This past spring break, Alex Guo ‘17, Amanda Cui ‘18, and Claire Zhang ‘18 embarked on a journey through China from the Gobi desert to the mountains of Guilin to explore their roots and gather over 15 hours of footage for a video on cultural life in particular regions of China. Nine days later, they returned to America with a deeper understanding of Chinese culture and the drive to turn their trip into something more lasting. “The point of the trip was to find out more about China and discover our heritage,” said Cui. “In doing this, we became inspired to create a non-profit organization called . It will be an online platform for people to share personal and cultural stories in different mediums, whether it be videos, recordings, or written pieces. Ultimately, our mission is to inspire profound self-exploration, inclusive sharing, and a comprehensive embracement of our culture and that of others in our world.” Before they left for China, the three put a great deal of thought into developing their itinerary. Their families helped them work through logistics, but they travelled unescorted, only accompanied by local tour guides in each different city. “When choosing where to go,” Zhang said, “we looked at…the food, the people, the history…ultimately we wanted the places to be as diverse as possible; we ended up visiting some wonderful places, and the people were eager to be interviewed.” On their trip, they visited three different cities across China and interviewed over 20 people. “We first went to Guilin, which is in the south,” Guo said. “It’s filled with mountains and rivers. Then we went to Chengdu, which is somewhat of a modern metropolis, [and] it’s further north than Guilin. A fond memory from Chengdu was [eating] lots of spicy food.” He also described the northwestern city of Dunhuang, which was the last place the three visited, where they were “surrounded by sand dunes.” Cui added, “in ancient China, [Dunhuang] was the westernmost outpost, so it’s the intersection between China and the west.” On their trip, the three used a variety of equipment including drones, microphones, and at least three different types of cameras. Through a co-curricular film exemption this term, they are working on a film of approximately 30 minutes that will document the diverse cultures of China  they explored. This film will be the first of many they hope to see on their up and coming website, .

Life at Deerfield moves at the speed of light, and sometimes it feels as if you’ve been left in the dark. At some point, everyone here feels extremely lonely. This feeling is all too familiar for many Deerfield students–not just in the sense of not having many friends, but also in the sense of feeling alone in one’s struggles. You look around and see perfection. There are tri-varsity athletes who are Ivy–bound on academic scholarships and also taking AP art classes. Everyone else is somehow able to carry the weight of the world on his or her shoulders and you can hardly stand up straight, only carrying the weight of your own fragile heart. And it sucks. There’s nothing poetic about feeling like you’re drowning in a sea of superiority. But please, please realize something you’ve probably been told 1000 times over: you are not alone. Every single kid around you is dealing with his or her own problems, and every one of those problems is significant. Think of all the times you’ve kept your struggles to yourself, the times you didn’t want to burden anyone else by asking for help, the times when you kept everything you were dealing with stuffed inside, praying it wouldn’t all spill out. Now realize this: everyone else has done the same. Everyone here feels like they need to achieve the perfection they’ve been assigned to aspire to when, in reality, that’s impossible. So why do we have all these lonely souls dressed up and holding their heads up high like they’ve been trained to do? Because we don’t talk about this problem. All of us have stayed up until ungodly hours, best friends packed into one room, tears flowing along with secrets we’ve never before told anyone. We’ve walked into someone’s room after a long day with a shaky voice and the need for a hug. But these rare moments don’t defeat the stigma around imperfection at Deerfield. All of this honesty is expressed behind closed doors. Instead, we should recognize that we’re in this together. The next time the boy who doesn’t talk in your math class bumps into you, don’t roll your eyes at him when he apologizes; smile graciously and tell him it’s fine. Or when the girl who has been mean to you since freshmen year is crying alone on the Hess steps, ask her what’s wrong, and remember to actually listen. We’ve all accepted this seemingly never-ending stress by choosing to become a part of Deerfield’s incredibly rigorous environment. Once you start focusing on all the work you have to do, and what GPA you have to reach to be on the top, and how the girl who sits next to you in French doesn’t even do work but understands the material more than you do, you run into a toxic cycle. It becomes easy to see your years here as tests and quizzes and essays only to move on to another (harder) four years of tests and quizzes and essays; but please stop and look beyond this. Drop the act that declares you can always handle your over-packed full plate. Don’t compare yourself to others. Don’t think that just because one of your friends is taking three APs means that you can as well. Maybe you can handle only one–or even none.  That’s okay. Challenge yourself, but know the difference between treading water and nearly sinking. I’ll leave you with this: Deerfield constitutes at most four years of your life. In the grand scheme of things, that’s microscopic. But please make those years count. Forget about all the pressure you’ve put yourself under and just breathe. Look at all the beauty that surrounds you. Listen to your best friend’s laugh. Read your favorite book over and over again. Go outside and play your favorite sport. Realize the incredible community you’re a part of, and know that you never have to struggle alone. All the Best, Maya Rajan

Many people asked why I wasn’t going to Hoedown last week, so I found myself thinking about why the dances at Deerfield haven’t been a source of excitement for me in the same way they are for other people. It’s no secret that Deerfield dances are a huge part of the Deerfield experience. As the first dance of the new school year, Disco offers students a chance to reconnect with old friends and gear up for a new year. Just a month or so later, the buzz is all about “mystery dates” for Sadie’s. Then, campus discussions shift to Hoedown in April, and pretty soon students are obsessed with whom to ask, how to ask them, and what to wear. These dances are a common link between Deerfield students. The bonding that happens as a result of these dances is significant; however, while most of us don’t see a problem with any of the dances, I think each one is problematic in its own way. Let’s look at Disco. As the first dance of the year, Disco serves as an initiation into what Deerfield values. Freshmen, in particular, are bombarded with information about what to wear, often before they even arrive on campus. The self-imposed “dress code” for girls at Disco–bright, tight, and short–leaves no room for girls to express themselves in any other way. Why does the culture of the student body emphasize skirts so short that faculty and administrators feel the need to remind us to wear Spandex? Next up is Sadie’s, in which upperclassmen are matched with underclassmen of the opposite gender. As is tradition, the upperclassmen determine the themed costume choices for themselves and their younger date. Having senior boys choosing costumes for freshman girls is inherently problematic. It can put a girl in an awkward position when her “date” chooses a costume she doesn’t feel comfortable wearing. And it’s not just about discomfort: Some costumes chosen by upperclassmen boys for Sadie’s have been sexist and stereotypical, and some reflect a problematic power imbalance. The boys’ costumes sometimes place them as a figure of power or control and their younger date in a position of subservience–think pilots and flight attendants, sports stars and cheerleaders, etc. Of course, this isn’t true of all the costumes at Sadie’s, and my concerns here are specific to the role of senior boys choosing costumes for freshman girls. But the very structure for the dance encourages sexist tropes and fuels the belief that all students are heterosexual. This brings us to Hoedown, which follows the typical “Sadie Hawkins” dance set-up, promoting the idea that girls asking boys to a dance is “different” and “unusual,” and that it needs to happen at a separate dance. The inspiration for Sadie Hawkins dances was an overtly sexist comic premised on the idea that if a woman who was ugly and unappealing to men could catch herself a bachelor at a race and pull him across the finish line, then he would be forced to marry her. The Deerfield dances–and Hoedown in particular–perpetuate the notion that it’s okay for boys to constantly have the power in a dating dynamic. Hoedown offers girls the opportunity to reverse this dynamic, but ultimately, it’s really just a big joke. Girls are “allowed” to “choose” their date, yet it really just serves as a reminder to the community that the status quo remains intact for the rest of the year. Like Sadie’s, Hoedown reiterates a heteronormative ideology in the community. There is no flexibility in this current structure for students who identify as gay or bi to invite a same-sex date. Why does the very structure of the dance have to continually emphasize a heterosexual norm? Likewise, the fact that boys are in the center of the “mosh pit” is problematic, even if one argues that girls are allowed if they want to join. Making something “allowed” versus making someone feel “welcome” are two very different things. I don’t mean to suggest that the dances don’t serve an important purpose for building community. Some students and faculty have pointed out that the pairing of upperclassmen with younger students encourages all students to get to know people throughout the school. It’s something that Deerfield emphasizes–through sit-down meals, cross-age advisories, and co-curriculars–and there is no denying that we are all the better for it. But isn’t there some way to achieve the same goals without veering dangerously into the realm of stereotypes and heterosexism? So how do we solve these problems? Taking away what makes Deerfield the place it is won’t work. Changing the culture of these dances will take courage. Let’s start small.  Let’s ensure the girls are welcome in the “mosh pit.” Let’s reimagine what a dance should look like in the 21st century. Let’s reimagine a dance where both boys and girls feel comfortable asking each other out (and, for that matter, boys and boys and girls and girls) and wearing clothing that is fun but encourages individuality. These changes won’t make Deerfield any less wonderful, but we will finally have the courage to reimagine what social events could be… what they can be, here, today: a place of inclusiveness with dances that are fun for everybody.

To Gia Kim ’16, art has always been an important aspect of life. In elementary school, her mother, a fashion designer, would often bring her along on business trips. “I would rummage around department stores and museums all over the world,” she recalls. “Before I knew it, I was carrying around a pen and a notepad that hung around my neck and doodling everywhere.” For Kim, art was an outlet for her emotions. “[At ten years old] I wasn’t fluent in English,” she says, “and art was the only way I could easily communicate with myself and with others.” Kim recounts how she would paint and draw with her elementary classmates during recesses. “The frustration and loneliness disappeared; art helped me get through an initial adjustment period.” During the spring term of her sophomore year at Deerfield Academy she began to pursue an official arts education. In order to be allowed into the AP Studio Arts course for her junior year, Kim opted to have a rigorous art exemption modeled after the Intro to Studio art syllabus, later entering the AP course in the fall term of her junior year.  Kim cites Mrs. Taylor for being a large part of the beginning of her artistic career at Deerfield: “She was sincere and supportive in my pursuit of art, and the warmth and love she radiated made my afternoons in the studio much more enjoyable.” In Kim’s junior year, she sacrificed her free periods in order to keep both AP Studio Art and AP Chemistry in her schedule. Her dedication to the studio persisted, when she chose to pursue another art exemption. While some aspects of Deerfield limited her, Kim says the main motivator in her artistic career was Mr. Dickinson, her mentor. “[Mr. D] didn’t just influence me as an artist through his philosophy about art and how it should be learned, but he also influenced me as a person,” she says. “If you know him, you probably know in what ways he can change you, and how grateful you are to know someone like him.” Before taking his classes, she only emphasized a purely technical and mechanical approach to art, “I lacked creativity, or at least, I was scared to be creative.” Under Mr. Dickinson’s guidance, Kim was able to move past those barriers and incorporate a free and creative style. “These moments when I’m challenged by comfort versus creativity taught me that being fearless is an essential component in the making of a good artist,” she states. “I am scared; but some of the best works of art I’ve done are when I was bold.” Currently, Kim is taking Topics Post AP-Studio Art, the most advanced level of Studio Art offered at Deerfield, which includes some of the most talented artists in the school. Kyle Fox ’16, a fellow student of Topics Post-AP Studio Art said, “Gia is always so on task and passionate [about her art]. Everything she creates is so distinctly her [style], and even her quick drawings done on the spot demonstrate a natural affinity and talent.” In the fall, Kim will be attending Columbia University in New York. Although she is uncertain of the specifics of art in higher education, she is steadfast about her dedication to it, and is sure she wants to pursue it in some way at Columbia. “Art will always be a part of my life…it seeped into my life long before I can remember.”

Across Western Massachusetts, the Franklin County Football Club (FCFC) has brought together student athletes of all ages to compete in interscholastic soccer. Founded in 2008, the club is directed by Artie Burke and our very own Jan Flaska, who has been involved with the organization for eight years. The club operates in the soccer offseason throughout the winter and spring terms, practicing and preparing for competition that occurs during April and May in its nine-week season. Mr. Flaska is a big advoca e of FCFC because it is “when more jv and varsity soccer players are playing for FCFC, we are a better team in the fall.  When fewer players are playing for FCFC, we are a lesser team in the fall.” For many athletes, especially Deerfield students, having the chance to continue offseason play is very beneficial. Using indoor facilities in the winter and the Fair Family Field in the spring, FCFC  “not only allows a player to maintain their level of play, but to improve it,” says Alex Platt ‘18. He also commented that his his “experience has been great – the coaching is strong, the players are skilled, and the competition is phenomenal, allowing [him] to continue to improve throughout the year.” As with many other club teams, there is a huge time commitment that has to be weaved into an already busy Deerfield schedule: throughout the winter, practice is held on Tuesday and Friday nights and also on Sunday afternoons. Spring practices are held on Wednesday and Friday nights on the Fair Family Field behind the Koch Center. All games are held on Sundays, with Deerfield serving as the home field. Felicius Bucyukndi ‘16 shared that “sometimes it gets tiring, having track practice from 3:45 to 4:45 then again having another practice from 6-7:30, but it’s for the love of the game. And I think that’s why we do it.” The club offers athletes four age groups: Under 10 Boys, Under 12 Boys, Under 17 Boys, and Under 18/19 Boys. In the past few seasons, the club has not had any girls teams due to the lack of interest. The directors and coaches are hopeful that as FCFC grows in popularity throughout western Massachusetts, there will be increased interest and participation from all age levels, especially the girls. FCFC has inexpensive fees for student athletes. Players receive excellent coaching, a chance to stay fit, and enjoy the satisfaction of being a dual-sport athlete in a single season. Students who wish to get involved may contact Mr. Flaska or any of the other coaches at FCFC by visiting http://games.maplesoccer.com/index.cfm/club/192/ or because of FCFC’s close proximity, you can walk to practice and join them!

Each April, students at Deerfield compete to see who can save the most energy and water by unplugging electronics, taking shorter showers, and living in dark dorms for weeks. Students are excited and motivated to save energy during the “Green and Blue Cup Challenges,” which allow the academy to save money and help the environment at the same time. With these competitions, it’s clear that Deerfield prioritizes efforts to help the environment. However, Deerfield would be able to save energy and water at an exponentially higher rate, while also helping improve world hunger, if it took the initiative to make a relatively minor change in the dining hall: serving meatless meals for one day a week. In fact, veganism and vegetarianism are widely regarded as the most impactful practices an individual can do to help improve the environment worldwide. The documentary , shown at DA in October, offers clear statistics on how animal agriculture dramatically hurts the environment, and how just one person eating a plant-based diet can significantly benefit the environment as a whole. For instance, the website mentions that it takes 660 gallons of water to make a single hamburger, which is equivalent to the amount of water used by one person in two months just for showering. Although Deerfield currently encourages small changes to save water such as taking shorter showers or turning off the faucet, students could save over 100 times more water by simply replacing one meal a week with a plant-based option.* While eating a more plant-based diet has a dramatic impact on one’s personal energy and water usage, it can also influence greater environmental issues, making the choice to eat less animal products even more beneficial. Carbon dioxide emissions are a leading cause of climate change overall, and while these emissions are often attributed to vehicles or major factories, statistics show that 51% of global greenhouse gas emissions come from livestock and their byproducts.* Switching to a plant-based diet would reduce an individual’s carbon footprint by 50%.* Furthermore, few recognize the link between extinction and animal agriculture. A leading cause of species extinction is the destruction of a species’ habitat as a result of deforestation, and animal agriculture is responsible for as much as 91% of the deforestation in the Amazon rainforest.* However, these negative effects can be alleviated. If Deerfield, as a community, simply replaced one meal a week in the dining hall with a plant-based option, our community would be doing its part in combatting the greatest environmental threats of our time. At , we call for Deerfield students and faculty to recognize how this simple change can have a major influence on our school’s carbon footprint. We believe that this step is key in ensuring that our community makes every possible effort to combat the climate change and environmental destruction plaguing our society today and which could have potentially devastating effects in the future.

The Islamic State of Iraq and Syria, more commonly known as ISIS, ISIL, IS, or Daesh, is a terrorist group believed to have begun operating in 1999, whose actions escalated after the U.S. invaded Iraq in 2003. ISIS split off from another radical group, Al Qaeda, in 2014, and the two groups have competed for territory ever since; ISIS has quickly risen to prominence as a world threat. Abu Bakr al-Baghdadi proclaimed himself the caliph of ISIS after the U.S. and Iraq killed the group’s previous leaders in 2010. He has a group of advisors, which includes two deputies, a war minister, and several other high-ranking commanders of ISIS. Jan Flaska, Dean of Spiritual and Ethical Life at Deerfield, explained that “[Al-Baghdadi is] a charismatic, motivational religious leader at the helm of [ISIS],” and that “there’s no more fertile ground for these really terrible ideas than young men who are unemployed.” ISIS has taken control of much of Syria and Iraq over the last several years and is continuously seizing more territory. ISIS took advantage of the chaos that emerged in 2011, during the start of Syria’s civil war, to advance its initiative and gain more land. Because ISIS now controls the oil-rich area of Syria, its financing primarily comes from the oil trade. According to CNN in February 2015, through smuggling and then selling Syrian oil, the group now earns more than $1.2 million per day. ISIS also earns money through ransoms after kidnappings and through extortion, “taxing” citizens who live under its control. The group also steals money, and in June 2014 gained about $500 million by robbing banks in Mosul, Iraq. ISIS has claimed responsibility for several recent terrorist attacks, such as those in Brussels, Paris, Jakarta, Egypt, Yemen, and Bangladesh. In addition, the husband and wife who shot 14 people in San Bernadino, California on December 2, 2015 were inspired by ISIS rhetoric. The San Bernadino shooting is one of many examples of ISIS-inspired violence around the world. An article in The Wall Street Journal explained that although Tunisia has the reputation of being one of the most secure and democratic Arab countries, more recruits for ISIS have come from the country than from any other. Estimates are that 6,000–7,000 Tunisians are fighting for ISIS in Syria and Iraq, and 15,000 others are being monitored within Tunisia for potential ISIS sympathy. Many of these young Tunisians don’t have jobs at home and are hoping for a more meaningful life by joining ISIS. Mr. Flaska emphasized that the best way to combat ISIS recruiting “is to provide jobs and education” so young people don’t feel that joining ISIS is necessary. President Obama has called for the U.S. to “continue to take on [ISIS] leadership, their financial networks, [and] their infrastructure.” Yet Obama also commented, “over-the-top claims that this is World War III just play into their hands.” Obama explains how ISIS controls people, stating, “They use the Internet to poison the minds of individuals inside our country; they undermine our allies.” Just as it has been in the Oval Office, combating ISIS has also been a big discussion in the 2016 presidential debate. In November, Hillary Clinton stated, “Our strategy should have three main elements. One, defeat ISIS in Syria, Iraq, and across the Middle East; two, disrupt and dismantle the growing terrorist infrastructure that facilitates the flow of fighters, financing arms and propaganda around the world; three, harden our defenses and those of our allies against external and homegrown threats.” Bernie Sanders argued, “We do not destroy [ISIS] by doing what we did in Iraq and getting into perpetual warfare… What we do, as King Abdullah of Jordan has told us, is we work to put together a very effective coalition of Muslim nations who lead the effort on the ground, supported by the United States, the U.K., France, and other major powers in the air and through training.” While the Republican presidential candidates have been quick to criticize Obama’s plan for fighting ISIS, many news experts have pointed out the ambiguity and lack of depth of the Republican candidates’ own plans. Trump believes in having a strong presence of “boots on the ground” in Syria and Iraq, yet wants other countries to send their troops instead of the U.S.: “I want to get other people to put troops on the ground and we’ll back them up 100 percent…Let Russia do it. Let ‘em get rid of ISIS. What the hell do we care?” After the Easter bombing in Pakistan, he said on Twitter that he “alone can solve [the problem of ISIS].” He also supports bombing the families of ISIS recruits, and believes that there should be a “complete shutdown of Muslims entering the United States.” Ted Cruz also supports completely blocking immigration from Muslim countries, arguing, “We need to empower law enforcement to patrol and secure Muslim neighborhoods before they become radicalized.” He is also a supporter of “carpet bombings” – bombings that indiscriminately target an area, not selected people – to take out ISIS. Military experts argue that carpet bombs would kill many innocent people while only killing a handful of ISIS sympathizers, and are inconsistent with American values. John Kasich supports having ground troops to fight ISIS. He also believes in a no-fly zone and wants to steer clear of the Syrian civil war. While ISIS poses a global threat, these radical extremists are a tiny minority of Muslims. Mr. Flaska explained that in people’s minds, “an event becomes a paradigm.” In this case, events such as 9/11, the 2013 Boston Marathon bombing, and the 2015 San Bernadino shooting have become synonymous with Islam—but such a premise is inaccurate at best and dangerous at worst.

Hillary Clinton By Orlee Marini-Rapoport I want a president who will protect my two-mom family and the rights of all LGBT people. I want a president who fights for my right and the rights of all women to make decisions about their own bodies. I want a president who believes in science and who supports the 98% of scientists who know that climate change is real and man-made and that we need to do something about it. I want a president who understands that this country was founded by immigrants and that closing the borders to one particular race or religion is hateful. I want a president who understands that there is a difference between an 18th-century definition of the “right to bear arms” and a 21st-century “right” to bear semi-automatic weapons. I want a president who will close the wage gap, so I don’t earn 79 cents to every man’s dollar. I want a president who believes in accessible, affordable healthcare as a basic human right. And most of all, I want a president who has the experience — as Senator, First Lady, and Secretary of State — to fight for all of this and more. Hillary Clinton stands with minorities, with women, and with immigrants. She’s with us, and that’s why I’m with her. Bernie Sanders By Logan Knight Bernie Sanders has been on the forefront of the fight for issues of social justice for his entire political career. He is vehemently opposed to the enormous influence of money in legislating and exemplifies issue-oriented politics. He has consistently fought against a criminal justice system that disproportionately affects communities of color. It is ridiculous that a black boy born today will have a one-in-four chance of being incarcerated. I support Bernie Sanders, because he is fighting for a $15 minimum wage. People who work 40 hours a week should not need food stamps to feed their families. I support Bernie Sanders, because he thinks that health care is a right for every human being. It is outrageous that 18,000 Americans die every year, because they cannot pay for the health care. While Chairman of the Veteran’s Affairs Committee, he introduced what would have been the single biggest benefits programs for veterans ever. I support Bernie Sanders, because  we need a political revolution to radically change the government so that it works for everyone, especially the poor. Marco Rubio By Ballard Brown Marco Rubio is the best candidate for the White House in 2016. He is a young, experienced Congressman who has proven in the madness of Super-Tuesday that many Americans hold him in high regard. While Ted Cruz has large support, he is far too extreme to win a general election. Donald Trump is the Republican front-runner, but I honestly believe that America would be better run and safer with Marco Rubio in charge. He has a clear vision for America, and is a young and appealing candidate. I believe that he is best suited to turn America in the right direction. As with every candidate, there are flaws. Bernie Sanders is a socialist, Hillary Clinton is widely viewed as untrustworthy, Cruz is too extreme, and Donald Trump excites some of his followers into a mindless,  mob- driven frenzy. Rubio’s biggest drawback? From my point of view, his youth and accompanying level of experience are his only faults. However, we must remember that Rubio’s weakness does not damage his leadership potential. He is a trustworthy, thoughtful, and patriotic man who wants to put America back on track. Rubio is without a doubt the best candidate for the White House. John Kasich By Gavin Kennedy This election year has given us pretty much everything we expected: lots of social media attention, Republican candidates being racist, and an overall feeling of disappointment in our political system. However, despite the despair one feels while watching a Republican debate, one candidate, John Kasich, seems to have risen above the name-calling and Donald Trump pouty-face-inducing rhetoric that we see so often on Fox News. Kasich is about as moderate as a modern day Republican comes. He cut taxes by 5 billion dollars in his native state of Ohio, created 400,000 jobs, and balanced the state budget. These conservative economics appease many desires of the Republican Party as a whole: more economic growth, less government regulation, and less taxes for all. Despite this economic one-sidedness, Kasich has shown blue flashes throughout his career as Ohio governor, expanding Medicaid in his state in the summer of 2015. Kasich’s willingness to compromise is encouraging. Kasich may be slightly boring, and he is certainly not a magnet of media attention, but he is an underrated candidate that seems to have been overshadowed by the sideshow that is Trump, Cruz and the rest of the Republicans. Donald Trump By Teddy Donnelley First, I would like to start off by saying that I am not personally fully a Trump supporter. Nevertheless, I—or rather he—can point out some reasons for why his presidency could be beneficial for the United States. In the Republican race for the nomination, Trump is by far the best candidate. He has said, “Look at the way [Cruz] dealt with the Senate, where he goes in there like a—you know, frankly like a little bit of a maniac. You’re never going to get things done that way.” In contrast he described Marco Rubio as “overly ambitious, too young-” and added, “…And I have better hair than he does, right?” On the other side of the aisle, Hillary Clinton and Bernie Sanders are in a tight race for the Democratic nomination. “Unlike me,” Trump has said, “Hillary Clinton isn’t rich enough to be incorruptible.” He’s also described Bernie Sanders as “a total whack job.” There you have it—the alternatives to Donald Trump are, in his own words, maniacs and whack jobs. He is the clearest choice for president of the United States. Trump has a proven track record of financial success and is actually one of the more socially moderate Republican candidates on issues like gay marriage and abortion. #MakeAmericaGreatAgain.

The Deerfield community represents 37 different countries, and international students have various opinions about the presidential elections in the United States and their degrees of efficiency. The 2016 U.S. electoral process started on February 1 with the Iowa caucuses and will continue until November 8, when the general election will be held to ultimately decide the President and Vice President for the next four years. In the U.S., the presidential election consists of primary elections, where registered Republicans vote for a Republican presidential candidate, and registered Democrats vote for a Democratic presidential candidate. Some independents or members of smaller parties may also join the race. Once the general election candidates are finalized, citizens do not directly elect the President or Vice President. Instead, voters from each state directly elect intermediaries called “electors,” who represent their state in the U.S. Electoral College. Each state has a different number of electoral votes based on their population. These electors almost always pledge to vote for a specific presidential and vice-presidential candidate, but they ultimately decide who the next president will be. Jamaica  In Jamaica, the next election will take place at the end of this year. Sydney Williams ’17, from Jamaica, said, “U.S. elections are a long process, but I think it’s worth it… In the U.S., it’s almost two years of polls,…primaries, and then the big Election Day, whereas Jamaica only has a general election.” Jamaica, which gained independence from the United Kingdom in 1962, is a Democratic Constitutional Monarchy. Parliament makes up the legislative branch and is composed of a House of Representatives and a Senate. The Prime Minister and his or her Cabinet make up the executive branch. Queen Elizabeth II of the United Kingdom is the Head of State, and she appoints a Governor-General, who has a largely ceremonial role, as her representative in Jamaica. Two parties, the Jamaican Labor Party (JLP) and the People’s National Party (PNP), dominate the Jamaican government. Williams stated that the U.S. system is safer “because in Jamaica during rallies, there is violence” and there are “frequently deaths.” Sometimes you can’t even wear green or orange, because green is for JLP and orange is for PNP.” However, Williams also noted that the U.S. election brings its own fears. She said, “It scares me that Donald Trump, who reflects frightening ideas for minorities about what America should be, is getting votes. It reflects what people have been thinking for generations.” Kenya Robert Muni ’16 also expressed uneasiness about some of the ideas that have been raised so far in  this year’s U.S. electoral campaign, especially Republican positions on immigration. He said, “You can’t discriminate against people just because you’re in power…part of democracy [is] that everyone has his or her own rights. Immigrants are still human beings.” Muni’s home country, Kenya, is composed of 47 counties, each with semi-autonomous governments. The national government is made up of a legislative branch, with a Senate and a Parliament, an executive branch, with the President and his or her Cabinet, and a judiciary branch. Kenya is due to elect its new president in 2017. Muni shared that corruption is prevalent in Kenya, which he attributed to its relative youth as an independent nation. Kenya gained independence from Britain in 1963, and its most recent Constitution was approved in 2010. Muni added, “It took us a long time to recover from the effects of colonization.” Yet, Muni believes the U.S. political system has its own challenges. “I feel like you can bend the law so much in the U.S., and take advantage of loopholes,” Muni said, “Which brings up the question of transparency. Do we [in the U.S.] trust our own government?” South Korea Hannah Kim ’19, from South Korea, believes that another problem with the U.S. elections is that “the U.S. [electoral] system limits everyone’s choice.” She explained that “so many candidates are eliminated during primaries,” which she feels “limits the ability of people to choose the candidate who they actually agree with.” She added,  “I feel like this is less democratic.” Korea has a multiparty system, which provides the opportunity for presidential candidates outside the two dominant parties to run. Kim explained, “In Korea, there is only a general election, so you have the option to vote for any of the candidates that initially run.” Korea’s government has a legislative branch composed of a National Assembly, an executive branch led by the President, and a judicial branch. It will elect its next president in 2017. Kim pointed out a flaw in the South Korean system, explaining that a winning candidate may not receive a majority of the vote, so it is possible that a candidate may win, even when a majority of the country does not want that candidate in power. Costa Rica Costa Rica also has a multiparty system. In Costa Rica, a President and his cabinet wield executive power, and a legislative assembly holds legislative power. Currently, nine political parties are represented in the legislative assembly. Isabel Gilmore ’18, from Costa Rica, stated, “I think it’s weird how a country as big as the U.S .can divide into two sides, when everyone has so many different views. There are some things I agree with from both [U.S. parties].” Gilmore added, “In Costa Rica, people are more open about who they support, because you can support different parties and still have similar views.” She also explained that the Costa Rican government has very different focuses than the U.S. government. “We’re such a small country, so our money goes towards things like education and tourism, instead of things like the military.” However, Gilmore noted one problem with the Costa Rican government is that there is a lack of separation between church and state. She stated, “In Costa Rica, there is a lot of religion involved in politics, and I don’t think the two should be mixed.”

For one academic term, during a free period once a week, every sophomore at Deerfield participates in the  Deerfield  Academy Perspectives Program (DAPP). Students are assigned to departments such as ITS, Admissions, and Shipping and Receiving to help staff complete their daily tasks. However, a survey conducted on 25 random members of the current sophomore class revealed that only about 30% of students understand the acronym “DAPP” and the purpose of the program. According to Science Teacher and former Dean of Students Mr. Toby Emerson, who is in charge of the the program, DAPP started seven years ago with the intention of showing students “that there are people on campus other than their teachers who are responsible for their well-being…[and] that there are tasks to be accomplished every day…the carrots don’t get cut themselves…and packages don’t get delivered without people doing those jobs.” Assistant Director of Food Services Mr. Brad Woodward believes that the program is also meant to “create a sense of empathy” among students. The program shows students “what we do during our day to help you,” added ITS Help Desk Coordinator Ms. Jodi Walsh. Among students, there are mixed perceptions regarding the effectiveness of DAPP. Nailah Barnes ’18 believes DAPP is a great way for students “to understand and appreciate all of the work that goes into making Deerfield the amazing school we call home.” However, Connor Finemore ’18 said there are “more people skipping DAPP or complaining their way through it than gaining anything,” and added, “[It is] just an excuse for students to not wear class dress.” Amanda Cui ’18 emphasized the importance of the program but noted that “[it] isn’t taken seriously at Deerfield, and most students regard it as a burden.” Nonetheless, as Lynette Jiang ’18 explained, “Deerfield is a really big place, and it requires a lot of people to keep it running… it is really important to be grateful for that.” Perhaps due to a lack  of understanding or lack of incentive, some students’ DAPP attendance rates are low. As Ms. Walsh mentioned, “I’ve had some students that really love to come…and I’ve had some students where I’ve had hard times just getting them here. I feel like a lot of times it’s not taken very seriously, and it should be.” Mr. Woodward noted that most DAPP participants are respectful but not necessarily eager. Mr. Emerson added that reports on students’ behavior range from “incredibly polite, kind, [and] courteous…to entitled [and] arrogant.” Mr. Emerson believes that “you get out of it what you put into it…[if you] skip and avoid it and not engage, well then you lose out, and that’s a part of the Deerfield experience that you’ll never have.” Additionally, Mr. Emerson feels that whether or not students show up for their DAPP is not about getting APs but is, instead, a “question of respect, courtesy and…commitment.” Mr. Emerson mentioned that there are students who have established “incredibly strong, meaningful relationships” with staff members from DAPP . For example, according to Shipping and Receiving Clerk Tim Wondoloski, Shipping and Receiving is “the frontrunner of ‘most sought after DAPP assignment,’” as students typically enjoy getting to know the staff there. Ms. Walsh believes that, for the staff, DAPP is “more about just getting to know the students.” Ultimately, DAPP encourages students to understand the work behind the scenes at DA and to build meaningful relationships with members of the community they don’t typically acquaint themselves  with and, sometimes, even take for granted.

Starting with the Martin Luther King Day celebration in January, DA students were asked to think about inclusion on campus. This theme was discussed in mandatory workshops on MLK Day, and further efforts have promoted inclusion across campus ever since. Kayla Corcoran, a teaching fellow, Inclusion Plan Coordinator, and Deerfield alumna, described the process by which these inclusion efforts were developed, stating that last spring, “The Board of Trustees passed a resolution to eliminate all forms of discrimination from our community.” Deerfield is creating a Strategic Plan of Inclusion On Thursday, February 25th, DA hosted an extended school meeting with the goal of furthering the inclusion of transgender people within the community. Perry Cohen ’94, a transgender Deerfield alumnus and founder of The Venture Out Project, and Meg Bolger, founder of Pride for All and co-creator of the Safe Zone Project, led the meeting. Cohen and Bolger, who also hosted a workshop on MLK Day called “Building Your Transgender Toolkit,” gave DA students and faculty guidance on how to be supportive allies of trans people through describing proper pronoun usage and answering any questions that the community had about gender, sex, identity, and more. Cohen and Bolger also provided a basic vocabulary regarding trans issues, introducing the audience to terms such as “cisgender” and “genderqueer” to help them understand transgender identities. Before the event, Head of School Margarita Curtis sent an email to the student body, informing them that the workshop aimed to “help [the students] understand and respect differences in gender identity” and ensure “that everyone at Deerfield feels included, respected, and affirmed.” Before Cohen and Bolger began their workshop, a Deerfield faculty member came out to the school as a transgender woman. Math Teacher Alice Grimm stated her preferred name and pronouns to the audience, spurring a standing ovation. A first-year teacher at DA, Ms. Grimm later explained her decision to come out. “I looked at the cost that being closeted was imposing on me and I considered whether I felt ready to be me in a public way.” She added, “While I am excited about the ways that Deerfield can grow, I have already cried tears of joy at the extraordinary support I have received from all parts of our community—parents, students, staff, and fellow faculty members.” As was the case with Cohen, it is very possible that some students at Deerfield may be questioning their gender identity. Ms. Grimm, after experiencing the difficulties that can come with transitioning, has important advice for any students who may be transitioning, or who want to be supportive allies. On the issue of misgendering, which means using the wrong pronouns, when addressing an individual, Ms. Grimm stated, “Try to get the name and pronouns right. This is about affirming that someone is who they say they are. Even cis people get misgendered, calling a woman with a short haircut “sir” for example…I understand that it is often an unpleasant experience for them as well. Intentionally misgendering someone can be profoundly hurtful.” Ms. Grimm said she hopes to reassure individuals, who may be confused or anxious about their uncertainty with their identity. She encourages them to consider experimenting with which identities “fit” them the best, saying, “Trust your self-knowledge. There is no such thing as not being “trans enough” to deserve transition…Try changing how you think of yourself, how you form your appearance, maybe playing a character of a different gender. Even just reading books with a variety of authors and characters to try on different ways of thinking of yourself. I didn’t really feel settled in my identity until after I read S/He (autobiography by Minnie Bruce Pratt) and I kept saying ‘that’s so me! I feel that so hard!’” Ms. Grimm also offered herself as a resource: “I am super happy to have a conversation about gender identity with interested students.” Though many members of the community feel that Deerfield has made progress regarding inclusion, some believe Deerfield still has a ways to go. Valentina Connell ’16, leader of Deerfield’s Gender Sexuality Alliance, said, “I think [Deerfield] still can be a stifling place for students who don’t conform to the ‘norm’ of gender and sexuality. It can be very hard to express yourself at Deerfield, since it is a school very rooted in tradition and therefore follows many heteronormative/cisnormative conventions.” Mr. Charley Sullivan, who works in Deerfield’s Office of Inclusion and Community Life, believes that the key to preserving both DA traditions and a strong, inclusive community is to ask of traditions, “Does this nurture us as a community? Does it strengthen us and help us grow? Is it available to all? If a tradition does that, it is worthy of our heritage. If on the other hand it creates division, or excludes, if it tears down rather than build our community, we should look carefully at whether it should continue, or how it should be adjusted to be worthy of our heritage.” With the formation of the Inclusion Plan, the Deerfield community has begun to prioritize inclusion in all aspects of community life. Mr. Sullivan added, “The work of inclusion is multifaceted, complex, and involves all of us. Given our rapidly changing demographics, no one gets to stand on the sideline because they feel that this has nothing to do with them. The individual and collective work of building an inclusive community is critical and benefits us all.”

The Sullivan brothers, Chris ’16 and Teddy ’17, have been taking the lacrosse field by storm together since elementary school. After playing on the same teams in middle school and now in high school, their time on the field together will continue into college. In the fall of 2014, when Chris was a senior and Teddy was a sophomore at Salpointe Catholic High School in Arizona, they both verbally committed to play lacrosse at the University of Denver. This past November, Chris officially signed his Letter of Intent. When asked about what it’s like to play with his big brother, Teddy said, “Since Chris is a defenseman and I’m an offensive player, we like to go against each other. He always gives me tips to help me with my game.” In their last spring season playing for Salpointe, they helped bring their team to the State Semi-Finals. Before every game, the brothers look to one another for motivation and to get pumped up. Despite having no prior knowledge of boarding schools or post-graduates, Chris decided to take a PG year to give him another season to prepare for the collegiate level. He chose Deerfield, because it is known as a “lacrosse powerhouse.” In the fall, Chris played linebacker for the boys varsity football team, which helped him improve his “agility and explosiveness,” he said. For the winter, Chris received an athletic exemption to train for the upcoming lacrosse season. Jordan Ginder ’18 described Chris as “the first one in the gym and the last one out.” “Because he puts everything—all of his strength and skill—into his game,” Coach Charles “Chip” Davis is excited to see him play defense for Deerfield this spring. “He has a hard hat mentality and enjoys the physical part of the game.” Chris said he is hoping to “help the team bounce back from last season” and prepare for his college athletic experience. Teddy chose to transfer to Deerfield as a junior instead of switching to a high school in Florida, where his parents are moving. In the fall, Teddy played cornerback and safety for the boys varsity football team. During the winter term, he managed girls JV hockey and prepared for the spring season. Brian Davis ’17 commented, “Teddy never stops. Whether he’s lifting, playing wall ball, or running ladders by the pool, he’s always working hard.” Coach Davis described Teddy as “very skilled and sneaky strong. Lacrosse lets his personality out. He can score and he can help others score.” “Deerfield has been very welcoming to my brother and me,” Teddy said. “All of the students are exceptional at something, whether it’s academics, sports, or arts. It’s a unique place.”