Devil's Advocate (Vol. 31, Issue 5) by Devil's Advocate

devilâ&#x20AC;&#x2122;s advocate stanton college preparatory school

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no. 5 | may 2015 devilsadvocatepaper.com

devil’s advocate

may 2015 number 5

TOP TEN SPORTS MOMENTS The Devil’s Advocate highlights the top ten moments in Blue Devil Sports for the 2014-2015 school year. Take a look to see which ones made the cut. By HUDSON BÄCK

LIVING IN A SIBLING’S SHADOW Siblings who go to the same school often face the challenge of establishing individuality. At the same time, many feel they thrive with a familiar face by their side. By SHRUTI MURALI

GOLDEN APPLE AND SILVER STAR

Teachers and other staff members play an important role in students’ lives. This year’s award recipients are Mrs. Norma Crespo-Lowery and Mrs. Sheila Epps. By LILY TEHRANI AND SHRIYA GUPTA

THE FRESHMAN EXPERIENCE The transition into high school can be a shock to many freshmen. A look into the lives four unique Stanton freshman shows the different challenges each has faced. By GRACE TROMBLEY

10 Handlettering by Lahari Manchikanti

DEALING WITH REJECTION Stanton is one of the top-rated high schools in the nation. Many students expect to get into any college they apply to; however, this is not always the case. By KATIE THURSON

17 Editor’s Desk

Manya Goldstein Editor-in-Chief

iiiiiMuch hype surrounds Stanton seniors who are ending their high school careers and forging their own paths after graduation. However, not much attention is given to the group of students who have just begun their journey here: the freshmen. In our final issue of the school year, we give a voice to these individuals as four unique freshmen discuss their experiences. iiiiiWe are also pleased to announce the winners of our

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 dependent 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

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annual Golden Apple and Silver Star competition. Spanish teacher Mrs. Norma Crespo and Secretary Mrs. Sheila Epps were awarded the titles of their respective categories. In Features, find out what makes these faculty members stand out from the rest. iiiiiBeing rejected from college is a reality seniors face year after year. How should one deal with this decision? What is the next step? The topic of rejection is explored in Opinions as seniors share their personal experiences with the

college admissions process. iiiiiWe hope you enjoy our last issue of the school year and look forward to hearing your voice. Email us at scpnewspaper@gmail. com to share your thoughts on any of the articles contained within. Have a suggestion for next year’s publication? We’d love to hear your ideas! iiiiiIt has been a pleasure serving the Stanton community during our thirty-first production year. We wish everyone a relaxing and safe summer and look forward

Printed at Florida Sun Printing Callahan, Fla. Please recycle this newspaper.

to bringing you more news in the fall. In the meantime, follow us on twitter at @scpnewspaper and like our page on Facebook to make sure you’re prepared for another eventful school year. Still haven’t had enough of the Devil’s Advocate? We invite you to browse our extensive collection of weekly stories, columns and photo essays at www.devilsadvocatepaper.com.

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, Shriya 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

DEVIL’S ADVOCATE

TOP 10

By HUDSON BACK, Sports Reporter

Every year, student athletes from Stanton College Preparatory School compete in an eclectic variety of sports and athletic competitions in order to achieve victory for themselves and their school. Through these efforts, moments of glory emerge. These moments have been chosen by the Devil’s Advocate as the top ten events of the 2014-15 Stanton sports season.

IIIII Beginning the list for Stanton’s top ten moments in sports from the 2014-15 season is an event that brought a great deal of pride to the school’s athletic program—National Signing Day. On Feb. 4, 2015, four Stanton senior athletes were signed to colleges for athletic excellence. These seniors were Brandon Battle, a Stanton cross country team member and captain who signed with the University of West Florida; Tyler Gillespie, the soccer team’s goalkeeper and captain who signed with the University of North CarolinaGreensboro; Khelsea Gordon, a volleyball player who signed with Bowdoin College; and Yasmeen Chan, the volleyball team’s defensive specialist, who signed with Maryville College.

The next spot on the list was a great moment in the history of Stanton sports journalism, as the Devil’s Advocate broadcasted a live stream of the Stanton vs Paxon varsity basketball game on Dec.18, 2014. The project was headed by Devil’s Advocate technology editor, Anthony Paul, and featured live commentary from Stanton juniors Anuj Shah and Arshad Shauib. The Blue Devils managed to pull off a 71-61 win over their rivals in one of the school’s best victories yet. I thought it was very difficult to get everything organized,” said Paul. “The original idea was all changed. We planned on using external software to show the stream but decided to dumb it down and change it to a YouTube live stream. It was very difficult to get everything organized and move it all around so nobody was bothered by it.”

photo from file

IIIII Jumping into the list with a splash is the undefeated season of the Stanton Girls Varsity Swimming team, as they won every meet they competed in during the regular season. The girls were also able to win their district championship for the third year in a row, as well as having three girls win events in their conference tournament and four girls compete in the state competition. “I think we were really successful,” said Bob Fleming, coach of the team. “I’m happy. We’re a really young team, and we achieved a lot more than I thought we would. I think next year will be even better.”

photo courtesy of the swim team

photo by Lindsey Averitt

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A moment that spiked Stanton toward glory was the Girl’s Varsity Volleyball team winning the Gateway Conference Championship on Oct. 17, 2014 in Stanton’s home gym. After immense performances from seniors Yasmeen Chan, Khelsea Gordon and Sydney Perella, Stanton swept Duncan U. Fletcher High School, winning all three sets, 2516, 25-17 and 25-19. This victory earned Stanton their first Gateway Conference Championship since 2001. “It felt amazing,” said Perella. “We had some rough times and had to work hard, but we worked it out as a team and it payed off.” The team continued to push on into regional playoffs but ultimately fell to Bishop Kenny.

photo by Anthony Paul

IIIII The fist item on the list from the soccer spectrum is an event from the Girls Varsity soccer team, that being their victory in the Gateway Conference Championship on Jan. 9, 2015 after losing out in the tournament the year before. The Blue Devils were able to rise above Fletcher and win 1-0. After an early goal from senior Tabitha Raskiewicz, the girls held on and were able to pull out the win through a massive, valiant team effort. “We just kept battling throughout the whole game,” said junior team member Lianne Mananquil. “We knew we couldn’t give up. It was great to see the spirit and character of every player on the field who was willing to fight to the final whistle.” photo by Amber Weitzel

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The next spot on our list marked two landmark events for Stanton’s Boys Varsity Basketball team—makingI it into the Gateway Conference playoffs, as well as taking part in their District Tournament following a great eleven win season. The invitation to the Gateway Conference playoffs ended a ten year drought from the tournament that the school had faced. Even greater was the spot Stanton earned in the first round of the 5A District 3 tournament. Although these playoff runs were short lived (after a close 55-53 loss to Ribault in the Gateway Conference game and a 59-46 loss to Baker County in the District game), it was a great accomplishment for Stanton and elated and inspired many of the players on the team. “It was great that we finally got some recognition,” said Stanton senior player Wilshem Pennick. “Making it to Gateway and then being invited to a distinguished tournament felt incredible.”

Coming in at five on the list is the third straight District Championship win by the Stanton Boys Varsity Soccer team, in which they won 4-0 over Suwannee High School on Jan. 22, 2015. After defeating Mandarin High School in the Gateway Conference final and powering over rival Paxon School for Advanced Studies in the District semifinal, Stanton unleashed an incredible performance in the final. The team scored four goals and allowed no shots as they dominated the match. This match would push them into the Regional playoffs in which they would beat Bartram Trail High School, but lose to Ponte Vedra in the final. “It’s always good to win, but honestly, we dominated the match so much that it didn’t feel like a championship,” said senior goalkeeper, Tyler Gillespie. “I don’t even think I got a chance to touch the ball.”

IIIII At number three on the list is the entirety of the Girls Varsity lacrosse season. This year, the Girls Lacrosse team pulled off some amazing feats, especially given the adversity they faced. They had a very small squad, making it difficult to field a team, frequently barely having enough players to field a team at all. Despite this, they grew as a team. “Our defense got better at ball handling, making it easier to transition,” said senior captain Erin Burrows. “Overall we had some ups and downs, but we had some great wins that we’ve been wanting for years.” The team managed to defeat Episcopal’s girl’s lacrosse team, an accomplishment that hadn’t occurred in six years. However, perhaps the most notable event of their season was the arrival of freshman Hannah Carolyne to the team, who is now a mainstay in the squad, believed to be Division 1 worthy by many of her teammates. “When we started the season not many girls knew how to play, so we had to teach them,” said Carolyne. “I’ve been playing for a long time. There was a lot more pressure in this, but the team was also really supportive.”

1 photo by Nidhi Shashidhara

Although it is certainly not Stanton’s athletic forte, the Varsity Football team had one of the most exciting and memorable plays of the school year. This came in Tyler Gillespie’s 70-yard touchdown catch against Yulee High School on Oct. 30, 2014 on the first play of the game. Up to this point, Stanton had suffered a terrible season, not particularly rich with highlight-worthy moments. However, when Gillespie, usually a kicker, was put on the field as a receiver for the first time in the season, he pulled off something magical—a 70-yard touchdown catch and run thrown by quarterback Kyler Day. “I was incredibly nervous,” said Gillespie. “It was the only time in my life I’d played football. I just went in and did the play, and we knew almost right away that it was going to be a touchdown. It’s definitely one of my best high school memories.” Although the play couldn’t win Stanton the game, as they fell 54-6, it was one of the most memorable plays in Stanton football’s recent history.

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photo courtesy of the soccer team

Coming in at the premier position on the list, the top event from the Stanton sports season came from the Boys Varsity Soccer Team, in their 2-1 comeback victory against Mandarin High School on Jan. 9, 2015, in order to win the Gateway Conference Championship. In doing so, Stanton broke Mandarin’s four year streak at Mandarin’s own home stadium. Down 0-1 at halftime, the Blue Devils rallied together to fight their way back into the game. “We were dominated in the first half. We all thought there was no way we would win,” said Stanton senior Drew Murnin, a captain and forward for the team. “At the half we were all embarrassed. There wasn’t some special speech like in the movies, but we all pulled together and stepped up in the second half.” After an equalizer from Stanton midfielder Tanner Burt, and a scrappy go ahead goal by Stanton midfielder David Garcia, the Devils pulled ahead and won the game 2-1, claiming the Gateway Conference Championship.

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Student Life

Living in a Sibling’s By SHRUTI MURALI, Student Life Reporter Siblings are constant companions and unconditional friends. They are confidants and trustworthy advisers. But they are also much more. Siblings influence each other’s friendships and experiences. They shape and emphasize the other’s strengths and weaknesses. The extent to which one affects the other is immeasurable. Brothers and sisters share many qualities, yet they each possess their own individual characteristics. However, these individualistic desires can be inhibited, especially if both siblings attend the same school. Younger siblings may feel pressured to perform a certain way and meet pre-set expectations based off their sibling’s performance, and older siblings may feel overly responsible for their younger sibling’s behavior. The advantages and disadvantages of having a sibling in the same school are numerous, affecting their behavior as well as their relationships with other students and teachers. Despite the pressure of having a sibling in the same school, many students feel the benefits outweigh the challenges. “Honestly, it feels normal to have my sister go to the same school that I attend. It’s been like that our entire lives so it’s nothing new,” said junior Vincent Wong, whose fraternal twin, Vanessa, also attends Stanton. Though Vincent has grown accustomed to the idea of having Vanessa at Stanton, he still believes their situation prevents them from expressing their distinctive personalities. Vanessa, however, believes she and Vincent have already established their individuality among their friends and teachers. “I think at this point, as upperclassmen, everyone knows we are twins, and they don’t refer to me as ‘Vincent’s Sister’ anymore. They look at me as Vanessa, and people know there is a difference in our personalities,” said Vanessa. For this reason, Vanessa believes school wouldn’t be all that different if her sibling wasn’t there with her; however, it would affect her motivation to work as hard as she does now. “As twins, we always want to outdo the other, so I feel like I always have to keep my standards high so we both can achieve higher grades and scores. If he wasn’t at Stanton I wouldn’t be trying my very best, just knowing I don’t have competition,” she said. Vincent agrees with his sister on how they motivate each other to perform better. “[Vanessa] usually beats me when it comes to test grades, but I just use that as motivation to do better,” he said. Vincent cannot imagine himself at Stanton without his sister. He believes school would definitely be different if Vanessa did not attend Stanton because he wouldn’t have someone to share his experiences with. “Going through the struggles and triumphs together has really made this experience at Stanton unique. Being able to talk to someone who is in a similar situation is something everyone needs,” said Vincent. Motivating each other and becoming closer through shared experiences is modeled by Sydney and Lyndsey Clark, a senior and junior, respectively, who find that they don’t mind attending Stanton together because it gives them a chance to bond. “I like having [Sydney] here. If I need anything, she is there to help me because she has already been through it. I form friendships with her friends so they can help me with certain things as well,” said Lyndsey. Both siblings view having each other at Stanton as a positive aspect of their school experiences.

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“I love it. Even though we ride to and from school together, we aren’t together all day, so we don’t get tired of each other,” said Sydney. Despite their similar perspectives on having the other at Stanton, they slightly differ in their views of whether one sibling overshadows the other. “Sometimes I feel as if I am living in my sibling’s shadow because expectations have already been set for me, and it’s hard to get out of it,” said Lyndsey. “I’m not sad or mad about it. I’m living in her shadow, but I have had to get out of it and do my own things sometimes.” Living in Sydney’s shadow places Lyndsey under the pressure of meeting the expectations her parents and teachers set for her. “They have the expectations, especially if [Sydney] has excelled at something that I’m about to go into. They expect the same results because it would look bad if she got straight A’s and I was slacking,” said Lyndsey. Sydney, however, believes Lyndsey is a unique individual who does not live under any pressuring circumstances.

I know that I influence my little sister in some ways, but at the end of the day she is her own person. —Sydney Clark, 12th “I know that I influence my little sister in some ways, but at the end of the day she is her own person,” she said. Setting an example for Lyndsey also places much responsibility on Sydney’s shoulders. “If I take things too casually or don’t set a good example, I am just letting [Lyndsey] know that that’s alright. She will just follow the precedent that I set,” she said. While Sydney believes she must set an example for her younger sister, Christian Bunker, a junior, believes that since they are now in high school, he is not responsible for setting an example for his younger brother, Brady. “The time for example-setting is over. I was expected to set examples in elementary school, but now, in high school, Brady doesn’t need me to set an example anymore,” he said. Brady, a freshman, agrees with his brother. He feels content with himself and doesn’t feel like he has to face any pre-set expectations. “I am happy with my grades and where I stand. I don’t feel pressured by Christian to perform in a certain way,” he said. Though Brady believes he is not affected much by expectations, he realizes that Christian’s experiences impact some of his choices, such as which school to go to or which sport to join. “Sometimes my decisions are influenced by Christian, but I find that he is right most of the time,” said Brady. The brothers find no difficulty in coexisting at Stanton and are not plagued by expectations. They feel content with their achievements and work toward their goals without feeling overshadowed by the other. Attending Stanton together can

be beneficial, as modeled by Travis and Jackson Bloom, sophomores who find that having the other at Stanton makes them feel more comfortable. “It’s nice to have a brother at Stanton because you are never lonely and you always have a study buddy,” said Travis. But their sibling connection goes beyond simply sharing class notes and textbooks. “If Travis wasn’t at Stanton, I would feel as if half of myself was gone, and I probably wouldn’t care much about making new friends,” said Jackson. However, as Jackson points out, being dependent on one another doesn’t undermine their individuality, but sometimes they face certain expectations because people view them as a single person. “Our friends see us as unique individuals based on our behavior and the choices we make, but we have a lot in common, so our parents group us together and have the same expectations for both of us. When people see one sibling doing well in a particular subject, they create expectations for the other to do just as well,” said Jackson. Though many siblings may not feel as if they are living under their sibling’s shadow, it is not uncommon. Expectations and the grouping of siblings as one entity can be frustrating for many siblings attending the same school. However, through their experiences and relationships at Stanton, each sibling is gradually recognized as a unique individual who has emerged and grown as a remarkable person with their own special talents.

Top Sources of Contention Among Siblings at Stanton “Sometimes when we are in the hallway, he pretends like he doesn’t know me.” —Kashmala Zeb, 9th “Since I’m a twin , everyone compares me to her. Everybody sees us as a package deal.” —Jade Heise, 10th “My sister set a high bar that I have to try and reach.” —Chip McDonough, 11th

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Features

Senior Spotlight: Looking to the Future As the senior year for the Class of 2015 comes to a close, seniors find themselves at the threshold of their futures. Senior Niharika Malviya is ready to build upon her high school experiences and triumphs, leave Stanton behind and pursue a career in bioengineering. By HAFSA QURAISHI, Student Life Reporter

every senior knows what their post-graduation plans are. Senior Niharika Malviya, a member of the International Baccalaureate (IB) program, is one such person. Malviya, who had the honor of going to the International Science and Engineering Fair at the state level this year, has been committed to John Hopkins University since December of her senior year. John Hopkins has the top biomedical engineering program in the United States, inspiring Malviya’s decision to attend. Malviya, who participated in her first science fair in seventh grade at Darnell Cookman Middle School, is interested in pursuing a career in bioinformatics and bioengineering, which are new areas of scientific research comprised of organ engineering, genome analysis and the like. She feels participating in science fair affected her decision, having a big influence on her since she first went to regionals in the seventh grade. “My project dealt with the anti-coagulation properties of various proteolytic enzymes, more simply known as the ‘which fruits prevent Jello from forming’ project,” said Malviya. Her project was qualified enough to advance her to the regional science fair. “Even though I won nothing at the regional fair, I was exposed to innovative projects that had the potential to cure cancer, improve our economy or treat heart disease,” said Malviya, whose experiences at the regional fair influenced her to achieve substantial goals by focusing on the bigger picture. “From that point onward, I was inspired to do a project with far reaching societal implications,” said Malviya. For the next year’s project, she spent her time reading various scientific journals and articles to come up with a viable idea. Since alternative energy sources were a hot topic during that time, she constructed a prototype of an auto-tracking solar panel powered by a light dependent circuit. This saw a 15 percent increase in efficiency as compared to a control panel. She spent the next few years

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“I am excited for the various academic and personal freedoms that college offers: the chance to ‘discover myself,’ experience new things and develop my own belief and moral system independent of my cultural and familial background,” said Malviya. As the year comes to a close, many seniors find themselves daydreaming about their childhood, wishing they could go back to the simpler times. Malviya relates to this. “I’ll miss the lack of expectations. As a kid, life was so much simpler; there’s ample playtime — no real responsibilities or serious obligations. When you’re older, it’s like you never stop doing,” said Malviya.

photo courtesy of Shikha Malviya

perfecting the prototype for her project but didn’t see much of an improvement in her advancement, although she made the state level science fair each year. “I realized that I needed lab access and a supportive mentor to conduct higher level research,” said Malviya. In the 11th grade, she conducted research and interviewed different professors but found the pressures of junior year catching up to her. She decided to skip science fair and instead focus on her school work and pick the research back up during the summer. After emailing various labs to continue her research, she was placed in Dr. Oscar Gomez’s microbiology/immunology/pathology lab at Vanderbilt University. “I spent my summer eating, sleeping and breathing research. It was a very intensive experience, and the closest person in age to me was a 30-year-old post-doc who was incredibly smarter than me,” said Malviya. Her science fair project this year, which advanced to the international level, was a result of the research she did during the summer. While most students look at science fair as a mere school grade, Malviya thinks differently. “I don’t look at science fair as a bothersome school project but rather as a platform to get involved in research at an early age,” said Malviya. Reflecting on her scientific explorations, she is satisfied with what she has accomplished thus far. “I co-authored a research paper on my project that will be published in The American Journal of Bacteriology this July and fulfilled my longstanding goal of becoming an Intel ISEF finalist, which only made me more excited to pursue a career in research,” said Malviya. Besides being an aspiring scientist, Malviya is a meticulous student, always striving for perfection. This year, however, she took it easy and encourages incoming seniors to do the same. Senior year is a stressful time, with regular coursework added to the elevated pressure of deciding which college to attend. Malviya deals with this stress by taking each assignment as they come and no longer worries about the future. “There is so much more to life than grades, and worrying simply ages you faster. What is meant to happen will happen, and everyone gets what they deserve in the end,” said Malviya. While many seniors are finding themselves affected by “senioritis” at this point in the year, Malviya overcomes this by staying motivated. “One thing that I have learned from successful people is that the most important thing in life is to do something you are passionate about and the most effective way to maintain this passion is to be intrinsically motivated—not extrinsically,” said Malviya. Although she enjoyed the pace of Stanton, she looks forward to the new, more relaxing environment of college.

photo by Amber Weitzel

photo by Sweta Madem

As the saying goes, all good things must come to an end. Although the end of something can be terrifying because everything once familiar is suddenly gone, it is a necessary part of life. As painful as change can be, it is widely acknowledged that in order for a new chapter to begin, another must end. The end of senior year is a challenge, filled with exams and events that put a hold on one’s social life for two months. Seniors at Stanton College Preparatory School and elsewhere are bombarded with end-of-the-year exams, final sports games, decisions and ultimatums. The entire year has a hint of finality to it. At this point in the year, nearly

When reminiscing about the past, many questions come up as to whether or not you would do something all over again or change anything if you could. When asked if she had any regrets, however, Malviya took a firm defense. “I define myself as a summation of all of my experiences and changing anything in the past would change who I am today—so I have no regrets,” said Malviya. Although she admits that high school could be stressful at times, it has had a big impact on Malviya’s life. Participating in organizations like the Multicultural Club, the swimming team and the Miss Stanton Pageant have all changed her for the better, said Malviya. “I may not have always been ecstatic about cramming for multiple tests on the same day or scrambling to finish an IA at the last minute but every single experience, good or bad, shaped me into a more resilient person,” said Malviya. The end of this school year is not only an end to her time at Stanton, but also an end to her time in Jacksonville. Malviya’s father has been living in a separate state due to work for most of her high school years. Her parents were waiting to relocate the family until after she finished school, and now that she’s almost done with senior year, she has to say goodbye to her childhood home. She takes the change with grace and sees it as another new beginning. “I’m really looking forward to a fresh start in a new city and school so I am excited about moving,” said Malviya. With John Hopkins being in Baltimore, Md. and her new home being in Phoenix, Ariz., she has a long way to travel to see her family, but she sees this as an opportunity for her to grow and become independent. As she prepares to embark on a new journey, she thanks all of her friends and teachers for their time and dedication. “I am constantly amazed by the achievements of my peers and lucky to be surrounded by supportive friends.” As senior year comes to a close, the Class of 2015 prepares to take the next step toward their future. Like many of her peers, Malviya, is ready to take everything she learned at Stanton and apply it to the real world.

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This year’s Annual PTA Reflections contest theme was “The World Would Be A Better Place If...” The Stanton PTSA would like to congratulate the following students for entering in these categories: Gloria Li / 12th Grade / Literature: A Child at Heart / 1st Place Christiana Sierra / 9th Grade / Literature: Time Ticks / 2nd Place Ellery Susa / 9th Grade / Photography: Through the Eyes of Child / 1st Place Daniel Alexander Reyes-Rivera / 9th Grade / Visual Arts: Soar / 1st Place

All of these entrants went on to the Distict competition. Gloria Li’s literature piece went on to the State competition and received an Award of Merit!

Congratulations, Gloria Li! Congratulations to you all!

Features

Golden Apple and Silver Star Winners Every year, the Devil’s Advocate acknowledges two exceptional members of the Stanton staff who have played an especially large role in the lives of their students. Following a school-wide nomination process, the cadidates were evaluated by the student class presidents based on a rigorous and detailed rubric. The winners have proven to have had a positive and lasting impact on the Stanton community.

Golden Apple Winner: Mrs. Crespo-Lowery By LILY TEHRANI, Features Reporter A model teacher is one who has changed the lives of students, improved their community, and paved the way for a new generation of leaders. Mrs. Norma Crespo-Lowery is a mentor who has demonstrated all of these qualities. In her seventeenth year of teaching at Stanton College Preparatory School, she continuously works with each and every one of her students and uses her charisma to guide them to grow and succeed. Her devotion to her students has resulted in her winning this year’s annual Golden Apple teacher award and the admiration of her fellow coworkers. “Mrs. Crespo-Lowery’s classes are filled with both soul and authenticity. Her compassion lies not just in teaching but in the people she teaches,” said fellow Spanish teacher Ms. Laureen Burke. “She invests herself in the lives and souls of her students while challenging them and pushing them. It is an honor to work with her as a colleague and a joy to call her my friend.” While some teachers lecture in dull environments and remain unengaged with their students, Mrs. Crespo-Lowery willingly works to create the most enjoyable experience while using her methods of teaching to keep students active and involved. Her motivation originates

from her ability to connect with her students and to view the moment of satisfaction when they finally understand the subject she’s teaching. “I love working with the students because I learn as much from them as they do from me,” said Mrs. Crespo-Lowery. “It’s always really great to see all the different personalities that come through and the spark in their eyes when they feel that ‘click’ when they finally got the hang of an objective.” Mrs. Crespo-Lowery’s love for teaching sprouted from her beginnings as a Spanish tutor in her early college years. While obtaining a degree in languages, she began working with kids outside of school to help them grasp Spanish. She then began her first career as a teacher at Sandalwood High School. Although she didn’t originally imagine being a teacher, she soon fell in love with the joy that comes with helping kids. “I majored in languages and knew that becoming a translator was down my path, but after experiencing teaching, I thought it would be an interesting job to try,” said Mrs. CrespoLowery. With Stanton being her second teaching experience, Mrs. Crespo-Lowery continues to collaborate with her students almost every day

after school simply because it’s her passion. “Mrs. Crespo-Lowery is one of the only teachers I know that really understands our generation as teenagers and is truly easy to talk to,” said senior Hrishi Kalyanam. “Her teaching style helps me stay engaged during class and always eager to participate.” Mrs. Crespo-Lowery’s philosophy for teaching is to learn and grow with students in a creative and conversational manner while working to break Hispanic stereotypes in our generation. “My class overall doesn’t consist of grammatical lectures and strict rules; it’s very student-centered and easy going. I try to work with each and every one of my students and the specific difficulties they face to work toward our goal of truly understanding Spanish,” said Mrs. Crespo-Lowery. Mrs. Crespo-Lowery has created a positive environment which enables her students to learn another language while having fun. Students have chosen to award her with this year’s Golden Apple award due to her charitable personality and dedication.

Silver Star Winner:

Mrs. Epps By SHRIYA GUPTA, Features Reporter

Mrs. Sheila Epps, known for her altruistic personality Reicient. Equam quiandis verum volore ipsaniand creative announcements, is this year’s Silver Star mosam harchillaut et eos audi untis eum re, neswinner. Mrs. Epps has worked at Stanton College sum volorum quo teces aut accabor aces nobis ea Preparatory School for the past 19 years, and during volore cus excerum ese volor siminci quiat perfereic her time as main office secretary, she has become totae volores et eos quamet laboreruptat atiae. attached to the school, her job and the students. Name volorem que iusandel ipsapid mi, ventiis “I feel blessed to be at Stanton because the kids ma dolorrum, sam delestota volles eum et, quam seem to want to come here and learn,” said Mrs. Epps. verum evenia volorioritia quis ad que ex eatis et Prior to working at her first school, Robert E. aborporuntur sandion necta alit idendesed mo mos Lee High School, Mrs. Epps worked at Peninsular exceratur, volestia sum nem volenti squuntore poLife Insurance Company then American Insurance ratem quam ernam laboremodit rehenis ped que vit Underwriters Agency. Since transferring to high laciam, siti omnit occus voluptur sus unditio conetur school, she has learned to appreciate experiences as dignis ercid mo quististium verrum et perum, corporations fail to offer. natibus sa vent. “The best experience is not having to work in the Nobitin cum nonem dessum qui rehenis desed ulcorporate world. I tried that for a little bit, but this is a paribus que ilicidior sapellupiet occum laccust eatus lot more fun,” said Mrs. Epps. event as doluptati alis moluptiscima nus quo quis While many students may not reciprocate Mrs. alitias veratibus, omnimag nimolupta Explam aut Epps’ love for high school, they do value the attitude qui voluptam autet magnatq uossequi quatur seni she displays at Stanton. volupti nis seris duci nosamus, qui non rem. Bea in et aut quist a nobist pero quaeste landio ernat.

may 2015

“She’s always so positive, caring and very Along with being helpful, Mrs. Epps shows dedication, Di commossum volupta tumquatem fuga. Henis rrovit re et fugiti testiam corehen ihillaborit ut et incia encouraging,” said freshman Rachel Robbins. which can be noted in her attendance. ipitisquiam idendae duntis eium verovidis exerum quate volorrum eum voluptus a cusa si as que posMrs. Epps always tries to make students feel “I know if one person is absent, it’s very hard on am ipsunt a andam, serspe se core autat paribusa sim faciatur acestrum rent ex eum volor aut parit et welcomed by smiling and greeting them. She believes somebody else to pick up the slack and be there. So, pliquis alitibus modicaborro optas derrum que quia fuga. Volenistis pa solum apic tenis velesed itatium people should be nice and listen to others, a philosophy if I’m not really, really sick, I’ll be here on a school day,” susdam etur magnis provitatat et labor soluptati que provit ut eum accae nesequa tibusant doles she applies in both her job and other aspects of her said Mrs. Epps. con repudipsapis cullabor sam nullo dic tota assi aut in perum, aditate aut eos maioren ihillestibus re life. She thinks more people should follow her outlook. Teachers notice her commitment in everything digenihilis quam, cus eseque exerorem. Minvele estiatur? “Hold your tongue if you don’t have something nice she does. Psychology teacher Mrs. Mary Krieger has ssintias molupta ium sitatem nam dolori consequam Repelenis rae sum eos nobit officiis mo ipicipicabo. to say. Most people don’t do that; they never learn it,” known Mrs. Epps for about 15 years and has always hillore consed endaero qui comnit molum lam ex Nam, quis eos porerrunda et lautemp eribearum said Mrs. Epps. enjoyed working with her. et mi, iundicae. Et od quam, anis autempos quam volora voluptibus. Mrs. Epps acquired her ideologies from her family. “Mrs. Epps is very sweet, very kind and always ra voluptae non raectiam et labo. Et ea cus sum, to Cus excesci endae. Picabo. Empos des enit According to her, growing up in a large family meant she cares about the students,” said Mrs. Krieger. tem rest, nisi que est, qui de natque iumquid eleshad to learn to get along with others. Similarly, when Others who work alongside Mrs. Epps express cia is ipsaecae peri dolo optatquid magnatquam, raising her children, she taught them to be kind and similar sentiments. odicabo. Et aut officia aut lit as alibus conse volo now teaches the same attitude to her grandchildren. “She’s nice and has great character, which sums et ma doluptatia simint fugiae plamusandis molent, “We always taught [our children] the golden rule: it up,” said Mrs. Darlene Melvin, who also works in the volupid moloriorias atiuntem quisci dus et es earum treat others as you would like to be treated,” said Mrs. main office. volorro mos vent. Epps. The smallest actions make the biggest differences, Me eosaniscieni occum eaqui sum liquam et explaMrs. Epps applies these teachings in her job, as and the acts Mrs. Epps does make a huge impact on bori doluptaqui reius vent, cone non rem quas abor working in the main office involves helping others. those around her. acitati oresendanda videlenim quatin rest, sequis et hit, ut ut quideles doluptatin nonseque dolorio In ta erfit auceperatus, ne tus? Qua misus ha

devil’s advocate | 9

I’m not going to private school and only talking to Jewish people because I just don’t see myself in that kind of environment, I am the kind of guy who needs to relate to different types of people.

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pretty accepting because of its diversity.” Melamed enjoys talking to people outside of his faith; he believes associating with a diverse group can help enrich his knowledge of different cultures. This in turn enhanced his freshman year through the unique friends he has made. “I’m not going to private school and only talking to Jewish people because I just don’t see myself in that kind of environment,” said Melamed. “I am the kind of guy who needs to relate to different types of people.” A key component of integrating into a magnet high school is overcoming the tendency to socialize only with those from

Like Carlson, Alexis Durlacher is a freshman who is passionate about a sport and has had to learn how to balance schoolwork with an intense schedule. Swimming can be a misunderstood sport because some people underestimate the level of skill, dedication and endurance it takes to be successful. Durlacher, who attended Julia Landon College Preparatory and Leadership Development School, has been involved in the sport since she was seven. She has been swimming for her year-round team, Episcopal Amberjax, for eight years and also swims for Stanton’s Varsity team.

photo by Nidhi Shashidhara

Religion can be a significant influence in the lives of students. Freshman Travis Melamed, who attended Julia Landon College Preparatory and Leadership Development School from sixth to eighth grade, saw how religion played a role in his experiences during freshman year. Melamed, who identifies himself as a modern Orthodox Jew, mainly goes to the Etz Chaim Synagogue in Jacksonville but also attends other synagogues in his community. He assists with youth group activities and helps around the community which has the added benefit of volunteer hours. This allows him to be involved and grow closer to those around him. The service hours he collects by assisting with various tasks and projects helps him to complete some of his graduation requirements ahead of time. “I went to a weekend Jewish convention where I was a junior adviser and I got about 20 hours of community service for that,” said Melamed. Many times during the year, Melamed has had to miss school to observe the Jewish holidays, which proved challenging due to Stanton’s rigorous workload. For Melamed, this added to the difficulty of trying to adjust to the high academic expectations.

“I’ve definitely had to miss a test or two for Jewish holidays, and I had to miss [the Multicultural Extravaganza] so I had my friends record it for me,” said Melamed. A significant aspect of Stanton is its diverse population which can expose students to different cultures or religions they otherwise would not have been aware of. Melamed believes the diverse student population plays a role in the accepting attitude found at Stanton. He has conversed with people about his religion which can provide a learning experience for the other party. Often times, people’s curiosity stems from seeing him wearing his yarmulke, a traditional skullcap worn by Jewish men. “I’ve gotten into conversation with people about [religion and my yarmulke] if they are curious, but I haven’t gotten too much negative stuff, just jokes here and there,” said Melamed. “I feel Stanton’s environment is

one’s middle school, especially in freshman year. This trend can cause a divide between the student population because students will be separated by middle school. Melamed has strived to reach out to others and form new friendships freshman year by being open, friendly and outgoing. “I’m from Landon and there’s this whole stereotype here about everyone staying together even through senior year,” said Melamed. “Especially since I come from there, I try to make friends with people from all different middle schools.” From his freshman year experiences, Melamed learned the importance of a diverse population through the acceptance toward his religion and the unique friends he made.

You get really close to everyone and I’ve met so many people that I didn’t know before because of swimming. Her father swam for Terry Parker High School which helped initiate her involvement in swimming. She originally just swam for a summer league but then realized she enjoyed the sport and wanted to continue it during the school year. “My dad was a swimmer, and I grew up in a neighborhood where a lot of the kids swam,” said Durlacher. “At first, it just started out as a summer thing and then I started doing it year-round.” With the rigorous academic life students at Stanton have, it is beneficial to find an enjoyable activity and which allows one to relax outside of school. For Durlacher, swimming

There are numerous lessons from archery that can be applied to academics. For Carlson, archery is not just a sport, it is a learning experience. “It has taught me how to do high quality work in a short amount of time,” said Carlson. “It has also helped me to be a more balanced person overall.”

is the activity that gives her the freedom to do something she loves. There are many parts of swimming that she values; it allows her to bond with teammates and also lets her enjoy herself. “My favorite thing about it is spending time with the people I love, and I get to exercise at the same time,” said Durlacher. Being involved in a sport can allow one to make friends with people they would not have met otherwise. By swimming for Stanton, she has made friends with many new people whom she would not have known during freshman year. “I met a lot of people, not just new freshmen, but people from other grades,” said Durlacher. “You get really close to everyone and I’ve met so many people that I didn’t know before.” However, one downside to being a serious competitive swimmer is the negative impact on Durlacher’s social life outside of swimming. Often times, she will get invited to events or outings and she cannot attend because of swimming. “It definitely affects my social life. If I get invited to a birthday party, I normally can’t go because I have practice or a meet,” said Durlacher. “I have a meet almost every other weekend and sometimes they’re out of the city so it’s hard to do things with my friends.” A major skill she has learned through swimming is discipline. Many Stanton students struggle with time management during freshman year and often find they have to force themselves to complete assignments. Durlacher learned this skill through swimming, as athletes must be disciplined if they want to improve and grow in their sport. “If I don’t feel like going to practice, I have to force myself to go because I know I need to, and if I don’t go, then I won’t get any better,” said Durlacher. She believes swimming is a more independent sport than a team sport. To be a successful swimmer, the athlete relies on their own strength more than the strength of the team. “It’s a team sport and it’s an individual sport,” said Durlacher“You’re more in your own mind because with sports like football and soccer, you have to really interact

with your team and depend on each other for how well you perform; you don’t have that with swimming.” Durlacher hopes to continue swimming in college. Her love for the sport is the reason she will keep working to improve as an athlete. Swimming has resulted in added benefits that have enriched her high school experience and has taught her how to balance her workload with a busy schedule.

Archery has taught me how to do high quality work in a short amount of time. It also helped me to be a more balanced person overall. One downside to being a competitive archer is having to miss a few days of school every month. With Stanton’s level of rigor, this can pose a problem. “One of the first things my teachers said when I went to Summer Bridge is ‘It’s best to avoid absences as much as possible,’” said Carlson. “Well, a solid three or so days in the third week of every month, I’m just not here.” Carlson had to work hard to make up any material she missed, but in the end she believes it is worthwhile. “My love for the sport is worth having to put in that extra work to catch up on the material,” said Carlson. Carlson’s passion is not commonly found among teenagers. While archery does pose challenges to her school schedule, it teaches her how to effectively manage her workload while still putting as much effort as she can into the sport.

photo by Sweta Madem

art by Lahari Manchikanti

photo by Nidhi Shashidhara

Like Melamed, freshman Heidi Carlson had a single aspect of her life shape her freshman year: archery. Though not considered to be a traditional sport, archery proves to be both physically and mentally demanding. To be a successful competitive archer, one must have a high level of skill and dedication. Carlson had to integrate her archery schedule into her school schedule in order to balance the typical workload of freshman year. Carlson, who is on the path to become a semi-pro archer next year,

attended James Weldon Johnson College Preparatory Middle School from sixth to eighth grade. Initially, she became involved in archery because her grandfather was passionate about it. He thought with coaching and direction, she too could become a successful archer. “I first got into archery roughly three years ago; my granddad has been shooting for a long time and he thought that I may be good,” said Carlson. Archery helped shape Carlson into who she is today. It has taught her many important lessons and has even helped her become more confident which positively affected her freshman year. “I learned to take things seriously and focus more while still having fun at the same time,” said Carlson. “It’s made me a lot more ambitious and a lot more confident as well.” As a freshman, she already knows she wants to continue following her passion and potentially pursue a career in archery after high school. Currently, Carlson is in the highest amateur class offered, which is a highly respectable accomplishment considering her age. Typically, amateur class archers are in their 20s and above. “I think that with enough practice, I could possibly make a career out of it. There’s a lot of money in the pro class,” said Carlson. “My coach has me on track to be trying to go pro once I’m 18.” Carlson practices at Fort Caroline Archery Club and is employed as a coach there as well. She coaches children from ages 4-17 and also helps out with the adult lessons. Since her sport is an essential aspect of her life, she does not have much time for pursuits other than archery and academics. “When I’m not coaching or practicing, I’m out shooting at competitions so I don’t really have much time for things outside of school and archery,” Carlson said.

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photo by Nidhi Shashidhara

photo by Sweta Madem

art by Lahari Manchikanti

photo by Nidhi Shashidhara

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Features “State Thespian Festival was really something else because it’s thousands of people who are all there for the same reason, which is to compete for thespian. Everybody there is really talented,” said Hemphill. Hemphill’s favorite aspect of drama is being able to portray various characters because it can show his level of skill and talent.

photo by Nidhi Shashidhara

Whit Hemphill’s love of drama and acting affected his experiences during freshman year. Actors must be dedicated and confident in order to play their role. For some, including Hemphill, it is a path they want to keep pursuing. Hemphill attended Julia Landon College Preparatory and Leadership Development School and took drama courses there as well. Hemphill had an early start in drama. He originally got involved with drama in elementary school, but he developed a true love for it during freshman year when he got the opportunity to perform in the State Thespian festival and various school-hosted productions. “I’ve been in drama since elementary school because my dad used to be an actor, and I kind of fell out of touch with it during middle school,” said Hemphill. “Then I took drama as my elective [freshman year] and I got really involved in the Drama Club.” Performing in “Pippin,” his first high school production, allowed him to interact with many types of people and create close bonds with other cast members. “Since I got involved in drama, I’ve met a lot of different people and you grow as a family throughout the year by doing things like the musical,” said Hemphill. “For the musical, you have to spend a lot of time with these people, so you have to get to know them.” Hemphill also participated in the State Thespian Festival in Tampa, Fla. His group sang “Be the Hero” from the musical “Big Fish.” Their piece got Critic’s Choice for large group performances at the District Thespian Festival and they received Best in Show; as a result, they got the opportunity to perform in the opening ceremony of the statewide festival.

“My favorite part of acting is being able to play a different person,” said Hemphill. “You get to be somebody else and you get to show people that you’re more diverse than you may seem.” Being involved with drama and the various productions was often time-intensive, but it taught him how to balance his work and also kept him motivated during freshman year. “It has made me more motivated because it gave me

something I could say that I am involved in while still making good grades, and that’s not something a lot of people can say,” said Hemphill. People often have the misconception that high school will be the same as middle school in level of intensity and workload. Hemphill shared the belief that while it would be different, the amount of effort he had to exert would still be the same. Along the way, he realized that approach would not work if he wanted to have a successful academic career at Stanton. “In previous years, I never really had to try. This year, I attempted to start off that way and I didn’t do well, so I had to amp up my effort in order to get better grades,” said Hemphill. Being around other talented actors kept him motivated to continuously work on honing his skills. “Being around a lot of people definitely motivated me to

My favorite part of acting is being able to play a different person. You get to be somebody else and you get to show people that you’re more diverse than you may seem. be better because you have to audition against all these people and if they’re really talented and you’re only semitalented, you won’t make it,” said Hemphill. “If you try your hardest and improve your skills, that can help you.”

MY PERSPECTIVE: Mary Allison Kane

photo by Nidhi Shashidhara

to attend. I really did not know many people and, needless to say, I was pretty worried about making friends. However, I settled into life at Stanton fairly quickly. I made friends in my classes, kept my grades at a decent level and had time to both reconnect with friends from middle school and excel in my extracurriculars outside of school. I decided to try out for volleyball, and I made the junior varsity team, which helped me settle in. We started practice on the first day of school and I was thrust into accommodating my new environment. All of the team members and coaches fit together well, and this helped me

When I first applied to Stanton, I had no idea what to expect. I had heard horror stories about the workload, about how little time I would have for sleep and friends, and just how stressful Stanton was in general. However, I was also offered reassurances that it wasn’t as bad as certain people had made it out to be; it is still just high school. It was difficult to make any use of these opposing opinions, and the future remained uncertain. I had attended St. Paul’s Catholic, a relatively small Catholic school, from kindergarten through eighth grade, so I wasn’t, and still am not, used to any aspect of changing schools. I knew a few people who attended Stanton, and only three other people from my middle school were going

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I am thankful for the personal growth I have experienced and I am very pleased that I did make the decision to attend. get to know new people. We practiced almost every school day, and I had to learn to manage time almost immediately. Because I live at the beaches, I usually did not get home until seven in the evening, which only left me a few hours for homework. This pushed me to finish homework more quickly while remaining accurate. Once I perfected my schedule, I was able to finish homework early and avoid staying up late. The end of the season came quickly, and

before I knew it, I had much more free time. Whether it is because of joining a new school or just the passing of time, I have changed a lot, and very quickly. I have become more social, outgoing and confident; I genuinely enjoy being with friends and acting social much more than I used to. I have maintained most of my former problems, but I have discovered ways of diminishing the effect they have on my life. I am proud of the person I have become and although I will continue to change, I am content with the person I am working toward. I never possessed a strong desire to go to Stanton or enroll in a rigorous program such as the International Baccalaureate program, but I knew it would help me in the future. I wanted to stay with my friends and go to Fletcher or Bishop Kenny, and part of me wishes I had. My friends in other schools have less work and quite a bit of free time for things outside of school, and I can’t help but be envious. I now know that I can manage the workload, even if that means sacrificing some free time. Due to settling in, being part of a team at Stanton, and attending events such as pep rallies, Multi, and WinterFest, I really feel like I am a part of this school. I may not be positive that Stanton was the best choice for me, but I do know I am happy I came here. I performed much better than I had expected, and I was able to continue most of my life outside of school. Certain subjects, such as Journalism I, have inspired me and helped me to pinpoint some careers that I would like to follow once I graduate. I have made new friends and been welcomed into their lives. I am thankful for the personal growth I have experienced, and I am very pleased that I made the decision to attend.

may 2015

Our Farewell to Faculty By VALERIE STARKS, Features Reporter

Stanton College Preparatory School is an institution which takes pride in both the strength of its curricula and the academic prowess of the students who are served. Behind every great student is a great teacher, and behind every great school is a strong staff. Ultimately, there comes a time when both teachers and staff must say goodbye to their school as they enter retirement. At the end of this school year, six beloved Stanton faculty members close out their careers.

Mr. E.J. McKnight

Mrs. Kathleen Feierstein

photo by Sweta Madem

A Jacksonville native, Mrs. Feierstein didn’t start out her professional career as a teacher. After she graduated from college, Mrs. Feierstein worked with Blue Cross Blue Shield. “My first career, after I graduated from college, was with Blue Cross Blue Shield in Informational Technology where I was a programmer, then a project lead, manager and director. When I left Blue Cross, I was responsible for the data warehouse and all the data,” said Mrs. Feierstein. “Not security, but just maintaining the data for Blue Cross Blue Shield— that’s what my department did—I was the director there.” However, teaching had always been a passion of hers. Family commitments coupled with a desire to pursue a career as a teacher were what led Mrs. Feierstein to Stanton. “I had always wanted to teach. I had done my student teaching in college and I was getting to the point where my children were in high school. I didn’t see them much because I worked so many hours,” she said. “Both of my parents were ill and I felt like I needed more time with my family. So I applied at Stanton and this is the only school I worked at.” For the past 16 years, Mrs. Feierstein has worked as a math teacher and brought her real-world experience into the classroom. Her previous profession has undoubtedly influenced her teaching style. “I knew the world that they were going into and had some experience there. I was used to working with computers, so it was very easy for me to see using technology in the classroom. In 1999, we didn’t have overhead projectors, and I brought a lot of [technology] into the classroom—typing up tests rather than handwriting them and things of that nature. I knew it could be done,” she said. In essence, Mrs. Feierstein has been able to watch Stanton grow and mature, a process she enjoyed.

Dreams form the foundation upon which reality is built, and Mr. E.J. McKnight, an English teacher whose career has spanned 35 years, has taken this lesson to heart. “I can’t believe that there’s a creator who would put a dream in my heart just to frustrate me or torment me. I believe those dreams are put in our heart for a reason and we are supposed to go after them,” said Mr. McKnight. That said, teaching is not the only profession that he has pursued. The owner of “Standing Ovations,” a motivational seminar company, Mr. McKnight is also a magician and former football coach. However, humanitarian efforts in the Philippines constitute his life’s work. “The Lord, 17 years ago, changed the direction of my life when he planted my heart in the Republic of the Philippines,” he said. “The Philippines has been kind of like my life. I have no idea why God put my heart on the other side of the world; it would have been a heck of a lot easier if he had put my heart in Orange Park—and a lot cheaper— but that’s not indeed what he did.” photo by Sweta Madem

Those dreams are put in our hearts for a reason, and we are supposed to go after them. Altruism cannot be taught and Mr. McKnight recognizes the importance of intrinsic motivation. “You can’t tell somebody to get involved. The only way you can get at that is to try and affect their heart. Intellectually, people don’t help. They help emotionally because their heart tells them to do something,” said Mr. McKnight. Although he has made 59 trips to the Philippines and sponsored 27 college students, the work of Mr. McKnight and his fellow volunteers extends far beyond financial support. “We’ve also provided surgeries for children. Anywhere from oral surgery and appendectomies to some of the major things: heart surgery, hip replacement surgeries, surgeries where a couple of crippled kids can now walk,” he said. “We’ve built a few churches, we’ve rehabbed some schools, and we’ve established a dormitory for 22 students. We also saved an orphanage three years ago that houses 117 kids up to this point.”

Mr. Bob Turba

photo by Sweta Madem

Much like Mr. McKnight, Mr. Bob Turba, a guidance counselor, recognizes the importance of developing individuals outside of the classroom. “School’s a very important part of your life, but it’s only one part and there are obviously many other aspects to your lives: the social, personal, emotional, academic and physical,” said Mr. Tuba. “The exams are important, school is important, but there has to be some time to work on all of the other aspects of who you are as a person.” A counselor for the past 45 years, Mr. Turba has worked at Stanton and served as the Chairman of Guidance and School Counseling Services for three decades. During the 1970s, he helped develop databases for guidance departments that are still in use today. Other career highlights include serving on the College Board’s Southern Regional Council and acting as the Chair of the National Association for College Admission Counseling (NACAC) Marketing and Technology Committee. After being at Stanton since its early days as a college preparatory school, Mr. Turba admits to having mixed feelings about leaving. The people he will miss the most are the students. “Walking out there in the halls, walking in the courtyards, seeing the young faces and just feeling the energy of the young people, that’s what I’m going to miss the most,” said Mr. Turba. Even so, he has enjoyed being able to make his mark on the school’s history. “Having been here so long and being at Stanton from its infancy, there wasn’t much of a guidance department at that time,” said Mr. Turba. “It was really fun just totally taking a guidance department and having the clay, the putty in my hands to develop and shape it into what I knew it needed to be.” For an extended version of the story, visit www.devilsadvocatepaper.com

Additional Farewells Mr. John Hegeman

Mr. Marcus Young

Mrs. Mary Lewis

Stanton Career: 16 years

Stanton Career: 24 years

Subjects: International Baccalaureate Physics, Advanced Placement Physics, Physics I Honors

Subject: Director of Band

Subjects: English (current), Debate, Speech, Television Production

“I try to instill in my students a sense of integrity. Also, I try to instill a sense of planning—time management if you will.”

may 2015

“My favorite experience is seeing the band program transform. For example, we didn’t have a marching band when I got here. It has grown from a parade band to a band that does patterns and motion.”

“At Stanton, there’s a lot of competition, a lot of stress and I think it’s important for students to have confidence that they’re worthy human beings. They’ve got to learn how to pick themselves up.”

Mrs. Martha Gardner Stanton Career: 26 years Subjects: Librarian (current), Bookkeeping, Student Services, Main Office “I’ve had students that have graduated from college come back to see me or call me, and that makes me feel good to know that I touched someone’s life along the way.”

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Stanton has the best teachers around!

For all you do, your PTSA thanks you!

Opinions Learning to Love Reading Reading is a fundamental skill. Currently, literacy rates in the United States are at 99 percent compared to other countries, according to the Central Intelligence Agency’s World Fact Book. Although this statistic shows an overwhelming majority of the total population over 15 years old can read and write, it does not mean they are utilizing their abilities. Many people do not consider reading a leisure activity. They would rather play on their smart phones, watch television or explore social media. According to a 2013 Huffington Post poll of about 1,000 adults, 28 percent of Americans have not read any books in the past year. This statistic is disheartening, especially with all of the benefits associated with reading. Reading provides people with a time to unwind, which is important in an age where everyone is rushing around in their busy lives. It lowers stress levels, improves critical thinking skills and helps people sleep better. With all of these benefits, why do people not enjoy reading? A major reason students do not find any type of reading enjoyable is most of the required reading for English classes do not interest students. The amount of reading assigned from textbooks deters many from the thought of reading for pleasure. Mountains of required reading consume students and pound information into their brains in teachers’ attempts to prepare for district mandated tests or Advanced Placement and International Baccalaureate exams. The goal is to help increase students’ performance, but many of the benefits are lost when students decide it is too much to try to read four textbook chapters in one night. This is especially relevant at Stanton College Preparatory School, where a large portion of homework is based on reading chapters in preparation for discussions and assessments. Reading loses its meaning when English classes require students to analyze books, passages and poems they don’t even like. Because of this reading overload, students are quick to judge all books as the same. Students assume if they don’t like one book they read in school, they won’t like any of them. Unfortunately, this common misconception among students has many convinced that they “hate reading.” Students that make this assumption do not provide themselves with opportunities outside of school to develop critical skills. Higher level reading and comprehension are essential in many different aspects. Reading more can help to develop key language skills and expand vocabularies. Aside from what is assigned at school, reading can help students improve test scores. The benefits of reading touches all subjects and is not limited to only English classes. Academics are not the only areas reading is beneficial. Reading can help to improve mental health. It provides an escape into another reality, allowing readers to focus on something else apart from the constant whirl of daily life. Books allow imaginations to run free from outside influence by focusing on stories rather than real life events, causing significant decreases in stress level. Research by the University of Sussex on ways to reduce stress shows reading was the most effective, reducing levels by 68 percent. The study used muscle tension and heart rate to determine how long participants took to relax once they started each stress-relieving activity, which only took six minutes. As a child first learning to read, there is excitement every time they pick up a book. Children love the sounds letters make when they are strung together to form words and sentences. In order to motivate students to read more, they have to return to that initial feeling they had about reading. Hopefully, this will be possible as more people seek the pleasures of reading.

devil’s advocate established 1983 I Stanton College Preparatory School

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

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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) 6306760 ext. 143 or at knightl1@duvalschools.org.

may 2015

An Alternate Reality By STEWART GIDEON, Sports Editor

When is it Time to Go? At the end of each school year, dozens of students leave Stanton College Preparatory School for various other high schools. Though the Class of 2015 began with over 500 students, only 317 remain as graduating seniors. The loss of nearly 200 students has become a common trend in Stanton’s classes, so common that many don’t stop to ask “why?” There appear to be many reasons for this departure, ranging from family to transportation concerns. However, the most common impetus to leave the school is a desire to be in a less rigorous academic environment. The students who make this decision should not be looked down upon; rather, they should be commended for knowing what they are capable of and for recognizing what they want out of their high school years. There is no question that the academic environment at Stanton is not suitable for everyone. In order to obtain satisfactory grades, one must devote hours to completing assignments and studying for upcoming assessments. Students who wish to graduate from Stanton make a four-year commitment to hard work and stress. Yet after one, two or three years, some simply realize this was not the right choice to make. A thought like this should not be pushed to the recesses of one’s mind as students silently endure the remainder of high school. By remaining at a place where they are not happy, these individuals could quite possibly be harming themselves and their futures. People need to realize that leaving Stanton is not a sign of weakness or inferiority. On the contrary, it shows that students are capable of making a decision that might very well improve their educational aspirations. For instance, even the hardworking Stanton student is rarely able to maintain a 4.0 grade point average throughout high school. For most students, it is completely normal to receive B’s and C’s in Stanton’s Advanced Placement and International Baccalaureate courses. However, the students obtaining average grades at Stanton would no doubt be receiving A’s and B’s at their neighborhood schools. When it is time to apply for college, admissions committees are much more likely to accept a 3.7 GPA over a 2.5 GPA—regardless of the high school in question. Therefore, if students desire to improve their college chances by transferring to neighborhood schools, they should be respected for their decision. That’s not to say that students should flock out of Stanton at the first sign of academic difficulties. If one is motivated and committed, it is entirely possible to obtain gratifying grades despite the level of coursework. Students should not make any decisions about transferring to other schools before conducting a logical analysis of their abilities and goals. Together with the guidance of parents, teachers and counselors, they will be able to weigh the costs and benefits of leaving Stanton and make the most informed decision regarding the future of their education. The most important lesson that should be taken away is the importance of knowing one’s abilities, not just in regard to high school but in regard to college, family responsibilities and future careers. While individuals should always strive for success, they have to develop an acute self-awareness to understand their desires and capabilities. The sooner this is accomplished, the better off people will be—and they will be able to lead happier, more successful lives because of it.

devil’s advocate | 15

Opinions

photo by Amber Weitzel

On April 8, 2015, President Barack Obama declared his opposition to conversion therapy. In an online statement, President Obama expressed his opposition toward conversion therapy for minors, emphasizing the damaging effects. Conversion therapy is the process of attempting to change a person’s sexual orientation or gender identity through therapeutic treatment. Though medical associations have criticized it, conversion therapy is only banned in two states—California and New Jersey. This practice is criticized as being detrimental to participants, having been described as “harmful,” “painful” and “devastating.” However, conversion therapy is believed by its supporters to be successful when it clearly disparages LGBT individuals. The foremost issue with conversion therapy is the presumption that attractions to the same sex and gender dysphoria are defects. This is untrue; mental health associations have insisted that being gay or transgender does not signify an emotional or physical disorder. The American Psychiatric Association (APA) declared that homosexuality is not a mental illness in 1973. It is the job of psychologists to treat mental illnesses, not traits they view as faults. Today, the main proponents of conversion therapy claim they are trying to help those who are gay or transgender to become “normal” and live “better” lives. This implies there is a fundamental problem with being lesbian, gay, bisexual or transgender. A gay person cannot be “cured” and it is disheartening to see people attempt it, considering the harmful results. The negative effects of conversion therapy on participants include “loss of sexual feeling, depression, suicidality and anxiety,” according to a 2009 APA study. Not only does it hurt its patients, but it also is ineffective. In 1997, the United States Court of Appeals for the Ninth Circuit granted asylum to a lesbian Russian woman who was forced to undergo conversion therapy by the Russian government. In the ruling, the judges insisted that damaging treatment could not be justified by claims that the government was trying to help her overcome her sexuality. Though our government does not force its citizens to attend conversion therapy, the logic still applies. As the Court said, conversion therapy is “mental and physical torture.” An overwhelming majority of participants return to identifying as lesbian, gay, bisexual or transgender some time after treatment. The high failure rate of conversion therapy disproves the belief that it helps individuals troubled by their sexuality. Supporters of this practice often insist that if someone has problems with being gay, we should not prevent them from seeking treatment. This argument is categorically flawed and does not apply to minors, who are often coerced into attending sessions by their parents. For instance, on Dec. 27, 2014, Leelah Alcorn, a 17-year-old male-to-female transgender student, committed suicide. In a note posted onto her Tumblr, Alcorn identified the conversion therapy sessions she was forced to attend as a reason for her suicide. Alcorn’s death sparked a conversation about the practice of conversion therapy on minors. The tragedy of Alcorn’s suicide highlights the devastation conversion therapy causes. Despite the incredible amount of evidence discrediting conversion therapy, it is still practiced worldwide. It is appalling that, as a society, we permit this treatment of LGBT individuals. Conversion therapy has no scientific basis, harms participants emotionally, demeans those who are gay or transgender and violates basic logic. Conversion therapy needs to be outlawed everywhere to protect those who are oppressed by it.

16 | devilsadvocatepaper.com

By EDEN MOLLA, Opinions Reporter Modern technology has allowed us to learn, work and communicate with others faster and easier. As technology has progressed, we become more reliant on it. As a result, people have begun to turn to computers to do jobs previously assigned to humans, but where do we draw the line? Schools nationwide have begun to use online testing platforms and computer software to grade essays rather than the traditional system, where each essay is graded by one or two qualified individuals. While new computer grading systems may save the state of Florida money, these new grading systems deprive students of the proper education they deserve. In 2014, Florida’s Education Commissioner Pam Stewart released a report stating students spend more time taking test than in previous years. This extra time could be used for learning new material but instead is wasted preparing for assessments. Before taking the Florida Standards Assessment (FSA), a statewide exam designed to measure the effectiveness in classrooms, students were required to take the District Time Writing to help prepare, taking away two class periods. Then on the first day of the FSA administration, students were not allowed to review new material even though the test didn’t start until an hour after class, wasting even more class time. The test accounted for two hours out of students’ days, making us lose time in English class, as well as the classes after the exam. How does the state expect teachers to cover all of the required material in time for other exams with constant interruptions like these? photo by Amber Weitzel

By WALKER MILLER, Contributing Writer

Computer Graded Essays There are many flaws in statewide tests, and the FSA is no exception. This was the first year the FSA was administered so it was bound to have problems. For instance, during several writing sessions, the systems shut down, forcing several classes to reschedule their exams for the next week, taking up more time. Even more surprising, this year they plan on having a new computer software grade the essays. How is it possible for a machine to “read” an essay in a few seconds and provide grades as adequately as a human can? The English language is too complex for one algorithm; how can one program rate the level of sophistication in a student’s writing? As a result of these errors, students can find ways to trick the system to get a better grade than they deserve. If length or vocabulary are requirements, students will write unnecessarily long responses or use SAT vocabulary they barely understand to get a better score. And I don’t blame them; students are told our success depends on this exam, so they will focus on what the algorithm accounts for rather than quality. Computers lack the ability to follow thought or a progression of ideas and shouldn’t be used to calculate a grade. Writing should be made by people and for people. In an attempt to move forward, our education system has taken a step back, stunting future academic growth. These select high stakes test are said to determine whether or not we graduate high school, and therefore our academic success. Although it is more costly, I urge the Department of Education to stop computer grading and go back to the way essays were previously evaluated, by qualified human graders. The series of tests that supposedly determines our futures should be considered an investment into our schools. Our students are the future and should be treated with the care they deserve.

The Evolution of Curse Words By SARAH PAGE, Opinions Reporter When the hit movie “Gone With the Wind” was first released in Atlanta, Ga. on Dec. 15, 1939, audiences were shocked when Rhett Butler delivered the iconic line, “Frankly my dear, I don’t give a damn,” to the movie’s protagonist Scarlett O’Hara. In the late 1930s, people were appalled that such vulgar language was allowed in cinema, especially since the Motion Picture Production Code, more commonly known as the Hays Code, explicitly stated that obscenities in movies were forbidden. Nowadays, cursing has become almost expected in films and mainstream media with the kind of language allowed in PG rated movies today being far worse than the language in movies over 75 years ago. Although curse words were forbidden in previous eras, today they have lost most of their power, making censorship counterproductive by only making the words more restricted than they already are. The main form of censorship today comes from radio; film and television can usually include whatever curse words they want, within reason, as long as they are rated accordingly. On the radio, with the exception of satellite radio, all songs are censored equally. Some songs are censored to the point where it is nearly impossible to understand what the artist is trying to say. With censorship, the big question is, what is it about curse words that makes them taboo? They are merely letters strung together to create sounds, just like everyday words, like “dog” or “table.” Perhaps it is the meaning behind the words which makes them off limits, yet there are other words that have the exact same definition and are perfectly acceptable to use in conversation, with the exception of racial slurs. It is so strange that some curse words have such profound effects on people, while other words, similar in both sound and definition, have absolutely no impact whatsoever. Even though many curse words have become commonplace in pop culture, people seem to think the photo by Amber Weitzel

The Problem with Conversion Therapy

everyday use of racial slurs is acceptable, something that is completely untrue. A shining example would be the leaked video of the University of Oklahoma’s former chapter of Sigma Alpha Epsilon’s (SAE). The video surfaced on March 8, 2015 and featured the fraternity singing about racial slurs and violent hate crimes on a bus. None of the fraternity brothers seemed to think there was anything wrong with what they were chanting at the time, showing how people seem to forget the racist connotation behind the names and the divides in society that still exist today. Luckily, the chapter has since been closed by University of Oklahoma President David Boren. While some curse words, like racial slurs, still hold power over individuals, others have become completely obsolete. Insults, like “chicken,” have lost their offensive connotations, making them strange to hear in today’s society. Shifting opinions is one reason as to why some words have fallen into disuse, but the Internet is another instrumental factor. It is impossible to censor every curse word typed or said on the Internet, and the constant exposure has almost completely desensitized people from offensive words. Social media has contributed to the spread of these words, as many frivolously use them as simple adjectives or verbs, making them the norm on popular websites and inescapable parts of life. Because curse words have become bigger parts of people’s lives, film and television have also begun to utilize curse words in an effort to be more realistic. It is almost required to have some type of cursing in films and television shows when trying to truthfully portray life. Even the shows and movies marketed toward younger viewers use mild curse words which would have been considered obscene in a different era. The shifting of opinions has given way to more artistic freedom, thus allowing creators to add language which helps depict their visions in more lifelike ways. The acceptance of curse words is not a bad thing, it is just a symbol of the changing times and open-mindedness of our generation.

vol. xxxi, no. 5

Dealing with Rejection As the Class of 2015 prepares to leave for college, senior Katie Thurson reflects on her personal experience with being rejected from her first choice school and how she learned to deal with it. By KATIE THURSON, Contributing Writer

photo by Amber Weitzel

I enjoyed applying for college. I had good grades and test scores and I am heavily involved at school. I wasn’t worried about rejection letters because I didn’t apply to any Ivy League Schools and I went to Stanton College Preparatory School: the fourth best school in the nation. For four years, I was told how college admission officers “knew” about Stanton and respected it; I was told they understood how grades at Stanton are different than grades at regular schools. And then I was deferred from Florida State University and rejected from the University of Florida. I cried of course and told my parents and friends that my time at Stanton had yielded few benefits. After the dramatics subsided, I realized my situation was not singular in origin, and I needed to look at education through a wider lens free from the obstruction of arbitrary conditions, like grades and test scores. I received a world class education from Stanton but more importantly, I matured as a student and global citizen. Stanton is a microcosm that facilitates friendship, integrity and an increased global consciousness that most high schools do not have. I have been given opportunities that 14-year-old Katie could not have even dreamed of, all because of Stanton and its teachers. I addressed the World Affairs Council on the Democratic Republic of Congo, I’m a mentor at the MaliVai Washington Youth Center, and I work with other students to develop a digital citizenship initiative for the children at the center. Whenever I wear any Stanton shirt, I’m stopped at least once by someone who remarks how smart I must be or how wonderful my school is. That’s something I wouldn’t give up, even if going to Stanton “ruined” my chances of getting into a good school. The college application process is completely arbitrary; there is no formula which will guarantee acceptance. A specific high school is not the total determinant of your college acceptances and neither are grades, test scores or extracurricular activities. Try your best and then it is out of your control. Your work ethic, however, is completely within your control. All Stanton students should accept that somewhere, someday, there will be someone smarter than they are, if they have not already. I consider myself rather self-aware, but I didn’t comprehend the aforementioned situation until the end of my senior year. I am 100 percent responsible for my rejection from UF, and it is completely alright. I did my personal best, and I didn’t get the results I wanted, but I know I worked for and deserved every grade and standardized test score on my transcript. I’m beyond ecstatic for my friends who will attend UF next fall, and I can’t wait to visit them. It just wasn’t where I was meant to be. “You are entitled to every emotion you have, and you don’t need to apologize for your feeling.” While I wish I could credit myself with that wonderful quote, it is actually what Dr. Joel Adams, my film teacher, told me after I heard that I got deferred from FSU. He’s completely correct and his remarks exemplify the emotions surrounding the college decision process. Its alright to be hurt by rejection notices, just like it is okay to be excited for acceptances. You don’t need permission to react or experience feelings, and you don’t need to feel guilty for your emotions. The college application process is a necessary evil and will undoubtedly continue to cause stress. Succumbing to the drama around it is, however, a personal decision. I have committed to New College of Florida, a school that was not even on my application list at the beginning of the school year. I am extremely pleased with my choice. While my college application process involved more drama than I would have liked, it is over now. I am free and I am excited to start my new adventure.

may 2015

Senior Sentiments “Since my sister got accepted into Auburn University six years ago, I always dreamed of going there. However, when I was touring schools, I loved Clemson University and may have preferred to go there, but I did not get accepted so it made the decision easier by attending my dream school.” —Brie Burnett, Auburn University “I got wait listed at my first choice which confused me more than anything. It left me in a weird state of limbo where now I have to commit somewhere else while still waiting to hear from my first choice school.”

“I was upset at first about not getting into my first choice school. I later realized that many of the other schools I was accepted to had programs that would better accommodate my ambitions.” —Allison Hellwig, North Carolina State University “My first choice was University of Florida. I’ve always dreamt of being a Gator. I got accepted into the PACE program, which is where you have to take online classes before you go to the campus. I chose to go to University of Central Florida instead because I didn’t want to take those classes.”

—Riley Bean, NYU “I would’ve been fine with going to either Florida State University or University of South Florida. However, I preferred FSU because it has better programs for my major, International Affairs. In the end, I chose USF because they gave me a scholarship that can relieve my financial burden for the future.” —Yordanos Molla, USF

—Christen Cook, UCF “University of Florida was my first choice, but I didn’t get in. This did not deter me much because I was still accepted into good colleges, like UT and UCF, so I am fine with how this has gone.” —Alfonso Soria, University of Tallahassee

FROM THE UNIVERSITY OF FLORIDA...

4.4

students were accepted out of every ten that applied

This year, the University of Florida received 31,226 applications. Out of all the applications, only 13,383 students were accepted. Last year, 168 Stanton students applied to the University of Florida out of the entire graduating class of 363. Currently, there are 50 Stanton students enrolled at the University of Florida, an enrollment rate of 29.8 percent from Stanton students who applied.

13.8% attending

32.5%

53.7%

did not apply

rejected or denied their acceptance

Information received from UF Admissions Office and Stanton’s Guidance Office

devil’s advocate | 17

CLASS

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