Devil's Advocate (Vol. 31, Issue 4)

devil’s advocatestanton college preparatory school

your stories. your school. your voice.

no. 4devilsadvocatepaper.com

| march 2015

Stories of a Nation

By VALERIE STARKS

The tales of the students, teachers and parents who embarked to America for a new life.

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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 Back, Shriya Gupta, Eden Molla, Shruti Murali, Sarah Page, Hafsa Quraishi, Valerie Starks, Lily Tehrani, Grace TrombleyPhotographers: Amber Weitzel, Sweta Madem, Nidhi Shashidhara

RESISTANCE: STANTON’S ROBOTICS CLUBRobotics is typically not seen as a traditional sport. Fighting all opposition, students on Team Resistance join together in order to create innovative designs for their annual competition.By HUDSON BÄCK

REDISCOVERING BOREDOMThe advent of smartphones and social media allows no time for boredom. The Bored and Brilliant campaign begs the question: Does being constantly connected impair our creativity?By HAFSA QURAISHI

Manya Goldstein, Editor-in-Chief

10STORIES OF A NATIONOur Stanton community consists of many individuals who have come to America from foreign countries. They share their stories with us as we seek to explore their past and present. By VALERIE STARKS

9Q&A: ARTIST IN RESIDENCEMr. Tony Wood has been an art teacher at Stanton for the past two years. Mr. Wood hopes to inspire others through both his artwork and his teachings.By SARAH PAGE

6MISS STANTON: MORE THAN A BEAUTY PAGEANTThere is a misconception that the Miss Stanton pageant is merely a beauty contest. However, contestants must go through a rigorous process in order to be crowned.By SHRUTI MURALI

Editor’s Desk

Leaving your home for a foreign land seems like one of the greatest challenges of strength and resilience that one would ever know. Immigrants have fascinating stories to tell about their past along with their transition to a new life. In Features, we share some of these empowering stories that come from our very own Stanton community. When one thinks of athletics, perhaps ‘robotics’ doesn’t come directly to mind. But after taking

an in-depth look at Stanton’s Robotics Club, we found that it incorporates the defining elements of competition, teamwork and sportsmanship. Head on over to Sports to learn about the club’s mission and legacy. In Student Life, we illustrate how Miss Stanton is much more than a pageant. We invite you to learn what the contest truly represents and meet the girls who fought for this year’s crown. Finally, we address the assertion that journalism is a ‘dying’ field. The

Devil’s Advocate firmly believes that journalism is here to stay but that it must adapt along with the technological age. In Opinions, you can examine our argument and decide your stance on the matter. We hope you enjoy our fourth 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 Devil’s 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.

The Journey of an Athlete: From Player to Coach

By LILY TEHRANI, Sports Reporter

Growing up in Georgia, Mr. Emarlos Leroy, an all-state high school wrestling champion, never imagined he would one day play professional football. After a career in the National Football League with the Carolina Panthers and the Jacksonville Jaguars, he now works at Stanton College Preparatory School as the wrestling coach.

DA: Were you born into a football family or did you gain interest in it on your own?

EL: I pursued football myself. My family was generally very poor and my father was disabled so I couldn’t play little league football growing up because we couldn’t afford it. My success hinged on hard work and dedication. I never had a bad attitude or chose to be a quitter. Some people really didn’t understand what it’s like to grow up in a single parent home and have a difficult time playing a sport. Every night I wondered if someone would break into our house. I could hear gunshots from miles away, but I knew I didn’t want to grow up like that and to continue living in fear. I knew the only way out was through athletics and I knew if I was good enough, I could get there. So my advice for everyone who has difficulty pursing something that they love is to never give up.

DA: How has your past injury affected you as a person? Would you say it has made you stronger?

EL: It has a lingering effect. Sometimes it suddenly hurts and I have to gather myself but it has definitely made me wiser to how I deal with my athletes. If any of them get the smallest injury, I make them go see the trainer. I am always mindful of my kids and what could happen to them. I try to be as cautious as I can be to the ideals of injuries. I wouldn’t say stronger physically but definitely mentally as to paying more attention to my athletes. My past has helped shape the present and I look forward to learning with my athletes in the near future.

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DEVIL’S ADVOCATE: How and when did you begin your football career?

EMARLOS LEROY: I began showing interest in football around the age of eleven. I wanted to play in the band, but my dad said he wasn’t going to buy me an instrument because I was too big. After he said no I was upset, so instead I tried football. At first I didn’t like it, but after hanging around my two older brothers, I found it somewhat fun. After my first year, I began to pursue it a little harder and slowly fell in love with the sport

DA: When and why did you stop pursuing football as a career?

EL: I stopped because I got hurt. After playing with the Jacksonville Jaguars for two and a half years and playing with the Panthers for the 2002 pre-season, I hurt my back and was told to give it a rest. We were playing the Cleveland Browns and I was getting ready to sack the quarter back, Tim Couch. I was about to split the guard and tackle but before I was ready I felt 260 pounds crush my chest. I couldn’t block or brace for it, it was probably one of the hardest tackles I’ve ever received.

DA: Coach Ray Tiller, Stanton’s head football coach, explained that you became a security guard when you retired from football. What sparked your interest in doing this?

EL: When I first stopped playing football, I couldn’t find a job. At this time I was putting applications everywhere, but nobody would hire me because they said I was overqualified. One of the guys I played with knew of someone who had an opening for a security position. In 2003, I was interviewed and worked as a security guard for eleven years. I worked at Westside Highschool from 2003 to 2010, Frank H. Peterson High School from 2010 to 2011, and then A. Philip Randolph High school from 2011 to 2014. DA: I heard our wrestling team has to forfeit matches because the team does not have enough players. How have you been working to improve this?

EL: Yes, in fact I’ve been trying to encourage more people to join. I started out with twelve wrestlers, and it takes fourteen to be considered a real team. I have players that quit because they say they have too much work to do, or they get hurt and back down because they’re too scared to try again. Some even quit because they want to try a different sport that is more popular. I didn’t want to be that jerk that stops them from participating in a different sport that might just be their future career. That’s just the way it is.

DA: Being in the NFL and on a wrestling team must have involved many difficult tactics and different training methods. What was the key to your success?

EL: My mindset definitely did help. I never gave up or told myself I would not make it. Luckily, I was born with skill, strength and speed so making it to the NFL wasn’t the biggest challenge for me. But I have noticed that many players give up because they look at their opponent and think they will never be good enough, but that isn’t true at all. The harder you work for something, the sooner you will receive it.

Quotes from the Squad

Coach Leroy is a respectable man; he understands the sport and the team looks up to him for it.

From left to right; Joe Stevens, Matt Tan, Lesean Miller, Mitchell Mika, Rodney Hill.

—Mitchell Mika, 9th

2010Elected to the Albany Hall of Fame

Played for the Georgia Bulldogs

1998

2003Interviewed and worked as a security guard for eleven years

2002Career ending tackle in the Carolina Panthers preseason

1999-2000Played two seasons for the Jacksonville Jaguars

1999No. 182 draft pick by the Jacksonville Jaguars

1997Second in the nation for tackles for Northwest Mississippi Community College

1995Won the state competition in wrestling for Monroe High School

1975Born in Albany, Georgia

Coach Leroy is a phenomenal athlete and a great mentor. Throughout our practices, a lot of us are tired from conditioning because we’ve never gone to such an extreme and he never fails to motivate us with his stories. All his stories of how he overcame his injuries and made it to the NFL are truly inspiring. I’m extremely lucky to have him.”

Mr. Leroy is an incredibly hard worker. He knows so much about football and wrestling that it amazes me. The fact that he pulled through having such a tough childhood and managed to become successful is truly inspiring. I respect him very much.

—Alexander Toney , 10th

—Zach Locke , 9th

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Sports

ResistaΩce By HUDSON BÄCK, Sports Reporter

In a climate of animosity toward non-traditional sports, Team Resistance at Stanton College Preparatory Schooll is changing the way we view robotics. In competitive athletics, there is debate over what constitutes as a “real” sport. Some discount anything that isn’t a popular sport like baseball, football or soccer. Many consider sports which are not incredibly physically oriented or strenuous to be “fake” sports. Conversely there are those who would go so far to say that academic competitions like chess and brain brawl are sports. If this is the case, then why is robotics being ignored in regard to this conversation? “I don’t know if robotics is a sport in the normal sense,” said junior Frank McCoy, lead programer of Stanton College Preparatory School’s robotics club, Team Resistance. “It is a sport in the same way that chess is a sport, but it has some components that are similar to traditional sports. The work can be very physical, and even some aspects of the competition are like normal sports.” Since 1996, Team Resistance has been the official robotics club of Stanton. They compete annually in the For Inspiration and Recognition of Science and Technology Robotics Competition, a competition founded by the organization FIRST. The contest takes place every year with two competition. The regional competition will take place in the University of Central Florida Arena in Orlando. Those who win or finish with a wild card spot in the state competition will have the opportunity to compete in the national competition that will take place in St. Louis, Mo., in which over 600 teams will compete. The team has won the regional competition three times and has been to the national competition five times. They will certainly be striving for a trip to the national competition again this year. “I really hope we can get to nationals. I’ll be disappointed if we don’t,” said McCoy. “But right now I’m just excited for the state competition. We get to compete and play games with big robots, so I’m definitely looking forward to it.” The team is given six months to design and construct the robot. Within the contest, teams are paired up at random with other teams and form alliances in which they have to compete together. “It’s always a team effort,” said Mr. Robert Copeland, a math teacher at Stanton and the team’s academic sponsor. “You have to have a good alliance to succeed. You can have the best robot in the world, but if you don’t have a good team, you might not succeed. You just have to feel good about how your robot competes, not the outcome of the team.” The sheer mass of the projects worked on by the club requires an efficient division of labor and a great deal of responsibility. In Team Resistance, there are three main teams—designers, the shop crew and programmers. Different members of the team put in shifts at their lab throughout the week. The designers are the creative base for the whole project. They use computer programs and models to design the shape and build of the robots used in competition. “Being part of robotics gives me purpose,” said junior Camila Arzola, a designer for Team Resistance. “I get to make things and model things and I really enjoy it.” Team Resistance’s shop crew is the brawn behind the brains, taking the designs for the robots and bringing them to life, as well as building the arenas used for competition. They weld and do mill and machine work to put together the mechanical masterpieces that the programmers put the finishing touches on. “As a welder, I’m responsible for making sure the robot is structurally sound,” said junior Blake Lancaster, a Team Resistance mechanic. “My job is to super heat aluminum with a torch and splice it together. Without mechanics and

welders, you’d be relying on duct tape and screws to hold your machine together.” The programmers are the unsung heroes of every project, as they do the difficult work that isn’t directly on display in competitions. They write the code required to make the robots move and compete correctly in every facet, which can be tedious “It can be really difficult,” said McCoy. “Sometimes it’s simple, but sometimes it can take weeks just to figure out one thing.” However, the people in those three groups are not the only members that make up the team. The club also includes “dictators,” which are essentially presidents of the club. They are responsible for communicating with the school and organizing union breaks. There are also members who work as documenters, recording and filming what the team does. Although they are not students, the team also has mentors, who are adults that watch over and help any students that need assistance. “The dictators are in charge of talking to the school and communicating with our sponsor, Mr. Copeland. We also organize breaks and bring snacks,” said junior Marin Day, a dictator. “The documenters record everything we do and put a video together at the end of the season. Our mentors don’t do much, but they help out with things we need. One of our mentors is an electrical engineer.” An area of controversy is the make-up of the 52 members of Team Resistance. Although the team is officially a club of Stanton and is primarily composed of Stanton students, the club contains a few students from other schools including Atlantic Coast High School, Douglas Anderson School of the Arts and Paxon School for Advanced Studies. Despite the rivalry between schools, especially between Stanton and Paxon, any animosity disappears when the team comes together. “Since most of the kids are recruited from Stanton, I’ve had to meet a lot of new people every year,” said Lancaster, a Paxon student. “But it’s great to get to know people I don’t normally see. Since the club gets a few students from other schools, its more like a melting pot of people than anything with tension.”

the rival schools in Team Resistance, the true area of interest and controversy is involved with the competition itself. Almost every year, the team looks forward to what exciting event or game their creations will compete in. However, the new contest theme has left a bad taste in the mouth of participants. It is named Recycle Rush and involves using robots to stack recycling crates and put trash cans on top of them. “It’s a pretty boring competition idea,” said McCoy. “There’s no combat or defense for your robot to do. It’s so bad that online robotics groups have started to make jokes and memes about it.” Despite Team Resistance’s displeasure with the contest, they will certainly still be competing with all of the effort they have. No matter the destination, the reward or the struggles in between, Team Resistance continues to roll on with excitement and creativity.

photos by Amber Weitzel

Even though there is potential for conflict involving

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Student LifeMiss Stanton: More Than a Beauty PageantBy SHRUTI MURALI, Student Life Reporter

Miss Stanton, an event held annually at Stanton College Preparatory School since 1983, is an opportunity for some of the school’s most well-rounded junior girls to display their talent, intelligence and beauty. This year, on Feb. 28, Lauren Asuncion was crowned Miss Stanton for the 2015-2016 school year. She will now prepare to accept her new responsibilities and take the place of Emily Hart, the outgoing Miss Stanton. Although Asuncion will join the elite group of Miss Stanton winners who have sought the crown and experienced the pageant, she will also have to face the belief that Miss Stanton is only for “pretty” girls. This is a misconception among students because the application process is rigorous and selective, and each girl is accepted into the competition based on their conduct and academic standing. “Miss Stanton is selected based on GPA, poise, talent, how well they do in an interview and how well they speak in front of others,” said Mrs. Diana Glendinning, the Student Activities Director and coordinator of the event. “There is no scoring at all as far as beauty goes. It’s all about how one presents themselves.” Despite the common misbeliefs associated with Miss Stanton, the competition is known to be quite challenging, consisting of interviews, speeches, a talent show and a display of formal and informal wear. Ten girls applied this year and they were all accepted into the competition, which

“I love Stanton, and I believed this pageant would help me bring up my confidence, become closer to others, and build relationships,” said Averitt. Building confidence through competing is recognized as one of the main motivation factors of running for Miss Stanton. Asuncion expressed both intrinsic and extrinsic motivation in her decision to compete. Her family and friends supported her in this commitment and helped build her confidence in herself.

Lauren Asuncion: The New Miss Stanton

photo by Nidhi Shashidhara

DA: What have you learned from this experience?

LA: I have learned that the basic lessons you learn from your parents about kindness and respect are especially important when competing in a pageant.

DA: What would you like to say to the other contestants?

LA: It was such a pleasure to be involved in this pageant with nine other wonderful, nice, smart and beautiful girls. I think they show the amazing caliber of students at our school. As Miss Stanton, I’m thrilled to be able to represent a school and community that I love so much.

DA: What was your initial reaction when they announced you as the winner?

LA: I’m still sort of in shock actually. People have come to me and congratulated me for winning and it takes me a second to register that they are talking to me. I was pretty surpised to win but I wasn’t really worried about the outcome during the pageant. Even if I hadn’t won, it still would have been a blast just to be involved.

of which are important tasks to uphold as the spokeswoman of the school. As her reign as Miss Stanton for the 2014-2015 school year ends, Hart feels privileged to have had such responsibilities because it allowed her to express her dedication to the school. “It was a lot of responsibility but it was also such an honor. It didn’t feel like a job or anything. I was so excited to become Miss Stanton because I love this school and I wanted to be able to represent it. Wherever you go, you know you are representing the school and you want to do it to the best of your ability,” said Hart. She believes that she has learned much through her experiences as Miss Stanton and in accepting her role, has built up her confidence and developed a sense of obligation toward the school. “I think [the competitors] will take away a lot of confidence from [Miss Stanton]. It can be very intimidating to go into a room with nothing between you and the judges but a table. It’s intimidating having to answer their questions, but after doing it you feel empowered,” said Hart. “Even if I hadn’t won I still would have treasured the lessons Miss Stanton had taught me and it wouldn’t have changed what I got out of it.” The benefits of becoming Miss Stanton are numerous, and the responsibilities she has to take on are even more so. Miss Stanton has an obligation to both her school and peers

was comprised of multiple rounds and an elimination process at the end of each round. The girls prepared for months, readying their performances, speeches and attire. In the weeks leading up to the event, nervousness and excitement took hold as they got ready for one of the most significant moments of their high school career. This year’s contestant Livia Hallahan-Hutchins prepared for Miss Stanton for three months. She was inspired by Kelsey Duffy, a competitor for Miss Stanton last year, after seeing her excel in the competition. Hutchins believed this experience would help her become more confident, more outgoing and a better speaker. “I used to be one of those people who thought Miss Stanton was just a beauty pageant until I decided to take a chance and try this new experience and I don’t regret it at all,” said Hutchins. “I ran for the experience. It didn’t matter if I won or lost. I love my school.” Hutchins saw Miss Stanton as an opportunity to make new friends and place herself outside of her comfort zone. “I believe the purpose of Miss Stanton is to challenge a young woman to prove to herself that she wants to be a representative of the school,” said Hutchins. A major aspect of proving to the judges that the girls have the potential to become the next Miss Stanton is their performance in the talent portion of the competition. Lindsey Averitt dedicated much of her time to practicing her dance routine, which she had been working on since summer vacation.

Junior Payton Pedroni performs “Esmerelda,” a ballet style dance

Junior Lindsey Averitt prepares to take the stage

Miss Stanton winner Lauren Asuncion performs “Etude Brillante” on piano

to represent Stanton to the best of her ability. “Miss Stanton should be the person who is a total representative of what Stanton is all about,” said Mrs. Glendinning. The Miss Stanton pageant reflects the talent and intelligence of some of the finest ladies at Stanton. As the new Miss Stanton gives way to the next, their legacy of honorably representing Stanton will be passed on through future generations.

“I was inspired by Monica Koehler and encouraged by my mother to try out. I thought it would be an enjoyable experience,” said Asuncion. Encouragement from family and friends played a crucial role in sparking the inspiration needed to drive many of the girls to compete. Payton Pedroni, a dancer, was motivated by her friends at her dance studio to run for Miss Stanton. She decided it would be an exhilarating experience and a chance to meet new people and develop her confidence. “I think you can gain a sense of who you want to be as a person because you have to think hard about how you want to portray yourself to other people, but you also have to remember to stay true to yourself,” said Pedroni. Being placed under the spotlight can be stressful for many contestants, especially under the judges’ scrutiny. “I used to be afraid of being judged by people, and now I’ve directly put myself in front of a line of judges but I know that what I think about myself is more important,” said Rachel Fluriach, another contestant in the pageant. Fluriach decided to do Miss Stanton after seeing her friend compete at Creekside last year. Fluriach wanted to become more involved in school affairs and welcomed the idea of placing herself outside of her comfort zone. “I decided to do Miss Stanton because I like the possibility of representing my school and the responsibility that comes with it. It’s just something different and exciting,” said Fluriach. Miss Stanton’s responsibilities include attendance at orientations and IB meetings, crowning the next Miss Stanton and spreading the word about the importance of education, all

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JURASSIC PARK (1993)

SPIRITED AWAY (2001)

LOST IN TRANSLATION (2003)

ETERNAL SUNSHINE OF THE SPOTLESS MIND (2004)

BEING JOHN MALKOVICH (1999)

BRICK (2005)

PULP FICTION (1994)

TAXI DRIVER (1976)

MOONRISE KINGDOM (2012)

BIRDMAN (2014)

Passion is the thing which drives people. It is what motivates them to keep striving towards a goal. Antonio Salinas, a senior in the honors program at Stanton College Preparatory School, has a strong passion for film and has high hopes for a future in that field. His love of film and acting drives him and makes him strive to achieve goals such as attending film school. Salinas takes IB Film, which helps him to further his passion. Stand-up comedy and acting are influences on how he directs movies and writes screenplays. Salinas’ love of film began when he was eight years old and watched the iconic 1993 movie “Jurassic Park,” directed by Steven Spielberg. He initially told his mother he wanted to put his own dinosaurs on screen. But once he realized creating his own professional dinosaur movies wasn’t feasible, he decided instead he wanted to be in the film industry like Spielberg. “The first person that ever got me into film was Steven Spielberg,” said Salinas. “I told my mom that I want to do what he does. I want to make movies.” His first film was called “Jurassic Park: The Jungle,” and it featured him and was recorded by his parents. “I dressed up in my Halloween costume which was me in a T-Rex head and I’m just prancing around eating figurines,” said Salinas. Since then, Salinas has continued to hone his craft and develop his work. His professional career began with his first real film, a short movie about grief and loss, entitled “Goodbye Anna.” The requirements were the use of a balloon, a girl named Anna and it had to be silent. Salinas made it for the 48-hour film festival with Dr. Joel Adams, his IB Film teacher. “I had my own team and we went around San Marco and shot a contemporary silent film,” said Salinas. “It was a great experience because we were family for two days and I got really close with people.” Salinas has done numerous short films but the most significant works he has created are screenplays. He has written about 50 in the past few years. A recent screenplay by Salinas is “Rex,” a story about what happens to child actors after they’re not children anymore. It is a pilot episode for television which he submitted on February 16, to a screenwriting contest called the PAGE Awards, where he can win $25,000 and agency representation. The screenplay is about Nathaniel Rex, a fictional character made up by Salinas, and his trials and tribulations. After hitting numerous dead ends, Rex decides to write a screenplay but requires assistance, so his movie executive father pairs him up with a girl named Calypso, who reads screenplays for a living. When writing this screenplay, Salinas kept in mind how he would feel if he were to be in Rex’s shoes. “If I was in [Rex]’s position, I wonder what I would think about,” said Salinas. “Am I a person? Even if I mess up can I still redeem myself? Is there a way to dig yourself out of the hole? Things along those lines.” Salinas is a stand-up comedian and is a host at the Comedy Club of Jacksonville as well. His experiences in comedy have shaped him.

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Senior Spotlight Part 4: Filming the FutureBy GRACE TROMBLEY, Student Life Reporter

“Comedy has made me more honest. There’s nowhere to hide and you just have to be yourself,” said Salinas. “It gave me confidence and it requires you to be very creative because you have to create punchlines and jokes.” Salinas also takes Acting 3 with Ms. Shirley Sacks. She thinks highly of Antonio and believes he will do great things in the film industry. “Antonio Salinas is a talented writer, actor and filmmaker with a never ending imagination. He will become a huge player in the next generation of filmmakers in Hollywood,” said Ms. Sacks. “I just know he will see his dreams come to fruition.” Theater has been influential in how Salinas creates his works and the directions he takes with them. His experiences with theatre impact him and the way he writes screenplays and views movies. “I feel that movies are a combination of drama, literature and philosophy. It’s a mesh of everything,” said Salinas. “Instead of having people imagine it in their heads, you can put your imagination out there visually and have people watch it.” Another direct influence on his creative process is IB Film, especially the teacher of the class, Dr. Adams, who plays a large role in the making of his films. Salinas said that he is the one who revived his interest in film and enabled him to feel comfortable with following his dream. “I always felt like [a career in film] wasn’t practical and it was just a figment of my imagination,” said Salinas. “When I came to Stanton in sophomore year from Atlantic Coast High School, I took his class and after learning about other people who did it, I realized this isn’t such a stretch.” Dr. Adams believes that Salinas has the talent to achieve his dreams and has firsthand experience with it. “Antonio is by far one of the most talented and driven film students I have ever worked with—his creativity stretches from film to acting to writing,” said Dr. Adams. Salinas’ love of film has shaped him and the path he has chosen for his life. It has also helped him grow as a person and develop into who he is today. “I applied to NYU, USC, Sarah Lawrence College in New York and Emerson College in Boston,” Salinas said. “I recently scored an interview with Sarah Lawrence but I won’t know anything until April 1.” Salinas aspires for a job in the film industry and with his dedication, he hopes to go far by practicing, building up experience and a n d getting into film school in order to m a k e make his dreams a reality.

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Senior Antonio Salinas dreams of a career in the film industry. Participating in numerous art forms such as acting, directing and screenwriting, Salinas is using his senior year at Stanton to hone his craft as graduation and college near closer with each day.

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Mr. Tony Wood is a relatively new teacher at Stanton College Preparatory School, with the 2014-2015 school year being his second year teaching at Stanton. He teaches both art and digital arts, and outside of school he also works on painting series’ for galleries and commissioned portraits. The Devil’s Advocate sat down with Mr. Wood to discuss his art career and his teaching at Stanton.

DEVIL’S ADVOCATE: When did you decide to become a teacher and why?

TONY WOOD: When I graduated from University of North Florida with my Bachelor’s degree in Fine Arts, I was an artisan resident, which is an artist who goes into the schools. I went to most of the high schools in Duval County and some of the middle schools. I could come in and set up and paint, or teach portrait workshops because I specialize in painting people. I did that for ten years and I liked interacting with the students so much that I asked to teach at that time.

DA: What do you love most about teaching?

TW: As the art teacher, I like sharing the passion that I already have for art. It’s fun to see what the students do with the information given to them. You give them a project and they create something unique. It’s really great to see.

DA: When did you first realize your love for art?

TW: I decided I was going to be an artist in the third grade. I personally think it was because my teacher encouraged me and was so supportive. I also at that time found out I had a talent and a strong interest. So, when I decided to become an artist I took every art class I could get right on through college.

DA: Who or what has had the biggest impact on your art?

TW: It would probably be my college professors. I started at University of South Carolina but then moved to Florida and finished college at University of North Florida. I got lucky in college; my college professors sort of became mentors. They took me under their wing and they helped me progress. They’ve had a strong influence on me, and if I have any questions I always know I can talk to them.

DA: What inspires you to create art?

TW: My biggest inspiration is art history. I like the idea that I am a link in this chain of ‘here’s where we started with art, and then we’ve followed this path and here’s where we are now.’ I taught art history last year, and usually all that’s left of a civilization is the art. It’s all that you have to tell what their culture was and what they were like.

DA: How do the ideas for your paintings come to you?

TW: Sometimes I just luck into something while researching, but most of the time they pop into my mind as something that intrigues me. I like to get an idea and see where it takes me. I like the journey. I’ll take an idea and think, “How will this look in real life?” Then I’ll create it on a canvas or paper. Sometimes it works, and the idea is valid, and sometimes it

doesn’t and I have to paint over it. I like serendipity in art, and I like to leave my artwork a little open-ended. Even if I have a pretty solid idea of what I want the painting to look like, the smallest details are always open to change.

DA: Once you have an idea for a piece of art, what steps do you take to make your vision come to life?

TW: Well, first I start researching for more information on the topic and to get materials to draw from. After I have all the information I need, I will usually sketch out the paintings I’m going to do. Then I have to buy canvases, which will need to be stretched and prepped before they are ready to be painted. A normal sized painting can take between ten to fifty or sixty hours, while a smaller painting is something I could probably do in four sittings.

DA: I know you love to paint, but what is your favorite type of art to give your students as an assignment? Is it something different?

TW: Well, I’m a painter so I like to assign paintings. But because art has to be taught in stages, we have to start with the foundations, like drawing. But for me, painting is when it really gets fun.

DA: Are you working on anything in particular right now?

TW: Right now I’m doing a series of very large portraits that will create a narrative. The people will be staring out at you and the story will be told by everything else in the painting. I haven’t named the show yet, but they will all be shown together as a series.

DA: How has working at Stanton influenced your work?

TW: Being around all these young people keeps me, and my art, young. I’ll check out the things they’re talking about, the things they like. I’ve actually started to see some graffiti start to creep into my artwork.

DA: How do you feel about the art program at Stanton? Is there any room for improvement?

TW: I personally think Stanton has one of the best art programs around, maybe just below Douglas Anderson. It’s really strong. For a lot of students, art is not going to be their chosen path, whereas at Douglas Anderson it probably is. So, even though the Douglas Anderson kids may be a little bit more serious, these students here at Stanton are just as dedicated and strong. For the visual art, we just need to make sure we have enough supplies. For the digital art, the only improvement would be to get more computers.

DA: How have your first two years at Stanton been?

TW: When I was hired I was excited because Stanton is a nationally ranked school and is really nice. The people I’ve met here are very serious and

professional and a teacher can really rise up to his or her potential here. Equally so, the students are great. They’re very dedicated, interested and creative, which is nice for a teacher.

DA: What advice would you give to aspiring artists?

TW: I would say that any aspiring artists need to thoroughly practice and work at their art. They need to find people that really inspire them. The problem is, if it’s just a hobby they won’t put the time and the energy

needed into bettering their craft. The young artists need to research, they need to study, they need to practice and work, and they need to find what inspires them. It has to be a passion.

By SARAH PAGE, Features Reporter

Check out more artwork by Mr. Wood at

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effort in order to achieve her initial dream. “I had to spend extra time doing homework and everything,” she said. “I practiced talking, watching American movies and listening to music to improve my English skills.” Over time, Xu has grown accustomed to life in America and made the culture her own. However, she works to ensure that she doesn’t lose touch with her Chinese roots. “My mom still cooks Chinese food every night. I also take Chinese and she wants me to continue so I don’t lose my foundation in the language,” said Xu. Xu also visits her friends and grandparents during an annual trip to China. Even as time passes, she admits to having trouble leaving her loved ones behind. “I would be so happy when I leave America and then I’ll be crying when I have to leave China because my grandparents are there and a lot of my friends are there,” she said. Much like Xu, junior Rémi Dijon takes actions to prevent losing sight of his heritage. At the age of two, Dijon left France with his family after his father was contracted for work. However, he has been able to visit on occasion. “I visit family once every year, usually during the summer with my grandparents in the mountains or my grandparents

near the ocean,” he said. The visits are a central part of Dijon’s efforts to celebrate and preserve his French culture. “Sometimes, whenever I’m in the U.S., I feel like I lose some of my French culture. When I come back to France, I always get it back from being with my grandparents,” said Dijon. “They’re very classical French, so you always get back the culture you feel like you lost in the United States.”

A Clash of Cultures Students who were born abroad aren’t the only people who grapple with the challenges of staking out a truly bicultural identity. Children who were born to expatriates also seek to define themselves as representatives of multiple nationalities. Whether one culture is favored over another is arbitrary, and degrees of success vary when it comes to striking up a balance between traditions. While speaking about the influence that Indian and American culture have had on his identity, junior Pranam Patel mentioned a defining moment in his life that came when he underwent a religious conversion in spite of custom. Born in India, Patel arrived in the United States as a toddler after his parents returned from business ventures in Kenya and traveled with their young son.

By VALERIE STARKS, Features Reporter

STORIES OF A NATIONThe tales of the students, teachers and parents who

embarked to America for a new life.

People of America Since America’s inception over two centuries ago, people from far and wide have been drawn to the shores of the “Land of Opportunity.” The hope of prosperity and a dream of a better life have coalesced into a rallying cry which has reverberated off eardrums and resonated in the hearts of those who long for a brighter day. Immigration has played a central role in both the development and diversification of the United States of America. Stanton College Preparatory School, a microcosm of the modern world, stands as a testament to the importance of this global phenomenon. Students who hail from a number of different cultural and ethnic backgrounds contribute to the uniqueness of this institution. To some, America is a second home which replaced another either long ago or within recent memory. From the bustling streets of Guangzhou to the quaint villages of the French Alps, there are people at Stanton who set foot in the United States as immigrants and established this nation as their own. To others, America is a place that appealed to parents who left their own land behind decades ago. Stanton houses

a number of students who were the first members of their family to be born in the United States. Regardless of whether an individual has deep roots in America or has recently broken earth on this new ground, one thing is for sure—our shared American culture binds people together to create the flag of a single nation. Still, each fiber retains its singularity while contributing to something greater. Individual differences make for fascinating stories of hope, triumph and the continuation of a dream that has yet to be fully realized.

Living in America Transitioning from one home to another is challenging enough, but imagine having to adapt to a new country and its culture. This life has been a reality for senior Cecca Xu. Six years ago, Xu left China and decided to join her mother and stepfather in the United States in order to take advantage of the educational opportunities. Upon arrival, she was met by obstacles such as a language barrier. “I went to Fletcher Middle School and they had the ESOL (English for Speakers of Other Languages) program there,” said Xu. “I didn’t understand anything when I came here, so that was really hard.” Since then, Xu has invested a great amount of time and

The amount of paperwork and expenses are extremely high, and the levels of bureaucracy are overwhelming. There’s interviews at various sites, documentation handled by several offices that do not communicate very well, and delays in processing information.

—Mr. Allen Gandell, Physics teacher, Canada

By VALERIE STARKS

A map of the world representing the origins of IB Juniors

—Mrs. Adriana Herren, Spanish teacher, Romania

What was your greatest challenge during the immigration process?

The greatest challenge was coming up with the money to pay my immigration lawyer.

I was born in Brooklyn but lived the first five years of my life in China. During the immigration process, the hardest part was learning English because my parents barely knew any.

—Andy Yang, 11th, China

1. 2. 3.

7.6.5.

4.

13.

11. 12.10.9.

8.

14. 15. 16.

1. Laura Sainville, Haiti

2. Anusha Ketepalle, India

3. Milind Mishra, India

4. Andy Nguyen, Vietnam

5. Anoosh Poorian, Iran

6. Biniam Woldegiorgis, Eritrea

7. Aristide Pinto, Italy

8. Silvi Spirollari, Albania

9. David Garcia, Costa Rica

10. Alexis Coelho, Portugal

11. Kunal Hanchate, India

12. Stefani Go, Philippines

13. Arman Aidenejad, Iran

14. Esther Kim, China

15. Manuel Vilaro, Colombia

16. Klaudja Taragjini, Albania

Getting my first job was my greatest challenge when I first came to America.

—Luba Finegold, Parent, Russia

Perspectives

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effort in order to achieve her initial dream. “I had to spend extra time doing homework and everything,” she said. “I practiced talking, watching American movies and listening to music to improve my English skills.” Over time, Xu has grown accustomed to life in America and made the culture her own. However, she works to ensure that she doesn’t lose touch with her Chinese roots. “My mom still cooks Chinese food every night. I also take Chinese and she wants me to continue so I don’t lose my foundation in the language,” said Xu. Xu also visits her friends and grandparents during an annual trip to China. Even as time passes, she admits to having trouble leaving her loved ones behind. “I would be so happy when I leave America and then I’ll be crying when I have to leave China because my grandparents are there and a lot of my friends are there,” she said. Much like Xu, junior Rémi Dijon takes actions to prevent losing sight of his heritage. At the age of two, Dijon left France with his family after his father was contracted for work. However, he has been able to visit on occasion. “I visit family once every year, usually during the summer with my grandparents in the mountains or my grandparents

near the ocean,” he said. The visits are a central part of Dijon’s efforts to celebrate and preserve his French culture. “Sometimes, whenever I’m in the U.S., I feel like I lose some of my French culture. When I come back to France, I always get it back from being with my grandparents,” said Dijon. “They’re very classical French, so you always get back the culture you feel like you lost in the United States.”

A Clash of Cultures Students who were born abroad aren’t the only people who grapple with the challenges of staking out a truly bicultural identity. Children who were born to expatriates also seek to define themselves as representatives of multiple nationalities. Whether one culture is favored over another is arbitrary, and degrees of success vary when it comes to striking up a balance between traditions. While speaking about the influence that Indian and American culture have had on his identity, junior Pranam Patel mentioned a defining moment in his life that came when he underwent a religious conversion in spite of custom. Born in India, Patel arrived in the United States as a toddler after his parents returned from business ventures in Kenya and traveled with their young son.

By VALERIE STARKS, Features Reporter

STORIES OF A NATIONThe tales of the students, teachers and parents who

embarked to America for a new life.

People of America Since America’s inception over two centuries ago, people from far and wide have been drawn to the shores of the “Land of Opportunity.” The hope of prosperity and a dream of a better life have coalesced into a rallying cry which has reverberated off eardrums and resonated in the hearts of those who long for a brighter day. Immigration has played a central role in both the development and diversification of the United States of America. Stanton College Preparatory School, a microcosm of the modern world, stands as a testament to the importance of this global phenomenon. Students who hail from a number of different cultural and ethnic backgrounds contribute to the uniqueness of this institution. To some, America is a second home which replaced another either long ago or within recent memory. From the bustling streets of Guangzhou to the quaint villages of the French Alps, there are people at Stanton who set foot in the United States as immigrants and established this nation as their own. To others, America is a place that appealed to parents who left their own land behind decades ago. Stanton houses

a number of students who were the first members of their family to be born in the United States. Regardless of whether an individual has deep roots in America or has recently broken earth on this new ground, one thing is for sure—our shared American culture binds people together to create the flag of a single nation. Still, each fiber retains its singularity while contributing to something greater. Individual differences make for fascinating stories of hope, triumph and the continuation of a dream that has yet to be fully realized.

Living in America Transitioning from one home to another is challenging enough, but imagine having to adapt to a new country and its culture. This life has been a reality for senior Cecca Xu. Six years ago, Xu left China and decided to join her mother and stepfather in the United States in order to take advantage of the educational opportunities. Upon arrival, she was met by obstacles such as a language barrier. “I went to Fletcher Middle School and they had the ESOL (English for Speakers of Other Languages) program there,” said Xu. “I didn’t understand anything when I came here, so that was really hard.” Since then, Xu has invested a great amount of time and

The amount of paperwork and expenses are extremely high, and the levels of bureaucracy are overwhelming. There’s interviews at various sites, documentation handled by several offices that do not communicate very well, and delays in processing information.

—Mr. Allen Gandell, Physics teacher, Canada

By VALERIE STARKS

A map of the world representing the origins of IB Juniors

—Mrs. Adriana Herren, Spanish teacher, Romania

What was your greatest challenge during the immigration process?

The greatest challenge was coming up with the money to pay my immigration lawyer.

I was born in Brooklyn but lived the first five years of my life in China. During the immigration process, the hardest part was learning English because my parents barely knew any.

—Andy Yang, 11th, China

1. 2. 3.

7.6.5.

4.

13.

11. 12.10.9.

8.

14. 15. 16.

1. Laura Sainville, Haiti

2. Anusha Ketepalle, India

3. Milind Mishra, India

4. Andy Nguyen, Vietnam

5. Anoosh Poorian, Iran

6. Biniam Woldegiorgis, Eritrea

7. Aristide Pinto, Italy

8. Silvi Spirollari, Albania

9. David Garcia, Costa Rica

10. Alexis Coelho, Portugal

11. Kunal Hanchate, India

12. Stefani Go, Philippines

13. Arman Aidenejad, Iran

14. Esther Kim, China

15. Manuel Vilaro, Colombia

16. Klaudja Taragjini, Albania

Getting my first job was my greatest challenge when I first came to America.

—Luba Finegold, Parent, Russia

Perspectives


Features

school you’re a lot more American,” she said. “And I guess you have to find a balance between the two.” Nonetheless, Taragjini recognizes the importance of not compromising aspects of her identity. “I’ve been able to realize that I’m not going to blend in with everybody. You also have to embrace who you are,” said Taragjini. “For me, I’ve been able to realize that I can be exactly who I am and America’s really accepting of that, and

that’s a good thing.”

Cultural Misconceptions Although progress has been made, several students noted that ignorance, especially as it relates to other nationalities, still persists in the United States. Senior Amber Van Den Heuvel is no stranger to the effects of a limited knowledge base on people’s perceptions of others. The daughter of white South Africans, Van Den Heuvel and her family have had their share of criticism while laying claim to the country of South Africa as their own. Misguided views about what it means to be South African permeate the minds of many due in large part to the history

“Growing up, I was a Hindu and I used to go to temple on Saturdays and I was a vegetarian like my mom. As I grew up, I realized that wasn’t exactly the life I wanted,” said Patel, who was introduced to Providence Church through his cousin and attends whenever he visits. “It just seemed right, and I just adapted.” Over the years, Patel has come to feel more of an attachment to American rather than Indian culture. “In terms of Indian culture, I’m not too tied in with it because I’ve completely shifted and become engulfed in American culture because I like it more,” he said. “It’s more understanding about things where Indian culture is more traditional.” Sophomore Srujana Vegesna, on the other hand, who was also born in India, has embraced the perceived traditionalism. “My family, is a lot more conservative in a way. We still go to the temple a lot and we’re pretty religious, but at the same time, my parents are pretty free with letting me do what I want,” she said. A great deal of syncretism occurs both inside and outside of her household “I combine the cultures in the way I dress as well as the fact that a lot of my friends are from India. Even at home, we speak a lot in my language,” said Vegesna. “My Indian culture is also part of my activities outside of school. I sing, but it’s traditional Indian singing. At the same time, everything else is pretty Americanized.” Another person who has tried blending cultures is junior Christina Taragjini. Almost 17 years ago, Taragjini’s parents immigrated amidst turmoil brought on by governmental changes following the fall of the Soviet Union. “To be honest, it’s still a path for me to figure out myself. I haven’t really been able to amalgamate the two because my home seems to be more Albanian-centered whereas at

—Marielle Pecsun, 10th

spoke about the negative responses she has received because of her background. “They had a slang term called ‘mami.’ I’m not a mami,” she said. Sainvil has been judged on numerous occasions because of incorrect assumptions about Haitians. “If I was to go to school or something and I was a new student at a school down south, it would be, ‘She’s Haitian, she does voodoo. They smell greasy (because apparently we fry everything we eat). They dress tackily, they’re poor.’ You know, there are all these views that people just have automatically,” she said. Although Sainvil faces challenges in terms of how she is viewed by others, she is proud of her background. The value of family is one of the important lessons she has learned because of her Haitian upbringing. “We value family much more than the average Americans do,” said Sainvil. “When you need somebody, they’ll be the only ones there for you. Your friends aren’t going to drop what they’re doing to help you.”

Lessons from Abroad The importance of loved ones is one of many lessons that students such as Sainvil have been exposed to. In spite of the syncretism that occurs in America, there are several lessons derived from experiences that are unique to immigrants and their children. Sophomore Marielle Pecson, for one, has gained invaluable insight after witnessing penury and prejudice. Her mother and stepfather came to the United States from the Philippines during their twenties and teens, respectively. “I was able to see firsthand some of the prejudice and racism that people face,” said Pecson. “Even today where everyone’s trying to say that everyone’s equal, we’re not, or at least we don’t feel like it.

of apartheid. From 1948 to 1991, blacks were oppressed and legally separated from whites in a system of nationally endorsed racial segregation. “When my parents are speaking to other people and they hear that they’re South African, they are automatically characterized as racists, which they totally aren’t in any way,” said Van Den Heuvel. “They often have to skirt conversations in which people assume that they’re racists.” As far as she is concerned, ignorance can be combated with education. Learning about South African culture can help lead to an increased level of understanding on the part of outsiders. “The stereotype now is that if you’re a white South African, then you are racist, and if you are a black South African, then you must be poor. It’s really not true,” said Van Den Heuvel. “The country has done so much in the past few decades that not a lot of people have recognized its growth. We need to recognize it.” Van Den Heuvel is not the only student who has had to deal with misunderstandings. Laura Sainvil, a junior who emigrated from Haiti fourteen years ago, has overcome preconceived notions about what it means to be Haitian. “Growing up, being Haitian was always a problem with everybody,” said Sainvil. Unfortunately, a number of people have taken issue with her Haitian heritage. “Oh my gosh, she’s a Haitian girl,” said Sainvil, as she

I was able to see firsthand some of the prejudice and racism that people face. Even today where everyone’s trying to say that everyone’s equal, we’re not.

I haven’t been able to amalgamate the two cultures because my home seems to be more Albanian-centered whereas at school you’re a lot more American. I guess you have to find a balance between that.

—Christina Taragjini, 11th

From left to right: Ashley Nakanishi, Peruvian and Japanese; Shabbar Syed, Palestinian; Christina Taragjini, Albanian; Sam Sharma, Indian; Leah Finegold, Russian

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I think that at an early age, I was really able to understand what it had to take for me to be seen as equal to other people,” said Pecsun. She is also familiar with the depths of destitution, something that has changd her perspective on life. During her most recent visit to the Philippines in 2012, Pecson watched as people struggled to survive while she and her family traveled comfortably with police accompaniment. “While we’re in this car being escorted somewhere, I look out the window and I’m seeing these kids who are bathing naked in the streets. There’s no adult supervision and they’re all alone and I think, ‘I never see this in America, this isn’t something that happens.’ There are lots of dirty places, but everyone’s just trying to make the best of what’s happening,” said Pecson. Stefani Go, a sophomore who emigrated from the Philippines, had a similar experience. While journeying back to the Philippines, she noticed a lack of educational opportunities for children. “In the Philippines, a lot of children don’t go to school. I started going to school in the United States and when I came back to the Philippines, even though I noticed that it was the school year in the Philippines, a lot of children were working in cemeteries and they were begging for money on the streets,” said Go. As a result of their experiences, both Go and Pecson have gained a greater level of appreciation for the privileges they have been able to enjoy. “I learned to

be really grateful for what you have in America, especially education.

As I mentioned, a lot of children don’t have the chance to have a good education,” said Go. “Even though this school’s really hard and we think, ‘Oh, I wish I didn’t go here,’ and, ‘I wish I didn’t have to do

that,’ some kids could really benefit from that.”

When Dreams Meet Reality

America may act as a window to opportunity for many immigrants, but there is oftentimes a real dissimilitude between expectations and actuality. Alexandru Bordanca, a freshman whose parents arrived in the United States after escaping the communist regime in Romania, stated

that his parents’ views about America changed over time. “It’s pretty much like with most immigrants. It was nice at first and there

was freedom, but then, once you actually become a

citizen or a long-term resident, you realize that it’s not as nice as

you think it is,” said Bordanca. A number of harsh realities challenged the

idealism of the United States. “The government wasn’t as straight as they thought it would be,” he said. “It was better than where they came from, definitely, but it was corrupt and things weren’t being accomplished similar to what it was like in Romania.” Still, as most students agreed, there is a lot to be thankful for. Junior Manuel Vilaro, who arrived in the United States from Colombia as a young child,

expressed such sentiments. “Being 6 years old at the moment, all I remembered was the trips to Disney World, so I would have to say I was a little disappointed when Mickey Mouse wasn’t at every corner,” said Vilaro. “However, now I couldn’t be happier to live here. I am able to enjoy amazing opportunities with wonderful people so I can’t really ask for much more.” Of course, America, just like any other country, has her share of imperfections. Even though the fabric of the American dream is riddled with holes, people continue to journey to this land and turn their sacrifices into something worthwhile. These settlers, these survivors, represent the stories of a nation.

Q & A

DEVIL’S ADVOCATE: What country did you originate from?

DR. RAJASEKHAR NARISETTY: The south of India. It’s a city called Hyderabad.

DA: How long have you been living in the United States?

RN: 11 years

DA: Why did you decide to come to America?

RN: Mostly for economic reasons. When my wife and I got married, she was a student. As she finished her Ph.D., she got a job, but she was not living anywhere near me, so I would have to travel every weekend to be with her. I, like most other average Indians, found an Assistant Professor job. For a period of time, it was taking a toll on both of us. She was working as a scientist in a rural place that was a four hour bus ride. An economic and social reason for moving was to have a family. If you moved to the United States, at least you could find work and eventually settle down. Ten years passed and it was then that we decided to move to the U.S. so we could spend more time together. I interviewed with a school system in Atlanta and finished the necessary paperwork that took 6 months. When I finally arrived in Atlanta, the original job was no longer available. I came down to Jacksonville for a job fair, was selected to teach at Stanton and settled down in Jacksonville. We had our son here. I plan to see my son grow and go through Stanton, and I wish to continue teaching here at Stanton until I retire.

DA: What do you feel is the significance of this article? Why do you want to share your personal story?

RN: It is always interesting to learn from the experience of someone who has gone through the process [of moving to the United States] and trying to establish and grow a family.

DA: Was it your decision to move to America? How have your dreams of America compared to reality?

RN: Yes, I am the one who decided to move. I feel like I made the right decision. Barring a few hiccups such as how long I had to wait for my Green card, I think the reality matched my expectations.

DA: What were some challenges you faced when you came to America?

RN: I had never driven before so I had to learn how to drive and on the other side of the road because India uses the left while here we use the right. Added to that, once I was stopped by the police because they were thinking that I was actually breaking into cars and stealing stuff based on my skin color. Also, you don’t realize that there are some behaviors that are not acceptable here, so you need to be aware of what is socially acceptable behavior and learn from it.

DA: What are some cultural differences you notice between America and India?

RN: As a teacher, I notice differences in the way I am respected and interact with students. Even before I moved here, I was aware of how culturally different it was, but to see it in reality with the social, economic and cultural values that the students have is totally different. In Indian culture, teachers are treated as if they are next to God and parents. Here, it’s a more professional approach, but kids are kids everywhere. That is always true no matter where you come from. Kids and their mental levels and general behaviors are the same, but there are different social and cultural pressures depending on where you are.

Dr. Rajasekhar Narisetty is a physics teacher at Stanton who uses his passion for physics to inspire his students. An Indian immigrant, Dr. Raj shared his story with us.

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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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2014-2015 Editorial StaffEditor-in-ChiefManaging EditorLayout and Design EditorFeatures EditorOpinions EditorSports EditorStudent Life Editor

devil’s advocateestablished 1983 I Stanton College Preparatory School


The Endurance of JournalismIn the evolving society in which we live, we are witnessing new fields coming to light and

old ones falling into darkness. With the rise of the technological age, it is only natural to see the growing prominence of computer programming as well as other fields necessary for twenty-first century advancements. Existing businesses and corporations must evolve or risk being left behind as society moves forward. There is constant talk of professions falling into obscurity, dying as they are so woefully termed. Surprisingly, one of these ‘ill-fated’ fields is said to be journalism, the very discipline necessary for the survival of democracy. We, the Devil’s Advocate, believe that journalism is not a dying field, but one that will continue to evolve along with the rest of society.

When individuals declare that journalism is dying, they are most likely referring to print journalism. And if one merely relied on statistics, this would not seem like such a far-fetched conclusion. Alas, the American Society of Newspaper Editors reported a 28.1 percent decline in newsroom employment in the past decade. Yet when one looks a little closer, the reality is not much of a surprise. Just look at the rise of Nooks and Kindles, the closing of bookstores, the growing popularity of online media outlets. People are turning to electronic platforms for their reading pleasure, and can we blame them? Digital outlets offer the speed, accessibility and convenience people crave in our fast-paced society.

Newsrooms around the world, including the Devil’s Advocate, have already begun to embrace these advancements. In this year alone, we have developed an updated website and increased our social media presence for the rapid dissemination of information. From The Wall Street Journal to The Florida Times-Union, today’s journalists are capitalizing on the technological age to increase their presence. As time goes on and technology progresses, it seems that the field of journalism is only going to become more digitally-oriented. So yes, newspapers and magazines will eventually fade out as modernized alternatives take over. But in no way does this signify the death of journalism and for one simple reason—journalism can’t die.

Journalism can’t die because democracy cannot survive without it. Simply imagine a world where citizens are oblivious to political, economic and world matters. It is a scary thought indeed and one that Thomas Jefferson so aptly commented on by saying, “Were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter.” If journalism ceased to exist, the society that we know and love would cease to exist as well. People would be blind and ignorant; they would be unable to think for themselves, let alone contribute to the world in which they live. There would be no watchdog for the government, no expression of public opinion. News empowers society and without it, we are nothing.

Thankfully, this reality is not one we will have to face anytime soon. From where we stand, the field of journalism is not going anywhere, and those who make this claim are sorely mistaken. Asserting that dropping newsroom employment indicates of the death of journalism is like saying that the closing of bookstores indicates the death of authorship. Is the field changing? Of course, along with the rest of society. But though the methods might change, the mission remains the same—and journalists will continue to safeguard democracy just as they have always done.

The Timeline of JournalismBy JOYCE HU, Contributing ArtistCelebrities have more influence than they used to. Before, there was not as much

attention on their personal lives. Today, people devote their lives to celebrities and crave any information they can get. Icons such as Kim Kardashian and Beyonce are seen as more than just people with talent, or depending on who you ask, lack thereof. This idolization puts an emphasis on the importance of media coverage of celebrities and causes people to go to questionable lengths to be noticed by a celebrity.

Beyonce is a perfect example of an overly idolized pop star. People worship “Queen B” and are watchful of her every move. Her followers see her as the epitome of perfection. One picture was posted on Twitter of her shaking hands with President Barack Obama with the caption, “And here we see the leader of our nation greeting Barack Obama.” Even though it is a joke, the tweet shows the high regard Beyonce is held in the eyes of the public.

There are some people who take their obsession to an extreme extent; for example, super fans will do insane things in order to meet their favorite celebrities or even just get a “follow back” on Twitter. Social media has become an outlet for fans to broadcast their creepy actions toward their beloved stars. Toby Sheldon, a huge Justin Bieber fan, spent five years and $100,000 on plastic surgery to look like Bieber. Sheldon’s dedication to his idol shows the depths many are willing to go to in order to become closer to stars.

In addition, in 2013 Bieber was allegedly caught smoking marijuana, sparking “#CutforBieber,” making light of self-harm as a way to protest Bieber’s drug use. Although there was some speculation whether these fans were actually harming themselves, it shows the lengths fans will go in order to get attention from their idols. The fact the fans would even joke about self harm shows how dangerously committed some can be.

This obsession for media coverage called upon by the general public dehumanizes celebrities and turns their personal lives into sources of entertainment. Their lives are illuminated in the spotlight to the point where some have almost no personal moments. Some cannot even go to the grocery store without their photo being taken by the paparazzi. The media takes these opportunities to build up celebrities in the spotlight, only to break them down just as quickly. All the little details of their lives can be published and turned against them. If a celebrity makes a mistake, it is amplified by the media and on display for the entire world to judge.

Where does this hunger for coverage come from? According to Dr. Stuart Fischoff, spokesperson for the American Psychological Association and retired professor of media psychology at the California State University at Los Angeles, part of it is programmed in our DNA. The idea is that we are “social animals” who look to alpha males and females as someone to follow. In today’s era of pop culture, we see a rise in those who give into these biological predispositions. Because of this upward trend, psychologists developed a scale of celebrity worship. On the more obsessive side of the scale is a condition called Celebrity Worship Syndrome, which is when following of a celebrity becomes more of an addiction than an obsession. This addiction can lead to problems such as depression, anxiety and a decrease in self-esteem because they focus more on the life of a celebrity than their own.

Although there is an overwhelming desire for most people to give into the idolization, it is important for there to be some perspective on the matter. The best thing to keep in mind is that celebrities are regular people with extraordinary talents who happened to stumble upon the spotlight. The obsession with these celebrities, although programmed in our nature, is controllable.

Celebrity Obsessions

Defending Vaccines

Cultural AppropriationBy EDEN MOLLA, Opinions Reporter

When Edward Jenner, an English physician and doctor, first invented the smallpox vaccine in 1798, society believed his idea was irrational because they thought infecting a person with smallpox would not lead to immunity. Two-hundred years later, vaccines remain a debatable issue regardless of the positive results they have yielded.

The United States Anti-Vaccine Body Count, a website committed to criticizing the Anti-Vaccine Movement, has recorded 6,336 deaths since 2007 due to the lack of vaccines administered. This figure represents the lives which could have been saved if these people had been vaccinated.

One reason people refuse vaccines is they believe they are linked to autism. This impression began in 1998 when Andrew Wakefield, former surgeon and medical researcher, wrote a research paper connecting the measles, mumps and rubella (MMR) vaccine to brain disorders. The public began to conform to his conclusions when Wakefield started to boycott vaccines. It was not until 2011 that Brian Deer, a London-based medical reporter for The Sunday Times, found Wakefield’s reports had no scientific basis at all.

Despite the rejection of Wakefield’s research, some continue to believe him rather than the United States Centers for Disease Control and Prevention (CDC) and other health institutions, who all state there is no probable link between autism and vaccinations. Zero cases have been reported, but many people, including prominent figures ranging from actors to musicians, promote the existence of a link.

Celebrities, like Jenny McCarthy and Charlie Sheen, have used their fame to oppose vaccinations through social media and talk shows. McCarthy blames her son’s autism on vaccines he received as a baby, claiming there were toxins in them. However, McCarthy’s mother reported he showed signs of autism before taking the vaccines, proving there was probably never a relationship between them. Still, the belief of an association between autism and vaccines has been perceived to be true due to claims like McCarthy’s, although there is no scientific backing.

The influence celebrities have on the population is unbelievable, considering the number who follow the words of an inexperienced figure compared to multiple doctors. Individuals take one personal claim to justify their whole viewpoint on vaccinations but hardly acknowledge the effects not vaccinating has on them or their children. One of the biggest risks of not being vaccinated is the possibility of having an epidemic resurface, as measles recently has. In December 2014, some foreign tourists carrying measles visited Disneyland in Anaheim, Calif., causing others to contract the virus. The CDC has been recording cases linked to this outbreak, which reflects how vaccines could have prevented such an epidemic.

According to a CNN report in 2014, Westside Waldorf School, a school located in an affluent area in California, has a vaccination rate of 21 percent, compared to the entire nation of Liberia that has a 72 percent vaccination rate. The fact that such a rich community has a lower rate than a developing country’s is astonishing because the majority of Californians are able to afford vaccinations.

Not getting vaccinated also risks getting others ill; this concept is called herd immunity. Some are unable to be vaccinated because they may either be pregnant, too young or have weak immune systems. In turn, they depend on the others to get vaccinated, so many are mandated for public immunization purposes.

Many believe that since their child is ‘clean,’ they are not at the risk of getting ill and vaccines are not required. Immunization has little to do with cleanliness; it prevents a disease that sanitation may not. Vaccinations should be enforced to protect the lives of people. It has been proven to be safe, so what are people waiting for?

Iggy Azalea, an Australian rapper, gained prominence when her single, “Fancy, ft. Charli XCX,” became number one on the Billboard Hot 100 in the summer of 2014. Azalea is known for mimicking black culture, while making racist comments about people of color. Many feel she does not represent the African American hip-hop community and is taking advantage of a culture that

does not belong to her. Celebrities, like Azalea, want to take part in minority cultures but do not want to deal with the issues minorities face today. Sadly, this has desensitized the public to seeing other customs out of their cultural context and has resulted in cultural appropriation becoming the norm.

According to the textbook “Human Geography People, Places, and Culture,” written by Alexander B. Murphy and Erin H. Fouberg, cultural appropriation is “the process by which cultures adopt customs and knowledge and use them for their own benefit.” Minorities are mocked for their clothing, but as soon as the majority begins to steal parts of their culture, it is modeled by celebrities and becomes the latest “fad.” This is done by those who don’t know the cultural significance of the articles they are stealing. Some claim they are simply admiring different cultures, but they don’t understand the difference between appreciating another culture and claiming it as their own. There is nothing wrong with becoming more culturally aware but it becomes a problem when we take part in those cultures without attribution.

Those who see nothing wrong with cultural appropriation aren’t aware of the effect it has on minorities. Appropriators feel entitled to other cultures, but do not realize that by taking pieces of an oppressed culture out of context, they are belittling the historically oppressed people of that culture. During European expansion, it is estimated anywhere from 19 million to 100 million Native Americans were killed, one of the largest genocides in history. It’s appalling to see people

Since the genesis of YouTube, a variety of creators have joined the site to upload their content, many of whom have now gained massive followings. Despite many negative connotations attached to the site, it has been able to present many with creative, unconventional opportunities to make a living. From comedians and vloggers to beauty gurus and musicians, there’s

something for everyone.Creators, often referred to as “YouTubers,” have risen

to a degree of stardom and even make a substantial living off money acquired through their videos. In fact, thousands of YouTube creators make six figures a year, according to YouTube’s Statistics page. For example, Jenna Mourey, or more commonly known as “Jenna Marbles,” portrays herself as a relatable twenty something in her weekly videos and currently has around 14.5 million subscribers, making anywhere between $171,100 and $1.4 million a year. However, YouTube isn’t the only platform which allows ordinary people to make names for themselves; Vine, a social media application that allows its users to post six second videos, is now a host to an array of stars making big bucks with sponsorships they’ve gotten because of their popularity. Beyond monetary acquisitions, many Internet personalities have received recognition from the realms of music, television, film and even the world of politics.

In March of 2014, President Barack Obama met with YouTube personalities Iman Crosson, Hannah Hart and Tyler Oakley to discuss health care reform. More recently, this January, YouTubers Bethany Mota, GloZell and Hank Green interviewed the president using questions submitted from their viewers. Some might say entertaining people on the Internet shouldn’t earn you a visit to the White House

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OpinionsMoney in the Web Industry

By CHISOM UKOHA, Contributing Writer

wearing “tribal clothing” who could easily have ancestors that were responsible for stealing Native American land. These people completely ignore the obscenities of their ancestors and act as if it is in the past when they are the ones oppressing minorities today.

To the appropriators wearing these garments, it seems like a harmless fashion choice, but it is a mockery of cultures. It reduces a whole culture and its people to temporary articles that can be disposed of as soon as it becomes last season’s trend. Furthermore, it puts monetary value on another’s customs, something that should not be marketed in any way.

In the 1970s, reggae music was all the rage in America. As a result, dreadlocks became a common fashion statement that continues to this day. What many don’t realize is that dreadlocks are deeply rooted in Rastafarian and African culture, symbolizing strength and power. However, African American people with dreadlocks are mocked for their image, and are seen as ‘ghetto’ and ‘unclean,’ while their white counterparts are simply sporting a new hairdo. Even actress Zendaya received criticism after wearing dreadlocks to the 87th Academy Awards. E! News Anchor Giuliana Rancic joked that Zendaya’s dreads made her feel like she “smells like patchouli oil or weed” on an episode of “Fashion Police.” By associating a hairstyle with “weed,” Rancic dehumanized African Americans by claiming they are criminals. Zendaya immediately called out the offensive remarks, prompting an apology from Rancic.

Globally, several cultures have been taken advantage of. Halloween is the most commonly accepted example, where entire races are worn as costumes without second thought. Viewers form their own ideas about a culture and its people based off of racist stereotypes created by the majority. These stereotypes simplify cultures and the people they are made about to the point where they are treated more like concepts and designs rather than human beings. Cultural appropriation wipes away history and makes people write their own story of what they think a culture is about.

and it isn’t hard to understand why people are unhappy with the amount of money and opportunity coming out of these simplistic and unconventional avenues.

A career, to many people, is found after pursuing higher education through college. Despite this traditional idea, the Internet and social media are changing the game; there are people making considerable amounts of money with no special training, some even before they’ve finished high school. Lauren Giraldo, also known by her username “Princess Lauren,” is a 16-year-old Viner who makes roughly $2000 for each sponsored Vine she uploads, which are often videos of her doing shocking things in public or making statements relatable to teenage girls. Is it fair that she can make more money in three sponsored Vines, a grand total of 18 seconds, than the average American makes in a month?

This could be argued a few different ways: on one hand, what she does requires relatively little skill, time or effort, but on the other hand, she produces content that entertains people, regardless of how she’s doing it. Does the fact that people are entertained by what could be called skilless content outweigh the skilless content? It is definitely unsettling, but if someone is getting money out of something they’re doing, as long as it isn’t immoral, I can’t complain. Sure, it is frustrating to see people put their hearts into all that they do and never reach the top, especially when that small faction of creators seems to be occupied by replicas of the same persona. But, nevertheless, it isn’t about talent, it’s about whoever has the most views, likes or followers. They are going to draw in the most advertisers and sponsors, simply because it’s good business. It gets a bit dull, seeing versions of the same squinty-eyed, smoldering teenage boy at the top of every leaderboard just because they appeal to the teenage girl demographic, but as long as that is what the majority wants, that’s how it’ll be.

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Humans, especially the cur-rent generation, are becoming increasingly dependent upon their phones to provide en-tertainment and information. Whenever people have the slightest feeling of impending boredom, they pick up their phones. According to the Pew Research Center, approxi-

mately 58 percent of American adults own smart-phones. The average mobile customer checks their phone 150 times a day, and 67 percent of the time, they haven’t even received a notification. In order to avoid boredom, people nowadays cannot live without a screen of some sort.

Boredom, the state of feeling weary by being unoccupied, is nearly nonexistent with all of the technology and forms of entertainment around us. The clear fact is that paying attention to our phones means our minds spend less time idling, negatively impacting our social lives and depreciating our creative mentality. By distracting ourselves with games and apps, we are effectively preventing ourselves from figuring out who we are in terms of our goals and opinions. The Bored and Brilliant Campaign has a solution.

During the first week of February, approximately 100 Stanton College Preparatory School students participated in the Bored and Brilliant project, founded by New Tech City’s Manoush Zomorodi. The campaign teaches people to use their phones less and their brains more through week-long series of daily challenges. Throughout the week, smartphone users tracked their phone usage with apps while participating in different challenges, such as not taking a picture for an entire day or deleting an app that distracts them and wastes their time. These challenges were centered around

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By HAFSA QURAISHI, Opinions Reporter

Rediscovering BoredomInspired by New Tech City’s Bored and Brilliant campaign, reporter Hafsa Quraishi looks into the importance of boredom and the effect smartphones have on Americans today.

“I was thinking about it, and I realized I hadn’t been bored—like, the spacing out in line for coffee kind of bored—since I got my first smart phone in 2008. And even though I love my phone, I started to wonder whether or not it was healthy, whether I was missing something. And I have two kids who never really get bored like I did when I was their age. I remember being so bored one day that I arranged all of our houseplants, labelled them, and gave them a concert.”

—Manoush Zomorodi, creator of Bored and Brilliant

“Smart phones have become almost necessary for teenagers and adults. We rely on them for entertainment, communication and whatever else we need. The Bored and Brilliant challenge made me realize just how much time I spend on my phone and how dependent we have become on cell phones. The time we spend in front of a screen is definitely increasing, taking time away from face-to-face communication. Smart phones are great, but it won’t hurt to decrease those numbers.”

—Christina Lim, 11th

“Bored and Brilliant made me conscious of my overly dependent relationship with my phone. My personal goal from my participation in the project was to stop using my phone as a procrastination tool. Through my participation, I realized how many times I pick up my phone a day and I think I have improved immensely. Media overstimulation is definately a huge problem in our tech saturated society, so participating in a daily challenge, like Bored and Brilliant, was really eye opening and refreshing.”

—Leah Finegold, 11th

“I think over the course of the week all of my students actually learned just how consumed they are with their smartphones and mobile devices. We have a phrase we say that the teenagers today are ‘digital natives’ but I don’t think we have a term yet to actually denote how exactly teenagers in 2015 are utterly intertwined with their mobile devices. It’s not as if they go anywhere to seek out online culture, it is always with them already, from the moment they wake up all the way until they fall asleep.”

—Dr. Joel Adams, IB Film Teacher


Personal Perspectivesfinding a way for smartphone users to depend on their phones less and exercise their minds instead.

Some might argue that constant smartphone usage is beneficial and does not affect our cognitive ability to be creative. This point is based off of the universal dependency on smartphones to increase ones efficiency by providing apps that can connect one to vast knowledge, as well as their friends and family. Furthermore, smartphones provide one with helpful functions that would otherwise be in separate gadgets, like GPS and alarm clocks. Overall, people believe the benefits of owning smartphones exceed the expense they pay, such as having less time to be alone with their thoughts and fully enjoy the lethargy of their day. However, the simple fact is that no matter how efficient phones make our lives, constant use of them can lead to addiction.

Smartphone addiction results from continuous use of smartphones to the point where it becomes compulsive to reach for it at the hint of tedium. In this sense, boredom is extremely important in order to flex our minds and exercise our creative cognitive process. Furthermore, by being connected to an infinite number of people and their ideas, smartphones force us to take in many other ideas to the point that we are unable to form our own. Boredom is often found in the abyss of procrastination, in the sense that those starting a project resist doing their task out of lack of interest. It is a necessary evil in order for our minds to generate ideas. Boredom creates channels and allows our thoughts to flow through the river that is our brain, exploring deep thoughts and making sense of others. Smartphones take away from this experience and effectively wear out our brains. By being so dependent on our smartphones, we are losing the joys of just sitting, free of all distractions and with no entertainment but ourselves.

Jeniveve Howard, 12th Camila Rodriguez-Rojas, 12th

Lanna Micukic, 11th Natalie Loos, 11th

Darryl Whitehurst, 12th Jenna Villanueva, 12th

“Fantastical Self-Portraits”

Created by students in Mr. Wood’s

Digital Arts Class

Kylie Feierstein, 11th

Devil's Advocate (Vol. 31, Issue 4)

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