January-February Issue IV

The
Hourglass
january/february 2021 volume 60 issue 4 disce verum laborum 1888 701 montgomery ave, bryn mawr pa 19010
Not All That
Glitters is Gold
All You Need to Know About HBO Max’s Euphoria
By AVA OLSON ‘21
Nowadays, most adult television
shows and movies have one
thing in common: a character
who struggles with substance
abuse or drug addiction.
While many television shows feature
a character’s substance dependency as a
subplot, Euphoria focuses on a group of
teenagers as they navigate high school, relationships,
and most conspicuously, drugs.
Written by Sam Levinson, Euphoria
stars Zendaya as “Rue,” a teenage girl returning
to her hometown after completing
rehab. As the show progresses, Zendaya’s
co-stars- Jacob Elordi, Hunter Shaefer, and
Sydney Sweeney, among others- play increasingly
complicated roles in Rue’s rehabilitation
story.
Euphoria has often been criticized for
romanticizing substance abuse. The show
combines dark subject matter with wild
makeup, bold lighting, and lots of glitter.
While captivating, the visual aesthetics
may mask the severity of illicit drug use to
viewers unfamiliar with drug addiction and
its vast implications on a user’s life.
When artificial chemicals are introduced
into the human body, a person will
often experience a hard come-down with
symptoms such as depression, lack of motivation,
exhaustion, and body dysmorphia.
However, Kate Appleman, the Senior
Clinical Director of Men’s Treatment Services
at Caron Treatment Centers, believes
that experiencing the dreamy shots in Euphoria
is valuable if adequately juxtaposed
with more unadorned scenes that depict the
harsh realities of drug addiction. Caron is
an internationally recognized not-for profit
dedicated to addiction and behavioral
healthcare treatment, research, prevention,
and addiction medicine education.
“That euphoric feeling is what happens
with those drugs,” Appleman said.
“When we talk about whether or not
that’s a good thing for people to see, I think
what’s really important is also to show the
flip side of it. You can show the euphoric
part because it’s a reality for a lot of people
and why they take drugs, but there are lots
of consequences that come along with it,
and you need to show that, too.”
Displaying the harmful physical effects
of drug addiction is something that
Euphoria does on several occasions. Most
notably, viewers see Rue almost die from
kidney failure, as she is physically unable
to leave her bed to go to the bathroom
during withdrawal.
“If they don’t show that, there’s a risk
of people believing that the drug scene
doesn’t come with consequences, and
that’s just not accurate,” Appleman said.
Moreover, it’s essential to highlight
scenes that are not visually appealing for
viewers to better understand drug addiction.
With its heavy use of spinning cameras
and flashing lights, perhaps Euphoria
centers the viewers’ attention on the euphoric,
drug-filled party scenes, and away
from the realistic scenes of a painful withdrawal.
Additionally, the cliffhanger-ending
to Euphoria’s first season fails to address
the importance of identifying and treating
relapses- a process Appleman considers
crucial to one’s recovery process.
“A relapse does not mean failure. A
relapse means get up, figure out what happened,
look at what’s working in their recovery
and what’s not. Help them through
the pain of the fall, and encourage them
to try again; renavigate what happened to
prevent it from occurring again,” Appleman
said.
Unfortunately, in its first season finale,
Euphoria’s dramatic dance number does
not address the steps taken (if steps even
were taken) by Rue’s family or friends after
she relapses.
By not showing the lessons Rue
learned from her relapse, viewers walk
away from Euphoria with inadequate
knowledge of the role of relapse prevention
in the recovery process of someone living
with addiction. Rue’s relapse seems like
the end of a chapter, rather than an opportunity
to change for the better. According
to Appleman, realizing a relapse as an opportunity
to grow is incredibly important.
Addiction is not an “aesthetic” or
something that should be glamorized. Although
Euphoria gives viewers a close, detailed
look at Rue’s battle with drug addiction,
the show ultimately fails to emphasize
the aspects of addiction and relapse that are
ugly, intense, and realistic.
However, there are lots of films that
accurately depict drug addiction. Specifically,
Appleman recommends: A Star is
Born (the most recent one with Lady Gaga
and Bradley Cooper), 28 Days, When a
Man Loves a Woman, Flight, and The Way
Back.
Caron has lots of online resources if
you want to learn more about addiction.
For further information about identifying
or supporting someone struggling with addiction,
please visit www.caron.org/blog or
www.drugfree.org, or contact Ms. Koster
liz.koster@baldwinschool.org.
Design by Maggie Song ‘21
Photography by Carly Goldenberg ‘22
Gentrification and
Higher Education: How
Colleges Change Their
Neighborhoods
A dive into history: the roles
of University City schools in
reshaping their neighborhoods
is revealed.
CENTERFOLD:
2020 is over. Now what?
Reflecting on the changes and
adaptations that have taken
place over the last year, writers
ask what will and what should
remain in our lives.
Over the Moon for
Astrology?
Can the positions of the planets
and stars influence who you are
and your future? Take a look
at what Baldwin students have
to say.
[ See NEWS, PAGE 4 ]
[ See CENTERFOLD, PAGES 6-7 ]
[ See FEATURES, PAGE 10 ]

2
Editorial
Design by Sanae Hagino ‘21
Editorial
Co-editors-in-chief PRESLEY DAGGETT ‘21 and
AVA OLSON ‘21 reflect on the beginning of 2021 and
New Year’s resolutions
For the entire first month of 2021,
it felt like the world was nervously
holding its breath, waiting for
something else to go wrong. Between
the insurrection at the Capitol, Kim
and Kanye’s divorce, and the stock market
frenzy, 2021 has gotten off to a chaotic
start.
There have been a couple of recent
wins for humanity, such as the production
of effective COVID-19 vaccines and
Lady Gaga’s immaculate rendition of “The
Star-Spangled Banner.” Still, everyday
life as we know it has been wholly flipped
backward and turned upside down since
last March.
Additionally, the commotion of 2021
combined with the physical barriers we’ve
constructed—masks, social distancing,
self-quarantining—between ourselves and
the world around us has been mentally exhausting.
Many of us are still struggling to
adapt to our new and confusing day-to-day
routines.
Despite the general loss of order in our
lives as 2021 unfolds, one big thing remains
the same: creating New Year’s resolutions.
Ah, yes—the societal obligation to set
goals for oneself. The re-downloading of
fitness apps, the weekly meal-prepping,
the monitoring of our daily water intake.
Regardless of what your New Year’s resolutions
may be, it appears the need for New
Year’s resolutions persists in this unusual
year.
Perhaps New Year’s resolutions are like
diet soda: we might think their low-calorie
promise is better than their sugar-loaded
counterparts, but in reality, their supposed
health benefits are but an illusion.
While New Year’s resolutions might
inspire us to pursue healthier lifestyles, we
often set our expectations too high, promising
ourselves more than we are realistically
capable of achieving. What follows
is the “letdown”—the inevitable period
of self-loathing after breaking our resolutions.
To us, the COVID-19 pandemic felt
similar to one big New Year’s resolution
we are ditching the traditional
New Year’s resolutions this year
and focusing on manageable,
productive change in a time of
uncertainty.”
failure. Going into 2020—the start of a
new decade—our spirits were high. As
the year progressed, however, we found
ourselves unable to achieve our goals. We
were forced to put our lives on pause; we
abandoned our plans and often sacrificed
our ambitious goals for others’ health and
safety.
After the drastic lifestyle changes
we’ve made due to the COVID-19 outbreak,
we feel that the last thing we need
right now is more disappointment. Thus,
we are ditching the traditional New Year’s
resolutions this year and focusing on manageable,
productive change in a time of
uncertainty.
The Hourglass challenges our readers
to think long and hard about what changes
will really benefit their mental and physical
well-being. We’ll give you a hint: the
answer isn’t to lose 10 pounds or drink less
coffee.
In 2021, we suggest that you be kind
to yourself. Recognizing your small successes—making
your bed, taking a walk,
or eating a good breakfast—is just as important
as celebrating your significant accomplishments.
Taylor’s tips
SPRING CLEANING
Here are some spring cleaning
tips to help you organize
for the warmer season right
around the corner.
By TAYLOR LEVINSON ‘21
TIP 1: Make a schedule
Having a plan can help you stay
focused on what you want to accomplish
that day. Also, scheduling
which spaces you’ll clean
and when to clean them can help
break up an impossible-looking
task into more manageable
chores. Make a list of what you
want to get done and prioritize it.
Tip 2: Set the mood
It’s beneficial to make the task
at hand stress-free. Dress in
comfy clothes, open the blinds
(and windows if it’s nice out),
and maybe play some music.
Tip 3: Always clean
from top to bottom
This way, any debris will fall
so that you can catch it at the
bottom. (If you clean bottom
to top, debris will fall onto the
surfaces you already cleaned.
Tip 4: the pile method
When tackling clutter, it’s best to
embrace the pile method: separate
your things into four piles: trash,
give away, store, put away. You
should actively think about what
you want out of the objects you’re
cleaning--keeping what you need
and discarding what you don’t.
Also, donating clothes, books, or
furniture is a great way to eliminate
clutter while helping others.
Tip 5: storage
Store clothes that are worn in the
opposite season somewhere else in
your house; this will open up space
in your closet and make it feel
roomier.
[ CONTINUED on the WEBSITE ]
The Hourglass
The Baldwin School
january/february 2021
Volume 60 Issue 4
701 Montgomery Ave.
Bryn Mawr, PA 19010
Co-Editors-in-Chief Ava Olson ‘21 · Presley Daggett
‘21 Creative Director Maggie Song ‘21 Junior
Creative Directors Anna Wang ‘22 · Sophie
Cai ‘22 Layout Editor Hana Ahanger ‘21 Photography
EditorS Melody Hao ‘22 · Izzy Antanavicius
‘22 News Editor Grace Halak ‘22 Features Editor
Rhea Jain ‘21 Opinions Editor Kaitlyn O’Malley ‘22
Sports Editor Lavender Huang ‘22 Arts and Culture
Editor Melody Gui ‘21 Media Content Editor
Elise Kait ‘21 Website Editor Krissy Bhargava
‘22 FACULTY ADVISORS Ms. Janice Wilke · Ms. Alex
Greco
The Hourglass is The Baldwin Upper School’s newspaper dedicated to
publishing student articles. The views expressed in The Hourglass do
not necessarily reflect those of the school or the editors. All content published
in The Hourglass (including but not limited to articles, designs,
graphics, photographs, and illustrations) are created by Baldwin students
for the exclusive use of The Hourglass unless otherwise indicated. The
Hourglass aspires for its content to be fair and correct, and regrets when
it is not. If you have questions or comments about our coverage, contact
the Editors-in-Chief at aolson@baldwinschool.org or pdaggett@baldwinschool.org.
The Hourglass is made possible through the generosity
of the Ruth S. Hochberger ‘68 Hourglass Sustainability Fund. The Hourglass
is affiliated with the Columbia Scholastic Press Association.

opinion 3
+
Following
Donald J. Trump
@realDonaldTrump
Graphics and design by Trisha Yun‘24
Beyond The capitol: Twitter’s
suspension of donald trump
By GRACE HALAK ‘22
On Friday, January 8, 2021,
Twitter officially announced
its permanent suspension
of Donald Trump’s account
(@realDonaldTrump). This
decision came two days after the insurrection
in Washington D.C. when a mob
of Trump supporters stormed the Capitol
complex in an attempt to overturn the outcome
of the 2020 presidential election.
On the morning of the riots on January
6, Trump gave a speech in which
he repeated unfounded claims of election
fraud and urged his supporters to “show
strength” and “fight much harder.” Violence
and destruction then followed. In this
context, Twitter determined that two of
Trump’s tweets from January 8 could potentially
incite more violence and thus violated
their Glorification of Violence policy.
Many conservatives and Trump
supporters reacted to the suspension
with outrage, claiming the action
was a violation of the First Amendment
and an attack on free speech.
As constitutional scholars were
quick to point out, the First Amendment
only applies to government censorship.
Therefore, Twitter, a private company,
has every right to set terms and conditions
and suspend users accordingly.
However, the question still remains:
Even if Twitter’s suspension of Trump was
constitutional, was it the right decision?
In my opinion, it was absolutely
necessary considering the immediate situation:
the aftermath of a violent attack
on the nation’s capital. Twitter assessed
the situation, determined that Trump’s
Twitter account threatened the incitement
of further violence, and took action.
What’s more concerning, however,
are the broader implications that this singular
suspension has on social media’s
power to influence politics as a whole.
From the beginning of his 2016 presidential
campaign, Trump took advantage
of Twitter and used it like no other political
leader had before. By speaking through a
public, unfiltered forum, he discarded the
detached formalities of traditional governance
and used colloquial, inflammatory
language to shape American politics.
This use of language fueled Trump’s
base of popular support. People felt more
connected to him. Twitter became the
main channel of communication between
President Trump and the American public
and a central platform in American
politics. Therefore, Twitter’s suspension
of Trump’s account was incredibly significant
as it served to essentially cut
him off from America and the world.
This is concerning because Twitter’s
business model places enormous power
in the hands of the individuals that run
it. In such circumstances, political discourse
becomes essentially controlled by
a handful of executives, who base their
decisions on their terms and conditions,
and on the public and economic pressures
that govern corporations everywhere.
The New York Times phrased it well,
describing Twitter and other social media
companies as “corporate autocracies
masquerading as mini-democracies.”
The suspension could also have
further consequences on the world of
politics. Some dissatisfied conservatives,
angry with Twitter for suspending
Trump, have threatened to migrate to other
social media platforms, such as Parler.
Regardless of whether there’s a significant
migration, there’s no doubt that the
suspension and the ensuing controversy
have intensified political division online.
Yphtach Lelkes is an assistant professor
of communication at the University
of Pennsylvania. In a Philadelphia Inquirer
article from January, Lelkes noted
the increase in political discourse online.
“There’s been a splintering of the
public’s attention, “ said Lelkes. “It’s
been happening for 30 years, with the
rise of Fox News and talk radio. It’s
self-reinforcing and has just sped up.”
If social media platforms become politicized
and distrusted by certain groups,
the already-prevalent tendency for social
media users to place themselves in
“bubbles” of similar opinions
will continue to escalate.
This phenomenon will
go much further than algorithms
that provide users with
content that only reinforces
their beliefs, or the power of the
“block” or “mute” buttons to
erase a dissenting opinion with one
click. Entire platforms could become
controlled by one group of people
with the same beliefs, eliminating
impartial spaces on the Internet and turning
discussion forums into echo chambers.
This is already happening on Twit-
ter. A 2019 Pew Research Center report
found that only 10% of all U.S. adult
Twitter users generated 97% of all tweets
about American politics. Of the Twitter
users who tweeted about politics,
72% strongly disapproved of Trump.
Although Twitter may seem like a broad
sampling of viewpoints, in reality, its political
side is controlled by a tiny, overwhelmingly
liberal, anti-Trump group.
The future of social media and politics,
which are becoming increasingly
interconnected, is heading toward further
division and isolation. The Internet is, by
definition, incredibly vast and saturated
with opinions and information. It has the
power to trap us in small, insulated spaces,
shielded from dissent and difference.
In this digital landscape, awareness
of the sources and platforms from
which we consume information is essential
to the development of our worldviews
and how we interact with others.

4
news
Design by Anna Wang ‘22 • Photography by Jessica Lamontagne ‘22
Gentrification and higher
education: How colleges
change their neighborhoods
Education is supposed to be the great equalizer in our society, but this ideal is undermined when
education becomes a reason for the loss of a neighborhood that has existed for decades.
By MARIN HORWITZ ‘24
The University of Pennsylvania and Drexel University are expanding their campuses into the surrounding areas, displacing local residents and businesses.
Gentrification has gone by
many names and has been
an issue for decades. How
do colleges contribute to it?
Let’s start with a neighborhood
we all know: University City, an area
whose name comes from the schools
that call it home, Drexel University
and the University of Pennsylvania
being the largest and most famous.
It’s full of cute coffee shops and
trendy pop-ups. But this river-bordered,
West Philadelphia neighborhood hasn’t
always been as polished as it is now. So,
what changed? Why are the areas surrounding
colleges becoming less affordable,
and why is it so noticeable now?
Gentrification is not a new concept;
it’s just a new word that stems from discriminatory
practices like redlining.
According to National Geographic,
redlining was a system in which banks
and mortgage companies labeled specific
neighborhoods as “blighted” or “hazardous.”
However, these areas were not always
physically hazardous. Rather, companies
saw these neighborhoods as economically
risky areas and were hesitant to invest in
them. Thus, potential new residents did not
move there, and some existing residents
chose to move out to the suburbs. The
1936 Home Owners’ Loan Corporation
map of Philadelphia marked the University
City area as “blighted” and “hazardous.”
Many redlined neighborhoods became
under-resourced and forgotten by
their cities because of the rating given to
them due to racial discrimination. This is
where gentrification, or, as it was called
in the 1950s-1960s, “urban renewal”
or “slum clearance” enters the picture.
Urban renewal and slum clearing
were government-funded initiatives aimed
at tearing down old obsolete buildings and
constructing new affordable housing in
previously redlined neighborhoods. But
what did this have to do with universities?
In the 1960s, Penn, and Drexel, and
the city of Philadelphia created the University
City Core Plan. The idea was to help
Penn and Drexel expand their campuses.
It was a part of a larger plan to “clear”
the University City area, turning mostly
industrial and residential areas into educational
buildings and student dorms.
West Philadelphia Collaborative
History states that between the years
1966-1972, Penn added 19 buildings to
its campus. Penn itself didn’t have to pay
for the land on which the new buildings
were constructed because of eminent domain:
the governmental right to seize private
land and use it for the “public good.”
Penn built two new libraries, buildings
for the fine arts, high-rise dorms, and parts
of the Wharton business school on land that
the General State Authority seized through
eminent domain. How could they do this?
It all comes back to those redlining
maps. Because the maps designated areas
as “blighted,” the government could claim
that those areas were unsafe, unsanitary, or
“lacked proper light,” which gave them a
reason to occupy the land and redevelop it.
As long as they promised the city
they would build on the land, colleges
could obtain large chunks of it for an affordable
price, partially aided by the government.
This is precisely what happened.
These practices were not unique to Penn
or Drexel: The University of Chicago,
New York University, and many others
made similar deals with their cities.
However, there was a downside. According
to “Renewing Inequality,” a study
by the University of Richmond, hundreds
of families--mostly people of color who
lived in University City--were displaced
between 1950-1966, during the time when
Penn and Drexel expanded their campuses.
To this day, the gentrification continues.
Penn, Drexel, and many other colleges
have current plans for expansion, whether
residential, commercial, or academic.
The University City neighborhood
has changed in the last five years,
and there’s more change coming. According
to the Philadelphia Inquirer,
the Brandywine Realty Trust plans to
break ground for a new high rise in the
Schuylkill Yards in March of this year.
Additionally, private owners of apartment
rentals can still raise their buildings’
prices as the surrounding neighborhood
grows in popularity; this is called “spillover”
and is caused by gentrification. Spillover
increases the average housing cost in the
area, making it harder for current residents
to stay in their buildings, especially in more
economically stratified neighborhoods.
Educational institutions with city campuses
contribute significantly to the continuation
of gentrification. College campuses
gather young students who want trendy
shops, which transform the neighborhood
into an area of student-focused businesses.
But what will happen to those who live in
the surrounding communities--often people
who have lived there for generations--when
colleges provide students their desired
new dorm tower or cute coffee shop?
Education is supposed to be the great
equalizer in our society, providing enriching
opportunities regardless of race, gender, or
religion. But this ideal is undermined when
education becomes a reason for the loss of a
neighborhood that has existed for decades.

news 5
“In Anger and Power”
An Investigation of the bryn mawr
and haverford college strikeS
against racial injustice
By ANNA WETZEL ‘22
How America’s sociopolitical landscape has
mobilized students at liberal arts colleges
“ Disrupt
the order!”
Thus beats the socio-political pulse
of the Bryn Mawr and Haverford
College campuses. Adopted as
a rallying cry for Haverford and
Bryn Mawr students alike, this invitation
defines the two-week long strike staged in
protest of the flagrant racial injustice within
these two ostensibly liberal institutions.
From October 28 to November 11,
2020, Haverford College strikers didn’t attend
class, hand in coursework, participate
in extracurriculars, or work on-campus
jobs. Following their administration’s insensitive
response to the murder of Walter
Wallace Jr.–a Black man shot by a white
police officer in Philadelphia–students
staged a series of sit-ins, rallies, and discussions
seeking to hold the college accountable
for its 200-year long history of
racial injustice.
In solidarity, Bryn Mawr students
commenced their strike on November 2,
which concluded 16 days later on November
19. Both strike collectives demanded
“transparency and accountability” in their
respective institutions’ pursuit of lasting
racial justice. Students called for increased
representation of Black, Indigenous, Latinx,
Asian, Pacific Islander, and Arab identities
within the student body, faculty, and
curriculum through a host of demands to
be met by quantitative and qualitative measures.
Baldwin alum and current Haverford
student Celia Page ‘20 characterizes these
demands as an inspiring exercise of collective
power. Page called it “the power within
the student body and the student voice.”
Specifically, those responsible for
strike leadership and mobilization were
Black students, Black women, and
queer Black folks, in addition to
others at the intersection of
various BIPOC (Black, Indigenous,
and Persons of Color)
identities.
At Haverford, the strike
was led by the Black Student
League, Black Students Refusing
Further Inaction, and Women
of Color House. At Bryn
Mawr, the Black Student Liberatory
Coalition collaborated
with the affinity groups Sisterhood,
BACaSO, Mujeres, and
ZAMI+ to lead the effort.
“The amount of time and
energy that was put into the
strike, and the level of commitment
from the strike organizers
was so incredible to see,” Page
said.
While leaders and participants
refused academic, athletic,
and extracurricular work,
the two-week long strike was
spent outlining their
demands for specific
administration action,
researching
the institution’s
racial
history, and
organizing
teach-ins:
student-,
alumnae-,
and
faculty-led antiracist seminars.
“One of the most beneficial things
to me was having discussions with my
peers...people were asking questions,
people were being curious, and people
wanted to learn more,” Page said.
In addition to educational events,
strike organizers provided participants
with networks of socio-emotional support.
Students were equipped with tools
for self-care and healing through social
media and Zoom discussions. These
restorative spaces centered on BIPOC
students, who are disproportionately
burdened with the emotional and mental
labor of antiracism.
Mutual aid funds were also circulated.
Strike organizers urged financially-secure
students to redistribute their
wealth, prioritizing Black and Brown
queer youth.
“The students did a great job in
supporting one another, which is really
indicative of the kind of community we
have at Haverford,” Page said.
Even with a robust system of support,
reconciling one’s position within
the dynamics of oppression is an
exhausting task.
“It was a lot emotionally,”
Page said.
Unfairly, this emotional
charge contributed
to critiques of the strike as
supposedly divisive, insurgent,
and aggressive. As a
result of this characterization,
the sentiments of Black
and Brown strike participants
were often invalidated
by both students and administration
in what is known as tone
policing.
Addressing the student body
through social media and the adminis-
tration through an open letter, strike leaders
firmly cautioned against attempts to
“placate the anger of Black and Brown students
at Haverford.”
Both strike collectives treated anger
as a valid symptom of racial trauma and as
an essential mobilizing force.
“In anger and power” was Haverford’s
potent written conclusion to the strike.
Despite the occasionally fraught social
atmosphere and pressure placed on
interpersonal relationships, Page cites the
strike as a moment of overwhelmingly productive
collaboration and discourse.
“We were having conversations that
we may not necessarily have had if not
for the strike. In having conversations
“
if you wanna see the
change, you can be that
change.”
with new people, those relationships were
strengthened,” Page said.
Page also offered advice to Baldwin
students:
“Work together, work collectively...
Baldwin girls are more than capable of using
their voice and standing up for what’s
right; trust in the fact that you have the
skills and are ready– if you see something
that isn’t right or you want to change, you
have the power to do that. If you wanna see
change, you can be that change.”
Graphics and design by Hana Ahanger ‘21

6 the hourglass | january/february 2021
The psychological
effects of COVID-19
By OLIVIA STEPHAN ‘24 and AUBYN MACKEY ‘24
A
lot came to the public’s attention
in 2020: a deadly pandemic,
a robust social justice movement,
and the extreme political
division of our country. The entire globe
will forever be altered by the true awakenings
we have undergone, but how have our
mental health norms changed?
As humans, we depend on social interaction
for our well-being. In the United
States, the combination of losing all contact
with the outside world and feeling increasingly
stressed, confused, worried, and
hopeless about the pandemic has caused a
catastrophic deterioration in personal mental
health.
In mid-July, 53% of a polled group of
American citizens reported mental health
issues, according to the Kaiser Family
Foundation. We see these unsettling statistics
in every age group, from our grandparents
to our classmates, and sometimes in
ourselves.
As lockdowns began in March 2020,
people started hoarding specific consumer
goods, such as toilet paper, hair dye, and
hand sanitizer. Our world fell into a state
in which people blindly followed others to
create buying frenzies because of the uncertain
nature of our new circumstances.
However, there were upsides to
the situation as well, such as an increase
in community service. In the past, we
might’ve believed that meaningful charity
work happened primarily through donating
money, but together in 2020, we proved
the efficacy of also supporting one another
emotionally.
According to Dr. Corey Seemiller,
writing for The Gen Z Hub, people have
been volunteering, supporting others, and
stepping up all over the world since the
start of the pandemic. We see this in subtle
ways, such as popular social media influencers
promoting a multitude of small
businesses, and in more considerable ways
with charitable organizations, such as food
pantries, clothing drives, and funds for
people struggling with unemployment,
having up to twice as much involvement,
including donations and virtual volunteer
work, since the Pandemic shutdown in
March of 2020.
While we’re currently focused on returning
to normal life, eagerly awaiting the
opportunity to receive COVID-19 vaccinations,
scientists have started to look at possible
long-term effects of this pandemic,
specifically those related to mental health.
BBC notes that mental health impacts
of past disasters, such as the Chernobyl accident
in Ukraine, lasted decades after the
events had passed. The COVID-19 pandemic
similarly might cause negative mental
symptoms. For those with pre-existing
conditions, such as generalized anxiety
disorder or obsessive-compulsive disorder,
everyday life in the pandemic can become
more of a struggle. The pandemic caused
bacteria related fears for those with and
without pre-existing conditions due to the
airborne nature of the disease, and more
people are obsessing about miniscule details
of their daily routines.
Pandemics often introduce other
mental health problems such as depression
and post-traumatic stress disorders to
those who have not previously experienced
these concerns, according to BBC. After
the SARS pandemic in 2003, the suicide
rates for those aged 65 years or older increased
by about 30%, as isolating public
health measures often left this segment of
the population feeling lonely and lacking
purpose.
Such isolation has separated us in
both physical and emotional ways. Right
now, many scientists understand that the
observable health effects of COVID-19 are
significant. Still, as predicted by The Common
Fund, we may find that the mental and
social fallout is more long-lasting.
To say we’ve had an interesting year
is a gross understatement. However, it is
essential to reflect on every aspect of it -
the positive, the negative, the physical, and
the mental - as we move forward with our
lives.

centerfold 7
Graphics and design by Maggie Song ‘21
Photography by Skylar Zachian ‘21
Should we make the 2020-2021 School
year the “new Normal”?
What aspects of the COVID-19 school year are worth keeping?
By EESHA SHARMA ‘24
This school year has been filled with
twists and turns, and students and
teachers have had to learn to adapt.
Sometimes, the “new normal” seems like
it will never cease… but is that such a bad
thing?
The pandemic has had adverse effects
on students’ academic experiences, such as
Zoom troubles, excessive screen time, and
canceled events. These negative aspects
cannot be ignored, nor will they be missed
once the pandemic comes to a close. However,
could it be possible that some other
adjustments are more helpful to us than our
pre-pandemic methods?
The new school year introduced alternative
attendance options for students,
such as “Zooming” into meetings or clubs.
Although this is standard practice right
now, as Baldwin students cannot mix grade
levels, this method could be used post-
COVID as well. It could be a useful way
to keep up with extracurricular activities in
case of unexpected conflicts.
Another scheduling modification
that some students seem to enjoy is the “Z
Day”: an enrichment-filled day incorporated
into the Baldwin Wired 2.0 schedule.
This enrichment day gives students a midweek
break and provides an extra day for
them to complete assignments.
On the other hand, some learners,
such as Amelia Schafer ‘23, didn’t care for
Z-days.
“I don’t like Z days because it is a
confusing schedule to have 30-minute
classes...I think Z days were kind of unnecessary,
and I do not like them,” Schafer
said.
And then, there is flex time: 15 minutes
at the end of each class where students
work independently or ask questions about
the lesson. This widely appreciated concept
is also exclusive to the Baldwin Wired
2.0 schedule. As flex time does shorten the
actual teaching time, perhaps it wouldn’t
necessarily be incorparated in every class
period going forward.
Lauren Halak ‘24 believes that both
teachers and students might find flex time
beneficial in the future.
“During virtual school, we got flex
time, which helped us to either take a break
or catch up on our work. I think that is an
aspect that hopefully, teachers will want to
include in the years to come,” Halak said.
Baldwin Wired 2.0 and in-person
learning have taught students different
skills to succeed during the pandemic.
Additionally, we might also have learned
something about schedules. The time between
classes, initially intended to be
“screen breaks,” could be beneficial during
regular in-person learning. Occasional “enrichment
days” and having clubs provide a
Zoom link might also be useful solutions to
time crunches.
Many people will be thrilled to say
“Good Riddance!” to much of pandemic
life. However, some features of this “new
normal” can be incorporated into our typical
normal.
Will the Pandemic ever Really end?
By LAUREN HALAK ‘24
How many times in the past months
have you wondered, “When will I
get to live normally again?”
As this unexpected pandemic nears
its one-year anniversary, we can reflect
on fond memories from before the era of
social distancing and mask-wearing, and
we can learn from the experiences of the
COVID-19 pandemic. But are we near the
end? And what can be defined as the “end”
of the pandemic?
Let’s look solely at the safety precautions
and guidelines the pandemic has
put into place, not the social, political, and
economic effects it’s caused. While these
safety guidelines will hopefully go away
as the number of cases drop, in the meantime,
social distancing and mask-wearing
are crucial means for reducing the number
of infections.
How will people respond to the gradual
transition back to not wearing masks or
socially distancing themselves?
When asked about her future approach
toward the end of mask-wearing,
Eesha Sharma ‘24 suggested that she trusts
the Center for Disease Control (CDC) to
keep her safe.
“I think that I would feel as though
it would be the best to do whatever the
Center for Disease Control recommends,”
Sharma said.
On the other hand, Ava Wood ‘24 is
hesitant at the thought of removing a mask
once cases have sufficiently lowered.
“I feel that once cases are lower, I’ll
still probably be fairly apprehensive…
because although cases might be lower,
who’s to say whether they might rise
again… there are too many uncertainties to
be sure of anything,” Wood said.
But are we near the end? And what can
“be defined as the ‘end’ of the pandemic?”
Wood’s point may be one of several
reasons taking precautions will last far
into the future. Pfizer and Moderna’s new
vaccines are projected to lower cases sufficiently
but will never eradicate COVID-19.
A model from Columbia University
regarding this topic was published by The
New York Times. This model illustrated
that “even if millions of people are vacci-
nated, millions more will still be infected
and become ill unless people continue to
wear masks and maintain social distancing
measures until midsummer or later.”
So, this pandemic is far from over and
will continue to only gradually diminish
from the daily lives of Americans and people
across the globe. As Wood mentioned,
it will be hard to readjust to not staying socially
distant, despite Sharma’s point about
the CDC producing reliable, trustworthy
judgment and data.
When will you consider this pandemic
to be over?

8
ARTS
artist of the month
Asia Blocker
By PRESLEY DAGGETT ‘21
Asia Blocker ‘21 is the kind of
person who consistently brightens
everybody’s mood. Whether
she’s dancing during halftime,
leading BSU meetings, or helping
her peers in class, you’d be hard-pressed to
find her without a smile.
Blocker’s artistic abilities extend into
three branches of art: theater, dancing, and
drawing or painting. She’s been taking art
classes since she was a child and found
herself painting or drawing to express her
feelings.
Since her artistic inspiration stems
from her emotions, Blocker occasionally
feels the need to start a new piece without
finishing the last one.
“It’s a vibe that I have to be in,” Blocker
said.
On the other hand, dancing and acting
are activities she does to let loose and have
fun. Blocker has been a part of the dance
team for the last three years. She also had
supporting roles in both Mulan Jr. and Marie
Antoinette.
Art is something i
love and my way of
“having a good time.”
At Baldwin, her most notable memory
is her time on the dance team. Blocker
specifically pointed out that she was only a
freshman when she choreographed her first
dance and taught it to the group. She is incredibly
grateful for the silly yet creative
team atmosphere.
Sadly, a unique artwork--a painting--
was left unfinished when she had to leave
Baldwin because of the lockdown in 2020.
The painting was specific to the studio’s
lighting and portrayed an unusual assortment
and arrangement of objects Blocker
chose. She has not been able to work on
it again and notes that she probably never
will. But in true Asia-fashion, she takes a
positive outlook on the events.
“I think that it really attests to the situation
of having to drop everything and go
home. It was almost finished, and I probably
won’t ever finish it, but that’s okay
because I think the message behind it is art
in itself.”
COVID-19 has subsequently given
Asia and all of us the gift of extra time. She
has chosen to experiment with all different
types of art, which she showcases on her
art Instagram. Follow @the.colorblock to
see her masterpieces!
Blocker believes that no matter what
she ends up doing with her career and life,
she will always use her creative side.
once you’re an
artist, you’re always
“an artist.”
Design by Grace Halak ‘22
Photos and artwork by Asia Blocker ‘21

sports 9
Athlete of the month:
Sasha Deringer ‘23
By ELISE KAIT ‘21
While it isn’t a popular sport,
horseback riding is a significant
part of its competitors’ lives,
such as Sasha Deringer ‘23.
Deringer’s journey in the sport began
at an overnight summer camp, where she
rode simply for fun. She enjoyed the activity
so much that she signed up for lessons,
and the rest is history.
“I show with my pony, Maria, in the
large green pony hunters, and I show my
horse, Willie, in the children’s hunter horses,
but will most likely be moving up a division
to the 3’3 junior hunters soon. I show
in these divisions on the A circuit, which is
a high level of competition,” Deringer said.
Deringer trains at Hunt Hill Farm in
Chester Springs with her coach Jonathan
Martin.
“Even though horseback riding is an
independent sport, it still requires a lot of
support and coaching, and I am grateful for
the team behind me.”
Deringer didn’t always have the enthusiastic
attitude for her sport that she
does now; she saw horseback riding as
more of a hobby for the first few years, but
she became increasingly invested in the
sport over time.
She currently practices almost daily
and focuses on improving her athleticism
and technique. Deringer feels that being
committed to a sport is very important; it
motivates her to work hard both at riding
practices and at school.
“Horseback riding has strengthened
me both physically and mentally and has
taught me how to have a strong work ethic
to apply elsewhere,” Deringer said.
She also explained that the bond she
shares with her horses is significant and
brings profound happiness to her life.
Currently, Deringer is hoping to
place well at Pony Finals this summer. She
recently qualified for the event, which she
considers a huge accomplishment.
Specifically, Deringer’s goals are to
be more consistent all-around and move
up to the 3’3 junior hunters, which is
a more competitive event with higher
jumps.
Though she doesn’t plan to have a
professional career in riding, Deringer
hopes to continue her riding career on an
equestrian team in college while also focusing
on academics.
Finally, Deringer shared some advice
that she would give to her younger self.
By ELISE KAIT ‘21
“Horseback riding is a sport where it
is so easy to get caught up in what others
around you are doing and how much success
everyone else is having. If you can
focus on your own improvement and stay
focused on strengthening your skills, it is
so much easier to succeed when competing.
I think the advice to focus on your
own goals and not others around you is
an important thing to remember not only
in horseback riding but also throughout
life.”
Photography by Sasha Deringer ‘23
Graphics and design by Chloe Yan ‘24
Pictures of Deringer’s two ponies: Maria (left) and Willie (right)
Deringer and her pony,
Maria, competing in Aiken,
South Carolina
Willie and Deringer win first place
at a competition

10
Features
Over the Moon for Astr
logy?
Students discuss the relevancy of astrology.
By MAKENNA WALKO ‘23
Do you think it’s possible that
the positions of the planets
and stars could influence who
you are and what your future
holds? According to a 2017 Pew Research
study, over 30 percent of Americans do.
The study of astrology first developed
thousands of years ago and has since
gathered a considerable following of fierce
believers who look to the skies for inspiration,
portents, and guidance. According to
The Atlantic, “New Age” astrology seemed
to have peaked in the ’60s and ’70s, but
it has picked up traction once again in the
2020s, fueled by meme and TikTok culture.
To better understand the Baldwin
community’s perspective on this ancient
practice, students were asked to speak
about their sun, moon, and ascendant signs
and their opinions on astrology as a whole.
Violet Paiva ‘23 is a Virgo sun,
Aquarius moon, and Aries rising.
“My sun in Virgo is pretty accurate,
except I really don’t know if I’m intentional
in everything I do,” Paiva said.
To further explain her
moon sign, Paiva referred
to some information
she read
on an
she didn’t know much about it.
“Some of these descriptions [in the astrology
app] are really broad, like you could
say these things about anyone and they’d
be like ‘oh my god, relatable!’” Paiva said.
Interestingly, Paiva attributed
the recent surge in astrology to a
fascination with the supernatural.
“I think people are interested
in witchcraft, but they want
it to be subtle. I think people
like mysticism.”
Betti Pang ‘23,
a Virgo sun, Virgo
moon, and Capricorn
rising,
had a more
extensive
knowledge
idate feelings of sadness. She also thought
that astrology could help people better
explore and define themselves.
“Scientifically,
I don’t think
it’s
really
true, but I
feel like astrology
is more of an
emotional connection.
I think a lot of people struggle
with their identity now.”
Pang highlighted how some
Tik Toks, for example, describe the
critical characteristics of zodiac signs
or tell people how they might feel or behave
in certain situations based on their
zodiac. In this way, astrology can help
people answer the question, “Who am I?”
Aida Haile ‘23, a Virgo sun, Libra
moon, and Sagittarius rising, saw her
signs as partially reflective of her true self.
“I don’t know whether I fit in as a
Virgo. Even though that’s when I was
born, I don’t really align with a lot
of Virgo traits. But the Sagittarius
sign is something I can closely
relate to,” Haile said.
However, she wasn’t
completely sold on astrology.
ZODIAC SIGNs
Aquarius
Jan 20 - Feb 18
Aries
Mar 21 - Apr 19
Gemini
May 21 - Jun 20
Capricorn
Dec 22 - Jan 19
Pisces
Feb 19 - Mar 20
Taurus
Apr 20 - May 20
astrology
app.
“ T h e
moon in Aquarius
was also pretty accurate
until it got to the part where it said
‘you’re often in your own world, but you’re
scared of how you truly feel.’ I usually don’t
feel anything that I don’t outwardly show,
and I’m not really scared of how I truly feel.”
When asked if she believes
in astrology, she explained that
base
about astrology.
“I think my signs are accurate,
but the descriptions are a more exaggerated
version of me,” Pang said.
Pang saw her astrology as a means of
affirmation; for example, being able to attribute
bad days to retrograde can help val-
“I believe not everything
based on our signs
is who we are as a person,
but I’m not going
to lie and say the signs
do not relate to a person
at all because some
of them definitely do.”
In Haile’s opinion,
astrology’s resurgence
could be tied to
its use as a way to bond.
“I believe astrology
is a great way to get to
know other people. It’s a
great conversation starter—
you can just walk up to someone
and ask, ‘What’s your sign?’”
While there may never be a total
consensus on astrology’s validity, it
seems many Baldwin students can identify
with at least some aspect of their zodiacs
and find the concept of astrology
and their signs interesting to explore.
Though astrology doesn’t hold
up to scientific methods, it is still
a fun way to learn more about ourselves
and the people around us.
Leo
Jul 23 - Aug 22
Libra
Sept 23 - Oct 22
Sagittarius
Nov 22 - Dec 21
Cancer
Jun 21 - Jul 22
Virgo
Aug 23 - Sept 22
Scorpio
Oct 23 - Nov 21
Graphics and design by Sophie Cai ‘22

Features 11
The college board’s response to pandemic
related test cancellations
Recent changes to the SATs have impacted the
standardized testing world forever.
Design by Melody Hao ‘22 and Emily Zhang ‘23
Photography by Melody Hao ‘22 and Izzy Antanavicius ‘22
By KAITLYN O’MALLEY ‘22
On January 19, 2021, the College
Board announced significant
changes to the SAT and SAT
Subject Tests that will dramatically
impact the world of standardized
testing.
The nonprofit organization, College
Board, which administers many different
standardized tests nationally and internationally,
decided to discontinue offering
the SAT Subject Tests and the Optional
SAT Essay.
However, students outside of the U.S.
who are planning on taking the SAT Subject
Tests and Optional SAT Essay will be
able to do so through the June 2021 testing
date, according to the College Board
website.
Along with the removal of Subject
Tests and the Optional Essay, the College
Board released a statement about updates
to their current SAT examinations, stating
that, “[they] are investing in a more flexible
SAT—a streamlined, digitally delivered
test that meets the evolving needs of
students and higher education.”
This new, online testing option likely
comes in response to numerous test center
cancellations across the country. According
to Forbes, there have been over
275,000 student test cancellations since
October 2020 alone due to test center closures
prompted by COVID-19.
The College Board explains its decision
to discontinue the Subject Tests and
Optional Essay, arguing that “as students
and colleges adapt to new realities and
changes to the college admissions process...we’re
making some changes to reduce
demands on students.”
The College Board believes the removal
of these tests is an appropriate decision
given the realities of testing during the
pandemic. Still, Forbes seems to suggest
that this decision was made, in part, because
of the lack of revenue generated by
the Subject Tests and Optional SAT Essay
over the past few years.
These sudden announcements sent
many parents and high school students
into a panic. Students were left with unanswered
questions about whether the SAT
Subject Tests they already took will be included
in their college admissions process.
Additionally, students that devoted countless
hours to studying without a chance to
take a single test have been left feeling disappointed
and frustrated. However, some
colleges made statements to clarify the
situation.
Rachel Dane, a spokesperson for the
admissions office at Harvard University,
said, “Harvard admission officers review
all material that an applicant submits, so if
a student has already taken Subject Tests or
the essay portion of the SAT, they may still
submit it along with their other application
materials.”
According to Prepscholar, many
prestigious universities such as Stanford
University and Vanderbilt University never
required SAT Subject Tests, so this new
change is not likely to have a significant
impact on their admissions review.
Across the world, high schools are
beginning to grapple with the effects that
these policy changes bring to the college
admissions process, and will likely continue
to evolve their programs in this ever
changing world of college admissions.
Women’s History Month
By MADDIE DAVIS ‘23
Every year, the month of March is
celebrated as “Women’s History
Month,” to honor the accomplishments
of women and help recognize the
struggle for women’s rights throughout
history.
While men are often highlighted for
their contributions and successes, recently,
more women are starting to be honored and
appreciated.
In 2016, Hillary Clinton ran for President
of the United States, and now in 2021,
Kamala Harris became the first female vice
president.
In science, Emmanuelle Charlentier
and Jennifer Al Doudna won the Nobel
Prize for Chemistry in October 2020 for
their work in genome editing. Eighteenyear-old
Greta Thunberg continues to encourage
millions to join her movement to
fight climate change.
In 2021, Sarah Thomas was the first
female referee to officiate the Super Bowl.
All these milestones are a step in the
right direction, but there’s still a long way
to achieve equality for women. Today,
women are still battling for reproductive
rights, equal pay for equal work, equal access
to opportunities, and so much more.
So, how do you get involved?
Getting educated and learning about
the history of this month is a substantial
first step. Take a book out of the library and
research Rosa Parks, Jeannette Rankin,
Chien-Shiung Wu, Babe Didrikson Zaharias,
or Sojourner Truth, to name a few.
A fun way to get educated is to have a
friend or family night and watch historical
movies. Or you could even talk to relatives
about their experiences and find out what
significant movements happened in their
time.
After researching the past, move on to
the present. What are women fighting for
today? What women’s movements are currently
happening in the world? Watching
and reading the news is one way
to get information on recent
events. Following social media
accounts and activists who
shed light on women’s rights is
another way to research.
There are also several excellent
TED talks and podcasts
to jumpstart your engagement.
Some excellent TED talks I recommend
are: “Find Your Voice Against
Gender Violence,” “Why We Have
Too Few Women Leaders,” “Can We
‘Have It All’,” and “Dare to Disagree.”
After reading, researching, and educating
yourself, there are several ways to
get involved with fighting for women’s
rights and celebrating our past, present,
and future. Anything can help; you can
post on social media to spread awareness
on women’s rights or sign petitions! You
can also shop from women-owned stores
or donate money to the women’s causes
you support. It can even be as simple as
Reading— whether it’s books, newspapers, or
even social media posts— is a great way to
learn more about women’s causes.
listening to an empowering, uplifting playlist
that celebrates female artists.
Have fun with the celebrations! At
the same time, however, think about what
still needs to be done and what women are
fighting for.

12 back page
SDEI SECOND
Design by Cynthia Zhang ‘24
lavender’s lens
What will be the future of
virtual learning?
By LAVENDER HUANG ‘22
QUARTER REPORT
Updates on the accomplishments and future goals of Baldwin’s student-led
affinity organization, the Student Diversity, Equity, and Inclusion Committee
By STUDENT DIVERSITY EQUITY AND INCLUSION COMMITTEE
It’s 2021: the COVID-19 pandemic
is far from over, but the start of
the second semester begs the question,
“What will be the future of
virtual learning?” With most of
Baldwin returning to in-person
learning, will the virtual learning
option continue in years to come?
One part of Baldwin that may
change drastically because of the
virtual precedents set in 2020 is how
and what we consider a “snow day.”
February 1, 2021, was a proper snow
day- all classes were canceled- yet
on February 2, another day of heavy
snow, all classes moved online.
While Baldwin Wired is now a viable
option for our learning, the
significance of this wired snow day
cannot be understated. Before Baldwin
Wired became part of everyday
life, February 2 would’ve simply
been a second snow day in which
students could stay home and relax.
SDEI:
The Student Diversity Equity and
Inclusion (SDEI) is a new committee at
Baldwin, created to connect our affinity
clubs, improve the diversity climate here at
school, and be a transparent representation
of the student body. If you want to learn
more about SDEI and our mission, check
out our section in the handbook or email us
at sdei@baldwinschool.org.
We started the year with our first
Brown Bag Lunch on Modern-Day White
Supremacy. Following the attack on Capitol
Hill, we wanted to highlight some
historical events and teach about white supremacy
groups and white supremacy on
social media. Arianna Channer’s presentation
was put together with help from Dr.
Biss.
The discussion afterward was
thought-provoking and eye-opening; it was
wonderful to hear the student body’s ideas.
We’d also like to extend our gratitude to
Mr. Kountz, Ms. Allen, Ms. Koster, and
Mrs. Reed for their attendance and support.
Stay tuned as we have more Brown
Bag Lunches on sensitive topics to help
prepare us for Building Bridges Day!
ASIAN STUDENT ASSOCIATION (ASA):
-Arianna Channer
ASA has been discussing current
events, such as Asian representation in
American politics and Affirmative Action.
We also facilitated a follow-up discussion
Be sure to
check us out online at
follow us on instagram
after SDEI’s first Brown Bag Lunch.
Recently, we created an Asian Food
Cookbook and continue to have casual
conversations together. Currently, we’re
watching the movie 3 Idiots.
ASA plans to continue hosting weekly
meetings to discuss social issues regarding
the Asian community. Please, keep an
eye out for our cookbook!
-Helen Li, Melody Gui, Indeera Pujar,
Melody Hao
BLACK STUDENT UNION (BSU):
BSU continues to discuss current
events relevant to our personal lives and
our lives at Baldwin. We met with Middle
School BSU during quarter two, which was
a fulfilling experience, as we got to know
more about our younger Baldwin sisters.
Additionally, we worked on a video to
celebrate the women who supported Martin
Luther King Jr., which we hope was as
fun and educational experience for you as
it was for us.
We created a service project in honor
of MLK Jr. in partnership with Service
League. The project is developing “activity
videos” to serve as positive enrichment for
children in underserved communities. We
hope that you signed up to be part of that
service experience!
We are always thinking about fun
events for Woke Week and Black History
www.hourglassnewspaper.com
@hourglassnewspaper
Month. An exciting idea is to host a Black
Writers Read-In Event. Stay tuned for
more information!
BUILDING BRIDGES:
-Asia Blocker, Natecia Greenidge,
Sky Knox, Brianna Wright
Building Bridges has begun planning
Baldwin’s 5th annual Building Bridges
Day, set to take place on April 22. Currently,
our senior committee meets weekly to
create the day, and facilitator training sessions
have just begun.
-Hana Ahanger and Sophia Tavangar
HISPANIC STUDENT ASSOCIATION (HSA):
HSA has been meeting during G-block
two Mondays each month. We’ve been discussing
themes and ideas for Brown Bag
Lunches and are planning to host one soon.
We’ve also discussed making a recipe
booklet to share with our community to
debunk the stereotype that all Spanish food
is the same from each country. We’re planning
future fundraisers!
-Isabel Garcia and Aleida Skogland
JEWISH CULTURAL ALLIANCE (JCA):
Now that several Jewish holidays
have passed, but with Passover coming
up soon, we plan to meet in the
next two weeks to continue our discussion
about antisemitism in our world.
If we can ever meet all together,
we hope to arrange more events,
like a mock Passover Seder or a re-do
for Hanukkah Harry. We’re also planning
to raise awareness/inform members
on how to combat antisemitism.
-Lily Altman, Rani Bleznak, Zoe
Lebowitz
The concept of working through the
snowy weather is not new to Baldwin.
On a snowy day this past December,
Upper School students were
told to Zoom into their classes if
they had a major assessment, even
though it was a declared snow day.
While many students may object to
having class on a day that would
otherwise be a day off, the option
of continuous online learning could
be beneficial. Even after the pandemic,
the ability to be “wired”
whenever and wherever could provide
students with more scheduling
flexibility for instructional time.
For example, suppose a student is
feeling unwell and cannot attend
school in person, but is well enough
to participate in classes from the comfort
of home. In that case, Zooming
could be an effective way to attend
important classes, albeit remotely.
Furthermore, teachers would also be
able to teach classes via Zoom instead
of having to find a substitute teacher.
These practices could, and already
do, redefine what we think of when
we hear the word “school.” If Baldwin
decides that switching to Zoom
is an acceptable alternative to days
off, then the “real” snow days when
students have no classes become not
only a safety measure, but a break
that the administration decides to
be necessary. Would this new definition
of snow days be something
that continues in the coming years?
If not, are certain days required
online learning days this year?
The decision to change snow
days into virtual days completely
takes away the spontaneity and
excitement of an actual snow day.
[ CONTINUED on the WEBSITE ]