Devil's Advocate (Volume 37, Number 4, April 2021)

DEVIL’S ADVOCATE STANTON COLLEGE PREPARATORY SCHOOL

APRIL 2021

WITH

COPING COVID Crossing the Threshold

Six Feet Apart

Looking Ahead

By TATUM REGISTER

By TY’HANA ALDRIDGE

By JENNIFER ZHENG

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photo by Tyler Pottenburgh

Above: Students are now required to maintain social distancing in the Senior Courtyard.

On the Cover: Junior Anita Perera recently transferred from Duval HomeRoom to Brick-and-Mortar.

Sports

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4

CREATING IN QUARANTINE

STRENGTH IN NUMBERS

Artists at Stanton have been finding new ways to create and continue their art in the midst of a pandemic.

During the pandemic, sports have still been able to provide student athletes with the sense of community many have been missing.

6 SOMETHING NEW Despite hinderances this year from the coronavirus pandemic, some students have taken the opportunity to branch out and try a new sport.

Arts and Entertainment

9 COMICS The latest adventures of William the horse in “The Mane Event.”

Opinions

21 EDITORIAL An observation of the vitality of connection and community within the context of the year following the declaration of the coronavirus pandemic.

Features The Pulse

14 COPING WITH COVID

22 COVID IN NUMBERS

An anthology of the student experience in adapting to the challenges presented to the school system as a result of the pandemic.

Noting the numbers and the student impact of the coronavirus pandemic in the past year.

23 Photography

STUDENT COLUMNS

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The recounting of student experiences with the pandemic and the various issues it has brought with it, ranging from mental health to the struggles of minority communities.

BEFORE AND AFTER Looking at the changes made to everyday student life as a result of the pandemic and how students have taken it in stride.

Printed at Florida Sun Printing Please recycle this magazine.

APRIL 2021

DEVIL’S ADVOCATE | 3

STUDENT LIFE SPORTS

BLUE DEVILS United At a time of isolation and separation, sports are a saving grace for many Stanton athletes.

By SARAH HIOTT, Staff Writer Bleachers once full of enthusiastic crowds cheering on their favorite team are now quiet as the coronavirus continues to socially distance students across the world. High school students have lost the ability to partake in exciting events such as dances, showcases, and pep rallies, leaving few occasions to encourage school spirit and boost morale.

Despite an absence of students on campuses due to enrollment in Duval HomeRoom isolating them at home, sports have been able to provide athletes with the togetherness that has been missing as a result of the pandemic.

The ongoing pandemic paired with Stanton’s rigor has caused students to find themselves trapped beneath a growing burden of demands, responsibilities, and personal anxiety. Over the last year, schools have been closed, public locations have added new policies, and the ability to see friends and loved ones has been minimized. The abrupt transition left teenagers feeling a need to return to activities they love during these chaotic times. By returning to athletics, students have a slight return to normalcy for a few hours and experience the joy that has been lacking in their school life this last year.

“I really needed that calmness, especially in times like these,” said sophomore Micah Andrews, a member of the boys junior varsity soccer team and varsity swim team. “It’s my escape from school and work, even if it’s just for a couple hours.”

Student athletes use sports as a remedy for the stresses of high school, as well as a distraction from the pandemic. Both the intimate relationships

among teammates and the catharsis of playing sports can help alleviate athletes’ stressors. The Anxiety & Depression Association of America, or ADAA, says those who participate in regular exercise are 25 percent less likely to develop depression or anxiety disorders. Student athletes can also be surrounded by friends with a common interest and get some relaxation time apart from the troubles of school, work, and personal conflicts.

“I find athletics are a way to relieve frustration and stress,” said sophomore Jordan Lyle, who is part of Stanton’s cheer and flag football teams. “If something upsets me at school, I know I have a time and place to get out my frustration and then move on with my day.”

For students like Lyle, having the ability to participate in sports teams and see their friends on the team played a major role in deciding to return to campus. The availability of sports for brick and mortar students provides a reprieve from the pressures of high school. Students who returned to brick and mortar classes were able to return to their friends and be a part of their teams for the season, helping to combat the loneliness felt since social distancing guidelines have been put in place.

“Both the soccer and swim teams were the only reason I decided to come back to school instead of staying online,” said Andrews.

Even though brick and mortar learning allows students to return to athletics, those who have been contact traced and required to quarantine for one to two weeks also face the dilemma of not being able to participate in sports. Returning to school after

being quarantined adds a sense of motivation to work hard for the team that they missed.

“We’ve had teams that had to quarantine for a week or two, and when they come back they’re excited to be there and make the best of it,” said coach Christopher Crider, Stanton’s Athletic Director and head coach of the junior varsity flag football team.

As for students who are in Duval HomeRoom and are unable to return to school, athletics are a way to see friends and leave the seclusion of quarantine for a few days each week.

“Being part of a sports team during the pandemic helps because it’s a place where I can just forget about all the negativity or any stress I’m feeling and all I can focus on is playing and having fun with my teammates,” said senior Ro Vemuri, a member of Stanton’s boys varsity basketball team who is able to spend time with teammates by returning to Stanton athletics. “I also miss seeing my friends everyday at school.”

The hectic attempts to adjust to the new reality of a pandemic can be calmed by the familial bond between teammates. Players see each other as more than just teammates, but instead as part of a united front working towards a common goal.

“I cannot stress enough how strong the bond between Stanton athletes is,” said Andrews. “The unseen part [by those not in sports] is how much we actually rely on each other and how strong the bond actually is.”

The bond is felt between athletes during games, when a team has to use collective strength and

Athletes demonstrate a sense of camaraderie that holds strong on and off the field.

photo by Tyler Pottenburgh

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VOL XXXVII, NO. 1 4 VOL.

“I can just forget about all negativity or any stress I’m feeling and focus on playing” photo by Tyler Pottenburgh

—Ro Vemuri, 12th

The Stanton boys soccer team is known for their brotherhood and team spirit, which is also fueled by the Stanton students and parents who show their support at games. account for each other’s weaknesses to perform their best and win. The connections formed when working to become a championship team each day with a group are unlike any other.

Teammates rely on one another, especially during the most important moments of a game, thereby sharing the passion for the sport. This reliance and daily synergy required on a team creates an understanding between athletes that has brought them all the way to regional championships.

“When we’re all on the field we come together as a family that is fighting for one goal,” said senior Miles Andre, a member of Stanton’s boys varsity soccer team. “We build [relationships] with each other and that’s what makes us one of the best teams in the city.”

Coaches at Stanton have also seen positive effects of sports in athletes’ lives during this time.

COVID-19 has restricted many exciting pastimes but the return to sports has given one back. Being around each other and engaging in an outside activity that boosts both mental and physical health is a benefit to athletes while also being a distraction from the uncertainty throughout the world.

“It keeps their mind off the harsh reality and allows them to have some much needed leisure and enjoy an activity that they really care about,” said Coach Crider.

Athletes at Stanton have been able to overcome new stressors and the isolation of a pandemic by finding support in their teams. The confusion and struggles of adapting to the new normal has been a struggle for everyone, but the bond between athletes has provided a support system for teammates during the difficult time. Returning to sports gives a renewed sense of togetherness for teammates who work together on the field and against the world.

APRIL 2021 2020 SEPTEMBER

photo by Tyler Pottenburgh

Stanton’s girls lacrosse team takes home the win over Mandarin High School, stressing the importance of sports sisterhood to maintain effective gameplay.

DEVIL’S ADVOCATE | 5

Something Despite the limitations from the coronavirus pandemic, students have branched out to try playing a new sport.

By JILLIAN WILLIAMS, Staff Writer iiiiiSports are a staple of life at Stanton College Preparatory School. Attending football games and showing school spirit at pep rallies full of screaming students wearing their class colors are a fundamental part of the traditional Stanton experience. However, with the cancellation of competitions and the institution of new safety policies to combat the coronavirus, sports teams this year have struggled to find their footing among the new regulations. Despite this, some students have taken the changes as an opportunity to branch out and try a new sport. iiiiiSimilar to other schools throughout the country, Stanton’s sports programs have struggled throughout the year due to safety constraints. As a result, students and parents were hesitant to participate, especially those who are attending school virtually. Since sports teams practice and compete without masks and involve close contact with others, students were apprehensive about the safety of athletes and the risk of contracting COVID-19 during practices or games. While high school students may not be the most at-risk age group, COVID-19 deaths were still rising at the beginning of the school year and sports presented a very real risk. iiiiiTeam sports such as lacrosse and softball initially did not have enough players to compete and have put more effort into recruiting students on their teams to have enough players this year.

At the end of January, coach Andrew Cristovich advertised the open spots on the girls lacrosse team in the courtyards during lunch, encouraging students who were not familiar with the sport to try out. This stands in stark contrast to the way sports traditionally start, with tryouts that include cuts to narrow down teams. Rather than narrowing down the best players to be on their teams this year, coaches were scrambling to fill open spots. iiiiiThe softball team also publicized their incomplete team roster after tryouts, using social media to recruit students to join regardless of experience. To fill their empty positions, they utilized the Student Activities page on Microsoft Teams, which every student at Stanton has access to. The use of Teams and social media platforms helped reach more students, including those at home who were not present for in-school announcements and advertising, encouraging them to try out. iiiiiSports teams offer a myriad of other benefits that help influence students’ decision to join. With now having to overcome the challenges of online

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learning and life during a pandemic, playing a sport is an optimal strategy for students to relieve stress and maintain social connections in a world where interactions are limited. Additionally, sports can be listed in college applications as an activity to gain potential scholarships or finish out hours for awards. As a result, students felt compelled to join sports for the thrill of trying something new and

being part of a team. iiiiiIn the midst of such difficult times, these students were able to grow despite obstacles and branch out to try something new. Although these athletes experienced setbacks to their learning from the coronavirus and accompanying precautions, they were all able to learn and improve in their sport, having many successes.

Haley McCoy varsity Weightlifting

photo obtained from Haley McCoy

Haley McCoy challenges her own physical limits as she competes against opponents across the region and her personal records.

iiiiiThis year, junior Haley McCoy was a first time competitor on the varsity weightlifting team. She joined the team because of her interest in working out and getting stronger. Starting out with no experience, she had to learn the sport from scratch. iiiii“I really like working out and it seemed like a good opportunity to improve myself” said McCoy, however practicing the sport was a learning experience. “At first I could barely lift the bar, I dropped the bar multiple times in meets and a few times on myself in practice.” iiiiiLifting weights in a competitive setting demanded new physical effort from McCoy, requiring her to practice and train in order to improve. She experienced many setbacks at the start, dropping the bar and struggling to lift the weights. McCoy persevered through her initial adversity with a strong resolve and desire to reach her goals. Her determination paid off when, despite being a first time competitor, McCoy placed sixth at regionals. iiiii“I was honestly very shocked [when I placed at regionals],” said McCoy. “It was my first year and I didn’t think I was going to get as far as I did.”

She saw drastic improvement from the beginning of the season and at regionals, she was almost able to lift her own weight. iiiii“I had the best experience with support from my team and coaches,” said McCoy, “It’s such a welcoming team and a really great environment. I also felt a lot of self-fulfillment.” iiiiiStarting out with no experience, McCoy is an example of a student who persevered through difficulties to be successful in taking on a new sport.

She plans to compete again next year.

VOL. XXXVII, NO. 4

Ethan Alesch VARSITY Football

photo by Tyler Pottenburgh

Ethan Alesch plays with determination and passion on Stanton’s football team for the first time during his senior year.

iiiiiEthan Alesch was a member of the varsity football team this year, trying the sport for the first time as a senior. After participating in a number of sports throughout his high school career, including soccer, basketball, baseball, and track and field, Alesch decided to try football this year as his last opportunity before graduating. iiiii“I have played almost every sport besides football,” said Alesch. “I decided since it was senior year it would be fun if I were to play since I had always wanted to. I had an amazing experience. All the coaches were extremely helpful in coaching me to be the best I could be.” iiiiiAlesch struggled to learn in the beginning of the season and the team had a rough season after being forced to omit their summer camp and practices due to COVID-19 restrictions. Even after the season started, it was hard for newer players like Alesch to learn many skills with the emphasis on limiting contact between players. iiiii“It was hard to get good at tackling because we had to limit contact due to COVID-19,” said Alesch.

iiiiiAs a result of these restrictions, he had to practice more in order to learn and harness the skills that require contact with other players. The entire team struggled to regain their footing throughout the season, losing many games leading up to their final game against Zarephath Academy on Oct. 30. The team was anxious starting the final game, but were able to come out with a win, an exciting end to their difficult season. Alesch was the starting cornerback for the game and was able to make an interception, a major success for his season. iiiii“Crushing Zarephath was my favorite experience because it was amazing to see the whole team happy and celebrating after the game,” said Alesch.

“I was extremely joyful to know that I played a crucial role in our win.” iiiiiConsidering it was his first time playing, Alesch quickly picked up the sport and became a vital part of the football team. Alesch made noticeable gain by working his way up to being a starter in their final game, demonstrating how students can be successful in trying something new.

Emily Christovich VaRSity Lacrosse

photo by Tyler Pottenburgh

Emily Christovich prepares to swing as she takes on the lacrosse field in her first year both at Stanton and playing the sport.

APRIL 2021

iiiiiFreshman Emily Christovich followed in the footsteps of both her older brother and sister in deciding to join the varsity lacrosse team this year.

She was able to learn the sport fairly quickly by practicing with her sister, senior Chloe Christovich, before the season started. iiiii“I really wanted to try something new, and lacrosse was something that to me, seemed like something that wasn’t as popular and a smaller team would mean a bigger bond,” said Christovich.

“While there’s a lot to learn and it’s kind of a complex sport, it’s been a lot of fun thanks to the rest of the team. Everyone has been helpful and they totally recognize that I’m still learning, and they’re really sweet about that.” iiiiiChristovich and her team experienced setbacks from the start of their season. On Feb. 9, the entire team was forced to quarantine until Feb. 13 due to members of the team testing positive for COVID-19, causing their first game to be postponed. Despite the hindrances, Christovich remained optimistic, practicing at home with her older sister during lunch periods and after school. iiiii“It was hard getting quarantined, but it really gave

me an opportunity to practice more with my sister,” said Christovich. “Whenever I get something right or notice myself getting better at something, I consider all of that a success and I’m still having a lot of fun.” iiiiiChristovich saw success on March 1, when the team played against Ponte Vedra High School in their third game of the season. In the last half of the game, she was put in for defense, gaining her first real in-game experience. Then, on March 4, the team experienced another huge success when they defeated Mandarin High School. The team is looking forward to many more big games as their season continues. iiiii“I definitely figured out what I needed to work on but I was really proud of myself for getting out there and doing my best,” said Christovich. iiiiiChristovich has been successful in trying lacrosse for the first time this year, being able to not only learn the rules and strategies of the sport but also gaining experience playing the game, despite hindrances from the pandemic. She plans to continue playing lacrosse for the rest of her high school years.

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APRIL 2021

COMIC PAGE

THE MANE EVENT by EDEN KERSHNER, Art Director

DEVIL’S ADVOCATE | 9

Creating in

ARTS AND ENTERTAINMENT

QUARANTINE Confined to quarantine, artists have been required to find new and creative ways to express themselves during these unusual circumstances.

illustration by Anastasia Aston

Anastasia Aston took inspiration from her trip to North Carolina in order to create this piece.

By SARAH HIOTT, Staff Writer iiiiiThe coronavirus pandemic has created new challenges for student artists by limiting access to resources and hindering the ability to collaborate when producing art. As a result, artists of all types have adapted their creative processes to continue creating art during the pandemic. The desire of Stanton College Preparatory School artists to keep creating has led to innovative ways to make and share their art. iiiiiStanton’s various aesthetics programs allow students to participate in visual and performing arts in school. Visual art and theater classes enable students to collaborate with peers and explore their interests with a teacher’s direction to assist them.

Mrs. Carrie Santa-Lucia, an Advanced Placement and International Baccalaureate Visual Arts teacher at Stanton, presents students with a chance to learn new skills and improve techniques. iiiii“We have been providing lessons that help

“As far as the pandemic sets my friends and I apart, music is what brings us together.”

—Ansh Parikh, 11th students improve their techniques with a range of media, as well as offering them opportunities to develop creative concepts for their artwork,” said Mrs. Santa-Lucia. iiiiiSeveral new procedural changes in art classes have been implemented during the pandemic.

Smaller desk space for projects, less critiques, and shared tools being unavailable has changed the way a traditional visual art class functions.

As for Duval HomeRoom students, assignments must be submitted online, and the vast space in an art classroom is not present in most students’ homes. The struggle of evaluating art pieces

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through Microsoft Teams creates a detachment that was not an issue when students could move around the room to critique and compliment each other in real time. In response to the disconnect of digital meetings and the lack of people with which to collaborate, a new medium of digital artistry has risen in popularity for student artists. iiiii“My artwork has [mostly] become digital pieces because it makes it easier to share with others in high quality,” said junior Myria Nabas, who is in the National Art Honor Society and takes virtual art classes. iiiiiDigital art production has fewer material requirements than traditional mediums, making it optimal for virtual students. Canvases can cost anywhere from $10 to $50, and the quantity and range of supplies required for visual art makes it difficult to produce outside of school. Not only are supplies costly, but the amount of space available to produce art at home is rarely as much as is provided in art classrooms. iiiiiThe issue of finding a space to share the art is a complication similarly faced by Stanton’s musicians as well. This year, in an effort to comply with social distancing, the concert, marching, and jazz bands added additional COVID-19 guidelines. Student musicians were required to wear masks even while performing, and those who play woodwind or brass instruments were required to cut holes in their masks. iiiiiThe band also altered how rehearsals and classes are held. Brick-and-mortar students usually rehearse together, while those who are in Duval HomeRoom must practice individually, restricting their ability to collaborate with the rest of the band.

In-person rehearsals for DHR students occur occasionally, but they are only able to practice alone most of the time. iiiii“The brick-and-mortar and virtual students [sometimes] come together, and from there we have to work on combining two groups of people who had learned the same music but have never played together as a group and had the chance to synchronize,” said sophomore Ylliana Miagao, a Duval HomeRoom student playing percussion for Stanton’s marching and concert bands.

illustration by Angelina Lee

Angelina Lee painted this piece after feeling inspired by the phrase “head in the clouds.” iiiiiThe obstacles introduced this year go beyond just band practice. Music is based on rhythms unique to each student’s style, and a band has the task of working together to make them one, unified sound.

Students now have to form a cohesive sound with others that they have not had the chance to interact with before. While this is a unique challenge for the members of Stanton’s band, Mr. Galen Peters, Stanton’s band director and chorus teacher, has remained positive about the future of the band during the pandemic. iiiii“Band is inherently learned as an ensemble activity, so distancing is strange for us to do, but we’ve been making it work,” said Mr. Peters. iiiiiLike the band program, Stanton’s theater program has experienced similar struggles and had to adapt to the inability to perform in groups.

Though they are limited by physical guidelines, students have found new ways to perform. Mrs. Aaron DeCicco, Stanton’s theater teacher, has witnessed the creative performances that push past the complications of performing virtually over

VOL. XXXVIII, NO. 4

illustration by Michelle Wang

Students like Michelle Wang have found their own unique styles and ways to express themselves in response to ther experiences.

illustration by Spurthi Nrusimhadevara

Artists such as Spurthi Nrusimhadevara use art +to relieve stress and express themselves.

Teams and the lack of space available at home. iiiii“I have seen some students really spread their wings artistically and create short films that more than satisfy my assignment requirements, going above and beyond to tell a story,” said Mrs. DeCicco.

“They have stepped completely outside of their comfort zones to produce some wonderful acting moments despite environmental circumstances and distractions.” iiiiiSome artists do not participate in the arts at school, but rather hone their skills from home, making their own music and art pieces amongst friends rather than classmates. Using platforms such as Zoom, Microsoft Teams, and Discord, students are able to keep in contact and work together. The love for art and alternative ways to communicate with friends can recover the passion for creating new pieces. iiiii“Using online collaborative platforms such as Discord, we’ve been able to create great songs together and work as though we are in the same room, even though we are miles away,” said junior Ansh Parikh, who creates his music outside of school. iiiiiParikh’s love for music is shared by those who have used their art to decrease the stress of everyday life. This, however, can be difficult for those who have felt a lack of motivation in the last year. The pandemic and the resulting changes can decrease motivation to be involved in activities outside of school. An American Civil Liberties Union of Southern California survey from May 2020 found that over half of surveyed students are in need of mental health support. Despite the therapeutic influence of activities such as the arts, the time limitations and hardships of school can interfere with the desire to create.

APRIL 2021

illustration by Angelina Lee

Angelina Lee based this piece of the cover of one of her friend’s favorite albums. iiiii“My artistry has suffered a bit because I have been less motivated and don’t necessarily have certain resources,” said sophomore Annalisa Strub, who is enrolled in Pre-IB Art II and a member of the National Art Honor Society. iiiiiEven though COVID-19 has added new stresses to artists, the quarantine has allowed students to unify, experiment, and work on their art. With more time available and a need to stay home and do indoor activities, art is a ready activity for teens who are passionate about the subject. iiiii“[Art is] always there for me to resort to in my free time to express myself and have fun creating with my friends,” said Parikh. “As far as the pandemic sets my friends and I apart, music is what brings us together.” iiiiiArt has been a safe haven away from the concern of masks, social distancing, and isolation. Even with the struggle to create new works, the desire to hone techniques and try new styles has led to new and innovative forms of art and collaboration.

Finding new platforms to collaborate on has led to renewed teamwork on projects and new platforms for artists to display their work.

Scan the code below to view more art that students have made in quarantine.

DEVIL’S ADVOCATE | 11

STUDENT LIFE FEATURES

By TY’HANA ALDRIDGE, Staff Writer iiiiiDuring typical school years, students embark impacted by or they feel like is a priority,” said iiiiiThe mental health of teachers and on a coming-of-age journey while indulging in Stanton guidance counselor Mr. Fessenden. “You administration could potentially affect the way the memories and hardships the high school can just put them in the position and provide them they interact with and teach students. A National experience brings. This atypical school year has [with] motivation to do so and certainly that is Education Association survey conducted from separated teachers and students between a a challenge.”

August through September of 2020 found screen and a requirement to remain six feet apart. iiiiiOnline students are provided with the same 19 percent of teachers reported the help and Those in and out of school are forced to live under resources relating to mental health as those on- resources provided by schools regarding their a mask, disguising their true emotions and leaving campus. Still, there are concerns regarding whether mental health was “not at all adequate.” Without some suffering in silence. As the United States DHR students receive the same attention as on- the help of others, finding comfort in oneself has attempts to contain the coronavirus pandemic, campus students. On each Wellness Wednesday, become an important technique. students across the country and at Stanton on-campus students report to their homeroom iiiiiThe reopening of schools and revival of College Preparatory School are struggling with class, where they are required to watch the video. extracurriculars helps alleviate stress in public mental health.

Through online platforms, teachers are expected to environments. Still, students are discovering iiiii“I feel starved for touch,” said sophomore post the videos for virtual students to watch. DHR ways to manage their mental health alone, Aceline Manganti, who is enrolled in Duval students claim to be unaware of the videos posted either through engaging in new hobbies or HomeRoom, Duval County Public Schools’ online during Wellness Wednesday. binge-watching television series. Although there learning platform. “I like hugging people and talking iiiii“In the beginning they used to just send us the are restrictions, sports and clubs provide the to people face-to-face, so it’s really hard to do that videos and tell us to watch it so it was voluntary for familiarity of companionship with teammates and when most of the time I’m just staring at a screen.” me because my teachers didn’t show it in their class friends. Stanton’s Real Talk Club offers a safe iiiiiOnce COVID-19 was declared aiiiii space for students to speak up while national pandemic in March 2020, the spreading awareness towards the state of Florida went into lockdown. concerning rise of mental health Schools in Duval County resumed issues among teenagers. instruction on Duval HomeRoom iiiii“We will be covering topics such as while extracurriculars were cancelled, healthy coping mechanisms, allowing leaving students and teachers for students to express themselves, confined to their homes. While the and help them find ways to go about start of the 2020–2021 school year self-growth, which can be hard to allowed many students and teachers navigate by yourself,” said junior to return to campus, changes were Danika Tinana, president of the Real noticeable. Much needed safety Talk Club. “It is important for students measures such as barriers and to join because Stanton students marked pathways implemented at tend to romanticize not taking care Stanton contribute to loneliness felt of themselves, and having an overly among students and teachers. busy work schedule.” iiiii“The barriers on each desk can iiiiiEven with sports and clubs definitely impede what is seen [in available, students look upon Stanton the classroom by] the students and staff to pay more attention towards they limit the interaction between students’ mental health.

Attending school during the COVID-19 pandemic has other students,” said on-campus iiiiiThe cancellation of normal high taken a mental and emotional toll on students. sophomore Kenneth Allen. “You can school activities, such as school sometimes feel enclosed with them around you.” online while other teachers did,” said Manganti. dances and pep rallies, gives students little iiiiiAccording to students, the stress of the “Then they stopped posting the videos after [the motivation for school participation, negatively pandemic, combined with Stanton’s rigorous first] three months so Wellness Wednesdays for me impacting performance. In response to this, the academics, is overwhelming. As a result, programs was a day to sleep or eat early.” administration emphasized they are doing their and counselors are available to help students iiiiiUnlike on-campus students, those online are best to ensure students remain mentally healthy. while discussing personal issues relating to mental possibly at higher risk for developing an unhealthy iiiii“Whether it be sitting down, having a health. Wellness Wednesday, for instance, is a mental state, especially if there is an imbalance of conversation with them face-to-face, or providing 30-minute instructional period which takes place resources received. According to a Devil’s Advocate some strategies on how to cope with certain things, the last Wednesday of every month. Students Instagram poll conducted Feb. 7, 2021, 70 percent especially when it comes to doing the work,” said are presented with a series of instructional videos of Stanton students believe on-campus learning is Assistant Principal Kenyannya Wilcox. aiming to spread mental health awareness and better for mental health. Though some excel online, iiiiiOnline learning and wearing masks is a coping mechanisms. Despite this, concerns are not everyone copes with unexpected changes challenge everyone is adapting to. The strain of continuously expressed by both teachers and in addition to the overwhelming requirements this year has left students and teachers wondering students who question whether this program is of Stanton. Similar to students, teachers and what the new school year will bring. Plans for beneficial. While some students feel unaffected administration must work to adjust their teaching the upcoming school year are still in progress by the message being promoted, others argue the styles to fit the new normal. depending on the state of Florida’s handling of prohibition to share personal stories discourages iiiii“[Teachers] enjoy teaching you face-to-face,” COVID-19. Until Stanton and the school district them from seeking help. said Ms. May Ibasco, Stanton guidance counselor. return to normalcy, students learn to grapple with iiiii“It can be difficult to motivate folks to participate “They do their absolute best to do it online; it’s just the ongoing COVID-19 pandemic and the effects it if it’s not something that they were either personally not the same.” poses on their mental health. photo by Piper Jones

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VOL. VOL XXXVII, NO. 1 4

LOOKING

Ahead

By JENNIFER ZHENG, Staff Writer iiiiiAt the beginning of the 2020–2021 school year, Duval County Public Schools offered three learning choices to parents and students due to the ongoing coronavirus pandemic. The choices included Duval HomeRoom, a temporary online learning option; brick-and-mortar, an on-campus learning option; and Duval Virtual Instruction Academy (DVIA), a full time virtual option. The COVID-19 virus has not only placed limitations on learning, but also the activities in place for all grade levels. After experiencing both the Duval HomeRoom (DHR) and brick-and-mortar model, the student body and administration wonder what the future holds for these two models. iiiiiIn late February, legislators in Tallahassee introduced Senate Bill 886, which discusses the impact of COVID-19 on school accountability. A clause included in the bill states that no schools would be required to implement a turnaround option, which would change all online classes to inperson, based on test scores from the 2020–2021 school year. However, this may not be the case for the next school year since DCPS has yet to decide whether the DHR model will be an option. For the time being, students and parents have only two options. iiiii“Duval Virtual Instruction Academy will remain intact and brick-and-mortar will definitely be open,” said Dr. Dianna Greene, the DCPS Superintendent.

Based on the options DCPS intends to offer, students will have to consider if they want to leave their school to attend school virtually next year.

Switching to DVIA will be beneficial for students who prefer to get their work done in a more independent setting and at their own pace. However, students in DVIA will have less interactions with the students and faculty at Stanton, in contrast to the brick-andmortar option. iiiiiAccording to a Devil’s Advocate Instagram poll conducted on March 14, 82 percent of Stanton student participants plan on attending brickand-mortar next year, whereas only 18 percent of students plan to attend DHR next year, if it is offered. Based on the statistics, there will be more opportunities for in-person interactions in the coming year. iiiiiKeeping DHR would result in the continuation of communication challenges between teachers and students, and larger class sizes, which will cause teachers to struggle with the DHR model. Teachers have made adjustments to their lesson plans in response to the obstacles of instructing both online and on-campus students.

APRIL 2021 2020 SEPTEMBER

“We’re about to do panel discussions and my inperson classes are going to be done by the second day, while my online class is going to take three days,” said Ms. Kylah Riendeau, an English Honors II and Great Books teacher. iiiiiDespite the struggles of instructing DHR students, teachers and students saw some of the advantages of using Teams. This platform is not only convenient for students if they cannot attend class, but also for teachers since assignments and class materials can all be posted in one place. iiiii“Having a platform that is the same for every classroom, instead of ‘this classroom does Schoology’ or ‘this classroom does Remind,’ helps students keep track of where they can go for information,” said Ms. Riendeau. “I hope that we keep Teams or something similar to it just because it has been so beneficial.” iiiiiEven though using Teams has made learning much more convenient for students, Stanton seniors enrolled in DHR missed out on certain oncampus resources to prepare them for college such as attending in-person college tours and scheduling meetings with guidance counselors in person. To prevent the rising senior class from facing the same adversity, guidance counselors have made an extra effort to assist students in their college process. In order to better prepare this year’s class of juniors, students are able to set up meetings with their

guidance counselors to talk about early college planning. To further assist the rising class, seniors have some advice to ease the college process. iiiii“Finish deciding what college you’re going to apply to and finish the common app essay before senior year starts,” said senior Joseph Cabezas. iiiiiIn contrast to the other grade levels, the incoming freshmen have been given more opportunity for a normal transition into high school. For these freshmen, Stanton’s Leadership Team held virtual tours over Zoom, uploaded Minecraft created tours of the school on YouTube, and will host Summer Bridge this year. This program, which takes place in June, was not available to the class of 2024 last year. However, with the safety protocols that will be in place, students will be able to experience a week at Stanton. Students will go through all their subject courses, while getting to know one another as well as meeting some of their teachers in-person. iiiiiDue to the ongoing pandemic, safety precautions enacted by DCPS this year will follow into the upcoming fall semester. These include transparent desk shields, maintaining a six feet distance, and mandatory face masks. Although, DCPS has considered making some changes based on the number of individuals that will be vaccinated by the beginning of the 2021–2022 school year. In March, DCPS started its plan to vaccinate every employee in the school system. iiiii“I think that all of the safety protocols that we have in place will continue next year. Though, we will consider changing temperature checks next year because, acco+rding to the CDC, it is not a requirement any longer,” said Dr. Greene. “It really just depends on the level of individuals that are vaccinated that will determine the strategies that we will put into place.” iiiiiAs a school year symbolized by event cancellations and new safety precautions comes to a close, Stanton students and faculty wonder if school will ever return to the way it used to be.

Returning to the traditional school model will allow students to participate in all aspects of high school life, such as pep rallies, school dances, and in-person interactions with teachers. Until then, students and faculty continue to have hope in what the future of the educational system holds.

Students and faculty wonder if safety precautions, like plastic dividers, will still be implemented in schools next year.

photo by Piper Jones

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Stanton: Before & How life at Stanton has changed Stude

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& After COVID-19 ed since the pandemic began.

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DEVIL’S ADVOCATE Est. 1983 I Stanton College Preparatory School

2020–2021 Editorial Board Caroline Robbins Katelyn Colley Tatum Bowen Fabrizio Gowdy Tyler Pottenburgh

Editor-in-Chief Managing Editor Layout and Design Editor Digital Media Editor Photography Editor

iiiiiThe Devil’s Advocate serves as the official newspaper of Stanton College Preparatory School. It is produced quarterly by members of the Journalism class. The editors reserve the right to edit any material submitted into the paper for content, grammar, length and accuracy. iiiiiThe Devil’s Advocate is a public forum for student expression, which encourages free exchanges of opinions concerning controversial and noncontroversial community and school related issues.

The advertisements and ideas expressed within the newspaper are not necessarily those of the newspaper adviser, newspaper staff, Stanton administration or the Duval County Public School Board. iiiiiThe Devil’s Advocate accepts advertisements from all businesses in the Stanton community. The ad format can be given to the staff or the adviser, Mr. Larry Knight. iiiiiReaders may contact the staff and adviser at (904) 630-6760 ext. 012204 or at knightl1@duvalschools.org.

Letter from the Editor photo by Austin Mendillo

iiiiiMarch 13 marked the one year anniversary of the last normal day before the coronavirus pandemic completely reshaped what was considered normal. Last year, we all thought we would just enjoy our week-long spring break to return to the final quarter of our school year, ready to finish up the last bits of review and testing before the sweet release of summer. Then that break was extended to two.

Then three. And then it became unending as the lockdowns took place and students found themselves frantically trying to learn Microsoft Teams and communicate with separated friends and family. iiiiiCOVID-19 became real for all of us at a rapid speed.

Nothing we had ever done could have prepared us for such an event. However, within those trials and struggles of testing online and being unable to see our peers, we made it through. And with our adjusted lifestyles we had to learn not only how to do advanced calculus or 100 dates for world history, but how to handle ourselves as people with needs, emotions, and values. iiiiiWith this issue and the triple-entente features anthology, the staff of Devil’s Advocate hopes to provide not a recap of what we have lost- but a celebration and reflection on the ways we have overcome incomprehensible adversity. Each student has an individual story to tell, and hopefully their experiences will resonate with a sense of understanding and acceptance here.

APRIL 2021

illustration by Eden Kershner

Community of Possibility iiiiiDuring the tumultuous times of the past year, American citizens across the nation came together by staying apart. Businesses closed their doors, delivery services instituted new guidelines, and schools switched all classes to an entirely virtual platform as the coronavirus pandemic shook the world to its core. Through the many months of separation and the gradual return to some sense of normalcy in the opening fanfare of 2021, the nation has praised the communities formed from the frayed ties of isolation. iiiiiBut what are these communities? They did not arise out of the pandemic. However, the attention and laudation they have received in the past year has been drastically different from their efforts in the past. While their actions may be similar to what they are used to doing, for some reason the context has changed and their efforts carry more weight. iiiiiThe reason for this adjustment is the way in which a community is defined. Prior to the pandemic, there was a push for less reliance on others and more focus on how to go through life alone, not needing anyone or anything to dictate how or why to act a certain way or compose themselves in a certain manner. iiiiiCOVID-19 completely reversed that message. iiiiiSuddenly, self-reliance was impossible. Even something as mundane as going to a grocery store revealed the need for collective effort to even find toilet paper. The reactionaries at the start who began to hoard resources still acted upon their individual efforts, desperate to maintain their tenuous grip on complete sustainability. But it could never last for long. Eventually, Americans would come to realize the need for cooperation. A need to reach across and talk to the sandwich shop’s owner about if they needed masks or whether or not delivery was an option. A need to respect the distance of others to prevent the spread of germs. A need to sing songs on the internet for others to hear and sing along to. iiiiiA need for connection, purpose, and meaning. A need for community. iiiiiHumans, by nature, are social creatures longing to be a part of a larger group if for no other reason than their own comfort. Rather than just remaining in their own separate worlds, all of society collided together. Now everyone had something in common- the desire to know others and to be known in a time where making connections with others was only possible through an unfeeling screen. And the community that formed around this was the one deserving of the most praise. iiiiiDivisions may still exist, and some are more willing to see the other side than others, but one thing is for certain and that is how the community that formed from the pandemic was not a normal one. Rather it was a patchwork of every community ever formed joining together to support each other. Because it was no longer about who liked this or that, it was about ensuring that everyone still knew their value, their safety, and their purpose. It was a mass joining of virtual faces across an isolated nation to say that no one was alone and that someone would be there. Internet strangers became the closest of friends. Voices were amplified on a national scale. iiiiiPerhaps most importantly, society was reminded of its true purpose. Not to reach the top of some unattainable ladder. Not to travel to the most places. Not even to have the most friends.

But to support and care for those who need it so that we all could wake up the next morning and know, despite our differences, we will be okay. Because we did it together.

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THE PULSE

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VOL. XXXVII, NO. 4

Adapting to a New Lifestyle

By STHUTHI MURALIDHARA, Contributing Writer iiiiiStudents’ everyday lives have been greatly impacted by the coronavirus, as it calls for a more socially distant and sedentary lifestyle. Pre-pandemic life allowed for social activities such as parties and recreational traveling.

However, because of the rise of this virus, many have had to lead an isolated life; this includes wearing masks and forgoing social events in favor of social distancing. The sudden switch to a virtual way of life changed the technology usage and exercise habits of many students, which can have lasting impacts on their health. To combat these detrimental effects, students should strive to meet their daily exercise goal and take periodic breaks from technology to maintain their eye health. iiiiiBefore the pandemic, individuals were able to get in their exercise by going to the gym, attending gym class, or participating in sports and exercise clubs. Those who didn’t participate in sports or gym classes were also able to get some exercise by walking hallways or climbing stairs

Post-pandemic life, however, paints a completely different picture. The students who chose to do Duval Homeroom are confined to their computers during the school day, with little chances for exercise. Sports are still available to join, but pose greater risks to the students who are at risk of catching COVID-19.

photo by Sthuthi Muralidhara

iiiiiAs social distancing became a major cause of the lack of social interaction, many of us spent more time on phones or computers as a way to connect with others online. This can lead to many health problems such as eye strain, which according to the U.S. National Library of Medicine occurs because electronic devices radiate blue and violet light, disrupting normal circadian rhythm circles. Recent findings also show that children as young as two years old have spent significant time on digital devices and

are already showing developmental delays within a year. iiiiiOne way to overcome this unhealthy lifestyle is by taking short breaks and going on walks to get fresh air.

Taking a break from a busy schedule may greatly improve one’s physical health. Keeping up with physical exercise during the pandemic is also important as it maintains health, prevents weight gain, reduces stress, anxiety, and improves sleep. Studies such as the ones conducted in the Human Performance Laboratory at Appalachian State University also show exercising may have immuneboosting benefits. This is because physical exercise helps flush bacteria out of the lungs and airways. This then reduces the chances of getting an illness. Exercise also causes changes in antibodies and white blood cells. These cells help fight disease, which is always necessary, but especially during a pandemic where the risks and effects of catching a disease is exponentially higher. iiiiiEven though the pandemic has become a hindrance to physical health, there are ways to counteract these effects while also following COVID-19 prevention measures.

Maintaining your physical health may lower the stress the pandemic holds as well as maintain a sense of normalcy.

Placing the Blame

By SPOORTHI PERIKALA, Contributing Writer iiiiiStudents have recently voiced concerns about their “insurmountable” workload and feel a lack of motivation.

However, these students, especially those at Stanton College Preparatory School, are receiving poor grades because of a multitude of external factors such as time wasted on social media platforms rather than the workload given by teachers. iiiiiAccording to TikTok, as of Aug. 24, 2020, there are more than 100 million active users on the platform. According to Statista, of these users, it is estimated that 32.5 percent are between the ages of 10 and 19 while around 41 percent are between the ages of 14 and 24, indicating that a substantial portion of users are of high school age. iiiiiJust like other social media platforms, TikTok shares many of the same negative aspects such as cyberbullying, unrealistic beauty standards, and exposure to sensitive material which can contribute to a lack of social development. Despite these troubling implications, TikTok remains a popular social media platform because of its distinctive and highly addictive interface. iiiiiOne of TikTok’s tools is its recommendation algorithm, which differs from other popular platforms like Instagram, Facebook, and Snapchat. Unlike these other platforms, when first downloading TikTok, users are exposed to popular creators and trends even if they have not followed them, effectively assimilating them into the TikTok environment. iiiiiTikTok’s influence among teens is astonishing; in a column for Medium, Cornell University student Niko Nguyen wrote, “My group chats were constantly inundated by waves of TikToks my friends found funny. Scrolling through Instagram stories and Twitter — two social media platforms competing against TikTok — I found myself photo by Spoorthi Perikala

consuming the short-form videos outside of the app itself. Offline, when I was with my friends, we would reference TikToks, discuss TikToks, joke about TikToks, and remake TikToks. It squirmed and squeezed its way into every corner of my social life. In the blink of an eye, TikTok somehow dominated the social media industry, firmly planting itself into the culture of today’s youth.” These features make TikTok time-consuming and distracting for students. To combat this, students should set a time limit on the app to avoid overconsumption. iiiiiAdditionally, students fail to develop proper studying techniques because online school has allowed students to utilize outside sources without teacher supervision or permission. For example, Chegg, a website popular for aiding students with homework questions, has always been adamant that its resources are used only for educational purposes and not to facilitate cheating. However, a study conducted by Thomas Lancaster and Codrin Cotarlan of Imperial College London illustrates a 196.25 percent increase among student questions between August and April of 2019 and August and April of 2020. These requests are strikingly similar to exam questions and the time period in which they have emerged correlate with the time period in which schools were instituting online learning, which meant online homework and tests. Since students have access to websites such as Chegg and Quizlet, they find that they no longer feel a need to study material for classes or incorporate imperative studying skills in their schoolwork. This may have adverse effects later. iiiiiOften, students are diagnosed with mental health conditions, or claim that they face domestic, social, or economic difficulties as a justification for unfinished work.

When faced with this, teachers should offer help and counseling sessions, but must consider the possibility students might be taking advantage of the societal shift toward increased emphasis on mental health.

It is also worth considering that mental disorders are less common among students that are not living in poverty, lack a history of abuse, and do not face early losses of loved ones, according to Alliant International University’s “How Environmental Factors Impact Mental Health.” iiiiiStudents are also increasingly influenced by the greater American society that seems to push the narrative that colleges are simply businesses made to waste students’ money. For example, a petition that argues the College Board has been unfairly adding late and cancellation fees that are making it harder for lower-income students to complete the college process has garnered almost 121,000 signatures. iiiiiAlso, the U.S. Department of Education claims college students feel large student loans limit their ability to choose meaningful careers and reach their full potential, especially since college tuition has risen 144 percent among private national universities and 165 and 212 percent in in-state and out-of-state public national universities, respectively.

While this may seem troublesome, this influx is a result of traditional pressures such as inflation. Also, steady inclination of wages eases the burden of higher tuition. iiiiiIncreased demand also plays a role, as the U.S. Department of Education states 19.7 million students attended college in fall of 2020, about 4.3 million more than in fall of 2000. Naturally, colleges must increase their tuition in order to accommodate the new students. iiiiiThe fact that many students are adopting these ideas is particularly concerning not just because of the shortterm effects of lower performance in school, but also longterm effects like a lack of college education and jobs. This undoubtedly results in the emergence of a society in which the next world leaders, lawyers, doctors, employees, and most importantly, parents, are brainwashed to believe the American society is nothing but a machine seeking to profit from the rich while exploiting the poor.

infographic by Jessica Malosh

APRIL 2021

DEVIL’S ADVOCATE | 23

OPINIONS

The Pandemic of Online School

By NITIKA CHAKRABORTY, Contributing Writer iiiiIn early March 2020, the World Health Organization stated the coronavirus had become a pandemic.

This was sudden and unexpected, as major businesses shut down, quarantine mandates were put into place, and wearing masks became a necessity. Despite this, people around the world learned to adjust. Since then, the majority of schools in the United States have transitioned to online learning in order to promote social distancing. At Stanton College Preparatory School, Duval HomeRoom is offered as an online learning platform. While Duval HomeRoom was created for the safety of students’ physical health, it may ultimately be leading to negative effects on their well-being and overall health. Fostering communication between students and teachers, and having conversations about mental health is the only way to alleviate the isolation and pressure students are feeling. While enrolling in Duval HomeRoom is completely a student’s choice, efforts should be made to better the atmosphere of it. iiiiiDuval HomeRoom allows for students to abide by social distancing guidelines, but prevents them from any face-toface interaction they would receive in brick and mortar school. Things that would be normal in brick and mortar school can be challenging in an online setting. Speaking into the microphone, turning on cameras, going into breakout rooms, and asking questions are new experiences that are difficult to adjust to. Since there is virtually no contact between teachers and students, students may feel uncomfortable or awkward asking questions. Because of this lack of communication, the quality of a student’s education worsens in the environment of online learning. iiiiiMoreover, the probability of students facing technological issues, is very high in online school. However, many teachers do not acknowledge these issues and some may even resent online students because of this. Perhaps instead of becoming irritated at students for technological issues, teachers should try to understand that students have no control over these problems. iiiiiIn online learning, students are secluded in their homes all day. Without pep rallies, spirit events, or even lunch with friends, students feel isolated. While the option of breakout rooms are available on Microsoft Teams, most teachers choose not to implement them in the classroom. Questions in class that could have been answered by a peer are now left unanswered without any support. Before, in brick-andmortar school, students could ask questions to teachers individually if they didn’t feel comfortable asking in front of other students. Now, because of the virtual setting, students are forced to ask their questions in front of the whole class.

The only other option is to email the teacher, which is an inefficient and time-consuming method of communication.

Students feel distant from their own school, and feel as if they have to do everything by themselves. iiiiiAdditionally, Duval HomeRoom students receive little support from the school. Because of the virtual setting, there are no morning announcements, Wellness Wednesdays, or spirit days. Teachers are only available for contact through Teams or email, which hinders relationships between students and teachers. Furthermore, freshmen photo by Nitika Chakraborty

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do not receive a real high school experience, which leaves them unprepared for the coming years of high school. iiiiIt is clear that Duval HomeRoom has negatively impacted the comfort and health of students, and it is necessary to reform the system in place. The feelings of stress, anxiety, and depression are heightenning during the pandemic; students not only have to worry about facing the challenges that accompany virtual learning, they have to do this without any moral support from their peers. It is vital to raise awareness and aid online students during these isolated times. iiiiIn April 2020, the organization Active Minds surveyed 2,086 college students regarding their mental health during the pandemic. An average of 1 in 5 college students believed that their mental health had degraded during the course of the pandemic, while over 90% believed their stress levels had risen. With a paucity of connection to peers, students’ mental health is at an all-time low,

Ode to DHR

By MAHIMA KEDLAYA, Contributing Writer iiiii7:20 a.m. cues the alarm, 15 minutes allotted for early morning groans; 7:40 a.m. prompts the cold rush of water and mint-flavored toothpaste; 8 a.m. signals the repeated taps on my prehistoric computer urging it to restart, and by 8:05 a.m., the race begins. From 8:10 a.m. to 2:55 p.m., the day is an overwhelming blur. Some days are so vivid, sinking into my bed is the only escape from my racing head. 3 p.m. marks a brief period of relaxation, as my mind eases and worries float away. But as 4 p.m. looms, the battle continues. The rest of the day progresses in an orderly fashion, and finally, by about 10 p.m., the finish line is in sight. As the sky darkens, my thoughts alleviate. I dream of my destination, crossing that ambiguous end-line where I finally achieve my aspirations. Then at 7:20 a.m., my alarm rings, and that goal is once again miles away. iiiiiEvery day is so uniquely trying; some including moments of pure joy and laughter, while others drown me in dullness. Yet the weeks and months fade off as if they never occurred. It has been about a year since this race has begun. The coronavirus shocked the 21st century by killing millions worldwide, mocking the fragile societies of the world, and cleverly infiltrating the body and minds of all. iiiiiOn March 16, 2020, Duval County Public Schools declared schools would be closed until further notice. One year later, the COVID-19 pandemic endures, and thousands of students remain at home. For me, from 8:10 a.m. to 2:55 p.m., I am latched to my desk, alone to brave the new assignments, confusing lectures, and unforeseen tasks of the day. Amicable discussion, social niceties, and laughter with classmates are all confined to a screen. A text or chat is responsible for conveying emotions, despite their computerized mechanisms.

The finish line appears much less daunting when there are hundreds of racers beside me. But alone, this endpoint seems unreachable, its difficulty taunting me throughout the journey. Students are to bear greater fear for their health along with the health of their loved ones, in addition to academic stresses. However, circumstances are beginning to change as a COVID-19 vaccine has been developed. With this safeguard, millions of people in the United States are receiving treatment, with intense monitoring by healthcare officials. iiiiiAdditionally, more people are understanding the severity of this pandemic, and complying with the essential measures needed to limit the spread of this virus. Reports from the U.S Centers for Disease Control and Prevention display an average of 62,924 cases per day during the first week of March 2021, a 14 percent decrease from the average taken two weeks earlier. There is hope that most students will return to school in the upcoming school year. iiiiiAs regular activities resume, stress levels will decline.

Collaborating and forming connections with peers will not only alleviate any discomforts felt during virtual learning, but will also establish a sense of relief. Students will be able to communicate much better with their teachers and one another. We will once again be able to endure the stressful nature of school with the comfort of one another, and race to the finish line as a joint entity. photo by Mahima Kedlaya

infographic by Jessica Malosh

which may lead to higher levels of anxiety. Anxiety from a young age can lead to long-term health issues, such as depression, alcoholism, and high blood pressure. iiiiA feeble attempt at promoting mental health can be seen through Duval County Public Schools’ Wellness Wednesdays. Students are supposed to watch a 10 to 20 minute video on a topic relating to mental health each month. In brick and mortar schools, students get the chance to and discuss the subject matter with each other and with a teacher. In Duval HomeRoom, students are expected to watch these videos independently, and sometimes they are never actually shared with the students. With the accessibility to these videos being restrained, students are not able to receive its full impact or message. iiiiAs students have now been in Duval HomeRoom for the entire school-year, it should overall become a less stressful environment. Issues such as lack of communication with teachers, can be solved with the implementation of office hours that do not disturb the normal school day. Coping with mental health and anxiety should be discussed more frequently in order to promote the well-being of students.

Efforts to better Duval HomeRoom and its efficiency must be put into place to foster connections with teachers and peers. Having the choice to pick online learning during COVID-19 is a necessity for physical health, but it should not cost a student’s mental and social health.

VOL. XXXVII, NO. 4

Proper Protocol How to Prevent Another Pandemic

By UMAIZA TOOR, Contributing Writer iiiiiThe coronavirus has caused changes in school this year. Students missed out on many life-changing events because of cancelations or restrictions caused by the pandemic.

Both students and teachers were forced to work online and it was a system of trial and error, which infringed on students’ quality of education. This pandemic has lasted more than a year, and it may be due to how people are handling it. Well, the issue lies in how people are handling the virus. Mask mandates have been put in place to reduce the spread of COVID-19, but there still are those who do not follow proper protocol and those who are resistant to mask-wearing. Students need to recognize the importance of wearing a mask and understand how to wear one properly to promote safety while also being comfortable. iiiiiAfter the implementation of the mask mandate by Mayor Lenny Curry, there were arguments on its effectiveness.

Some believed masks inhibit the ability to breathe.

According to Christopher Ewing, a lung specialist for children and associate of The Johns Hopkins Medical and Surgical Society, it is actually discomfort that causes feelings of breathlessness. Because we aren’t accustomed to wearing a mask, we subconsciously change the way we breathe by hyperventilating. When we hyperventilate, it photo by Umaiza Toor

infographic by Jessica Malosh

causes us to release high amounts of carbon dioxide, which means low levels of carbon dioxide in our body. This can cause dizziness and feelings of breathlessness to breathe better. Ewing suggests using the “box breathing” method, a technique the U.S. Navy uses. This method requires a person to sit or stand straight, slowly exhale through the mouth, then for four seconds, inhale slowly and deeply through the nose. Breathing for four more seconds then exhaling again with the same count concludes the method.

Another reason one may feel breathlessness in the mask is that it may feel too hot. According to the Centers for Disease Control and Prevention, the best type of masks to use are medical procedure masks, also known as surgical masks. They are made to block large-particle droplets to reduce exposure of respiratory diseases to others. In case of heat, a good alternative mask is one made with breathable fabric such as cotton, polyester, and nylon. iiiiiA misconception that many students and teachers have is that they don’t need to practice social distancing when they are wearing a mask. While masks cover-up the face and prevent the spreading of germs when sneezing and coughing, it does not prevent the spreading germs through touch. Remember, masks are not a replacement for social distancing. There have been over 1 million cases in Florida and 30,851 deaths and along with that, Stanton has gained 28 cases from August 2020 to January 2021 even with the strict enforcement of masks; most cases are due to a lack of social distancing on the student’s part. So please, do not touch another student, share food with another, or take part in anything that could spread the disease. iiiiiEven though the mask mandates and social distancing guidelines can be annoying, they are put in place to keep others safe. The discomfort of these guidelines are a small price to pay for the prevention of COVID-19.

APRIL 2021

By VINEET KHANOLKAR, Contributing Writer iiiiiThe coronavirus was a pandemic that took the world by surprise.

The lack of scientific knowledge on the virus coupled with stubborn government officials made the United States’s response to COVID-19 dismal. Seemingly, the U.S. had little to no procedures in place to alleviate the damaging effects of the pandemic, which was reflected in the politicization of the disease in the eyes of citizens. This mismanaged situation begs the question: what is there to learn from this pandemic to prepare for a future pandemic?

This issue requires a six point approach: identify areas that are especially susceptible to disease by looking at past outbreaks, put in preventative procedures, examine past pandemics, impede the dispersion of misinformation, create a universal plan, and minimize the impact on daily life. iiiiiData from numerous outbreaks of Severe Acute Respiratory Syndrome in Asia and other parts of the world in the 2000s and the early 2010s can be used to identify contagion trends.

The Centers for Disease Control and Prevention, World Health Organization, and other organizations took these outbreaks seriously and kept close tabs on travel from areas reporting outbreaks. This helped contain the virus in almost a year. When COVID-19 emerged, many countries did not take the threat seriously for months. If the information collected from the SARS outbreaks was used as precedent for COVID-19, the damage would have been minimized. iiiiiA pandemic should be treated like a fire. Meaning, in case of a fire, school districts, government organizations, and the general public all agree precautions need to be taken. In preparation for a possible fire, preventative measures and precautions such as non flammable building materials, fire extinguishers, smoke detectors, fire alarms, and emergency exit plans have already been put into place. This helps minimize the destruction of a fire, and keeps people safe. A similar plan should be used in case of a pandemic. Specific precautions would include: widely available personal protective equipment, early health notices to the general public, mask mandates, online education being implemented, and economic plans being instituted. Federal, state and local governments would have to come together in-order to budget these plans.

These would not only help stop the spread of the virus but also keep daily life as normal as possible. iiiiiAccording to the The New York Times, so far there photo by Vineet Khanolkar

have been 112 million cases, and 2.48 million deaths.

We need to learn, record, study, and examine our current pandemic in order to prevent a future crisis to rise to this level. This would include marking certain areas with elderly populations having more funding, having specific organizations dedicated to analyzing diseases and vaccines, and government organizations collaborating in order to minimize the spread and damage. iiiiiThe most important task: the distribution of unbiased and factual information. In the age of social media, where one post can reach millions in a matter of minutes, misinformation spreads fast. This has led to conspiracies, lack of preparation, and distrust within societies and governments. Social media companies need to be upfront in their terms or services and include policies to combat misinformation such as independent fact checkers, banning repeated offenders, and promoting information that has been fact checked. iiiiiTo maximize efficiency when dealing with another pandemic, a universal plan should be created. We have learned pandemics do not care about artificial lines on a map, they impact the entire globe. A plan must be created in order to not only help developed countries but also third world/ developing countries. For example, the United States has different branches and levels of government, which can lead to difficulties when creating and following a universal plan. Party politics, budget, and conditions can all hinder the country from following a plan.

Nevertheless, lawmakers in the United States need to come together to have a general plan. If lawmakers can do this in their respective countries and come together into an international body such as the United Nations to create a global plan, the damage of a potential pandemic will be minimized. iiiiiLooking forward, it is important to preserve normalcy. We must make counseling more available, create a handbook for schools to continue operation, and have economic plans already in place for this type of situation. In order for this to occur, local governments (with help from the federal and state governments) must implement policies that are adapted for their district. Districts with larger populations and more funding may need to invest more into PPE, extra teachers, and laptops for a hybrid plan of learning, while smaller or rural districts may need to implement meal programs for students and families. iiiiiIf these ideas are implemented, future diseases will not impact society as much as COVID-19 has. Not only will daily life continue to go on, but more importantly lives will be saved. infographic by Jessica Malosh

infographic by Jessica Malosh

DEVIL’S ADVOCATE | 25

OPINIONS STUDENT LIFE

Restlessness of Humans

By SACHIN SARAVANAN, Contributing Writer iiiiiSo much has happened during the coronavirus pandemic that was unforeseen and unexpected, especially in an age of technology and prosperity. COVID-19 revealed how vulnerable society is. The pandemic comes as a stark reminder that humans are, by nature, social creatures. Many are becoming more and more restless as the days go by because of such restrictive conditions. This results in the participation in unsafe behaviors such as large gatherings, and people not following the proper guidelines, such as mask mandates. However, there are safe ways to relieve such restlessness. iiiiiAt the beginning, there was little doubt the pandemic would be hard to manage. Some states closed down businesses, enforced lockdowns, and made masks mandatory; others supported a state of normalcy for their communities. As time went on, protests arose, especially in areas of normalcy. photo by Sachin Saravanah

infographic by Jessica Malosh

iiiiiBack in the summer of 2020, such protests arose in multiple states, such as Ohio, Kentucky, and North Carolina. In New York, ABC News reported how protests erupted in New York City; demonstrations occurring in Brooklyn, protesting the lockdown of nonessential

businesses. At first, it sounds very confusing. Why would anyone protest against such restrictions, especially when health officials and scientists recommend them? An indepth look, however, reveals the conflict does not stem from the people’s view on science. It instead comes from the belief that our right to govern ourselves should not be restricted. iiiiiSince the beginning of time, humans have been social beings. From birth, humans are in contact with others.

This trend continues in school and in the workplace. Our natural predisposition to work together has allowed us to form strong bonds with each other, resulting in a societal net that serves to support and uplift. iiiiiCOVID-19 has caused the net to slowly fall apart, as humans are unable to interact as much as they used to.

According to Social Relationships and Health: A Flashpoint for Health Policy by Professor Debra Umberson, “supportive interactions with others benefit immune, endocrine, and cardiovascular functions and reduce allostatic load, which reflects wear and tear on the body due, in part, to chronically overworked physiological systems engaged in stress responses.” Such positive benefits explain why many people thrive for social interactions, which significantly decreased due to the pandemic. iiiiiFor teens, social interaction is an integral part of development. According to Social Connection on Child Developed, published by the Children’s Bureau, adolescents “learn to cooperate with others, communicate effectively, resolve conflicts, and resist negative peer pressure,” through social interactions. However, the development of such skills are now hindered because of virtual learning. iiiiiWhen people protest on the street against the restrictions, it is unlikely they are displaying their belief that science is false, but that the bonds they have developed are slowly erasing, and that we as humans are forced to live by ourselves, without the dependency of others. These effects have caused many problems, such as COVID-19 parties and spreading false information that COVID-19 doesn’t exist.

iiiiiSo, the problem of our inability to sit tight and be patient creates the next question: What can we do to remedy this situation? In these times, some are choosing to prioritize their right to govern themselves instead of following the restrictions to keep communities safe. In situations like this pandemic, we must remind ourselves that our generation has not experienced this before. It should become a duty to protect ourselves and others so that the societal net does not fall apart as a whole, and in turn, become stronger over time to fight this pandemic. Even though there is a strong urge to resume the social part of life, people must realize the importance of staying safe for the sake of others.

iiiiiLuckily, there are ways in which we can resume our social behavior safely. Virtual meeting platforms offer great ways to contact friends and family regularly. With the advent of video calling, some face to face interaction can be restored. Another way to battle loneliness is to join community groups, many of which have adapted to virtual conditions. Joining community groups will not only assist in finding your favorite activity, but you may be able to find new friends. Some community groups are volunteer based, such as the American Red Cross or UNICEF, while others are based on an interest or passion, such as a garden club, or a rocketry club. Additionally, local services, such as museums and libraries, are always looking for volunteers.

Humans must endure by being patient and helping one another in times like this. People must remember those who have been affected by such a horrific time, and those fallen for our safety. And individuals must act to properly safeguard ourselves and our family, remembering that when we protect ourselves, we protect the rest of the humans on planet Earth.

Addressing Anti-Asian Atrocities

By JANELLE TENGCO, Contributing Writer iiiiiThe emergence of the coronavirus has presented a spectrum of issues that range in their severity on those affected. From forcing businesses to temporarily halt their operations to creating an abrupt transition to virtual school for students, COVID-19’s effects resonate in various aspects of society. While the disease has helped solidify unity in Americans as they uphold quarantine mandates, it has reinvigorated racial divisions between communities in the form of violence and discrimination against Asian-Americans. iiiiiThe virus’ impact has developed from its original state as a suspected form of pneumonia to some individuals using it as a justification for discriminatory actions. The World Health Organization, or WHO, detected the first case of COVID-19 in the Chinese province of Wuhan on Dec. 31, 2019. WHO confirmed the first death the virus has caused on Jan. 11, 2020; as of March 20, 2021, the New York Times reports an estimated 2,699,800 deaths worldwide. The financial and personal losses people have encountered from these deaths corresponds with a growing frustration in the current circumstances of the pandemic. The need to alleviate the discouragement being experienced has resulted in the discrimination of AsianAmericans due to COVID-19’s beginnings in China. photo by Janelle Tengco

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iiiiiAlthough racism against Asian-Americans did not start with the first cases of COVID-19 being reported, it has been intensified during the pandemic and harkens back to the United States’ previous history of racism, such as the Chinese Exclusion Act of 1882 and its Japanese internment camps during World War II. On March 16, 2021, violence against Asian-Americans took the form of a mass shooting at three spas in Atlanta, Ga., claiming the lives of eight victims, including six Asian women. Additionally, the advocacy organization, Stop Asian American and Pacific Islander Hate, or Stop APPI Hate, revealed in a report spanning from March 19, 2020 to Feb. 28, 2021 that it has received 3,795 cases of anti-Asian violence. 68.1 percent of these occurrences were in the form of verbal harassment and a majority of the victims were Chinese as the ethnic group reported 42.2 percent of the cases.

These frequent incidents of discrimination and hate crimes against Asian-Americans have stemmed from the fact that WHO reported the first COVID-19 cases in China, making Asian-Americans the primary target of violence during the pandemic. iiiiiThe rise in anti-Asian violence has gained responses from the state level with Stop APPI Hate and the national level under the current presidential administration. The San Francisco State University formed Stop APPI Hate to address the surge in anti-Asian violence while advancing efforts to combat racism against people of color. At the

national level, President Joe Biden issued an executive order that denounces “racism, xenophobia, and intolerance against Asian Americans and Pacific Islanders in the United States” on Jan. 26, 2021. These state and national actions have emphasized the necessity for social change during the pandemic, but it is crucial to preserve this momentum for change and advocacy until it has been achieved. The demands and responses to address the injustices that oppressed groups experience should not be limited to the pandemic’s time frame — it is an issue that future generations need to remain informed about and advocate for. iiiiiThe challenges during this time and the limitations it has placed on daily activities has blinded some individuals and their humanity towards those who are suffering just as much from its effects. While it is important to acknowledge the challenges that are encountered during the pandemic, it is also necessary to maintain one’s morals when overcoming these hindrances. The persisting violence and discrimination Asian-Americans experience is an issue that continues to frustrate those who persevere in their efforts of increasing its exposure on social media and at the national level with appeals to Congress. This time demands a greater need for individuals to abandon their ignorance towards issues that may not pertain to them but affect those in their communities who continue to suffer from a history of oppression that repeats itself.

VOL. XXXVII, NO. 4

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