Southpaw: The Virtual Issue 12/18/2020 by SouthSide Media

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SOUTHPAW

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THE VIRTUAL ISSUE

Rock Bridge High School 4303 S. Providence Road Columbia, Mo. 65203 Volume 11, Issue 1 December 2020

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his issue of Southpaw was a surprise to most of our staff—it marks the first one published since April of 2016, before anyone on staff was in high school and before our new journalism adviser, Therasia Brautigam, was in college. 2020 has been a year of surprises, all stemming from the worldwide spread of the COVID-19 virus. Google’s most-searched words of 2020 include “coronavirus,” “coronavirus update” and “coronavirus symptoms.” Not trailing far behind, however, is “Zoom.” Although COVID-19 affected everyone differently, I can safely assume most of the world knows what the video conferencing application is, and maybe some use Zoom on a daily basis for work or school. I can also assume many had to make other countless adjustments, slowly shifting their lives more and more to the virtual scene. Take the RBHS journalism class for example—this issue of Southpaw will be the first one assembled while the whole staff has never been in a room together. My fellow editors-in-chief Amira and Isaac and I worked through the quirks of running an all-virtual class and publication after only a few months as editors before COVID-19 abruptly ended our time together last year. Our adviser, Therasia Brautigam, is a recent graduate of Westminster College after earning her journalism teaching certificate and serving as editor-in-chief for The Col-

“The world has found more workarounds than ever before to make sure people can enjoy the same things they did in the past.” umns, and is following in the footsteps of the now retired Robin Stover, the RBHS journalism teacher for 30 years. It’s been difficult for us to adjust to, what media outlets have been overusing everywhere, “unprecedented circumstances.” But the world has found more workarounds than ever before to make sure people can enjoy the same things they did in the past. The process of putting together this newsmagazine over videoconferencing calls and an endless string of group text messages has been slower, clunkier and more difficult than past cycles, but we ended up with a product we really love. We hope you love it, too. Best,

AMIRA MCKEE, EDITOR-IN-CHIEF

ISAAC YONTZ, EDITOR-IN-CHIEF

THERASIA BRAUTIGAM, ADVISER

SARAH DING, EDITOR-IN-CHIEF

2 COVER ART BY DESMOND KISIDA / LETTER FROM THE EDITOR BY SARAH DING / TABLE OF CONTENTS ART BY SARAH DING

Contents

5 8 FIRST-YEAR TEACHERS FINE ARTS CLASSES 10 13 VIRTUAL DEBATE 14 SOCIAL MEDIA IMPACTS 16 MISSING CUES OF THE DIGITAL WORLD BIRTHDAYS OVER THE WEB 19 20 PREDICTIVE POLICING BIAS 22 MANAGING TIME AIDS PERFORMANCE ARTISTS’ CORNER 23 ZOOM FATIGUE

Virtual learning creates unprecedented challenges for students.

English teacher Nora Derry describes her experience teaching online. Fine arts courses flourish despite virtual setbacks.

The RBHS debate team learns to prepare and compete online. RBHS clubs and students use social media to create history.

Communication through teleconferencing hinders physical cues. Writer Anjali Noel Ramesh celebrates her birthday over Zoom.

Biased systems raise questions about the objectivity of technology. Healthy habits improve academic outcomes.

Bruin Bear struggles through the daily challenges of virtual school.

Staff

EDITORS-IN-CHIEF

Sarah Ding, Amira McKee, Isaac Yontz

DESIGN Sarah Ding

ART

Lorelei Dohm, Devin Hall, Desmond Kisida, Amira McKee, Vivian Spear, Rachel Stevens

PHOTOGRAPHY

Parker Boone, Sophia Eaton, Desmond Kisida, Ana Manzano

SECTION EDITORS

COMMENTARY Nora Crutcher-McGowan FEATURES Shruti Gautam SPORTS Ana Manzano EDITORIAL Amira McKee NEWS Anjali Noel Ramesh A&E Isaac Yontz

WRITING

Lais Campos, Nora Crutcher-McGowan, Sarah Ding, Shruti Gautam, Allison Kim, Ana Manzano, Amira McKee, Anjali Noel Ramesh, Vivian Spear, Emma Stefanutti, Isaac Yontz

BUSINESS William Yoo

ADVISER

Therasia Brautigam

The Southpaw staff on VIRTUAL LEARNING:

VIVIAN SPEAR, WRITER

SOPHIA EATON, PHOTOGRAPHER

DEVIN HALL, ARTIST

“Because virtual school requires more exposure to technology, it’s been pretty challenging to learn my way around software we did not rely on as much last year, like Zoom.”

“I don’t know what some of my classmates look like. I spent my time making up faces behind the names and voices and found myself disappointed when they finally turned their cameras on and didn’t have the green skin or purple hair like I imagined.”

“For me, the biggest change is having to be more self-reliant for deadlines and classwork.”

Southpaw is a special edition created by The Rock’s staff. The Rock and Southpaw are publications of Rock Bridge High School produced by the Journalism: Newspaper and Honors Seminar Classes. Southpaw’s purpose is to go in-depth on a specific theme. This issue focuses on how virtual communication and interactions affect relationships between people. Advertising is $50 for a quarter page, $100 for a half page, $150 for a full page and $200 for a full back page.

PHOTOS BY SOPHIA EATON 3

ZOOM FATIGUE Science explains video call exhaustion

s the unprecedented need for social distancing forces society into increasing dependency on technology to communicate, the feeling of exhaustion following a day of video calls has become universal. “Zoom fatigue” refers to the unusual tiredness, worry or discomfort associated with prolonged and frequent interactions via video calls such as Zoom or other applications. With school, work and social gatherings largely taking place virtually, spending hours on video calls each day is nearly unavoidable, creating new questions and

avenues of research on the subject. There are a variety of theories as to why video conferencing is more exhausting than in-person interactions. One explanation suggests the theory of self-regulation is responsible for the additional challenges of video calling. Dr. Albert Bandura of Stanford University developed the self-regulation theory, which explains, as humans, we are hardwired to monitor our behaviors and edit them to ensure others perceive us positively. While most people self-regulate during any social interaction, we rarely have a live video feed of ourselves as is available

during a video conference. This can begin a cycle of subconscious monitoring and behavior adjusting, making focusing and engaging in anything else difficult. Video conferencing also puts a slight delay between the people speaking, regardless of how fast one’s internet is. A 2011 study at Ohio State University found people reported feeling significantly more frustrated by a conversation via video call with a delay of one-second than they would with the same conversation in-person. Even subconsciously, delays in communication can dictate how one perceives others. Continued on Page 6

STORY BY AMIRA MCKEE / PHOTO BY SOPHIA EATON 5

Virtual learning challenges students with ADHD A s students from Columbia Public Schools (CPS) have switched to virtual learning, they have met many challenges along the way. Although students have gone through a difficult time in this new school year, students with learning disabilities had different experiences adapting to this new learning form. Attention-deficit/hyperactivity disorder, (ADHD), is a neurodevelopmental disorder that causes attention difficulty, hyperactivity and impulsiveness. Students with ADHD have struggled with virtual learning because of the symptoms their disorder presents, making it especially hard for them to learn compared to other students. ADHD symptoms can affect a person's learning capability, day-to-day tasks and more. They can lead to difficulties such as often having trouble staying engaged with and organizing tasks and activities, avoiding dislikes or tasks that require time and mental effort and being forgetful, according

to the Centers for Disease Control and Prevention. People with ADHD receive and process information differently than others. ADHD influences the capacity to organize and remember details as well as memory and pacing. Sophomore Sophia Bessey is a new RBHS student that has had to navigate her ADHD while learning in a virtual platform even before the pandemic. For the past three years, Bessey has been homeschooled and attended classes through a virtual platform. "ADHD affects my learning because it's hard for me to focus and I never have a desire to do my schoolwork and get it turned in on time,” Bessey said. “I was already a virtual learner before COVID[-19] happened and it's a bit different now that I am

at RBHS because I can't go back and watch classes for homework.” According to the American Academy of Pediatrics, online learning requires students to be self-guided and complete tasks in the required time,

Video call fatigue interrupts effective communication

6 STORY BY LAIS CAMPOS / ART BY AMIRA MCKEE

Continued from Page 5 Not only can Zoom cause se sciousness, maintaining eye conta speakers requires more mental lab would exist with normal in-person tions. A series of studies at the Psy Department of the University of Co found eye contact, as exists in in interaction, is integral to effective c

elf conact with bor than interacychology oncordia n-person commu-

which is challenging for students with ADHD. Junior Dayron Gil uses a prescribed medication to treat his symptoms and help him stay on top of his work. “The only way I was truly able to adapt to this new environment was through my medication. It makes my work neat and I am able to focus,” Gil said. “However, I hate the way it makes me feel.” While medication is a way to help students with ADHD adapt to virtual learning, RBHS learning specialists such as Justin Towe also

nication and connection. One study found frequent eye contact during conversation resulted in faster responses, more and easier memorization of faces and an increased likability and attractiveness rating among test subjects. In order to maintain a similar degree of eye contact during a video conference, individuals must look directly into the camera. As a result, when indi-

work with students with learning disabilities. As those students require more assistance to improve their academic performance, Towe said the CPS staff gives extra guidance to their students during the pandemic. “Virtual [learning] has been tough on our kids in the sense they have had to become a more independent learner. What we are finding is that it is tough for students to stay up on their work and not get behind in their classes,” Towe said. “When this happens, [learning] specialists have been setting aside extra office hours, additional Academic Lab time, and even having students come to school to get some one-onone help.’’

viduals look at other members of the video call they are unable to make true eye contact. Thus, modern video conferencing programs inherently limit the effectiveness of communication. Though virtual school makes Zoom fatigue inevitable, adopting mindful habits can help mitigate its harms. Dr. Marlynn Wei, a medical doctor and author of Urban Survival, wrote the best way to avoid Zoom fatigue is to decrease

screen time as much as possible. She suggests scheduling frequent breaks and opting for phone call participation in virtual meetings whenever possible. Liz Fosslien and Mollie West Duffy of the Harvard Business Review wrote those who participate in video conferencing often should refrain from multitasking during calls to help minimize stimuli that can worsen Zoom fatigue. Other steps such as covering the video feed of oneself or taking time to stand up or move around during or after calls can make video interactions more similar to normal socialization.

STORY BY AMIRA MCKEE 7

FIRST-YEAR TEACHERS

LEARNING TO NAVIGATE THE VIRTUAL FRONTIER

very August, RBHS reopens its doors to start the new school year to students and faculty on “jumpstart” day. The incoming class of freshmen are able to navigate the halls, ask questions and meet their teachers. Music in the commons, tricycle racing competitions and pep rallies are landmark events for students on their first day. On the other side of the classroom, recent college-graduate teachers become accustomed to the norms of being an educator through attending orientation meetings, meeting co-workers and writing curriculum; all things the RBHS community took for granted last year. This year, however, Columbia Public Schools (CPS) administration suspended in-person activities at schools to prevent the spread of COVID-19, opting for a virtual format. Nora Derry, a firstyear English teacher at RBHS, said the school’s barren hallways leave the remaining faculty feeling eerie. “I didn’t realize when everyone’s [at RBHS], there’s this like electricity, everyone’s moving quickly and you’re saying ‘hi’ to people as they walk by,” Derry said. “It’s now echo-y, and it just feels like an opening scene of some apocalypse movie.” The energy that once ran through RBHS hallways is now insulated by “connecting to audio” Zoom screens, turned-off cameras or late assignments. Director of School Improvement at CPS Shelli Adams, said first-year teachers typically navigate mandatory staff meetings and certification classes. Unfortunately, first-year teachers are confined to Zoom calls as they transition from student to educator. “Normally, our first-year teacher meetings are in person. They all show up at Smithton Middle School and sign themselves in,” Adams said. “Because everything is electronic this year, our first two sessions have been about how to use technology.” To combat teachers potentially being overwhelmed by the sudden change

in curriculum, many states required can get caught back up.’” teachers to go through supplemental Derry teaches Advanced Placement training to better prepare for an all-vir- (AP) Literature and Composition, a coltual school year; Missouri’s Department lege-level english class for seniors that of Secondary Education did not. So, CPS requires students to be diligent with their implemented its own additional training work. Senior Adrienne Smith, a student programs to better prepare teachers for in Derry’s class, said she thinks Derry the new year. has taught the curriculum well. Digital literacy was not a topic of “I think Derry has done really well precedence as new teachers are familiar adjusting to online,” Smith said. “It’s with technology. But, because teachers hard to say if she would have done betneed to be proficient in technology this ter in person because I’ve never been year, Adams said it’s important teachers around her in person. But, despite a few are well-versed. technical issues, she’s doing really well “We’ve always had technology in I think.” the classroom, but teaching exclusively Despite the uphill battle first year with techteachers face, nology is a they are still totally difable to make It is a very challenging year for all of our ferent thing,” connections Adams said. with students. teachers,and especially for our new ones. I “So, we’ve Smith said worry so much about the teachers. We are held two sesDerry’s biggest so excited for our new teachers with fresh sions around strengths are ideas” technoloher capacity to gy and also understand her - Shelli Adams their January students. CPS Director of School Improvement session will all be geared “Honestly, my around [it].” favorite part of This year, CPS requires teachers to the class is the class itself. I really like post work on Schoology to standardize Derry because she’s fun and the class is and organize the virtual learning pro- very well-humored and she goes along cess. Teachers and students, who may with that,” Smith said. “She’s also realhave previously used other applications ly understanding which helps when we to collect assignments, transitioned to can’t turn in assignments on time.” Schoology. Because of the abrupt transiDerry and her students are able tion, Derry said students that previously to make the best of it through in-depth fell behind in in-person classes are like- discussions during class. Adams, who’s ly to fall behind virtual learning as well. been with CPS for 24 years, said she’s Derry said she tries to be as understand- pleased with the progress made. ing as possible with her students when “We want to build a community for they miss class. our folks so they don’t feel isolated, and “I completely understand that. they don’t feel on their own. It is a very Showing up to your 8:00 a.m. Zoom challenging year for all of our teachers, might be at the bottom of your priority and especially for our new ones,” Adlist right now. And I can’t really blame ams said. “I worry so much about the anyone for that, and I try to show a lot of teachers and our young, new teachers, grace for students,” Derry said. “I send because we want them to stay and keep them an email and say ‘Hey, here’s what that excitement and education, because we did in class today, and here’s how you we need that.”

Q&A WITH NORA DERRY Why did you become a teacher?

“I didn’t think I would be happy in a field where I wasn’t interacting with people in an honest and meaningful way daily. I think education is the best place to do that.

What’s different from when you were a student teacher? “I think in some ways it kind of made me appreciate the environment. I didn’t realize when students, when everyone’s there, there’s this electricity, everyone’s moving quickly and you’re saying ‘hi’ to people as they walk by.”

STORY BY ISAAC YONTZ / PHOTO BY ANA MANZANO 9

FINE ARTS PERSEVERE Art classes change to fit virtual setting

s Columbia Public Schools (CPS) made art a lot less collabfinish out their first semester of orative,” Hickcox said. virtual learning, one particularly “[This makes art] a bit prominent change in format has harder to find the motivaoccurred in the district’s art department, tion to do.” adjusting how all art classes have funcThe lack of face-totioned this year. face interaction resulting Visual arts teacher Carrie Stephenson from virtual classes has taken said RBHS art teachers have worked along- away opportunities for peers to brainstorm side their district-level fine arts team. They and draw inspiration from one another. Fine have worked to create consistent lessons arts classes like band, choir, orchestra and and teaming across all high schools in or- theater require a community of people to der to make the transition to virtual classes collaborate with, as well as access to speeasier. Even with the efforts made to pro- cial supplies that may not be available to vide a seamless switch for students, Ste- everyone at home. Senior Sarah Mosteller phenson said all of her classes have been said she believes the process of transition affected one way or another. art classes to a virtual format has been dif“We have definitely adapted to teach- ficult ing and learning online. [Students] have “Most classes just require you to make had to get used to a bit of delayed feedback presentations, take notes and read articles, and really focusing on each individual step which we already did on our laptops even of the creative process,” Stephenson said. when we were in person, so the transi“In order to make tion was easier,” virtual learning Mosteller said. more manage“Creative classes, When I do art and finally get into a ‘creable, we [split [however,] don’t ative flow,’ it can’t be interrupted by a up] projects and get much from school bell. I can sit in a comfy spot and [work] step by virtual resourcreally focus on my art for however long I’d step with them, es.” like." instead of a more Art teachfluid process if ers gave students - Sarah Mosteller, we were in the their own pack Senior classroom.” of supplies inSophomore cluding waterKyla Hickcox is a color palettes, oil student in Stephenson’s Art 2: Studio Art pastels and sketchbooks. These were used class, which focuses on helping students in place of community supplies the whole engage in drawing, painting, and mixed class would share in previous years. media, emphasizing creative problem-solv“Each student arrived at [RBHS] ing. Hickcox said while there are still chal- during the beginning of the fall quarter to lenges, Stephenson has made the switch to pick up their [...] supply pack,” Stephenson a virtual format easier, and having a teacher said. “It went very seamlessly. Only a few who does not take off points for late work students without transportation needed a has helped her manage work from other supply pack dropped off to them.” classes. Classes like Advanced Placement “I think honestly [virtual learning] has (AP) Studio Art, where each student picks

10 STORY BY ALLISON KIM / ART BY VIVIAN SPEAR

their own theme, have more individualized projects so they require more individualized supplies. Stephenson’s AP art classes filled out a Google form at the beginning of the school year with all the materials they thought they would need throughout the semester. Despite the challenges that come with being in a virtual art class, there are positive changes as well. The distractions of an in-person classroom is no longer an issue, as students can complete work on their own time. “Now, when I do art and finally get into a ‘creative flow,’ it can’t be interrupted by a school bell. I can sit in a comfy spot and really focus on my art for however long I’d like,” Mosteller said. “This is super nice because creativity and motivation isn’t just something that happens whenever you want it to, you almost have to get in a sort of mood or zone to be able to focus on your work.” Hickcox agreed with Mosteller that working on art outside of a 90-mintue class in a regular school day aids quicker completion of projects. While many of Hickcox’s classmates have expressed they wish to go back to in-person classes, she said she personally feels that art is easier to do online. “I prefer the online classwork because I enjoy online formats that allow me to work at my own pace, work ahead and study easier,” Hickcox said. “But, I do still miss the classroom environment and the aspects of social interaction.”

Theater cast performs "Lucky Stiff" despite setbacks

he RBHS performing arts department rush back on stage quickly, but this year we presented this year’s musical, “Lucky didn’t have to worry about that.” Stiff,” every night between Nov. 30 Musical director Mike Pierson said he and Dec. 4. The show is set in the 1960s had to consider different camera positions. and centers around a shoe salesman whose Besides missing some essential produclate uncle has left him a six million dollar tion staff leading up to the recording, he inheritance on just one condition: he must said there were no further issues and the take his dead uncle on his dream vacation schedule and procedures outlined worked around Monte Carlo in a wheelchair. perfectly. Although the fall musical is an annuIn addition to adjustments as a real production, this year’s performance was sult of the new virtual viewing forunlike any from years past. In compliance mat, COVID-19 restrictions were also with COVID-19 health guidelines, RBHS responsible for several production performed in front of a virtual audience. changes. The performance was pre-recorded For example, The cast put the and seemed just like a final dress rehearsal performance together with fewer rewith all the costumes, props and details of hearsals, a smaller cast and implemented the full musical, minus an audience. Soph- health procedures at every rehearsal. omore Judah Belzer, who played the role of Students were advised to limit contact a drunk maid, said not having a live audi- to lower the risks of a cast member conence to perform in front of was one of the tracting COVID-19. biggest differences with the new viewing The cast limited contact with any outformat. side groups by using tracks to sing along to “The feeling of being behind the cur- instead of live musicians. They had to learn tain and hearing voices in the house while specific counts for songs, which Robuck butterflies fly around my stomach was said many cast members struggled with. missed,” Belzer said. “[However,] the The lack of a tech crew posed probwhole cast knew safety was a priority, and lems for the cast. Cast members worked toeveryone who wants to will still get to see gether to move set pieces and props around the show.” themselves during A virtual perevery rehearsal formance also and performance. The whole cast knew safety was a primeant the cast Having to ority, and everyone who wants to will could shoot scenes navigate through still get to see the show." multiple times and new challenges choose their best has pushed the ones for the final “Lucky Stiff” cast - Judah Belzer, production. Senior to help and work Natalie Robuck, with each other Sophomore a chorus member, much more than said a virtual perbefore. Robuck formance leaves room for a more polished said she doesn’t feel as if alterations in the performance. musical’s production have negatively af“We were able to take more time in fected the cast’s performances or bond. If between scenes and songs while we were anything, she said it has made them better recording,” Robuck said. “Normally, there and brought them all closer together. are quick changes that happen backstage “Personally, this is the closest I’ve ever during the musical because people need to felt to the cast, and I know that other people

feel that way too,” Robuck said. “Sometimes during rehearsal, it could feel [tempting] to not put your full effort into your performance because you could hide behind a mask, but [...] by

the time we were recording it without masks, everyone was putting forth their best efforts.” Pierson agreed with Robuck that the relationships between cast members has stayed strong, and the cast was able to persevere through new and challenging circumstances together. “This cast didn’t let [new changes] stand in their way at all," Pierson said. "They continued to strive to be the best they could.”

STORY BY ALLISON KIM / ART BY VIVIAN SPEAR 11

Virtual debate inspires

argumentation, collaboration through screens

nstead of loading onto a school bus and making the long drive to a tournament’s host school in cities such as St. Louis or Springfield, the RBHS Speech and Debate team has stayed right at home to compete. Tournaments are all held over online platforms for students to compete on, and Columbia Public School (CPS) allows students to use three of their high schools— RBHS, Hickman High School and Battle High School—for internet and to be around their peers. They can also choose to compete in the comfort of their own home like freshman Jade Castilow, a novice debater who participates in Policy Debate, a 90-minute long event. She partakes in this three to four times in a day when competing. Castilow said she feels it’s more difficult to debate over the video calling application. “I don’t know what I sound like over Zoom, so I don’t always know if the judge can hear what I’m actually saying,” Castilow said. “Speaking is a big part of the debates.” CPS Speech and Debate head coach Dr. Danielle Johnson said the change from in-person to virtual has changed the atmosphere of tournaments. Hand gestures and other motions that speakers utilize can be hard for judges to see, but Dr. Johnson said

there are positive aspects as well. “I think that for the most part, it brings the judge more into it, in a way, because the judge has to facilitate the technology,” Dr. Johnson said. “It feels like people are more polite in the setting... everyone understands that we’re dealing with a lot of different elements.” This is Dr. Johnson’s first year as the CPS head coach for all Speech and Debate teams in the district, a new position this year and a change from having one main coach and one assistant coach per school. Dr. Johnson said her job is to nurture and inspire her students while supporting them whether they are as successful as they hoped or not. “My number one coaching tool is to provide significant feedback, either by watching stuff like performances... or reading their case and telling them what could be better,” Dr. Johnson said. “And I always tell my students, even if it comes across as harsh, that critiquing is a way of showing someone you care about them and you respect them as an individual and that you want them to be the best they can be.” The whole team meets on Zoom to practice every Monday and Thursday, where there could be as many as 40 people, before they split off to go to breakout rooms led by student leaders, who have “been incredibly supportive and helpful,” Dr. Johnson said. In addition to these practices, members may have another Zoom meeting when a tournament is coming up for them to receive feedback on their performance from a student chair or coach. They put far more time into preparation outside of these Zooms, however, as Castilow and her partner have been calling each other almost every night to prepare. The whole team communicates with each other through many dif-

ferent platforms. Debate partners aren’t allowed to be in the same room while competing, as this may give them an unfair advantage over those who can’t be together. “The primary form of communication has been Zoom, but we also use Discord and other platforms as well,” junior Carson Dale, Co-Chair of Public Forum Debate, said. “It’s been a challenge, but I’m happy with the progress we can make considering the circumstances.” Members haven’t been able to go on bus rides, attend post-tournament dinners and tour the city of the National tournament together this year.These moments are just another major part of the Speech and Debate experience students are missing. “One of the things I’ll miss the most this year is the excitement [of] breaking to the next round at in-person tournaments,” Dale said. “With the team cheering you on in-person, it added another layer of excitement to the process that is kind of lost online.” As for the team bonding aspect, Dr. Johnson said she was surprised by how quickly new members have connected with the existing community. “I think the hardest thing is that I’m in this position where, by nature, I’m gonna care deeply about these competitors and I hope they will care about me and respect me, but we’ve never even been in the same room together,” Dr. Johnson said. “It’s so strange to me that because I’m new to the school, new to the position, that there are students I have coached and supported... that I’ve literally never met.”

STORY BY SARAH DING / PHOTOS BY DESMOND KISIDA 13

Not-so close contact

Web combats global isolation during pandemic

y April 8, 2020, 92% of countries working platforms to communicate with around the world had executed each other, leading to a 10% increase in some type of quarantine strategy worldwide social media usage from Janin response to the COVID-19 pan- uary to July of this year, according to demic, according to National Geographic. research institution DataReportal. Since this date, national and local govFacebook saw a surge in ernments and health organizations have traffic following the first U.S. emphasized the importance of following COVID-19 death in February, social distancing regulations, stay-at-home with a 27% increase in users daiorders and city-wide lockdowns to reduce ly by the end of March. YouTube transmission of the virus through physical saw a viewer preference on its interaction. Humans, however, are inher- website rather than the app during ently social creatures and drastically re- the beginning of quarantine, as people ducing the level of communication within spent more time at home rather than on the society can negatively impact individuals. go. Teenagers specifically have also exUsing apps and websites to be social pressed issues concerning their mental may atone for the massive set back in health, with seven out of 10 teens claim- in-person contact because of the pandemic. ing they’ve struggled to manage it during Public media platforms can also bring COVID-19, according to a study by the societal issues to relevance. The Black McGovern Medical School. Poor mental Lives Matter movement, which began in health during the pandemic, especially in 2013, boomed this past May after nearly teens, has a multitude of consequences— 8.8 million people used the #BlackLivesspecifically depression—due to isolation. Matter hashtag on Twitter three days afAccording ter the death of George to a survey Floyd. done in June Within a week, 2020 by people from all jobs and the Centers all nationalities took to for Disease A survey done by the Centers for Dis- online networks to post Control and their reactions. Floyd's P r e v e n t i o n ease Control and Prevention (CDC) death caused the move(CDC), peo- stated 26% of people 18 and over re- ment to spread through ple displayed ported a trauma and stressor related social media at an una significant disorder (TSRD) related to the effects paralleled rate. increase in A day after Floyd’s of the pandemic. depression passing in Minneapoand stress lis, protests broke out disorders between April and June 2020 throughout the state of Minnesota. 48 hours than in 2019. In these circumstances, social after his death, they spread across the westmedia, as a form of communication with ern United States, and within a week, the the world, may improve the psychological whole of the nation erupted with protests. wellness of those under quarantine. This occurred because people were floodIn response to decreased face-to-face ed by the massive amount of web traffic contact, the people turned to social net- revolving around the Black Lives Matter

DID YOU KNOW ?

14 STORY BY ANJALI NOEL RAMESH / ART BY DESMOND KISIDA

campaign as a result of the events in Minneapolis. The inherent goal of social media is to provide its users with an outlet for news and communication. How people use this asset, however, determines whether its effects are positive or negative. According to the McLean Hospital, setting limits on usage per day can preserve the overall emotional health of individuals and allow users to build character and not require validation from an app. An excessive amount of screentime is also detrimental to a person’s physical well-being because it can strain and possibly damage the eyes, according to the American Academy of Ophthalmology (AOO). Taking short breaks while working, rather than staring at a screen for long periods of time, is a viable counter-measure for this issue. The AOO suggests that people follow the 20-20-20 rule: looking 20 feet away from a screen for 20 seconds every 20 minutes. By moderating time spent on social media, people can take advantage of the global communication that the wide variety of platforms can provide.

Clubs' social media uses online platforms to leave lasting impacts

very year, posts from student-run accounts flood Instagram, each representing an organization at RBHS. With 96% of students across the nation who have internet access using social media, according to Lori Wade of Georgetown University, it is inevitable for digital networking to become a part of education. Social media is a way to connect and share information with the world, and RBHS clubs avidly take advantage of this method. Wade wrote about the practicability of social media, as it can quickly become an integral form of communication in fast-paced lives. Out of the 77 active clubs at RBHS, 44 use some sort of social media to supplement their outreach.

RBHS clubs also created ac- according to the Guardian, is a Twitter totaling to 15,245. But, counts on different social media result of Facebook’s branding clubs can also use such accounts platforms, with an average of falling short of Instagram for for more personal impacts. The 1.545 accounts per club. Social youth users. This is mirrored in RBHS French Honors Society media allows organizations to RBHS clubs as well, as only 4 started an Instagram account reach a large number of viewers active clubs (Bruin Girls, RBHS and posted for the first time in online, and Facebook is consid- Cheer, Darkroom Records and honor of Krista White, a late ered the preferred platform for Future Farmers of America) at French teacher, in 2020. These businesses. RBHS use Facebook. All 44 social media accounts keep a According to the Harvard clubs with a social media pres- digital history of the school and Business Review, 80% of For- ence instead have an Instagram the people in it. tune 500 companies kept up and/or Twitter account. AccordRBHS International CulFacebook pages in 2017. The ing to a study conducted by the ture Organization used to have U.S. State Department also in- Audience Project in 2020, 63% a Facebook group. The last vested in Facebook, spending of surveyed youth internet us- message sent was in 2014, with $630,000 from 2011 to a member speaking to 2013 to gain traction on how they missed their the platform. Despite former peers and invitThe influence of clubs using social media its predominance, howing them to a cultural is evident. All of the students at RBHS ever, youth are leaving event at MU. that are creating and updating accounts the platform. In 2018 The influence of are leaving a lasting technological impact the Pew Research Cenclubs using social meon behalf of the school." ter found Facebook is dia is evident. All of no longer the domthe students at RBHS inant social media platform ers used Instagram, while 47% that are creating and updating among teens. There is a used Twitter. At RBHS, 90.9% accounts are leaving a lasting youth “exodus” when it of active clubs with social me- technological impact on behalf comes to Facebook, which, dia use Instagram, and 52.3% of the school. Although older use Twitter. These accounts accounts may seem obsolete, garner attention from users, they offer a glimpse into the with RBHS clubs’ combined history of the school and past following on Instagram and achievements. Every new account makes a mark, adding to archives of history for future students to see and marking the relationships that exist right now.

STORY BY SHRUTI GAUTAM / ART BY DESMOND KISIDA 15

Missing cues of the digital world

or RBHS senior Kellen Sapp, wak- missing cues and how their absence impacts ing up and attending virtual classes social interactions during video conferencmeans missing out on the informal, ing meetings. Body indicators like posture spontaneous interactions which oc- and body movement are indecipherable in curred with classmates in an in-person Zoom calls. Facial expressions, among othsetting. It leaves no room for random chat- er things, are now limited, if not obsolete. ting with strangers, or decoding subliminal “Cues are restricted, particularly since messages received from the teacher. These the forehead may be covered by hair, as missing cues tell us what others are trying well as by the size of the image,” Kessel to communicate, providing a sense of ease said. “And those are only available if the and informality. camera is on and lighting is reasonable. “Virtual learning has meant I don’t [Another missing indicator is] hand placeget to have the same interactions with my ment and movement. Also, these are quick, classmates that aren’t my close friends,” so easily missed if you don’t know who is Sapp said. “One thing I really miss is speaking.” spending time with the people who I saw Besides those physical gestures, volin class every day even if we didn’t inter- ume and eye contact are changed from an act outside of school. Now I just see those in-person setting. Some things that were people on my zoom screen but don’t get the natural in a physical classroom are no lonchance to just talk.” ger a given. Kessel said direct eye contact Sapp also said it’s difficult to obtain is a major example of this. the special sense of informality that comes “The volume in people’s own environwith in-person classes, which consisted of ments means that they often have to be mutthings like spontaneous classroom banter ed most of the time. There are no audio cues or an absence of hesitance when answering that someone may want a turn to speak, like questions. a quick The converbal straints acknowlTeachers can’t monitor our understanding based on non- e d g e of Zoom verbal cues the way they always have and so that leaves m e n t , ” change silent ambiguity in the pauses between ideas as they wait K e s s e l the atmofor a verbal cue.” sphere to said. “[Eye only allow contact] - Kellen Sapp, senior for verbal may be and limitmissed as ed nonveryou don’t bal cues. know who “All interaction with classmates feels is going to speak before they begin. By a lot more formal. Because the teacher the time you look at their face, you have can hear everything you say and the times missed some of those cues.” when they can’t, you’re usually in a breakBecause of the absence of these things, out room with an assigned task; it’s more the teacher-student dynamic is made more difficult to have casual conversation,” Sapp difficult, as it is harder to establish a sense said. “Things on Zoom feel like they have of authority. Additionally, Kessel said eduto be important.” cators struggle to teach because of the virThis sudden formality has a larger ex- tual obstacles. planation. Laura Kessel, a speech-language “There are also no physical delineapathologist at RBHS, described the subtle, tions between teacher and students,” Kes-

sel said. “Typically, a teacher is standing and students are sitting. This is the structure that we recognize as a learning environment. It identifies the authority in the room, and the speaker with the most knowledge and guidance.” Other than a missing physical dynamic between teacher and student, Sapp also mentioned how teachers and students struggle to connect and communicate without important nonverbal cues. “There’s so much more silence in a Zoom classroom both because many people are on mute and because of the perceived formality of the virtual classroom. People are hesitant to answer if they don’t exactly know the answer and so there are long pauses between a teacher asking a question and anything happening,” Sapp said. “Teachers can’t monitor our understanding based on nonverbal cues the way they always have and so that leaves silent ambiguity in the pauses between ideas as they wait for a verbal cue.” Similarly, teachers also face setbacks in the digital classroom. Not only do they have to attempt to communicate over these platforms like students, but it’s also crucial educators can receive signals to know if their class is learning and whether they should change course. This is part of any teacher’s job, but with apps like Zoom, it’s even harder. Kristin Reed, a French teacher at RBHS, described her virtual experience as one plagued by the “black screen,” a universal struggle among teachers currently. “It is very, very difficult with the students I have never met in-person. Some are never able to have their cameras on, I hardly know what they look like,” Reed said. “We have adjusted, for the most part, to the current learning process. There are many pros and many cons. A definite con would be that it is very hard to read the cues, especially when there are no cues to go off of. A black screen with a name.” Despite people finding creative ways

to use Zoom, Kessel made clear that video conferencing features will never be able to replace the cues received from physical body placement and eye gaze. Additionally, challenging lip reading cues and limitations brought on by video conferencing platforms like Zoom create even more challenges, as Kessel said everyone uses lip reading cues to some extent. “The placement of the articulators adds information that your brain can use to clarify speech sounds and sound combinations. This is harder when the lips (entire picture) is reduced to the size of a quarter (in many cases),” Kessel said. “The audio/tech features of Zoom mean that no two people can speak at the same time. That is unnatural as we usually have a gradual release and beginning of speaking turns.” Even with all these barriers, people are trying their best to stay in touch. Sapp said he’ll send a “good morning” text to his friends when they’re on Zoom together, or he will utilize Zoom breakout rooms to try to in-

corporate the type of casual conversation that would occur in a physical classroom. Kessel said she doesn’t know what the lasting impact will be for students, especially for those who already struggle with social cues. In the meantime, however, planned interactions are key. “Games that are more social and verbal [...] can be played via Zoom, [providing] a little structure to ensure everyone gets a turn, or is at least specifically provided a turn. Including Zoom,” Kessel said. “That way, you don’t have to talk a lot, but you could and hear your friends comments, questions, just as you would if you had all gotten together to watch it.”

STORY BY NORA CRUTCHER-MCGOWAN / PHOTO BY SOPHIA EATON 17

BIRTHDAYS ON THE WEB Isolation brings friends and families together

’ve never been one to host extrava- I wasn’t sure if I should have felt elated at gant birthday parties. I almost never the prospect of seeing my relatives together celebrate my birthday with my family on one video call, or dread for what would members, all of whom live outside of surely end up being an hour of uncomthe United States. Though I always wake fortable conversation. I remember guiltiup to a bombardment of phone calls from ly shoving those feelings of apprehension relatives and well-wishers, it is rare to have away, ashamed with my lack of motivation them come visit me. I knew that this year’s to talk to the family members I rarely saw. “celebration” would be the same, if not It was then I realized because of our dismore isolated than before. Society’s em- tance and our limited time to communicate, brace of virtual platforms opened our eyes I was not as emotionally close to my relato an already-existing solution to long-dis- tives as I wished to be, leading to our less tance gatherings my family had not taken than desirable exchanges over the phone. advantage of before the pandemic. When the time for our Zoom meeting Though video conference applications approached, I anxiously entered the code existed before the global COVID-19 out- as my parents and sister huddled around break, my family the laptop with me. didn’t have time for This would be the a sit-down video call first time we had It was then I realized because of to celebrate annivertalked face-to-face our distance and our limited time to saries and birthdays. since last summer, communicate, I was not as emotionThere was always the and I’ll admit I was ally close to my relatives as I wished lingering notion that nervous to see my to be. we would be able extended family to visit one another again. How would over the summer or we continue the winter break to expeconversation after rience our share of holiday parties together. exchanging pleasantries and singing ‘HapInstead, it hit me this past March that my py Birthday’? A thought crossed my mind relatives and I might not be able to see each — surely my mother wouldn’t force me other until the following year. to dance one of the pieces I’d learned, or In the beginning of May, my cousin even worse, sing a song with my sister. I Sahi, who lives in Toronto, Canada, turned was starting to believe phone calls were my 16. As discourteous as it sounds, I knew it savior rather than my demise. would be a day of my mother imploring me As the Zoom call finally connected, we to call and engage in an incredibly awkward looked at the familiar faces on my mother’s 10-minute conversation with my cousin side of the family, including the birthday while she glared at me when I couldn’t girl herself. Almost immediately, I felt a come up with more discussion topics. Hon- sharp jab in my side as my dad nudged me estly, I was eager for the day to arrive, so toward the microphone to compel the phone call would be over with. When I me to talk to my cousins. I inreceived a Zoom meeting invitation instead stantly glared back at him and of a phone call the day before her birthday, subtly tried to shake my head,

indicating I would rather not be the first to turn on the microphone. My mother rolled her eyes at the both of us and reached over to unmute before exuberantly saying hello to Sahi and her family in Toronto and my uncle’s family in London. There was collective chaos as my cousins, aunts and uncles all greeted each other one by one. For a moment, it seemed as if we were all in the same room, enjoying time together we hadn’t had in over three years. My sister and I led a quick chorus of ‘Happy Birthday’ and my cousin and her family showed us the vast assortment of food they had prepared. As my mother made small talk with her siblings, my cousins and I played multiple party games, including Pictionary and Charades, which my sister and I blatantly cheated in. Although it was still midafternoon for us in Columbia, it eventually became late at night in London and we had to say our goodbyes. A layer of disappointment draped over everyone, similar to when we had to part ways in person. I had no idea forcing some family time would reduce the existing awkwardness from disconnection. Long distance communication can be hard on family relationships, and combining it with a global quarantine makes traveling out of the question. But using something as simple as a video call can provide families like mine with the togetherness they need.

STORY BY ANJALI NOEL RAMESH / PHOTOS BY ANA MANZANO / ART BY LORELEI DOHM 19

BIASED DATA EXACERBATES RACIAL INEQUALITIES

echnology is widely regarded as objective; programmed to efficiently perform traditional human tasks without human bias. In this digital age, such impartiality has become invaluable to society. Countless industries have ingrained technology, including artificial intelligence (AI), into day-to-day operations previously only designated for humans. One field that has taken advantage of technology’s efficiency and objectivity is the policing and criminal justice system. In recent years, law enforcement has increasingly used big data and AI to “predict” crimes before they occur, according to the National Institute of Justice. This practice is known as predictive policing. There are two main types of predictive policing algorithms. The first is a location-based algorithm, which draws on data about crime records and their links to different places and events to determine where and when crimes are most likely to happen, helping police departments decide where to allocate their resources. Certain times and places, such as crowded events, are statistically more likely to have criminal activity. Tools such as PredPol, one of the most commonly used location-based algorithms, create maps using these statistics that update throughout the day with predictions on which areas are more dangerous, giving law enforcement a better idea of where to patrol more heavily. The second type is a pretrial risk assessment algorithm, and it uses data

about socioeconomic status, age, gender and more to determine how likely a specific person is to commit a crime, according to The Leadership Conference on Civil and Human Rights. One tool, Correctional Offender Management Profiling for Alternative Sanctions (COMPAS), is used in states such as California, New York and Florida to help judges make decisions about sentencing and pretrial release. COMPAS assigns each defendant a statistical score from one to 10 on how likely they are to reoffend and therefore how high or low risk they are. This means two defendants accused of the same crime could receive different sentences because one was deemed higher risk by a formula that considers factors outside their control. The death of many Black people at the hands of police and the subsequent uprise of the Black Lives Matter movement earlier this year shed light on racism ingrained into the justice system. Activists and researchers have also begun to question the technology and algorithms the policing and criminal legal systems rely on and whether it is actually unbiased. These algorithms have garnered criticism, as some cities use crime record data that may in-

clude racially biased practices known as “dirty policing,” including arrests and traffic stops without just cause. According to a 1999 report from the American Civil Liberties Union, these incidents disproportionately affect Black people. Data from these occurrences are then used by predictive policing systems, in turn skewing the algorithms and making them more likely to label more Black people and communities as dangerous, according to a 2019 study conducted by the AI Now Institute. While risk assessment algorithms do not explicitly use race as a factor when making predictions, they use socioeconomic status, zip code and other variables

closely correlated with race, often leading to racially biased predictions. A 2016 study by ProPublica tested COMPAS and found Black defendants were almost twice as likely as white defendants to be labeled high risk, yet empirical data shows they do not actually reoffend. Similarly, white defendants were found to be mislabeled as low risk more often than Black defendants. Junior Abbie Sivaraman said she disagrees with the use of predictive policing algorithms, and said they exacerbate existing racial injustices rather than mitigating bias as was intended. “There are already many problems with people being wrongly accused of crimes due to their race or their upbringing, and I don’t think [predictive policing] is a fair way to narrow down suspects in a crime,” Sivaraman said. “We should be taking steps to reduce the bias, not implementing a system where racial bias factors into important decisions regarding incarceration and policing. People’s lives shouldn’t be ruined over a poorly thought-out system.” Opponents of predictive policing say disguising this technology as objective while ignoring the biased data it’s built on is not only naive but also exacerbates existing prejudice against marginalized communities. According to an article for the American Sociological Review by Sarah Brayne, a sociology professor at University of Texas—Austin, the belief that policing algorithms are fully impartial may provide the justice system with a justification for over-policing and mass incarceration. “Social dynamics inform the historical crime data that are fed into the predictive policing algorithm,” Brayne said. “However, once they are inputted as data, the predictions appear impartial; human judgment is hidden in the black box under a patina of objectivity.” Vincent Southerland, an adviser to the AI Now Institute and Executive Director of the Center on Race, Inequality and the Law at New York University School of Law, agrees policing technology is a harmful reflection of human biases. He believes these algorithms have no place in policing, especially given technology’s roles in oppressing

Black people throughout history. “Technological tools have consistently been used to mark, sort and surveil Black people and single them out for harmful treatment in the criminal legal system,” Southerland said. “I think that the technology in the criminal system can be deeply harmful, especially because it can reflect back the racism, bias and inequality that shapes the world around us. Given that, it is hard to imagine having these technologies in place in ways that are going to drive the system to behave in more fair and just ways.” While modern predictive policing algorithms are still fairly new, data systems have a long history of being weaponized against Black people in different ways. Practices such as redlining, for example, used data to classify Black communities as high financial risks, justifying banks’ systematic exclusion of Black people from financial services. “Quantified practices may thus serve to exacerbate inequalities in stop patterns, create arrest statistics needed to justify stereotypes and ultimately lead to self-fulfilling statistical prophecies,” Brayne said. “Moreover, as police contact is the entry point into the criminal justice system,

the digital feedback loops associated with predictive policing may ultimately justify the growth and perpetuation of the carceral state.” Society is in an era of rapidly advancing technology, and it’s important now more than ever to realize technology is only as good or bad as the people behind it. Everyone has an essential role to play in recognizing their individual human biases and how they contribute to the technology they increasingly rely on. This can ensure data and AI are used in ethical ways, especially in the context of the criminal justice system and addressing racial inequalities. “Understanding each step of data collection and analysis is crucial for understanding how data systems—despite being thought of as objective, quantified and unbiased—may inherit the bias of their creators and users,” Brayne said. “As an institution historically implicated in the reproduction of inequality, understanding the intended and unintended consequences of machine-learned decisions and new surveillant technologies in the criminal justice system is of paramount importance.”

STORY BY EMMA STEFANUTTI / ART BY LORELEI DOHM 21

Time management aids academic performance

oone County local news KMIZ, released data in late October to complete school related tasks. Interactions with close family in regards to Columbia Public School’s (CPS) first grading and friends also plays a key role in the development of a students progress report on Oct. 8 showing there has been an increase mental health. of nearly 600% in failing grades. This includes elective classes According to the Center for Disease Control And Prevention such as art, physical education, choir and band in students ages middle school students and an increase of 74% in 13-18 should high school students. be receiving When learning new classroom material from home, When learning new classroom material from 8-10 hours each students tend to struggle coping with the schedule home, students tend to struggle coping with the night. Withadjustments, as one in every three K-12 students are schedule adjustments, as one in every three K-12 out acquiring put at a disadvantage due to a lack of sufficient internet students are put at a disadvantage because of a lack the suggested of sufficient internet access, according to a report hours of sleep, access, according to a report developed by the Boston developed by the Boston Consulting Group working Consulting Group working with the non-profit organiza- teenagers may with the non-profit organization Common Sense. As be exposed to tion Common Sense. a student, building a new schedule without priorihigher levels of tizing what would be in a student’s long-term best stress, a weaker interest as well as being in a distracting environment immune system could complicate a student’s educational experiences and disturb and problems focusing. In order for students to receive the proper their work ethic. However, if students set aside time to create a amount of recommended sleep, they should try to limit their screen rough outline of a schedule that would adapt to the classes for the time or set a “media curfew.” student, they would have higher chances of managing their time to Performing some form of physical exercise releases chemicals the best of their ability. in the brain called endorphins, which can not only reduce stress by Creating a healthy schedule should include getting at least eight acting as natural pain killers but can also improve an individual’s hours of sleep, daily ex- ability to sleep. Studies by the Anxiety and Depression Associaercise, a healthy tion of America say that even five minutes of aerobic exercise can diet and des- stimulate anti-anxiety effects by restoring the brain’s prefrontal ignated mechanism and lowering emotional and physiological reactivity. time Waking up early and committing to an activity as simple as a walk everyday could improve one’s ability to focus. An individual’s mood during the course of the day can be heavily affected by what food groups they consume. Harvard University’s School of Public Health reports consuming carbohydrates such as vegetables, fruits, whole grains and beans and avoiding sugary beverages can improve one’s mood for the day and their overall health. An imbalanced diet could potentially lead to binge eating disorders, poor concentration and mood swings triggered by fluctuations in blood sugar levels. Based on studies by American InterContinental University (AIC) ranking tasks in importance can allow time to clarify details and gather more information on the assignment. AIC further recommends setting deadlines and being flexible when learning new information about the task and what you should be prioritizing. Students who effectively prioritize their work-load are more likely to find academic success. In light of the pandemic, students have the opportunity to create their own schedule that could improve their overall performance in school. If students can learn to manage their time correctly they can build a more efficient learning system for themselves.

22 STORY BY VIVIAN SPEAR / ART BY RACHEL STEVENS

Bruin Bear

struggles through virtual learning

ART BY DEVIN HALL 23