-tion from the server and dis-plays it to them."
The seniors used mul-tiple database management systems and programming techniques, including jQuery, HTML 5, CSS, JavaScript, PHP, AJAX, and MySQL, to make their app a reality.
"Although the idea came up in May 2014, we only be-gasn programming in the middle of August," Chan-���������ȱ����ǯȱȈ�ȱ����ȱ����ȱ��ȱthe front end, the client side, and Shantanu worked on the back end, or the server side."
After coding a rough ver-sion of the app this summer, the pair met with administra-tors. They have worked with Assistant Principal Shawn Frank, Security Director Rob-ert McCormick and Systems and Network Administrator Andrew Hamilton to move toward large-scale implemen-tation of the app.ȱȃ�ȱ��ȱ�� �¢�ȱ����¢ȱ��ȱ���ȱ
students take initiative, espe-cially on a project this large in scope,” Frank said. “They saw a problem and used their skills and know-how to solve it. With this app, they will make a positive impact on the TJ students and community."���ȱ���ȱ��ȱ�� ȱ��ȱ���ȱę���ȱ
stages of testing; Hamilton has already assisted the se-niors in migrating the app to ��ě�����ȇ�ȱ�������ǯȱ��ȱ���ȱ����ȱfuture, the seniors hope to conduct a full test in coordina-tion with the TJ security team. ���¢ȱ ����������ȱ ��ȱ �Ĝ����ȱlaunch of the app to occur late October or early November.
“Our main goal was to use technology in a way that helps TJ students,” Chandrabhatla said. “We hope that our app will be used on a regular basis so students will not miss their �����ȱ��ȱ����ȱ��ȱ���Ĝ�ȱ ����ȱ��¢���ȱ��ȱę��ȱ����ǯȄ
New bus app will aid with dismissal
by Lindsay WilliamsOnline Editor-in-Chief
On Oct. 23, the Fair-fax County Public Schools (FCPS) School Board will vote on the late start times recommendation pre-sented by Superintendent ����ȱ��£�ǯȱ ��ȱ ���ȱ ������-tion is passed, starting in the 2015-2016 school year, high schools may begin the school day between 8 and 8:10 a.m., at least 40 min-utes after the current sched-����ȱ �����ȱ ����ǯȱ ��ȱ �ȱ �����ȱconference with student �����������ȱ��ȱ����ǯȱŗŞǰȱ��-£�ȱ ������ȱ ����ȱ ���ȱ ��������ȱapproval will be likely. ��ě�����Ȃ�ȱ �����ȱ �����ȱ
will not change. However, because of the depot busing system currently used to bring students from around ���ȱ �����¢ȱ ��ȱ ��ě�����ǰȱ
�����ȱ �������ȱ ��¢ȱ �ě���ȱ��ě�����ȱ��������ǯ
According to the pro-posed plan, middle and ele-mentary schools will also be changing their start times as well to accommodate the new sys-tem. Mid-dle schools will start at 7:30 a.m. For the depot bus-ing system J e f f e r s o n current ly uses, the m i d d l e s c h o o l s will serve ��ȱ ��Ĵ��ȱ ���������ǰȱ ��ȱ �����ȱbus arrivals will coincide with when the buses need to leave the depots to arrive ��ȱ��ě�����ȱ��ȱ����ǯ
“Students who currently take two buses will likely be riding with middle school students next school year, according to FCPS transportation,” Principal ����ȱ��£��ȱ����ǯȱȃ���ȱ��-
pot would more like-ly be at a middle s c h o o l r a t h e r than the base high s c h o o l . Our start t i m e should be the same.”
S o m e students are worried that the changes may increase the duration of their com-mute, which is already high for many students.
ȃ�ȱ������¢ȱ�����ȱ�ȱ���ȱ��ȱtime in transit to and from TJ,” sophomore Numan ���ȱ ����ǯȱ ȃ��ȱ ���ȱ �������ȱtime is increased, then it will become tougher to take the bus in the morning.”
Other students see this as an opportunity for the school to reduce problem-atic bus overcrowding that has plagued certain areas throughout the years. ȃ��ȱ�ȱ �¢ǰȱ��Ȃ�ȱ��Ĵ��ȱ��-
cause there are more middle schools that we come from than a single high school,” sophomore Arun Sinh said. “Many middle schools feed ����ȱ����ę���ǰȱ���ȱ������ȱfor example, and breaking it down seems like a good �¢ȱ��ȱ������ȱ����Ě� ȱ��ȱa bus. Personally, my bus ����ȱ ����ę���ȱ ��ȱ �� �¢�ȱovercrowded."
FCPS move to later start times ���ȱ�ě���ȱ��ě�����ȱ�����ȱ������ȱȱ
photo courtesy of Shantanu Gore
Seniors Ani Chandrabhatla and Shantanu Gore's new app will ���� ȱ��������ȱ��ȱę��ȱ�����ȱ�����ȱ��������ȱ����ȱ�����ȱ�����ȱ������ǯ
"Student who currently take two buses will likely be riding with the middle school students next school year." - Principal Evan Glazer
photo by Lindsay Williams
����ȱ ¢���ǰȱ ������ȱ �������ȱ �¡������ȱ ��������ȱ �¡���������ȱ��������ȱ�������ȱ�¢ȱ����������ȱ��������ȱ���ȱ���� ���ǯ
newsoctober 16, 2014 3NEWSMAKERS
Golf places second at Regionals
photo by Erinn Harris
TJ Media succeeds at VHSL
photos courtesy of Siddarth Anand
������ȱ�Ĵ����ȱę���ȱ�����
The News tjTODAY and Techniques staff members gathered accolades at the VHSL (Virginia High School League) Regional Media Championships on Oct. 6.
Backstory On Oct. 6, tjTODAY, tjTODAY Online, Techniques and Threshold received Trophy Class awards, equivalent to state championship recognition, at the VHSL Regional Media Championships at the Expo & Conference Center in Fredericksburg, Va.
“I was so happy that all of TJ media won Trophy Class at VHSL – it was a really proud moment because it wasn’t just one of us that won, and it went to show how all the handwork paid off,” Yearbook Editor-in-Chief Nandini Radhakrishnan said.
At VHSL, Radhakrishnan and seniors Sandy Cho, Ruhee Shah, Naini Shiswawala, Lindsay Williams and Eileen Zheng and sophomore Brittany Csik also took workshops relating to journalism, photography and design.
“The conference was a great opportunity for me to learn about ways to improve the online newspaper,” Cho said. “There were so many things I learned and I’m very excited to implement them this year.”
In addition, seniors Sandy Cho, Ellen Kan, Stav Nachum, Lindsay Williams, and junior Anjali Khanna, as well as Class of 2014 alumni Tommy Lunn, Shayna Hume and Yena Seo, picked up individual awards in the Writing/Photography/Design Journalism Contest for the work they did last year.
“It was exciting to be recognized for the hard work we put in, despite the stress,” Williams said. “It’s the product that makes it worth it, but the award was the cherry on top.”
- Mei Baek
The News ��ě�����ȱ�����¢ȱ������ȱ���ȱ�������Ȭ�������ȱ������ȱ�����ȱ�Ĵ�����ȱ���ȱ¢���Ȃ�ȱę���ȱ����������Ȭ���������ȱCatholic Forensic League (WACFL) tournament on Oct. 11.
Backstory Policy Debate and Lincoln-Douglas Debate �Ĵ�����ȱ�����ȱę���ȱ��ȱ���ȱ¢���Ȃ�ȱę��ȱ�����ȱ�����������ǯȱ��ȱthese regional competitions, high school students from the district debate a resolution predetermined by the national �����Ĵ��ǯȱ����ȱ¢���Ȃ�ȱ������ȱ��������ȱ�����ȱ�¡���������ȱ���ȱdevelopment, bioethics and organ procurement.
“WACFL allows students to advocate and talk about interesting and important issues while also deepening �������������ȱ��ȱ�����ȱ������ȱ���ȱ��������ȱ��Ĵ��ȱ��������ǰȄȱjunior Aneesh Susarla said.
Debaters who perform well at WACFL can qualify for �����ę����ǰȱ���ȱ����ȱ�����������ȱ���Ȭ��Ȭ¢���ȱ�����������ǯȱ����ȱyear, both teams sent an unprecedented number of novices to ���ȱę���ȱ����������ǰȱ ȱ �����������ȱ����ȱ��ȱ���ȱ������ȱ��ȱ������ȱspeaking.
“WACFL is valuable because it gives the team a chance to �������ȱ�������ȱ�ȱ ���ȱ�����ȱ��ȱ��ě�����ȱ���������ȱ ������ȱtraveling far,” senior Jessica Covan said. “WACFL also fosters competition among fellow debaters to create a community where people can learn and contribute.”���ȱ�������Ȭ�������ȱ����ȱ������ȱę���ȱ��ȱ������ȱ���ȱ������ȱ
������¢ȱǻ��Ǽȱ���ȱ����ȱę���ȱ�������ȱ��ȱ������ǰȱ��ȱ���ȱ������¢ǯȱȱPolicy Debate had a varsity team place third and a JV team �����ȱę���ǰȱ���ȱ���ȱ����ȱ����ȱ��������ȱ������ȱ���ȱ�����ȱ�������ȱin varsity. After this strong showing at WACFL, the leaders of the debate teams are looking forward to a successful year.
“TJ has a good reputation, but in the past two years our club grew massively and we were spread too thin,” senior Siddarth Anand said. “We’ve made a lot of changes and we have strong leadership this year, so we hope to take over the local circuit again.”
- Stav Nachum
The News The TJ Co-Ed Golf team placed second in the Regional Golf Tournament, with junior Nathan Chuwait and senior Julie Luo both placing third individually.
Backstory On Oct. 6, TJ Golf participated in the Region 5A North Golf Tournament at Green’s Folly Golf Course located in South Boston, Va. The teams placed second overall, which allowed them to advance to the state level. The state tournament took place at Meadowbrook Country Club in Richmond, Va. on Oct. 13-14.
At the Regional Golf Tournament, junior Nathan Chuwait and senior Julie Luo, the team captain, both placed third individually at Regionals. Each finished with a score of 76.
Although the team did place second, members did not feel that they played to the best of their abilities.
“Individually, I definitely feel like I could have played better, but I still managed to finish all right,” Chuwait said. “For the team performance, I am very happy with the way we played. We managed to get second again and it was a great finish, since there was a lot of stiff competition,” Chuwait said.
Despite the hard work and the difficulty in advancing to the state level, the team is still keen to take part in the competition, and hopes to bring home the first States victory for TJ Golf.
“I’m really excited to be going back to States with the team this year,” Luo said. “It’s always a lot of fun, and I’m excited to have the team all play more competitive golf together. My last year at States is going to be bittersweet, but I’m excited to show off what TJ’s got this year.”
- Uzma Rentia
photo courtesy of Nathan Chuwait
We accept: poetry, prose, music and art.
Submission forms available in all English classrooms.
opinion october 16, 2014
4
Volume 30 Issue 2
2014 Trophy Class - VHSL2013 Pacemaker - NSPA
2013 All-American - NSPA2013 Gold Medalist - CSPA
Editorial Board
Print Editor-in-Chief
Ellen Kan
Online Editors-in-Chief
Sandy ChoLindsay Williams
Design Editor
Alexis Williams
News Editor
Stav Nachum
Opinion Editor
Esther Kim
Features Editor
Anjali Khanna
Entertainment Editor
Kate Deng
Sports Editor
Akhil Waghmare
Business Manager
Esther Kim
Staff Reporters
Mei BaekUzma Rentia
Guest Writers
Annie AbrahamAndrew HaymakerSruthi Jayaraman
Pegah MoradiKayleigh VanceVictoria Yang
Adviser
Erinn Harris
Printer
Silver Communications
�������ȱ��ȱ���ȱ�Ĝ����ȱ�� ������ȱ��ȱ������ȱ��ě�����ȱ���ȱ������ȱ���ȱScience and Technology, published ������¢ȱ �¢ȱ ���ȱ ����������ȱ ���ěǯȱIt serves as a vehicle for student expression and is an open forum of issues of interest and concern to the ������ȱ��������¢ǯ
A full-year subscription can be purchased through the Thomas ��ě�����ȱ ������������ȱ �������ȱ ��ȱ �¢ȱsending a check or money order for ǞŘŖȱ��ȱ�������ǯ���ȱ ���ěȱ ��ȱ �����¢ȱ �����Ĵ��ȱ
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TODAYtjIn light of Neshaminy dispute, students should embrace First Amendment rightsLead Editorialtj TODAY’s unsigned majority opinion
Freedom of speech, freedom of the press. Preserved forever in the Constitution,
these are two of our most cherished rights. We are, of course, aware that other coun-tries around the world may not guarantee their citizens these freedoms, but we can rest assured that our First Amendment rights are protected everywhere in the United States, right?
Wrong. The Neshaminy High School administration and district, located in ���������ǰȱ��ǰȱ�������¢ȱ����ȱ�����ȱę��ȱafter a shocking demonstration of student press censorship. In October 2013, the editorial board of Neshaminy’s award-winning student paper, The Playwickian, decided that the school’s mascot – the Ne-������¢ȱ��������ȱȮȱ ��ȱ��ȱ�ě������ȱ��-cial slur, and the editors agreed to strike the word from future issues of the paper.
The Playwickian’s decision was in ac-cordance with that of several reputable, professional newspapers and celebrated sports writers, all of whom denounced the impropriety of using the same name
when referring to the Washington, D.C. football team.
However, the Neshaminy admin-istration put up a struggle during the
2013-2014 school year, demanding that The Playwickian continue to publish the mascot’s name without censorship. In June 2014, the school board established that while the newspaper would be per-��Ĵ��ȱ ��ȱ ����ȱ ���ȱ ����ȱ ȃ�������Ȅȱ ����ȱarticles, the word must be spelled out in ���ȱ���������ȱ����������ȱ���ȱ��Ĵ���ȱ��ȱ���ȱEditor.
The controversy took a backseat af-ter a while, but it came back full force in September 2014. Following The Play- ������Ȃ�ȱ ��������ȱ ��ȱ �������ȱ �ȱ ��Ĵ��ȱ ��ȱ���ȱ ������ȱ ���ȱ ȃ�ȬȬȬȬȬȬȬȃȱ ���������ȱ ���ȱ��������ȱ��ȱ ���ȱ ����ȱȃ��������ǰȄȱ ������ȱadministrators suspended student Gil-lian McGoldrick from her position as editor-in-chief for one month, suspended adviser Tara Huber for two days without pay and deducted $1,200 from the news-paper’s school funding.
Neshaminy High School’s severe puni-tive actions stirred up outraged protests from student press advocates around the
country. Among other national organi-zations, the Student Press Law Center (SPLC) and Journalism Education Asso-ciation Scholastic Press Rights Commit-tee (JEA-SPRC) decried the Neshaminy ������ȱ ��������Ȃ�ȱ ȃ����������¢ȱ ���ȱ �������ȱ�������ǯȄȱ ��ȱ ��ȱ ��������ȱ ���������ȱ ���-lished on Sept, 23, The Washington Post also lauded The Playwickian editors for their maturity and steadfast support of journalistic rights.
However, as student journalists, we were deeply disturbed by the shocking extent to which the Neshaminy adminis-tration overstepped its boundaries. The storm of controversy surrounding The Playwickian should serve as a wakeup call for both readers and writers of stu-dent newspapers. It is a reminder that, while we are fortunate enough for the pursuit of the truth to be fully supported �����ȱ���ȱ��ě�����ȱ��������¢ǰȱ���ȱ����ȱcannot be said for other students.
As the next generation of policymak-ers, entrepreneurs and agents of change, we as students have the civic responsibil-ity to remain informed about the events that unfold around us, to translate our views into action and most importantly, to be aware of the power we wield when we exercise our First Amendment rights.
Safety standards should be reevaluated
It shouldn’t have happened. Schools are supposed to be safe. Yet parents still reluctant-�¢ȱ����ȱ�����ȱ��������ȱ�ěȱ���ȱ�������ȱ��ȱ���¢��ȱthat they will stay out of danger; and for good reason, too. The case of Hannah Graham’s abduction is one that is completely avoidable, yet similar accounts of sexual assault occur at college campuses around the country every year.
So why don’t college campuses take more preventive measures to protect their students from the dangers of abduction and sexual as-sault? The answer is simple: many cases go
����������ǯȱ���ȱ������ȱ�����ȱ���������ȱ��ȱę��ȱHannah Graham, a University of Virginia stu-dent who went missing from the campus in the early hours of Sept. 13, which is why her case has made it to the media and continues to be reported even a month after her disap-pearance.
However, when universities are able to cover up a case of sexual assault, they will. To a university, a case of assault is simply an ad-dition to the statistics which drive their safety �������ȱ���ȱ��������ȱ�� �ǰȱ��Ĵ���ȱ����ȱ��ȱthe news for the wrong reason. It’s obvious the blue lights that line campus roads, an ele-ment which used to convince parents of their children’s safety, aren’t working anymore.�����Ȃ�ȱ ���������ȱ �ě�����ǰȱ �����ȱ���-
thew, has also been genetically linked to an-other case back in 2009 with the murder of Virginia Polytechnic Institute and State Uni-versity student Morgan Harrington, whose remains were found months after her disap-��������ȱ ��ȱ �ȱ ����ȱ ��ȱ ������Ĵ�������ǰȱ ��ǯȱWhy has he only been behind bars for the last few weeks?
According to an Examination of Sexual Violence Against College Women, college underclassmen are at a higher risk of sexual violence than older university students. Near-ly 84 percent of reported sexual assault cases ����ȱ�����ȱ������ȱ���ȱ������Ȃ�ȱę���ȱ� �ȱ¢����ȱat the school.
Despite the gruesome cases of the two girls, college campuses around the country have �����ȱ ���ȱ ��Ĵ��ȱ ����������ȱ ���ȱ ���������ȱof cases of date rape, abduction and assault in the last year. University of Virginia students have started promoting the use of an app called Yik Yak, which allows students in the same area to communicate for help if needed. In addition, the school has taken a second look ��ȱ���ȱȃ����ȱ�����ȱ�������ǰȄȱ ����ȱ��������ȱlate-night transportation for students.
If these acts of sexual violence are to be stopped once and for all, however, universi-ties around the country need to be reevaluat-ing what they can do to make the institution safer for everyone. Providing a safe place for students to learn should be a proactive mea-sure for colleges, not a reactionary one.
ANJALI KHANNA
by Stav NachumNews Editor
Procrastination is the practice of carrying out less urgent tasks instead of �Ĵ������ȱ ��ȱ����ȱ������ȱ����ǰȱ��ȱ�����ȱsomething more pleasurable in place of less pleasurable ones. Most of the time, ����ȱ�����ȱ��ȱ��Ĵ���ȱ�ěȱ���������ȱ�����ȱto a later time, sometimes even the last minute before a deadline. Throughout the ����ȱ�� ȱ¢����ȱ��ȱ��ě�����ǰȱ�ȱ����ȱ�����£��ȱ����ȱ������ȱ����¢���ȱ�����ȱ��ȱ��ě��ȱ����ȱprocrastination. I am no exception.
However, unlike other people who tend to make it a habit and somehow maintain positive results, I had an incredibly negative experience with procrastination.
It was one of those weeks that every ��ě�����ȱ �������ȱ ���ȱ ������ȱ ���ȱ ���ȱ����������ȱ ���Dzȱ�ȱ ���ȱ ���ȱę��ȱ�����ǰȱ���ȱin each class, two projects and a plethora of worksheets and small assignments.
Feeling overwhelmed, I procrastinated by watching television and working on less pressing assignments in order to delay the dreaded studying. Ultimately, I felt more stressed and underprepared than I would have been without procrastinating, and to ����ȱ��¢ȱ�ȱ������ȱ��Ĵ���ȱ�ěȱ�¢ȱ��������¢ȱwork.
Since that dreadful week that I have been constantly trying to forget, I have remained on top of my work. I have found ����ȱ�¢ȱ��Ĵ���ȱ�����������ȱ����ȱ���ȱ����ȱusing leftover time to either work ahead or take a much-needed break, I can not only enjoy my breaks without stressing over something I still need to get done, ���ȱ�ȱ����ȱę��ȱ����ȱ�¢ȱ��������ȱ���ȱ�������ȱand more focused.
After having such a negative experience with procrastination and ��������ȱ�������ȱ�������ȱ�������¢ȱ��Ĵ���ȱthe work done ahead of time, it seems ���������ȱ ��ȱ��ȱ����ȱ��ȱ���¢ȱ��ě�����ȱ
students use procrastination on a weekly basis. I constantly hear talk of people starting their homework incredibly late at �����ȱ���ȱ����ȱ�����������¢ȱę�������ȱ��ȱtime by working on the bus, at lunch or even in between classes. And all I can do is wonder why they would rather waste time at home and remain stressed all day ������ȱ����ȱ�����¢ȱ��Ĵ���ȱ���ȱ ���ȱ����ǯȱ
In fact, when incoming freshmen and sophomores looked to me for advice, the only thing I could think to tell them was something that I had learned throughout the last few years: do not procrastinate, because you will regret it.
I hope that they will heed my advice ���ȱ ���ȱ ��ě��ȱ ���ȱ ������������ȱ ����ȱ ��ȱmany have through the tempting image of procrastination. Actually, I hope that ����¢���ȱ ��ȱ ��ě�����ȱ ���ȱ ����ȱ ���ȱ ����ȱprocrastination is in fact hindering not only their learning experience, but also their peace of mind.
photo by Esther Kim
Procrastination should not be a habit
opinionoctober 16, 2014 5The Value of Standardization
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U.S. should be proactive against spread of EbolaWhen the warning
bells sounded in Wash-ington, D.C. on Oct. 3, ���ȱ ������ȱ ����ȱ Ě� ȱ ����ȱa state of mass fear and pandemonium.
The cause? Two ������ȱ ���ȱ ����Ĵ��ȱ ��ȱseparate area hospitals �����ȱ ����ȱ ����Ĵ��ȱ ��ȱvisiting West Africa. Our worst fears were realized;
the deadliest disease in the ��� �ȱ ����ȱ���ȱę����¢ȱ����ȱ���ȱ �¢ȱ���ȱ����ȱ��ȱ����-���ǰȱ���ȱ��ȱ���ȱ�����ȱ��ȱ���ȱ������Ȃ�ȱ�������ǰȱ ���ȱ���ȱę���ȱtime. ������¢ǰȱ����ȱ ��ȱ�ȱ�����ȱ�����ǰȱ���ȱ���ȱ������¢ȱ��ȱ���ȱ
�������ȱ��ȱ����ȱ��ȱ���ȱ�������ȱ����ǰȱ��ȱ ���ȱ���¢ȱ��ȱ�ȱ��Ĵ��ȱ��ȱ����ȱ������ȱ��ȱ�����ȱ���ȱ �¢ȱ��ȱ����������ǰȱ�ǯ�ǯȱ��-�����¢ǰȱ���ȱę���ȱ����ȱ��ȱ���ȱ�����ȱ���������ȱ�������ȱ���ȱAfrican continent was reported in Spain, and the United States isn’t far from that fate. In Africa, people are al-����¢ȱ�¢���ȱ��ȱ���������ȱ�¢ȱ��������ȱ���ȱ��ȱ�ȱ��������ȱdeath. ����ȱ��ȱ���ȱ�����������ȱ������¢ȱ��ȱ���������ȱ������ȱ��ȱ
West Africa, and as of Oct. 1, in Dallas as well.
The current outbreak of Ebola is the largest ever of ���ȱ�������ǰȱ���ȱ��ȱ���ȱ��ȱ���ȱ������ȱ�����¢ȱŚǰŖŖŖȱ������ǯȱ���ȱ��������ȱ��ȱ��������¢ȱ��������ȱ��ȱ����ȱ����ȱ�������ȱcountries: Guinea, Liberia, Nigeria and Sierra Leone. ���ȱ�������ȱ��ȱ�����ȱ��ȱ���ȱ�������ȱ��ǯȱ��������¢ȱ�����ȱ���ȱ�����ȱ���ȱ�����ȱ��¢ ����ȱ����ȱśśȱ��ȱşŜȱ�������ȱ������-ing on the strain. Moreover, the people who died from the disease aren’t representative of the real statistics, �������ȱ��ȱ��ȱ�����¢ȱ����������ȱ��ȱ���ȱ��ȱ��������ȱ�����-sentation and statistics for the deaths in such countries.
What do we have to do about this situation? We need to send ample resources to West Africa so
that the disease remains contained. It was huge that ���������ȱ�����ȱ����ȱřǰŖŖŖȱ ������ȱ ��ȱȃ�����¢ȱ�������ȱ���ȱ����������ȱ�������ǰȄȱ���������ȱ��ȱ�ȱ����ǯȱŗŜȱ������-ated Press article, but we need to do more. Although ���ȱ������ȱ������ȱ���Ȃ�ȱ�����¢ȱ�����������ȱ���ȱ�����Ĵ���ȱthis crisis, it needs to lead the charge. The Centers for �������ȱ �������ȱ ǻ���Ǽȱ ��������ȱ ����ȱ �¢ȱ ������¢ǰȱ ��ȱ ��ȱ���������ȱ ����ȱ �����¢ȱ ŗǯśȱ�������ȱ ������ȱ ���ȱ ����ȱ ���ȱ�������ǯȱ ȱ����ȱ����ȱ���¢ȱ������ȱ��������ǰȱ��Ȃ�ȱ���ȱ��ȱ���ȱdisease will reach the United States, but when the dis-ease will reach the United States.
While the current strain can be contained in the Unit-��ȱ������ǰȱ�����������ȱ��ȱ����ȱ������ȱ ���ȱ����ȱ�����¢ȱ��ȱimpossible unless the action is taken. The proper alloca-
tion of resources during such catastrophic outbreaks can lead to cures, similar to what happened in the cases of �������ǰȱ�������¡ȱ���ȱ¢���� ȱ�����ǯȱ���¢ȱ���ȱ ������ȱ����ȱ���ȱ������������ȱ��ȱ����ȱ���-
����ȱ���ȱ�����¢ȱ���������ȱ��ȱ������ǯȱ��ȱ����ȱ�����ǰȱ ���¢ȱ��¢ȱ��ȱ ����ǯȱ��ȱ��ȱ�� ǰȱ ���ȱ�������ȱ���ȱ���¢ȱ��ȱ �����-������ȱ �������ȱ ������ȱ Ě���ȱ ������������ǰȱ ��ȱ ��ȱ ���ȱ ��ȱ�����¢ȱ ���������ȱ ����ȱ �����ȱ ��ȱ ������ȱ ���ȱ������ȱ ������ǯȱ�����ȱ���ȱ����ȱ���¢ȱ��ȱ�����������ȱ��ȱ���ȱ�������ȱ��ȱ�¢��-tomatic.
However, Ebola has never had this large of a human host population before. In the immediate future, a large ���¢ȱ��ȱ���ȱ��������ȱ��������ȱ��ȱ���ȱ�������ǯȱ��ȱ�ȱ������ȱ������ȱ�¢ȱ���ȱ������ȱ�������ȱǻ�ǯ�ǯǼǰȱ���ȱ����ȱ�������ȱ��ȱ����ǰȱ��ȱ�����¢ǰȱ�����ȱ�����ȱ������ȱ����ȱ��ȱ��������ȱ���-����ǯȱ ��ȱ ���ȱ�����¢ȱ�������ȱ�ȱ������¢ǰȱ ���ȱ�������ȱ ����ȱbe nothing less catastrophic than the Black Plague. ���ȱ����ȱ���ȱ��ȱ���ȱ������ȱ������ȱ�����ȱ�� ȱ��ȱ��ȱ���-
����ȱ ����ȱ �������¢ȱ ��������ȱ ���ȱ �������ȱ ���ȱ �����ȱ ��ȱWest Africa before it can’t be contained. To those who �������ȱ����ȱ��ȱ���Ȃ�ȱ���ȱ���ȱ��ȱ���ȱ������ȱ������ȱ��ȱ��ȱ��-������ȱ ��ȱ ����ȱ �������ȱ �ě����ǰȱ ���ȱ �������ȱ ����ę��ȱ ��ȱcontaining this disease in West Africa are far superior to the resources needed.
ANDREW HAYMAKER
by Esther KimOpinion Editor
��������ȱ �ȱ ������ȱ ���ȱ �����ȱ ��������ȱ �¡���ȱ ��ȱ ���ȱ �����������ǰȱ�¢ȱ �����¢ȱ���������ȱ�������¢ȱ��������ȱ��ȱ�¢ȱ��¢���ǰȱȃ����ǰȱ��ȱ�����ȱ¢��ȱ���ȱ���ȱ��ȱ�����ȱ ����ȱright now!” ��ȱ�ȱ�������ȱ ��ȱ���������ȱ����ȱ�����ȱ ����ȱ��ȱ�����ȱ�����ǰȱ�ȱ���������ȱ����-
����ȱ�¢����ȱ��������ȱ���ȱŗŘȱ¢����ȱ��ȱ�������ȱ��������ȱ�����������ȱ��ȱ���ȱ������¢ǯȱ���ȱ��������ȱ ŘŖŗŗȱ �����ȱ ��ȱ ȃ���ȱ���������Ȅȱ����ȱ�����ȱ�����ȱ ����ȱ��ȱ�ȱȃ���Ȭ����ȱ��-����¢ǰȄȱ���������ȱ��ȱ���ȱ������ȱ���������¢ȱ��-������ȱ�¡���ǰȱ ����ȱ���ȱ�����ȱ����¢ȱ �����ȱ�¢ȱ���ȱ�������¢ȱ��ȱ���ȱ������¢Ȃ�ȱ������ȱ���-�����ǯȱ��ȱ��ȱ��ȱ�¡��ȱ����ȱ���ȱ���¢ȱ����������ȱthe students’ overall academic success, but ����ȱ���������¢ȱ����������ȱ�����ȱ���������¢ǰȱcareer and future. � ����ȱ �Ĝ�����ȱ ��ȱ ���������ȱ ���ȱ �¢�-
���ȱ��ȱ ��������ȱ ���������£�����ȱ��¢ȱ��ǰȱ���ȱ ȃ���Ȭ����Ȅȱ ���������ȱ ��ȱ �����ȱ ����ȱand the increasing obsession over stan-dardized exams should not be replicated in the United States.
Although standardized exams are used ����¢ȱ��ȱ��������ȱ���������ǰȱ�����ȱ�����-���Ȭ������ȱ���������ȱ������ȱ���ȱ��ȱ���ȱ����ȱindicator of a student’s academic perfor-mance, and moreover, the most predomi-nant guide of the student’s future.
Although the United States’ educational �¢����ȱ��ȱ��������¢ȱ���ȱ��ȱ�ȱ�����ȱ����ȱ��ȱ��ȱ�¡�����ȱ��ȱ���ȱ�����ȱ��ȱ�����ȱ ����ǰȱ���ȱ��-������ȱ��ȱ������ę��ȱ�������ȱ�¢����ȱ��ȱ���¢ȱ��������ȱ����ȱ ��������ǰȱ ���������¢ȱ �����ȱPresident Barack Obama praised the South �����ȱ���������ȱ�¢����ȱ��ȱ���ȱŘŖŗŗȱ�����ȱof the Union Address.
It is true that the United States has long been lagging in international academic rankings, with the national average math �����ȱ���ȱ���ȱŘŖŗŘȱ�������ȱ���ȱ�������������ȱ
Student Assessment (PISA) reaching far below the international average. On the other ����ǰȱ������ȱ����ȱ��������ȱ���ȱ���������ȱ����ȱ�����ȱ���ȱ ����ȱ���������ȱ���ȱ�����ȱtier of the rankings. � ����ǰȱ �ȱ������ȱ���ȱ������ȱ����ȱ�������ȱ������ȱ�����ȱ��ȱ����������ȱ�¢ȱ���������ȱ
���ȱ����ȱ��ȱę��ȱ��� ��ȱ�������ǯȱ�����������ǰȱ��ȱ��ȱ���������ȱ��ȱ�������£�ȱ���ȱ�����ȱ��ȱ��������ȱ���ȱ�������ȱ��������ȱ��ȱ��� �����ȱ������ȱ���¢ȱ���ȱ������ȱ��ȱ���ȱ�����������ǯȱ��ȱ����ǰȱ����������ȱ����������ȱ��ȱ���������£�����ȱ���¢ȱ������������ȱ���Ȃ�ȱ��������ȱ
��ȱ��������ǯȱ���������ȱ��ȱ���ȱŘŖŗŘȱ����ȱ�������ǰȱ�����ȱ ����ȱ������ȱ����ȱ���ȱ��ȱ���ȱ���ȱOrgaisation for Economic Co-operation and Development (OECD) countries in a sur-��¢ȱ����ȱ��������ȱ���ȱ��������Ȃȱ���������ȱ��ȱ������ǯȱ�����¢ȱŜŖȱ�������ȱ��ȱ���ȱ��������ȱ��������ȱ����ȱ���¢ȱ ���ȱ�����ę��ȱ ���ȱ�����ȱ���������ǰȱ ���ȱ���� ȱ���ȱ����ȱ�������ȱand that of the United States. ��ȱ �ȱ���¢ȱ����ȱ���ȱ����ȱ��ȱ���ȱ������ȱ���ȱ������ę����ȱ�¢����ȱ��ȱ����������ǰȱ �ȱ
������ȱ���£��ȱ����ȱ���ȱ���Ȭȱ��ȱ� �Ȭ�����ȱ��ě�������ȱ����ȱ���������ȱ���ȱ�����ǯȱ� -����ǰȱ�������ȱ������ȱ�����ȱ������ȱ���ȱ�����ȱ��ȱ���������ȱ��¢���Ȃ�ȱ������������ǯȱ���-����ȱ������ȱ���¢ȱ��ȱ���ȱ���¢ȱ������ȱ����ȱ����ȱ�ȱ����ȱ���ȱ����ȱ������Ȃ�ȱ������ǯȱ��ȱ���ǯȱŗśǰȱ����������ȱ���ȱ�������ȱ����ȱ���ȱ����������¢ȱ����������ȱ��������ȱ����ȱ
ǻ����Ǽǯȱ��ȱ���ȱ������ȱ������ǰȱ���¢ȱ��������ȱ ���ȱ��ȱ��������ȱ��ȱ�����ȱ����ȱ��ȱ�����ȱ����������ȱ��������ȱ����ȱǻ���Ǽǯȱ� ����ǰȱ����ȱ ����ȱ����¢���ȱ������ȱ��ȱ����������¢ȱ����ȱ�������ȱ�����ȱ���ȱ�����������ȱ�����ȱ���ȱ���������¢ȱĚ��������ǰȱ �ȱ������ȱ�����ȱremember to hold on to our genuine fascination in learning.
cartoon by Monique Mezher
Standardized tests promoteobjective evaluation
NAME:SUBJECT:DATE:
by Alexis WilliamsDesign Editor
�������ȱ ����¢�ǰȱ �¡��������������ǰȱ ������ǰȱ ��������¢ȱ �������ǰȱrecommendations. All of these are important for a college appli-������ǰȱ���ȱ�����ȱ����������ȱ������ȱ ����¢ȱ������ȱ��ȱ���ȱ������ǯȱ����ȱ������ȱ���ȱ�����ȱ�����ȱ��������ȱ���ȱ��ȱ����������ǰȱ��ȱ���-������ȱ�������ȱ����������ȱ�Ĝ����ȱ���ȱ����ȱ�������ȱ�����¢ȱ��ě��-���ȱ ��������ȱ �¢�����ȱfor Advanced Placement (AP) classes and elec-tives. ���ȱ���¢ȱ������ȱ��ȱ���ȱ
college admissions pro-����ȱ����ȱ��ȱ���ȱ����������ȱis standardized testing, such as the Scholastic Aptitude Test (SAT) and the American College Test (ACT). These tests �������ȱ ��ȱ ����������¢ȱ���ȱ ��������ȱ ��ȱ �������¢ȱmeasure themselves against other students ����ȱ������ȱ ���ȱ ������¢ȱand even internation-���¢ǯ
Even though uni-���������ȱ ����ȱ ��ě�����ȱstandards for SAT and ACT scores, such as ������ȱ ��ȱ ���ȱ ���¢ȱ ��-�����ȱ ���ȱ �������ȱ �����ȱor the writing section of the ACT, the SAT and ACT still serve as a universal numerical standard for all college applicants.
The SAT and ACT are often considered prob-lematic and unfair to low-income families. Those families who ������ȱ�ě���ȱ��ȱ��¢ȱ���ȱ���ȱ���ȱ���ȱ����ȱ�������ȱ��ȱ�����ȱ���ȱput at a disadvantage for the test. However, these families are �����ȱ������¢ȱ��ȱ�ȱ������������ȱ���ȱ��ȱ �� ��ȱ���������ȱ������¢ǰȱ��ȱ���������£��ȱ�������ȱ��¢ȱ��ȱ����ȱ��ȱ����ȱ��ȱ�����ȱ����ȱ���ǯȱ���ȱSAT and ACT are also often assessed and changed based on these ������ȱ��ȱ�������¢ǯȱ��������ȱ�����ȱ���ȱ��������¢ȱ��������ȱ ���ȱ���������£��ȱ����-
���ǰȱ���ȱ���ȱ���ȱ���ȱ��ȱ�ȱ��Ĵ��ȱ���ȱ����ȱ��¢ȱ�����ȱ������ȱ��ȱ���ȱ�������ȱ������������ȱ��ȱ�������ȱ��������ȱ��ȱ��ȱ����ȱ���¢���ȱę���ȱand providing a baseline measurement of scholastic aptitude.
Standardization discourages the pursuit of genuine student learning
Andrew Haymaker is a senior.
graphic by Esther Kim
sports october 16, 20146
by Ellen Kan and Akhil WaghmarePrint Editor-in-Chief and Sports Editor
On Sept. 26, the crowd of students, decked
in black from head to toe, held their breath as
the referee blew his whistle and the football
���¢���ȱ����ȱ�ěǯȱ� ����ǰȱ���ȱ��� �Ȃ�ȱ�����ȱpaled in comparison to the intensity of senior
����¢ȱ��¢����Ȃ�ȱ�������¢ȱ��ȱ���ȱ����ǯȱ����ȱ�ȱ��ě�����ȱ���¢��ȱ ���ȱ�� �ǰȱ�ȱ���-
�������ȱ ����ȱ ��ȱ ����������ȱ ��������ȱ ����ȱ ���ȱ������ǯȱ��ȱ��������ȱ ��ȱ��¢����Ȃ�ȱ�����ȱ����ȱ��ȱ ������ȱ��� ���ǰȱ���ȱ ����ȱ�ȱ �����ȱ����ȱ��ȱpain as his enthusiasm nearly carried him out
of his wheelchair.
�������ȱ �����ȱ��¢����ǰȱ ���ȱ ��ȱ ���ȱ ���-
�����ȱ��ȱ��ě�����Ȃ�ȱ������¢ȱ��������ȱ����ǰȱ����ȱ����ȱ������ȱ��ȱ ����ȱ�ȱ����ȱ����ȱ���ȱ����-�����ǯȱ���ȱ�����ȱ��������ȱ��� �ȱ��ȱ���ȱ�����ȱ�¢ȱ�������ȱ��ȱ���������ȱ��ȱ���ȱę���ȱ� �ȱ�����ȱ��ȱ���ȱ������ǰȱ��¢����ȱ���������ȱ�ȱ����ȱ����ȱof acute compartment syndrome, a debilitat-
���ȱ �����¢ȱ ����ȱ ������ȱ �¡�����ȱ � ������ȱ ���ȱ���������ȱ �����������ȱ ��ȱ �����ȱ Ě� ǯȱ ��ȱ ����ȱ���������ȱ ������ȱ������¢ǰȱ�������ȱ���ȱ��ě��ȱ����ȱ���������ȱ������ȱ���ȱ�����ȱ������ǯ��ȱ �������ȱ ����ȱ���ȱ �����¢ǰȱ��¢����ȱ��-
derwent a fasciotomy, a procedure in which
��������ȱ ����ȱ �ȱ ŗŚȬ����ȱ ��������ȱ ��ȱ �����ȱ
���ȱ ���ȱ ��ȱ ���ȱ �����Ȭ��ȱ ��ȱ �����ǯȱAfter weeks of physical therapy
��ȱ �������ȱ ���ȱ ������ȱ ��������ǰȱ��¢����ȱ��ȱę����¢ȱ��������ȱ��ȱ ���ȱ��ȱ���ȱ�������ȱ���ȱ�����ǯ
For Waymire, time away from
���¢���ȱ ���ȱ ����ȱ ��ȱ �����ȱ ��ȱ ��-
�������¢ȱ ��Ĝ����ǯȱ ȃ��Ĵ���ȱ ���ȱ ��ȱ�����ȱ ��ȱ ���ȱ��ȱ ���ȱ ����ȱ ������ȱ��������ǰȄȱ��ȱ����ǯȱȃ �� ���ȱ����ȱ�ȱ���Ȃ�ȱ��ȱ��ȱ���ȱę���ȱ��ȱ����ȱ���ȱteam kills me.”
Waymire has been a member
��ȱ ���ȱ ����ȱ�����ȱ��ȱ ��������ȱ���ȱ��ě�����ȱ ����������ȱ ��Ĵ��ȱ ��ȱ ���ȱ������ȱ ��ȱ ŘŖŗŗǯȱ ���¢���ȱ ��ȱ �ȱ ���-
����ȱ����ǰȱ��ȱ���ȱ����ȱ�ȱ �������ȱ��ȱ���ȱ��������ǰȱ������ȱ������¢ȱǻ��Ǽȱ���ȱ�� ȱ������¢ȱ�����ǯȃ�ȱ��������ȱ�������¢ȱ���ȱ��-
������������ȱ ��ȱ �������ȱ ���ȱ ��-
������ȱ ���ȱ �����������ȱ ����ǯȱ ��ȱsorely missed that in our past two
�����ǰȄȱ ������ȱ ���ȱ �����������ȱ����ȱ ��������ȱ ����ǯȱ ȃ��ȱ ����ȱ ���¢ȱ ��¢�ȱ��������ȱ��ȱ��ȱ����������ǰȱ��������ȱ���ȱ�����ȱ���ȱ��ȱ����ȱę��ȱ���ȱ��¢ȱ����ȱ����¢ȱ���¢��ǰȱ���ȱ �ȱ��� ȱ����ȱ �����ȱ��¡�ȱ��¡ȱ�����ȱ �ȱ���¢ȱare for him.”
� ����ǰȱ��¢����Ȃ�ȱ �������ȱ ��ȱ ���ȱ ę���ȱ���ȱ���ȱ����ȱ���ȱ����ȱ���������ǯȱȃ��Ȃ��ȱ�����ȱ��ȱ����ȱ���ȱ��ȱ�ȱ���¢��ǰȱ���ȱ
�Ȃ��ȱ����ȱ���ȱ����ȱ����ȱ��ȱ��ȱ�ȱ������ǰȄȱ��-����ȱ�����ȱ����ǰȱ��¢����Ȃ�ȱ��Ȭ�������ǰȱ����ǯȱȃ����¢ȱ���ȱ�ȱ���ę����ȱ��������ȱ��ȱ���ȱę���ȱthat is impossible to recreate.”
Despite the loss of a key player, the team
�¡�����ȱ��ȱ��ȱ�����������ȱ���ȱ���ȱ���������ȱ��ȱ���ȱ������ǰȱ��������ȱ��ȱ����ȱ�������ȱ���ȱ���ȱ���ȱ���¢�ě�ǯȱ��������ȱ��¢����ȱ ������ȱ ����ȱ���ȱ ����ȱ��ȱ ���ȱ ę���ǰȱ ��ȱ �����ȱ ���ȱ ��������ȱ��������ȱ ���ȱ�������ȱ������ǰȱ����ȱ��ȱ���ȱ����-
�����Ȃȱ �������ȱ �������������ȱ ���ȱ ������ȱ���ȱ�������ȱ���ȱ�������ȱ�������¢ȱ�������ǯȱȱȃ�ȱ ����ȱ��ȱ��¢�����ȱ���ȱ����ǰȱ���ȱ���¢ȱ
����ȱ ��ȱ ��¢�����ȱ ���ȱ��ǰȄȱ��¢����ȱ ����ǯȱȃ�ȱ��� ȱ����ȱ�������ȱ ���ȱ�ȱ ��ȱ�� �ǰȱ���¢ȱ ���ȱ �����ȱ ��ȱ ���ȱ ��������ȱ ��ȱ ��������ȱ��ȱ ��ȱ����ǯȱ������ȱ����ȱ����ȱ������ǯȱ����ȱ������ȱ�ȱ���Ȃ�ȱ��ȱ��ȱ���ȱę���ǰȱ�ȱ��� ȱ�ȱ���ȱ�����ȱ����ȱ�¢ȱteam in other ways.”
Athletes of the Month
��ȱ���ȱ����DZȱ��������ȱ�������ȱ�������¢ȱ��Ĝ�������
photo by Ellen Kan
photos by Ellen Kan
photos by Sandy Cho and Ellen Kan, reporting by Ellen Kan, Anjali Khanna and Akhil Rekulapelli , graphic by Ellen Kan
��¢����Ȃ�ȱ�����¢ȱ�����ȱ�ȱharsh blow to the Colonials
��ȱ����ǯȱŘŜǰȱ�������ȱ��Ĵȱ����ȱ���ȱ����¢ȱ��¢����ȱ ����ȱfrom the sidelines as the Homecoming game unfolds.
by Sandy ChoOnline Editor-in-Chief
�������ȱ ��ȱ ���Ȭ�����ȱ ��������ȱ ����ȱ ���ȱ����ȱ�����¢�ǰȱ���¢���ȱ��ȱ���ȱ��������ȱ��������ȱ����ȱ������¢ȱ�����ȱ��ȱ���ȱ�ȱ��������ȱ���������ȱ�����ǰȱ�Ĵ�������ȱ��ȱ�����ȱ���ȱ����ȱ ����ȱ���¢-
���ȱ��ȱ������ǰȱ������ȱ�ȱ��������ȱ����ȱ��ȱ���ǯȱşǯ��ě�����Ȃ�ȱ ��������ȱ
football team has had its fair
�����ȱ ��ȱ ��������DZȱ �������ȱ���¢���ǰȱ ���������ȱ �����ȱand most importantly, a
�����ȱ����ȱ��ȱ���¢ȱ�����ȱŗŜȱathletes. Due to the small
������ǰȱ ��ȱ ��ȱ ��Ĝ����ȱ ���ȱ ���ȱteam to train and partici-
����ȱ ��ȱ �����ǯȱ ��ȱ ����ǰȱ ���ȱę���ȱ ����ȱ ����������ȱ ���ȱ�����ȱ ��ȱ ���ȱ ������ȱ ���ȱcancelled because there
���ȱ���ȱ������ȱ��������ȱ���������ȱ��ȱ���ȱ����ǯȃ���ȱ ����ȱ��ȱ �����¢ȱ �������ȱ������¢ȱ���¢-
���ȱ�����ȱ�� ǰȱ��ȱ ����ȱ����ȱ�������ȱ���ȱ���-����ȱ ��ȱ���¢ȱ ŗŗȬ��Ȭŗŗȱ ����������ȱ ���ȱ �����ȱown freshman teams, the most we can do
����ȱ ��������ȱ ������ȱ ���ȱ ���ȱ ����ȱ ����ȱ �ȱ���ȱ �������ȱ ���ȱ ���¢�ȱ ��������¢ǰȄȱ ��������ȱ�������ȱ��ȱ ����ǯȱ ȃ��ȱ��� ȱ ����ȱ ��ȱ��������ȱus behind all the other freshman teams, but
���ȱ ��ȱ ��Ȃ�ȱ ����ȱ ����������ȱ ��ȱ ���ȱ ������ǯȄ��������ȱ �����ȱ ���ȱ řŗȱ ���¢���ȱ ��ȱ ���ȱ
����ȱ ŘŖŗřȱ ��������ȱ ������ȱ ����ȱ ¢���ǰȱ ���¢ȱa small number returned. As a result, the
����ȱ ��ȱ ���ȱ ����ȱ ��ȱ �������ȱ ���ȱ ��¡�ȱ ¢���ǰȱ ��-������ȱ ��ȱ ��ȱ �����ȱ ���ȱ ����¢ȱ ��ȱ ��� ȱ ���ȱ ����ǯȱȃ��ȱ ����ȱ ��ȱ ������ȱ ������¢ȱ ǻ��Ǽȱ ����ȱ
����ȱ ¢���ǰȱ �������ȱ ���ȱ ������ȱ ��ȱ ���ȱ ������ȱ��ȱ��������ȱ �ȱ ��ȱ ����ǯȱ���¢ȱ��ȱ ���ȱ �����-
�����ȱ ���ȱ ��Ĵ���ȱ ���¢���ȱ ����ȱ ��ȱ ���ȱ ���-sity team,” head freshman coach Michael
��������ȱ ����ǯȱ ȃ�������ȱ �ȱ ����ȱ �ȱ ��ȱ����ȱ ��¡�ȱ ¢���ȱ ���ȱ ������ȱ ��ȱ �� ȱ ���¢ȱ���¢���ȱ ����ȱ ���ȱ ���ȱ ���ȱ ����ȱ ��¡�ȱ ¢���ǯȄ���ȱ �������ȱ ����ȱ ��ȱ �������ȱ �ȱ ����-
����ȱ �¡��������ȱ ���ȱ ���ȱ ��������ȱ ����ȱ ��ȱ���¢���ȱ ���ȱ ��������ȱ ���ȱ �����ȱ ��¡�ȱ ¢���ǯȃ���ȱ����ȱ ��ȱ ��ȱ����ȱ ���ȱ���¢���ȱ�ȱ������ȱ
to see what football is like and learn some
������ǰȄȱ ���������ȱ �����ȱ ����ȱ ������ȱ ����ǯȱȃ����ȱ ��ȱ ����ȱ ���Ȃ�ȱ ����ȱ �ȱ ���ȱ �¡��������ȱ
���¢���ȱ��������ǰȱ��ȱ �ȱ ���ȱ��ȱ���ȱ����ȱ�¡-�����ȱ��ȱ���¢ȱ��������ȱ���ȱ����������ȱ �¢ȱ��Ȃ�ȱ�¡������ȱ���ȱ �¢ȱ��Ȃ�ȱ�ȱ�����ȱ����ȱ��ȱ���¢ǯȄ��ȱ�������ȱ���ȱ�����ȱ����ȱ��ȱ���ȱ��������ȱ
����ȱ�����ȱ�������ȱ�������ȱ���ȱ������ȱ��ȱ���ǯȱŗŜǰȱ���ȱ��������ȱ�������ȱ���ȱ���¢ȱ����������ǯȃ������ȱ���������ǰȱ �ȱ�����ȱ�����ȱ ����ȱ���ȱ
�����ȱ ��������ȱ ������ȱ ��ȱ ��-
�����ȱ��ȱ���ȱ��������ȱ�����ǰȄȱ��������ȱ ������ȱ ����-����ȱ ����ǯȱ ȃ����ȱ ���������¢ȱhelps the team as a whole.”
���ȱ �¡�����ǰȱ �����ȱ ��ȱ���ȱ ���������ȱ ����ȱ ���ȱ ��ȱ������ȱ ����ȱ �������ȱ ���������ȱ���ȱ ��Ĵ���ȱ ������ȱ ������ǯȃ��ȱ���ȱ��¢���ȱ��ȱ�������ȱ
���ȱ�ě������ȱ����Ȃ�ȱ��������ȱ��ȱ����ȱ �ȱ���ȱ���ȱ����ȱ¢����ȱout of our plays and work on
�������ȱ ������ȱ ��ȱ ����ȱ ���ȱ�������ȱ ���ȱ����-��£�ȱ �����ǰȄȱ ��������ȱ����¢ȱ�����¢ȱ ����ǯȱ ���¢���ȱ ��� ȱ ���ȱ ��������ȱ ����ȱ ��ȱ ��ȱ
����������¢ȱ ��ȱ ����ȱ �¡��������ȱ ���ȱ �����ȱ�������ȱ ������ȱ ������ȱ ��ȱ ��ȱ ������ȱ �����ǯȃ���ȱ����ȱ���ȱ���ȱ����ȱ����ȱ¢���ȱ��ȱ��ȱ����ȱ
�������ȱ �������ȱ ���ȱ ��ȱ ���ȱ ���ȱ �����ȱ ����-�����ǯȱ���ȱ���¢ȱ��ȱ��ǰȱ��Ȃ�ȱ���ȱę���ȱ����ȱ���¢-
���ȱ ��������ǰȄȱ ��������ȱ ����ǯȱ ȃ��ȱ ���ȱ��ȱ ���������ȱ ���ȱ �������ȱ �����ȱ ������ȱ ��ȱ��������ǰȱ ��ȱ ����ȱ ��ȱ �����ȱ ¢����ȱ ��ȱ ��ȱ ��ȱ ���-���¢ǰȱ �ȱ���ȱ��ȱ����ȱ������ȱ��ȱ ��ȱ�����ǯȄ�������ȱ���ȱ��Ĝ�������ȱ���ȱ���¢���ȱ����ȱ��ȱ�ȱ
�����ȱ����ǰȱ���ȱ��������ȱ���ȱ������ȱ�������ȱ��ȱ ���ȱ������ȱ���ȱ��������ȱ�ȱ��������ȱ��������¢ǯȃ��ȱ���ȱ��¢-
���ȱ��ȱ���ȱ��Ĵ��ȱ��ȱ �������ȱ �ȱcan,” freshman
¢��ȱ �����ȱ����ǯȱ ȃ����ȱ������ȱ �ȱ��¢ȱ���ȱ ��ȱ ��ȱ �����ȱas the others,
we can still im-
�����ȱ���ȱ������ȱand mindset
��ȱ ���ȱ ����ǯȄ
Freshman football rushes forward despite setbacks
photo by Sandy Cho
��������ȱ ¢��ȱ�����ȱ�������ȱ���ȱ����ȱ������ȱ������ǯ
"Our goal is to go all out,
even if the odds are stacked
against us. We want to be as
competitive as possible."
- freshman Kyle Gerner
�����ȱ�� ��sophomore Stephanie Zablocki
�����ȱ�������senior Haley Stumvoll
����������senior Maria Velicu
Zablocki: “It’s really fun to
compete with your friends to help
each other improve.”
Coach Amanda Kelly: “She has
amazing potential and contributes
to great leadership.”
Stumvoll: “I love the feeling of
��������������ȱ�����ȱ�����ȱ�ȱę����ȱ�ȱgood race.”
�����ȱ��ěȱ�����DZ “She’s our No. 1
runner, one of the top runners in the state.
She sets a great example for the team.”
Velicu: “My favorite part of playing
�����¢����ȱ��ȱ��Ĵ���ȱ�ȱ����ȱ��������ȱ����ȱ��ȱ�ȱ���ěȱ�����ǯȄȱCoach Helen Smith: “A West Point
recruit for Division 1 volleyball, she is a
huge asset to our program.”
SENIOR ALEC JESSAR ��������ȱ��������ȱ� ������ȱ ����ȱCHEN
FRESHMAN KATHERINE SCHINELLA
�����¢DZȱPlantar fasciitisȃ��Ȃ�ȱ����ȱ��ȱ��� ȱ����ȱ�ȱ���Ȃ�ȱ����ȱ��ȱ���ȱ�ȱ���ȱ �������ȱ�ȱ ���ȱ��¢-
more and that there is no certain
����ȱ���ȱ�������¢ǯȄ
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minor, but it helped
me realize to be careful
���ȱ�����ȱ���������ȱintense or fast-paced.”
�����¢DZȱStrained hamstringȃ�ȱ�����¢ȱ�������ȱ���������ȱ����ȱ����ȱ���-
���ǰȱ�����ȱ�ȱ�������ȱ�ȱ���ȱ�����ȱ���ȱ��¢ȱ�����¢ȱ���ȱ����ȱ���������ȱ����ȱȱ��ȱ�ȱ����ȱ��ȱweakness.”
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athletic trainer earlier instead
��ȱ�������ȱ��ȱ���ȱ���ȱ��Ĵ���ȱ����ȱ�������ǯȄ
sportsoctober 16, 2014 7We all know
what time of
year it is.
No, we don’t
mean Columbus
Day, Hallow-
een, or even the
much-awaited
���ȱ��ȱę���ȱ����-ter. It’s time for
the NFL to enter
the homes of millions of Americans every Monday, Thursday
and Sunday for its much-anticipated regular season.
According to TV Guide, Sunday Night Football is the third
most watched show on television and the most watched show
on NBC. The NFL estimates that on average, 17.9 million view-
ers tuned in to each game in last year’s regular season alone,
���ȱ����ȱ����ȱ��� ������ȱ���ȱ���¢�ěȱ�����ǯIt’s safe to say, then, that football players are some of the
����Ȭ��� ��ȱ �����������ȱ ��ȱ ����������ǯȱ ���ȱ �����ȱ ��Ě�����ȱdoesn’t end with the television and the living room. You would
��ȱ����Ȭ�������ȱ��ȱę��ȱ�ȱ�����ȱ�ǯ�ǯȱ���¢ȱ ����ȱ�������ȱ���Ȃ�ȱ ������ȱ��ȱ���ȱ�����¢ǯȱ���¢ȱ��������ȱ����ȱ����ȱ��������ȱ���¢-
ers as their role models.
So what happens when institutions like the NFL don’t hold
these celebrities up to high moral standards when the entire
nation is watching?
In recent months, professional sports have experienced
�����ȱ�ȱ���ȱ��ȱ��������ȱ����ȱ���ȱ�������ȱ������ȱ�������ȱ��ȱ����-ous allegations of domestic abuse. Perhaps the most notable
of the domestic abuse cases is that of former Baltimore Ravens
�������ȱ����ȱ��¢ȱ����ȱ���ȱ���ȱ����Ȭę���·�ǰȱ����¢ȱ������ǯIn February 2014, TMZ released a video of Rice dragging
an unconscious Palmer out of an elevator. Five months after
����ȱ�����ȱ ��ȱ��������ǰȱ���ȱ���ȱ���������ȱ����ȱ���ȱ����ȱ� �ȱgames. To put this in perspective, the typical punishment for
substance abuse lasts two games longer than Rice’s sentence.
The NFL received criticism for this decision, with many
������ȱ��¢���ȱ����ȱ�ȱ � �Ȭ����ȱ����������ȱ ��ȱ���ȱ�ȱęĴ���ȱpunishment for such an act of aggression. After all, what mes-
sage does the NFL convey when substance abuse is seen as
worse than domestic violence?
After another video showed Rice physically assaulting
Palmer, the Ravens ultimately terminated Rice’s contract
���ȱ���ȱ���ȱ���ȱ���ȱ��ȱ ����ę����ȱ����������ǯȱ ��ȱ��������ǰȱthe NFL instituted more stringent regulations regarding the
treatment of domestic violence cases among players, and NFL
commissioner Roger Goodell took responsibility for Rice’s im-
proper punishment.
��ȱ�������ȱ���ȱ���ȱ���ȱę����¢ȱ�����ȱ���ȱ��������¢ȱ�������ȱto curb domestic violence in professional football. After all,
Adrian Peterson’s child abuse scandal is currently causing the
Minnesota Vikings to ban Peterson from all team activities for
the duration of his case.
However, as Alberto Godenzi, Dean and Professor at
Boston College Graduate School of Social Work, argues, the
NFL certainly could do more to eliminate domestic violence.
Godenzi contends the NFL should learn from FIFA, which in-
troduced an entire anti-racism campaign following allegations
of rampant racism throughout the organization. In fact, FIFA
developed the Task Force Against Racism and Discrimination
in 2013 to eliminate racial discrimination in international soc-
cer. Why can’t the NFL do the same for domestic abuse?
There’s still so much to be done to stop the whole spectrum
of domestic violence, child abuse and misogyny in profession-
��ȱ������Dzȱ�� ȱ�����������ȱ���ȱ����ȱ���ȱę���ȱ����ǯȱ�����ȱ����ȱ���ȱ��������ȱ���ȱ ���ȱ�����¢ȱ�����������ǰȱ���¢ȱ��������ȱ������ȱ����������ȱ���ȱ�����ȱ�ě����ǰȱ���������ȱ����������ȱ���ȱ����ǰȱ ��ȱ ��ȱ �������ȱ��ȱ���ȱ�ǯ�ǯȱ�����Ȃ�ȱ��������ȱ����ȱ����ȱmonths after she allegedly beat her nephew and sister at a par-
�¢ȱ��ȱ����ǯȱ������ȱ���ȱ���ȱ���ȱ����ȱ����ȱ�����ȱ��ȱ������ȱ��-
mestic violence, the issue is still widespread across the nation.
Institutions like the NFL need to acknowledge their in-
Ě�����ȱ��ȱ���ȱ�������ȱ������ǯȱ���� ���ȱ���¢���ȱ ���ȱ�������ȱrecords to play sends this message: sports are more valuable
than women, children and morality.
Seems like a dangerous message to send 17.9 million Amer-
icans, three times a week.
Pegah Moradi is a senior. Victoria Yang is a junior.
Following a disap-
pointing 2013 season,
the 2014 Nationals were
poised to make a run.
�����ȱ ���������ȱ �������ȱDoug Fister, the Detroit
Tigers’ No. 3 starter and
a postseason veteran, out-
fielder Nate McClouth
and utility infielder Kevin
Frandsen to strengthen
the bench, the Nationals
seemed to have no clear
gaps in their lineup. It
wasn’t a surprise that sev-
eral experts picked the
Nationals, who arguably
had the best rotation in
baseball, win the World
Series.
������������¢ǰȱ ���ȱ��-
tionals found their star
players plagued with in-
���¢ȱ ���ȱ ���ȱ �������¢ȱ ��ȱthe season, making the
�����ȱ ��ȱ ������ȱ ��ȱ ���ȱ ���ȱof division harder than
initially envisioned. Fis-
ter started the season on
the disabled list and did
not return until mid-May.
Catcher Wilson Ramos
broke his hand in early
April, leaving him out un-
til May as well.
Both third basemen
and leftfielder Ryan Zim-
mermann and outfielder
Bryce Harper broke their
thumbs in April, leaving
Zimmermann out un-
���ȱ ����ȱ ���ȱ �����ȱ ���ȱ�����ȱ ���¢ǯȱ �������ȱ ���ȱ��������ǰȱ ���ȱ ���������ȱfound themselves only
a game and a half out of
first place at the end of
May. With all these
stars out of the lineup, the
Nationals sputtered for a
���ǰȱ���ȱ������ȱ ����ȱ ����ȱsaw themselves in third
place, a game below .500.
As stars like Harper and
����������ȱ��������ȱ���ȱteam, the Nationals start-
ed to heat up. The team
���ȱ ŗŝȬŗŗȱ ��ȱ ����ȱ ���ȱ�������ȱ ���¢ȱ ���¢ȱ �ȱ ����ȱgame back of the Atlanta
Braves.
The two teams battled
����ȱ���ȱ�����ȱ���ȱ��ȱ���¢ǰȱbut the Nationals entered
August in first place with
a 58-49 record. It looked
as if the two remaining
months would be spent
in a battle for first place,
but the Nationals went
on a 10-game winning
streak from Aug. 12-21
and cruised to their sec-
ond National League (NL)
East title in three years.
After the regular sea-
son ended, many experts
again went with the Na-
tionals as favorites to win
the World Series. To close
out the season, Zimmer-
mann pitched a no-hitter,
the first in Nationals his-
tory. The momentum for
the Nationals was unde-
niable, and it seemed like
no one could slow them
down.
In Game 1 of the Na-
tional League Division
Series (NLDS), the Na-
�������ȱ ����ȱ ���ȱ �����ȱwith the exception of
two home runs, one from
Harper and one from sec-
ond basemen Asdrubal
Cabrera. Pitcher Stephen
Strasburg went five in-
nings and only allowed
one run, but the Nationals
still fell to the San Fran-
cisco Giants 3-2.
Zimmermann pitched
an absolute gem Game
2 before Manager Matt
Williams pulled him with
one out remaining in the
top of the ninth with the
Nationals leading 1-0. Af-
ter going 8.2 scoreless in-
nings, closer Drew Storen
entered, giving up a run
and tying the game 1-1 on
a Pablo Sandoval RBI. The
game went 18 innings, the
longest playoff game in
baseball history, before
the Giants managed to
pull away 2-1 and take a
2-0 series lead.
The Nationals man-
aged to push the series
to a fourth game follow-
ing a 4-1 win in Game 3,
but couldn’t pull out the
victory in Game 4. After
Harper tied the game at
2-2 with a solo home run
in the top of the seventh,
relief pitcher Aaron Bar-
rett gave up the lead on a
wild pitch. The Nationals
could not come back, and
lost 3-2.
The 2014 season ended
up being another heart-
breaking one for Nation-
als fans. Poised to make a
deep run into the playoffs,
the Nationals’ first- round
exit left Washinton, D.C.
disappointed for another
long offseason.
Kayleigh Vance is a senior.
Kayleigh Vance
Pro sports shouldn’t
condone violence
photos courtesy of the Associated Presscontent by Kayleigh Vance, graphic by Ellen Kan and Akhil Waghmare
After valiant post-
������ȱ�ě���ǰȱ����ȱ����
PEGAH MORADI & VICTORIA YANG
SEASON HIGHLIGHTSAug. 16-18: Three straight walkoffs
As a part of their 10-game win streak in August, the Washington Nationals won three games in a row off of walk-offs against the Pittsburgh Pirates and the Arizona Diamondbacks.
Sept. 16: Nats clinch NL East
Tanner Roark pitched a seven-inning shutout to lead the Nats to their sec-ond National League (NL) East title in three years.The Nationals celebrated RQ�WKH�¿HOG�RI�WKHLU�DUFKULYDOV��WKH�$W-lanta Braves, after beating them 3-0.
Sept. 28: Zimmermann’s no-hitter
During the last game of the regular season, Jordan Zimmermann re-FRUGHG�WKH�¿UVW�QR�KLWWHU�LQ�1DWLRQDOV�history. Steven Souza Jr. ended the game with a diving catch to the save the no-hitter for Zimmermann.
spread8 october 16, 2014
#JoinTheConversation#ItsOnUs
by Sandy Cho
Online Editor-in-Chief
Public service an-
nouncements (PSA),
videos by Jon Hamm,
Kerry Washington
and other celebrities
proclaiming “It’s On
Us” to stop sexual as-
saults, have recently
dominated the Inter-
net, splashing across
YouTube’s home page.
Launced by President
Barack Obama and
Vice President Joe
Biden in September,
the star-studded “It’s
On Us” campaign calls
for a stop to sexual as-
������ȱ��ȱ��������ǰȱ���������¢
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lege students falling victim to sexual assaults.
For years, organizations have reached out to major celebrities to raise
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hunting practices on Japanese dolphins, celebrities such as actress Jennifer
Aniston created PSA videos called “My Friend Is” in 2010. In 2012, others
appeared in videos to “Demand a Plan” to address gun control violence.
For organizations, using celebrities to bring issues into the limelight is a
popular device. Fans of these luminaries are more inclined to be supportive
of the causes that their idols are actively promoting. In our social media-
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by Mei Baek
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The September disappearance of Hannah Graham, a sophomore at the University of Virginia
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self-defense against assault.
Graham’s case is only the most recent of a long string of similar, unresolved cases in the region;
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served as the school’s assistant band director.
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promote feminist ideals. Her public endorsement of feminism is just one example of
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by celebrities. Another female celebrity frequently featured in headlines is acclaimed “Harry
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for ending global gender inequality. ȃ���ȱȯȱ�ȱ ����ȱ����ȱ��ȱ����ȱ����ȱ����������¢ȱ��ȱ�¡����ȱ¢���ȱ������ȱ����������ǰȄȱ
she said. “Gender equality is your issue, too.”These declarations of support for feminism inevitably lead to an explosion on
������ȱ�����ǰȱ ���ȱ��������ȱ����ȱ��ȱǛ�������ȱ���ȱǛ������������¢����ȱ��������ǯȱ
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#Ferguson
by Sandy Cho
Online Editor-in-Chief
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forms of racial inequality found in society.
#BringHannahHome
#HeForShe
october 16, 2014 9spread
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by Sandy Cho
Online Editor-In-Chief
For those living far from dangers or social unrest, these posts provide a
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social issues like cyber-bullying and rape and the opinions of other
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social media applications to speak out to others across oceans.
Social media brings awareness and action to current events
reporting and photo illustrations by Mei Baek, Sandy Cho and Uzma Rentia
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entertainment10 october 16, 2014
Eat thisEat this, not that:
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Kashi Pumpkin Spice Bars
���ěȱ���������DZ-Feels healthyȬ�ȱ��Ĵ��ȱ����¢-Not special-Tastes good-Wouldn’t have known it was pumpkin spice
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���ěȱ���������DZȬ��Ĵ��ȱ����ȱ������Ȭ��Ĵ��ȱ����ȱ�������ȱ����ȱcream-Gold oreo overpowers the pumpkin-”If I were blindfolded, I would think it was the white cream”-If you just eat the cream, it tastes like pumpkin
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���ěȱ���������DZ-Soupy jello looking-More watery-Tastes funky-Fresh carroty taste-Less sour than Greek yogurtȬ������ȱ��Ĵ��ǰȱ���ȱ������ȱ��ȱ�ěȬ��Ĵ���
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Nature’s Path Pumpkin Spice Bar
���ěȱ���������DZ-Very “unpumpkin”-Chewy-Tastes nothing like pumpkin-Good texture-Unremarkable
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���ěȱ���������DZ-Can taste the spice-Really pumpkin-y-Not naturalȬ����ę����-Tangy-Really good���������ȱ�����DZFat: 4.5 gCalories: 170
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Giant Brand Pumpkin �������ȱ ���ȱ������-����ȱ�������
���ěȱ���������DZ-Smells really sweet-Crunchy-More like gingerbread-Really sweet--but salty at the same time-Frosting tastes like oreo ę�����-Not very pumpkin
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���ěȱ���������DZȬ����ę����ȱ�����-Aftertaste of pumpkin-Weird combination-Not bad, just odd
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Giant Brand Cream Cheese
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by Lindsay Williams
Online Editor-in-Chief
Losing the main character of a show is always tragic. However, the death of the protagonist, known as the Doctor, is what keeps the 50-year-old show Doc-tor Who alive. In the face of a Doctor’s death, the audience stares at the televi-sion for a few hours after and cries, but we pull ourselves together to speculate about the new Doctor. The wondering is ę����¢ȱ����ǰȱ��ȱ�����ȱ�������ȱ�����ȱ���ȱdebut for the eighth season of the reboot ��ȱ ���ȱ ��� ǰȱ �ě����������¢ȱ ��� �ȱ ��ȱ“New Who” by “Whovians,” the show’s fanbase.
The 12th Doctor will undoubtedly be compared to the 11th Doctor, portrayed �¢ȱ ��Ĵȱ �����ǯȱ �����ǰȱ řŗǰȱ ��ȱ ��� �ȱfor his romantic relationships with
many companions. His most popular companion was Amy Pond (Karen Gil-lan), who was married to another com-panion, Rory Williams. Smith’s youth at �����ȱ����ȱ���ȱ����ȱ����¢ȱ���ȱĚ������ǰȱbut beneath the surface he was one of the darkest doctors, as he was able to forget his tragic past with ease. ����ȱ������ȱ��ȱ���¢ȱ��ě�����ǰȱ����ȱ��ȱ
age and personality. The Doctor’s true ���ȱ ��ę�����¢ȱ �����ȱ ����ȱ ��Ě�����ȱ ��ȱthe older Capaldi. He seems colder and ����ȱ�����ǰȱ������ȱ��Ĵ��ȱ���ȱ�����ȱ��ȱ���ȱemotions of the people who are caught ��ȱ��ȱ���ȱ����ȱ��ȱ���ȱ��Ĵ���ȱ ���ȱ�������ȱaliens. He is also very set in his ways, �������¢ȱ �ȱ ��Ě������ȱ ��ȱ ���ȱ ���ǯȱ �Ȃ�ȱinsistent that there’s no such thing as a good Dalek, a longtime enemy on the show, and unwilling to compromise in
that belief, even at the expense of the lives of the people with him. In one of the more recent episodes, he endangers the lives of both companions, Clara Os-wald (Jenna Coleman) and Clara’s stu-dent Courtney, because he refuses to just tell Courtney that she is special.�������ȱ�����ȱ�ȱ���ȱ��ȱ��Ĵ���ȱ����ȱ��ǰȱ
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His dynamic with the companion �����ȱ ��ȱ ����������¢ȱ ��ě�����ǰȱ �������ȱany romantic connection whatsoever.
��ȱ��ȱ�����������ȱ�����ȱ������¢ȱ��ȱ���ȱę���ȱepisode that Smith’s Doctor was lead-ing her on, but that Capaldi’s Doctor ��ȱ ��Ĵ���ȱ ��ȱ ���ȱ ��ȱ ��ǯȱ ��ȱ ����ǰȱ ��ȱ ����ȱ����ȱ ��ȱ �ȱ ������ȱ ę����ȱ ��ȱ ���ǰȱ ��Ĵ���ȱinvolved in her dating life with others. He is protective of her with love interest Danny Pink and makes sure he is good enough with her. That being said, he is �����ȱ��ě��ȱ���ȱ���������ȱ ��ȱę��ȱ ����ȱshe isn’t going for the English teacher that coincidentally is very similar to the 11th Doctor.
With only a few episodes left in the season, it appears the Doctor’s air of mystery will stay intact for at least a ����ǯȱ �������ȱ ���ȱ ��ě������ȱ ����ȱ ���ȱ��������ȱ�������ǰȱ��ȱ�ě���ȱ�ȱ����������ȱnew twist on the show that should keep many Whovians hooked.
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�������ȱ������ȱHershey Kiss
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���������ȱ�����DZFat: 12 gCalories: 210
Philadelphia Pumpkin Spice Cream Cheese
���ěȱ���������DZ-Lots of pumpkin-Sweeter than most cream cheese-Still creamyȬ���ȱĚ����-Tastes like yogurt
���������ȱ�����DZFat: 6 gCalories: 80
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entertainmentoctober 16, 2014 11
by Kate Deng
Entertainment Editor
��ȱ���ǯȱ ŝǰȱ ���ȱ��ȱ���������ȱ ���ȱ �����ěȱ“Arrow” series called “The Flash.” The Flash (Grant Gustin) guest-starred in “Arrow” as a forensic consultant in a couple of cases.
In the series premiere, titled “City of He-����ǰȄȱ �ȱ ę��ȱ ���ȱ ����ȱ ����¢�����ȱ ���ȱwrong for the Flash, or Barry Allen, when he ��������ȱ���ȱ������Ȃ�ȱ������ǯȱ�ȱ ��ȱ�����ȱ����ȱ��ȱ��������ȱ���ȱ������Ȃ�ȱ�������¢ǰȱ���ȱ��ȱ ��-������ȱ�ȱ���������Ȭ����ȱę����ȱ��� �¢ȱ��ě�����ȱher and watched his father go to jail for the false accusation of her murder.
Many years later, Allen is put in a coma after lightning bolt from the explosion of the ������ȱ��������ȱ�����������ȱ�������ȱ���ǯȱ���-ing up nine months later, Allen is surprised to ę��ȱ���ȱ����ȱ���ȱ�������ȱ���¢ȱ��ȱ� ����ȱ��ȱ��ȱnot the same one he fell asleep in.�����ȱę���ȱ���ȱ����ȱ��ȱ���ȱ���������ȱ��-
per speed, and the crime rate in Central City ���ȱ����ȱ�����ę�����¢ȱ���������ȱ ����ȱ��ȱ ��ȱ��ȱ�ȱ����ǯȱ�����ȱ����ȱę���ȱ���ȱ����ȱ�����ȱ���ȱ������ȱ����ȱ���ȱ��ȱ���ȱ���¢ȱ ��ȱ����ȱ������ȱ��ȱ���ȱ�����ȱ�� ���ȱ���ȱ����ȱ������ȱ����ȱ����ǰȱ���ȱhe ends up stopping Clyde Mardon (Chad ����Ǽǰȱ ��ȱ ���ȱ ���ȱ �� ��ȱ ��ȱ �������ȱ ���ȱ ������ȱ��ȱ���ȱ�����ǯ
Along with the city changes, Allen also ę���ȱ �������ȱ ��ȱ ���ȱ ��������ȱ ����ǯȱ ��ȱ ����ȱ������ȱ����ȱ����ȱǻ�������ȱ��Ĵ��Ǽȱ��ȱ�� ȱ���-���ȱ �ȱ �� ȱ���������ȱ�����ȱ ȃ���������ȱ���Ĵ¢ȱ��¢Ȅȱ ��� ��ȱ ǻ����ȱ �����ĴǼǯȱ ��� ��ȱ ����ȱ��ȱ�ȱ����������ȱ����ǰȱ��ȱ��ȱ ���ȱ��ȱ�����������ȱto see how his character’s story line progresses throughout the season. ��������ȱ���� ȱ ���ȱ ���ȱ �����ȱ ���ȱ ���¢ȱ
�������ȱ��ȱ�������ȱȮȱ�����ȱę������ȱ�����ȱȮ���¢ȱ ���ȱ �����������¢ȱ��ě�����ȱ ���ȱ ȃ���ȱ �����Ȅȱ����ȱ��ȱ�������ȱ���¢ȱ�����ę��ǯȱ���ȱ�ȱ������ȱ���-�����ǰȱȃ���¢ȱ��ȱ�����Ȅȱ ��ȱ���¢ȱ���¢ȱ��ȱ���-�� ǰȱ ����ȱ�ȱ�������ȱȃ���� Ȅȱ������ȱ�� ����ȱthe beginning.
Gustin playing the part of the Flash is a ����ȱ���������ȱ������ȱ�������ȱ��ȱę��ȱ���ȱ���-�������¢ȱ���ȱ����ȱ���¢ȱ�����¢ǯȱ�����ȱ���ȱ���-���ȱ����ȱ�ȱ���¢ȱ����������ȱ�¢�����ǰȱ���ȱ���¢ȱ ���ȱ ���ȱ ��������ǯȱ ����ȱ ���ȱ ������������ȱbetween Gustin and Martin as Iris’s father ������ȱ��ȱ����ȱ��ȱ���������ȱ���ǯ�������ǰȱȃ���ȱ�����Ȅȱ���������ȱ��ȱ ���ȱ���ȱ
���Ȭ���������ȱ ����������ȱ ���ȱ ��������ǰȱ ���ȱ“City of Heroes” left me hungry for more.
by Alexis Williams
Design Editor
ȃ���ȱ�����ǰȱ�� ȱ����Ȅȱ��ȱ��ȱ���ȱ����ȱfor country singer Jason Aldean’s new �����ǯȱ ���ȱ ŗśȬ�����ȱ �����ȱ ������ȱ ����ȱnew sounds to the star’s old, classic twang. Featuring slow, sexy tunes and a few ballads, it brings a slower feel than ���ȱ ������¢Ȭ����ȱ ��ȱ ������Ȃ�ȱ ��������ȱ ���ǯ���ȱę���ȱ�������ȱ�����ȱ��ȱ���ȱ�����ȱ��ȱ
ȃ��¢��Ȃȱ��ȱ����ȱ��ǰȄȱ ����ȱ��ȱ�ȱ����� ǰȱsad ballad. This style is not what Aldean ��ȱ��� �ȱ���ǰȱ���ȱ��ȱ ����ȱ ���ȱ���������ȱlyrics and a beautiful melody. The same is true for Aldean’s other ballad, “Too Fast.”
The most interesting song on the album by far is the single “Burnin’ It �� �ǯȄȱ��ȱ��¡��ȱ� ���ȱ ���ȱ���Ȭ��������ǰȱsomething not done in any other song. ��ȱ����ǰȱ���ȱ�����ȱ������ȱ������ȱ����ȱ����-������ȱ�����ȱ�����ȱǻ���Ǽǯȱ��ȱ�����ǰȱ�����ȱAldean starts singing.
A major problem with Aldean’s album ��ȱ����ȱ�ȱ���ȱ��ȱ���ȱ�����ȱ������ȱ���¢ȱ���-����ǰȱ����ȱ ��ȱ�����ȱ ����ȱ������ȱ��ȱ��ě��-���ȱ��¢���ǰȱ����ȱ���ȱ�����Ȭ��ȱ�����ȱȃ����ȱ����ȱ ���Ȅȱ ���ȱ ȃ���Ȃ�ȱ ������ȱ ���Ȅȱ��ȱ����¢ȱ �����ȱ ����ȱ ȃ��� ȱ���ȱ�ěȄȱ���ȱȃ����ȱ�Ĵ��Ȃȱ�������ǯȄȱ���ȱ��ȱ �����ȱ�����ȱ����ȱ���ȱ����ȱ�� Ȭ��¢ǰȱ� ���¢ȱ��¢��ȱ���ȱ���ȱ ���������ȱ ����������ȱ ���ȱ ������-rable.
The best songs on the album were ���ȱ ����ȱ ��ȱ ����ȱ������ȱ �������ȱ ����ȱ���ȱ ���ȱ ��¢��ǯȱ ȃ��ȱ�¢ȱ �����ȱ �����ȱ ����Ȅȱ��ȱ �����������ȱ ��ȱ ���ȱ ���ȱ ȃ����ȱ ����ȱ��-them.” Rather than being funny, as the name suggests, it instead has a relaxed yet catchy tune and is slightly nostalgic.ȃ�ȱ ����ȱ ��ȱ����ȱ��Ȅȱ ������ȱ ����ȱ ���ȱ
������¢Ȭ����ȱ ��ȱ ȃ�¢ȱ ����ȱ ����¢ǯȄȱ ��ȱ ��ȱnot a party song in terms of content, un-����ȱ�������ȱ�����ȱ�����ȱ��ȱ���ȱ�����ǰȱ���ȱit is more intense than other songs and reminds the listener of old Aldean songs, ����ȱ�����ȱ��ȱ����ȱ���������ǯ
There is no doubt that “Old Boots, �� ȱ ����Ȅȱ ��ȱ ���¢ȱ ���������ǰȱ ���ȱ ��Ȃ�ȱ ���ȱfrom spectacular or interesting. Aldean has put out chart-topping hits, and this album just wasn’t one. The experimenta-tion with a new sound just fell short.
by Mei Baek
���ěȱ�����������ȱ������¢ȱ�����������ȱę����ȱ��ȱ���ȱ����-
�������ȱ ȃ�����ȱ ��ȱ��¢����Ȅȱ ������ȱ �¢ȱ����ȱ�������ȱ���ȱ����������ȱ��ȱ���ǯȱŝȱ���ȱ���ȱ���ȱdisappoint. The suspense that built up during ���ȱę���ȱ����ȱ������ȱ�����ȱ�������ȱ����������ȱ����ȱ������Ȭ������ȱ�����¡ǯ
“The Blood of Olympus,” as it is so omi-�����¢ȱ �����ǰȱ ��������ȱ ���ȱ ����������ȱ ��ȱ��������ȱ����¢ǰȱ��������ǰȱ���ǰȱ�����ǰȱ�£��ǰȱ�����ȱ���ȱ�����ǰȱ������ȱ���ȱ�����ǰȱ�����ȱ ���ȱtheir friends Reyna and Nico. Gaea, the pow-�����ȱ������ȱ��ȱ ���ȱ������ǰȱ ��ȱ����¢ȱ��ȱ ���ǰȱand her children need the blood of demigods ��ȱ�����ȱ���ǯȱ���� ����ǰȱ���ȱ�����ȱ���ȱ��-mans are preparing for war – not against the ���������ȱ������ȱ��ȱ ���ȱ�����ȱ������ǰȱ ���ȱ�������ȱ����ȱ�����ǯȱ���ȱ�����ȱ����ȱ ����ȱ ���ȱArgo II through throngs of monsters to unite ���ȱ � �ȱ�����ȱ���ȱ�������ȱ���Ȃ�ȱ� ����-ing.�������ǰȱ ��ȱ���ȱ������¢ȱ������ȱ�������ȱ
a masterful author, goes full-force to create �ȱ�����ȱ��ȱ������ȱ���ȱ���������ǰȱ ���ȱ������ȱ������ȱ��ȱ�����ȱ��ȱ���������ȱ��ȱ�������ǯȱ���-����ȱ ����������ȱ ������ȱ ���ȱ ����� �ȱ ��ȱ �����ȱpasts, while others must confront inner de-mons. Riordan demonstrates that he can not ���¢ȱ ����ȱ�����ȱ���Ě���ȱ����ȱ���ȱ�������ǰȱ���ȱalso from the inside.
The only complaint that could be made �����ȱ���ȱ����ȱ��ȱ���ȱ�������ȱ��� ���ȱ����¢ȱand Annabeth. I personally found this to be an unwelcome change from their easy childhood ������ȱ���ȱ���������ǰȱ ����ȱ�����ȱ�����ȱ ���ȱa friendly punch in the arm. Though Perca-beth didn’t spend much time in the spotlight ��ȱȃ���ȱ�����ȱ��ȱ��¢����ǰȄȱ ���ȱ��Ĵ��ȱ�ȱ�� ȱof their romance felt rather clichéd. �������ȱ����ǰȱ�ȱ ��ȱ���������ȱȮȱ���ȱ�����ȱ
– by the masterful ending to the story that ���¢ȱ����ȱ�������ȱ��ȱ����ǰȱ����ȱ���ȱ���¢ȱę���ȱintroduction of 12-year-old Percy in “Percy �������ȱ ���ȱ ���ȱ ��¢������ǯȄȱ ��ȱ ��ȱ �������ȱ��ȱ ��� ȱ ����ȱ �����ȱ ���ȱ ��ȱ��ȱ����ȱ �������ȱ��ȱ ���ȱ ���ǰȱ��ȱ����ȱ ���ģ������ȱ Ȯȱ �������ȱ��ȱę��������ǯȱ ����ȱ ���ȱ���¢ȱ����ȱ ����ȱ ���ȱ���-tagonists of Riordan’s soon-to-come Norse mythology series will measure up to the �����ǯȱ�����ȱ ����ǰȱȃ���ȱ�����ȱ��ȱ��¢����ǰȄȱ���ȱ����������¢ȱ ��Ĵ��ȱ����������ȱ��ȱ�������Ȃ�ȱ�������ȱ������ǰȱ ���ȱ������ȱ����ȱ��ȱ���ȱ������ȱ��ȱmany readers.
by Lindsay Williams
Online Editor-in-Chief
����ȱ������ȱ���ȱ��ȱ���ȱ����ȱ����������¢ȱof a failing marriage turns into a nightmare ��ȱ ���ȱ�� ȱ�����ȱȃ���ȱ���ǰȄȱ��������ȱ�¢ȱ�����ȱ�������ȱ���ȱ�����ȱ��ȱ���ȱ����ȱ�¢ȱ��-lian Flynn.
“Gone Girl,” released in theaters on Oct. řǰȱ ��ȱ ���ȱ����¢ȱ��ȱ����ȱ�����ȱǻ���ȱ�ĝ���Ǽǰȱ ��ǰȱ��ȱ���ȱ�������ȱ��ȱ���ȱę��ǰȱ�����ȱ����ȱ����ȱ���ȱ���ȱ��ȱ���ȱę���ȱ����������¢ȱ ���ȱ���ȱ ���ȱ��¢ȱǻ��������ȱ����Ǽȱ��ȱę��ȱ���ȱ����-ing.���ȱ����ȱ�����ȱ����ȱ�����ȱ�������ȱ ����ȱ
��������DZȱ��¢Ȃ�ȱ ����¢ȱ ������ȱ ���ȱ ���������-����ǰȱ����Ȃ�ȱ�����������ȱ������ȱ���ȱ���������-����ȱ���ȱ��¢Ȃ�ȱ�����������ȱ���������ȱ����Ȃ�ǯ
As the details of the case come out, it be-�����ȱ�����������¢ȱ���¢ȱ��ȱ�����ȱ�ȱę����ȱ��ȱ����ȱ ���ȱ�������ȱ��¢Ȃ�ȱ �����ȱ �ȱ ��������ǰȱ��ȱ�����ȱ��ȱ��ȱ���� �������ȱ������ȱ��ȱ���-�����ȱ�����ȱ��ȱ�������ȱ���ǯȱ� ����ǰȱ����ȱ���ȱ���ȱ�������¢ȱ����ȱ��¢ǰȱ��ȱ���ȱ��������ȱ��ȱ���ȱ ��ȱ�������Dzȱ �������ǰȱ��¢ȱ�����ȱ���ȱ� �ȱ�����ȱ ��ȱ �����ȱ ��ȱ �����ȱ ����ȱ ��ȱ ��ě��ȱ ���ȱdeath penalty after she found out he was cheating on her.�����ȱ�ȱ������ȱ��ȱ������ȱ�����ȱ��¢ȱ�����ȱ
���ȱ��������ǰȱ ���ȱę���ȱ���ȱ���ȱĚ���ȱ����ȱ��������ȱǻ����ȱ�������ȱ�����Ǽȱ���ȱ���������ȱ���ȱ��ȱ����ȱ���ȱ����ǯȱȱ� ����ǰȱ ���ȱ����ȱ�������ȱ ��ȱ��¢ȱ��ȱ�ȱ��ȱ�������� ǰȱ���ȱ��-�����ȱ ��ȱ ������ȱ ���ȱ ������ȱ ��ȱ ���ǰȱ �������ȱ��������ȱ���ȱ������ȱ ����ȱ���ȱ���ȱ����ȱ����ȱ�������ȱ�¢ȱ���ǯȱ
“Gone Girl” had a patchy start, and the ��������¢ȱ��� ���ȱ�ĝ���ȱ���ȱ����ȱ ��ȱ���-ę����ȱ��ȱ� ���� ȱ��ȱ���ȱ���������ǰȱ���������¢ȱduring the unnecessary sex scenes. The act-ing at the beginning was poor in general, and �ĝ���Ȃ�ȱ �����������ȱ ��ȱ ���ȱ ��������ȱto that of some supporting actors.�������¢ǰȱ������ȱ���ȱ����ȱ�ȱ�����¢ȱ ���-
���ȱę��ǰȱ���ȱ���ȱȃ���ȱ���ǰȄȱ��ȱ ��ȱ�����ȱ���ȱopposite. While the two leads weren’t stel-���ǰȱ���ȱ� ����ȱ��ȱ���ȱ����¢ȱ������ȱ��ȱ���ȱ���ȱ�������ȱ����ȱ ���ȱ����ȱ ��ȱ����ȱ ���ȱ��������ȱ��������ǯȱ���ȱ��ȱ���ȱ����������ȱ ���ȱ������¡ȱemotionally and had their own agendas, ����ȱ��ȱ����¢���ȱ��ȱ���ȱ�����ȱ������ȱ���£¢ǯ
Gone Girl” is a story worth experiencing. But for those who wish to forgo the poor act-���ȱ��ȱ���ȱ���������ǰȱ�����Ȃ�ȱ�� �¢�ȱ���ȱ����ȱ���ȱ�����ȱ ��ȱ�����ȱ��ǯ
Rave Reviews tjTODAY staff reviews new
TV shows, movies, plays,
books and exhibits.
‘The Flash’ ‘Old Boots, New Dirt’ ‘Gone Girl’ȁ���ȱ�����ȱ��ȱ��¢����Ȃ�����ȱ�������¢ȱ��ȱ��� Ȃ�ȱ�Ĝ����ȱ��������ȱ���� photo courtesy of www.jasonaldean.com photo courtesy of www.rickriordan.com �����ȱ�������¢ȱ��ȱ�����Ȃ�ȱ�Ĝ����ȱ��������ȱ����
Have you bought your YEARBOOK?
There’s still time to get a free name plate if you order by DECEMBER 31.
www.yearbookordercenter.com
Order #13621
features october 16, 201412
by Annie AbrahamGuest Writer
Thousands of 18-year-olds around the nation have finally started their first year of college. The next year of their life will consist of completing required courses and hanging around collegetowns with friends. For those who wish to take any course they want or spend the year exploring the landmarks of a faraway city with friends and family, the dream is an ideal but un-attainable. For Jefferson Class of 2014 graduate Anwar Omeish, however, this is a reality.
“I was reluctant to move out of the traditional high school to college route,” Omeish said. “But once I re-ally thought about it, I realized that I had a lot more to gain than I did to lose by taking a gap year. My parents had pretty much the same reaction when I told them.”
Instead of joining the Class of 2018 at Harvard Uni-versity, Omeish is taking a gap year in Amman, Jordan at the University of Jordan. Harvard encourages its students to take a gap year, even suggesting it in their letter of admission, and 80 to 110 students defer until the next year.
For the second half of her gap year, Omeish will be traveling around Europe, Libya and parts of the United States. When she gets back to Harvard, Omeish plans on studying Government, Harvard’s version of political science, and possibly statistics when she be-gins her undergraduate education. Her eventual career goal is to practice human rights law.
“I am tremendously excited about heading to Har-vard in the fall, an excitement that is only heightened by hearing about my friends’ experiences as freshmen in college,” Omeish said. “I feel like, because of my gap year, I’ll be able to start college as a more mature
and capable person – that’s the goal, anyway.”According to Omeish, living in the Northern Virgin-
ia area insulates people in from a lot of things. Omeish wanted to experience life outside of the Northern Vir-ginia bubble.
“We have a very particular culture here, and the world is so much more than that – if we’re going to work for the betterment of the world as a whole, we need to be open to and aware of the variations in so-cioeconomic conditions, racial backgrounds and com-munity dynamics,” she said.
Omeish is using her gap year to study Islamic Stud-ies at the University of Jordan to expand her knowl-edge of Islam. Her courses include classes such as Ha-dith Studies, Prophetic Manners and Foundations of Islamic Jurisprudence. All of her books are in Arabic and her teachers only speak Arabic in class, so Omeish is using this opportunity to improve her skills in the language.
Anyone interested in following Omeish’s gap year experience can visit her blog, “The Sticking Place.” Omeish gives frequent updates on her daily life and writes about her adventures in Jordan, posting every-thing from beautiful pictures of Jordanian landmarks to selfies with cousins. She also mentions that spend-ing time in Amman is not that different than living in the United States.
“I’m living in a different culture with an entirely new set of people who live lives similar to and differ-ent from ours in so many ways.” Omeish said. “It’s exciting and different because it allows me to see, through the haze of global changes and sociopolitical factors, that there is no scary ‘other’ – we are truly fun-damentally the same.”
Jefferson alumna blogs her way through gap year in Kuwait
photos courtesy of anwandering.tumblr.comphoto illustration by Anjali Khanna
An official guide to making your Halloween
By Kate DengEntertainment Editor
It’s that time of year again. The leaves are changing colors; the hot summer air is changing to a crisp autumn breeze. Waiting just around the corner of the end of the first quarter is an event that children of all ages, parents, grand-parents and pets can come and enjoy. The same circling of the neighborhood can get boring, though, so why not enjoy your Halloween this
year outside of your neighborhood? There are plenty of events to choose from just around the local area, and one of the wide varieties of activi-ties is bound to catch your eye.
If you love going to the mall, why not spend your Halloween at Fair Oaks? You get holiday sales while also receiving free candy (win, win!). Or if you’re not a shopper but you still want candy, you could always trick-or-treat at George Washington’s Estate and Garden. If you don’t nec-
essarily want candy but you want to celebrate the holiday, go to Chipotle in a costume and receive a discounted burrito. If you love being scared around Halloween time and you enjoy history, Alexandria Colonial Tours is offering a Ghost & Graveyard tour for all horror enthusiasts. Or if you love parades, the Del Ray Halloween Parade is for you! You can bring the whole family and pets, or go with a group of your friends. Either way, it will be a night to remember.
18th Annual Del Ray Halloween Parade
Time: Oct. 26, 2014 Admission: Free
Location: Mount Vernon and Commonwealth Aves, Alexandria, VA 22314
Description: The whole family is invited to join in the 18th Annual Del Ray Halloween Parade. Dress up as your favorite
character and walk your dog through the streets of Mount Vernon Avenue.
Great for: A family friendly event!
Chipotle Time: Oct. 31, 2014, until 5 p.m.
Admission: $3 Location: 601 King St. Alexandria, VA 22314
Description: If you go to Chipotle in a costume, you get a burrito for $3 until 5 p.m.!
Great for: Burrito lovers!
Ghost & Graveyard Special Halloween Tour
Time: Oct. 24, 2014, 7 a.m. - 9 p.m. Admission: $15/adults, $7/children ages 7-17
Location: [Gadsby’s Tavern Museum] 134 N. Royal Street, Alexandria, VA 22314
Description: Held by Colonial Tours, the Ghost and the Graveyard Tour will include some of Alexandria’s most
haunted and spooky locations, while hearing tales of the historic city’s past.
Great for: People who loved to be scared!
Trick-or-Treating at Mount Vernon ‘Time: Oct. 31, 2014, 3:30 p.m. - 6:30 p.m.
Admission: $10/adult; $5/childLocation:
[Mount Vernon: George Washington’s Estate & Gardens] 3200 Mount Vernon Memorial Highway,
Mount Vernon, VA 22121 Description: Mount Vernon opens for trick-or-treating on Halloween night. Scavenger hunts are also available, along
with a parade and best costume awards! Great for: Getting candy!
Trick-or-Treat at Mall-O-Ween Time: Oct. 31, 2014, 5 p.m. - 8 p.m.
Admission: Free!Location: [Fair Oaks Mall]
11750 Fair Oaks Mall, Fairfax, VA 22033 Description: Go to the mall for store to store trick-or-treat-
ing, while getting some good sales at stores! Great for: Getting candy and great sales
tacular
������ȱ�������¢ȱ��ȱ�Ĝ����ȱ �������infographic and reporting by Kate Deng
october 16, 2014 features13
by Stav NachumNews Editor��ȱ ���ȱ ��� �ȱ ���������������ȱ ��Ĵ��ȱ ����ȱ �ȱ ����ȱ ������ȱ �������ǯȱ ���ȱ �������ȱ ��������ȱ
��� ���ȱę�������ȱ����ȱ���� ���ȱ����������ȱ���ȱ������� ȱ��ȱ������ȱ���ȱ����ȱ�ěȱ��ȱ����ȱ���ȱ��������ȱ���ȱ¢���ȱ� �ȱ������ȱ������ȱ��ȱ�ȱ����¢ȱ�����ȱ���ȱ������ȱ����¢ȱ�������ȱ��ȱ��ě�����ǯȱ���ȱ���ȱ�ȱ������ȱ���������ȱ��ȱ���ȱ��������ǰȱ �ȱ����ȱ��ȱ������ȱ���ȱ����ȱ����ȱ�������ȱ���ȱ������ȱ����ȱ���������������ȱ��ȱ�����������ȱ��ȱ��������ǯȱ���������ȱ ��ȱ��������ȱ���������¢ȱ��¢������¢ȱ���������ȱ������¢ȱ�¢��¢�ǰȱ ���������������ȱ
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by Anjali KhannaFeatures Editor��Ȃ�ȱŘȱ�ǯ�ǯȱ��ȱ�ȱ�������¢ȱ���������ǯȱ�����������ȱ��ȱ��ě�����ȱ����ȱ������¢ȱ�������ȱ��ȱ�������ȱ
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MacBooks or Notebooks? Procrastination on the Internet is
not healthy for the mind or GPA
Handwriting notes in the classroom
aids the brain’s learning process
Which will deliver the most classroom success?
photos by Anjali Khanna
SENIOR CHECKLIST:Have you bought your YEARBOOK? Get a free name plate if you order by 12/31. Have you had your SENIOR PORTRAIT taken? The FINAL ROUND will take place 10/27-10/31 in the auditorium.Have you bought your SENIOR AD? Sales prices extended to 11/1.
Choose photos and start working on your message of congratulations, pride and love.
Group ads are also available for purchase. Consider joining with other parents and/or booster parents to create ads that
honor your senior’s involvement in activities like band or tennis or to commemorate a special group of senior friends.
See http://www.tjtoday.org/yearbook-senior-ads/ for more information.Questions? Email Ms. Harris ([email protected])
health october 16, 201414Battling the TJ Plagueby Sruthi JayaramanGuest Writer
Although we are usually prepared for the first signs that our immune systems are under attack, this year the sudden incursion took the school by surprise.
The infamous “TJ Plague,” the seasonal cold that makes its rounds throughout the school every year, rap-idly spread through TJ, much earlier than usual. In general, the “TJ Plague” hits the school in October or Novem-ber, but this year it occurred right in the middle of September, before Home-coming Week. It started with one lone cough, a single sneeze, and over the next few days it seemed to have spread to every person in the school.
Most students feel that missing school is not an option because of the responsibilities that follow: making up missed assignments, retaking tests and spending extra time on projects, among other things.
“If you miss school, you never miss just a ‘few’ things,” freshman Gabby Li said. “You’ll most likely miss a lot of es-sential things, because every day at TJ there is something new or important to learn.”
During the weekly morning an-nouncements, the Student Government Association (SGA) has made health announcements to raise awareness re-garding good hygiene practices in order to curb the effects of the “TJ Plague.” However, staying home when you’re not well enough to attend school may be just as important as washing your hands.
“It isn’t a good idea to come to school when you are sick, because even though you aren’t missing class time, it’s really hard to pay attention and actually do well on tests and other assignments when you aren’t feeling well,” junior Anusha Basana said.
According to sophomore Amee Kapadia, although recovering quickly for better performance is important, thinking of your peers’ well-being is also necessary.
“Students should stay home because rest helps them get better soon, and it low-ers the probability of their classmates getting it too,” Kapadia said.
Even though students are divided about whether or not to attend school, most agree that certain symptoms can determine if the student should definitely stay at home. For example, junior Maitri Patel believes that students with fevers above 100 degrees Fahrenheit should not come to school.
Teachers have a different perspective on the tradeoff between attending school and recovering at home. English teacher Suzette Henry views the decision as more mental than physical.
“The choice on whether or not to attend school actually connects with one of the
roots that we are learning in class,” Henry said. “The personal versus communal root, in this case, says that the student can come to school if they’re sick, but eventu-ally they have to think about the other students that they might be affecting.”
If students do decide to come to school, health teacher Teri Davis encourages them to follow basic hygienic techniques to lower the risk of infecting their peers. Washing your hands, sneezing and coughing into your elbow, and avoiding unnec-essary physical contact with others will prevent the spread of disease.
However, if students want to stay at home and recover, clinic room aide Kirstin Stamper has some advice for returning to school quickly.
“Rest, rest, rest. It is important to get rest and drink plenty of fluids when you are not feeling well,” Stamper said. “A student may also talk with their parent to see if there are any over-the-counter medications or self-care methods, such as using a humidifier that may help relieve some of their symptoms.”
In the end, it is essential that students remember that the ability to cope with both sickness and stress differs from person to person. The decision to attend school or stay at home should be made on a case-by-case basis.
“It really depends on the person and how much stress they can take while still be-ing able to pay attention in class,” chemistry teacher Hadan Kauffman said. “If they can understand what their teacher is saying then it is fine, but if they can’t focus then it’s probably in their best interest to just stay home.”
��ȱ���ȱ��ě�����ȱ��������������ȱ ���ȱ��ȱ��������ȱculture while adhering to new Smart Snack guidelinesby Anjali KhannaFeatures Editor
If there’s any one thing that has an impact on the ��ě�����ȱ�������ȱ���¢ǰȱ��Ȃ�ȱ����ǯȱ����ȱ�����ȱ���ȱ ���ȱdrives club fundraisers and interest meetings. Snacks and sweets have also become the cornerstone of ������Ȭ ���ȱ ����������ȱ ����ȱ ��ě�����ȱ ��¢ȱ ǻ�Ȭ��¢Ǽȱand International Night (I-Nite).
However, the United States Department of Agri-culture (USDA) recently issued a new policy for schools
across the country involving the foods that may be sold to the students during
school hours. Under this new plan, cleverly titled “Smart Snacks,” all food sold during the day in vend-ing machines must comply to regu-lations on sodium, trans fat and sugar content. In addition, clubs
which formerly held Red Day bake sales must now sell only foods meet-
ing the health standard.Complying with this new set of rules
��¢ȱ ���ȱ ��ȱ ��ȱ ���¢ȱ ���ȱ ��ě�����ȱ ��ȱ �����ȱschools, since traditions like Red Day bake
sales and the pizza party celebrations have become ingrained in the culture of the
school as a whole. “I think the new regulations are
great about encouraging healthier eat-ing and food consciousness, but at the same time, they don’t allow for much Ě�¡������¢ȱ ��ȱ ���ȱ �����ȱ �ȱ���ȱ����ȱ ��ȱstudents at TJ,” sophomore Laura Chu, a member of the Student Gov-ernment Association (SGA) food com-��Ĵ��ǰȱ����ǯȱȃ��ȱ�ȱ�����¢ȱ ���ȱ �Ȃ��ȱ�����ȱ���ȱ�������ȱ�ȱ��� ���ȱ��ȱ���ȱ�ěȱ
the week, celery and carrots just don’t do the same thing.”
However, SGA has found a way to keep traditions like J-Day alive and well, despite
���ȱ�����ę�ȱ�����ȱ��ȱ�����ȱ������ǯȱBecause J-Day is a special non-school day
event, the Smart Snacks rules will not apply. On this day, clubs will be free to fund-
raise in whichever way they choose, and sell foods which are non-compliant with the policy. SGA also released a set of guidelines for clubs to tweak recipes for fat and sugar content, allowing Red Day bake sales to continue without only a minor hitch at most.
“I’m glad that SGA found a way to keep food sales at J-Day going,” senior Tony Baek said. “If the nutrition guidelines were enforced that day, I don’t think half the clubs would even be selling anything, which would lead to a lot less participation.”
Principal Evan Glazer, who did not have a say in the ��������������ȱ��ȱ�����ȱ������ȱ��ȱ��ě�����ǰȱ��ȱ ������ȱ ���ȱ��ȱ���ȱ���ȱ����ȱ��ȱ���ȱ��������������ȱ��ȱę��ȱ �¢�ȱ��ȱ��������ȱ ��ě�����ȱ �������ȱ ���ȱ ���������ȱ ����ȱ������ȱthe students healthier options.
“Although I don’t think TJ had a problem with obe-sity even before the guidelines, I don’t want the school to be a conduit for unhealthy lifestyles,” Glazer said. “It’s something that is out of the hands of administrators, but we are trying to do our best with the guidelines while preserving the culture at TJ.”��ě�����ȱ ��������ȱ ���ȱ ����ȱ ����ȱ ����ȱ ���ȱ ������ȱ ��ȱ
purchasing meal items from food trucks, which Glazer plans to have open for business in the early weeks of No-vember. The trucks will only sell cuisine that meets the USDA standard, but the culinary options range from Tex-Mex to Asian.����ȱ ������ȱ ��ě�����ȱ���ȱ ����ȱ������ȱ�����ȱ �ȱ�� ȱ
set of rules to follow, the student body has shown they are ready to work around it to keep up the school’s love ��ȱ������ǯȱȃ���ȱ��ȱ����ȱ�����Ĵ��ȱ��ȱ ������ȱ��ȱ�����-���ȱ���������ǰȱ���������ȱ�������ȱ���ȱ�����ȱ�����ȱ���ȱę��-ing healthier pizzas that we can put forward as an alter-native to our classic bake sales and pizza sales,” Chu said. “SGA’s goal is to try and maintain TJ tradition, while en-couraging healthy eating and adhering to the new rules.”
ȃ��ȱ������Ȅȱ�������ȱ����¢ȱ����ȱ¢���ȱ��ȱ��ě�����ȱ��������ȱ������ȱ��ȱ������ȱ����
The USDA has also created a set of nutrition guidelines called My-Plate, with the goal to proxide instruction for balanced diets.graphic by Anjali Khanna
graphics by Sandy Cho, Esther Kim and Anjali Khanna
advertisementoctober 16, 2014 15
16 education october 16, 2014
by Alexis Williams and
Lindsay Williams
Design Editor and Online
Editor-in-Chief
In the Oceanography and Geophysical Systems Research lab on Friday, Oct. 3, fourth period stu-dents paused their re-search to help lab director Lisa Wu pack for the move to the new lab spaces to the tunes of folk rock.
The activities in the Oceanography and Geo-physical Systems Re-search lab mirror what is happening in many of the other labs: special activi-ties to get ready. For ex-ample, in order to moni-tor the delicate balance of the tank ecosystems, Wu asked her students to complete a special graded activity related to main-taining the tanks. On the other hand, the Quantum Physics and Optics Lab ��������ȱ ���ȱ �������ȱ �ěȱfor now to wait for the ar-rival of new equipment, including a cloud cham-ber, a scanning electric microscope, an atomic force microscope and oth-��ȱ��Ĵ���ȱ����ȱ���������ȱthat will help seniors with their projects.
“As of today, the Quan-tum Physics and Optics Lab is shut down until the move is completed, new equipment installed and old equipment set up. I expect this process to take three weeks,” Quantum Physics and Optics Re-search Director John Dell said. “Most labs have had to shut down or reduce their activity during an extended period during ���ȱ ę���ȱ �������ȱ �����ȱ ��ȱthe move, though some ����ȱ����ȱ�������ȱ��ȱ��Ĵ��ȱthan others.”
The labs in the new research wing, which are set to open in the next few weeks, are bringing big changes for senior re-search projects as well as science classes. However, there have also been ma-jor class changes to com-pensate for the telelearn days caused by the move-ment and construction. Research is especially dif-ę����ȱ��ȱ��ȱ��ȱ����ȱ ���-out the resources available in class. Some teachers are including more time in class for actual lab work before the telelearn days to prepare.
“Normally, I would in-���������ȱ ��ě�����ȱ �¢���ȱ��ȱ �����������ȱ ��ȱ �ě���ȱa busier day with a less busy day,” Biotechnology Research Director Andrea Cobb said. “However with the telelearn, I have to give students activi-ties that don’t include me
quite as much, but when they are here and the labs are set up we will have to hit the ground running.”
Changes are also being made to science classes that are not research-re-lated to make time for the movement. For example, in some chemistry classes, students are doing extra lab activities before the projected move date.
“We have an uncertain time frame, and if we are going to spend a week or two packed waiting to move, we want to pack as much as we can,” chemis-��¢ȱ �������ȱ ����ȱ ��ě-man said.
Most teachers are antic-ipating the opening of the new lab spaces because of increased opportunities to use new equipment, but some are also looking for-ward to the larger rooms, which will give students a more open learning envi-ronment and more space to work.
“We won’t be bumping into each other all of the time,” Geosystems teach-er John Woodwell said. “The new rooms will be larger, and during eighth period we often have two clubs in a room at once, which will be easier in the new labs.”
There is even some equipment that has yet to be unpacked until the new labs open that will give new opportunities to stu-dents. In many labs, the new equipment is state-of-the-art. Some of the materials for the Quan-tum Physics and Optics lab is coming all the way from Germany.
“The students are go-ing to be able to use some amazing equipment that no other high school has,” Cobb said.
Teachers discuss preparation for the big move
Clockwise from the top left: Chemical Anal-
ysis and Nanochemistry Lab packs up to
move; New Oceanography and Geophysical
Systems Lab is being constructed for student
use; New corridor leads to new senior labs;
Neuroscience packs; Prototyping Lab labels
materials to be placed in the new space; New
classrooms are being built for science classes;
Robotics Lab has labeled boxes for construc-
tion workers; Back room of Chemical Analy-
sis Lab is stacked with boxes; Oceanography
students, seniors Billie Males and Al Ahmed,
work around packed materials; Classrooms
are under construction.
photos by Lindsay Williams
graphics by Esther Kim, Alexis Williams and Lindsay Williams