Last Updated: 9:57 pm, July 28, 2010

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5/31
2010

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What WebM means for the web

By apoorvasharma

With the arrival of the iPad, the web has become even more readily available. However, Apple decided not to support Adobe Flash, a popular tool used to deliver dynamic content on the web, and rather pledged their support of HTML5 technology, which also has support for dynamic content, for the iPad. Most of the major companies on the web support HTML5, and they are all working to allow it to take over roles currently played only by Adobe Flash.
One common use of Flash is for embedding video onto web pages. Flash is used on almost all sites that stream video, including YouTube and Vimeo. HTML5 provides a framework to embed video, but the leading technology corporations are divided when it comes to the choosing the technology that fits into that framework.
This battle currently has three main contenders: H.264, Ogg Theora, and just recently joining the debate, WebM. H.264 is a proprietary but standardized codec supported by Apple. Ogg Theora is an open-source codec and is thus royalty-free, but lacks some technical capabilities. Before WebM was announced at the 2010 Google I/O conference, Mozilla, the company behind the Firefox web browser, was a staunch supporter of Theora, fighting against Apple.
According to the HTML5 specifications, the web needs “a codec that is known to not require per-unit or per-distributor licensing, that is compatible with the open source development model, that is of sufficient quality as to be usable, and that is not an additional submarine patent risk for large companies.”
Theora loses on the quality issue, while H.264 is closed-source, thus not “compatible with the open-source development model.”
Suddenly, Google solved this dilemma by releasing its WebM codec. This codec meets if not surpasses the quality standard set by H.264, while still remaining open-source. Already, it has gotten the support of dozens of hardware and software companies.
If WebM becomes standardized, the web can hope to see a lot of improvement. First, it solves the debate on the perfect codec for HTML5 video, and thus allows innovation to move forward with a secure foundation. Also, with a single codec standardized for HTML5, sites can safely implement HTML5 video without excluding anyone who happens to have a different codec. This brings web innovation to more people, both in the desktop and mobile fields.
Most importantly, a standardization of WebM would keep the web open. With an open-source video codec, anyone will be able to improve the web, and thus users on the web won’t be dependent on a single corporation for parts of the web that has become such a great part of the everyday life.

Published:

5/30
2010

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“Letters to Juliet” review

By meredithmcmahon

The recipe for a good chick flick (not great, mind you) is simple and finite– a well known actress, an attractive Australian actor and perhaps Taylor Swift’s “Love Story” to top the whole thing off with whipped cream. The whipped cream is a little unnecessary, but overall “Letters to Juliet” is a sweet, relaxing chick flick.
Sophie (played by Amanda Seyfried) is a “Fact Checker” for The New Yorker magazine and longs to be a writer. She lives in New York City with her overexcited Italian fiancé and they decide to take a pre-honeymoon to Venice, Italy. In Venice the fiancé mainly stays out of the picture while Sophie ventures out to find a wall of letters written by women about their relationships with men that are ‘to Juliet’ from the play “Romeo and Juliet”. Four women answer these letters and they call themselves ‘Juliet’s secretaries’. Sophie is soon part of the crew of these women. When she finds a letter from 50 years ago, she decides to answer it. The woman she writes to (Vanessa Redgrave) had left an Italian man, Lorenzo Bartollini, whom she had fallen in love with during a summer when she was 15. She decides to return to Italy to find the love of her life 50 years later, accompanied by her not so eager grandson Charlie (Christopher Egan). Lo and behold, Charlie and Sophie don’t exactly hit it off in the beginning, but soon they fall in love themselves in a pretty predictable fashion. A few twists and turns later, they end up together and live happily ever after.
So perhaps it’s predictable, and there are far too many scenes about finding the ‘true’ Lorenzo Bartollini (although the first few were funny). However, between scenes of breathtaking Italian scenery and Amanda Seyfried’s long blonde hair this was definitely a chick flick worth seeing—for people into seeing chick flicks. For those who are not, however, then they may find that the middle is somewhat lagging and predictable, and that some of the scenes are a little too mawkish. I would like to direct them towards ‘Iron Man 2’ or ‘Robin Hood’ instead of beating up on a not dazzling but comforting movie.
The love story itself is the best part. The very developed characters of Sophie and Charlie reach a level of romantic chemistry appropriate for a chick flick, and the Italian countryside was delightful to behold (along with Amanda Seyfried’s flaxen hair). It was a relaxing 105 minutes and although Lorenzo and Vanessa Redgrave do not have the romantic spark and quickness that Sophie and Charlie do, it provides for somewhat of a loose plot. The part that made this movie special was that it dove into a hate relationship that at some fragile point turned into love. This fragile point was well executed by director Gary Winick and provided the film a smooth finish of fated love (as explored in both Romeo and Juliet and Letters to Juliet) and Italian country sides to top the entire cake off with icing. A ‘dolce’ film to say in the least!

Published:

5/27
2010

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Summer Unraveling

By jackholds

It is the end of the school year, meaning students are scrambling to find old assignments to turn in, digging up old tests and quizzes, and most importantly, cramming night after night in preparation for finals.
However, despite this frantic worrying sweeping the school, finals has actually become a peaceful time of the year for me. As I write this, a woman walks her dog in the glowing sun, the trees slightly sway with the breeze, and the worries for finals slowly evanesce.
School is, after all, finished for the year, and normal classes will not resume for many months. Yes, a sigh of relief.
Although my thoughts have not yet turned to those of summer, and my brain is still turned on, the blue skies are inviting and the birds’s chirping is only more of a reminder that three tests from now, I will be able to sleep until one in the afternoon and spend my nights out of the house.
Finals, if allowed fair consideration, aren’t actually that bad. Sure, they are big tests that determine a large portion of a person’s grade in a one and a half hour time frame, but as long as the individual has been paying attention for the past semester, they’re simply a reminder of what was learned in the class, not a backhanded way for teachers to condescendingly punish floundering students.
Granted, there is plenty of pressure from parents, or that students place upon themselves, but as I pointed out to a classmate today, going into a final exam with the grade of an A, about 95%, and getting a 0% on the final, only drops the grade down to a C or even B, depending on the course. A 50%, which is much more likely than a 0%, would only drop the grade down to a B, B+, or A-, depending on the class and current grade. Finals, in my opinion is overrated, and over-stressing is both unprofitable and extremely counterproductive.
That’s not to say that it’s not worth trying on final exams; obviously time spent studying is good, and a night of solid sleep coupled with a hearty breakfast can make the three hours of testing much easier, but taking the week too seriously can ruin the entire course experience, as well as spoil the summer by diving into the two and a half month break with a poor disposition.
I look at it this way: as summer unravels and spring comes to a close, bringing with it enjoyable weather and swimsuit season, the “spring” in my mind that was wound so tight at the beginning of second semester has completely relaxed and made way for an enjoyable summer of rest.

Published:

5/24
2010

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From the ground up

By noaheby

Though students and teachers will have left for the tropical beaches, snow-capped mountains and air-conditioned family rooms of summer vacation, the CHS campus will be far from quiet in the coming months. Construction crews will be working to build the new addition, which is supposed to be finished in time for the 2011 session of Summer Quest.

“This summer is going to be mostly focused on getting the addition steel up, getting the brick on under roof so we can start working on the interior finishes this fall and winter,” said Mark Winschel, the Project Manager from S.M. Wilson & Co.

Winschel estimates that work at the high school is about 15 percent complete, while work at the elementary schools, which is scheduled to be finished by this fall, is about 40 percent complete. The bulk of the work will happen over the summer, once the steel starts to go up later this month. While there are only 15 to 25 workers on site at the high school currently, that number will begin to increase dramatically in the coming months.

“Once the steel is up, that opens up a lot of work,” Winschel said. “You can start working on the inside, you can start working on the outside. I’d say our peak at the high school is probably going to be later on this fall. We’ll probably have close to a hundred guys here.”

Winschel said that the project has gone smoothly for the most part, despite a problem early on involving the locating of utility lines under the cottage and tech. building.

“A lot of times the utility information that we have on the plans doesn’t match exactly what’s shown in the field, so sometimes we’ll hit water lines or hit sanitary lines that are in the way,” Winschel said. “You have to work and get those repaired, and that delays your schedule a little bit because you’ve got to get all that stuff out of the way before you can do your foundations and steel.”

There have been some complaints from staff, which Winschel said is normal for a demolition project.

The sounds of jack-hammering and heavy machinery can be heard through the walls of the math wing, which has been a source of disruption for many teachers.

“It’s tough because if it’s loud and it’s disruptive, it’s not fair to kids to have class in there,” said Math Department Chair David Kohmetscher. “But the difficulty is that we don’t have space, that’s one of the reasons we’re building an addition; we don’t have enough rooms to send people to…. We’ve got one of our overflow rooms as an art bay, so you take your math class from here down to the ceramics room – not the most efficient place to learn.”

Winschel said that the noise level should be lessening soon as the demolition phase ends and crews start focusing on constructing the addition.

“We’re going to get to the stage where we get the shell enclosed, masons are working – that’s not a particularly loud activity – and then once the building’s enclosed we’re going to be working inside, so there’s going to be a pretty good buffer from the addition to the existing building,” Winschel said. “So I would say the disruption is probably going to go down in the near future.”

Because the math wing already has Smart Boards in every room, a central office and other perks from the most recent construction project, it will not be gaining any new facilities from the addition. In fact, the largest math classroom will lose about a third of its floor space to accommodate a hallway.

“We’re not getting anything from this one, but we’ve been pretty lucky we got this area in the last construction,” Kohmetscher said.

Health and P.E. teachers have also been affected by the construction, though not that of the new addition.  Renovations to the Stuber facilities have forced the health teachers to move out of their office, and the same fate will soon come to Coach Samuel Horrell, who is scheduled to move to one of the learning annexes later this month.  However, he said that the minor hassle of moving offices is outweighed by the positive changes that the construction will bring.

“I think the new facilities that we’re going to be getting are going to be phenomenal for our classes and for our athletics,” Horrell said. “So it’s worth that little price of inconvenience that you have to pay.”

The changes in store for Stuber will bring new rooms and capabilities that will greatly aid the athletics program.

“They’re redoing the locker rooms upstairs, they’re redoing them downstairs, and then on the girls’ side they’re actually putting an athletic training facility… where people can come in from outside and do rehab,” Horrell said. “Our athletes are going to have access to all the rehab and all the high tech. equipment that’s going to be in there.”

Construction crews will continue to hammer and bang as they build and renovate, which will likely bring more disruptions to staff and students.  Yet the end result, new buildings and facilities that will revitalize and modernize numerous classes, will surely be worth the price.  As Horrell said, “You’ve got to give a little to get a little,” and in this case, CHS is getting quite a lot.

Published:

5/24
2010

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Interactive Learning Forgotten But Still Effective

By sarahtait

If most students are like me, there are certain classes you dread going to each day. Some classes seem, whatever the subject matter, to drag on in a repetitive slump.
Teachers and parents tend to dismiss such student boredom and disinterest as merely a symptom of ‘being a teenager’ or a lack of motivation on the part of the student. To a certain degree, this is true.
I admittedly have some very ‘teenager’ moments and can, at times, be lacking in motivation, but students aren’t entirely at fault. The classroom as well as the student has become less and less involved.
There are some inherent limitations in every classroom: the behavior of the students, the resources available, and the time given. Certainly, these limitations can restrict classroom activity, but they aren’t excuses for a lack of innovation.
In elementary school, plenty of hands-on activities were made available to the students as fun ways to learn. For every unit, there were several simulations and competitions that aimed at making students want to learn.
In middle school, these activities became scarcer, but field trips and fun projects were still a part of the student curriculum.
In high school, hands-on activities have become rarities in otherwise monotonous days.
Obviously, education styles must change as students get older, but learning styles don’t change so drastically. Students still learn best when they get to experience the curriculum, not just hear about it in lectures.
Earlier this year, I went on the Close-Up trip to Washington D.C. with a group of CHS students. During the week-long trip, we saw monuments, visited different political organizations, heard debates, and met our political representatives.
Not only was Close-Up a blast for everyone involved, but I had never felt more curious about politics. The trip made me realize there was a vast world of information and debate that was extremely pertinent to me and that I was completely oblivious to.
The interactive learning experience I had with the Close-Up trip was more educational and thought-provoking than any of my previous history classes had been.
Though some of my classes tended to be uninvolved, the principles of biomedical science class I took this year was one of the more interesting classes I’ve had in my time at CHS.
Not only did the class participate in several unique experiments and studies, we also took two field trips that further enhanced our learning.
During a unit in which we studied the human body systems and certain diseases associated with them, the class took a trip to the morgue at Washington University.
Such a trip may sound somewhat gruesome, but that field trip made me certain I wanted a career in medicine and sparked a desire to become more involved in that field.
During the second field trip we took, the class participated in patient simulations. We tracked the vitals of ‘patients’ and attempted to treat them as if we were their nurses.
Activities such as these made biomedical science a class I looked forward to everyday. Unfortunately, this class is unique in its curriculum and activities at CHS.
It’s true that taking the time to create interactive learning experiences is much more difficult than organizing regular classes, especially given the short time and relative size of classes, but I believe that it’s worth the effort.
Students may have matured to the point where they can sit still without fidgeting and color in between the lines, but hands-on activities can still teach and inspire students more than lectures any day.

Published:

5/22
2010

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‘Panera cares’ brings out the humanity in you

By Jacqueline Leong

How far can human goodness go?

That’s the question that the new “Panera Cares” café seeks to explore. A formerly run-of-the-mills Panera, it is now the first pilot restaurant in the franchise to try a novel idea: pay what you want.

But it’s not just offering negotiable—or even negligible, if you prefer—prices. It is completely nonprofit, and any extra money left over from expenses is given, as one employee told me, “back to the community”.

Of course, this spawns a natural number of other questions, the most important one being: how can one be sure that the offer won’t be completely taken advantage of?

When I first heard about the unique establishment, I was completely taken aback and a tad wary of its existence at all. Just a couple of weeks ago, I’d visited that same Panera. The whole operation, truthfully, seems like a suicidal one. Visions of snickering students getting sandwiches and then paying with a lucky penny found on the floor persisted.

The plan could never work—simply because there are, at the moment, too many obnoxious people out there ready to milk the system. Right?

Nevertheless, I decided to visit the place, scope out how it was doing in the first couple days of its rebirth as a charity foundation. Even as I pulled up outside, I could see the crowd inside. It seemed to confirm my worst fears.

Warily, I opened the door, and was greeted by a large banner over the bakery counter: “Take what you need, pay your fair share.” To the side were bagged breads—presumably leftovers from the day before—on a table. Directly in front of me, I found two cheery employees waiting. They were there to explain the system, they said. Lots of people—especially those had already been coming daily for lunch, I imagine—were naturally confused as to how they were supposed to even begin.

I was limited to one entrée, they told me, unless I was willing to donate the extra cost. Was I?

I nodded.

They smiled. It seemed that most customers were in fact paying—or, as they called it, donating—anyway, as they hoped they would. The objective, they explained, was not simply free meals, but to have those who could pay make up for those who couldn’t. In other words, they were relying completely on the goodwill of others.

At the register, my order was rung up, not with a price, but a sort of accepted value. Feeling charitable, I dropped extra into the donations box, which was already starting to look quite well-fed.

Where were those awful, awful people walking out with bagels, cookies and sandwiches all gotten shamelessly for free? Where were they? While I sat there during the peak lunch hour, I seldom saw anyone who didn’t drop their payment into the donation box anyway. I have even overheard people vowing to lend their business to the place even more than they might have before.

It was then that I realized how much of a cynic I had been. In the café, surrounded by benevolence, there was a tangible sense of community, something that I’ve never experienced before. Patrons genuinely wanted to give more, enjoyed the fact that their meal’s cost was going to a better cause. As did I. I’ll be back again soon. The experience was truly rewarding.

I promise that it will be just as rewarding for you as well. Sure, you could give your business to the Starbucks across the street. But, really, where’s the pleasure in that? Order your favorite food from Panera—it’s still there, all of it, despite the changes in structure. And chew over your good deed of the day as well.

How far can human goodness go? As of what I’ve seen, pretty far.

Published:

5/22
2010

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Trip to Memphis a source of cultural, historical education

By laurableeke

Before the Civil Rights Act of 1964, America had failed to make good on its promise of equality to all citizens. African Americans had been discriminated against and segregated from whites, and in many parts of the country they were subordinate to whites.

The National Civil Rights Museum in Memphis, Tennessee pays homage to this part of our history.

Students in the US/World History II class were given the chance to go and see the National Civil Rights Museum and the Stax Museum of American Soul Music in Memphis. US/World History II teachers Mark Bayles, Paul Hoelscher and Rick Kordenbrock helped plan the trip.

The US/World History II class studies the civil rights movement in the classroom, and the teachers believed students would learn even more if they could visit museums on the topic and crucial sights that shaped the movement.

“It was really cool to see the National Civil Rights Museum after having studied the civil rights movement in class,” sophomore Bianca Vannucci said.

The experience also allowed students to gain more knowledge than they otherwise would have by just sitting in the classroom.

“I feel that this trip was more in-depth than what we learned in class because we got to physically see things that happened fifty years ago,” sophomore Kendal Freeman said. “And the way the museum was set up, it almost felt like you were there.”

The National Civil Rights Museum and the vast amount of information it covers impressed many of the students and teachers.

“I think the museum itself was very educational because it covers a lot of African American history,” Kordenbrock said. “The focus being the civil rights movement, it has so much information it’s almost overwhelming.”

The museum on civil rights was able to give the students a much more knowledge on the civil rights movement, but it also touched and moved them emotionally.

“[The Civil Rights Museum] was such a moving experience because you got to stand and look at the spot where Martin Luther King Jr. fell when he was shot, and you can imagine back to that day,” Kordenbrock said. “I mean, if you’re not moved by that you’re probably not human because that was a powerful experience.”

The students were also able to visit the Stax Museum of American Soul Music and learn about the history of soul music. The small record studio changed the world of music, and it also changed the role of African Americans in music.

“It was really cool to see the Stax Museum because it was where so much music started,” sophomore Isabella Jacobs said.

Although students loved the trip and the knowledge they gained from it, many felt that the 24-hour voyage was too short.

“Looking back at the trip now, it feels like I was on the bus the whole time,” Jacobs said. “It was just so short. But it was still was very fun.”

Others felt that the trip should have incorporated more activities to further their experience.

“Maybe next year they can have another museum lined up because we finished early and got back really early,” Freeman said.

Students believed a great part of the trip was the culture and style of Memphis that you can only learn about if there, and wanted even more time to understand it.

“I wish we got more time to walk around Memphis and get a feel for it on our own,” Jacobs said.

The teachers planning the trip have already begun to think of ways to change the trip for next year. They hope to lengthen it and add more educational experiences.

“We may make it an additional day next year,” Kordenbrock said. “And maybe go to Graceland.”

Although students and teachers would make changes to the trip, they enjoyed it and believe it is a great trip and that students should continue to participate.

“More people should go next year,” Vannucci said. “Because I think that if more people went it would be even better.”

The trip was a great way to see an important part of our history’s past and partake in it being remembered.

“It’s a great out of town trip, and you get so much history,” Kordenbrock said.  “And you get the sense that you are somewhere where something really, really important happened – because you are.”

Published:

5/19
2010

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Discoveries in the brain’s “dark energy”

By deeluo

In a study conducted by Marcus E. Raichle of Washington University School of Medicine in St. Louis in the March issue of Scientific American, the “dark energy” of the brain could hold the key to life’s mysteries.

In the past, scientists assumed that during rest, the brain was inactive, “turning on” only when a novel simulation presents itself. However, a new model has been introduced.

According to the new model, the brain is actually a whirlwind of activity during rest; certain parts become more active during activity, while other parts become less active during activity.

The brain’s “dark energy,” or the energy related to events that are not external, accounts for 60 to 80 percent of all brain energy. The existence of the brain’s dark energy is proven by the small amount of information that actually reaches the brain.  Although one billion bits of information arrive on the retina, only one hundred bits constitute a conscious perception of what the eye is seeing.

The brain has a complex intrinsic processing power that often predicts and anticipates information more than it receives it.

One important factor of the intrinsic power is the default mode network (DMN). DMN, or the baseline activity of the brain during inactivity, is often characterized as “noise,” like the white fuzz of an offline T.V. station. This DMN was ignored by neuroscientists looking for specific brain activity in specific experiments, due to the assumption that DMN was part of the constant control.

However, new studies found that DMN patterns appeared during sleep and under general anesthetic, meaning that DMN is a critical part of the brain’s intrinsic power. Using imaging and advanced regulating machinery to observe the DMN, neuroscientists showed that there is a constant stream of activity in the brain during rest until the brain focuses on a task, at which time intrinsic activity actually decreases.

It’s like the brain is a circuit and switches are being turned on during rest, and turned off during activity. The DMN is like the conductor that coordinates the signals from the different aspects of the brain so it can function properly.

As a key part of intrinsic activity and the conductor of the brain, the DMN has a critical role. Because the major hubs of the DMN are the medial parietal cortex (involved with memories of personal events) and the medial prefrontal cortex (involved with imagining what other people are thinking and emotional state), the DMN might provide a way to understand Alzheimer’s.

When connections in the DMN are wired wrong, diseases such as Alzheimer’s and schizophrenia might occur. The DMN might also be the key to the nature of attention and conscious activity, since it balances the signals between the different functions of the brain. It could provide the answer to understanding how different frequency signals within the brain interacts.

As the master organizer of dark energy, the brain’s default mode network could contain the answer to the human brain.

Published:

5/19
2010

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Media sets poor example for adolescent girls

By jocelynlee

Far too often, I meet girls who act, or attempt to act, much older than they are. I’m certainly not saying they are too mature or wise because some teenagers simply are more mature than their peers. Rather, it’s the appearance and behavior of some girls that bothers me.
Some wear heavy makeup on an everyday basis or become consumed with partying and drinking. Others dress like they are 40 or always look like they are in a hurry. Many mock music or clothes that might make them look young or only date older guys in an effort to distance themselves from people their age. Granted, not all girls who are like this are trying to act older, but a good number of them are.
Teenage girls are constantly bombarded with messages from the media to look and act older. They see college students and women in their twenties dancing in clubs and drinking at bars, and they yearn for that lifestyle.
In the case of the television show, “Gossip Girl,” it’s not always about college-age students, but has, up until recently, focused on the lives of a group of Upper East Side New York high school students who act like adults, more than they do teenagers. The show essentially glorifies the lives of these characters and creates role models out of them for the many girls who follow the show. Among the main characters, Blair, Serena, and Jenny, are three of the most important female ones. Although these three characters have their flaws, young female viewers can’t help but admire their clothes, their sophistication, and their sense of independence. And, at the beginning of the first season, when Jenny is the new girl, she gets ridiculed for her innocence and youth.
I love watching the show for entertainment, but at the same time I worry that teenage girls who watch it will grow to believe that it is normal for people their age to behave like the characters do. I don’t think that there shouldn’t be any shows like “Gossip Girl,” but it is important that girls view media objectively and not place every celebrity on a pedestal.
Sometimes, it is not so much that girls try to dress and act older, but that they can’t stop dreaming of the day when they will go off to college. That’s when their ideal life will become a reality, the time when they will find the perfect guy, the right friends. It’s a good thing to be excited for college, but it is equally good to enjoy where you are in life at the moment.
By trying to mold yourself into something you’re not, you only end up appearing younger and more vulnerable. Acting like you are 21 won’t make you happier in the long run, and, if you think about it, it isn’t so different from a middle-aged woman dressing like she’s still in college and toting around a copy of Twilight.

Published:

5/17
2010

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Counting down

By samjacus

As the senior class’ time at Clayton High School dwindles, the feeling of accomplishment is beginning to set in. Four years of work and time is about to reach its culmination for as of Sunday May 23 everyone is no longer considered a CHS student but rather an alumni.
For many students, graduation has taken forever to arrive but for other students the realization of what is to come has made graduation a daunting and sad event.
One of the reasons that graduation is saddening for many people is the knowledge that there is only one more school event for seniors. That event isn’t a Ladue v. Clayton sporting event or a dance but rather is graduation.
For those wishing to move on with their lives this is probably seen as a good thing but for others the sadness is only deepening. This is because there is no way to change or fix the situation that is at hand. There is also no way to prolong the year and experiences we will have with our classmates.
While thinking about the year coming to an end, people are reminiscing about the events that have helped to shape our high school memories and careers. For some people, the memories are about sporting events like Ladue v. Clayton games while other people will enjoy starring in the school plays.
Regardless of what memories seniors are reminiscing about the memories were eventful and are going to be remembered for some time to come. Those memories will also help shape us for the future. A lot of these memories will be treasured and we have Clayton to thank for that.