Issue 15

The Record

Volume 118 Issue 15

Horace Mann’s Weekly Newspaper Since 1903

record.horacemann.org January 8th, 2021

Parents, alumni receive COVID-19 vaccine Emma Colacino Staff Writer Dr. Robert Grossberg ‘88 has barely seen his mother in the past nine months due to concerns about transmitting COVID-19. However, receiving the new vaccine gives him hope that he can reunite with his mother and other family members, he said. “It’ll be nice to feel like maybe I could give her a hug,” he said. Healthcare professionals in the school’s community, such as Grossberg, are among the first to receive vaccinations in New York. On December 18, the first day the vaccine was available to him, Dr. Anthony Aizer P’25 P’26, who works at the New York University Medical Center, received it from one of the hospital sites in Brooklyn.

The hospital prioritized the distribution of the vaccine to healthcare workers based on an individual’s risk of contracting the virus or spreading the virus to others, Aizer said. “I see many patients every day, in the range of 10 to 50 in a day, which means that not only are they exposed to me, but I’m exposed to them,” he said. “So if I can reduce the risks of transmission of COVID, to my patients or to myself, I want to do that.”

Like Aizer, Dr. Sudheer Jain P’27 P’29 received a vaccine from the Bellevue Hospital where he works. Jain’s hospital also distributed vaccines based on the highest risk of contracting COVID, allowing those who work in the Emergency Room and ICU to receive doses first, he said.

Jain was glad to receive the vaccine, he said.

“I was physically here back in March and April during the worst times, and it’s hard to describe the scenes you’d see,” he said. “Excitement came from the fact that there was finally something working in our favor.”

Dr. Peter Angevine P’24 P’26, who works and

received the vaccine at the New York Presbyterian Hospital, felt lucky to be in the first group of people being vaccinated, he said. “[New York Presbyterian] was a hospital that was one of the hardest hit in Manhattan,” he said. “A lot of people were very excited and proud to be part of the first group to get the vaccine.”

Aizer and Avengine received the vaccine created by the Pfizer pharmaceutical company, which utilizes mRNA to create the virus’s spike protein on cells and triggers an immune response in the body.

Jain received the vaccine created by the Moderna Biotechnology company. Both vaccines require two doses to be administered either 21 or 28 days apart according to the Centers for Disease Control and Prevention (CDC).

Dr. Monica Prasad Hayes P’25 P’27, who was also vaccinated with the Moderna vaccine, said the technology does not use any part of the virus, which ensures that recipients of the vaccine will not contract COVID, she said. “At the same time, because this is a new technology that is first in human use, that has caused a little trepidation for people who are contemplating getting the vaccine.”

Dr. Eugene Tolunsky P’22, who received the Moderna vaccine, said that the new vaccine technology is trustworthy given the testing that occurred before its release, he said. “It’s a novel idea, it’s a novel approach, but it was adequately tested,” he said. “The data for both trials is solid, and I really do not think that this vaccine was pushed through or not adequately evaluated.”

Dr. Hooman Azmi P’22 P’23, who received the Pfizer vaccine, said the mRNA technology could be used to treat cancer, given the research that has been put into using the technology for this vaccine.

“The silver lining for the coronavirus is that we may end up getting some very important anti-

cancer vaccines from these efforts.”

Dr. Rabia de Latour P’35 read the published data and papers closely before receiving the Pfizer vaccine, she said. “Anyone who has concerns about [the vaccine] should do the same, or ask someone to interpret it for them,” she said. “It’s very important to look at the science and trust the science.”

Dr. Ed Lin’s P’27 found the process of receiving the vaccine to be relatively straightforward, he said.

“Our health system was actually one of the first providers to start giving the vaccine to frontline workers,” he said. “We quickly received emails, giving us the ability to make an appointment within the hospital to get the vaccine.”

On the other hand, since Dr. Doug Ewing P’27 ‘87 was a part of a clinical trial, receiving the vaccine was more complicated. During a three hour session he had a physical examination, answered many questions, and had vials of blood and a nasal swab taken, he said. “It was a pretty involved process,” he said. “Then finally, they gave me the vaccine after several hours there and it was just a regular shot in the arm.”

Moreover, it is possible that Ewing was given a placebo during the trial, instead of the vaccine, he said. “They’re going to be telling us this week which group we fell into and the people who got the placebo will be offered the actual vaccine within the next couple weeks,” he said.

After receiving the actual vaccine, Ewing will continue to follow COVID protocols, he said. “I’ll have a little bit more peace of mind I think, but I think it’s still important to maintain those public health measures.”

Similarly, de Latour will also maintain the same routines she established before receiving the vaccine, but she feels safer in terms of protecting her family, she said. “It’s hard to deal with the

emotional burden as a physician knowing that you could get a family member sick,” she said. “I think once fully vaccinated I’ll feel better knowing there is a very high likelihood that I’m protected from this and that I can no longer pose that risk to them.”

Azmi’s son, Mazyar Azmi (11), said he trusted his father would be safe when working in the hospital before he was vaccinated because of the excellent personal protective equipment (PPE) and ventilation at the hospital, he said. “I always knew he was going to be fine working in the hospital because of the provided PPE, but now we’re even more confident because of the growing number of vaccinated employees.”

Tolunsky is hopeful that a sense of normalcy will return as more people receive the vaccine. “I think that this is our path forward out of this pandemic,” he said. “It’s pretty clear that this virus is not going to disappear on its own and this is really the way we can try to get it over and behind us.”

Felix Brener/Staff Artist

Community debates ethics of traveling over winter break Mia Calzolaio and Serena Bai Staff and Contributing Writers This winter break, many families opted out of traveling due to fears of contracting and spreading the coronavirus.

Before the break, Head of School Dr. Tom Kelly sent an email reminding the school community of the travel guidelines which they should follow. For out-of-state travel longer than 24 hours, the New York Department of Health requires that travelers obtain a test within three days of departure and prior to arrival in New York. Travelers must also quarantine for three days upon arrival in the state and obtain another test on the fourth day of their quarantine. If travelers test negative both times, they are allowed to stop quarantining.

Kelly also added that families should avoid traveling to any destination that could cause them to quarantine and be unable to to return to school for the first day of in-person instruction on January 19.

Over the break, Alex Nagin (11) traveled to his family’s house in a rural region of California, where he and his family quarantined and tested for the virus after their flight. For the most part, Nagin and his family have been staying around their house, occasionally going out to a coffee shop or going for a hike, he said.

Nagin said the type of travel he did with his family Art Director/Rachel Zhu

is more acceptable than other types of travel because they did not come into contact with anyone after their flight, he said.

Upper Division Library Department Chair Caroline Bartels said there is a false sense of normalcy that comes with vacationing, which is perpetuated by privilege. “It didn’t have to be this way,” she said. “We should have gotten a handle on this. It’s that really weird entitlement that I think Americans have of, ‘Well, those rules are for everybody else but not for me.’”

For Nagin, the main issue with traveling arises when families attend private resorts. “When you get to a Caribbean island or Mexico or something, those communities that surround the resorts where these places are pretty uniquely unprepared to deal with spikes in COVID-19 cases, and that’s exactly what this type of travel is inducing,” he said.

On the other hand, Izzy Abbott (12), who traveled with her family to a private house on a tropical island, said since the location of her stay has minimal COVID-19 cases and she and her family took proper precautions, her vacation was safe for those around her. “There was a consideration of our impact on local communities, but at the end of the day, we trusted in the local government’s guidelines and its ability to curtail any possible spread of the virus that we would have started anywhere,” she said.

Abbott recognizes the stigma around traveling during this time; however, she believes that the decisive factor of travel is safety. “The stigma from traveling comes partly from people’s fears over the journeys themselves, getting on planes and being in airports where millions of people are passing through every single day, but in terms of the act of traveling itself, it’s safe as long as you are protecting yourself,” she said.

Similarly, Ryan Rosenthal (12), who spent winter break in the city instead of his usual travels, believes that the decision to go on vacation is strictly a personal one. “It’s a pandemic,” he said. “You’re see Travel Plans on pg. 3

Editorial In The New Yorker, historian Jill Lepore wrote, “It’s a paradox of democracy that the best way to defend it is to attack it, to ask more of it, by way of criticism, protest, and dissent. ” We are students — but we are citizens first. It is our civic responsibility to engage in critical discussion concerning our government. We must have informed dialogue to hold our leaders up to our nation’s fundamental principles.

On Wednesday, we were distressed to see rioters smashing windows, cops taking selfies with insurrectionists, and confederate flags waving through the halls of Congress for the first time in history, and we thank our teachers for dedicating their class time to discussing the news. In doing so, they acknowledged the severity of the events and our stake in them.

These discussions cannot be limited to one or two class periods, however. We have lived through a moment that we will discuss with our children, and that students will learn about in history textbooks.

We hope for a world in which nationwide crises do not interrupt our academic schedules, but even then, we must not abandon questions we have concerning the stability of our democracy, the racial injustice demonstrated in the lack of police response, and the role of a president’s dangerous rhetoric.

The majority of the Editorial Board will graduate within months. To lead “great and giving lives,” we must take with us the academic lessons from Horace Mann — but we also must become civically active leaders, which begins with sparking conversations.

2

THE RECORD OPINIONS JANUARY 8TH, 2021

It’s time to reevaluate our national character the actions of the Trump extremists. Ever since Biden was elected to be the next president, Trump has not ceased claiming that the results are false, and his supporters believed him.

Despite clear evidence pointing to Biden’s victory, the fanatics refused to step down. What astounds me is that the police did practically nothing to stop the terrorists from breaking into the building. Why wasn’t the National Guard there as it was during the Black Lives

Matter protests this summer? How could police let the mob through, even though it was clear that the rioters intended to harm people and property? It is simply impossible to compare the BLM protests to Wednesday’s attempted coup. Black people were, and still are, fighting for their lives. Trump supporters are fighting over an election that they unquestionably lost.

The underwhelming response from law enforcement to the seizure of the Capitol Courtesy of The LA Times

Sylvie Seo January 6th was supposed to be a regular day. I was preparing to write my current events assignment, a history project that everyone in my class is required to do this year. I planned on writing about the certification of the election results, a fairly routine part of welcoming a new President into office. I was scanning the web for articles when my mother walked into my room, telling me that rioters had stormed the Capitol building to stop Congress from confirming Biden’s win. I sat in front of the TV for a good hour, watching the disaster unfold in real time, unable to focus on school work any longer.

The events that transpired on Wednesday afternoon are nothing short of horrifying. A rally, encouraged by President Donald Trump himself, quickly turned into a violent invasion of the Capitol. Frankly, I am not surprised by

CAPITOL CHAOS Pro-Trump mob invades and vandalizes the Capitol amidst electoral count.

demonstrates the privilege white people hold — all of the rioters escaped unscathed. Their whiteness acts as a shield, allowing them to escape away with crimes People of Color could not. Peaceful BLM protestors were shot at with rubber bullets, tear gassed and severely injured by police just a few months ago. White people do not carry the same fear of the police as People of Color do, because they are so secure in their stature in society.

We as a society must rid ourselves of internalized racism and false perceptions of whom should be considered a threat. I believe that we need to stop seeing Black people as more dangerous than any other race, and face the prejudices ingrained in our heads since we were young. The only way to create change is by starting with ourselves and our own communities, and working our way up to a bigger scale.

I sincerely hope that this week’s events will propel us to start reevaluating our national character. We should consider the moral character of our representatives, rather than solely focusing on their policies. Our country is in need of true leadership, which means putting the health and safety of its citizens above all else.

President Trump, who some might consider to have “good policies,” is not exhibiting true leadership. He encouraged his supporters to breach the Capitol, inducing violence. Donald Trump does not represent democracy in the slightest, and is a threat to all US citizens.

Resolutions to remember: How to spark change in 2021

Claire Goldberg After a year that can be summed up by words like “quarantine,” “social distancing,” and “cultural-reckoning,” New Year’s resolutions for 2021 are more important than any other year; this year we have to think bigger.

When I reflect on what I accomplished during the last year, almost every achievement was small and personal. Last spring, almost everyone I knew took on new self-care habits. My sister and I, for example, committed to do a 20-day Chloe Ting workout challenge and going on runs.

My friend put Tiger King aside to go to sleep at a normal time each night. No matter the act, my friends’ goals and my goals have been focused on persevering throughout this turbulent and difficult time. And that makes total sense —

these ten months in quarantine took our meaning of “normal” and threw it out the window.

But now, as we welcome the new year with vaccines and the return to school, the state of this global crisis is changing, and so should our resolutions. 2021 is the year that we should focus on looking outward rather than inward, as we leave our homes and begin the recovery process in the aftermath of the pandemic. Most of all, 2021 needs to be a year of healing for not just ourselves, but for the world around us.

The first place we should look to make New Year’s Resolutions is our communities. Knowing I’m not alone has brought me comfort during these past ten months; everyone is dealing with the added difficulties of the pandemic. But that also means that everyone is in need of healing too. After months of isolation, we need to feel the comfort of community. We have to resolve to return to school and hold ourselves accountable for taking care of others, even in the simplest ways possible.

Lauren

r Directo Kim/Art

This is the year to say “hi” to friends in the hallways, forge new communities and friendships, and fully embrace the social responsibilities we have to every person who attends our school. A commitment to others, which defines us as a school, will help us through the healing process in the aftermath of this pandemic.

Next, we have to look to our country. The pandemic sparked a social reckoning with the other great plague in our country: injustice. In 2020, when people of all backgrounds joined together to protest, to hold representatives accountable, and to vote, they brought about real change. In 2021, we will have a new president and new laws, but that will not be enough to heal the deep fractures in our country caused by social injustices and the pandemic. The pandemic has shown us the importance of a government that is committed to its people, and we should resolve to hold our government accountable to that ideal.

Our resolutions must include continuing difficult conversations when the justice system falls short of our democratic ideals, or when our elected leaders do. Our resolutions must include looking to the communities hit hardest by the pandemic, and asking ourselves what we can personally do to fix that damage. 2021 should be a year of civic engagement and civic mindedness for all of us.

Lastly, we have to look to our world.

Vivian Coraci/Staff Artist

The current global crisis has caused lockdowns, loss of life, and economic hardships. While I’m talking about the pandemic, in just a few years, these could be the real effects of global warming. Obviously, no one wants to be thinking about a second global crisis amid a first one. But after seeing the stakes, we should be resolved to fight this second crisis so that it doesn’t cause the same pain as the pandemic, but probably prolonged and worse.

Now, we are almost at an inflection point, where economic productivity has been slashed, carbon emissions are lowered, and most production has come to a halt. We are faced with the question of how we build back and who and what we prioritize in the process. How we answer this question will dictate whether or not we or our children will have to live through a

crisis like this again. When faced with a decision like this — a turning point — I think it is only right for everyone to decide that this year they will help fight to rebuild sustainably and protect our environment. Whether this means participating in climate marches, writing your elected officials in support of climate action, or going plastic free, 2021 is the year.

We’ve had the past ten months of quarantine to exercise more often or eat healthier, and we’ll probably have more time in quarantine to do so. But in 2021, when we can finally see the light at the end of the tunnel, we need to think past ourselves. It may feel difficult to set goals for ourselves when the future seems so uncertain, but it’s necessary that we help heal each other, the nation, and the natural world.

Volume 118 Editorial Board Managing Editor Talia Winiarsky Features Henry Owens Emily Shi Vivien Sweet

News Sam Chiang Yesh Nikam Marina Kazarian

Staff

Opinions Maurice Campbell Avi Kapadia Natalie Sweet

A&E Izzy Abbott Abby Beckler Oliver Steinman

Staff Writers Devin Allard-Neptune, Mia Calzolaio Chloe Choi, Emma Colacino, Yin Fei, Lucas Glickman, Claire Goldberg, Tuhin Ghosh, Liliana Greyf, Lauren Ho, Hanna Hornfeld, Purvi Jonnalagadda, Oliver Lewis, Rowan Mally, Simon Schackner, Morgan Smith, Arushi Talwar, Katya Tolunsky, Nathan Zelizer, Max Chasin, Alex Lautin, Jillian Lee, Hannah Katzke, Vidhatrie Keetha, Zachary Kurtz, Clio Rao, Ayesha Sen, Emily Salzhauer, Aden Soroca, Emily Sun, Madison Xu Staff Photographers Kelly Troop, Sophie Gordon, Amanda Wein, Emma Colacino, AJ Walker, Lucas Glickman, Lauren Ho Staff Artists Eliza Becker, Felix Brenner, Vivian Coraci, Riva Vig

Editor-in-Chief Julia Goldberg Lions’ Den Yotam Hahn Alison Isko Josh Underberg

Issues Editor Adam Frommer

Middle Division Adrian Arnaboldi Bradley Bennett Jack Crovitz

About Founded in 1903, The Record is Horace Mann School’s award-winning weekly student newspaper. We publish approximately 30 times during the academic year, offering news, features, opinions, arts, Middle Division and sports coverage relevant to the school community. The Record serves as a public forum to provide the community with information, entertainment, and an outlet for various viewpoints. As a student publication, the contents of The Record are the views and work of the students and do not necessarily represent those of the faculty or administration of the Horace Mann School. Horace Mann School is not responsible for the

Design Lowell Finster John Mauro Sarah Sun

Editorial Policy

Art Annabelle Chan Gabby Fischberg Lauren Kim Rachel Zhu

accuracy and contents of The Record and is not liable for any claims based on the contents or views expressed therein.

Editorials All editorial decisions regarding content, grammar, and layout are made by the senior editorial board. The unsigned editorial represents the opinion of the majority of the board.

Opinions Opinion columns represent the viewpoint of the author and not of The Record or the school. We encourage students, alumni, faculty, staff, and parents to submit opinions by emailing record@horacemann.org.

Letters Letters to the editor often respond to editorials,

Photography Jackson Feigin Julia Isko Maxwell Shopkorn

Faculty Adviser David Berenson

articles, and opinions pieces, allowing The Record to uphold its commitment to open discourse within the school community.

They too represent the opinion of the author and not of The Record or the school. To be considered for publication in the next issue, letters should be submitted by mail (The Record, 231 West 246th Street, Bronx, NY 10471) or email (record@ horacemann.org) before 6 p.m. on Wednesday evening. All submissions must be signed.

Contact For all tips, comments, queries, story suggestions, complaints and corrections, please contact us by email at record@horacemann.org.

3

HORACE MANN NEWS JANUARY 8TH, 2021 from Travels Plans page 1 putting yourself at risk anytime you’re putting yourself near other people, so as long as you’re not risking the health of others by traveling, I think it’s fine.”

However, Dani Koplin (11) thinks that even if a person believes they understand the risk of travel, their decision can lead to further dangerous practices. “If you go in with this mindset that ‘it’s okay, because I know the risks,’ ‘it’s okay because I tested negative,’ it’s not the best mindset because then that’s going to start applying to all things,” she said. “[The school] community comes with a set of core values, and one of them is a caring community, so I’m hoping that people will realize part of that caring community is [asking] ‘What can I do, as an individual, to make sure that I am making the safest place possible?’” Bartels said. “And that might be not traveling.”

“The people that don’t have to be going anywhere — who shouldn’t be going anywhere — are putting other people in danger,” Bartels said.

Social media can also play a detrimental role in the mindset surrounding the pandemic, Nagin said. “If your family makes the decision that you’re going to go to a really crowded resort, I don’t think it’s the smartest thing to be posting Instagram pictures that ‘life is normal on the beach,’ when things are very, very bad, and those types of actions are contributing to a really large problem,” he said.

Even so, Abbott thinks that posting photos has a negligible impact. “I don’t think [posting on social media] takes away from the severity of the pandemic,” she said. “The pandemic is still going on, and my family and I have still been affected by it and know people who have been affected by it and have lost their loved ones, but if we can find a safe way to do things that we love, like travel, and show others through social media that safe travel is possible, then we can encourage those practices that support local communities through tourism.”

Still, Koplin feels it is unsettling to know that her peers have gone on vacation. “We still are a community, and it’s not great to know that there’s people in my community, who I know, [that] don’t care about the health and well being of others, and it’s almost scary to go back to school in person knowing that,” she said.

“I’ve always sort of thought that Horace Mann students are the smartest and most considerate, because that’s what we’re told by our teachers,” Koplin said. “That’s what Horace Mann prides itself on, but then seeing these posts definitely makes me question some of that as a whole.”

Art Director/Rachel Zhu

Sam Singer (12) named Regeneron semi-finalist Hanna Hornfeld and Purvi Jonnalagadda Staff Writers Yesterday, Sam Singer (12) was announced as a Regeneron Science Talent Search semi-finalist for his research profiling underrepresented cancer patients. Singer, one of 300 semifinalists selected from a pool of 1,760 applicants, won $2,000 for himself and $2,000 for the school.

In the summer of 2019, after a few months working in a lab at the Albert Einstein College of Medicine, a lack of racial and ethnic diversity in national genetic databases came up in the work. When Singer discussed this with genetics professor Dr. Cristina Montagna, his lab’s principal investigator (PI), she suggested it could be turned into a study, as cancer genetics databases often lacked diversity.

“People of color, especially Black and Hispanic people, are heavily underrepresented in these databases,” Singer said. “We don’t know if their cancer profiles are adequately considered when drugs are made or new treatments are developed.”

Singer found a separate study which had found that Black and Hispanic women experience relatively poorer cancer prognoses — shown through higher death rate, tumor stage, and recurrence rate — than white women, even after statistically adjusting for the quality of medical care. “There’s some genetic factor that makes them have worse cancer prognoses, but we don’t know what that is because we don’t have adequate samples on these genetic databases,” he said.

That August, Singer decided to study the genes that worsen Black and Hispanic women’s cancer prognoses because he was frustrated with the lack of equity in medicine and scientific research.

Singer and his lab sequenced DNA from between 60 and 70 tumor samples, primarily from patients of color, he said. He then used statistical testing to determine the genetic differences correlated with poor prognoses depending on a patient’s ethnicity. Singer was ultimately able to find eight of these pathogenic mutations.

Analyzing his data was a difficult task, as the distribution was non normal — clumped together unevenly. Singer had to extensively research how to determine if a gene was correlated with both race and ethnicity and with prognosis, he said. “The statistical research was so abnormal, I had to meet with people and do the same statistical tests over and over and over again in order to get it right.”

Montagna played a major role, offering him guidance through all stages of his process. Her help was crucial especially since Singer was inexperienced in genetic oncology.

Courtesy of Sam Singer

“Some days I would go into her office ten times and say ‘can I ask you a quick question?’” Singer said. Apart from Montagna, the lab’s biostatician and other people in the hospital system helped Singer with his research, he said.

In November, Singer entered his research into the Regeneron Science Talent Search after friends who completed their own research suggested it to him. Singer saw it was a worthwhile opportunity because he would be able to learn from other researchers and because he had meaningful and unique research to share with his peers.

Upper Division Science Teacher Dr. Christine Leo helped Singer with his submission to Regeneron last year. Leo read over Singer’s research manuscript and advised him about his research, Singer said. For the Regeneron Science Talent Search, Leo edited a few drafts of Singer’s paper and gave him some advice about the application which consisted of personal essays and a research paper on Singer’s project, she said. “Sam is certainly deserving of this award. He has done incredible work and I look forward to seeing what he does next,” she said.

On January 21, Regeneron will release the names of the scholarship’s 40 finalists. Each finalist will be awarded a minimum of $25,000 and spend a week in Washington D.C. presenting their research to other finalists and thousands of visitors, including many notable members of the scientific community.

“A lot of scholars had interesting research,” Singer said. “I’d be really excited to share my own research with them because it addresses more of the social side of health and how medicine is impacted by the systemic disparities in this country, which I don’t think people talk or think about enough.”

Aidan (12) and Maxwell Resnick (12) publish sports analytics book Jade Ciriello and Simon Schackner Staff Writers n December, Aidan Resnick (12) and Maxwell Resnick (12) self-published “The Stats Game: A Deep Dive into Sports Analytics in the Modern Era.” By discussing advanced sports analytics, the book reframes the history of sports and works to better understand the decisions made by coaches and players.

According to the description on Amazon, The Stats Game discusses how to use numbers and nuanced metrics before making judgements on certain players and teams. These analytics explain the reasoning behind certain plays and strategies, the methods for evaluating an athlete’s performance, and show readers how to predict the outcome for future seasons, Maxwell said.

Aidan had been a sports fan long before he thought about this project, and math was always his favorite subject in school, he said. He was interested in not only the game, but learning about what happens behind the scenes, such as the reasoning behind coaching decisions.

The Resnicks first considered writing a book once the COVID-19 pandemic began and their schedules opened up. The pair decided to write the book because there are many false narratives in the sports world and mainstream metrics don’t do justice for many underappreciated athletes, Maxwell said. For example, New York Knicks center Mitchell Robinson is an example of a player whose value is underappreciated— when looking closely at stats, one can see that Robinson deserves more playing time, Maxwell said.

The writing process started in June and continued into December. They wrote for approximately four months and edited the book for another two months.

Ani Resnick P ’21 ’23, Maxwell and Aidan’s mother, said the editing process was the most difficult part. “The ideas and words flowed pretty

naturally for them initially since it was a topic that truly interests them,” she said. “This project was difficult for them when it came to the final drafts and editing.”

The book is divided into ten chapters, each of which explores a different sports analytics tool.

The first chapter explains the general importance of more nuanced statistics, and the later chapters discuss specific statistical concepts such as logical regression probability.

Aidan and Maxwell’s father provided useful assistance. “My dad, as a casual sports fan, helped us see what our reader would and would not be interested in,” Aidan said.

Having exposure to someone who had a basic understanding of sports helped Aidan and Maxwell determine what they should write about, Aidan said. “We realize that many sports fans don’t have the curiosity or motivation to learn about the actual statistics and numbers behind the game,” Aidan said. The Stats Game connects real-life examples to these concepts and explains them in ways that are easily understandable for readers, so learning about sports analytics isn’t a “huge chore,” Aidan said. For example, baseball pitcher Pedro Martinez’s basic stats show that he had a very good season in 2000, looking at the high quality of hitters in that year indicates that he had one of the best seasons of all time, Maxwell said. This example encourages fans to use metrics that consider historical context, Maxwell said.

The Resnicks also questioned some oldfashioned metrics in sports, such as batting average in baseball, Maxwell said. “1 for 4 in baseball with a single versus 1 for 4 with a homerun is clearly different, but if one looks at batting average, they would see the same number. That does not tell the whole story.”

Once they neared the end of their writing and editing process, the Resnicks chose to self-publish the book after looking into various companies and deciding they wanted more freedom. Ultimately,

Courtesy of Maxwell Resnick and Aidan Resnick

ASTOUNDING- ANALYSTS Maxwell and Aidan pose with “The Stats Game” the process was fairly smooth, Aidan said. They had total control over the title, the content, and the amount of exposure they hoped for the book to get.

Aidan is appreciative of the whole experience, which taught him how much goes into writing a book, he said. “It was really gratifying to see how much we added that we didn’t expect and how much new material we learned. It was a very educational process for me and my brother as well,” Aidan said.

Maxwell is grateful for his brother, saying that Aidan was a perfect partner for the process, he said.

“My brother and I can talk about [sports analytics] for hours,” he said.

The Resnicks’ biggest hope for the book is that readers discover new interests or learn things about themselves, even if they aren’t particularly interested in sports analytics. “Hopefully people who are interested in even vastly different areas of study still can take away things about their own brain, their own decision making, and their own tendencies as they analyze things,” Aidan said.

Through The Stats Game, readers can realize that sports encompass much more than a hobby, Maxwell said. “It is a huge industry, a global sensation, and even a science.”

4

THE RECORD ARTS AND ENTERTAINMENT JANUARY 8TH, 2021

Record Reviews TV shows to binge next

Bridgerton

Claire Goldberg Staff Writer

After seeing people rave about it all over social media, I finally caved during the last week of winter break and watched the eightepisode Netflix series Bridgerton… in a total of two days. Shonda Rhimes’ Bridgerton is a fantastic modern take on a traditional 19th century courtship story of the eligible elite seeking love in high society, and I encourage all Gossip Girl and Jane Austen lovers to watch it.

While the general plot was highly predictable, the romance, extravagance, and modern twists made it difficult to stop watching. The show takes place during the peak London social season, when Lady Violet Bridgerton tries to help her eldest daughter, Daphne, in her quest for an unlikely “love match” with Duke Simon Hastings. In addition, London’s 19th century Gossip Girl, Lady Whistledown (the voiceover of Julie Andrews, of course), publishes anonymous gossip pamphlets that are as good as gospel.

Her clever reports on the social scene not only move the plot along, but spice up the show with a great deal of controversy.

One of my favorite parts of the show was each e p i s o d e’s visuals. The courting season means nothing other than grand balls — at least one per episode — and each is a spectacle of their own that

can be summarized in one word: lavishness.

The ballroom walls are lined with gold-framed artwork, the tables filled with all types of food, and each young woman sparkles in impressive jewelry. Best of all, the balls entail weekly trips to Modiste, the upscale gown shop in London.

The vivacious and intricately-crafted ball gowns alone were enough to keep me hooked.

Bridgerton includes fictional details interspersed with hints of history. Most notably, Bridgerton features an interracial cast; even Queen Charlotte is of mixed race. Despite a brief explanation that King George III’s marriage to the queen solved racial tensions, there are no other acknowledgements of this casting decision. Race is not a central theme of the plot; it simply exists. The casting provided an intriguing twist, challenging the norm that fantasy TV show casts are all white.

The show includes other progressive details as well; for example, Daphne’s sister Eloise wants to seek a path that doesn’t involve marriage and children. Though this plotline attempts to make the female characters more three-dimensional, Eloise, who always trots around with a book in hand, felt a little cliché. Additionally, some modern twists felt out of place altogether, like an orchestral take on Ariana Grande’s “Thank You, Next” at the first ball which was bizarre enough to bring me out of the narrative.

Despite a few plotlines that fell flat, Bridgerton’s oldnew storyline, scandal, and aesthetic details make it an entertaining show that’s great for binge-watching during quarantine.

irec

rt D m/A

tor

Ki ren

Lau

Emma Colacino Staff Writer After seeing people rave about it all over social media, I finally caved during the last week of winter break and watched the eightepisode Netflix series Bridgerton… in a total of two days. Shonda Rhimes’ Bridgerton is a fantastic modern take on a traditional 19th century courtship story of the eligible elite seeking love in high society, and I encourage all Gossip Girl and Jane Austen lovers to watch it.

While the general plot was highly predictable, the romance, extravagance, and modern twists made it difficult to stop watching. The show takes place during the peak London social season, when Lady Violet Bridgerton tries to help her eldest daughter, Daphne, in her quest for an unlikely “love match” with Duke Simon Hastings. In addition, London’s 19th century Gossip Girl, Lady Whistledown (the voiceover of Julie Andrews, of course), publishes anonymous gossip pamphlets that are as good as gospel.

Her clever reports on the social scene not only move the plot along, but spice up the show with a great deal of controversy.

One of my favorite parts of the show was each episode’s visuals. The courting season means nothing other than grand balls — at least one per episode — and each is a spectacle of their own that can be summarized in one word: lavishness. The ballroom walls are lined with gold-framed artwork, the tables filled with all types of food, and each young

woman sparkles in impressive jewelry. Best of all, the balls entail weekly trips to Modiste, the upscale gown shop in London. The vivacious and intricately-crafted ball gowns alone were enough to keep me hooked.

Bridgerton includes fictional details interspersed with hints of history. Most notably, Bridgerton features an interracial cast; even Queen Charlotte is of mixed race. Despite a brief explanation that King George III’s marriage to the queen solved racial tensions, there are no other acknowledgements of this casting decision.

Race is not a central theme of the plot; it simply exists. The casting provided an intriguing twist, challenging the norm that fantasy TV show casts are all white.

The show includes other progressive details as well; for example, Daphne’s sister Eloise wants to seek a path that doesn’t involve marriage and children. Though this plotline attempts to make the female characters more three-dimensional, Eloise, who always trots around with a book in hand, felt a little cliché.

Additionally, some modern twists felt out of place altogether, like an orchestral take on Ariana Grande’s “Thank You, Next” at the first ball which was bizarre enough to bring me out of the narrative.

Despite a few plotlines that fell flat, Bridgerton’s old-new storyline, scandal, and aesthetic details make it an entertaining show that’s great for binge-watching during quarantine.

Riva Vig/Staff Artist

CINEMANN magazine launches new website Mira Bansal and Lucy Peck Contributing Writers Cinemann, the school’s publication focused on entertainment, film and television, released its new website over the winter break. The site features Cinemann’s traditional articles, along with trivia, games, and links to Youtube videos of movie clips.

Cinemann Editor-In-Chief Jaden Kirshner (12) and staff members on the publication created the site using wix.com, a website construction tool that allows its users to customize their websites with multiple tabs and designs.

The team designed the website by picking a background image, adding text and picking fonts, and then scanning articles for the transfer to online, Divya Ponda (10) said.

English teacher Dr. Deborah Kassel, the publication’s faculty advisor, helped keep the articles organized, Komaroff said.

Users who access the website are directed to a homepage consisting of four different sections: Articles, Videos, Games, and About Us. The homepage of the website includes announcements which provide links to join Cinemann or to win a Cinemann merchandise giveaway.

Komaroff hopes users will engage with the wide variety of videos and articles available on the website, he said.

Many students stay home and watch more television than before the pandemic, Komaroff said. Students may be in need of

movie recommendations and will hopefully use the website as a result. The contributors at Cinemann hope the website, which is both interactive and accessible, will bring in new readers, he said.

When the magazine was printed, they were limited by the number of pages that could be printed, Komaroff said. The articles’ maximum length was two pages. However, an online

Courtesy of Cinemann website

WELCOME TO THE WEB A look at Cinemann’s new website.

format will provide them with the ability to upload unlimited content, he said.

Clips such as Krishner’s collection of Best Spoiler-Free Movie Scenes are available in the video section. Having the magazine online makes uploading videos like Kirshner’s possible because contributors are able to add links directly to the website, which creates a more interactive and captivating experience, Sarene Choudhury (10) said.

The Cinemann website also has an archive, Ponda said. She transferred all articles from 2018 to the present into an online version available on the website so that current and future contributors can review past articles that fellow authors wrote.

One of Komaroff ’s favorite parts of the online magazine is that future students can add onto what was written about past films, he said.

Additionally, Cinemann plans to expand to social media platforms such as Instagram, which can grow its reader base even further, Kirshner said. Ultimately, Kirshner’s goal is to reach out to other schools and build a network in which students with a common interest in film can share their ideas. The online format will allow for other people outside the school to interact with the website, he said.

Komaroff is excited about the website’s development. “It is a living, breathing thing that we can work on for years to come,” he said.

HORACE MANN MIDDLE DIVISION JANUARY 8TH, 2021

Six words of gratitude: A new MD initiative Lucas Glickman and Clementine Bondor Staff and Contributing Writers This month, students in the Middle Division (MD) described, in only six words, that for which they were grateful. Head of the Middle Division Javaid Khan, who organized the project, was inspired by a similar initiative by the New York Times Learning Network. The exercise aimed to “share the joys and gratitude that managed to poke through a year dominated by suffering,” according to the author of the original article in the Times, Larry Smith.

“I’ve found that some of the most memorable sixword stories arise in the extremes — during our toughest and most joyous moments,” Smith wrote.

“I read it and thought, ‘Oh, we’re doing that,’” Khan wrote. In times of intermittent quarantines, masks, closures, and cancellations, gratitude can have a hugely positive impact, Khan wrote. “It is extremely important for our own mental health that we not spend overwhelming amounts of time with unhappy thoughts.”

Khan posed the prompt in an email on the evening of Sunday, January 3, and, as of Thursday morning, the email had garnered 47 responses. Both students and faculty added anonymous posts to a community Padlet board, Khan wrote.

The posts included a wide range of reasons for gratitude: friends, family, pets, food, games, and extra free time. “When prompted, people can easily identify the things — little and not so little — that they are thankful for,” Khan wrote.

“Thinking about who and what we are grateful for in our lives can change the way we navigate unpredictable times.”

“Six words may not seem like a lot at first glance, but it gives a chance to give very pointed statements to the essence of what matters to you,” Middle Division English teacher Kathy George said.

The initiative gave a sense of where the community is and how students and faculty may be able to support and respond to what other people present, she said.

Many expressed gratitude for the people with whom they had spent more time in recent months: “Fuzzy felines to watch Netflix with.”

“Family, Friends, Teachers, Doctors, Activists, Maintenance.” Nikki Pande (8) said her six words were “diving for the volleyball with friends.”

Simi l arly, students said they were grateful for entertainment during quarantine; other submissions included “Playing games online with school friends,” and “Losing Uno. Places Draw 2 Perfectly.

Redemption.”

Submissions of self-reflection were also on t h e list, such as “The strength you find in yourself,” “Getting to try my hardest again,” and “The love that’s shown to me.” “[The initiative] was an experience for people to express more serious thoughts, more playful thoughts so it was a wide-open space,” George said.

“Practicing the act of gratitude in any number of words, spoken or written, privately or in public, is a meaningful mindfulness practice that everyone benefits from,” Seminar on Identity Coordinator Louise Parms wrote.

Before the “Giving Thanks in Six Words” initiative, Josh Borut (8) had never sat down to consider what he was grateful for, he said.

“The initiative benefits the community as a whole,” Borut said.

However, this is not the only project in the MD putting an emphasis on students’ wellbeing, Khan wrote. As a follow-up to a division-wide assembly held in partnership with the JCK Foundation — a group dedicated to emphasizing the importance of mental health awareness and

Warm chocolate cookies and afternoon naps.

Getting to try my hardest again.

5

support amongst youth — advisories in every grade discussed stressors in their lives and potential strategies to combat those stressors, Khan wrote.

Additionally, for the final assembly of 2020, some attendees dressed up in festive attire, and others chose unique Zoom backgrounds and filters.

A group of judges identified and congratulated the “most festive” community members, Khan wrote. During the assembly, students also played a game called “Guess Who?” where they used a polling feature to identify faculty baby pictures.

“Despite the distance that is between us, we shouldn’t let it grow,” Borut said. “You should always text your friends, contact them, and see if there are online activities that you can do as keeping up your well being is the most important thing during these hard times.”

The six-word gratitude initiative helped students realize that even the simple things cannot be taken for granted, Pande said. Furthermore, though conversations about mental health can be uncomfortable, they are necessary to have. If students are struggling, it is good to know that others understand. Guidance counselors and Upper Division mentors are people with whom students can connect, she said.

Wonderful memories.

Funny moments.

Strong Connections.

My favorite ab workout is laughing.

Little brother.

Annoying, tattletale, best friend.

Lauren Kim / Art Director

Students develop leadership skills in HM Lead Ayesha Sen and Sophia Liu Staff and Contributing Writers In HM Lead, the Middle Division (MD) student government program, students work on projects that serve the interests of their peers while also exercising their leadership skills, MD history teacher and Student Activities Coordinator Caitlin Hickerson said. This year, the organization is divided into four subcommittees: the Horace Mann Broadcasting Network (HMBN), Service Learning, Student Activities, and Marketing, which will soon be replaced by a new subcommittee called Student Representatives, she said.

The goal of HM Lead is to allow MD students to become leaders in their community by encouraging them to work together to plan events, Hickerson said. “At the beginning of the year, [the advisors and I] will plant some seeds by suggesting activities that have been successful in the past, or programs that the Division would like to implement, but how they run is up to the students, and as the year progresses, the students gradually become more central to brainstorming the initial ideas,” she said.

Students who are interested in joining HM Lead fill out a questionnaire, which also helps them understand if the program is the right fit for them, Hickerson said. The questionnaire informs the faculty advisors of the makeup and interests of the group as well as which ideas may be on the agenda for the year, she said.

“All students who are interested in working collaboratively, willing to bring their ideas to life, and able to commit to joining us consistently are welcome.”

At the beginning of weekly meetings, which occur on Mondays after school, the entire group

gathers to participate in a leadership training events, which was their main project for the activity led by Hickerson, she said. Then, trimester. During HM Online, Lourenco hopes students break out into their committees to work that the Marketing subcommittee will be able on their projects for about 30 minutes. After the to further expand its program by creating and committees meet, the full group gathers again to putting up posters that advertise various HM debrief and share their progress.

Lead events at school, she said.

Anyi Sharma (7) joined HM Lead in sixth Nikki Pande (8), who joined HM Lead this grade. “I heard that HM Lead was doing all of year, worked with the Student Activities subthese projects for the middle school community, committee this past trimester, she said. So and I thought it would be fun to meet far, they have planned a Zoom room people who also wanted to for people who may not have do these community activities to occupy them projects,” she said. during lunch, Pande Sharma is part of said. In the room, the subcommittee students play HMBN, which games and meet focuses on members of the filming and community e d i t i n g across the v i d e o s grades, she that are said. broadcasted HM Lead to the whole also works school, she to improve said. life in the MD So far, by asking the the HMBN student body for subcommittee has suggestions on how released one video to improve their MD Courtesy of HM Lead that introduced new experience, MD history members of the faculty and teacher and HMBN advisor students, which was posted on Eric Cadena said. The students Powerschool and emailed to the entire set up after-school activities and servicedivision, Lauren Butler (6), said. Currently, they learning opportunities as well, he said. are working on a PSA about “do’s and don’ts’’ on Faculty advisors of HM Lead have tried to Zoom, she said. ease the transition to a virtual format for the This past trimester, Julia Lourenco (7) students so that the organization continues worked on the Marketing subcommittee. There, to meet its goals, Hickerson said. Hickerson Lourenco helped create a logo for HM Lead’s creates weekly breakout rooms so that sub-

committees can meet together in a separate space. Both advisors and students have tried to keep the same routines, although it is difficult to do so, Hickerson said. “The projects and events have to be virtual, which can feel limiting, but we are trying to be creative.”

In fact, there have even been some advantages to the virtual format, Sharma said. The planning and brainstorming have been the same, as the group used Google Docs even before the school went remote, she said. “For HMBN, it’s a lot easier to film, because we can just record our Zoom meetings now,” she said.

By participating in HM Lead, Sharma has learned far more about the organization, she said. In particular, she has learned about the importance of communication, especially during HM Online. “In our committees, if we really want to get to our goal, we have to work in and out of school,” Sharma said.

The students have helped Hickerson learn many different ways to get input from the MD, she said. “When asked for ideas, they know what works,” she said. “They teach me how to be a good leader all the time.”

This year in particular, Cadena has learned about his students’ devotion to their community even when things get rough, he said. “When our students set out to accomplish something, they do it, and they do it well,” he said. “It’s amazing to see how an idea becomes a reality and it’s all student-led.”

Whether virtual or in-person, HM Lead continues to give students the opportunity to develop their leadership roles in their community, Hickerson said. “I hope that the students will learn that they are capable, creative, collaborative leaders who have the skills to make a positive difference in their communities.”

Lions’ Den Record Sports

6

JANUARY 8TH, 2020

Rawlins Troop: From father to coach Emily Sun Staff Writer

“Everybody goes into teaching thinking that they want to make a positive difference in somebody’s life,” Associate Athletic Director Rawlins Troop said.

That very mindset has defined Troop’s 39 years as a teacher and coach at the school. He grew up skiing, playing tennis, and watching football in Peekskill, NY. His desire to become an educator came from his childhood experience with some of his own teachers, who he said could have done a better job of helping him understand the material at hand.

“When I decided to become a teacher, I hoped that I would always try to be there for my students in every way,” Troop said. “I would try to help everybody and give everyone a chance.”

Troop pursued a teaching degree at the State University of New York and received a Masters of Education at Hunter College. After graduating college, his father introduced him to a teacher at Horace Mann, and, in 1982, Troop started as a Lower Division (LD) teaching assistant in second grade for a year. He then taught kindergarten for three years and fourth grade science and math for the remainder of his time in the

LD. During that time, he also coached Varsity Football for seven years.

After 25 years at the LD, Troop moved to the Upper Division (UD) Athletics Department. Troop now coaches Middle Division (MD) and Varsity Tennis as well as Varsity Skiing, is an MD advisor, and a UD and MD P.E. teacher. He also worked in the Admissions Office from 2009 to 2019, when he interviewed MD applicants and helped decide who to admit.

Troop coached all five of his children on sports teams at the school — Nick Troop ‘04 and Max Troop ‘07 on Varsity Football, and Joe Troop ‘10, Caroline Troop ‘18, and Kelly Troop (12) on Varsity Skiing. “It’s something very special because I got to spend more time with my kids than most people get to,” he said.

There were times when he found himself holding his children to a higher standard, but his friends steered him to coach them in the same way as other students, Troop said.

“He’s always allowed us to do our own thing and be our own people at school,” Kelly said. “But if I ever needed anything, I could just walk over, whether that means a hug or advice.”

Associate Director for Middle Division Athletics Coach Robert Harmon said Troop’s perspective as a parent makes him a great resource Courtesy of Coach Troop

CELEBRATE! Troop family poses at Caroline’s graduation from HM.

in the Athletics Department. Troop has experienced his children coming home happy or, at times, frustrated about aspects of their sports such as the try-out process or playing time, and as such is a go-to person for a parent’s perspective on how to handle similar situations, Harmon said. For example, Troop knows that the academic stress which students at the school face might affect their athletic performance, he said.

Troop chose to coach tennis and skiing because he had prior experience playing the sports, but coaching required him to learn a different skill set. “When you watch football as a fan on TV, you’re rooting for your team, not watching the individual spots,” he said.

Troop spoke with fellow coaches and studied videos to learn techniques and strategies for football, ski racing, and tennis, which he put to use at practices and tournaments.

Coach Patrick Westoo taught Troop how to look for what students could do to win a tennis match, he said. “Should you keep your opponent on the baseline more? Do you want to bring your serve out wide? Do you want to put more topspin on the ball because they’re not hitting their backhand well?”

Troop also has to gauge when to be tough on students and when to be more encouraging based on how they perform that day, he said. “Sometimes you have to say, ‘We practiced this, you know what to do, now get out there and do it,’” Troop said. “Other times, you tell them, ‘Don’t worry, you’re doing your best out there; we’ll get them next time.’”

“If I ever got discouraged, he would pull me aside, say, ‘You got this,’ and calm me down a bit,” Girls Varsity Tennis Co-Captain Lita Crichton (12) said.

Troop said teaching sports allows him to meet students in a more relaxed setting than he would if he taught academic classes. “If they’re upset by something, you can tell right away and you want to be there for them,” he said.

“They’re there for me too — I’ve had bad days and the students pick me right up.”

Academics can be stressful and tiring,

Courtesy of Coach Troop

FATHER AND SON Rawlins and Nick Troop pose on the field. so Troop wants students to enjoy their practices, he said. Varsity Skiing has “fun Fridays” where they take a break from practice and play kickball or soccer, Kelly said.

The highlight of Troop’s career is when Girls Varsity Tennis won the Mayor’s Cup in 2018, their first win in many years, he said. The team celebrated, and each member was awarded a trophy. “It brought tears to my eyes,” he said.

On the flip side, one of the toughest parts of coaching is watching students upset after they lose a tournament, Troop said. “It’s okay to wallow in that a little bit, but then you’ve got to move on,” he said.

Troop stresses good sportsmanship, especially after a tough defeat, he said.

When Trinity School beat Girls Varsity Tennis at the Ivy Preparatory Schools League finals, he congratulated the students and coach on the opposing team and encouraged his students to do the same. “The Trinity parents were so surprised, but that’s what you’re supposed to do,” he said. “You have to be gracious in losing.”

In addition to teaching his students about athletics, Troop teaches responsibility and collaboration. It can be hard to balance sports and academics, but he expects that students are prepared

and punctual for tournaments, or that they communicate with him if they have to miss one, he said.

Even though Troop coaches individual sports, he wants team members to depend on one another for support. “When our ski team is racing, our students are the only ones in the league who wait for each teammate to come down and cheer for them,” he said.

“That’s what I am most proud of.”

On the Varsity Skiing trip last year to Stratton Mountain, Vermont, Troop organized a buffet for the students so they could eat together, Lucca Correia (11) said. “He did a really good job making sure that when everyone’s together, there was more than just an athletics team feeling; it felt like we were skiing together as a family,” he said.

“When I think back on the ski team, that’s one memory that I wish I could live over and over again.”

Troop wants sports to be a positive experience for everyone, one in which students can grow closer with their peers, he said. In the years that he coached Varsity Football, he watched captains teach freshmen how to be part of a team and then saw the freshmen pass their experience to younger players.

“I hope I bring that out in every team I coach,” Troop said.

Class of 2020 recruited athletes reflect on their first season Devin Allard-Neptune and Audrey Carbonell Staff and Contributing Writers If starting college was not already difficult enough, student athletes Nick Potash ‘20 and Kiara Royer ‘20 have adjusted to their new academic environments along with rigorous training schedules all amidst the coronavirus pandemic.

Potash, former captain of the Horace Mann football team, was recruited to Hamilton College, a NCAA Division III school in New York. Potash was able to complete his first season at Hamilton in person because students were on campus from August to Thanksgiving. However, the team did not compete in any games this year, he said.

Even without any games, the football team is a huge commitment, Potash said. In addition to three practices per week, he also had weightlifting sessions four times each week. In order to maintain social distancing guidelines during the practices, the team had to wear masks, and there was no physical contact allowed, he said.

Potash even faced pandemic-related challenges while getting to know his teammates, he said. “It’s obviously hard because the way the rules are at my school, you can’t hang out with your teammates outside of practice,” he said.

Regardless, Potash said the football team has made the transition into his freshman year at college significantly easier. Meeting his coaches and

teammates helped him feel more connected to his team and the school, he said.

During her last year at the school, Kiara Royer ‘20 was recruited to play NCAA Division III collegiate women’s soccer at Williams College in Massachusetts. In response to the pandemic, Williams College gave students the choice to remain remote or return to campus for the 2020-21 school year, Royer said. In the fall, 80% of the student body returned to campus and created a closed campus, in which students and faculty were not allowed to leave and were tested for the virus twice a week.

Because of COVID-19, the Williams College women’s soccer team could not have a traditional season. To limit contact with people outside of their campus, Royer said her team did not compete against other schools. However, they

Lauren Kim/Staff Artist

still had practice four times a week, which was the same as in previous soccer seasons, she said.

In practice, her team took social distancing precautions to ensure the players’ safety, Royer said.

The athletes were not allowed to tackle each other, and always wore masks unless they were more than six feet apart, she said. The practices were also more tactical than physical, Royer said. “We had to spread out much more, and there were more passing than one on one drills.”

Similarly to the practices, the interactions between teammates differed from normal years, Royer said. Only 15 out of 30 team members returned to campus this fall, so Royer has yet to play with many of her teammates.

Team-bonding events hosted in person were also very restricted, Royer said. Normally, the senior

members of the team organize events for team bonding outside of campus, but because students are not allowed to leave campus this year there were limited options, she said.

However, Royer said her team was able to make the most out of the situation. “Because there were only 15 of us, we did become close through lunches and those sorts of things that we could do on campus,” she said. “Hopefully this spring, restrictions will ease up a little and then more members of the team will return and we will hopefully be able to do some of the activities that we couldn’t in the fall.”

Potash said high school football was one of the best experiences of his life. “We only won one game during my senior year, but I loved every second of it,” he said. Although it was not an extremely high level of football, Potash said high school athletics improved his work ethic.

While Potash loved high school football, it did not prepare him sufficiently to play at the college level, he said. “I will be playing against some of the best players from the Northeast,” he said.

While Royer’s first season in collegiate sports was not a typical one, her team remained determined to improve, she said. “The intensity of practice never wavered or declined just because we didn’t have a season.” she said. “We all still really wanted to be there, and we wanted to practice as a team to get better so that we are more prepared when we have a season next fall.”