TMM 4/12/2013

Every April, Milton Acad-emy students convene to elect their new head monitors from a selection of self-nominated junior candidates. Based on a desire to conduct the election system on a more educated basis, SGA proposed a few alterations to the system that were put into effect this year.

In past years, head moni-tor candidates would present a short speech before the whole school. Then, following an online vote, these nominees would be narrowed down to three boys and three girls who would deliver a second round of speeches before the student body cast a final vote. This year, however, the SGA proposed giving the junior class control over the outcome of the first vote. This idea, proposed by Nick Pagliuca (I), who based it off a similar system at Nobles, was organized so that the class-mates of the candidates would have more of an impact on the results, since they are more knowledgeable about the lead-ership abilities of their peers.

“When so many candidates ran, finalists often made the second round based on a three minute speech and not their three years at Milton,” said SGA representative Liam White (II). “By giving the junior class the

Vol CXVIII Num. 12Friday, April 12, 2013

By Elana Golub ‘14 News Editor

SGA Proposes New Head Monitor Election System

power to narrow the candidates down to four from each gender, there was more of a guarantee that the people who knew the candidate best were advocat-ing for his or her character.”

In an effort to strengthen the student body’s knowledge about the candidates, SGA pro-posed a second change to the system. They wanted the nomi-nees to participate in question and answer sessions before

an audience of two grades at a time, allowing students to gain a deeper understanding of their potential head moni-tors’ campaign platforms. This idea, according to Liam, “gives candidates an opportunity to get to know each grade more intimately and push their ideas in a slightly smaller, less in-timidating venue. Students would learn some of the infor-mation that they might miss if

they chose not to read the pa-per, and all students have more than just a three minute speech to base their vote of off.”

75% of the student body voted in support of the proposed change. “It’s a smart decision because the juniors know their peers the best,” said Amy Kerr (II). “It’s a more effective way of narrowing down the can-didates, in comparison to the whole school voting based on

It feels surreal that my time as Head Monitor is com-ing to a close. I still remem-ber not being able to sleep for multiple nights before last year’s election and trying to control my shaking at the podium while I made jokes about the Hunger Games and dumplings. Nonetheless, I do like to believe that I have come a long way since then.

So for that, I must say thank you because without all of your help, I would probably have gotten no-where as of today. Thank you for giving me the opportunity to be in this position, for wear-ing ridiculous outfits during spirit week, for having very few DCs, for allowing Got-cha to go relatively smoothly (until the last day), and for making the food drive a gi-

ant success. Sometimes you have to be in the middle of it all to appreciate how special Milton really is, and that was definitely the case for me.

Going into this year, I

really wanted to focus on doing small things such as more rolling check-ins and donuts during exam week to brighten students’ days. I sought to promote school spirit through the fresh-man girls’ soccer game and blackouts at sports games. I hope that such events did

make a small difference in your day-to-day lives.

However, as I thought about certain issues, I real-ized that some bigger chang-es needed to be made. For

this reason, we enacted the changes to Head Moni-tor elections this year with the aim of creating a more thorough, well-thought-out system. Hopefully, this change will be continued by the SGA in the future.

So as I officially say goodbye, I want to wish the incoming Head Moni-

tors good luck. To the class of 2014, make the most of your time as seniors next year because it will be over before you know it.

By Jessica Li ‘13 Head Monitor

Current Head Monitors Say Farewell

Top row left to right: Corey Schwaitzberg, Liam White. Middle row left to right: Anthony Scur-to, Oluwayemisi Olorunwunmi, Sean Sylva. Bottom row left to right: Cameron Park, Amanda Pasko, Rubye Peyser. Four boys and four girls will face off next Wednesday for the first round of Head Monitor elections. See inside for in-depth profiles and interviews with all the candi-dates.

As you all can see, a mir-acle occurred—a little boy became head monitor. Since the beginning of my reign I promised to bring back the fun and excitement with curt speeches and creative activi-ties and with the help of my lovely partner Jess Li. I can assure you that I’ve done ev-erything in my power to serve this school well. On day one, with one hand on our school’s sacred handbook—which ev-eryone reads religiously be-

fore going to bed—I prom-ised to Dare To Be True. And since that day, I have told you the truth, everything I believe, know, and love about this school. It is my dearest hope that you never let this great school reek as much as the fer-tilizer on the Quad. Say what you really believe, stay strong, and have fun. XoXOxo

By Nick Maragos ‘13 Head Monitor

Election IssueCANDIDATE PROFILES INSIDE

one speech.” Shira Golub (II) agreed, saying, “this new sys-tem makes sure that all the can-didates who speak before the whole school are qualified and respected by their classmates.”

“As juniors, we know the people in our grade better than anyone else in the school,” said Kendall Hall (II). “It makes sense for us to be the ones to choose the finalists.” Rubey Peyser was also a fan of these changes, saying, “I think the Q&A sessions in particular will cause students to get to know the candidates and see how each would perform in a more normal assembly scenario.”

“While part of being a leader is being able to capture an audience’s attention, there seemed to be too much empha-sis on making students laugh and less on ways to improve the school community,” added Liam. “By having more in-formed voters, the school could be assured that they would be led by strong head monitors.”

Other students, however, still don’t believe that this mod-ification will have much of an impact on the results. “I don’t think it will make a difference,” said Cody Cortes (II). “The strength of the candidates is al-ways clear, whether it’s to just juniors or the whole school.”

“Thank you for giving me the op-portunity to be in this position.”

April 12, 2013 | The Milton Measure

Amanda “Bruce” PaskoGoes to Milton Academy

Born on March 19

Female

Amanda Pasko

What do you think is the purpose of the SGA and how would you define the role of the Head Monitor?

If students are lettuce and the faculty is tomatoes, then the SGA is dress-ing—they act as a bridge between students and faculty to make the school a salad. The Head Monitors are the most delicious clump of dressing because they represent the greatest number of people throughout the school.

Every year, the Head Monitors bring something new to Milton. What tra-ditions would you like to uphold and what new traditions would you like to establish?

I like fun contests that get everyone enthusiastic and excited. I will ab-solutely continue Gotcha, Spirit Week, Hoops for Haiti, and the school-wide attendance of the freshman girls’ soccer game. I will add to each of these current traditions. For example, I will award trophies to the top ten finishers as well as top boy and girl finisher in each grade in Gotcha and start a Got-cha blog that lists who has gotten eliminated and any funny stories and pic-tures from the game. One new tradition that I would like to establish is that whenever somebody sets a new school record in a sport or in strength and conditioning, we congratulate him or her at morning assembly with a water slide during Mud Week. I would also love to hear all of your fun ideas ;)

What do you think is the most memorable thing about a Head Monitor from a student’s perspective? From the faculty’s perspective?

Both students and faculty will remember a Head Monitor who is enthu-siastic, approachable, and committed to his or her role. A Head Monitor who has excitement and enthusiasm at all times will set the tone for the rest of the school and get everybody excited for not just a great year, but THE GREAT-EST year. Also, a Head Monitor must be approachable and always willing to listen, so that anyone who has any kind of suggestion is willing to let them know. In addition, Head Monitors must be committed to their many roles at the school.

How would you facilitate cohesion between the faculty, the administration, and different grades?

I will make sure that every group of students on campus knows me and is willing to approach me at any time. If a student or a faculty member has any kind of concern—even if it seems relatively small—I will DEFINITELY bring it to an SGA meeting or to a faculty member, and I will see to it that we discuss the issue and make progress toward it. I will also have a box out-side the Head Monitor office, so that people can tell me any ideas that they have for the school.

What do you think is the biggest struggle facing our community and what role do you think the SGA plays or could play in solving this issue?

I think people get so caught up in their day-to-day lives that they forget how amazing it is to go to this school. I’ve heard Milton be compared to a candy store and to Disney Land, so maybe we are a candy store smack in the middle of the Magic Kingdom. I don’t want people to forget how special Milton is, and I think that fun, spirited activities—advisory competitions during spirit week, costumes on Halloween, an Olympic skit at the pep rally, just to name a few possibilities—are the best way to do this.

How has your perspective of Milton changed over your time here and how can you use this insight to better our community?

I’ve realized that people at Milton respect you for who you are. I admit that I am very eccentric in a lot of ways, including my nickname Bruce (more on that later…), my cowprint pants, my volunteering at assemblies, my numerous attempts to create a peanut butter energy drink with optimal portions of whey, casein, and soy protein, and in many other ways. No mat-ter what, people appreciate me for who I am, and even though I wasn’t like anyone else, I never felt as though I had to change. That’s why I’ve been so happy here at Milton, and I want everyone in the school to feel the same way.

Q & A

From the flaming hair to her confident stance, Amanda Pasko is impossible to miss at Milton. An incredible athlete and leader of the junior class’s day students, Aman-da, also known as Bruce for her excellence in track and field, is willing to serve as the leader of the entire student body next year.

Despite entering as a new sophomore, Amanda is no less, if not more, social and well-known than those who have attended Milton since kindergarten. From academics to athlet-ics, Amanda has proven her abilities, impress-ing the student body. “She actively participates and is willing to make meaningful contribu-tions that we can all benefit from” says Eliza White (II). “Amanda is never afraid to read

out loud or answer a question even when no one is willing to participate.” Amanda’s active participation stretches onto the field where she sets records on running, jumping, and throw-ing. “Her enthusiasm on the field matches her energy in class,” says Titi Odedele (II), who has the privilege of watching Amanda’s athlet-ic abilities during track season. Her teammates constantly admire her for her ability to continu-ously face challenge, proving the consistency of her fearlessness no matter where she is.

Surprising the school from time to time with her individuality, such as the invention of Bruce Juice, a special thick energizing drink, Amanda also earns respect from fellow lead-ers of her class. Liam White (II), the SGA

representative of the junior class, states that Amanda is “not afraid to put herself out there and has shown incredible commitment to what she feels passionate about.” Constantly recognized for her both physical and psycho-logical strength, Amanda’s decision to run for the head monitor’s position is not surprising.

“I am a very energetic person,” Aman-da says. “I am very spirited and like to take a central position in many activi-ties.” Clearly, Amanda has shown us all her true identity, an excited and capable stu-dent, even before giving her first speech.

by Jenna Lee ‘14

April 12, 2013 | The Milton Measure Anthony Scurto

Anthony ScurtoGoes to Milton Academy

Born on January 27

Male


I feel as though the purpose of SGA is to give the student body a voice as well as to have influence with activities, and be the spokesperson for the stu-dent body with the administration and faculty in our community. I would like to define the role of Head Monitor by managing these activities and making the entire student body excited and eager to participate in them. Being a part of all the activities that occur on campus is important for the head monitor as well as when difficult situations arise or the student body feels their voice should be heard by the faculty and administration. I will present our side of the issue with maturity and professionalism with the administration and faculty.

Every year, the Head Monitors bring something new to Milton. What tradi-tions would you like to uphold and what new traditions would you like to establish?

I would like to uphold certain traditions that we already have, such as Got-cha and the Nobles Day pep rallies. However, I would also like to create new traditions with the Lower School such as creating a K-12 field day. We, as the Upper School, have a tendency to forget there is another community across the street. We need to make Milton Academy not just about grades 9-12 but rather about K-12.


The most memorable thing about a Head Monitor from a student’s perspec-tive is the memory of someone who took the job seriously but had fun with it, enjoyed what they were doing, and was easily accessible by all members of the student body. I think that the faculty has the same type of perspective.


I came here as a new sophomore and it was a tough transition. I didn’t know anyone and most of the students had already made group of friends. I felt on

the outside of the entire class. I could only imagine what freshmen must have had to deal with, adjusting not only to high school but also to a completely new environment. We should strive to create a greater bond between the current community and all the new students entering it. I don’t feel as though quick ice breakers at orientation are sufficient enough to make these new students feel welcome. I think there need to be additional activities that encourage these students to feel at home in the new community that they have joined. Continued activities throughout the year not only help with expanding these connections, but also an even stronger sense of one very good community.


I feel the biggest challenge facing our community is the gap between what the administration and faculty desire and what the students actually want. If we were able to bridge this gap, I think we would be able to create a campus that can truly be open with each other and believe in our motto “Dare to be True.” To do this we need to make an effort to honestly listen to each other and create an idea of a Milton that will satisfy everyone on campus.


I feel that my perspective and insight as a student coming into this already established group can help to make our community a closer one. The divide between academics and athletics is so large right now. I would like to make this division between athletes, non-athletes, and any other group that feels it is on the fringe of the social circle much smaller. There is no reason why somebody should not have a place at Milton or feel they don’t belong. In order to do this I would work hard in talking with the different groups to see how we can plan activities together to begin to bridge the gaps that keep us from being a more united community.

Two-season varsity athlete and hair gel en-thusiast, Anthony Scurto impresses even the rowdiest of crowds with his intense focus and strong drive both on and off the football field. Known for his diligence, Anthony spends his free time either in the library, striving for aca-demic excellence, or on the athletic fields, try-ing to better himself for the good of the team.

That is the type of leader and person An-thony is: one who selflessly gives his full effort to improve the community. Whether he’s di-recting players in the huddle or helping fellow classmates on English homework, Scurt, as he is known to his friends, “keeps pretty level-headed even in the toughest times,” says classmate Mi-chael Cronin (II). Priding himself on a will to listen, he believes that the head monitor should

give the student body a voice that excites change.Anthony realistically recognizes the chal-

lenges head monitors come across but believes that even small changes can create a ripple af-fect, which ultimately leave Milton a more en-joyable place for future students. With Anthony, “what you see is what you get”; not wanting to waste time hiding his views, he states “I re-ally don’t try to fool anyone with my opin-ion and am pretty upfront with my thoughts.”

A funny, kind and personable candidate, Anthony “never asks others to do something he wouldn’t do himself,” and helps every-one “stay positive,” says Bobby Gilmore (III). Much more than starting quarterback, Antho-ny’s wit and humor help make everyone around him feel comfortable. Whether he’s joshing

with friends or making light of a tense situa-tion, Scurto’s fun-loving attitude never waivers.

Anthony is a rare combination of an outspoken leader and an attentive listener. He might not be able to dazzle you with a funny childhood story, but he posses traits any good head monitor must have: a passion for his school, a willingness to work, and a desire to make Milton a better place for students. A vote for Anthony ensures our next head monitor will not only be a “great guy” who’s “fun to even just walk around and hang out with,” according to fellow candidate Sean Sylva (II), but also a competent and good-willed leader.

by Chris McDonough ‘14

Q & A

April 12, 2013 | The Milton MeasureCameron Park

Cameron Park is running for Head Moni-tor with a warm personality and a proven re-cord of leadership. As her roommate Haley Dougherty (II) notes, Cameron is “energetic” and “always in high spirits.” But Cam’s con-tagious enthusiasm goes far beyond Robbins. As a peer group leader, she talks to the fresh-men every Thursday and makes an effort to ease their transition to Milton. “[Cam] offers great advice and keeps the [peer] group con-stantly entertained,” says Madeline Murphy (IV). Madeline adds that Cameron is her role model and that she “looks up to [her] so much.”

Indeed, Cameron cares deeply about ev-eryone at Milton, especially the underclass-men. Though living in a dorm and playing three varsity sports, she often goes out of her way to help others. To use Juliet McCann’s

(III) words, Cameron is an “incredible hu-man being: easy to talk to, hilarious, and open-minded.” Wherever Cameron goes, she brings “bucketloads of love,” says Valentine Ora (II).

In addition to spreading her positive attitude, Cameron is capable of turning words into action, and always eager to implement her unique ideas. She initiated “Groutfit” (grey-outfit) day on campus this year, encouraging everyone to wear matching grey sweatshirts and sweatpants the day before exams. “I just want to make everyone’s day a little bit more fun,” says Cameron. She has certainly kept her promise. On Valentine’s Day, Cameron helped to lead the field hockey team in organizing their rose sale, a favorite among friends and lovers at Milton. As Cam saw fellow students going back to classrooms with roses in their hands, she knew that the team’s effort had

paid off. “Things like ‘Groutfit’ and roses on Val-entine’s Day define who Cameron is,” says Pat Sheehan (II). Cam’s inventive and fun character makes an impression on everyone that knows her.

Cam will be the captain of the varsity field hockey team, and she has what it takes to lead the school as well. She is committed to all of her different roles on campus and never fails to take on responsibility. As Liam White (II) says, Cameron “means business.” Whether it is in the classroom or in the dorm, in the rink or on the dancefloor, Cam always proposes new ideas and puts in the work that will make others feel at home. No wonder Matt Rohrer (I) says that he “cannot think of a better face for the student body than this beautiful girl,” Cameron Park.

by Yvonne Fu ‘14

What do you think is the purpose of the SGA and how would you define the role of head monitor?

I know the SGA makes laws and sits on DCs, but I think its real purpose is to make this school enjoyable and to get people involved. I think the role of head monitor, being the face of SGA, is to get stu-dents excited and proud of their school. I also think head monitors need to be accessible to everyone so that people feel comfortable talk-ing with them about anything.

Every year, the Head Monitors bring something new to Milton. What traditions would you like to uphold and what new traditions would you like to establish?

Traditions to uphold: freshman soccer game (but why go to just one game?), Gotcha (obviously), spirit week, the food drive, vol-leyball and dodgeball tournaments, and the hot chocolate and donuts during exam week.

New Traditions: National Groutfit Day (a comfy way to end re-view week), bring back the Green Cup Challenge with more incen-tive, more bonding between different grades, and other kinds of fun “competitions” besides volleyball tournaments like sing-offs or other “talent-offs.” If anyone has an idea, though, please feel free to let me know, because a lot of them are probably pretty creative.

What do you think is the most memorable thing about a Head Moni-tor from a student’s perspective? From the faculty’s perspective?

From the student’s perspective, the most memorable thing about a head monitor, in my opinion, is their openness and friendliness. The head monitors that I remember are ones who consistently tried to meet

new people and introduce themselves, and one who tried to make connections with as many students as possible. From the faculty’s perspective, I think the head monitors are most remembered for their presentation: how they communicate between students and faculty, how they represent the students to the faculty and vice versa, and also how they try to build connections with the faculty members as well as the students.

How would you facilitate cohesion between the faculty, the ad-

ministration, and different grades?Talk to them. Be open about what is happening and especially why,

being honest with administration and faculty when students are not happy, and being honest with students when the adults are not happy. Also, build relationships with as many people, students, and faculty, as possible, because then they see you as a person they can talk and relate to.

What do you think is the biggest struggle facing our community and what role do you see the SGA plays or could play in solving this is-sue?

I think grade division is an issue facing our community. I think, in-dividually, we have friends in other grades or in other circles, but, as a whole, the grades are divided. The SGA can help change this. We can try and change the social structure; maybe one day switch where kids hang out in the student center. One day the seniors could hang with the freshman and the juniors with the sophomores. I don’t know if grade division is the biggest problem, or if that is even a solution, but it is an issue that we can easily try and change.

Q & A

Cameron ParkGoes to Milton Academy

Born on October 6

Female

April 12, 2013 | The Milton Measure Corey Schwaitzberg

Corey SchwaitzbergGoes to Milton Academy

Born on May 12

Male


I think that, to understand the purpose of the SGA, you have to remember that it doesn’t stand for “Student Governing Association”. You don’t need to be a student to govern students, so theoretically, all the decisions of a “Student Governing Association”, that is, an association for governing students, could be made by faculty and administrators. Instead, we have a Self -Governing Associa-tion, where students vote on student issues. The Head Monitors have to keep in mind that, while they must work collaboratively with the administration, they are ultimately the heads of the student body and are responsible for representing its interests.

Every year, the Head Monitors bring something new to Milton. What tradi-tions would you like to uphold and what new traditions would you like to establish?

The Bag of Neat Stuff and the trivia competitions were great new additions to joint assemblies. A lot of the time, when people are just talking at you from a stage, it can feel awfully one-directional, with words being shouted at you in the hope that you’re awake and interested enough to listen. With audience participation going on, you suddenly have two-way communication going on, which makes assemblies more entertaining. As far as new traditions, I’ve had a vision of a couple of school-wide competitions taking place throughout the year, where each class could send forth champions to compete for honor and glory in seasonal events such as water gun fights in the summer, snow sculpture contests in winter, etc. How would you facilitate cohesion between the faculty, the administration, and different grades?

The best way to build relationships with people is to simply interact with them on a personal level. Although structured social bonding activities can sometimes seem like chores when improperly planned, they can definitely be a great way to meet new people. In addition to forming bonds between students,

activities like dodgeball or scavenger hunts also can give students the chance to get to know faculty members and administrators outside of their official roles at the school. They’re pretty cool people.

What do you think is the biggest struggle facing our community and what role do you see SGA plays or could play in solving this issue?

I’ll be straightforward: I’ve found that several of the recent actions taken by the administration have been frustrating and unpopular among the student body, and I believe that this is largely due to a perceived lack of transparency and student input. For many, it feels as though these decisions were made and implemented on a whim, when in reality, all of the elected officers of SGA do a ton of work to represent student interests. I think that the student body should be more aware of the work that goes on behind the scenes, and to accomplish this, I think the SGA bulletin board that, according to the handbook, is theoretically located somewhere in the Stu, ought to be more visible and should be updated regularly with notes and topics from SGA meetings. Raised awareness of the process of decision-making would go a long way towards helping everyone ac-cept the final decisions, even unpopular ones.


I came to Milton Academy off of 8 years at public school. The jump in classwork was pretty steep. But I eventually discovered that my classmates were pretty much in the same places, and that we were all suffering through it together. I’ve realized that when we say, “Oh my God, I have a lab report and two tests this week, kill me now,” “Tell me about it. I’ve got two essays and a research paper,” we really mean “I’m having a tough time right now. I could re-ally use some support,” “It’s ok, I’m right there with you. Aevidum.” We really do work hard here, but we get by with a little help from our friends. I think that, coming to Milton, a lot of students can be really scared of the new challenges ahead of them. We should let them know that we’re there for them: upperclass-men, underclassmen, teachers, coaches, administrators, everyone.

Q & A

A quiet and contemplative yet smooth and decisive presence on campus, Corey “Schwaitz” Schwaitzberg is hard to miss. As the head of Milton’s Sci-Fi Club, Corey gives announce-ments with a hilarity and quirkiness that rival that of his predecessor, Hannah Auerbach. As a backbone of the ski team, Schwaitzberg com-bines grace and coordination with pure strength, as he shows off the product of hours of sweat. As a leading musician on campus, Corey never fails to impress whether he is playing piano in his jazz combo or belting it out with the Miltones. And as one of Milton’s most prominent actors, he has played a variety of characters, the most impres-sive of which was Leaf Coneybear, the ADHD-stricken spelling bee contestant. Jesika Islam (II) asserts, “With this variety of interests, every-one could find something to talk to him about.”

Clearly, Corey wears many hats at Milton, and the diversity of his interests is refreshing. Daisy

Walker (II) remarks, “A lot of people talk about school spirit only as high attendance to sports games, but equally important is support of arts events like plays and concerts, which seem to be looked over.”

Corey’s creativity and authenticity are two of the qualities that his peers most admire. As Owen Matthews (II) puts it, “Corey is laid back and lev-el-headed, but he is also very bright and can think on his feet.” Many of Schwaitzberg’s peers have noticed his approachability, as he does not think twice to socialize with underclassmen in the student center. “He cares a lot about the people at Milton,” says Charlotte Goddu (II). Corey has always been a presence here on campus; instead of heading home at 3:30, “he is often at school past 7 hanging out with friends or doing homework,” says Jesika Islam.

Corey has no trouble embracing change. Throughout his time at Milton, he has remained flexible while never losing sight of his original goals. When Corey started at Milton as a fresh-

man, he was an accomplished classical pianist. Since then, however, Corey has not hesitated to explore new musical styles, performing every-thing from jazz and Afro-Cuban music with his jazz combo to the Pokemon theme song with the Miltones and Broadway hits in school musicals.

Schwaitzberg himself says it best: “Once [he] sinks his teeth into a challenge, [he], like the prover-bial bulldog, will not let go until the task is done.” Corey is a busy man, and he clears his mind after a hard day’s work by “taking long walks on the beach.”

Owen Matthews (II) assures us, “Corey knows what he’s doing, and he also knows what we want him to be doing.” A creative and down-to-earth presence here at Milton, Co-rey will undoubtedly impress the community in the coming stages of the election process.

by Charlie Blasberg ‘14

Due to limited space, some of Corey’s responses have been cut. Please visit miltonmeasure.org for the complete version.

April 12, 2013 | The Milton MeasureEditorial

Milton Academy occupies a curious position, straddling the line between tradition and progress. This Board has of-ten discussed the relative merits of respecting tradition or else turning towards the future (in fact, that was precisely the topic of our first editorial in the 2012 graduation issue, which we’re sure you read religiously by the beachside over the summer). Since then, we’ve defended annual freshman cheek-kissing, castigated the reactionary return to a restric-tive Senior Project proposal process, and argued for defer-ence to administrators while also criticizing what we saw as an overly superficial Oxfam Week. In so many words, we work both sides of the aisle.

We’d like to present a few issues which, though small, are signs of the need for occasional reforms on the part of both student groups and administrators to keep an institution from getting inflexible and stiff in its joints.

For example, the present system of assembly attendance provides the wrong incentive for students. When being late is considered the same as being absent, a student who is two minutes late has no reason to show up when he or she will be punished the same as someone who cut or slept in. Instead, a simple change could be made to count a late as only half of an absence. Those who make a genuine effort to see at least part of an assembly would be rewarded for their good faith rather than being lumped in with those who skip entirely.

On another minor note: a school like Milton that prides itself on attention to the environment should more make an effort to ensure that measures taken to go green don’t cause more harm than good. Ensuring that there are recycling bins in every classroom is an excellent measure, but removing trash bins from classrooms entirely is bad. When food waste like apple cores, Styrofoam, and other non-recyclable mate-rials have no place to go and end up mixed in with paper and plastic, the result is that none of it is recycled at all—back to square one. This situation is a case of progress needing to be tempered with practicality.

These issues might seem like “First World Problems”: nothing more than entitled students complaining that they’re not even more privileged. Taken individually, these issues seem trivial—certainly not a priority. However, taken to-gether, small annoyances like these are what add up to cause institutional stagnation or even decline. We chose to discuss these issues in the Head Monitor Issue because they serve as a reminder that we can always find ways to make Milton leaner, smarter, and more cohesive. Dealing effectively with matters large and small is the hallmark of good leadership--perhaps next year’s Head Monitors can root out matters like these. When considering who to vote for in next week’s bal-lot, think about how that candidate will work with peers and administrators to pursue every possible avenue of improving the community. In the end, all of us need to play a role in making sure that Milton runs smoothly and intelligently at every level.

Commonsense Reforms at Milton: the Case Against

Institutional Inertia

NewsDaniel Kim ‘13

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Layout EditorsLindsay Atkeson ‘13

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Senior EditorsKat Kulke ‘13Jon Esty ‘13

Charles Wang ‘13

Web EditorJeremy Mittleman ‘13

*

Olivia Atwood ‘13, A&E EditorGrace Li ‘13 and Jenna Lee ‘14, Photo Editors

Yvonne Fu ‘14 and Titania Nguyen ‘14, Opinion EditorsElana Golub ‘14 and Neil Chandra ‘14, News/Feature Editors

Charlie Blasberg ‘14 and Sam Barrett-Cotter ‘13, Sports EditorsMeneka Sachdev ‘13, Caleb Warren ‘13, and Delaney Flynn ‘13 Humor Writers

*Larry Pollans, Faculty Advisor

The Mil ton M E A S U R Eest. 1894

Editors-in-ChiefNelson Barrette ‘13 & Amanda Beaudoin ‘13

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Letters to the Editors

Please either email our editors or mail to:The Milton Measure

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Letters may be edited for length and clarity.

Happy 18th Birthday to Editors-in-ChiefNelson Barrette and Amanda Beaudoin

April 12, 2013 | The Milton Measure Centerfold

@Cliff_dawggSpotted: Ashley Hales tying faculty children to a tree

@elbo28My Lilly Pulitzer pen died today #ironic

Milton Measure retweetsTweet @TMMeasure to have your tweets published!

@hombawkwardHighlight of today was dodging a pickle some townies threw at me from a moving car

shannnoniigans@‏I have a theory that hieroglyph-ics are just an ancient comic strip about a character named Sphinxy

brohioo@‏My last thoughts of JLW needed to be semi intellectual so that people know I’m an intellectual

Ability35%

Popularity65%

Is the Head Monitor election an evaluation of ability or popularity?

Yes60%

No40%

Should seniors be allowed to vote for the following year's Head Monitors?

Yes33%

No67%

Do you feel that the SGA has a noticeable impact on daily student life?


Rubye PeyserGoes to Milton Academy

Born on July 29

Female

Rubye Peyser’s effervescent smile is conta-gious. Seeing her around campus, students of-ten remark on Rubye’s ability to animate those around her. Rubye leads her classmates with a combination of structure and adaptability; al-ways open to her peers’ advice, she never fails to please. With experience in leadership as this year’s Class II SGA representative, Rubye plans to further her role in our community next year. Rubye’s friends agree that her commitment to her goals makes her success inevitable. An ac-tive participant in plays, sports teams, and choirs, Rubye strives to connect with all types of students, noting that one of her main goals is to build friendships from acquaintances. Her di-verse selection of activities, however, does not inhibit the intensity she brings to each of her

endeavors. Tapley Eaton (II), a close friend of Rubye’s since sophomore year, notes that Rubye “is fully invested in every aspect of Milton life.”

If given the opportunity, Rubye hopes to en-courage students to take full advantage of all that Milton has to offer. “I think that by further exposing all of [Milton’s] opportunities, more students would get involved, thereby creat-ing a closer, more spirited community,” Rubye says, making it clear that she is proud to be a part of a school like Milton. Tapley embraces Rubye’s commitment as a significant aspect of her ability to make a real impact on the school. “She is not afraid to take charge and her in-credible organizational skills prepare her to handle any task sent her way,” Tapley adds.

Rubye’s knowledge of the school ex-

tends far beyond that of any of the other can-didates, as she has been at Milton since Kindergarten and has seen many success-ful leaders throughout her scholastic career.

Rubye has always dreamed big. In the Mid-dle School she was an actress on the PBS show “Fetch!” Emmie Atwood (II), who worked on the show with Rubye, noted Rubye’s fearless attitude during filming. Such poise is what her friends most admire. Haley Dougherty (II) regards Rubye as a “friendly, driven, and approachable” leader who is always prepared. With her outgo-ing and devoted personality, Rubye is a strong candidate to be next year’s Head Monitor.

By Gabrielle Blake ‘14


The purpose of the SGA is not only to make decisions/plan events to benefit the students, but also to help make students spirited and to keep them happy. I think the role of head monitor, as the leader of the SGA is to get as many students as possible engaged and enthusiastic about the school. In planning the Class II Retreat, I found that one of the best parts was that so many people, beyond Liam and I (the junior class counselors) were involved in the planning; the ideas that the committees of juniors came up with were so great and so thoughtful. Overall, I think the reason the weekend was so successful was because so many students were engaged in the process and committed to ensuring that their activity would be fun and valuable. In my opinion, a head monitor is, in huge part, an enabler: someone who can empower students, and help, by communicating with the ad-ministration, to turn students’ ideas into realities.


If I were elected, the traditions I would most like to uphold are can drive and whole-school-attendance at a freshman sports game. Instead of creating multiple new traditions, I would like to strengthen and build-up existing ones. For exam-ple, I think we should have a pep rally every season, not just in the fall. Secondly, I think that one of the “Ice Cream Socials” should morph into a K-12 field day-type event so as to bring together all of Milton, not just the upper school section. How would you facilitate cohesion between the faculty, the administration, and different grades?

In my opinion, Milton is less divided by individual grades and more divided by upperclassmen and underclassmen. I think a way to help bridge that gap would be to have some of the joint assemblies be senior-sophomore, junior-freshman instead of junior-senior, and freshman-sophomore. Beyond these assemblies I would want promote and make even better use of the peer groups. To emphasize inter-grade unity, I think there should be a few Wednesday 2nd period assemblies throughout the year that group members from different grades, and allow the peo-ple in those groups to hang out and get to know each other. With Milton students’

busy lives, many cannot always make the effort to reach out to other grades, so by structuring this time during the academic day, kids might have more ease in build-ing inter-grade relationships. To connect the students to the faculty and adminis-tration, I think that multiple faculty members and administrators should get the chance to run Monday morning assemblies instead of just Mr. Ball or Mr. Bland. By exposing more faculty members and administrators to the community, we can more easily unite.


I think the biggest struggle facing our community is stress. As students at a very challenging school, we work extremely hard, often sacrificing sleep or social life. While the SGA has no control over the amount of work teachers give, or the number of other time consuming activities that students are involved in, it can create some much needed breaks. These breaks do or could come in the form of donuts at recess, possibly activities on the quad during occasional activities peri-ods, rolling check ins, and exciting assemblies. These examples are all ones that the SGA can control and that could allow us to clear our heads and de-stress.


I have been at Milton since I was five, so my perspectives about most things have changed since I have been here! When I first came here, I was convinced the school was perfect. I got to bake bread in class, learn new information, and participate in the traditions my older sister had told me so much about. While I still love Milton, I now appreciate that this school has some flaws and can be a very difficult place. Because I went from thinking Milton was a utopia to seeing its imperfections, I understand the importance of being naive and whole-heartedly spirited as well as being realistic. I find that students (myself included), can sometimes be negative about their Milton experience. I know that these feelings can never be entirely eradicated, but I think my changed perspective about Milton could allow me to help the community acknowledge the bad, but also strongly appreciate the good.

Q & A

Rubye Peyser

Due to limited space, some of Rubye’s responses have been cut. Please visit miltonmeasure.org for the complete version.


Sean SylvaGoes to Milton Academy

Born on December 3

Maie


The purpose of the SGA is to work with faculty and students to make the school run as smoothly as possible.

Every year, the Head Monitors bring something new to Milton. What tra-ditions would you like to uphold and what new traditions would you like to establish?

I want to keep traditions like Gotcha, Hoops for Haiti, Senior Walk-In, the volleyball tournament, the blood drive, the food drive, and more. Tra-ditions that I would want to start include having a Powder Puff Football Game, where two football players coach the junior and senior girls in a flag football game. I also want to make the pep rally more fun by getting faculty involved. What if the student body could vote on a set group of teachers and or administration faculty and whoever gets the most votes gets pied in the face or is made to do a game in front of the school in a crazy costume?

What do you think is the most memorable thing about a Head Monitor from a student’s perspective?

Head Monitors are obviously remembered for the big events they have to be in every year, and sometimes are remembered for great ideas and their speeches when they were elected, but most importantly, they are remem-bered for the little things. Every time I hear conversations about past Head Monitors, what comes up is how they were in assembly and if they actually did any work for the school.

How would you facilitate cohesion between the faculty, the administra-

tion, and different grades? I want to create fun events that anyone can participate in whether stu-

dent, faculty, or administration, like the pep rally idea I mentioned before. Other ideas include competitions between faculty and students on weekends like wiffle ball, snowball fights, and more.


The biggest struggle is that many students do not participate in activi-ties during the week and on weekends here at school. Clearly we need more. Throughout the year it seems we repeat BK, Movie, PinkBerry, and Starbuck runs too much. Let’s come up with new ideas. We can reach out to the students, and this means that the students also have to want to have fun (which should obviously be true) and suggest things they want to do for activities and talk to their reps and or SGA could create a way to get answers from the students, like a questionaire or drop box for ideas.


I have been at Milton since freshman year and at first I thought that everyone participated and was close to each other, but that was just my class. As I have gotten older, I have noticed how attitudes towards the school change as we get older. Clearly students want more fun and more freedom and I am 100% ready to make this school more fun and give students more freedom.

Q & A

Sean Sylva

It’s hard to deny that Sean Sylva is one of the happiest guys on campus. With an unfaltering smile, Sean always carries a swagger indicative of his myriad skills, his diverse taste in music, and a strong commitment to the Milton community. Since arriving at Milton as a freshman, he has established himself as a well-recognized voice across campus.

You might have seen him playing for the var-sity football team this past season… or you might have seen him star in this year’s 1212 play, East of Easton, but it’s Sean’s loyalty and sincerity as a friend that makes him even more unique. As Nadya Yeh (II) mentions, “he’s just a very genuine, good-hearted person. He always brightens your day with his crazy enthusiasm, and he’s one of the friendliest people I know!” Sean combines his thirst for adven-ture with an irrepressible love for life, a mixture that often causes him to push his boundaries. To see just how many facets of the community he has become a part of, look no further than his acting debut this winter. In addition to playing football, Sean took

his talents to the realm of acting, a transition that revealed his willingness to pursue his own goals.

A key member within the dorm, Sean has be-come a leader within the dorm, and many of his friends believe that his skills as a leader and stu-dent will translate to the Head Monitor position. A dorm-mate of Sean’s for almost three years, Jonathan Chang (II) reveals that “Sean is not afraid of how he is viewed by others to do what he be-lieves is right. With his spirit and hard work he always does his best to accomplish something.”

Even with all that goes in his life, Sean al-ways makes sure to have fun, a philosophy which he hopes to embody as a student leader. “After all,” as Sean mentions, “I want to have fun be-cause it is high school, and we deserve it. I want to make new traditions and preserve the ones we have now because they strengthen the commu-nity.” He believes that school-wide events like Gotcha foster a stronger community, but most im-portantly, he wants to create new traditions that

take some of the stress out of the everyday grind.Easily one of the most important aspects

of his life is maintaining his relationship with friends. Chris McDonough (II), a close friend of Sean’s, says that “Sean will go to great lengths to do what’s best for a friend… he’s easily one of the most loyal and trustworthy people in this school.” Indeed, Sean prides himself on his incli-nation to stick by his friends. Having a fun time in high school is one of Sean’s goals, an idea which he wants to further by saving lost tradi-tions like Santa Baby and Gotcha. A generally easy-going guy, Sean has felt compelled to run for Head Monitor not for personal gain, but rather for the benefit of community. It’s hard to deny: Mil-ton’s community could use a little bit more fun”at times, and Sean’s the guy who has the personality, goals, and commitment to bring it all together.

by Neil Chandra ‘14

April 12, 2013 | The Milton MeasureOluwayemisi Olorunwunmi

Oluwayemisi OlorunwunmiGoes to Milton Academy

Born on July 10

Female

The winner of the sophomore year superla-tive for “Best Smile,” Oluwayemisi Olorun-wunmi lights up a room with a simple grin. From step team to dorm dodgeball, she exudes enthusiasm for every activity she engages in.

“She’s super sweet, considerate and caring. Seeing her smile just makes you want to smile,” says Isabel Chun (II). Pat Sheehan (II), a new junior, agrees, recalling their first encounter when Yemi introduced herself with a big hug. Pat remembers feeling “welcomed” and hopes to “provide a similar experience to new stu-dents in the future.” In addition to creating a warm environment, Yemi’s glowing personal-ity encourages other students to follow the ex-ample she has set. A true role model, Yemi has inspired our community to spread its kindness.

Yemi’s friend Jenna Lee (II) describes Yemi as “a person that everyone feels comfortable ap-proaching. She’s always open to making new

friends.” With her infectious laugh and incessant smile, Yemi never fails to create a comfortable setting for others. When she was younger, Yemi enjoyed selling cookies as a Girl Scout not just because of the opportunity to give others “tasty treats,” but “to help ease them through a rough day, put a smile on their face, and simply add ex-tra rays of sunshine.” Yemi certainly possesses an effortless talent for cheering up those around her.

Yemi not only is a valued member of the Milton community, but she also has displayed competence as a leader. In this year’s dance concert, Yemi helped lead the step team, play-ing the memorable role of a harsh and demand-ing military sergeant. Her severe words and aggressive attitude may have been an act, but the strong leadership skills she displayed were not. Eliza White (II) believes in Yemi’s lead-ership abilities, explaining that “she is both dedicated and enthusiastic about Milton. As

a result, she puts all her energy and effort into everything she is invested with.” Sahana Rao-Chakravorti (II) also advocated for Yemi, claim-ing that “Yemi brought an amazing amount of energy to her job as class rep last year and could do an equally good job as head monitor.” With her positive attitude and dedication, Yemi would surely lead Milton in an amazing year.

At last year’s final class assembly, Yemi per-formed “Lean on Me” to pledge her devotion to the Milton community: no matter what, we could always depend on her. Even now, almost a year later, Yemi spreads the same message to her peers through her everyday actions. If elected, Yemi vows to “be there on the days that count and on the days between” and would no doubt be a supportive and attentive head monitor.

by Daphne Chow ‘14

What do you think is the purpose of the SGA and how would you define the role of the HeadMonitor?

The SGA is the conduit through which students specify the criteria for the best possible Milton. Under careful scrutiny you’ll see that the SGA is us. Whether that means athletes, freshmen, day-students, kids who are of mixed ethnicity, gorgeous juniors, techies, fencers, or you — the SGA encapsulates the student population at Milton, and the purpose of the Association is defined through the duties of the Head Monitors. These individuals are responsible for creating conversations, the type that result in deep dialogue.Their duty is to hear the student body and operate in ways that are both accessible and lush.


Since my freshman year, I’ve loved what the Head Monitors have done in the community: Gotcha! doughnuts during exam week, and the stylish fanny pack have raised spirits. Simultaneously, the food drive and the sustainability efforts have ex-panded our Milton bubble. Next year I’d like to continue all of this, but also try to give all students an opportunity at knowing someone when they start Milton — we should try for the buddy system. With this, I think spring dodgeball on the quad would be awesome as well as an intense orientation with field day events.


In the eyes of a student, I think the most memorable thing about a Head Moni-tor would be his/her availability. Are you seen having conversations with students? Can I hear your interest in the school and easily converse with you? How easy are you to touch — If I had to shake your hand would I be comfortable? And smell — that should definitely be good. I think the teachers appreciate someone who’s inclusive of their opinions and open to suggestions, no matter the source.


Well, we’ve learned from Frank Ocean that “we’re just ordinary people.” I think having heart-to-hearts about whatever issues surface and coming in knowing that we all want what’s best for the school. Right now, I honestly think the faculty really gets shut out in discussions. They’re not in the know about some of the de-cisions made and could benefit from the love and openness of the administrators. It would awesome if we had those eating competitions (dumplings, pudding, or Tostitos), but also if the seniors hosted a dance for the freshman. I wouldn’t mind a faculty talent show because I know that there are teachers out there who have moves crisper than mine.


This year I think the biggest struggle was just the mentality of Milton minds, as well as transparency. I believe that the starting attitude carries you through the hurdles. If we were all excited about something, or geared in the same direction, I think that the outcome would be unlike what we’ve seen. We sometimes forget that we go here together. As for transparency, I think openness about DCs and the results/ scandals/ and controversies would allow for healing, but also for growth.


Since my freshman year, my time at Milton has been wavy. Some days I feel like we’re all very distant and caught up in our own lives, but there are token times when I feel the school moving in the same direction. Milton can be hard because there seems to be a consistent lack of time, but I hope to add excitement to activi-ties, to encourage students to be involved, and to push for pride.

Q & A Due to limited space, some of Yemi’s responses have been cut. Please visit miltonmeasure.org for the complete version.

April 12, 2013 | The Milton Measure Liam White

Liam WhiteGoes to Milton Academy

Born on September 29

Male

Liam White is an experienced leader: captain of the varsity soccer team, head of Model UN, class representative and active member of SGA for two years in a row, Liam actively seeks out responsibil-ity and ways to invest in the community. Howey Qiu (II) says, “You know Liam’s going to work his heart out for the school and the student body,” and his contributions to Milton, from the soccer field to the SGA, show his commitment to making Milton a better place. Liam’s experience in SGA means that he has less of a transition to make, and he’ll be able to step easily into the role of Head Monitor. He says that he wants to “know as many people as possible,” in order to better represent them as Head Monitor. This statement seems like a typical re-mark from a Head Monitor candidate, but Sydney Adedamola (II) jokes that “he knows about 95% of the student body,” a testament to his likeability.

Liam works hard and remains calm in dif-ficult situations. As Yemi Olorunwunmi (II) says, “He’s been there when we as a class have needed him — to support us in DCs or provid-ing a British accent to ease bleak assemblies.” He

organized the Class II Retreat by sorting cabins, setting up meetings for subcommittees, and rush-ing out to buy last-minute snacks. He’s played on the varsity soccer team since freshman year. And despite the huge number of commitments he has, Liam never avoids his responsibilities.

But Liam’s leadership isn’t only manifested in his numerous titles. Everyone who knows him emphasizes his kindness and his willingness to meet new people. Haley Dougherty (II) remem-bers, “When I was new last year, he went out of his way to be friendly and welcoming to me.” This isn’t an isolated incident, either. Howey Qiu says, “Liam has great relationships with both students and teachers. He knows a lot of people and he’s friendly with everyone.” Valentine Ora (II) agrees, saying that “Just about anyone in the school can feel comfortable going up and talking to him.” Kayla Jang (II) recalls that during freshman year, “Liam persuaded me to join him on the fan bus to the [boys’ varsity hockey New England Champi-onship] game. Before the bus ride, I hadn’t spo-ken much to Liam. But we talked with each oth-

er more than I talk to [my best friends], because Liam was so willing to get to know me better.”

Liam also has a lot of spirit, routinely show-ing up to games and encouraging others to have Milton pride. Kayla Jang says, “Although par-ents are sometimes the only other fans at the girls’ varsity basketball games, Liam and a few of his friends consistently come to our home games with very creative signs for the players.”

Cameron Park (II) says, “He is one of the best people I know and I can’t think of anyone better to represent this school.” Liam White holds a lot of respect from his peers, and, as Kayla Jang puts it, “His openness, kindness, and spirit never fal-ter.” He is understanding, hard-working, and pas-sionate about Milton. As Yemi Olorunwunmi says, “Liam has what it takes to make a difference, to pull us all together, and to make a finer Milton.” We can’t ask for more from a Head Monitor.

by Titania Nguyen ‘14


I would like to uphold events like Spirit Week, Gotcha, the Food Drive, and a volleyball tournament in the spring. There are definitely activities I would like to add that would help raise the spirits of the community. I’d love for one of the newspapers to have an ongoing project of publishing Milton Compli-ments every week. I think there should be at least one all-school assembly a year where students get to choose a speaker to come to campus. In general, I’m a big fan of flash mobs, so it would be fun to coordinate something like that. I also would love more intramural tournaments beyond volleyball and some-times dodgeball (I’m thinking a 3 vs. 3 soccer tournament on the quad, or a March Madness style pick up basketball contest would be fun). Doing more festive things around the holidays, even if it’s something simple like writ-ing letters to friends, could help raise people’s spirits, and planning trips on the long weekend after exams, to go skiing or go to New York for example, would be a fun way to celebrate getting through a pretty stressful time of year.


The most memorable thing about the head monitors is the way they carry themselves. With each set of head monitors I’ve seen in three years at Mil-ton, I’ve admired how fearlessly they are willing to talk to whomever they need to speak with, as well as how quickly they can transform from dedicat-ed, workmanlike figures back into easy-going seventeen or eighteen year-old high schoolers. I also think being sincere in conversations with stu-dents and faculty is vital if someone wants to win respect from both groups.


I think a big struggle that students are facing is that they do not feel supported. I think students would love to feel like their hard work is being recognized and that they have people to fall back on if they make a mistake. Having the SGA encourage attendance at all levels of sports games, plays, art shows, and performances cre-ates a more cohesive student body. I also want the DC process to be more transpar-ent to students. Right now, it feels like the process is a secret unless you are being DC’ed or sitting on the DC. Helping students understand how and why the deci-sions are made would ease some of the tension that exists. I also feel strongly that the students who sit on the DC should be allowed to proofread the DC statements before they get read aloud. Having sat on committees before, I have occasion-ally felt that the statements have villanized students more than they should have.


Since coming to Milton, I’ve learned how important it is to be proactive. If I decide I’m willing to work for something, then I’ll find a way to get it done. I’ve also realized that trying to label students at Milton is impossible when everyone is capable of brilliance in some form or another. A stud athlete can also be a gifted musician; a boy who never says a word can be an unbelievable creative writer; a girl who has a hard time taking math tests might have an incredible ability to recognize when her friend is having a rough day. I love that it is so hard to categorize Milton students because it constantly challenges me to have an open mind. Without this mentality, I don’t think I would be qualified to run for head monitor, but with it, I am willing to hear out any idea that comes my way and develop connections with as many members of the community as possible.

Q & A Due to limited space, some of Liam’s responses have been cut. Please visit miltonmeasure.org for the complete version.

April 12, 2013 | The Milton MeasureHumor

Head Monitor Q&A Gone Horribly WrongWhat is your favorite Milton memory?

Hahahaha good times! That’d have to be this ODP trip to Glacier National Park my sophomore year when we got lost for three days and had to

cannibalize one of the freshmen to survive. Oh, youth.

What is the Head Monitor’s most important duty?Enforcing order. Re-instating school uniforms would be a start. Look at those

dapper fellows at Sutton Academy! Why can’t we be more like that?

What do you think would be the best way to facilitate transparency between the administration and the student body?

Mandatory yoga pants. You’re welcome.

What do you think is the purpose of the SGA?We must constantly be on guard against student rebellion. All power to the

People’s Head Monitors! Hail Aevidum!

What is your most ambitious goal for your tenure as Head Monitor?I consider my role model to be the great Doctor Robinson who was

unlawfully overthrown before her time. Her only failing was not going far enough. These so-called “underclassmen”...who are they, really? Lower

Schoolers in disguise. Eliminate them. Upper School for the upperclassmen!

How would you wish to reform the school disciplinary system?I learned a lot from the 2012 Presidential election: clubs are people. I believe

in DCing entire groups at a time. Osaremen Okolo (I) eggs a house? All of Christian Fellowship is responsible.

How would you balance SGA duties and your academic workload?Outsourcing, my friend, outsourcing. Do you know the minimum wage in

Bangladesh? Oh wait, they don’t have one.

What is your favorite inspirational quote?Glad you asked! Shout-out to my homeboy Nicky Machz:

“It is better to be feared than loved.”

TMM 4/12/2013

Documents

Transcript of TMM 4/12/2013