devil's advocate (vol. 31, issue 2)

devil’s advocatestanton college preparatory school

your stories. your school. your voice.

An Unwritten History of WinningExploring the achievements of Stanton’s athletics program that are too often overlooked. By HUDSON BÄCK

no. 2 november 2014|devilsadvocatepaper.com

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november 2014number 2

devil’s advocate

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devil’s advocate | 3november 2014

Contributing Advocates: The Devil’s Advocate is searching for contributing writers, photographers and artists. Contact Manya Goldstein at [email protected].

Ads and Sponsorships: The Devil’s Advocate is dependant on our advertisers and our sponsors. When you purchase an ad with us, it reaches a diverse student population that can help your business. We can also design your ads. Our prices are: $25 (1/4 page), $50 (1/2 page), $75 (insert), $100 (full page b/w), or $125 (back page color). Contact Savannah Mika at [email protected] or Mr. Knight at [email protected].

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Follows Us OnAdviser: Larry KnightEditor-in-Chief: Manya GoldsteinManaging Editor: Savannah MikaLayout and Design Editor: Samantha FossFeatures Editor: Zoe ReyesOpinions Editor:Vanessa HanSports Editor: Stewart GideonStudent Life Editor: Spencer NachmanPhotography Editor: Claire TorakTechnology and Media Editor: Anthony PaulReporters: Hudson Bäck, Shriya Gupta, Eden Molla, Shruti Murali, Sarah Page, Hafsa Quraishi, Valerie Starks, Lily Tehrani, Grace TrombleyPhotographers: Amber Weitzel, Sweta Madem, Nidhi Shashidhara

STANTON IDIOSYNCRASIESStanton is typically known for its academic record. However, Stanton is much more than just its Advanced Placement or International Baccalaureate classes. There are many social aspects that make us unique from other schools.BY HAFSA QURAISHI

EXTRINSIC VS. INTRINSIC MOTIVATIONDoes our main source of motivation stem from inner values or from the external rewards we recieve? Two Stanton students take sides as they explore the under-lying influences behind community service, academic success and more. BY EDEN MOLLA and KRISTI MCPHERSON

Editor’s Desk

There is a common mis-conception that Stanton is simply “bad” at sports. Whether this stems from our poor track record in football or our extreme academic success, the stereotype is one that has followed Stanton for years. In this issue, we attempt to put an end to this fallacy as we illustrate the triumphs and achievements of Stanton’s athletics program.

Manya Goldstein, Editor-in-Chief

In Features, we delve into the topic of mental illness and reveal the stories of individuals who struggle with it everyday. We also present our second chronicle of the “Senior Life” series, with senior Christy Parks addressing the daunting topic of planning for the future. Be sure to check out her profile in Student Life. Another topic we address in this issue is society’s emphasis on higher-level education. The Devil’s Advocate looks at the

drawbacks of this “college for all mentality” that has taken America by storm. Head over to Opinions to read about our stance on the matter. We hope you enjoy our second issue of the school year and look forward to hearing your voice. Email us at [email protected] to share your opinion on any of the topics addressed within. Who knows —you might be featured in the next issue of the Devils Advocate!

Don’t forget to follow us on twitter at @scpnewspaper and like our page on Facebook for the latest school news, photos and more. Want to read more? We are proud to offer an extensive collection of weekly stories, columns and photo essays at www.devilsadvocatepaper.com.

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DAVID HOLCOMBE: A LIFE OF ACHIEVEMENTStanton teacher Mr. David Holcombe has a background in law that many students are not familiar with. A look into his history as a Judge Advocate General in the Unites States Navy shows his impact on the Naval court system.BY LILY TEHRANI

8AN UNWRITTEN HISTORY OF WINNINGThe history of Stanton athletics is not one filled with loss. Although many of the sports teams are overshadowed by the perceived lack of success, a look at our track record shows we have a history of triumph.BY HUDSON BÄCK

7STORIES OF STRENGTHTeenagers and their loved ones are confronted with many mental illnesses such as depression, Tourette Syndrome and PTSD. Students at Stanton share their experiences with these mental illnesses and how they affect their lives.BY VALERIE STARKS

4 | devilsadvocatepaper.com vol. xxxi, no. 2

Student LifeThis Is Us: A Look at Stanton Idiosyncrasies

By HAFSA QUARAISHI, Student Life Reporter

While it may seem commonplace to Stanton students, the uniqueness of the eccentricities and personalities is a vital component to life at Stanton and is what makes us stand out from the rest.

Stanton College Preparatory School, known for its rigor-ous academic program, is currently ranked number two on U.S. News’ list of the Best High Schools in Florida. How-ever, the rigor of its program and the IQ of its students aren’t all that make up Stanton. Contrary to what other schools might believe, Stan-ton has more to it than its intelligence level or number of National Merit Finalists—it has depth. Although the chal-lenging curriculum is what attracts people to Stanton, the charming little quirks are what make it even more loveable, and although they might seem peculiar at first, Stantonians are some of the most interesting students one will come across. According to most Stanton students, there are some things only a Stanton student would do. For a few years now, there has been a trend in which students post ex-amples of Stanton idiosyncrasies to the social networking site Twitter, emphasizing the peculiarity of the school. With most of the contributors being Stanton students, many quirks have been collected over the past few years, creat-ing a compilation of peculiar mannerisms within Stanton. “Nothing about Stanton is normal,” said senior Saaniya Bagdadi. “The students, the teachers, the administrators; we’re all so abnormal—in the best way.” One unusual trait about Stanton is that it is very diverse, unlike most other schools. This makes Stanton stand out from other high schools. “The diversity of Stanton makes us tolerant and more open to different cultures than students at other schools might be,” said freshman Maanasi Garg. The multicultural aspect of Stanton has influenced the students more than they realize, allowing them to be more globally aware than students at other schools. In this per-spective, Stanton isn’t cliche. In fact, Stanton’s student body has anxieties that are atypical of high school stu-dents. “Stanton’s students don’t worry about normal high school things, like football and dances,” said senior Pey-ton McDonough. The students rarely show concern about superficial things such as what everyone is wearing; instead they fo-cus on their studies. “Stanton students have different interests and differ-ent goals than those of other students,” said psychology teacher Mrs. Mary Krieger, whose son graduated from

Stanton in 2012. Her daughter, who is a sophomore, cur-rently attends Stanton. No matter what grade Stanton students are in, they all have the same goal in common: success. They care about grades, having enough volunteer hours and other things that all point to their main focus—their future. “The reason we care about service hours and grades is because we’re all trying to get into good colleges that will ensure our success in life,” said junior Cameron Nash. Most students see success as the biggest concern here at Stanton and that unifies them because, despite the competition they feel they are having with their peers, any of them would be happy to proofread their classmate’s es-say. Some students also believe the competition Stanton has with other high schools actually benefits Stanton. “I think the competition we have with other schools uni-fies us and allows us to help each other out because we’re all on the same team” said junior Logan Marcum. Competition among students at Stanton is common, whether it is with rivaling other schools or other students. Despite that, in the end they are all part of the same school working towards the same goal. This is what establishes friendships at Stanton and social media has also had an effect on the relationships between the students. “The class Facebook pages really help because ev-eryone helps each other and no one is afraid to ask ques-tions,” said junior Soniya Athavale. Student run Facebook pages for each grade level have become a tradition throughout the years, with students having direct access to their peers. On these Facebook groups there are homework help sessions, conference call plans and overwhelming support. “Imagine it is 1 a.m. the night before your essay or biol-ogy internal assessment is due; everyone is on the class page together, worrying about the same mistakes and helping each other out,” said senior Peyton McDonough. While the stress might be overwhelming at times, many students welcome the feeling. “It is stressful, but at the same time it’s peaceful because everyone is together,” said sophomore Danish Sayed. “It’s a helpful reminder that we aren’t alone in this school and that everyone is going through the same thing.” Through experiencing the same classes and stress, ev-eryone at Stanton is unified. To others, the habits of Stan-ton students might seem weird, but to them it expresses

their passion and dedication in what they do. Because of their commitment to higher-level education, Stantonians believe they actually care about learning and growing as citizens, and that is what sets them apart from other schools. “At Stanton, calculators are more precious and valuable than smart phones and I think that says a lot about our dedication to learning,” said sophomore Mahnoor Izhar. Besides their enthusiasm for education, Stanton stu-dents have outstanding personalities, shown through their clothing and activities. They engage in unconventional activities such as starting lightsaber battles in the middle of the courtyard or dancing in front of everyone at lunch. The behavior just shows how Stanton has created an en-vironment where kids can show off their individuality and embrace it. “Kids here do weird things, like dancing during lunch, but I think that’s what makes us special because other schools don’t do that,” says senior Saaniya Bagdadi These atypical events go hand-in-hand with the person-alities of the teachers at Stanton, who are unconventional yet effective and passionate about their subjects. The core of almost every event and club at Stanton is accredited to the teachers, many of them organizing events for their students and sponsoring clubs of their own. The teachers also notice a big difference between Stanton students and students at other schools. “Stanton kids are more motivated in that they are aware of what they need to get where they want to go,” said Mrs. Kathleen Feierstein, math teacher and co-sponsor of the National Honor Society. Motivation is a key factor at Stanton, and while some students are self-motivated by their potential success in the future, others are extrinsically motivated through pres-sure from their parents. However, for the majority of the student body, it seems the students are intrinsically moti-vated, whether it is to be successful later in life, or to have as much knowledge as possible. “The students at Stanton are different from the student bodies of other schools in that we all actually want to learn and we bond through that,” said senior Hannah Shami. Although it is made fun of and seen as ‘the smart school’ by other schools, Stanton is more so defined by the indi-viduality of its students rather than the amount of exams they pass.

#OnlyAtStantonphoto by Nidhi Shashidhara

#OnlyAtStanton will students spend half of their Friday off waiting for final grades to go in

#OnlyAtStanton do we use schoology more than twitter on the weekends

#OnlyAtStanton does film history come alive and start a flame war on twitter

november 2014 devil’s advocate | 5

Senior Life, Pt. 2: Planning for the FutureBy SHRUTI MURALI, Student Life Reporter

As Stanton seniors continue on the path towards graduation, they have to deal with stress relating to both their present and their future. Senior Christina “Christy” Parks is both apprehensive and excited as she continues her final year at Stanton with unrelenting motivation.

Stanton seniors might feel the intense frustration and uncertainty which comes with applying for college and facing the world outside of high school. Leaving the familiarity of Stanton can be daunting, and can cause seniors to feel apprehensive about the future which lies ahead. Senior Christina “Christy” Parks is experiencing this firsthand as she strives for success in her last year of high school. Similar to senior Nicholas Poindexter, who was profiled last issue, Parks is currently experiencing the hardships, regrets, and victories as a striving Stanton senior. Despite having to face these challenges, according to her friends and classmates, Parks is a diligent and hardworking student with a clear goal in mind. Parks is a member of Stanton’s International Baccalaureate (IB) program, and is mainly applying to in-state colleges because of financial reasons and the comfort of staying close to family. “A lot of kids go through that stage where they are really rebellious, but I’m not like that. I like spending time with my family, and I like being near that home base,” said Parks. Along with preparing college applications, Parks also engages in many extracurricular activities. She started the Students Encouraging Recognition for Veterans (S.E.R.V.) club last year, and is the vice president of the Science National Honor Society. Parks is also a member of Mu Alpha Theta, National English Honor Society and Spanish Honor Society. Though Parks enjoys the pace of Stanton, she is waiting for the moment she will be able to leave high school and go to college. Welcoming the idea of new experiences, Parks also braces herself for the inevitable freedom that university offers. “I am a little scared but since last year, I’ve been saying that I’m done with high school. But at the same time, I try to balance my activities so I don’t have that ‘senioritis’ going on. I’m still committed to work but looking to the future,” said Parks. Facing the real world can be frightening, especially after getting accustomed to the normal routines of high school. University is filled with new beginnings: new friends, new classes, a new environment, and a new lifestyle. “I am a bit worried about the idea of living in dormitories. I feel like it’s the most daunting thing about college. And getting along with other people 24/7 can be a little difficult if you’re not used to having siblings,” said Parks, who admits she will face new challenges. Despite her worries, Parks is looking forward to college

and the new experiences it will undoubtedly bring. Her vision for the future extends beyond university, and as she works her way through her last year of high school, she sees herself approaching closer and closer to the future she envisioned. “I hope that I will learn from college and continue my education long term because I enjoy school and it’s something I’m good at. I hope to get a job and follow that white picket fence cliche dream,” said Parks. She strives to succeed at Stanton to achieve this dream, while gradually becoming more a part of the Stanton community. Parks acknowledges the effect Stanton has on her personality and how it has changed her outlook on life and school. “Recently, I said that Stanton is making me an existentialist, someone who thinks that life is absurd,” she said. Parks expresses her gratitude to Stanton for being a place where she can easily fit in and use her full potential. “To be honest, some days I hate Stanton, but there are also some days where I have a grudging respect for it. And some days I really enjoy it. Every day I learn from Stanton, and that’s why I’m here, to learn,” said Parks. Parks is focused on learning, and ignores the so-called “senioritis” which has affected many of her peers. “I think that being a senior is a poor excuse for slacking off on work because work is something you should do for yourself and not for a college,” Parks said, who admits to being a self-motivated learner. While Parks’ family is an influential part of her life, her drive to perform well in school stems from within herself, though her family supports her in all her activities. “You hear a lot of people saying, ‘My parents are getting on me just because I have a C in that class’, but my parents have never been like that. I’m always the one who says, ‘Let me stay up another hour to get this done,’ and my parents say, ‘Go watch some TV’,” she said. Parks loves school though she admits it can be stressful. She strives to achieve a balance between extracurriculars and school, and wants to ease up to enjoy senior year. “A lot of times I go a bit overboard with schoolwork. I do it until I’m satisfied with it, which is common amongst Stantonians. But sometimes I also find myself doing the work just for the points.” While her mentality runs in line with many Stanton students, her philosophy is unique because it expresses her love for learning, family and the significance of both in her life.

“For the longest time, my philosophy has been ‘Do your best at everything’, but I discovered that doing your best should have limits or else it will drive you crazy. But basically, my life revolves around learning and family, and those are two things that I really value.” Parks, like many other Stanton seniors, is working hard to meet the high expectations of Stanton, while looking to a bright future ahead.

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#OnlyAtStanton does a fire drill mean extra time to study

#OnlyAtStanton is it unacceptable to get a 105 on a test

#OnlyAtStanton do we have mini heart attacks when we forget our calculators at home

#OnlyAtStanton do students try to break INTO class

Artist: Taylor SwiftTitle: “1989”Genre: Pop/Synthpop

Taylor Swift’s “1989” Gets Old Quick While I never have really been a fan of Taylor Swift, I can definitely say that the “mainstream poppy” direction she has been going in is not right for her. While “1989” is not unbearable by any means, it is still a very unbalanced, even insecure record. To me, the album is divided into three distinct sections: The Good, The Annoying and The Eh, respectively. It starts out with “Welcome To New York,” a fun, simple party song and leads into more fun songs that have some creative and banging instrumentals. “Style” is a real gem and my favorite track off of the record with its funky instrumental and chorus. Also, unfortunately, it is the only

By SPENCER NACHMAN, Student Life Editor song on the album that really hails back to the music of the year in the album’s title. Soon enough, the music regresses in quality and lyricism with “All You Had To Do Was Stay.””Shake It Off,” the hit single off the album, is included in this bunch with its shallow self-referential lyrics about “haters” and annoying rap section. She also seems to be hopping on trends with songs like “Wildest Dreams” that sound like Lana Del Rey ripoffs. The album redeems itself near the end with songs such as “This Love” but it is not enough for me to say that Taylor Swift is breaking any new artistic ground.

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Features

David Holcombe: A Life of Achievement

By LILY TEHRANI , Features Reporter

Mr. David Holcombe has led a life devoted to service. This is shown through his loyalty to the United States

Navy and his subsequent dedication to students.

1. Mr. Holcombe as Navy Judge Advocate General in

Japan, 1992

2. Mr. Holcombe after being promoted to Lieutenant

Commander

3. Mr. Holcombe and his wife, Gabrielle, at the Navy

Ball in 1986

Simple acts of kindness from ordinary people are what

make our society function as a whole. The benevolence of

strangers is something that many people will never forget.

Stanton teacher Mr. David Holcombe has left an imprint on

many minds and lives from his acts of service.

Mr. Holcombe has been teaching at Stanton for 13 years

and currently teaches Law Studies and Advanced Placement

European History. To some, this may seem like a strange

combination, but his decision to teach these two classes are

associated with his past experiences.

Mr. Holcombe’s modest beginnings in Washington D.C. served as the catalyst for his hard-work and inspiration to

pursue a career in law.

“I look to my parents as the reason I have made it so far.

We weren’t very well off or rich; they sacrificed a lot of money to send me to Catholic school so I could receive a very good

education,” said Mr. Holcombe.

Towards the end of his senior year at Arch Bishop Carol

School, Mr. Holcombe met the love of his life, Gabrielle, and

decided to propose to her two years later.

“I married the love of my life after my senior year in

high school; we’ve been married for 48 years and have 3 children,” said Mr. Holcombe who began his naval career in

1965 by joining the United States Navy to become a Judge

Advocate General (JAG).

The result of that decision was

22 years dedicated to the law.

Surprisingly, Mr. Holcombe

did not go to school with the

explicit desire to become a

lawyer.

“When I was at school, I wanted to teach but I got

sidetracked and took a

speech class. We had to come up with a problem and

solution to the Miranda case

which was fairly new at the

time. After that speech, I just

became interested in law,”

said Mr. Holcombe.

Mr. Holcombe’s interest in law sparked the beginning of

his decision to enlist in the

Navy.

“I joined the Navy because I thought it was important.

After private school, I worked in private practice law for about

two years but I didn’t like it so I went in the navy and spent the next 22 years of my life as a navy JAG,” said Mr. Holcombe,

who balanced the complications of the military and college

to diligently and successfully maintain a prosperous career.

While teaching at Stanton, Mr. Holcombe has shared his past experiences and hardships with many of his co-workers.

“He began his naval career as an enlisted and then went

back to school; going back and working your way through college while remaining in the military is as difficult as it gets. Not many people are successful,” said Mrs. Mary Krieger,

who co-sponsored a club with Mr. Holcombe in 2008.

Another one of his colleagues, Mr. John Hegeman, an AP

Physics instructor at Stanton, can relate to the demands of a

naval career that Mr. Holcombe has faced.

“When he and I served together on the Saratoga, he was the best lawyer on the ship,” said Mr. Hegeman. “He’s spent a lifetime as a dedicated serviceman, first as a naval officer, then as an outstanding European History teacher.”

During his time in the Navy, Mr. Holcombe oversaw

many interesting cases ranging from minor military offenses

to major ones such as murder, rape, and national security.

“The most interesting one was a 1993 murder case in

Japan. There was a lot of press interest from the United

States,” said Mr. Holcombe.

This case resulted in a cable network movie entitled

“Every Mother’s Son” which featured the trial and captured the perspective of the mother of the victim and how she

suffered.

Mr. Holcombe handled many other cases which took

place in different parts of the world. They tackled a multitude

of issues which are still affecting people today.

“Around 1989, I had one guy who was selling secrets to

a man named Boris,” said Mr. Holcombe. “Boris, who came

from the Soviet Union, would come to meet his ‘friend’ in the DisneyLand located in Tokyo. A lot of decisions towards

punishment were routine.”

During this period, Mr. Holcombe was active in many

fields such as a legal officer on both an aircraft carrier and a submarine in Scotland. All of his hard work resulted in him

being awarded the Meritorious Service Medal.

This award is presented to members of the United States

Armed forces who distinguish themselves by meritorious

achievement or service to the United States.

“I was very impressed when I received the award,” said

Mr. Holcombe. “It is greatly reserved for more senior officers.” After his discharge from the Navy, Mr. Holcombe was

recruited by then Stanton principal Jim Jaxon to teach AP

European History.

“I’ve always wanted to be teacher, even before law school. I got sidetracked into law but even more than that I always

had the urge to teach,” said Mr. Holcombe.

Between his career choices, Mr. Holcombe’s favorite is

teaching AP European History; however, he finds both of his professions quite similar.

“In the court room, you make decisions that affect people

and you also make those types of decisions being a teacher.

Teaching has much less stress and I don’t have to worry about serious cases like murder,” said Mr. Holcombe.

Mr. Holcombe continues to educate and inspire his

students through both his teachings and astonishing

background.

“Mr. Holcombe was an excellent teacher all-around

and had this dry sense of humor that made his class very

enjoyable. I wish he taught senior history classes,” said

senior Audrey Ware. After enlisting in the Navy and studying law for over two

decades, Mr. Holcombe now continues to enlighten his

students and share his experiences with others.

1.

3.2.

Photo Captions


Features

By VALERIE STARKS, Features Reporter

How Stanton students

and families look to be

defined by more than their mental illness.

photo by Amber Weitzel

Stories of


Strength

* The names of certain students in this story have been changed to protect their privacy.


Mental illnesses, as defined by the National Alliance on Mental Illness are, “medical conditions disrupting a person’s thinking, feeling, or coping with the ordinary demands of life.” According to the World Health Organization, over 450 million people deal with a psychiatric condition each day. However, the effects of an individual’s disorder are far-reaching--impacting both friends and family members.Statistics only tell part of the story, and families at Stanton College Preparatory School are some of the people affected by mental illness on a daily basis. For every number the media reports, there is a man, a woman, a boy, or girl who has a personal tale to tell and a life beyond the headline. Here are some of those stories.

A LINGERING SADNESS

Sophomore Richa Sharma has been battling depression since the seventh grade and yet, almost none of her friends are aware. In order to cope without medication, Sharma has learned how to mask her sadness and protect others in the process. “I have to keep a smile on my face and seem happy for everything I do,” said Sharma. “And most of the time, I’m just tearing myself apart inside.” As far as Sharma is concerned, there is a general disconnect in terms of society’s ability to understand the experiences of the depressed. “It is not okay to talk about depression, it has never been, and it never will be because society just can’t empathize with people,” she said. Continuing on the thread of how mental illness is perceived by society, both Sharma and senior Elyse Carley believe there are misconceptions concerning the expression of depression. “[Depression] is something that doesn’t manifest itself in the way that people think it should,” said Carley. A background in AP Psychology and extra research were part of what pushed Carley towards getting examined by a doctor and subsequently diagnosed over two months ago. “The thing about depression is that after awhile, you notice that your sadness is not going away,” said Carley, who has improved since attending therapy and taking medication. Carley also plays music and makes short films outside of school. Lois Michaels*, a sophomore lacrosse player and drama club member, also battles depression along with anxiety and panic disorders. As a freshman, she and her family noticed symptoms such as eating disorders and extreme fatigue prior to visiting the doctor. Speaking from experience, Michaels has words of advice for those who may have a psychological disorder. “Definitely go seek help,” said Michaels. “You can’t get any better unless you have someone helping you.” TRIUMPHING OVER TRAGEDY

Post-traumatic stress disorder (PTSD), as described by the National Institute of Mental Health, “develops after a terrifying ordeal involving physical harm or the threat of physical harm.” Although the illness is commonly associated with war veterans, sophomore Bridget Carlisle* is living proof of how

PTSD transcends boundaries and can affect anyone. Diagnosed in December 2013, Carlisle developed PTSD after being physically and sexually abused. “I was a victim of domestic violence from my father,” said Carlisle. “There are multiple occasions where he’s almost killed me and he raped me.” Certain triggers bring out a heightened sense of fear and anxiety, and Carlisle attends weekly therapy sessions in order to cope. Her mother and brother act as a support system, but there is no telling when a panic attack will occur. “I have good days and I have bad days. And on bad days, it’s bad,” said Carlisle. As a survivor of domestic violence, Carlisle recommends reporting instances of abuse. “I know it’s hard, what you’re going through, and you think it’s your fault, but it’s not,” she said. “You need to tell someone.”

A BELOVED FAMILY MEMBER

Freshman Trystan Loustau and Mrs. Sue Arnold have never gotten a chance to meet and probably never will, but both are relatives of people with Alzheimer’s. The granddaughter of the late Mr. Robert Paul Hudson, a well-respected medical doctor and professor known for his kindness and generosity, Loustau described her grandfather’s deterioration and the ways in which she and her family were affected. Starting in 2009, Mr. Hudson experienced serious memory loss. As he wrote in a journal entry, “Someone made a big withdrawal on my memory bank.” Eventually Mr. Hudson relocated from Kansas and moved in with family. Unfortunately, his disease progressed and took a heavy toll. “His mental decline caused a physical decline—leading up to his death over the summer on Father’s Day,” said Loustau. Great measures were taken in order to ensure Loustau’s grandfather was as comfortable as possible. During the two months leading up to his death, she and her mother, along with others, dressed Mr. Hudson, treated his wounds, and gently readjusted his position every night. The suffering that Loustau witnessed has profoundly impacted her life thus far. “It was terrible watching him go through something so awful,” said Loustau. “Having witnessed such hardship, I was inspired to dedicate my life to a career in genetics.” Mrs. Arnold has also had to watch someone she cares for deteriorate right before her very eyes. At the age of 64, her mother has schizophrenia and Alzheimer’s. Because of the two diseases, Mrs. Arnold’s mother has suffered from hallucinations and memories have faded. Early on, Mrs. Arnold played an active role in her mother’s treatment by caregiving and keeping in contact with a brother overseas. However, responsibilities at home forced Mrs. Arnold to make a tough decision concerning her level of involvement in her mother’s life. “My husband had cancer and I was pregnant,” said Mrs. Arnold. “I chose my own family over my mother. It was a difficult choice that haunts me.” Since childhood, Mrs. Arnold believed something was wrong with her mother. Parenting skills were probably hampered by untreated depression. “I grew up feeling as though I was a burden and in the way,” said Mrs. Arnold, who worked 30 hours a week as a teenager and found sanctuary in friends. “I have tried to forgive my mother and treat it as an illness, but I am also angry that she didn’t get help until after my father’s death.”

MORE THAN THEIR MENTAL ILLNESS

People, regardless of their mental state, deserve to pursue a life of happiness. “Every student has the right to have a ‘normal’ high school experience with or without a medical condition,” said Ms. Ibasco, a Stanton guidance counselor. Needless to say, society as a whole must become more knowledgeable about the prevalence of mental illness and its human impact. “What we really need to do as a society is improve upon our understanding of mental illnesses,” said Michaels. “And improve upon how we treat others with mental illnesses.”

It is not okay to talk about depression; it never has been, and it never will be because society just can’t empathize with people.

—Richa Sharma, 10th

Gloria Li is a senior who has dealt with Tourette’s syndrome for most of her life, but she doesn’t let her condition define her. The upperclassman founded the Stanton C.O.A.S.T. Club as a sophomore and hopes to enter a science-related career. “Tourette’s syndrome is a disorder of the central nervous system where you don’t necessarily have control over your own body and have involuntary tics,” said Li. There is no known biological cause for Tourette’s, and Li feels that suppression and willpower are essential when it comes to combating unintentional movement. A lot of effort must be put forth, but she presses forward. “[Suppression] does make me tired and it drains me of my energy, but I still keep my spirits up,” said Li. Aaron Bailey*, a fellow senior, also spoke about how determination is necessary when living with a mental illness and handling the nuances of life. Because of depression, Bailey struggles to feel emotion, is susceptible to panic attacks, and experiences periods of sadness. In spite all of this, Bailey carries on thanks in large part to faith. “Believing God has a plan for me has given me enough hope to get through everything in my life thus far,” said Bailey. Although he considers his condition to be inherently limiting, Bailey has been liberated to a certain extent. “In short, I feel like depression puts up roadblocks in my life, but that just forces me to explore all the side roads more,” said Bailey. “And while I might not move as fast, I get a better appreciation for the world.”

DETERMINATION

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devil’s advocate I 1110 I devilsadvocatepaper.com

By HUDSON BÄCK, Sports Reporter

The athletics program at Stanton College Preparatory School is generally thought of by both fans and opponents as abysmal. Followers of Stanton sports are often forced to deal with the snide remarks and audible scoffs of both outsiders and Stanton students who view the school’s sports program as nothing more than a joke. Is this because of the school’s less than stellar record in football, the most popular of school sports? Is it because people assume that an academic powerhouse like Stanton, full of “nerds” and “geeks,” couldn’t possibly produce legitimate athletic talent? Although the matter of why this misconception exists is important to explore, the most pressing question resides in the past—does Stanton have a legacy of losing? In 1981, Stanton College Preparatory School became the first magnet school in the Duval County School System. Even though the rebirth of Stanton as an academically driven school was a landmark event in the school’s history, its new mission did not cater to athletics. The early administration vehemently disapproved of athletic competition at the school. “Originally there were no sports at Stanton,” said Mrs. Verna Simmons, a long-time English teacher at Stanton. “Students were allowed to participate in sports at their neighborhood schools, but for a while, the only sport we had was cheerleading.”

M. Raines High School football team, brought the first varsity football team to Stanton. “Freddie Stevens started the program and had already had 15 or 20 former players move into the NFL,” said Coach Josh Westfall, Stanton coach and former student. “We’ve had a few great coaches, but the team has had its ups and downs. Granted, there have been more downs than ups.” Just a few years after the varsity football team’s inaugural season, construction of the Stanton sports stadium began at its present location. “Originally, all of our games were played at outside fields or other school campuses,” said Coach Westfall. “For the first few years, in every game we played, we were the away team.” Stanton’s lack of an adequate field for athletic competition often forced athletes to resort to difficult and inconvenient circumstances. “The lights at the field didn’t get built until around 2002,” said Coach Westfall. “It would usually get dark too early to play games there, so they’d be played at other schools. At one point, the soccer team started playing games at 4 and 5 in the afternoon so they could play before it got dark.” Despite the fact that Stanton’s athletic program has had a short and unconventional history, it has still developed many victorious teams and athletes in its brief existence.

Just a few years after the school’s radical change in policy, students demanded some form of athletics. Throughout the 1980s, a collection of intramural sports was created, including basketball, soccer, volleyball and tennis. However, this was not enough to quench the desire Stanton students had for sports. “There were many students in the early years of Stanton who were interested in joining military schools,” said Coach Bob Fleming, physical education teacher and coach of multiple teams at Stanton for many years. “These military schools looked for a background in sports when recruiting students. This is when the principal at the time, Linda Lewis, stepped in and started a real sports program.” A monumental change came in the 1989-90 school year as soccer, basketball, baseball, softball, tennis and golf were all added as Stanton’s first varsity sports teams. In the following years, many sports such as swimming, cross country, girls soccer, wrestling and the first junior varsity sports teams were added to the program. Stanton finally had a respectable athletic program. However, one piece of the puzzle was still missing. In the 1997-98 school year, Stanton added a junior varsity football team to their sports. The following year, Coach Freddie Stevens, the legendary former coach of the William

AN UNWRITTEN HISTORY OF WINNING

Many of the great sports teams and athletes at Stanton seem to be overlooked due to the fact that they compete in sports of lesser popularity. Because of this, Stanton’s sports program is often viewed as sub-par, but recent history proves that many of Stanton’s sports teams have managed to blaze a trail of success. Founded during the intramural sports period, boys soccer was the first sports team to ever hold an organized event at Stanton College Preparatory School. The team began as an intramural team, and in 1989 became an official varsity sport. Since then, the team has experienced a great deal of success. Despite the slow start they faced when they began (including a 1-12-2 record in their first season), the boys varsity team has transformed into a formidable program, winning their first district championship in 1994, and consistently finishing as one of the top three teams in their conference, as well as winning the district championship as recently as 2013. “This year, I think we’ll do better,” said senior Drew Murnin, Stanton striker. “We have a really good JV team and always have good freshmen.” The boys basketball team has had an existence similar to that of the soccer team. Founded as an intramural sport, basketball became an official varsity sport in 1989. The team faced a difficult beginning (a 2-13 record in their first season), but quickly became one of Stanton’s most impressive teams, frequently competing for their conference and district titles, as well as finishing state runner up in 1998 under Coach Jerry Battle. Though they have faced a few rough seasons in recent years, the basketball team is historically one of the school’s best. “In the late ‘90s, the basketball team was great,” said Coach Westfall. “They finished 24-4 in my junior year, which was the best the school had ever had.” In contrast to the basketball team’s recent poor performance, the Stanton varsity volleyball team is currently, and historically, a shining example of victory in the school’s athletics program. Another intramural sport, the volleyball team became a varsity team in 1990. It has consistently been a top competitor in its conference, winning it in 2001 and recently in 2014. “It has taken a lot of hard work to get where we are,” said senior volleyball player Sydney Perrella, a member of the championship winning team. “We’ve had some rough times, but the team has worked hard to work them out.” The Stanton varsity baseball team has experienced a similar level of recent success to the volleyball team, as well as a prosperous history since their foundation as a varsity team in 1991. The team began developing winning records from the beginning, and has consistently finished near the top of their conference. In 2014, the team won the elusive district championship, one of the most sought-after awards in high school sports. “We’ve been super good in recent years, especially last year,” said senior Max Cassella, Stanton pitcher. “The team has this mentality that we’re good, but the people need to come to reality and start working hard so we can be better.”

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ORIGINS OF STANTON SPORTS

A HISTORY OF HIDDEN GEMSStanton College Preparatory School is constantly ridiculed for its seemingly lackluster athletics program. However, the true nature of Stanton athletics is revealed through a look into the past.


Sports Stanton’s softball team shares a similarly triumphant history. Founded in the same year, the girls have uncovered a plethora of championships, including multiple conference, district and regional victories, as well as competing for the state title. Although the team has had a few unimpressive seasons recently, they continue in their attempts to improve. “We still have last year’s core of talent and are building on it,” said Mr. Christopher Macdowell, Stanton history teacher and coach of the softball team. “I think we can rebuild the team to its former glory.” Another girls team that has a reputation for winning is the Stanton girls soccer team. Founded in 1992, the soccer team has been one of the best girls teams in recent years. Although the team faced many mediocre seasons near the time of their foundation, the girls team turned their act around in 2000, when they won their first district championship. They continued to improve in the following years and have won four district championships in the last six years, as well as reaching the regional quarterfinals the last two years. “I think the team will continue to do well,” said team coach and Stanton history teacher, Mr. Brian Heggood.

“Every year, the girls are always better than the girls that came before them. It’s the greatest amount of talent I’ve ever seen.” Swimming at Stanton has been a highlight of the school’s athletic prowess for many years. Since their foundation as a varsity sport in 1990, the team has had numerous undefeated seasons and only suffered 23 losses in their existence. The team has also won multiple district and conference championships, including a recent 2014 district championship win. The team consistently finishes at or near the top of their conference in both boys and girls competitions. “I think the kids do great, considering they have no pool,” said Coach Fleming, coach of the girls swimming team. “The kids have really stepped up and done well for having no facilities.” The cross country team has a similar legacy to the swimming team, serving as an athletic powerhouse at Stanton since its foundation as a varsity sport in 1991. Both boys and girls teams have consistently finished near the top of their conference for many years and often battle for their conference and district championships. The 2012 cross country team has 6 out of 7 boys running in college — a rare feat as an average of only 7 percent of high school runners continue in college. “This year we will try our best to get states,” said team captain, senior Brandon Battle. “It will be tough, as we are in the hardest region. We are improving at the right time, so we do have a chance. We are focused on districts first though.” Stanton’s track and field team goes hand in hand with the quality of the cross country team. The boys track and field team has produced many recent talents such as graduates Kendal Williams and Eric Tallbacka, as well as the 2003 long jump state champion Treigh Mackey. The girls track and field team has produced a multitude of notable recent talent in athletes such as graduates Emily Isely, Kayla Thomas and Karmen Hutchinson, as well as the 2001 high jump state champion Marla Jackson. “Numerous conference, district and state champions passed through our program during my years,” said Stanton graduate and former track and field captain Aza Riley. “I’m proud of what we accomplished, and I’d say we left a legacy of winning.” One of the youngest sports at Stanton is the boys lacrosse team. Founded as a club in 1997 and dedicated as a varsity team in 2004, the boys lacrosse team has done very well during its brief reign. The team seldom finishes without a winning record, often finishing at the top of their division, and they compete in their district playoffs on a regular basis. They have competed in the District 3 finals for the last 2 years. “We just lost a strong senior class, but we’re working to rebuild,” said senior lacrosse player Matt Shinego. “Every year we work to put together a good team. I don’t think this one will be different.” In an even more unrecognized spectrum sits a group of almost niche sports. Among these unsung programs are the Stanton golf, wrestling and tennis teams who garner little praise despite their successful history. Founded in 1989, the golf team is one of the oldest teams at Stanton and has experienced a respectable level of success, often competing for their conference and district and playing in the regional

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tournament for the last two years. The wrestling team is also a tremendous Stanton sport that is frequently neglected. Although in recent years the team has taken a dip in form, they have a rich history, including a 1998 state championship won by former student Robert Drummond. Yet, despite the great performance of these teams, they still typically go unrecognized. “When people think of sports at Stanton, golf isn’t the first thing that comes to mind,” said senior golf captain Warren Butler. Perhaps the most unrecognized sport at Stanton, the tennis team, is arguably the school’s best. Nearly every year, both the boys and girls tennis teams finish atop their conference, competing for and frequently winning district and regional tournaments. They have also competed in the state championship for the last two years. However, the team only looks to improve. “Our prospects look really good, and we have a lot of returning lettermen,” said Mr. Andy Feierstein, coach of the girls tennis team. “We’re focused on winning our district and region, and we’re hoping to qualify for states for the third year in a row.”

The wrestling team on the front cover of a 1996 Devil’s Advocate issue

ROOM FOR IMPROVEMENT?

It is evident that Stanton is not the punching bag for other schools’ teams. Despite a late start in creating an athletics program, a small athletic budget and a class size often half of its conference competitors, Stanton still manages to prove itself on most fronts. Despite this, there is still certainly room for improvement in the school’s athletics. A common theory is that Stanton’s athletics are limited due to the strict academic policies and stress placed upon students. “We do not commit enough attention to athletics,” said Mr. E.J. McKnight, an English and history teacher at Stanton, as well as a former high school football coach. “The school has kept its academic priorities, but its policies are what keep the sports program from achieving excellence.” Many others seem to believe that Stanton’s athletic success is hindered due to its sub-par facilities and small class size. “We’re the only school in our conference without a rubber track or a field house,” said Coach Westfall. “We have great athletics, but if we had better facilities, it would really help with recruiting.” Even though the majority of Stanton’s sports are accomplishing great things, many of the teams continue to look for improvement. Few try harder to improve than the football team, which takes heavier abuse than any of the school’s other teams. “I really think the future is bright,” said senior Tyler Gillespie, Stanton’s kicker. “We have a great freshman and sophomore class. I think next year will be one of our best yet.” Stanton’s sports teams have managed to establish themselves as an elite presence and one that only continues to grow. It is for this reason alone that Stanton’s sports have not been plagued by a record of defeat, but rather gifted a history of victory.

november 2014 devil’s advocate I 13

THE GLASS

By SARAH PAGE, Sports Reporter

With the creation of the new sport of women’s weightlifting, Stanton students question its validity.

Women’s weightlifting is usually not the first thing students think of when they envision high school athletics. Generally, the physical activities which come to mind are the typical school sports— football, soccer, and the increasingly popular sport of lacrosse. Stanton College Preparatory School has a diverse number of athletic programs, including some nontraditional sports like bowling, but recently, women’s weightlifting was added as a sport by Coach Christopher Crider, Stanton’s Athletic Director. “I noticed that other schools have a women’s weightlifting team and I wanted to give Stanton girls a chance to try the sport,” said Coach Crider. Coach Crider is the sole coach of the women’s weightlifting team, and it will be his first time being a head coach. He will be leading the girls from Stanton against the other District 3 schools in Duval County. “I’m definitely looking forward to it,” said Coach Crider. “I’ve been a co-coach before but this is going to be my first experience as a head coach.” There are sixteen District 3 schools in Jacksonville, including

William M. Raines High School, Fletcher High School, and Mandarin High School. Women’s weightlifting has become an increasingly more popular sport; however, numerous students still consider it to be rather unusual.

“I think it’s a very progressive sport,” said sophomore Jessica Smith. “Good for the girls if they want to try it.” The women’s weightlifting team is a great way for athletes to stay in shape and train for their spring sports. It also gives the athletes a chance to gain a varsity letter because there is only one team. “I’m doing it to get in shape and for the varsity letter,” said sophomore weightlifter Gracie Morales. Even so, some students do not think of women’s weightlifting as a sport at all, believing it to be “unladylike.” Many students, both male and female, have ideas for how girls are supposed to behave in athletics and everyday life.

“Girls with muscles are scary because they’re big,” said sophomore Rashad Achikzay. “They shouldn’t be muscular; it’s just unattractive.” While these kind of thoughts may seem surprising to some

students, others, both male and female, agreed with Achikzay’s statement. They did not go as far as Achikzay did and say girls should not have muscles because it makes them less appealing, but numerous students shared similar beliefs about their opinions on the way women in today’s society are supposed to look and act. “I think it’s weird when girls are stronger than guys,” said sophomore Robin Pupo. This was one of the beliefs which was stated multiple times by both male and female students. The consensus from students seems to be that men are traditionally supposed to be the strongest, tallest and oldest when in a relationship with a woman. When a woman passes the man in any of those aspects, it makes many people uncomfortable because it goes against the stereotypes that they have grown accustomed to. The sport of women’s weightlifting goes against these deep-rooted views. “When I think of women’s weightlifting, I think of a bodybuilder woman, or a woman on steroids,” said an anonymous freshman. “I think of skinny people trying to weightlift and failing.” While the thought that women cannot lift weights may be the opinions of some, other students, when hearing Achikzay’s thoughts, completely disagree. These students felt Achikzay’s opinion was both sexist and demeaning to female athletes everywhere. “To think guys are more dominant is wrong,” said freshman Subin Kim. “It’s objectifying the girls. It’s nice that we have girl’s weightlifting, but I don’t like how some people are reacting to it.” Other Stanton students, both male and female, agreed with Kim. These students felt female athletes should be able to participate in whatever sport they like, without being judged. “I think girls should be able to weightlift if they want to,” said junior Angellique Howard. While the support for women’s weightlifting at Stanton comes predominantly from girls, some male students were in favor of it as well. The fact that females at Stanton were attempting to be a part of a mostly male dominated sport had no effect on what they thought of the new team. “I think women have the right to weightlift,” said junior Adam Hartland. “It all depends upon perspective.” While some males support weightlifting, it is still noticeable that there is no male equivalent to women’s weightlifting. This is especially evident because weightlifting is a sport that many students associate with masculinity instead of femininity. In fact, there is no men’s weightlifting team at any of the schools in Duval County. Almost every sport at Stanton has an opposite gender equivalent, excluding volleyball and bowling. “I don’t think other’s opinions should matter,” said sophomore Rebecca Spencer. “If something is good for your health, do it. Weightlifting is not bad for a girl’s body, so I think they should go for it.” The stereotype that weightlifting is a male sport is something these Stanton females are striving to break out of and prove false. The athletes on the team are working hard and trying to prove themselves. “I believe that girls are just as capable weightlifters as guys are. Why not make a girls weightlifting team?” said sophomore weightlifter Claudia Wanamaker. The weightlifters have had an active schedule with meets all throughout the month of November. With practices that started in October, these athletes have more than demonstrated their abilities. “I thinks it’s great we have a girl’s weightlifting team because weightlifting is usually referred to as a male sport,” said sophomore Katherine Browning. “If guys can do it, girls can.”

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Some students do not think of women’s weightlifting as a sport at all, believing it to be unladylike.

LIFTING

To prepare for the start of the season, senior Larissa Ogin trains in the Stanton weight room.

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Opinions

The Devil’s Advocate serves as the official newspaper of Stanton College Preparatory School. It is produced monthly by members of the Journalism class. The editors reserve the right to edit any material submitted to the paper for content, grammar, length, and accuracy. The Devil’s Advocate is a public forum for student expression, which encourages free exchanges of opinions concerning controversial and non-controversial community and school related issues. The ideas and advertisements expressed within the newspaper are not necessarily those of the newspaper adviser, school administration, or the Duval County Public School Board. The Devil’s Advocate accepts advertisements from all businesses in the Stanton community. The ad format can be given to the staff or the adviser, Mr. Larry Knight. Students, faculty, and parents may contact the staff and adviser at (904) 630-6760 ext. 143 or at [email protected].

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devil’s advocateestablished 1983 I Stanton College Preparatory School


A Single Path to Success?The Economic Policy Institute reported that the unemployment rate of college graduates

is at 8.5 percent, with 16.8 percent considered underemployed. A startling 44 percent of graduates hold jobs that do not require a bachelor’s degree. At the same time, over 70 percent of 2014 bachelor recipients graduated with student loan debt.

While these numbers are more dismal than ever, the typical question for high school seniors is “Where are you going to college?” It is the expected norm for seniors to spend the fall filling out applications and writing college essays. Students use their time off from school touring various campuses and researching different programs. College has become such an unspoken certainty that rarely anyone stops to consider that it is not the only path to success.

There are certain students who feel college is not right for them. Whether these individuals dislike the confines of institutionalized education or simply prefer to work with their hands, the situation they are in usually ends in one of two ways. They might go with the flow and start down the college path, only to end up unhappy or eventually dropping out. At the same time, others might go against the grain by opting out of a college education and have to endure the critical judgment of fellow peers and adults. Both of these scenarios stem from the prominence currently assigned to higher education, leaving one to ponder if we are putting too much of an emphasis on college.

For years, Europe has offered vocational courses as a viable option for students. These were also an accepted part of the United States education system up until the 1970s and 1980s when the changing economy began to foster a “college for all” mentality. Vocational, or career education, as it is often referred to, offers students the chance to learn practical skills that can be used in the workforce. Unbeknownst to most, the esteemed International Baccalaureate program has a partner course of study, the IB Career-related Certificate. This framework provides students with the opportunity to take at least two IB courses along with a career-oriented course such as engineering, culinary arts or business management. If an organization as acclaimed as IB recognizes the value in alternate educational paths, maybe we should too.

There are more than a handful of individuals who achieved enormous success without following the traditional track of education. Both Mark Zuckerberg and Bill Gates dropped out of Harvard before going on to establish Facebook and Microsoft respectively. Evan Williams left the University of Nebraska before becoming the co-founder of Twitter. Michael Dell, creator of Dell Computers, dropped out of the University of Texas his sophomore year. And the list goes on. These entrepreneurs are clearly not representative of the “typical” individual and should certainly not be used to dissuade anyone from pursuing higher-level education. Still, they serve as testament to the fact that success is not contingent on a college degree.

College is clearly the road most go down in order to achieve some degree of stability and happiness in their lives. Nonetheless, it is not the exclusive pathway to a secure future. Students should not feel inferior or doomed to failure if they choose not to pursue a college education. The Mark Zuckerbergs and Bill Gates of the world would certainly agree.

The Deciding PathBy ARIELLA POON, Contributing Artist In today’s society there is an increasing lack of privacy. Teenagers are so concerned

with adults respecting their privacy that they are not respecting their own. There is a sense of recklessness in the way people publish and share every detail of their life with friends on social media. Teenagers are becoming increasingly unaware of the importance of boundaries in their personal lives. The cost of sharing too much information is not initially apparent to most people, but it can cause stress and a lack of individuality. That lack of individuality can stem from a lack of privacy. When people post things, they are most likely trying to impress their peers or post something which might appeal to other people. Doing this causes people to change their behavior in order to represent what they think their peers will approve of. People give into conformity more easily when they have people analyzing their lifestyles. The pressure to be someone others approve of is amplified on social media, especially because it makes it easier for people to publicly criticize without facing them in person. A loss of privacy is like a loss of one’s sense of self. When every aspect of a human being is exposed, there is nothing left for an individual to cling to. Because people are constantly watching, the pressure to please can place extra stress on an individual, especially in high school. There is already stress from other sources, for example, most students are already worried about making good grades, getting good test scores, and being accepted into college. These are enough to give students an abundant amount of stress on their own, but piled on top of the constant scrutiny from peers, the stress could become unbearable. Some of the things that define an individual are the ones that are not shared with others. There is a misconception that in order for people to know who someone is, every detail has to be evaluated. The small nuances of each person should be left to be observed over time, not outright shared at the start. One of the joys of getting to know someone is learning the intimate details of their personalities. It is hard to imagine a world prior to the easy access of computers and cell phones because it is such a common thing now. The recent increase in smart phones makes posting our details of our personal lives on social media even easier to access. The excess of sharing eliminates the need for basic social skills, which are already depleting because of the rising popularity of texting. Texting makes it easier for us to share parts of ourselves we might not tell someone in person otherwise, but it also makes it easy for them to share it too. Once something is shared digitally, it is impossible to completely erase it. Many students feel a false sense of security when they share through their cell phones or social media and they are not watchful of the things they say. The false sense of security students have causes them to readily criticize the adults’ actions without considering their own, because they believe what they shared was “private.” The intent of the social media sites is to share ideas and beliefs with many people all at once, and adults are no exception to this rule. It is hypocritical of teenagers to blame teachers or parents for not respecting their privacy by going through their social media site when what they posted is available for everyone. Moving on into the world, the frivolous sharing of information could affect how they are viewed by colleges and future employers. Students should become more aware of how they share their information with others so they are able to protect it better. There is too little thought put into what is posted on social media, and no consideration of future consequences. Many teenagers need to learn what is and what is not actually considered private before they can begin to understand how to protect themselves.

The Importance of Privacy

The Cost to Fit In

The Commercialization of the HolidaysBy GRACE TROMBLEY, Opinions Reporter

There are no school uniforms at Stanton College Preparatory School, yet many people tend to dress identically. The school’s hallways are covered with clones and each person has reached the point where it is difficult to distinguish between them. Many male students at Stanton wear collared shirts and Sperry shoes, while most girls wear infinity scarves and Uggs when the weather becomes cooler.

We have the right to express ourselves, but we conform to the formulated sociocultural standards.

According to Webster’s Dictionary, individuality is the “character or property appropriate or peculiar to an individual; that quality which distinguishes one person or thing from another.” It is what makes us who we are and is important to each person; however, we are throwing it all away in order to fit in. Are we doing this consciously? I think people do not realize that we are becoming alike. We may think we are improving ourselves, but honestly, it is stripping away our personalities. Our generation is known for being unique, yet Stanton students appear the same.

One could argue that conformity is a positive concept. Students would follow the same expectations, which could potentially lead to a better community because people are acting to such standards. Regardless of these perceived notions, I believe everything would be quite dreadful and colorless because there would be a lack of expression. Each individual has exclusive qualities and people should be able to express without the torment of feeling judged.

Although the fear of judgment is an increasing problem at our school, others are not bothered by it. These people act differently than the majority by wearing clothing that may appear spontaneous to others because it is not how most people dress. For example, if a person were to dye their hair bright orange, there are some who may find it outlandish. While others, like myself, find it admirable that they are willing to go against the majority.

Since the fear of being labeled is intact, some students might wear what their peers wear. Many people worry about going out in public and getting strange looks so they act as others would to be accepted by people around us.

In psychology, there are two main factors which lead to such conformity, informational influence and normative influence. Informational influence is when people change their actions or opinions to someone’s who may be better educated on the topic because they want to have the right answer. Normative influence is when people express certain traits in order to be accepted by others. This is a normal psychological concept many people seem to adhere to without knowing. These influences lead us to make rash decisions in order to feel secure with our peers. For example, people are willing to pay $50 to $500 on brand name clothing in order to fit in. These expenses are useless if students are buying these products based only on the opinions of their peers.

People have opinions because it is human nature and unavoidable. Still, we should not let other people control who we are. It feels as if there are certain standards people are meant to follow and if they go against these standards, they will be excluded by their peers. More people may feel included if there was no status quo established. In this way, people would feel less inclined to act a certain way and act more like themselves.

People usually do not follow the status quo when alone and are more likely to express their inner thoughts because there is no judgment. At home, people may feel more comfortable singing or dancing than they would in public. With friends, people usually conform. Our friends should not completely influence how we are in society. It is an odd concept because our friends are never there in the mornings when we are deciding what to wear, but when we get to school, there is no denying the similarities between outfits.

We are all different people and as much as we want to, we should not hide our inner selves because of our surroundings. Students should make a conscious effort to express themselves the way they would like to be presented. If we do not start right away, years from now, we may all become identical.

These days almost all of us, myself included, rate holidays on the materialistic gains we can glean from them. Thanksgiving is now about delicious food and deals we can score on the always chaotic Black Friday, while the true essence of Christmas has also been lost and is now all about gifts. During the Christmas season all that we focus

on are the gifts we receive and which house has the nicest decorations.

Thanksgiving and Christmas should be times we spend with loved ones and make memories. They should not be the times people wait in line outside of Best Buy for the next tech deal.

Today, most Americans have at least some semblance of knowledge about the history of Thanksgiving. The Pilgrims traveled on their ship, the Mayflower, to Plymouth Rock from England and prayed for a bountiful harvest in the coming season. Their prayer was answered so in order to give thanks, they held the first Thanksgiving. The meaning established then has been lost in the muddle of Black Friday sales.

Contrary to its religious roots, Thanksgiving is now a secular holiday for Americans. The people who skip the holiday itself to wait in line in front of a store is what I hate about Thanksgiving. It is a misuse of a holiday which is meant for people to come together and socialize. It’s common to see people skipping the holiday to wait in front of an electronics store because technology is expensive and they want to get a headstart on Christmas shopping.

Another overly-commercialized holiday with an elaborate history is Christmas. Its roots lie deep in Christianity and signifies the birth of Jesus Christ. According to the biblical story, the Virgin Mary gave birth

The latest addition to Stanton’s incredibly magnanimous library, the MakerBot Replicator 2 (a desktop 3D printer that creates three-dimensional solid objects from a digital file) is something that gives way to a plethora of enthusiastically curious reactions. However, for every inquisitive interjection, there is an equally condemnatory comment

about the place for such high-priced and niche technology in a high school.

Many students ask, “How can we afford a $2,500 3D printer for the school’s library but not have any paper towels in the bathroom?” or “Shouldn’t we be putting more money toward our deprived sports teams?” Some target the machine itself with questions regarding it’s purpose and value in an educational environment.

The MakerBot Replicator 2 is a desktop 3D printer that comes with the hefty price tag of $2,500. When so many other departments are in arguable need of more funding, why would the school allocate funds towards such expensive technology? Fortunately, the answer to that question is that the school did not spend any of its money on the printer; the acquisition of the MakerBot was made completely possible through donations. An online platform called DonorsChoose allows public school teachers to post project requests asking for funds for classroom materials, whether it’s a modern machine or model of a molecule. Through an eloquently crafted request on DonorsChoose by Stanton’s head librarian, Ms. Nancy Murrey-Settle, donors (both named and anonymous) made contributions towards the hefty gadget.

This is not the first time Stanton has benefited from using DonorsChoose- in late 2013, over $7,000 was raised

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OpinionsIn Defense of the 3D Printer

By TIM CHRISTOVICH, Contributing Writer

for lab equipment to enhance the learning experience provided in the wide variety of physics classes taught at Stanton every day.

In the same way that many of Dr. Rajasekhar Narisetty’s physics classes are positively augmented with enriching labs made possible only by the acquisition of very particular lab equipment, Stanton’s growing computer science and technology department benefits greatly by having access to the 3D printer. The modern appliance sits in the back of the library, in Stanton’s unofficial “makerspace.” Though it is mainly used in conjunction with Stanton C.O.D.E. (the Creative Organization of Developers and Engineers), it is available to anyone and everyone for a variety of individual pursuits. Of its abundance of uses, the printer primarily provides the opportunity for creative minds to do more with their 3D digital designs and take things a step further into the physical realm. The benefits of the technology routinely outweigh the costs, which are now limited to the low price for the filament and negligible cost of electricity. Students who are not making the foray into an exclusively computer related field of work still benefit from this apparatus of the third dimension. Those interested in ancient architecture can print and analyze scale models of notable edifices while chemistry students can print models of atoms, providing a deeper understanding of the nature of particles.

In the same way that 3D printing revolutionizes and reforms production in industry, this new area of modern technology can revolutionize and reform the production of knowledge in students across the board. Through cultivating a learning experience like no other, access to a 3D printer brings students to the forefront of a new, inevitable, technological era— one of creativity, entrepreneurship, and ingenuity for the future of the nation and the world.

in a stable and laid him in a manger because the inn at Bethlehem was full. This story has been told time and time again. Some Christians tend to harbor a resentment towards those who are ignorant of the holiday’s origins. The reason many Christians have issues with the commercialization of Christmas is because some people blindly celebrate it without even knowing its history.

I’m not one of those Christians. Honestly, I think it’s amazing when people who are not Christian celebrate Christmas. The more people who join in the festive spirit of Christmas, the better. Even if they don’t honor the origins of the holiday, at least they take part in it and spend time with their families. To me that is the essence of Christmas.

For instance, in Japan there are few Christians but Christmas is popular. It is mainly a commercial event rather than a symbolic one. Who wouldn’t want to join in on the festivities that come along with the holiday? They put up Christmas trees and lights and exchange gifts.

Personally, I don’t focus too much on the background of Christmas because it has been ingrained in me. To me Christmas symbolizes the birth of Jesus Christ and spending time with family. I love gifts as much as the next kid but my best memories are not of the gifts I received on Christmas morning, it’s the people I spent it with.

Christmas and Thanksgiving are both holidays that are abused. This misuse has manifested itself in over-commercialization and has resulted in a lack of recognition for their true purposes—bringing people together. People nowadays no longer focus on the reasons to celebrate the holidays, they only care about the personal gains to be received from them.

With the holidays coming up, we must try to keep ourselves from only focusing on the materialistic aspects of them, and make an effort to remember their true meanings.

By SHRIYA GUPTA, Opinions Reporter

By KRISTI MCPHERSON, Contributing Writer

Humans are motivated by evolutionary programming to exert themselves towards actions to benefit themselves. Human behavior is generated by our biological needs. Psychiatrist Sigmund Freud suggested that human behavior is driven by life and death instincts. Similarly, Psychologist William James believed a number of instincts are essential for survival. According to James, human instincts, fixed and inborn patterns of behavior, are the main motivational factor in human behavior.

There are many psychological theories supporting these concepts. The incentive theory suggests behaviors are encouraged when an incentive is given because people are driven by a desire for external rewards, which we are. Among students, the best example of this is when they try to increase their chances of getting scholarships by working harder in high school to get better grades and participating in extracurricular activities.

This may seem superficial, but it’s essential; in fact, it is necessary for society to thrive. It is our own selfishness that makes us want to achieve great things for honor, prestige, fortune, or any other reward. We have recognized this and used it to our advantage by doing things like mandatory “volunteer work.” Most people would not volunteer if it didn’t benefit them in some way; I know I wouldn’t. This extends to many other graduation requirements. I wouldn’t be taking two years of Spanish if it weren’t for the foreign language requirement and I wouldn’t have taken H.O.P.E. or Great Books freshman year either.

Most students work hard and go to challenging schools, such as Stanton College Preparatory School, because they believe it will pay off since it will better prepare them for their futures. Student trying to get a scholarship might volunteer, not to help others, but to help themselves. As high school students, we hear the phrase “it looks good on college applications” on a daily basis so it’s not surprising we find building up a good résumé to be important. In my case, going to college is what motivates me to get better grades and volunteer. For instance, over the past few summers, I’ve volunteered at my local library. I didn’t feel like my help was needed there. In reality, I knew it wasn’t really helping anybody, after all, what’s the worst that could happen if a couple of books didn’t get shelved?

Even though this type of volunteering didn’t help the community, it helped me by enhacing my own résumé. In our fast-paced society, immediate gratification has been taught to be expected; people have been trained to do things as a reward for their actions. In order to get things needed to survive, like money, education, or a job, we must follow society’s rules. Morality is based off of self-interest and is shaped by the effects of our own actions. This is why we have a society governed by man-made laws we believe to be moral; without set guidelines, humanity would be destroyed by our own selfishness.

Once one has satisfied these needs, they can then do things intrinsically to help others. After a person has attained lifelong wealth, they often devote more of their time to help others, such as raising awareness and donating money for good causes. The money that goes to other people will circulate in the economy which benefits the country as a whole. This is one of the many benefits of extrinsic motivation.

Many people who did not grow up in strong economic standing are motivated to get a better education and a better job to further benefit themselves and their family. My parents grew up in a poverty stricken country and had to work hard from sunrise to sunset everyday just to survive. After hearing of the struggles they went through, now work harder towards my goals to insure I do not have to go through the same struggles.

Extrinsic motivation is essentially motivation to strive to achieve things that would benefit yourself. It is all about having ambition to work for your goals. Where would we all be without ambition to work for the things we need? Our nation, and the people in it, wouldn’t be nearly as successful as we are today.

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By EDEN MOLLA, Opinions Reporter

In a culture so obsessed with building up an impressive résumé, it is easy to lose sight of what we really enjoy doing. We do not consider our motives for participating in activities. Did I volunteer at a homeless shelter because I have a passion for improving the lives of others or because I needed community service hours? The source of our motivation varies based on the situation, but while the extrinsic motivation may provide tangible rewards such as community service hours, the impalpable effects of intrinsic motivation are rewarding in their own way.

Last summer, I traveled to Peru to practice Spanish and to volunteer in a small village in the Andes. We built sidewalks connecting the kitchens and living spaces of the homes in the village. The sidewalks will prevent the tracking of mud and livestock waste into the kitchens during their rainy season. We also spent time at a primary school and a preschool playing with the students. There were some obvious rewards from the trip: credit for community service and improved Spanish. These things do not even come close to less-evident rewards, new friendships and an appreciation for a new culture.

I learned about a lifestyle so different than mine and it gave me a new perspective on what’s really important. These people knew how to live off the land and were perfectly happy without the luxuries we have. Many of the kids in the village, especially the girls, do not have the opportunity to continue their education past elementary school. It was helping these people improve their homes that was really rewarding. The people living in the village were so kind and welcoming and their gratitude was more meaningful than the community service hours I earned.

One morning while we were working, one of the girls that came on the trip got sick and fainted. The man living in the house she was working at immediately came to the rescue. He woke her up using the scent of alcohol and herbs. He put an herb mixture on her hands and made sure she was okay before she left. This man did not help this girl because he was getting community service hours; he helped her because he knew it was the right thing to do.

The actions of this man exemplify the beauty of intrinsic motivation. Why not help people because they need help rather than because you need community service? When our actions result from our own desire to do them, the outcome is more genuine and more rewarding. We find intrinsic motivation where we find passion.

Extrinsic motivation may prevail when it comes to accomplishing tasks that we just have to do. It is definitely the grade that makes us learn about a detested subject and the allowance that motivates us to do our chores. However extrinsic and intrinsic motivation do not produce the same results. When we want to do something because it means something to us, we are more likely to put more time and effort in to it. If we are doing it because we have to in order to get something we need or want, then we will be careless in completing the task. If we were intrinsically motivated to do the things we just have to do, then we would probably have more mastery of that detested subject and the toilets would be a little cleaner.

However, this extrinsic motivation should not be required to motivate us to help others and to pursue our own passions. If we are passionate about a certain subject, then the grade really should not matter as long as we are gaining knowledge about something that is important to us. Our passion for a subject will often be reflected in the grade, but it is not the grade that is important.

While having a good résumé will help when it comes time to apply for colleges and for jobs in the “real world,” it is also important that we have participated in activities and volunteer work we are passionate about and that we have considered and begun to pursue the subjects that we love. It is more important to be proud of who you are, not who your résumé says you are.

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Extrinsic vs. Intrinsic MotivationWhy do we do the things we do? Is it to gain some kind of reward or for personal satisfaction? Two of Stanton College Preparatory School’s psychology students look into extrinsic and intrinsic motivations and their effects on students.

Extrinsic Motivation Intrinsic Motivation


In our fast-paced society, immediate gratification has been taught to be expected; people have been trained to do things as a reward for their actions. When our actions result from

our own desire to do them, the outcome is more genuine and more rewarding. We find intrinsic motivation where we find passion.

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