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Features
In a climate of much uncertainty, Stuyvesant students are weighing in on how quarantine has affected their family dynamics.
Issue 8, Volume 111
Physical Education––a class known for its interactive aspect––has switched over to a virtual setting. Stuyvesant Physical Education teachers and students share their opinions about the new format.
A behind-the-scenes look at the Stuyvesant Theater Community’s first virtual show.
Issue 7, Volume 111
Students’ thoughts and experiences on the newly popular game Among Us.
Issue 5, Volume 111
A look at some of Stuyvesant’s most iconic Halloween costumes and what plans students and teachers have this fall.
Issue 4, Volume 111
Students reflect on how the WeChat and TikTok ban has affected their lives.
Issue 3, Volume 111
A profile about senior Meril Mousoom’s activism work and its impact.
Issue 2, Volume 111
Students discuss their thoughts on either the remote or blended model.
Issue 1, Volume 111
A profile on alumus Rodda John (’17), the brain behind Talos. There’s more to John than meets the eye.
Issue 16, Volume 110
At a school where finding free time is a rarity, students discuss their thoughts on reading for fun. Meanwhile, other students opt for a more contentious alternative: SparkNotes.
Issue 15, Volume 110
About a year later, girls share their experiences on math team. Since then, what’s changed?
Issue 14, Volume 110
Students in math team explain what math team means to them.
Issue 13, Volume 110
Stuyvesant students respond to the coronavirus.
Issue 11, Volume 110
The STEM (science, technology, engineering, and mathematics) versus humanities conflict is ever-present at Stuyvesant.
Project Spark is a dance team that unites New York City high school students under their shared passion for urban dance.
Issue 8, Volume 110
