Volume 110, Issue 8

Page 1

The Spectator

“The Pulse of the Student Body”

The Stuyvesant High School Newspaper

FEATURES

OPINIONS

Ok Boomer

What’s Your Sign? Features editor Clara Shapiro investigates the role that astrology plays in students’ lives.

Opinions writer Claire Shin explains why we should consign the seemingly ubiquitous phrase to the past. see page 10

see page 6

Volume 110  No. 8

NEWSBEAT Junior Meera Dasgupta is the New York City Youth Poet Laureate for 2020 and was a finalist for National Youth Poet Laureate.

The chess team competed in the national championships in Orlando, with the junior team placing second in the 11th grade division, the sophomore team placing fifth in the 10th grade division, and the freshman team placing second in the ninth grade division.

stuyspec.com

New Updates to the SING! Charter By STEPHY CHEN, LUCY BAO, ALICE ZHU, MOMOCA MAIRAJ, IAN LAU In December, the Stuyvesant Student Union (SU) announced the annual updates to the SING! charter. These new changes include having a new Thursday show, having Soph-Frosh close a show, allowing all the coordinators to work together to develop a SING! calendar, and opening more inventory items to all grades. The updates to the charter were proposed in a meeting after SING! finished last spring that included the SU President and Vice President, cabinet members, SING! coordinators, and Coordinator of Student Affairs

(COSA) Matt Polazzo. “The SING! charter is a separate document which officially governs SING! by establishing guidelines for how we judge [and] pick judges, [...] coordinators, and producers. It allows the SU to be involved and give the coordinators their own rules,” senior and SU President Vishwaa Sofat said. “We update it at the end of each year based on the input of each year’s coordinators. The coordinators talk to their Slates to see what could’ve been done differently, and the SU President and Vice President also have certain changes they would like [to make].” Junior SING! Coordinator Liam Kronman stated that most changes fall under two categories: preventive and re-

active measures. Preventive measures include preemptive changes to prevent an event from possibly happening, while reactive measures include the changes that prevent events from happening again. “[One of the preventive measures] includes the 10-point deduction if a grade uses a song that was in a SING! performance within the last two years. The updated charter formalized this, while before it was just recommended,” Kronman said. “[An example of a reactive measure is the decision that] any element that enhances the quality of the production is now usable in the shows of any

of the three grades [with the exception of the Senior SING! band sign, as it won’t provide a scoring advantage]. Specifically last year, the Soph-Frosh lights and sound crew figured out how to use gobos, [a type of special effect previously reserved for seniors]. They didn’t know about the tradition that only seniors were able to use them. By the time [the SophFrosh Slate] ordered their own gobos, the seniors had found out. There was some conflict, and in response, we are updating the charter to address the disparity.” continued on page 2 Coco Fang/ The Spectator

ASPIRA and the Black Students League hosted Olympic fencer Nzingha Prescod (’10).

January 17, 2020

Participatory Budgeting By SUBYETA CHOWDHURY, EVELYN MA, ZIJIA (JESS) ZHANG The NYC Department of Education (DOE) has recently kickstarted a Civics For All: Participatory Budgeting project. According to the 2019-2020 Civics For All guidebook, participating schools, including Stuyvesant, will receive “$2,000 to fund a project proposed, researched, and promoted by students that will improve the students’ quality of life at school.” After Assistant Principal of Social Studies Jennifer Suri received an e-mail asking if there were any teachers interested in participating in the program, social studies teacher Ellen Siegel applied. She received the grant on behalf of Stuyvesant, and her two sections of Advanced Placement (AP) U.S. Government Integrated with Economics began working on various project proposals. “I thought it was an interesting idea [...] [and that] it would be a really great way to engage students in the political process,” Siegel said.

Senior Jackie Lin agrees with this sentiment. Lin believes that the implementation of participatory budgeting in schools is a “fantastic idea” that allows students to voice their opinions and become more involved within the school community. “Students definitely have their own ideas as to how the school can be improved, and this [is] a perfect outlet for that,” she said in an e-mail interview. Junior Alp Doymaz also found the application of participatory budgeting to be empowering, as it gives students direct control of their own affairs. “A program like this will help people make [policies] and proposals that more directly satisfy their needs,” he said in an e-mail interview. He also found that the project gave him new insight on the nuances behind polling and gauging public opinion. “We learned how the order of questions on a poll could have an enormous impact on responses and how to weed out assumptions from our questions to eliminate bias,” Doymaz said.

One challenge students faced while working on the project was finding a balance between their goals for the school and the limited budget. “One thing I [wished] could be expanded was the amount of money we had to work with. A lot of the pos

student government does. It has also made me do quite a bit of self-reflection [...] [on what] I want to see implemented in the school.” Lin also stated that because the project proposals were written in a group setting, she found their

held on January 14, with the goal of informing the student body of the various projects the students in her AP U.S. Government class had proposed. These included hand-sanitizer stations, charging stations with locked cabinets, charging stations

“I hope that they see that they can actually have an impact on their community, because, after all, in a government class, we want people to feel that participation makes a difference.”— Ellen Siegel, social studies teacher sible ideas my group brainstormed got shot down mainly because there was no possible way to fund our proposal with the money we were designated, so a larger amount of money would open up more possibilities for budget proposals,” senior Wesley Wong said. However, students found the project to be a unique learning experience. “I would say that this experience has been very worthwhile,” Lin said. “[It] has given me new appreciation for what the

final ideas to be substantive. “Working with other students is vital to a project like this,” she said. “Other members can pick out flaws you didn’t catch.” Doymaz had a similar outlook. He shared that through communicating with his classmates, they were able to touch upon diverse ideas and refine them based on peer review. “I really appreciated being able to work in groups,” he said. Siegel also organized a Participatory Budgeting fair,

with password-protected docks, water-filling stations, an extra Cloud printer, and an extra printing station. The projects were approved by the School Leadership Team and were presented on poster boards. Voting to determine which project will be funded will take place on January 17 in the first-floor lobby, as well as through an online voting forum. continued on page 4


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Volume 110, Issue 8 by The Stuyvesant Spectator - Issuu