Devil's Advocate (Vol. 31, Issue 1)

devil’s advocate stanton college preparatory school

your stories. your school. your voice.

Tiger Moms The truth about the hyper-authoritarian parenting style and how Stanton students, teachers and parents react.

By SARAH PAGE

no. 1 | october 2014 devilsadvocatepaper.com

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devil’s advocate

october 2014 number 1

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PAIN Sports injuries can take a tremendous mental and physical toll.

Many athletes have to cope with injuries that can potentially put them out for the season or even the rest of their athletic career.

BY HUDSON BACK

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SEEKING KNOWLEDGE A WORLD AWAY Japanese foreign exchange student Ena Shionyu joins Stanton for her junior year as part of the Youth for Understanding organization.

Shionyu shares how life in Japan differs from in the United States.

BY SHRUTI MURALI

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TIGER MOMS A look into the authoritarian parenting style that is prevalent at Stanton. Students share how this “tiger” style of parenting affects their home and school lives.

BY SARAH PAGE

ROBERT COPELAND: THE LIFE BEHIND THE LEGEND

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Mr. Robert Copeland is a well-known name around Stanton. But many students are only familiar with his teaching methods, not the story behind who he is as a person.

BY GRACE TROMBLEY

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INDECENCY AT SCHOOL DANCES Stanton is in no way left unaffected by indecent dancing at school events such as prom and homecoming. Students do not always correctly evaluate how their actions are viewed by observers.

BY KATIE THURSON

Editor’s Desk

Manya Goldstein, Editor-in-Chief

Attending a school like Stanton, I am surrounded by students who tell all different types of stories about their parents. Some of these parents clearly take on a more permissive approach while others attempt to control all aspects of their children’s lives.

In this issue, we are interested in the latter of the two as we seek to explore the very nature of the “Tiger Mom.”

In our first issue of the school year, we profile several compelling individuals. The first is junior Ena Shionyu, a foreign exchange student from Japan who has the opportunity to attend Stanton during her year in America. Be sure to check out her story in the Student Life section. We also profile Mr. Robert Copeland, a Stanton math teacher whose fascinating past is revealed for all to see. You can learn about his background

Contributing Advocates: The Devil’s Advocate is searching for contributing writers, photographers, and artists. Contact Manya Goldstein at manya.goldstein@gmail.com.

Ads and Sponsorships: The Devil’s Advocate is dependant on our advertisers and our sponsors. When you purchase an ad with us, it reaches a diverse student population that can help your business.

We can also design your ads. Our prices are: $25 (1/4 page), $50 (1/2 page), $75 (insert), $100 (full page b/w), or $125 (back page color). Contact Savannah Mika at savannahmika@gmail.com or Mr. Knight at knightl1@duvalschools.org.

october 2014

along with the impact he has had on students and teachers alike in Features.

In the Sports section, we seek to explore the true cost of being part of a team, not only from the monetary perspective but also in regard to the enormous time commitment that is required.

Finally, in the Opinions section, we investigate the issue of class size and analyze the effect that it has on students, teachers, and the entire Stanton community.

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Be sure to follow us on twitter at @scpnewspaper and like our page on Facebook for the latest school news, photos, and more. Also, visit our website at devilsadvocatepaper.com to view our collection of weekly stories, photo essays, and polls.

Adviser: Larry Knight Editor-in-Chief: Manya Goldstein Managing Editor: Savannah Mika Layout and Design Editor: Samantha Foss Features Editor: Zoe Reyes Opinions Editor:Vanessa Han Sports Editor: Stewart Gideon Student Life Editor: Spencer Nachman Photography Editor: Claire Torak Technology and Media Editor: Anthony Paul Reporters: Hudson Back, Shirya Gupta, Eden Molla, Shruti Murali, Sarah Page, Hafsa Quraishi, Valerie Starks, Lily Tehrani, Grace Trombley Photographers: Amber Weitzel, Sweta Madem, Nidhi Shashidhara

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Sports

PA I N

The brutal reality of injuries has shaken many students down to their core. The Stanton Athletics department takes steps to prevent these unfortunate events, but sometimes their measures are not enough.

photo by Amber Weitzel

By HUDSON BACK, Sports Reporter

In April 2014, a boy’s lacrosse playoff game was held at Paxon School for Advanced Studies between the Stanton Blue Devils and the Paxon Eagles. Unbeknownst to Stanton junior Noah Hall, a defender on the Blue Devils team, this game would serve as one of the most traumatic events in his sporting career. As tension rose between the rivals, Hall saw an opportunity to steal the ball from an opposing player. He went in for the tackle, but was met with a painful surprise. As his opponent ducked, the two clashed heads.

“I just remember getting up and feeling nauseous,” said Hall, who was removed from the game and eventually diagnosed with a contusion in the front of his skull. This injury is more commonly known as a concussion.

Injuries in student sports are becoming more of a concern for parents, administrators and students every year, as students continue to be hurt in school-run athletic activities. Injuries may continue to be seen as minor occurrences, but it is not a secret they can be detrimental to an athlete’s career.

Junior Emily Rickel, a former member of the Stanton Crew team, was forced to end her career as a rower after suffering an injury to her adductor (groin) during team training in her freshman year. Even without participating in the sport, Rickel’s injury became aggravated and developed into a hip injury that is still not fully healed.

“I can’t row anymore,” said Rickel. “After the injury I wanted to pursue it again, but I can’t risk it. I can’t count on both hands how many doctors I had to see.”

Not only do injuries take a physical toll, but they also cause mental and emotional pain to an athlete.

“I was out for three weeks afterwards,” said Hall. “It was really bad because I had to miss the district championship and we ended up losing.”

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Although injuries can cause great emotional pain, many players manage to remain optimistic during their forced absence.

“Being angry about it doesn’t make your injury any better,” said senior Hilkijah “Kiki” Examond, a running back for the Blue Devils’ varsity football team, who recently fractured his hand during a game. “I don’t even know if

I can’t row anymore.

After the injury I wanted to pursue it again, but I can’t risk it.

—Emily Rickel, 11th I’ll be out the whole season, I could come back. I can’t get mad.”

Concerns about sporting injury continue to rise, even on a professional level, specifically regarding concussions.

The most notable instance of this is in the National Football League. In 2013, a group of 4,500 current and former NFL players filed a lawsuit for compensation regarding concussions suffered. Many of these players had developed

Alzheimer’s disease, dementia and a brain condition called chronic traumatic encephalopathy. This was also emphasized by the suicide of linebacker Junior Seau in 2012. A $756 million settlement was originally agreed, but more legal disputes have delayed the compensation. The uproar surrounding physical injuries in professional sports raises a much needed question- should student athletes be treated with this level of care and attention?

“I agree that preventing injuries are a priority,” said Coach Chris Crider, athletics director at Stanton College Preparatory School. “I think that the current systems we have in place are effective.”

Many view student injuries as the incompetence of the school athletics faculty and staff. However, the standards regarding injury treatment at Stanton are of a higher quality than some might imagine.

“Injuries are generally treated the same way in all sports,” said Coach Crider. “For concussions, we use the baseline test, which tests the awareness and reaction time of a player and lets us see the change in their performance on the test. There is a five-step program for concussions which includes seeing a doctor before you can return.”

The treatment of concussions is important in every sport, as they are amongst the most harmful injuries an athlete can sustain. Concussions have been known to cause comas, seizures, memory problems and language impairment, according to doctors at the University of Texas in Dallas.

A large area of concern regarding injuries is how they are treated on the field after they occur, and whether these actions are actually beneficial for the athlete’s health.

“For any injury, we have athletic trainers file injury reports, and have coaches make incident reports,” said Crider. “The school has Jacksonville Fire and Rescue

vol. xxxi, no. 1

Fall Sports Predictions

photo by Nidhi Shashidhara

photo by Amber Weitzel

photo by Nidhi Shashidhara

By STEWART GIDEON, Sports Editor

In pursuit of journalistic integrity, these predictions are thoroughly researched and are my educated estimations for how the fall sports will fare. I have traveled across Stanton talking to coaches, captains and players about their views on their respective seasons.

Some athletes expected greatness for their team, while fellow teamates felt otherwise. So taking all that into consideration here is my best bet for the fate of Stanton’s fall sports. But despite my predictions, I wish the best of luck to every team. GO BLUE DEVILS!

photo by Amber Weitzel

Football: One win, nine losses

transportation available during all games and competitions.

This makes sure that any injuries are seen to immediately, and rescue usually arrives within two minutes of notification.”

While injury treatment is a controversial topic, an even more discussed topic is the strides being taken to prevent injuries from occurring in the first place.

“We care deeply about preventing injuries, but people have to realize that they are part of athletics.” said Coach Crider. If anybody has a problem with these methods, I’d like to ask them what they would do to prevent it. I think the systems are sufficient, but we’re always willing to get better and improve.”

Hall shared the same sentiment.

“Keeping players safe is definitely important in sports, but sports like lacrosse and football are getting old,” said Hall. “Its a big deal, but people should realize its going to happen, and right now I think the policies are where they should be.”

Although some agree with Crider and Hall and believe injuries are merely a part of the game, many are still on the fence and believe there should be better policies in regards to preventing injuries.

“Schools should take more precautions for student athletes,” said Rickel. “Players can overwork themselves and become overheated really easily. Coaches need to better emphasize things like stretching to keep this from happening.”

Although injuries are harmful to an athlete’s career, many still find a way to continue to compete or be involved in sports.

“I was out for a while, but I don’t think it really hurt my performance,” said Hall, who will be playing for the Blue

october 2014

Devils’ Varsity football team this season.

Even though injured athletes have to suffer on the sidelines, unable to play, many still find a way to participate with the team or in another sport.

“I don’t play anymore, but I still help with the team, volunteering and teaching the new rowers,” said Rickel.

“I would have liked to keep doing it, but not being able to let

We care deeply about preventing injuries, but people have to realize that they are part of athletics.

—Coach Chris Crider me be able to compete in other sports like archery.”

Injuries are a controversial subject, but it seems that they will always be present in sports. Despite precautions, athletes still have to deal with the prospect of getting hurt, taking a leave of absence, or quitting their sport altogether.

For the time being, it is just part of the game.

Our football team lost every game last year and with even less seniors this year, I do not see us coming out with more than one win. For the sake of the school, prove me wrong, Blue Devils.

Cross Country: Third in the district Senior captain Brandon Battle is looking for a successful season, but previous captains Eric Tallbacka and Wesley Norton graduated in 2014. The mood of the team is that this year will be a rebuilding year.

Swimming & Diving: Girls-district Champions guys-district runner-up Last year, the Stanton Swim and Dive team won districts and with the caliber of the returning team, I believe they can repeat it.

Golf: Third in the district Captains Agustin Olivia and Warren Butler are spectacular golfers However, the golf team has a lot of new blood and young talent this year.

Volleyball: One loss and Gateway Conference champions Stanton’s Volleyball team has a legacy of greatness, and they have the opportunity to continue it this year.

Bowling: Fifth in the district The bowling team has a lot of new faces this year, freshman and seniors alike. The Blue Devil bowlers have a history of coming in fifth or sixth in the district.

devil’s advocate | 5

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Sports

The True Cost of Sports The traditional belief is that it requires blood, sweat and tears to play sports. But what is the real price of sports at Stanton College Preparatory School?

Many have already experienced the feeling of being part of a team. By definition, a team can be described as family, or individuals who come together to achieve a common goal; To this day, a majority of students have taken the opportunity to join a sports team for granted.

High schoolers all over the nation have the opportunity to join almost any sport they want.

However, a handful of Stanton students have been known to not participate in Stanton athletics or school sports because higher fees and after school time management seem to be putting them on the sidelines.

The price of being on an athletic team seems to be slowly increasing every year to fulfill the team’s needs to buy uniforms and equipment, yet these monetary boundaries have been found to be holding participants back from joining.

“I was going to join crew, but I didn’t have enough time and the trips were far too expensive,” said senior Brooke Lee. Generally, crew trips are approximately one hundred dollars, and the stress level of students seems to be rising even more now that they have to worry about payments looming over them.

According to a 2012 household survey by Sports Marketing Surveys, out of the 51 million kids in the United States between the ages of 6 and 17, only 15.7 play sports on a frequent basis. It seems participation rates are lower at the pre-high school level where community sports should be predominate.

Aside from high schoolers being unable to join for monetary reasons, fall sports are also time-consuming due to the intensity of competition. As reported in a 2011 study from the National Center for Education Statistics, high school students spend an average of 6.8 hours of homework per week. With the amount of homework an average Stanton student is assigned, managing their time with sports is quite a challenge.

“I have never been able to play volleyball because I always have to put my grades first and I just never have had the time,” said sophomore Sarah Lotsey.

Volleyball practice, like many other Stanton sports, begins around 4 p.m. and ends around 6 p.m. But staying after school can be difficult

for parents since they have to leave work to pick up their child. Attending a nationally ranked school encourages many students to remain at Stanton, but the location of the school can be an obstacle for many students.

“I wanted to do tennis and rowing but the times are not good for me. My mom works late and can’t pick me up,” said sophomore Mikayla Culp.

Although the intensity of practice and monetary costs may seem like impossible boundaries to cross, many students have pulled through the hardship and have been rewarded with benefits later on in their life.

“While joining a sports team and starting to be athletic can be difficult at first, the benefits outweigh the costs,” said junior Sean Doherty, captain of the Cross Country team. “It doesn’t hurt to show colleges you excel at being well-rounded.”

Captains, team members, and coaches have all seen the success of students who have excelled the boundary and continued to play the sport they participated in during high school.

“Something along the way, gave that person, or inspired that person, to participate in a particular sport. It’s intrinsic,” said Stanton’s Football Coach Ray Tiller.

Many Stanton athletic alumni have been rewarded with scholarships to continue playing the sports that they love. Elijah Smythurst, who graduated in 2014, continues to play football and run track at Grinell Universtiy. Lizzy Tillo, who also graduated in 2014, is continuing her swimming and diving career at Boston University. Also, former Stanton diver Caroline Gerhardt, who also graduated last year, received a scholarship to continue diving at Florida State University.

Stanton is one of many schools that provides a Booster Club to those in need of funds to participate in a sport or club. This organization was created to support student programs and raise funds for supplementing public support from budget cuts.

“In a public high school, every kid has the opportunity to play so money is not an issue. If they can’t afford to buy something, there’s always the Booster Club,” said Stanton’s Swimming, Soccer, and Diving coach Bob Fleming. “I’ve been coaching for over 30 years and I’ve never had a kid who said they couldn’t play for financial reasons. What I would do if I had to is pay for that kid myself.”

photo by Amber Weitzel

By LILY TEHRANI, Sports Reporter

Junior Noah Hall balances his school work with playing sports.

Along with the many students who were awarded scholarships, Garrett Ruckle, who graduated in 2011, obtained a scholarship to Jacksonville University for baseball.

Although the limitations for joining a sport may seem strenuous, Stanton students have exemplified that if you consistently keep up with your classes and time management, it’s all worth it in the end.

Quotes from Around Stanton “You’re forced to budget out your time. You have less time to do homework, so you have to find a way to do things most effectively. You have to multitask and do as much stuff on the bus and at school so you can have less work to do when you get home.”

“Being on the team has helped my social life a lot, I’ve gotten really close to the guys on my team. But it does make work harder. You have less time to do your homework. My parents always have to tell me that school comes before football.”

—Mark Hussey, 11th

—Orlando Heggs, 9th

“Although it takes up time out of my day, basketball is my passion and hobby. I’d go through anything to play.”

—Jonathan Martinez, 10th

october 2014

“Stanton is already hard as it is; doing track on top of that is the impossible.”

—Assiyah O’Brien, 9th

“Cross country lasts until about 4:30 p.m. and is a bit tiring which makes it harder to do work. But I get it done by pacing myself and doing work when I can. I barely ever have a late night. Also, I’m better than Charlie Vancini.”

—Samuel Vancini, 11th “Getting home from games late and having to keep up with AP’s is horrible.”

—Jonae West, 9th

devil’s advocate | 7

Student Life

Seeking Knowledge a World Away Ena Shionyu, hailing all the way from Tochigi, Japan, is Stanton’s newest exchange student. She is ready to experience all that Stanton and its unique brand of culture has to offer.

By SHRUTI MURALI, Student Life Reporter

8 | devilsadvocatepaper.com

ing her transportation, clothing, and other everyday activities.

Secondary students in Japan have to take the bus, walk, or ride their bicycles to school. Many students have to travel for two hours before they reach school unlike the 30 minutes it takes students to get to Stanton.

“I took the bus, the car, and sometimes I rode my bicycle to school,” said Shionyu.

Japanese students also have to wear uniforms, clearly showing which school they belonged to.

Trying to get used to the change, Shionyu said, “It’s hard to pick clothes in the morning and there are more clothes to wash.”

Additionally, the students themselves take attendance and perform other classroom management tasks in Japan. Instead of students moving from class to class like in America, Japanese high school students stay in the same room while their teachers rotate. After a day of school, all the students help to clean the school. This practice is called o soji.

I want to improve my English skills and communicate and see different customs here.

—Ena Shionyu Having a foreign exchange student at Stanton offers students the unique experience of learning side by side with someone who has had a completely different high school experience.

Mr. Ben MacKay, Shionyu’s AP U.S. History teacher said, “Anytime you get the chance to interact with a foreign exchange student, it helps you become more well-rounded and it is interesting to learn from a different perspective.”

This is Mr. MacKay’s second year teaching an exchange student. Last year, he taught Tristan Bork, an exchange student from Germany who was a junior taking AP U.S. History as well.

Many of Shionyu’s fellow classmates have made the effort to get to know her and make her feel welcome since she has traveled halfway across the world to attend Stanton.

“I always help Ena in class. While we are doing worksheet problems, I ask her if she understands the concept, and if she doesn’t, then I’ll explain it to her. The education system here is not like it is in Japan, but Ena is really hardworking and she puts in a lot of extra effort. I think she will survive Stanton,” said sophomore Alice Li. Though she is thousands of miles away from her home in Tochigi, Japan, Shionyu is working hard at Stanton to meet its high expectations, and is ready to embrace an entirely new culture.

“I miss Japan, but I still want to do my best here,” she said.

LEARNING THE LANGUAGE: Basic Japanese Phrases

photo by Sweta Madem

Many of us only read about foreign countries in textbooks. We dream of visiting an exotic country and being exposed to a new culture. It is only a rare few who get the opportunity to travel abroad and experience the culture firsthand. New experiences can be intimidating, but with enough curiosity and determination, anything is possible; this is modeled by Ena Shionyu, a new foreign exchange student from Japan, who is attending Stanton for her junior year.

Born in Tochigi, Japan, a small prefecture located on the island of Honshu, Shionyu is currently living with Victor and Pamela Raspberry and their six-year-old daughter Gwendolyn Raspberry. As her host family, the Raspberrys offered to provide housing for her while she is studying in America for ten months.

“I like my house-family so much. They cook delicious food and my house-sister teaches me things about America like how to use the shower, watch TV, and how to cook,” said Shionyu, who is part of the foreign exchange program Youth For Understanding (YFU), one of the largest and most respected international educational exchange organizations.

YFU has a network of 50 national organizations worldwide and has exchanged about 250,000 students to date.

It was launched after World War II in 1951 when it brought 75 German students to the United States to study and heal from the devastating effects of the war. YFU allows students between the ages 15 and 19 to travel abroad and study for one year in a different country to immerse themselves in that culture and gain a different perspective of life abroad.

Shionyu is attending Stanton to experience the high school life of a typical American teenager and absorb American culture and tradition as well.

“I want to improve my English skills and communicate and see the different customs here,” said Shionyu.

According to Shionyu’s classmates and teachers, she is both reserved and quiet. Mrs. Verna Simmons, her English Honors II teacher, said Shionyu is a hard working student.

“She is a very sweet girl who always stays back after class to ask questions of clarification,” said Mrs. Simmons.

While the first few weeks at Stanton may be a challenge for Shionyu, she is gradually getting accustomed to the rigorous curriculum of her AP Honors courses.

“Stanton gives more homework than what we had in Japan,” said Shionyu. “In Japan, we had break time when we eat snacks in class, check our phones, talk to friends, and study for tests and quizzes. At Stanton, I don’t have any break time between classes. At home, I like to watch movies, listen to music, and hang out with my friends, although I do not have as much time to hang out anymore.’’

Back at Otawara Girls’ High School, the school Shionyu attended in Japan, students only had the options of taking mathematics, social studies, Japanese, science, and English with the choice of additional courses including physical education, art, and music.

“We don’t have classes like Anatomy and Physiology and Film Studies in Japan,” said Shionyu, who is taking these classes since she does not have the opportunity to take them in her secondary school back home.

She is enjoying the experiences Stanton presents to her and appreciates her teachers and classmates.

“I have nice friends and good teachers and classes,” said Shionyu. “I think students at Stanton are smart, nice, and kind, and they work hard and respect the teacher. The teachers at Stanton are all so nice, and they take care of all the students and they teach very well.”

Along with adjusting to the homework load at Stanton, Shionyu also had to make some lifestyle changes regard-

“When I went to a Japanese school, I had to clean the bathroom and the teacher’s room. It feels nice now that I don’t have to do it anymore,” said Shionyu.

Her interest in American culture motivated her to embark on this journey abroad and these lifestyle changes only added to Shionyu’s eagerness to experience American culture firsthand.

“The Japanese think Americans are very nice and they always have their own opinion about everything. My favorite thing about Americans is how they smile at others even if they don’t know each other,” said Shionyu.

Despite her positive view towards Stanton and the United States, Shionyu, like most exchange students, is working harder than ever to meet the expectations set out for her while adjusting to life in the States.

Guidance counselor Robert Turba said, “We don’t get foreign exchange students often because many are not proficient in English and they are forced into the AP Honors curriculum. The idea of having a foreign exchange student is not only to take part in the education but to learn about the country, and if they are overwhelmed with work, they will not be able to learn about the culture.”

Here are a few basic Japanese words you can learn to break the ice with Ena Shionyu, our newest exchange student.

How are you?

Ogenki desuka?

Thank you.

Arigatou.

You’re welcome.

Dou itashi mashite.

What’s new?

Sakin dou desuka?

Goodbye.

Sayonara.

Source: www.linguanaut.com

vol. xxxi, no. 1

Student Life

Senior Life, Part 1: The Beginning of the End Senior Nicholas Poindexter demonstrates what is going through the mind of a Stanton senior as he begins his final year.

By SHRIYA GUPTA, Student Life Reporter

photo by Amber Weitzel

His past experiences at Stanton have allowed him to balance his time better. Poindexter says through three years of discipline, he understands how to manage his priorities better. Despite his past experiences, Poindexter still fears pressure when thinking about college. When making decisions, he does have high expectations but often has to make sacrifices.

“I try to balance fantasy and sensibility in my decision,” said Poindexter.

Between all these activities and class choices, pressure to succeed is involved. Stanton students deal with such stress quite often, and many students feel it defines their senior year; however, Poindexter finds it is relatively easy to cope with.

“I find it a lot easier and a lot less stressful if what you’re doing is what you like to do,” said Poindexter who deals with stress by pursuing his interest in diving.

He says dives are “outlets” to deal with stress.

This year, he is a team captain on the school dive team. Poindexter likes to teach new divers what he already knows.

“What makes diving great is the thrill of it. When I jump off the board and do a backflip in the air or reverse I can’t help but feel the thrill of nailing a dive,” he said.

After completing three years at Stanton, Poindexter is still participating in all of these activities.

The start of his senior year looks promising, and throughout the year, Poindexter will face new challenges between IB tests in May and daily class assignments. Hopefully, he will be able to overcome them as in the past. Poindexter will venture to make his senior year unforgettable.

photo by Amber Weitzel

Stressful. Exhilarating. Bittersweet. To a senior, those words mean a great deal because after roaming the halls for three years, this is their final year. As exciting as finishing the last year of high school may be for Stanton seniors, a great deal of pressure is still involved. Pressure can come from applying to colleges, having to maintain a high grade point average, and navigating through everyday life. Senior Nicholas Poindexter understands this.

Poindexter is a part of Stanton College Preparatory School’s International Baccalaureate (IB) program. He is also a member of Spanish Club, Creative, Action, Service (CAS) club, Spanish Nation Honor Society, and Science National Honor Society. Poindexter’s participation in these clubs helps him to excel in school.

“He is a bright student who often exceeds his classmates in his studies and learns concepts fairly quickly,” said senior Harsh Patel, Poindexter’s friend.

Another aspect which allows Poindexter to do well in school is that his actions are not directly influenced by his friends and he does not necessarily stick to the status quo. When it comes to making decisions, he considers himself to be quite independent. For instance, when choosing a course, Poindexter decides based on the curriculum he enjoys. For him, friends do not have to be taking the same course. Even if he does not like the teacher, he chooses courses that interest him.

“Don’t get too caught up with what your friends are doing, focus on what’s important in your life,” said Poindexter, who has been following this philosophy since he started high school.

Chromeo’s “White Women” is an Electro-Funk Masterpiece Canadian electro-funk duo Chromeo released its newest album titled “White Women” in early May of 2014. This 12-song collection is the true partyin-a-box. The album includes some current popular songs including “Jealous (I Ain’t with it)”, “Come Alive”, and “Old 45’s.” The album is an electro-funk album that steers away from its usual disco/synthpop style. The songs in the selection range from smooth such as “Old 45’s” to the speedy dance music of “Somethingood.” The whole collection isn’t perfect, as it does show some minor errors. Some problems with the album include the unnatural transition between each song as each one is placed randomly providing a jumbled tone of the album.

However, there are some fantastic aspects including the fast beat song “Come Alive” that is definitely something to listen to. If you enjoy bands like Daft Punk or Capital Cities, Chromeo is the band for you. The collection itself has many ups and downs but it serves as an excellent soundtrack to listen to with a group of friends. Chromeo’s “White Women” rightfully earns:

Artist: Chromeo Title: “White Women” Release Date: May 12, 2014 Label: Last Gang Records Genre: Electro-Funk october 2014

4.5 DEVILS OUT OF 5

CHOICE CUTS

By ANTHONY PAUL, Student Life Reporter

Track 1, “Jealous (I Ain’t With It)” (3:48) Track 7, “Hard to Say No” (3:35) Track 9, “Old 45’s” (3:47) Track 12, “Fall Back 2U” (5:50)

BONUS ALBUMS Miami Horror: “Illumination” “Illumination” has a specific indie vibe to it that provides a nice relaxing feel.

Flight Facilities: “Stand Still” This album has a single song but contains remixes that expand to different genres in the electronic branch.

St. Lucia: “When the Night” This is the perfect album to listen to if you are looking for a great night.

devil’s advocate I 9

Tiger Moms

By SARAH PAGE, Features Reporter

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In December of 2011, Amy Chua wrote about her intense parenting style in the controversial memoir, Battle Hymn of the Tiger Mother, sparking a national debate. Chua recounted the strict ways she governed her children, including how she threatened to donate her daughter’s dollhouse to the Salvation Army and take away lunch and dinner if she did not perfect the song “The Little White Donkey” on the piano by the next day. Chua’s authoritarian methods triggered outrage from parents across the United States, and most who read her book had very strong opinions about her parenting style.

This phenomenon, while interesting to read about, is also a very real situation at Stanton College Preparatory School.

A tiger mom is a general term used for a parent, (usually, but not always, the mother) who is, from a teen’s perspective, extremely involved in his or her child’s life and is intolerant of anything less than perfection. These kind of parental attitudes lead the guardian to control all aspects of their child’s life, from homework to recreational activities.

“My dad stops me from doing everything, except schoolwork,” said freshman Danny Green. “He doesn’t let me go to other people’s houses and other people can’t come over to mine.”

All the hard work, though it seems to be never-ending, is not in vain. The dedication the parents instill in their children almost always pays off with the rewards of good scores and higher class standings.

“I usually have all A’s and B’s,” said sophomore Emery Hanson, “I get yelled at if I get a bad grade. My mom buys me all these planners and makes me schedule everything out.”

While the students’ hard work usually pays off with superior grades and class rank, it does not come without a price. The persistence and dedication can be both helpful and hurtful, as the children are under tremendous amounts of strain to be perfect.

“It puts a lot of pressure on me to not mess up. Anything under an A is unacceptable,” said sophomore Petalia Johnson. “All my life it has been ‘get A’s, don’t come home if it’s a B.’”

All my life it has been ‘get A’s, don’t come home if it’s a B.’ —Petalia Johnson, 10th Johnson was born in Jamaica, and her parents worked for everything they now own in Florida. Her parents are a motivating force in her life which makes her strive to do well.

Sometimes that is too much stress for one person to carry, and may cause some children to crack under the immense load. Some Stanton students think it is unnecessary and detrimental to both the child and the parent if the parent has such absolute power over their offspring.

“The students will learn to hate working hard because they are forced to all the time,” said sophomore Emi Kimbrough.

“It’s important for people to care about their grades, but not to the point of child abuse.”

Professor Su Yeong Kim, who teaches at the University of Texas, would be inclined to agree with Kimbrough. He recently released a study on the psychological effects a tiger parent has on his or her offspring, and in many cases, it has a distinctly negative impact. According to Kim, it seems children raised by a domineering parent were more depressed and felt more alienated from their parents than people with easygoing and placid guardians.

Many times, the teenagers with these types of lenient parents take for granted electronic devices that other students with tiger moms cannot have. What one person may use on an everyday basis could be banned in another’s household.

“I’m not supposed to have a phone until college,” said freshman Kelly Lin. “I don’t get a computer or have games.”

Along with electronic devices, social media can also be a point of contention. As many people know well, it can be distracting and quite addicting, which may hurt a student’s grades and take away from the level of perfection their parents demand.

“They won’t let me have a Facebook account,” said Hanson. “They also won’t let me go to the New York drama

trip because there isn’t a chaperone.”

Social contact ranging from school trips to seeing friends outside of school can be a touchy subject, especially if a child is being punished because of their grades. Senior AbdulMurzz Naeem Mian knows this all too well.

“My mom stops me from having friends outside of school,” said Mian. “She put me on total lockdown because I got a B.” While this may seem unfair, it is only one side of the story. Sometimes children see their parents’ parenting style in a much different light than the guardians themselves. What some children think is domineering, other parents may find normal, or even more lenient than their own upbringing.

“I’m not really strict. I try to be their friend and confidant, but I do set very clear expectations and limits,” said Mrs. Mahreen Mian, mother of senior Abdul-Murzz Naeem Mian.

Mrs. Mian has set evident boundaries, many having to do with schoolwork and grades. To her, education is crucial, and everyone in the Mian family knows that.

“Education is very important to me, so my children have always known that there’s not going to be any slacking in their grades. I take that very seriously,” said Mrs. Mian.

It’s just bad parenting.

Bad for the child, bad for the relationship, just bad in general.

—Emi Kimbrough, 10th Since no one is perfect, she recognizes the importance of getting her kids the academic help they need when circumstances necessitate it. According to Mrs. Mian, the responsibility then falls on the children to ask for her assistance.

“My children know they have to work hard and they have to study, and I try to provide them with all the help I can,” said Mrs. Mian. “If they need any tutoring or extra help, I will go the extra mile and do that for them. But on the same note, I expect them to let me know if they need help.”

She holds her children in very high regard, as many parents at Stanton do. Yet, some disciplinary measures, according to her son, can seem rather extreme.

“My mom broke down the door to my room,” said Naeem Mian. “My parents also took away my bed because I got a B.” Many times, these accounts are surprising to people without tiger parents. However, most of the students with these strict parents seem to have made their peace with it.

“I still love my mom,” said Johnson. “My parents just have a tougher idea about education.”

In contrast, some Stanton students offered a more critical viewpoint when they heard about their classmates’ stories.

They felt the distinctive parenting style was detrimental to the children and their view of the parent.

“It’s just bad parenting,” said Kimbrough. “Bad for the child, bad for the relationship, just bad in general.”

Others without tiger moms were able to see a different side of the story from the parents’ perspectives. They disagreed with Kimbrough.

“Sometimes, parents take it to the extremes because they just want their children to be successful,” said freshman Isabelle Garcia. “The parents’ intentions are good, but their actions are a bit extreme.”

A common thought among children without tiger moms is that the parents’ intentions are both pure and good. They may not want to seem overbearing, but their methods can come across as overdone and aggressive.

“I think they can be beneficial, but sometimes overdo it,” said junior Soniya Athavale.

One of the usual myths about tiger moms is that they are all Asian, however after receiving testimonies from different Stanton students, this misconception was proved to be false. People of all ethnicities can be quite domineering and involved in their child’s life; in fact, many times, they were just reared that way.

YOUR VOICE What are your thoughts about tiger moms and their methods?

“I feel like it is beneficial to the child in the long run, but trust is lacking in the relationship because of the hatred for the overbearing tasks that are given.”

—Isabella Martinez, 11th “They are too severe and extreme--being that strict causes teenagers to rebel; when your child goes off to college and experiences all of that freedom, they’ll go wild.”

—Tabitha Raskiewicz, 12th “They are contradictory: ‘Get good grades, but do lots of extracurriculars...but don’t stay after school too late.’ It’s hard to follow all their instructions.”

—Andy Yang, 11th “In the society that we’re living in now, tiger moms hinder their child’s growth because we now value social skills and extracurricular activities outside of schoolwork-- college admissions look at your academics, but they also look at your life outside of grades and school.”

—Korinna Abejuela, 12th devil’s advocate | 11

Features

There’s no disobedience, no raising your voice, no contradicting. You follow directions, you listen to them. It’s strict, a very strict upbringing.

source: herschelian.wordpress.com

—Dr. Raj Narisetty

Most of these parents have had the diligence for hard work instilled in them since they were old enough to go to school.

“I grew up in Pakistan; I didn’t grow up here,” said Mrs. Mian. “Our lifestyle was a little bit different. We were more conservative back there. I didn’t have a lot of freedom in the sense that children here get to go out a lot and do things.”

While childhood is an influential factor in adult’s parenting methods, their adult life can have an effect on their offspring’s upbringing as well. Sophomore Monik Mercurio’s parents were born in the Philippines and have had to work hard for everything they now own. Because of this, they demand the same work ethic from their children in everything academical.

I didn’t have a lot of freedom in the sense that children here get to go out a lot and do things.

—Mrs. Mian “My parents worked so hard so they expect me to work just as hard,” said Mercurio.

Every culture can have strict parents, but in different forms and fashions. Stanton physics teacher Dr. Rajasekhar Narisetty grew up with a life much different than the one many students lead now. In his experience, it was both the children and the parents who motivated the students to excel academically.

“My dad worked really hard so we could have the best life we could have, so that was the motivation or inspiration for me and my siblings,” said Dr. Narisetty. “That was what drove us to do well at school.”

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respect your parents and elders no matter what,” said Dr. Narisetty. “There’s no disobedience, no raising your voice, no contradicting. You follow directions, you listen to them.

It’s strict, a very strict upbringing.”

A strict upbringing is usually one of the components that makes a tiger mom. Psychologist Ruth Chao has also conducted studies over the past 30 years on how these parents raise their children. One detail she found which stood out above the rest was the fact that the strict parents she had been studying tended to “coach” their children’s growth, a stark contrast to the more lenient parents that would rather “promote” their offspring’s growth.

Many of the tiger mothers or fathers demanded compliance and perfection, and appeared to believe pampering should not be a part of a one’s upbringing. Chua, author of Battle Hymn of the Tiger Mother, also stated that her love for her children is not shown through rewards and pampering, but by her dedication and the way she promotes her child’s success.

It is no surprise there are many students with overbearing parents at a school with an academic record like Stanton’s. Most teachers can recall certain experiences with parents who are overbearing about their child’s grade.

Some of these experiences are unpleasant but not all are completely negative.

“I’ve had good experiences with parents,” said math teacher Kathleen Feierstein. “They just need to remember the child is not always right.”

While parent involvement may seem like a huge pain for the children, some feel it is sometimes needed at a school as rigorous as Stanton. Not even the most disciplined and dedicated students can always have the control to not procrastinate and stay ahead in their studies.

Many need the occasional guidance only a mother of father can give them.

“I think we all to some degree have strict parents because we go to this school,” said junior Kristen Patterson.

“But not as much as tiger moms.”

Though seemingly overbearing, tiger moms are not an unfortunate thing to have. They push their children to be the best that they can be, and sometimes they can drive them too far. However, this dedication is wholly for the good of the child, and no one loves the child more than the tiger mom herself.

Disclosure: The names of certain students have been changed to maintain student privacy.

The Impact of a Tiger Mom

By MARY KRIEGER, Psychology Teacher In our Advanced Placement Psychology courses at Stanton, we study the topic of development in one of the chapters. It is a fun, interactive topic that everyone can contribute personal experiences to through the discussion about how babies react and grow. One of the discussions pertains to parenting styles. The styles include the following four categories: authoritarian (demands obedience-my way or the highway), authoritative (they have rules, but are open to discussion, accepting, responsive), permissive (low demands, more like a friend), and rejecting/neglecting (uninvolved, insensitive). In our class we discuss some of Baumrind’s research on the lasting impact of parenting styles; she conducted a long term study on children in the United States, and concluded that authoritative parenting style was the most “successful” for cheerful, responsible, independent, and well-adjusted adults.

However, we discuss that her study was biased because it only included American children. Our culture seems to favor this parenting style and we must recognize that other cultures may not agree.

For instance, Amy Chua, author of Battle Hymn of the Tiger Mother, stated in a book interview that she felt the Chinese (authoritarian) method of parenting was best; the media took up her statement, and it caused a hailstorm of responses. In her book, she tells how she never allowed her daughters to attend birthday parties of classmates, or sleepovers because these experiences were not important to her children’s career or college paths. Amy Chua received death threats and had to hire a security team. She finally explained in a follow up interview that people missed her point…she thought Chinese parenting was the best at first, but then changed her mind.

At Stanton we have a unique microcosm of parenting styles, and yes, plenty of tiger parents (mom, dad, or both) I have been to several parent/teacher conferences where the main “problem” or complaint of the parent was their student had a “B” instead of an “A.” I realize on those days how blessed and fortunate we are here at Stanton. Nowhere else in the county or possibly even in our state, would a “B” be considered a complaint or a problem! There have been parents that were asked to stop coming to the school at all because they started to stalk their student and their teachers, and randomly showed up on campus to ask about a particular test score or homework grade.

My concern about tiger parents is the short term effects on their students. The extremely pressured environment, along with little relax time available for the child, can have repercussions directly opposite of what the parent intended. For instance, it has been studied that we are most creative when we have time to daydream or pause from our usual activities enough to spontaneously solve problems or have new ideas. Authoritarian parents will usually schedule an entire day of activities for the child, and there is less creativity or out of the box critical thinking as a result. Authoritarian parents could end up with children that follow only what the parent or authority figure dictates. The children could intentionally rebel from the parents and directly defy them. Extreme stress could also manifest itself in children with anxiety, panic attacks, and sleep disturbances. Even though we are focusing on the criticisms of the authoritarian parent, we should take note that it is not considered the worst parenting style.

Rejecting-neglecting is the worst; sadly, the child could be abused and/or abandoned.

In reality, there is not a perfect, best, set parenting style; psychologists agree that good parenting matters.

Parents need to provide for them, support them, and love them. Parenting style is just one of a myriad of determinants that factor into a person’s personality and success later in life. photo by Sweta Madem

Dr. Narisetty grew up in India, and experienced what was clearly different than many Stanton students’ upbringings. He referred to his childhood as being quite traditional.

“Tradition means very culturally sensitive, like you

vol. xxxi, no. 1

The Life Behind the Legend A look at the life and experiences of Stanton math teacher Robert Copeland.

By GRACE TROMBLEY, Feautures Reporter Everybody has something that they live for. Some have passions for the extremes like skydiving and flying jets, others have passions for things found in everyday life. Mr. Robert Copeland’s passion is mathematics and engineering.

“To be an engineer requires a depth of math skills.

You can’t be a good engineer without very strong math skills,” he said.

For the past eleven years Mr. Copeland has been teaching math courses such as Pre-Calculus and AP Statistics at Stanton College Preparatory School. In that time he has become revered by the Stanton community.

Born and raised in Portsmouth, Va., Mr. Copeland moved to Jacksonville in late 1995. Back home, his father, William Edward Copeland Sr., was the biggest influence in his life, and motivated him to help others understand math. This manifested itself in Mr. Copeland’s teaching and was an essential part of his roots. His father’s life lessons about math were passed down to him, and Mr. Copeland credits his father and civil rights leaders as influences in his life.

“My father was the biggest influence. He made sure he was in the lives of all of his sons,” said Mr. Copeland who grew up with seven brothers.

The 1960s and 1970s were a turbulent time for African Americans and William Edward Copeland Sr. was heavily involved in the Civil Rights Movement in Virginia.

According to Mr. Copeland, his father filed a lawsuit in 1972 to integrate schools in his town of Portsmouth, Va., because in order to get schools integrated in a city, a resident had to file a lawsuit.

“Copeland vs. The Board of Education integrated the schools in Portsmouth even though Brown vs. The Board of Education on a federal level made it the law of the country to not segregate,” he said.

Mr. Copeland’s attendance at all-white schools up until his junior year shaped him. He initially attended Emily N. Spong Elementary in 1963 and then went on to Alford J. Map Middle. Afterwards, he attended Craddock High through 1970. According to Mr. Copeland, his attendance at all-white schools served as a catalyst for choosing a predominately black college.

“I was typically the only black student in my classes.

When I finished high school I wanted to be around all black folks, so I went to a black undergraduate college,” said Mr. Copeland, who received his Bachelor’s degree in electrical engineering from North Carolina Agricultural and Technical State University in 1977, where he graduated as the Valedictorian with a 4.0 GPA. He then pursued a Master’s degree in electrical engineering at Stanford University, where he graduated with a 3.55 GPA. After attending Stanford he started work at AT&T Bell Laboratories as a Circuit Design Engineer in 1978. He worked his way up the job ladder and was the Business Unit Vice President from 1995 to late 2000.

Since arriving at Stanton, Mr. Copeland has created a strong bond with many of his fellow faculty members, such as English teacher Mr. E.J. McKnight.

“He is one of the most brilliant people I know, and he probably should be teacher of the year every year,” said Mr. McKnight. “He is as genuine as they come. What you see is what you get. I consider him my brother, and I love and respect him highly.”

Mr. Copeland has also had a major effect on his students as well as his colleagues.

“He helped solidify my foundation in math. As a result, my math skills are stronger and science is easier for me,” said senior Arjun Tamrakar, who was enrolled in Mr. Copeland’s class in 2011-2012.

october 2014

Through working closely with students such as Tamrakar, Mr. Copeland helps them comprehend the material and in turn they realize they can do more than they thought they were capable of.

“I get a thrill out of someone realizing that they can think their way through and that they’re capable of things no one taught them because they synthesize the new understanding with what they already understand,” he said.

The community also benefits from Mr. Copeland’s desire to help others, as his teachings reach more than just Stanton students. He teaches foundational math skills at the Wounded Warrior Project’s center in Jacksonville and SAT Prep at the Islamic Center of Northeast Florida.

Though often viewed as a strict teacher, Mr. Copeland is actually a multi-faceted individual who strives to bring forth understanding in all of his students.

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Photo Captions: 1. Mr. Copeland at his first engineering job.

2. Mr.Copeland as keynote speaker in Sweden.

3. Article about Mr.Copeland’s graduation from North Carolina A&T University 4. Mr. Copeland’s third grade integrated classroom.

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devil’s advocate | 13

Orphans World Wide www.orphansworldwide.org (305) 788-5078

orphansworldwide@yahoo.com

DONATIONS NEEDED: • Used clothes • Donations go to children ages 2-18 in the Dominican Republic.

• Please drop off clothes in the box labled “Orphans World Wide” downstairs in the main hallway.

ABOUT US: The Orphans World Wide Foundation is a nonprofit organization that was established in 1986 by Jazmin Kazravan, RN and Dr. Samira Khazravan, MD in the Middle East to serve the orphans of war (Iran and Iraq, 1980-1988). In its twenty-six years of history, the one family founder solely provided substantial amounts of financial, emotional and educational support to orphans, those of poor, distressed and disabled parents who were unable to support and maintain their children, and to the victims of Middle Eastern wars. The founders then extended their loving hands around the globe to care and to give to other children. Co-founder Sam Kazravan supported and funded thousands of orphans and indigent children of Africa (Zimbabwe, Kenya and Congo) by building schools and providing clothing, food, drinking water and school supplies on a monthly basis. The joy of our life was always to give and to make a change in one life at a time. Together with all five co-founders, we find and locate the needy children and the orphans who are left behind. We travel and find them to present to them what they wished for. We love and care for them because they are our children.

We believe that children can only develop to their full potential if they have a supportive and protective family environment surrounding them. We work to make this a reality. Our mission has always focused on achieving one goal. That is “changing one life of a child at the time” for all orphans and those whose parents are unable to support them. We work to sponsor and support orphanages so that children—regardless of race, gender, color, and religion—can be provided with the basics of life, from love of a mother and care of a father to daily nutritional needs, health and hygiene, play and education. We also strive to be a support system for all existing orphanages around the world by providing food, clothing, educational supplies, toys, hygiene, medical and surgical care.

The vision of the foundation is to be the largest umbrella that can cover ALL orphans around the globe without any boundaries.

Opinions Remembering High School Memories will fade over time, that is inevitable. High school is a time for people to make some of the most important memories of their life, because it is one of the final steps into independence and adulthood. It is a time of self-discovery, when students learn about their immediate community and also the community of the world at large.

The Devil’s Advocate documents high school life. Twenty years from now, graduates may not remember big issues or popular discussions of their time in high school, but looking back at old school newspapers is a good way to rekindle these memories. Most recently, the Class of 1994 held their 20th class reunion and requested 70 copies of past issues of the Devil’s Advocate to pass out to returning Stanton College Preparatory School alumni. The opportunity to look at a recent publication gives this class something to compare their high school memories to and makes Stanton’s growth both as a school and a community evident.

In addition to the newspaper, Stanton’s yearbook, The Phoenix, provides a broad perspective of our high school year. Published annually, The Phoenix, captures moments throughout the entire year. The yearbook showcases trends and interests and provides a glimpse at the personality of the student body. The combination of The Phoenix and the Devil’s Advocate ensures effective documentation of the Stanton experience.

Many teenagers take the experiences of high school for granted. These years will fly by and left will be subtle memories of time spent at Stanton. Unfortunately, some students do not see the importance of the Devil’s Advocate’s role in documenting their high school career. The school newspaper, like any publication, can act like a time machine, taking the reader back to the time they were on the verge of adulthood and the brink of furthering their education in college. Through the revisiting of the stories and columns, students can evaluate their past beliefs and experiences and compare them to who they are today.

With only four years in high school before our journey into college and careers we have limited time to track our memories. The intense load of school work many Stanton students focus on, leaves good times undocumented. The Phoenix and the Devil’s Advocate both assume a role in archiving moments that may have been overlooked otherwise.

Many other schools in Duval County either lack the resources or the student interest to produce a school newspaper. Stanton is lucky to have a student run, professional, awardwinning paper documenting student body issues. Along with the printed newspaper, the Devil’s Advocate blog publishes pieces students can look back on and see what was happening. Both the newspaper and the blog provide a real time snapshot of our lives.

The Devil’s Advocate staff mirrors the average Stanton student and their drive for excellence. Stories show the individual voices of students by including quotes to link stories with the actual concerns and views of the students. The newspaper provides a unique voice for all students, and the chance to be published as a contributing writer gives students the option to add their own voice and let their opinions be heard. The Phoenix paints a picture of the Stanton student with snapshots of the style, hobbies, and interests of students.

Each publication is essential to the student body and will later be something to reminisce on. Students should take advantage of these excellent sources while they still can, because later in life newspapers will not be as focused on an individual community like it is at Stanton. High school is the last chance to take up a copy of the newspaper or purchase a yearbook that will say something about who we are.

devil’s advocate established 1983 I Stanton College Preparatory School

2014-2015 Editorial Staff Manya Goldstein Savannah Mika Samantha Foss Zoe Reyes Vanessa Han Spencer Nachman Stewart Gideon

Editor-in-Chief Managing Editor Layout and Design Editor Features Editor Opinions Editor Student Life Editor Sports Editor

The Devil’s Advocate serves as the official newspaper of Stanton College Preparatory School. It is produced monthly by members of the Journalism class. The editors reserve the right to edit any material submitted to the paper for content, grammar, length, and accuracy.

The Devil’s Advocate is a public forum for student expression, which encourages free exchanges of opinions concerning controversial and non-controversial community and school related issues. The ideas and advertisements expressed within the newspaper are not necessarily those of the newspaper adviser, school administration, or the Duval County Public School Board.

The 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.

Students, faculty, and parents may contact the staff and adviser at (904) 630-6760 ext. 143 or at knightl1@duvalschools.org.

october 2014

Blinded By Reasoning

By ARIELLA POON, Contributing Artist

The Art of Coexistence We have already established that Stanton College Preparatory School is a microcosm of the real world. Students come from all different backgrounds and nationalities, and it is this diversity that helps make our learning environment so unique. While it is true that being in such a heterogeneous setting enables us to become more open-minded and tolerant to those around us, there are also a host of other effects that it brings about.

It is only natural for students of different backgrounds to embody different worldviews and opinions. This becomes especially apparent when certain current events arise that cause these varying opinions to come full surface. When major occurrences ensue, such as the summer conflict between Israel and Gaza or the ongoing tension amidst Russia and Ukraine, national or religious ties often place students on completely opposite sides of an issue. It is not uncommon for outspoken teenagers to share their attitudes with their peers, and it doesn’t take long for students to discover the varied nature of their beliefs.

At first, this might seem to present no problem of consequence. Besides, a whole world of people coexist despite great differences in ideologies and sentiments. That being said, teenagers have the tendency to become so adamant in their beliefs that they can’t fathom how others think differently. Whether they feel a personal connection to the issue at hand or even just a slight emotional attachment, it doesn’t take much for one to become blinded by their own preconceived notions and disregard all others.

In the best-case scenario, students silently recognize each other’s differences and learn to exist through respectful restraint, but in the worst, they allow themselves to fall into the depths of heated debate and character defamation.

It might at first seem impossible to see eye-to-eye with someone who holds such contrasting beliefs. When all students see is a difference in ideology, it becomes easy to disregard the plethora of similarities that they do have in common. It requires great strength of character to see past these differences and learn to appreciate one another for who they are. But those who are able to do this enable themselves to have a much more enriching high school experience than they might have otherwise.

Yet for the students who have a harder time seeing past differences, how do they learn to maintain the mutual respect necessary for a successful school environment? Do they live in blissful ignorance, pretending that their peers all share their same beliefs? Do they merely opt to surround themselves with people who think the same way they do? Not only are these answers unconstructive but they also defeat the beauty of having an environment as diverse as ours.

The only way for students to start acquiring the necessary respect for those around them is to begin seeing the value in other perspectives. Our personal convictions are what make us human and the vast array of mindsets in the world help to make it the rich, enlightening place that it is.

We don’t have to like what everybody has to say and we most certainly don’t have to agree with them, but we do need to develop an appreciation for other points of view. Once we do that, it not only becomes possible to coexist with different types of people but to respect them and learn from them as well.

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Opinions

photo by Amber Weitzel

Perfectionism is a doctrine governing the lives of many Stanton College Preparatory students, and there is a fine line between overzealousness and obsession. According to “Merriam-Webster,” obsession is “a persistent disturbing preoccupation with an often unreasonable idea or feeling.” The word usually has a negative connotation—and unfortunately, single-mindedness in regards to education and future-building is an issue that haunts Stantonians on a daily basis. Self-motivation and the desire to succeed are great, but when does drive become disastrous?

Extreme school-centeredness is dangerous, and more often than not, those affected by shortsightedness don’t even realize that their “vision” is impaired.

Last year as a senior, Ryan Shih authored a well-written piece entitled, “Academic Competition: A Healthy Disease,” in which he focused on how ambition in regards to scholastic pursuits can prove to be beneficial. Success is born out of struggle, and were it not for willpower and determination, society as a whole would be stagnant. Survival of the fittest has been a recurring theme throughout history. That being said, both contest and rivalry are essential to the progression of humankind.

Still, at what point does striving to be the best become problematic? Is self-sacrifice essential when it comes to living up to extremely high standards? I’ll admit to having experienced sleepless nights and feeling as though my dedication to school was pushing me towards driving myself to the brink of insanity. As a result, I’ve occasionally wondered about whether the fruits of my labor will be worth the effort. Grades and other such calculations are destined to fall into the abyss of oblivion, and at the end of the day, the greatest measurements of achievement are the lifelong skills and knowledge an individual acquires.

Such revelations need not deter students from putting their best foot forward. However, those who wish to refrain from being the architects of their own downfall must learn how to differentiate between productive and destructive obsession.

In an article entitled “Grade Anxiety: and Other Hobgoblins of the Mind,” Michael D. Santos expounded on the cons of being overly concerned about “measures of academic performance” such as grade point average (GPA). The piece mentioned how students who prioritize grades over the pursuit of knowledge tend to experience less joy in school. He also contended that intentionally signing up for easy classes defeats the purpose of the educational system.

Furthermore, health problems such as hypertension, headaches, ulcers, and depression can arise thanks to stress. Needless to say, harmful behavior now can give rise to unforeseen consequences in both the distant and immediate future.

A college preparatory school, such as Stanton, seeks to do just as its name suggests—prepare students for college. Therefore, the fact that there is life after high school is exemplified. After graduation, young adults must be able to function as citizens of the world. Life is a journey, and Stanton is no more than a single stop.

Twenty, forty, sixty years from now, will anyone care about who the valedictorians were for the classes of 2015-2018? (Kudos to the exceptional scholars who earn the prestigious title, but at the same time, the race to the top shouldn’t be the bane of one’s existence.)

Will class rank matter if a person’s brain has been completely fried, and is it relevant when someone lacks the basic interpersonal skills needed for employment? The future may appear to be a long ways off, but such questions ought to be asked and answered now for the sake of preserving sanity.

Balancing school and life is a constant battle, but as stated by A.P. history teacher Ms. Koehler, “Your grade has no bearing on the kind of person that you are. It’s just a number, it’s just one thing, and you are so much more than your grades. You are so much more than those numbers and your GPA. But the grade that comes at the end of it, and even as you are getting your grades, is not a determination of how good or smart you are.”

Breathe. Take a break every once in a while and live rather than survive. No one plans on burning out, but individuals who were destined for greatness have been victimized by the phenomenon time and time again. It can happen to you. The thought is ominous, but the reality looms overhead. Just save yourself the trouble and be careful.

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By EDEN MOLLA, Opinions Reporter In the heat of Florida, temperatures can rise beyond 90 degrees, so it seems reasonable Stanton students want to dress comfortably. However, the Duval County School Board doesn’t see it that way. I don’t see a problem with some of the rules, such as no profanity, violence, or lewd and obscene messages. However, I do have a problem with the way they choose to enforce the dress code.

Somehow, certain students seem to have perfected the craft of getting away with violating the dress code, while the rest of us are being questioned on whether or not our shorts are the length of our fingertips or if our shirts are three fingers wide. However, no one escapes the dress code policy more than the males at Stanton.

Often, guys can be seen wearing “Chubbies,” pastel colored shorts that are not fingertip length; likewise, they wear muscle tees which expose much of the chest and shoulder area. I rarely ever see them being told to change.

No one cares about the exposure of the male body, in fact, their bodies are seen as less taboo compared to a woman’s body. When guys are stopped for breaking dress code, which they rarely ever are, they’re given what equates to slap on the wrist. On the other hand, girls are pulled into Student Services, causing them to miss valuable class time, and are then forced to wear even shorter gym shorts, or wait until their parents arrive with something else to wear. If the administration is so photo by Amber Weitzel

By VALERIE STARKS, Opinions Reporter

Dress Code Double Standards adamant about enforcing the dress code, then they should enforce it equally for everyone.

Society has over sexualized non-sexual female body parts, like legs and shoulders. This makes students to feel uncomfortable of their own bodies. Students should be able to feel comfortable in their skin. The school board is teaching girls that a distraction-free environment for men is more important than a female’s education. By putting men first they are saying they are more entitled to an education than we are. It’s not our fault if men find women’s bodies to be “disruptive” or “distractive.”

What’s distractive about a shoulder? It’s not girls’ fault if men aren’t able to control themselves. Instead of shaming girls for the way they are dressed, we should teach men to have more self-control. By expecting men to be pigs we make them believe it is okay to act that way. It’s insulting that we as a society cradle men like children by assuming they have zero self-control.

During our most recent school assembly it was stated the school administration would be cracking down on dress code. In August 2013, the Duval County School Board rewrote the Student Code of Conduct.

According to the new Student Code of Conduct, if a student doesn’t have something to change into and their parent doesn’t answer the phone, they get placed in In School Suspension, which completely contradicts previous statements saying that they want to “maximize instructional time.” I completely disagree with the current dress code because it unfairly enforced, takes the focus out of learning, and teaches students that education isn’t as important as their appearance.

The Fault In Our Class Size

By HAFSA QUARASHI, Opinions Reporter In November 2002, Florida voters approved an amendment (article IX, section 1) to the state constitution that set limits for the maximum number of students allowed in classrooms, effective starting the 2010-2011 school year.

These limits apply to core courses, so that, by fall 2010, no core class would exceed the amount of students allowed in a classroom by the constitutional limits. Duval County has recently decided to abide by this legislation using the schoolwide average.

In 2013, the district was fined $1.5 million for exceeding class size limits for the previous school year. Last year, the district as a whole decreased its fines to $700,000 by increasing their compliance rate by 15 percent, making 95 percent of their schools in compliance with the class size limits. During an interview in January with Rhema Thompson, an education reporter for WJCT news, Duval County Public Schools Superintendent Nikolai Vitti said that in order to be completely within the state-mandated limit, the district would have had to pay an estimated $18 million in costs for new teachers and additional space.

By not fully complying with the class size maximums, he has saved the district millions of dollars it would have taken to fully abide by the constitutional limit.

With the limits, Stanton would have more teachers and space to accommodate the amount of enrolled students. However, the reason Stanton is not affected by these reasonable limits is due to the fact that the Florida Department of Education (DoE) does not consider AP and IB courses as core courses. In fact, the only courses at Stanton that are considered as ‘core courses’ by the Florida DoE are the Algebra 1 Honors, Geometry 1 Honors, Bio 1 Honors, and a couple more mediocre classes. Seeing as though the majority of Stanton are in accelerated courses, these limits don’t apply to us.

This lack of accommodation by the state has had a big impact on the school.

According to some teachers and the staff at Stanton, photo by Nidhi Shashidhara

Problems Presented

by Perfectionism

there are not enough resources in the school to adjust to this chaotic situation. Some of the problems apparent to students and staff at Stanton were the deficiency of desks, books, teachers, and space in classrooms during the first couple weeks of school. In a few of my classes students had to sit at a computer table for the first few weeks. Some of these issues were addressed and solved by Stanton’s administrators; in fact, they worked vigorously the first few weeks, moving students from overfilled classrooms to create additional classes with teachers sacrificing their planning periods to teach them. This solved the issue of space in some classes, more or less. Additionally, 300 new desks were recently donated to Stanton by the district—190 for students who didn’t have desks and an additional 110 to replace old or broken ones.

In addition to that, every department at Stanton lost a teacher this year, and since the district hasn’t replaced them, many teachers are teaching more kids than usual. Furthermore, for teachers who teach classes which require presentations and essays, having more kids in each block means class presentations require more days to finish, and essays take longer to grade.

Since they’re still expected to post students’ grades on OnCourse in a timely manner, this poses a problem.

Although Mrs. Nongongoma Majova-Seane, the school principal, recently got a phone call from the district, who have hired two more teachers for the Science and English department, however this does little for the overall space issue.

Although many of the issues introduced by the class size amendment have been addressed and more or less fixed, the district needs to realize classes are still overfilled, subsequently affecting teacher-student interaction in classes, which has a negative impact on student learning. While we students are grateful for the effort and dedication given by the administrators and guidance department to improve our high school experience, the state needs to acknowledge accelerated courses as core courses and fix these issues within the rest of Florida.

vol. xxxi, no. 1

Indecency at School Dances Should indecent dancing be allowed at Stanton’s school dances? Contributing writer, Katie Thurson, looks into the morality and conqequences of this issue, just in time for Stanton’s Homecoming dance.

By KATIE THURSON, Contributing Writer The Devil’s Advocate randomly surveyed 100 Stanton students on indecent dancing. Below are a selection of the results.

1. Have you taken part in any form of indecent dancing?

photo by Nidhi Shashidhara

“Would you want your parents to see that?” “Would you act that way if your boss was here?” These questions are frequently brought up when discussing student indecency at school functions. Before this discussion extends further, I’m not trying to shame or pass judgment on anyone.

Students dance indecently at school functions. Obviously, the word ‘indecent” has a connotation that is now reminiscent of Hester Prynne’s world in The Scarlet Letter. It is not my place nor anyone else’s to ridicule students based on their choice of dance moves. However, rampant “grinding” does have serious effects socially. I personally, do not have a problem with that sort of dancing. I do, however find it very concerning when students are edging each other on to be as provocative as possible, and then filming it. In the law’s eyes, videos of minors that appear to be “grinding” and dancing provocatively can be described as child pornography. I’m not condemning dancing or grinding. I just have serious concerns about the teenage perspective, if taking videos of your friends while dancing extremely proactively is supposed to be enlightening.

Obviously, I do things my parents would find questionable. However, I’m not my parents.

By the time children are 18, a moral code and set of standards has been passed down to and abridged by them. As individuals, students have the right to react to situations differently than their parents, and to justify those reactions. A reason to propagate indecent dancing should be because students are proud of their actions, not because no one can distinguish individuals in a mass of bodies under dim lights.

Kids will be kids. Or at least that’s the traditional response given whenever adults are fumbling to determine a reason for a teenager’s actions. Teenagers are a grown person’s worst nightmare. Caught between childhood and adult life, teens have one foot in each doorway and no ties to either community. I can do and say pretty much whatever I choose, and then chalk it up to hormones. While this does provide for various interesting experiences, it is not an acceptable way to behave. I should say and do whatever I want because I’m proud of my actions, not because I can easily avoid serious repercussions. Unfortunately, I have to grow up.

Private life interacts with professional life constantly. Colleges monitor social media, just as high schools do. Personal decisions that at first reflect on a solitary level now reflect on an entire company, or a school district. While this is a worst case scenario example, what if colleges came across videos of students dancing at homecoming or prom? Would they be pleased or confused? Your actions now have consequences in the future. I’m not being an alarmist, or an extremist. What students do in high school remains with them through their college and professional careers. Whether grinding is inappropriate or not, next time think before you dance.

2. Do you think it is appropriate for students to partake in this kind of dancing?

Student Quotes “If I’m going to pay money to go to an event, I should be able to make the best of it and have as much fun as possible. This means that if I want to dance with my friends or anyone else, I should be able to dance however I like, and if there’s a dress that I really enjoy wearing, I should be able to wear it.”

—Mekayla Lewis, 11th “I think it’s just the way kids dance now. I don’t see it as a bad thing. I think it’s your choice whether or not to do it, and if you have a problem with it, then don’t come to homecoming or prom.”

—David Kyser, 12th

“It should be allowed until a certain extent, but when it’s bothering the people around you or they are uncomfortable or it’s becoming too inappropriate or graphic, it should stop.”

—Mackenzie Hunter, 10th

october 2014

“I think that it [indecent dancing] should be allowed because it allows students to express themselves. However, I think to should be the supervisor’s job to regulate the dancing because he is the supervisor.”

—Nikhil Godbole, 9th “I think that inappropriate dancing and school events is just that: inappropriate. It is none of my business what people do with each other in private but sexual behavior and gestures can make the people around you feel uncomfortable. It’s taking a personal decision and making it a public spectacle by forcing the people around you to witness it as well.”

—Laura Hill, 10th “I hold no grudge against “indecency,” per se. Indecency can be pretty great. I steer clear of homecoming dances primarily because I’m not fond of taking a dip in a sea of bad music and sweat.”

—Brandon Schröeder, 11th

Tell us what YOU think.

Email scpnewspaper@gmail.com to share your opinion on this topic or any other covered in the newspaper or your chance to be featured in the next issue of the Devil’s Advocate.

devil’s advocate | 17

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