2019-2020 articles
Conversing on the Matters of Change: a debate on Gun Laws
BY STEPHANY GUZMAN
2019
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There is a frightening reality for today's world. School Shootings, along with heavy gun violence, are becoming more prevalent in society; now into a sense of appealing normalcy for the generations affected by it.
On November 8th, Durham School of the Arts participated in a student led debate at the Duke University School of Business. Behind it all, two students who went through their own traumatic experience of a school shooting, along with legislative educators, joined together to have an open conversation on the topic. As students from other schools across the country, such as Bell High School, Mica Peaks High School, Gentry Academy and the LA School of Global Studies gave their input via joint video call, there were many instances where one's personal thoughts were put to the challenge. “My thoughts were mixed throughout the whole thing. I wouldn't necessarily agree with other students opinions. I knew there were some moments where I would just shake my head at another person's response. But, I had to put aside my personal beliefs in order to understand everyone else’s,” Khori Talley, senior, commented. Sari Kufman and Casey Sherman, Seniors at Marjory Stoneman Douglas High School were the main speakers who organized the event. Since they too suffered through their own tragedy, both have worked continuously to bring light to the issue of gun violence in America. “Sari and I have collaborated with the Constitutional Rights Foundation to create Empower the People, a non profit organization aimed to increase youth awareness and engagement in our government and community. |
We came to a realization that not a lot of our friends and people around us were aware or even educated on what's happening in our local governments. So we created a space to help them and become better leaders of tomorrow,” Sherman said.
Gun violence has always been an ongoing issue in the country. In order to make a change in terms of the problem, a variety of voices are needed to affect the outcome of any regulations put in place for these weapons. “It's a lot of pressure when you think about it. We high school students are, our generation are the first ones to have first hand experience with this sort of problem. And it all has to do with whether or not we want those in a higher power to enforce strict regulations all together,” Talley said. Some people might believe that a ‘young person’ should not meddle in ‘adult’ business. Although, this so called adult business have made today's youth take a stand due to lack of reform. “There have been so many moments where someone older than me has said: ‘How could you possibly know about all this?’ or ‘You’re just a kid. What does a kid know about real world issues?’ . You don’t have to be an adult to understand the wrongs that are right in front of you. In most cases, the adults are the ones who take forever to make things right. We have to step up to the plate, otherwise, who will?” Sherman confirmed. |
Durham’s Pride celebration inspires students to get involved
BY VIOLET DEWIRE
2019
Music plays through the speakers as colorful floats drive down the street. People gathered on the sidewalks cheer as groups adorned with every color of the rainbow pass them by. The Durham Pride Festival is a time to celebrate, and this year, students participated in record numbers.
On the last Saturday in September, Durham hosted its 33rd annual Pride March on Duke University's East Campus. Organizations and schools from all over North Carolina came together to march for their community and celebrate inclusion. This year, the students that attended were an important part of the community effort that brings activism and inclusion to all of Durham. For teachers like Taylor Schmidt, seeing students involve themselves in Pride is inspiring.
“Pride gives students freedom and connection, students give the community a future with possibilities unthinkable to previous generations,” Taylor Schmidt, social studies teacher, stated.
Schmidt is an eighth grade social studies teacher at Central Park School for Children. Last year, he organized a Pride and Liberation event for the school that made national news due to parental outreach. He is an active participant in the annual Durham Pride celebrations and works to spread awareness and understanding to his students and the community alike.
Carina Feierman, a ninth grader at DSA and a former student of Schmidt’s, attended the Pride parade this year along with some of her close friends. She believes in the value of student involvement in Pride.
“ ...Experiencing it at least once [is important],” Feierman explained.
Feierman has attended many annual Pride celebrations in past years. Like other students, she enjoys participating in the festivities by watching, enjoying the energy that is abundant all throughout the day. Schmidt is an active participant in the parade. He believes that it is important for everyone to be involved with Pride, but for students, it is an opportunity to experience something that is much bigger than themselves.
“I’m not sure who benefited more from student participation in Pride 2019, the students or the wider community. What I know is that the movements contained within Pride always has been, is, and always will be dependent on students,” Schmidt reflected.
During this year’s Pride parade, Schmidt marched alongside many of his students from both past and present classes. He believes that students give a future to their communities, and allowing them to march alongside their peers is a beneficial experience for not only the student, but for everyone that they choose to surround themselves with.
Feierman has similar goals in mind when it comes to school involvement in Pride. She wants schools to take action in making sure that students can experience these kinds of events in the future and encourage the younger generation to make their voices heard.
“I hope that schools will be more involved with Pride and give students more opportunities to be involved in Pride events,” Feierman said.
Schmidt sees the impact that activism has on his students, and believes in the importance of empowering young people’s voices.
“There is no magic age, no prescribed moment when someone pops up in front of you, hands you a golden key and informs you that yes, you do have the right to participate in the creation of change. You have it, right now - and your capacity to create change, to participate, is only going to grow,” Schmidt concluded.
On the last Saturday in September, Durham hosted its 33rd annual Pride March on Duke University's East Campus. Organizations and schools from all over North Carolina came together to march for their community and celebrate inclusion. This year, the students that attended were an important part of the community effort that brings activism and inclusion to all of Durham. For teachers like Taylor Schmidt, seeing students involve themselves in Pride is inspiring.
“Pride gives students freedom and connection, students give the community a future with possibilities unthinkable to previous generations,” Taylor Schmidt, social studies teacher, stated.
Schmidt is an eighth grade social studies teacher at Central Park School for Children. Last year, he organized a Pride and Liberation event for the school that made national news due to parental outreach. He is an active participant in the annual Durham Pride celebrations and works to spread awareness and understanding to his students and the community alike.
Carina Feierman, a ninth grader at DSA and a former student of Schmidt’s, attended the Pride parade this year along with some of her close friends. She believes in the value of student involvement in Pride.
“ ...Experiencing it at least once [is important],” Feierman explained.
Feierman has attended many annual Pride celebrations in past years. Like other students, she enjoys participating in the festivities by watching, enjoying the energy that is abundant all throughout the day. Schmidt is an active participant in the parade. He believes that it is important for everyone to be involved with Pride, but for students, it is an opportunity to experience something that is much bigger than themselves.
“I’m not sure who benefited more from student participation in Pride 2019, the students or the wider community. What I know is that the movements contained within Pride always has been, is, and always will be dependent on students,” Schmidt reflected.
During this year’s Pride parade, Schmidt marched alongside many of his students from both past and present classes. He believes that students give a future to their communities, and allowing them to march alongside their peers is a beneficial experience for not only the student, but for everyone that they choose to surround themselves with.
Feierman has similar goals in mind when it comes to school involvement in Pride. She wants schools to take action in making sure that students can experience these kinds of events in the future and encourage the younger generation to make their voices heard.
“I hope that schools will be more involved with Pride and give students more opportunities to be involved in Pride events,” Feierman said.
Schmidt sees the impact that activism has on his students, and believes in the importance of empowering young people’s voices.
“There is no magic age, no prescribed moment when someone pops up in front of you, hands you a golden key and informs you that yes, you do have the right to participate in the creation of change. You have it, right now - and your capacity to create change, to participate, is only going to grow,” Schmidt concluded.
Time to pay: teachers rally in Durham
BY OLIVER WEAVER
Downtown Durham glimmers as the night quickly vanquishes the remaining daylight. Christmas decorations add a warm touch to the air, in contrast to the cold temperatures moving in. This cold Wednesday night becomes special in a heartbeat as cheers and chants echo down the streets, drowning the sound of traffic and music. An army of teachers in red holding banners and sign marches down East Main Street. Teachers of North Carolina want change, and they will go to any cost for that to happen.
On Wednesday, November 20, teachers and others from all over Durham gathered at the CCB Plaza in downtown. This large group of people were gathered to protest the extremely low pay teachers in North Carolina are receiving. Considering the amount of work and time teachers put into work, mostly everyone agrees that teachers deserve higher pay. Several rallies have taken place in other places in NC, mostly led by teachers, to continue drawing public attention to how huge of an issue this is.
“The purpose of this rally is to draw attention from the public to the fact that the General Assembly of North Carolina still has not passed a budget. The fact that they haven't passed a budget means all school personnel are still being paid on last year's pay scale and are not seeing even a step increase, let alone a raise. The reason they haven't passed a budget is the current gridlock in the state capitol - the Senate will not pass the governor's budget, which includes significant raises for all teachers as well as the expansion of Medicaid, which would provide healthcare to hundreds of thousands to North Carolinians,” Millie Rosen, middle school teacher at DSA who helped organize the rally, explained.
The rally had a significant turnout, with over 100 people crowding the center of downtown. Cars drove by slowly, honking occasionally in support. Different speakers took turns voicing concerns and facts about NC’s policies regarding education, which was met with shouts and cheers from the crowd. Millie Rosen and others had been planning this rally for quite some time, and made sure it would be a success.
“We (Durham Association of Educators) use grassroots organizing techniques - we have face to face conversations with teachers and parents, use social media to communicate, and have a system of building captains so it's easy to disseminate information between schools quickly. The main obstacle to teacher organizing is how busy teachers are - we have so many more responsibilities than teachers had 20 years ago because of so many years of budget (and personnel) cuts, so everyone is doing lots of work before and after school and on weekends too, so everyone's time is limited,” Michelle Burton, DAE president, said.
North Carolina’s education standards have a lot of room for improvement. Increased funding and better pay are just a fraction of the things that teachers and educators want changed.
“Providing state funding to guarantee a $15 minimum wage for all school personnel, and expanding Medicaid to improve the health of our students and families are our most relevant demands right now. We want the General Assembly to use the $300 million in corporate tax cuts to instead fund a five percent raise for ALL public school employees,” Rosen commented.
Despite the bleak state of the current legislature, people are beginning to have hope that change for teachers is close.
“I think more and more teachers will continue working together to speak out, and at the very least we will vote out the majority of legislators that don't support public schools next November,” Rosen concluded.
On Wednesday, November 20, teachers and others from all over Durham gathered at the CCB Plaza in downtown. This large group of people were gathered to protest the extremely low pay teachers in North Carolina are receiving. Considering the amount of work and time teachers put into work, mostly everyone agrees that teachers deserve higher pay. Several rallies have taken place in other places in NC, mostly led by teachers, to continue drawing public attention to how huge of an issue this is.
“The purpose of this rally is to draw attention from the public to the fact that the General Assembly of North Carolina still has not passed a budget. The fact that they haven't passed a budget means all school personnel are still being paid on last year's pay scale and are not seeing even a step increase, let alone a raise. The reason they haven't passed a budget is the current gridlock in the state capitol - the Senate will not pass the governor's budget, which includes significant raises for all teachers as well as the expansion of Medicaid, which would provide healthcare to hundreds of thousands to North Carolinians,” Millie Rosen, middle school teacher at DSA who helped organize the rally, explained.
The rally had a significant turnout, with over 100 people crowding the center of downtown. Cars drove by slowly, honking occasionally in support. Different speakers took turns voicing concerns and facts about NC’s policies regarding education, which was met with shouts and cheers from the crowd. Millie Rosen and others had been planning this rally for quite some time, and made sure it would be a success.
“We (Durham Association of Educators) use grassroots organizing techniques - we have face to face conversations with teachers and parents, use social media to communicate, and have a system of building captains so it's easy to disseminate information between schools quickly. The main obstacle to teacher organizing is how busy teachers are - we have so many more responsibilities than teachers had 20 years ago because of so many years of budget (and personnel) cuts, so everyone is doing lots of work before and after school and on weekends too, so everyone's time is limited,” Michelle Burton, DAE president, said.
North Carolina’s education standards have a lot of room for improvement. Increased funding and better pay are just a fraction of the things that teachers and educators want changed.
“Providing state funding to guarantee a $15 minimum wage for all school personnel, and expanding Medicaid to improve the health of our students and families are our most relevant demands right now. We want the General Assembly to use the $300 million in corporate tax cuts to instead fund a five percent raise for ALL public school employees,” Rosen commented.
Despite the bleak state of the current legislature, people are beginning to have hope that change for teachers is close.
“I think more and more teachers will continue working together to speak out, and at the very least we will vote out the majority of legislators that don't support public schools next November,” Rosen concluded.
They Have Risen: DSA’s Jesus Club Welcomes New Members
BY STELLA DOMEC
Games, lessons, prayer circles, guest speakers, and movie nights are just a few examples of what DSA’s Jesus Club is planning for this coming school year.
Jesus Club is a club for students who are devoted to Jesus and who want a safe space to interact with other Christians and to have fun while learning more about their religion. During club meetings, members have discussions about Christianity and play games that relate to their discussion topics.
“We rotate the desks in the room and go around in a circle and share the joy, junk, and Jesus of our week,” Zach Benson, sophomore and Jesus Club co-leader, explained.
After these activities, members have lessons that connect their game to God, Jesus, or the Bible, and end the meeting with prayers.
“Club meetings can be full of funny stories and interesting activities and everyone has fun during the meetings,” Benson continued.
Jesus Club has three co-leaders, Katie Hervey and Henry Lilly, both juniors at DSA, and Zach Benson, who is a sophomore.
“I like having time in the week where I can be stress-free, and I also like meeting people,” Lilly explained, “I like the games and I like how the club has just a nice atmosphere when you’re there.”
Club meetings are 4:30 to 5 every Thursday afternoon in Mr. Ervin’s room, D209, and they meet in the Gym breezeway for a prayer circle Wednesdays at 8:55.
“It's a fun, wholesome way to spend an afternoon once a week,” Benson said.
In addition to creating a community of fellow Christians, Jesus Club leaders are planning fun events for their club members.
“We definitely are planning to have three movie nights, where we all get together and watch a movie,” Katie Hervey, junior at DSA and co-leader of the Jesus Club said.
This year, two Jesus Club members left DSA for Riverside and Jordan, but they were determined to continue having meetings, so they started their own Jesus clubs at their schools.
“There are Jesus clubs at Jordan and Riverside so hopefully we can do a movie night with them!” Hervey said.
Members of the Jesus Club also hope to be more active in their community and work with the school and others.
“We want more guest speakers this year, and to get involved in more around the school activities like the Fall Arts Festival or pep rallies etc,” Hervey explained.
The club is student-run but has two teacher advisors, Mr. Downing and Mr. Ervin.
“I have really enjoyed watching the students discuss some really deep stuff about Christianity and hearing about what God is doing in their lives on a weekly basis,” Erwin said. “I enjoy getting to pray with students and seeing them emboldened to share their faith with others.”
As of now, about 10 people are in Jesus Club, and the leaders made posters about the club to hang around the school to recruit new members.
“One unique thing about Jesus club is knowing that other people just like me love God and the friendly members of the club,” Benson added. “All of the Jesus club attendees keep a sense of community and love within the stressful days of high school.”
The Jesus Club also has an Instagram account (@dsajesusclub) run by the three leaders, where they post updates about club meetings and announcements.
Overall, students in the club love having an accepting environment in a group of people that are all passionate about the same topic.
“I like how we kind of have a community, and how fun it is! No one is considered an outsider and everyone is welcome and welcoming to others!” Hervey finished.
Jesus Club is a club for students who are devoted to Jesus and who want a safe space to interact with other Christians and to have fun while learning more about their religion. During club meetings, members have discussions about Christianity and play games that relate to their discussion topics.
“We rotate the desks in the room and go around in a circle and share the joy, junk, and Jesus of our week,” Zach Benson, sophomore and Jesus Club co-leader, explained.
After these activities, members have lessons that connect their game to God, Jesus, or the Bible, and end the meeting with prayers.
“Club meetings can be full of funny stories and interesting activities and everyone has fun during the meetings,” Benson continued.
Jesus Club has three co-leaders, Katie Hervey and Henry Lilly, both juniors at DSA, and Zach Benson, who is a sophomore.
“I like having time in the week where I can be stress-free, and I also like meeting people,” Lilly explained, “I like the games and I like how the club has just a nice atmosphere when you’re there.”
Club meetings are 4:30 to 5 every Thursday afternoon in Mr. Ervin’s room, D209, and they meet in the Gym breezeway for a prayer circle Wednesdays at 8:55.
“It's a fun, wholesome way to spend an afternoon once a week,” Benson said.
In addition to creating a community of fellow Christians, Jesus Club leaders are planning fun events for their club members.
“We definitely are planning to have three movie nights, where we all get together and watch a movie,” Katie Hervey, junior at DSA and co-leader of the Jesus Club said.
This year, two Jesus Club members left DSA for Riverside and Jordan, but they were determined to continue having meetings, so they started their own Jesus clubs at their schools.
“There are Jesus clubs at Jordan and Riverside so hopefully we can do a movie night with them!” Hervey said.
Members of the Jesus Club also hope to be more active in their community and work with the school and others.
“We want more guest speakers this year, and to get involved in more around the school activities like the Fall Arts Festival or pep rallies etc,” Hervey explained.
The club is student-run but has two teacher advisors, Mr. Downing and Mr. Ervin.
“I have really enjoyed watching the students discuss some really deep stuff about Christianity and hearing about what God is doing in their lives on a weekly basis,” Erwin said. “I enjoy getting to pray with students and seeing them emboldened to share their faith with others.”
As of now, about 10 people are in Jesus Club, and the leaders made posters about the club to hang around the school to recruit new members.
“One unique thing about Jesus club is knowing that other people just like me love God and the friendly members of the club,” Benson added. “All of the Jesus club attendees keep a sense of community and love within the stressful days of high school.”
The Jesus Club also has an Instagram account (@dsajesusclub) run by the three leaders, where they post updates about club meetings and announcements.
Overall, students in the club love having an accepting environment in a group of people that are all passionate about the same topic.
“I like how we kind of have a community, and how fun it is! No one is considered an outsider and everyone is welcome and welcoming to others!” Hervey finished.
Meet the “new” teachers of DSA
BY oyinda ajasa
Haley Rossi, Creative Dramatics and Theatre Fundamentals
Where did you teach before you came to DSA? I taught at a private school in Plymouth, Michigan. How would you describe your teaching style? How do you think your teaching style fits in at DSA? I think my teaching style is friendly but stern. I like to get a lot done and I want all the work that I create to be excellent. I really do want my students to be the best they can possibly be. What aspects of DSA are different than schools you have previously worked at? It’s really interesting to have students who take their art seriously. It’s also been really different that the school is so long. That’s something that’s been strange being here at DSA. Did you always want to be a teacher, if so why? If you did not want to be a teacher, what did you want to be and why? I always wanted to be a teacher, but not a theatre teacher. I thought of being an elementary school teacher or a music teacher. I’ve always wanted to be a performer and I get to do that through my teaching. What is one interesting fact you would like to share about yourself? I’m going to have a baby in December, so I’m expecting a baby on Christmas Day, actually. 
Charity Freeman, EC Resource Teacher
Where did you teach before you came to DSA? Pittsylvania County Schools Va, Chatham Middle School What had you heard about DSA before you came to teach here? DSA is an excellent school that allows one to develop their talents in the field of arts(dance, music,art,theatre) as well as academically to prepare the students for college or career after high school. How would you describe your teaching style? How do you think your teaching style fits in at DSA? Student Centered. In a student-centered approach to learning, teachers and students share the focus and interact equally while the teacher still maintains authority. This teaching style is beneficial because group work is encouraged, communication, and collaboration are encouraged. What aspects of DSA are different than schools you have previously worked at? DSA allows students to define themselves instead of being forced into an identity set upon them from society, faculty, or peers. What is one interesting fact you would like to share about yourself? One interesting fact is that I was born in December, but my favorite season is Spring. I love to see the blooming of flowers, plants, and heavenly creation of Nature which is a beautiful canvas that I truly enjoy. Did you always want to be a teacher, if so why? If you did not want to be a teacher, what did you want to be and why? I come from a family of educators(my mother, aunt, most of my great aunts, cousins) and teaching was not my preferred career of choice. I always wanted to be a Missionary, traveling countries and serving others. I always wanted to explore this great world and feel a sense of purpose in life. 
David Hance, Spanish Teacher
Where did you teach before you came to DSA? I was at Southern School of Energy and Sustainability. How would you describe your teaching style? How do you think your teaching style fits in at DSA? I try to be engaging andI try not to do a lot of any one thing. I try to reach different students that might respond differently to different teaching methods. When you’re learning a new language, it helps to have something in front of you. I try to use a lot of visuals and be animated. What aspects of DSA are different than schools you have previously worked at? It’s definitely a bit more rigorous and there are a lot of more expectations for students. Students come to class knowing these expectations. What is one interesting fact you would like to share about yourself? I also speak German, and I lived in Germany for a year when I was in college. I’ve traveled to many countries. |
Sabrina Monserate, Mathematics Teacher
Where did you teach before you came to DSA? I taught at Northern High School (also in Durham)! What had you heard about DSA before you came to teach here? I knew that DSA had a really good art program! I’ve lived in Durham for most of my life, but I honestly did not know much about DSA before teaching here. I played track and tennis in middle school at Carrington and I remember DSA’s team in particular being good competition! How would you describe your teaching style? How do you think your teaching style fits in at DSA? Before coming to DSA, I was most comfortable with direct instruction (standing at the front of the room and talking the majority of the class period) so it’s been a challenge adjusting to a classroom where we primarily focus on group work. It’s been a work in progress, but I have really been enjoying it! What aspects of DSA are different than schools you have previously worked at? I really appreciate the sense of community here. My colleagues, in particular, have been extremely supportive and their continued support and kindness make me grateful to be here. What is one interesting fact you would like to share about yourself? I am a huge gamer! I play a variety of games, but I am currently playing Fire Emblem: Three Houses on the Nintendo Switch. Did you always want to be a teacher, if so why? If you did not want to be a teacher, what did you want to be and why? I actually went to college at NC State to be a computer scientist because I love technology, but I found that it wasn't a good fit for me as I thought. When I was deciding on what major to switch to, I knew two things: (1) I loved helping people in any way I could, and (2) there needed to be a variety of tasks/challenges. I didn’t want to get stuck doing the same thing every single day! 
Christine Betts, Mathematics Teacher
Where did you teach before you came to DSA? I have taught in DPS for 26 years. My previous school before DSA was Northern High School What had you heard about DSA before you came to teach here? I have had many friends whose students have attended and graduated from DSA and always only had good things to say, but what really brought me to DSA was the strength of the Math department. How would you describe your teaching style? How do you think your teaching style fits in at DSA? I, like the other teachers in the math department, work hard to have students learn by thinking through the mathematical concepts and strategies, while also being available for support. What aspects of DSA are different than schools you have previously worked at? Working on a 7 period day is different, although I have worked on it before, I just need to re-adjust to the shorter classes. What is one interesting fact you would like to share about yourself? I have a love for music although I am not musically talented, I have been a "DJ" on a radio show and I love working on cars (older cars) and would love to race on a track just once. Did you always want to be a teacher, if so why? If you did not want to be a teacher, what did you want to be and why? I started making lesson plans in my head as early as 6th grade. I was always intrigued by how I learned material and how my friends learned and how different some of our styles were. I felt like if I could understand how other people learned, I could teach anyone. |
Editorial: Teen Pregnancy Crisis in the US: Unknown factors and What can be done
BY STEPHANY GUZMAN
In unexpected circumstances, pregnancy is the last thing on a young girls mind. Although teenage pregnancy has declined considerably over the past few decades , the United States is still one of the leading countries with the highest rates of teenage pregnancy (57 per 1,000 in 15-19 year olds).
Many factors contributing to this nation-wide issue are mainly focused around the Sexual Education that students receive in school.
Most schools will skim over the topic of sex, they fail to give a more in depth approach. According to the Planned Parenthood Action Fund, decisions about sex education are made at the state and local level; no federal laws dictate what sex education should look like or how it should be taught in schools. However, only 24 states and the District of Columbia mandate sex education, and even in those states there’s no guarantee that the sex education provided is of high quality, or covers the topics young people need to learn about to stay healthy.
This data shows the extent of some states and schools restricting Sex Ed as an important topic youth must learn. A study done by the Guttmacher Institute, 43% of teenage girls and 51% did not receive information on birth control before having sex for the first time. In this case, instructors should take an active approach to teach students a medically accurate, informative and descriptive sexual education course.
While there are technical factors that come into play, teenage pregnancy has a large amount of health risks. The American Pregnancy Association state that teens have a higher risk of preterm birth, which goes along with low birth weight. The most common health risks related to teen pregnancy is anemia (low iron levels), high blood pressure and a higher rate of infant mortality.
Especially in high school, having a child can hinder a teen’s plan when it comes to getting an education and looking ahead in the future. It is estimated that 40 % of teen mothers finish high school. Fewer than two percent finish college by the age of thirty. A normality and struggle within young mothers is the balancing time between child care and classes. Some miss school here and there for doctor’s appointments and checkups. A question most mothers face are: “Can I deliver my baby and still keep up with school work?”
Teenage pregnancy, although taboo in some communities and religions, is a reoccurring thing within the United States. It should not be frowned upon. The most common solution that can be done is for the government to provide maternity care through financial aid, medical assistance or even temporary housing.
In addition, a proper sexual education, that is medically accurate, teaches young teens the use of contraceptives and addresses safe sex in a positive light for both heterosexual and LGBT relations should be implemented in all Sexual Education curriculum. Teen pregnancy will continue to happen within the country, but there are ways to diminish and alleviate the ever growing numbers, consequences and health factors that affect many young teens today. For the sake of a person who is still in the developing stages, it is imperative to look beyond what we lack.
Many factors contributing to this nation-wide issue are mainly focused around the Sexual Education that students receive in school.
Most schools will skim over the topic of sex, they fail to give a more in depth approach. According to the Planned Parenthood Action Fund, decisions about sex education are made at the state and local level; no federal laws dictate what sex education should look like or how it should be taught in schools. However, only 24 states and the District of Columbia mandate sex education, and even in those states there’s no guarantee that the sex education provided is of high quality, or covers the topics young people need to learn about to stay healthy.
This data shows the extent of some states and schools restricting Sex Ed as an important topic youth must learn. A study done by the Guttmacher Institute, 43% of teenage girls and 51% did not receive information on birth control before having sex for the first time. In this case, instructors should take an active approach to teach students a medically accurate, informative and descriptive sexual education course.
While there are technical factors that come into play, teenage pregnancy has a large amount of health risks. The American Pregnancy Association state that teens have a higher risk of preterm birth, which goes along with low birth weight. The most common health risks related to teen pregnancy is anemia (low iron levels), high blood pressure and a higher rate of infant mortality.
Especially in high school, having a child can hinder a teen’s plan when it comes to getting an education and looking ahead in the future. It is estimated that 40 % of teen mothers finish high school. Fewer than two percent finish college by the age of thirty. A normality and struggle within young mothers is the balancing time between child care and classes. Some miss school here and there for doctor’s appointments and checkups. A question most mothers face are: “Can I deliver my baby and still keep up with school work?”
Teenage pregnancy, although taboo in some communities and religions, is a reoccurring thing within the United States. It should not be frowned upon. The most common solution that can be done is for the government to provide maternity care through financial aid, medical assistance or even temporary housing.
In addition, a proper sexual education, that is medically accurate, teaches young teens the use of contraceptives and addresses safe sex in a positive light for both heterosexual and LGBT relations should be implemented in all Sexual Education curriculum. Teen pregnancy will continue to happen within the country, but there are ways to diminish and alleviate the ever growing numbers, consequences and health factors that affect many young teens today. For the sake of a person who is still in the developing stages, it is imperative to look beyond what we lack.
MY OUT-OF-THIS-WORLD EXPERIENCE
BY SRIKAR KALIGOTLA
I am delighted to share the experience I had on December 5th, 2018. Students from schools across Durham County and I, named as Team Orion, did an experiment that was launched on the SpaceX 16 Falcon 9 mission. Our experiment analyzes a radiotrophic fungus that absorbs radiation. First, we identified the problems astronauts face in space as well as on earth. We scoped out the significant issues and two other key ones. The issues we found were related to radiation and loss of fuel in the engines.
Furthermore, we found out that our idea about the loss of fuel crossed the safety concerns for the astronauts, so we went with the radiation idea. I came up with the idea of fungi and one of my groupmates, Graham Shunk, put the concept of fungi and radiation together. As we researched through the internet, we found out that there was a fungus that absorbs radiation to grow. This fungus is Cladosporium sphaerospermum.
This fungus is found in the Mediterranean and tropical-like climate. The fungus is very special because it absorbs the sun’s UV Radiation waves to grow. Since radiation is a big issue in space, the group and I wanted to see if the fungus acts any different in microgravity and if so how.
We first have a 4x4x4 in cube called the Tango Lab. In this box, we have a radiation sensor to see how much radiation is inside the compared to the outside. We also have a humidity sensor, and a camera to measure the humidity and see the growth of the fungus.
The opportunity to do this experiment was held at the Durham County Library. There we were part of a program called Higher Orbits Go For Launch. This company has direct ties with CASIS and Space Tango. On April 4th, 2018 the group and I presented our project there and got to see the other six teams present as well.
In the end, our team, Team Orion, won the Durham County Library Round.
Our next presentation came to Downtown Durham. Then on December 3, 2018, I went to Florida to watch my groups experiment launch.
The experiment was launched on the SpaceX 16 mission, Falcon 9 rocket. On this rocket were 5-6 other experiments from different groups who made experiments like us. One of these experiments was about mice food. The mice food had to sterilize because it could harm the mice once it in outer space. So because of the food arriving late, our launch was delayed one day.
Then on December 5th, 2018 the Falcon 9 rocket took off into space for the International Space Station to make our experiment a reality.
I just wanted to thank my family, Durham County Library, SpaceX, Space Tango, Higher Orbits, and CASIS for this great opportunity. So, that concludes my out of this world experience.
Furthermore, we found out that our idea about the loss of fuel crossed the safety concerns for the astronauts, so we went with the radiation idea. I came up with the idea of fungi and one of my groupmates, Graham Shunk, put the concept of fungi and radiation together. As we researched through the internet, we found out that there was a fungus that absorbs radiation to grow. This fungus is Cladosporium sphaerospermum.
This fungus is found in the Mediterranean and tropical-like climate. The fungus is very special because it absorbs the sun’s UV Radiation waves to grow. Since radiation is a big issue in space, the group and I wanted to see if the fungus acts any different in microgravity and if so how.
We first have a 4x4x4 in cube called the Tango Lab. In this box, we have a radiation sensor to see how much radiation is inside the compared to the outside. We also have a humidity sensor, and a camera to measure the humidity and see the growth of the fungus.
The opportunity to do this experiment was held at the Durham County Library. There we were part of a program called Higher Orbits Go For Launch. This company has direct ties with CASIS and Space Tango. On April 4th, 2018 the group and I presented our project there and got to see the other six teams present as well.
In the end, our team, Team Orion, won the Durham County Library Round.
Our next presentation came to Downtown Durham. Then on December 3, 2018, I went to Florida to watch my groups experiment launch.
The experiment was launched on the SpaceX 16 mission, Falcon 9 rocket. On this rocket were 5-6 other experiments from different groups who made experiments like us. One of these experiments was about mice food. The mice food had to sterilize because it could harm the mice once it in outer space. So because of the food arriving late, our launch was delayed one day.
Then on December 5th, 2018 the Falcon 9 rocket took off into space for the International Space Station to make our experiment a reality.
I just wanted to thank my family, Durham County Library, SpaceX, Space Tango, Higher Orbits, and CASIS for this great opportunity. So, that concludes my out of this world experience.
Bird Box: Big platform with an even bigger response
BY N’SAUN GENTRY
The newly acclaimed Netflix original hit Bird Box is the newest trend of late 2018 going into 2019, starring award winning actress Sandra Bullock along with other talented A and B-list actors and actresses.
Social media has played a huge part in the buzz of this new Netflix movie that debuted on December 13th of 2018, breaking numerous records on the streaming platform. Never before in Netflix’s eight-year history has a movie had this much of an impact on the social world, with a record-setting 45 million people tuning in.
In the movie, the main characters wear blindfolds to avoid looking the monsters in the eyes, if they do they die due to experiencing their own fears. This dynamic creates a suspenseful thriller that keeps the audiences engaged guessing who will die next and their fate.
Though Bird Box has broken records for the streaming service, this movie has mixed reviews from critics and viewers alike, as the main critique for this film is the message it conveys as it’s seen as ok to hide or run away from fears or problems instead of addressing them and taking them head on to overcome it. But through these reviews viewers, regardless of the critics and reviews, enjoyed the movie, becoming a sensation especially with the use of memes to illustrate the humor of the movie.
One of the biggest negative effects of every social media trend, is that some person or people take it too far and endanger themselves by causing mass hysteria, affecting others in the process as well. Recently, a teen in Utah crashed her car, a result of her participating in the infamous Bird Box challenge that has been all over the internet with people of all ages participating in the challenge.
In the beginning of the movie, it starts out as Sandra Bullock’s character Malorie and two kids head out to a river to head to the promised location by a broadcaster to escape the creatures. With this being the beginning, audiences can suggest that she is the lone survivor of her group, indicating that everyone was killed off in the duration of the movie.
Audiences experience the causes and effects of characters actions and decisions within the movie and the safety precautions they take in order to stay alive as the world has gone into a post-apocalyptic state with the deaths of the majority of the population and the one common goal being to survive at all costs.
With these trends becoming more prominent in the digital age which people of the world live in and are exposed to on a daily basis, a sense of concern has to be raised in question on the effects pop culture and social media have on the youth.
“I think social media altogether has provided an advantage yet has also diminished us as a society. I believe that many trends go too far, personally I would never put my life or others in danger for some clout. But I liked how it had a deeper meaning behind the whole plot; in my opinion that meaning was that nowadays you are unable to keep your innocence when u view society it destroys who you are or in the movies case kills you”, Denisse Ramos, early college student, concluded.
Social media has played a huge part in the buzz of this new Netflix movie that debuted on December 13th of 2018, breaking numerous records on the streaming platform. Never before in Netflix’s eight-year history has a movie had this much of an impact on the social world, with a record-setting 45 million people tuning in.
In the movie, the main characters wear blindfolds to avoid looking the monsters in the eyes, if they do they die due to experiencing their own fears. This dynamic creates a suspenseful thriller that keeps the audiences engaged guessing who will die next and their fate.
Though Bird Box has broken records for the streaming service, this movie has mixed reviews from critics and viewers alike, as the main critique for this film is the message it conveys as it’s seen as ok to hide or run away from fears or problems instead of addressing them and taking them head on to overcome it. But through these reviews viewers, regardless of the critics and reviews, enjoyed the movie, becoming a sensation especially with the use of memes to illustrate the humor of the movie.
One of the biggest negative effects of every social media trend, is that some person or people take it too far and endanger themselves by causing mass hysteria, affecting others in the process as well. Recently, a teen in Utah crashed her car, a result of her participating in the infamous Bird Box challenge that has been all over the internet with people of all ages participating in the challenge.
In the beginning of the movie, it starts out as Sandra Bullock’s character Malorie and two kids head out to a river to head to the promised location by a broadcaster to escape the creatures. With this being the beginning, audiences can suggest that she is the lone survivor of her group, indicating that everyone was killed off in the duration of the movie.
Audiences experience the causes and effects of characters actions and decisions within the movie and the safety precautions they take in order to stay alive as the world has gone into a post-apocalyptic state with the deaths of the majority of the population and the one common goal being to survive at all costs.
With these trends becoming more prominent in the digital age which people of the world live in and are exposed to on a daily basis, a sense of concern has to be raised in question on the effects pop culture and social media have on the youth.
“I think social media altogether has provided an advantage yet has also diminished us as a society. I believe that many trends go too far, personally I would never put my life or others in danger for some clout. But I liked how it had a deeper meaning behind the whole plot; in my opinion that meaning was that nowadays you are unable to keep your innocence when u view society it destroys who you are or in the movies case kills you”, Denisse Ramos, early college student, concluded.
EDITORIAL: DURHAM PUBLIC SCHOOLS NEEDS ALTERNATIVES TO SUSPENSIONS
BY OYINDA AJASA
The history of Durham Public Schools and suspension is a long and treacherous one. Many years ago, a complaint was filed by the Civil Rights Project of UCLA against Durham Public Schools regarding how their out-of-school suspension policy, harms disabled students and black students at much higher rates, and also affects their mental health.
Even though about half of DPS students are black, they make up more than three-quarters of short-term suspensions. In contrast, 19 percent of DPS students are white but they comprise only four percent of that type of suspension. In the 2015-2016 school year, 81.5 percent of DPS suspensions were received by black students, even though they made up just 46.7 percent of the district’s population.
This data shows the disproportionate effect that suspensions have on students of color. Recently, Durham Public Schools enforced a restorative justice program in all high schools. This is a good first step, but more action needs to be taken. The student should be the focus and not the suspension itself. The question is then raised of what alternatives could be proposed?
When students are suspended, nothing is gained, they are being put out of the classroom, and losing valuable learning time. There is no motivation for them to not repeat the action again, and due to that notion, those students are more likely to be suspended over and over again. Instead of suspending students, the district should do more to understand the core root of the suspension, which is why an alternative need to be discussed.
Even though about half of DPS students are black, they make up more than three-quarters of short-term suspensions. In contrast, 19 percent of DPS students are white but they comprise only four percent of that type of suspension. In the 2015-2016 school year, 81.5 percent of DPS suspensions were received by black students, even though they made up just 46.7 percent of the district’s population.
This data shows the disproportionate effect that suspensions have on students of color. Recently, Durham Public Schools enforced a restorative justice program in all high schools. This is a good first step, but more action needs to be taken. The student should be the focus and not the suspension itself. The question is then raised of what alternatives could be proposed?
When students are suspended, nothing is gained, they are being put out of the classroom, and losing valuable learning time. There is no motivation for them to not repeat the action again, and due to that notion, those students are more likely to be suspended over and over again. Instead of suspending students, the district should do more to understand the core root of the suspension, which is why an alternative need to be discussed.
In the 2015-2016 school year, 81.5 percent of DPS suspensions were received by black students, even though they made up just 46.7 percent of the district’s population.
Two alternatives that would be beneficial instead of suspensions are mentoring either with a peer and an adult, and referral to community mental health services.
Instead of just putting students in ISS and OSS, there should be enforced conversations about the action. Mental health services would help to understand why the student is doing whatever action repeatedly. It helps to understand what is going on in the minds of students, and if there is anything beyond their control.
Mentoring as an alternative allows for people to have someone to talk through their actions with them. The people talking to them should be someone that can understand and relate to their struggles. Mentoring could also reveal issues that might call for external control, and it could help the student not feel alone. Enforcing these alternatives before students are just suspended, could eliminate core issues that allow for repeat infractions.
Now, how exactly could this work? Suspension shouldn’t just be completely outlawed at first, but instead mentoring and mental health services should be enforced along with the suspensions. Students should be disciplined for their actions, but also have resources that help to stop the action from happening again. If the resources are able to help students, and the district is able to see a decrease in suspensions, then maybe mentoring and mental health services could be the first stop, and if the situation isn’t resolved, then maybe suspension is the answer.
Suspending students instead of trying to understand the issue strengthens the school-to- prison pipeline, because students are being disciplined over and over again, but no one is trying to figure out why they are doing that action over and over again. Then in the future, they are doing these same actions in the real world, with real consequences which follow them the rest of their lives.
The proposed alternatives would help to decrease suspensions in an effective way, by putting the student’s needs first, and helps to understand what exactly goes on in the teenage mind.
Instead of just putting students in ISS and OSS, there should be enforced conversations about the action. Mental health services would help to understand why the student is doing whatever action repeatedly. It helps to understand what is going on in the minds of students, and if there is anything beyond their control.
Mentoring as an alternative allows for people to have someone to talk through their actions with them. The people talking to them should be someone that can understand and relate to their struggles. Mentoring could also reveal issues that might call for external control, and it could help the student not feel alone. Enforcing these alternatives before students are just suspended, could eliminate core issues that allow for repeat infractions.
Now, how exactly could this work? Suspension shouldn’t just be completely outlawed at first, but instead mentoring and mental health services should be enforced along with the suspensions. Students should be disciplined for their actions, but also have resources that help to stop the action from happening again. If the resources are able to help students, and the district is able to see a decrease in suspensions, then maybe mentoring and mental health services could be the first stop, and if the situation isn’t resolved, then maybe suspension is the answer.
Suspending students instead of trying to understand the issue strengthens the school-to- prison pipeline, because students are being disciplined over and over again, but no one is trying to figure out why they are doing that action over and over again. Then in the future, they are doing these same actions in the real world, with real consequences which follow them the rest of their lives.
The proposed alternatives would help to decrease suspensions in an effective way, by putting the student’s needs first, and helps to understand what exactly goes on in the teenage mind.
