分类： 赛事资讯

“Classroom Monopoly: How the Same Calculator Has Been $120 for 17 Years”
By Sean Kim, age 16, Fort Lee High School, Fort Lee, N.J.

In the beginning of my math class last week, I brought my graphing calculator closer to my webcam, allowing my math teacher to make sure I was using an appropriate calculator for my test. As my classmates all showed their models, one by one, my teacher chuckled and said, “Man, isn’t this a funny view? All 17 of you are using a TI-84 Plus.”

It is without a doubt that Texas Instruments holds a monopoly over the graphing calculator industry. According to the Washington Post, Texas Instruments accounted for 93 percent of the U.S. graphing calculator sales from July 2013 to June 2014. Their hold over the industry means the company has the capacity to charge any price for their calculators, a fact they exploit to the fullest extent. Today the TI-84 Plus, Texas Instruments’ most popular model, retails for about $120, a price that has remained unchanged since the calculator’s debut in 2004, despite the fact that the manufacturing cost of the calculator is roughly estimated to be only $15 to $20.

The price of graphing calculators is problematic not only because they are annoyingly overpriced. Rather, a huge issue of education inequity stems from the inability of lower income students to afford these calculators. According to The New York Times, in a 2006 New York State math exam, 86.3 percent of students in “rich, or so-called low-need districts” scored proficient while only 28.6 percent, 30.1 percent, and 33.1 percent of students in poorer districts such as Buffalo, Syracuse and Rochester, respectively, scored proficient. According to State Education Commissioner Richard P. Mills, “it’s a reminder that resources have something to do with this as well.” Providing these students with calculators may be the first step in closing this gap.

As the company who manufactures these calculators, Texas Instruments should take action to alleviate this disparity by providing low-income students with affordable graphing calculators. Although there are programs on education.ti.com that provide students and teachers with discounts, they barely lower the TI-84 Plus price to $95.00, plus tax. Texas Instruments is simply not doing enough to provide low-income students a feasible method of obtaining a graphing calculator.

However, one thing that the company can do is implement a recycling program to provide refurbished calculators to low-income students. Students who do not major in a STEM-related field in college tend to never touch their graphing calculators again. By collecting these calculators and refurbishing them, Texas Instruments can do its part in providing low-income students with the technology they have been forced to need. Every student deserves to have a quality math education, and providing graphing calculators might just be the most significant step in providing one for all students.

Works Cited

Herszenhorn, David M. “Scores on State Math Tests Dip With Districts’ Income.” The New York Times, 12 Oct. 2006.

McFarland, Matt. “The Unstoppable TI-84 Plus: How an Outdated Calculator Still Holds a Monopoly on Classrooms.” The Washington Post, 2 Sept. 2014.

“Pre-service Teacher Discount Program.” Texas Instruments Calculators and Education Technology, 2015.

“Texas Instruments TI-84 Plus 10-Digit Graphing Calculator, Black.” Staples, 2021.

“Face Masks: A Roadblock in Communication for the Hearing-Impaired”
By Sonya Kulkarni, age 16, Bellaire High School, Bellaire, Texas

Face masks have become an insignia of defense in the fight against Covid-19. But for the hearing-impaired, these protective shields are just another roadblock in communication.

About 466 million people worldwide have hearing loss, and in the United States, about 15 percent of the population reports some trouble hearing. As a moderately hard-of-hearing individual myself, I use hearing aids to tread the choppy waters of conversation. But I also rely on other visual signals to get by, namely, lip-reading and facial expressions. These cues, alas, are the very things that make masks so obscure.

Since the dawn of the pandemic, it has become a daily occurrence for me to skirt around the lobby of my apartment, avoiding pleasantry with the friendly doorman like the plague, out of fear that I may not understand him. Like a secret agent immersed in a clandestine operation, I greet passers-by with furtive glances and a lowered gaze, and I rely solely on eyes and the slant of eyebrows to decipher small talk. At times, though, it seems that all I can do is stare blindly into the muffled abyss, where words and phrases become tangled and meaningless through layers of fabric.

I have a luxury that other members of the deaf and hard-of-hearing community don’t: alternative methods of conversation. While I have the fortune of attending school virtually, seldom leaving the comfort of my Zoom meeting, face-to-face communication is unavoidable for much of the hearing-impaired population. The hearing-impaired face increased stress and anxiety during the pandemic, experiencing marginalization and a profound disconnect from normality, according to the aptly named New York Times article: “For the Deaf, Social Distancing Can Mean Social Isolation.” So, what can be done?

Through a simple internet search, you can learn how to make a deaf-friendly face mask, equipped with a clear plastic insert over the mouth to enable lip-reading. Although, as explained by novelist Sara Nović in The Washington Post, these devices aren’t foolproof, and not just because they can fog up. The catch is, for clear masks to aid the hearing-impaired community, they must be worn by hearing people. And if there’s anything our cumulative mask-wearing experience has instilled in us, it’s that asking people to make sacrifices in aid of others hasn’t entirely materialized as Americans’ métier.

So instead, the deaf community must rely on pure faith in humanity. Rather than becoming frustrated at their hearing-impaired counterparts, hearing people can type or write text, use gestures, or even employ the American Sign Language manual alphabet.

The pandemic has unmasked the unique burden of communication shouldered by the hearing-impaired, but more important, the impact of basic courtesy and kindness on creating a conversational world for all of us.

Works Cited

“Deafness and Hearing Loss.” World Health Organization, 1 April 2021.

Nović, Sara. “Opinion: Masks Are a Barrier Against the Coronavirus. They Also Pose a Major Hurdle for Deaf People.” The Washington Post, 21 July 2020.

“Quick Statistics About Hearing.” National Institute of Deafness and Other Communication Disorders, 25 March 2021.

Taylor, Derrick Bryson. “For the Deaf, Social Distancing Can Mean Social Isolation.” The New York Times, 4 June 2020.

“The Poetry Unit: How Our Curriculum Smothers Art”
By Patricia McDonald, age 16, Woodrow Wilson High School, Dallas, Texas

Almost 10 months ago, I put down my new copy of Richard Siken’s “Crush” and proceeded to sit in stupefied silence for the next 15 minutes while I clambered out of the dizzying chasm of his poetry. I returned to my favorite parts again and again, chasing the frenetic energy of those words like an adrenaline junkie, seeking the catharsis of such personal, vulnerable art. The power of poetry to elicit intense emotional responses (especially when recited), foster creative thinking through free response interpretation and act as a reflective personal space when it is written is immense, but it is a well that our schools are not regularly or effectively tapping into.

I have been deeply in love with poetry since my fifth grade English teacher introduced me to Edgar Allan Poe, and I was floored by the recent wave of media coverage that poetry has received since Amanda Gorman’s powerful inaugural performance. However, reading articles like, “Amanda Gorman Captures the Moment, in Verse,” made we wonder where this respect for poetry originated because, as a student, I have watched our curriculum (and teachers) fail to embrace or engage with poetry in any meaningful way, changing subjects after barely a day of clinical and shallow analysis. In most classrooms, poetry is reduced to a bare-bones analysis framework with a catchy acronym that helps students identify figurative language, and more important, pass their standardized tests. Starting “The Poetry Unit” was a universally dreaded occasion, as students and teachers alike expressed disinterest and even open distaste for the whole concept of a poem, which became just another obstacle on the road to an A.

Reducing poetry to a series of multiple choice questions, instead of challenging students to interpret and connect personally with such an inherently creative medium, was imposing a false dichotomy of the “right way” and “wrong way” to read poems that was personally offensive to me. Poetry, both writing it and reading it, has been an extraordinary outlet for me during times when I as a student have felt isolated and overextended by the crushing weight of school, extracurricular activities and an ever-increasing list of “once in a lifetime” crises that my generation has weathered. I can’t help but wonder how much good a more free-form exploration of poetry could do for students from, what the American Psychological Association determined was, “the most likely of all generations to report poor mental health,” in a 2018 report.

It may not be for everyone, but poetry can be for anyone, and it is my hope that we will start to seek out new ways to introduce this art in classrooms, so that maybe the chasm I fell into will one day become well-traveled.

Works Cited

Alter, Alexandra. “Amanda Gorman Captures the Moment, in Verse.” The New York Times, 19 Jan. 2021.

Raab, Diana. “How Poetry Can Heal” Psychology Today, 11 April 2019.

“Stress in America: Generation Z.” American Psychological Association, Oct. 2018.

Wassiliwizky, Eugen et al. “The Emotional Power of Poetry: Neural Circuitry, Psychophysiology and Compositional Principles.” Oxford Academic, 28 April 2017.

“Where are the MEN in Menstruation?”
By Lily Miro, age 16, The Archer School for Girls, Los Angeles, Calif.

My friend has pretty easygoing parents. So I was fairly surprised when she told me that her dad had yelled at her for bringing up what I assumed to be a pretty innocuous subject: her period. This got me thinking: Why do most men fear the word “period”?

The menstrual cycle is a universal, biological process. Yet, it has somehow become a symbol of impurity and uncleanliness, another way for men to shame women. Turns out, the problem lies within our education system. A study by Bodyform showed that 72 percent of boys have never been taught anything about the menstrual cycle. This has to change.

When something so fundamental isn’t taught, it becomes taboo, a cultural stigma. While the education system takes responsibility for teaching boys about puberty, the constant tiptoeing around periods makes the word “tampon” seem like a dirty word.

Implementing period education into boys’ health curriculum will help girls go about their lives without fear of being embarrassed because of something they can’t control. A study by Thinx showed that one in every five women felt period shame because of comments made by a male friend. And this shame has only been sustained by society’s refusal to talk about the menstrual cycle to all genders somewhere as basic as the classroom, a place where growth and learning is meant to be fostered.

Solely teaching girls about periods not only limits their ability to freely express their struggles, but also reinforces the divide between genders. In an essay discussing the extension of period education to both genders, Amika George explains that “Not talking to boys and men about our periods means a quiet subservience, allowing separate, gendered spheres to exist.” Extending period education to boys intertwines them in the female experience in a healthy way. They’re more likely to grow up believing they are involved in the process and can lend empathy rather than judgment.

The fact is, boys are losing, too. Without menstrual education, boys are missing an opportunity to support the women in their lives, and their ignorance, not of their own making, yields behavior that is not constructive, which can make work or school less productive.

Ultimately, boys will only understand the natural and important process of menstruation when, as writer Chris Bobel states in an essay examining period prejudice, we create an “inclusive and culturally sensitive community-based education about the menstrual cycle that reaches … not only girls, but also everyone surrounding them.” Period education is important for anyone regardless of gender and it is not hard to implement. It is a simple change that could help boys take an important step in learning how to understand, support and respect women.

Works Cited

Bobel, Chris. “Menstrual Pads Can’t Fix Prejudice.” The New York Times, 31 March 2018.

Brannagan, Toni. “How You Can Overcome Period Shame.” Thinx, 19 Sept. 2018.

George, Amika. “The Stigma Over Periods Won’t End Until Boys Learn About Them Too.” The Guardian, 28 May 2019.

“Why UK Girls Are Missing School Due to Their Periods.” Bodyform, 19 March 2021.

“The Adverse Pitfalls of A.P. Classes”
By Mary Schnautz, age 15, ASPIRE Academy for the Highly Gifted at Grapevine High School, Grapevine, Texas

If you type “How many A.P. classes …” into the search bar of your computer, it’s automatically filled with “ … should I take for Harvard,” “Stanford,” “UCLA” or any other college known to man, typed in by students scrambling to appeal to college admissions offices, who are so consumed by grades, extracurricular activities and college applications that they have no time to pursue their true passions and aspirations. Students who would flourish while learning about graphic design find themselves pouring over an art history textbook, all because of the gleaming “A.P.”, or Advanced Placement, in the class name. When did two letters secure such a viselike grip on the minds of students and schools? The impossible expectations, overwhelming pressure, and heavy emphasis attributed to A.P. classes are crucial aspects of our extremely flawed educational system.

Born in the mid-1950s, the Advanced Placement program was created to offer college-level classes to high school students in an attempt to introduce them to the rigor of a college education. Now, it has expanded significantly, offering courses in 39 subjects, as opposed to its initial 10, with millions of students anxious to enroll in them every year. The amount of enrollments grow at an annual rate almost 10 times the annual percentage increase in the number of high school graduates. But don’t let the good intentions of the 1950s and the program’s substantial growth fool you. John Tierney, a former professor of American government at Boston College, writes, “The high school A.P. course didn’t begin to hold a candle to any of my college courses. My colleagues said the same was true in their subjects.”

John Tierney isn’t the only one voicing concerns with the A.P. program. A survey of over 1,000 A.P. teachers in the United States was conducted by the Thomas B. Fordham Institute, an educational research and advocacy organization, and they expressed their own concerns about the efficacy of A.P. classes. Ninety percent of teachers connected the increasing appeal of A.P. classes to “more students who want their college application to look better,” while only 32 percent connected it to “more students who want to be challenged at a higher academic level,” the researchers wrote.

A.P. classes are an illusion; they don’t actually provide students with the wealth of a glimpse into college, but instead provide College Board with wealth, contributing to over half of all its revenue. Many students who can’t handle the workload and heightened rigor of A.P. classes take them anyway, as a result of pressure from counselors and parents. Schools need to place an emphasis on the growth of students holistically, not just A.P. classes. Students should become dreamers, explorers and adventurers who aren’t limited by two controlling letters.

Works Cited

Berger, Joe. “Demoting Advanced Placement.” The New York Times, 4 Oct. 2006.

Steinberg, Jacques. “Many Teachers in Advanced Placement Voice Concern at Its Rapid Growth.” The New York Times, 29 April 2009.

Tierney, John. “A.P. Classes Are a Scam.” The Atlantic, 13 Oct. 2012.

“According To Some, Critical Race Theory Is ‘Anti-American.’ Here’s the Truth.”
By Nachikethan Srinivasan, age 18, The Haverford School, Haverford, Pa.

During the first presidential debate on September 29, 2020, former President Donald J. Trump was asked to explain a memo published by his administration’s Office of Management and Budget that stopped training programs for government workers. The memo in question also singles out “critical race theory” and “white privilege” as examples of ideas that portray the United States as “an inherently racist and evil country.”

His answer? “I ended it because it was racist.”

Let’s just stop it right there. Comments like this are ridiculous. We cannot discount the desire to create a fair and just nation, governed by a like-minded justice system. But a heavy sense of doubt lingers about whether people like Mr. Trump have any decent understanding of this so-called “toxic propaganda.”

Let’s separate the facts from the fables.

Critical race theory is an academic practice conceptualized by legal scholars of color during the 1980s, including Kimberlé Williams Crenshaw and Derrick Bell. In its earliest forms, the theory attempted to explain the disproportionate punishment of Black citizens in the justice system, despite the formal guarantee of equal rights.

In an interview with CNN, Ms. Crenshaw explained that it is an approach to “grappling with a history of white supremacy that rejects the belief that what’s in the past is in the past, and that the laws and systems that grow from that past are detached from it.”

Critical race theory’s existence stems from the material realities of present-day America. Look at our schools, where white school districts receive almost $2,000 more than nonwhite districts per student enrolled. Look at our prison systems, where Black Americans are incarcerated at more than five times the rate of white citizens, with some states being nearly 10 times more.

What Ms. Crenshaw describes is the very heart of critical race theory: the framework is to focus on the issues that disproportionately affect certain groups. While critiques of the practice can be made, such as its detachment from the economic structure we live by, to pretend that critical race theory is a dangerous, illegitimate and ideologically-based form of academic inquiry is a preposterous assertion — especially when one rarely interacts with its respective material.

Theoretical concepts have their uses and limitations in the classroom sphere. For Ms. Crenshaw, the criticisms levied against the practice of being “anti-American” is only another barrier to acknowledging events of the past and of the present. In her words, “it bears acknowledging that we’ve been here before.”

To not acknowledge a whole side of history and identity is tantamount to erasing it from existence. To willingly call out or to criticize a nation’s problems is true patriotism.

Works Cited

Goldberg, Michelle. “The Campaign to Cancel Wokeness.” The New York Times. 26 Feb. 2021

Karimi, Faith. “What Critical Race Theory Is — and Isn’t.” CNN, 1 Oct. 2020.

Lang, Cady. “President Trump Has Attacked Critical Race Theory. Here’s What to Know About the Intellectual Movement.” Time, 30 Sept. 2020.

Nellis, Ashley. “The Color of Justice: Racial and Ethnic Disparity in State Prisons.” The Sentencing Project, 14 June 2016.

“Nonwhite School Districts Get 23 Billion Less Than White Districts Despite Serving The Same Number of Students.” EdBuild, Feb. 2019.

“Appreciating the Power of Quiet”
By Grace Wong, age 16, The King’s Academy, Sunnyvale, Calif.

Brooder. Loner. Narcissist. Wallflower.

These are some synonyms for “introvert” that Thesaurus.com provides, reflecting a common mind-set in America. Though introverts actually comprise 50 percent of the population, they often face negative stigmas.

In reality, these “synonyms” are misunderstandings of who introverts are. The introverts are just those of us who have a different approach to social interactions — we thrive when given time alone to think and recharge and prefer intimate conversations.

American society is ruled by the “Extrovert Ideal”: successful people take risks and always assert their opinion (whether or not they know what they’re doing). The problem is that people value this ideal so much, they often ignore insightful comments from the quieter introverts. In The New York Times, Susan Cain observes, “We prize leaders who are eager talkers over those who have something to say.” People tend to perceive the more talkative as more trustworthy. Isn’t there something problematic about the pressure to get our thoughts out before we’ve even finished processing them?

Overemphasis of the Extrovert Ideal can lead to unwise decisions. In one case, several introverts, who tend to be more cautious and reflective, pointed out warning signals in the economy preceding the recession of 2008. But the decision makers (often the bold, risk-taking types) ignored their insight, brushing it off as a hindrance to progress. People say introverts tend to overthink every decision. Yes, maybe we’re quiet, maybe we think before we speak. But is that really so bad? I think our culture could benefit from appreciating introverted approaches more.

Of course, interpersonal skills are important for everyone. And introverts aren’t better than extroverts — we just think differently. But the misunderstanding about how introverts work results in a cultural bias. Required class participation at school often results in students spouting out whatever thoughts come to their mind, too pressured by their participation grade to take the time and think of a meaningful response; furthermore, the quieter ones often don’t get a chance to voice their thoughts. During quarantine, some of my classes started using Parlay, a site that allows for discussions through anonymous written comments. I saw that many of my classes were able to have deeper conversations this way, freed from the pressures of having to speak up on the spot. So encouraging a balanced variety of learning methods can counter the current bias.

Society seems to think only the loud and outgoing ones can make an impact. But Rosa Parks was known for being “soft-spoken” and “timid.” Gandhi said, “In a gentle way, you can shake the world.” So please, give us introverts a chance to change the world in our own quiet way!

Works Cited

Cain, Susan. “Must Great Leaders Be Gregarious?” The New York Times, 15 Sept. 2012.

Cain, Susan. “Quiet: the Power of Introverts in a World That Can’t Stop Talking.” Broadway Paperbacks, 2013.

Friedman, Steve. “How the Dictionary Definition of ‘Introversion’ Harms Introverts.” Introvert, Dear, 31 Dec. 2020.

Granneman, Jenn. “The Reason Introverts Might ‘Think Too Much’.” Psychology Today, 31 July 2017.

Van Alst, Danielle. “This Question Is Incredibly Annoying to Introverts.” Introvert, Dear, 6 Jan. 2020.

“Comprehension, Clarity, and Consistency: The Case for the Oxford Comma”
By Samantha Wu, age 15, Richard Montgomery High School, Rockville, Md.

“I love my parents, Beyoncé and Taylor Swift.”

As fantastic as this scenario would be, someone reading that sentence would probably think that I was the product of some Grammyesque pop crossover. A crucial comma before the “and” would transform that sentence into a remark about my love for family and female pop artists. The Oxford comma, also known as the serial comma, refers to the comma that precedes the conjunction in a list. It is a heavy point (or squiggle) of contention among Americans, and has even inspired a popular song by Vampire Weekend.

Many of its opponents claim that it “makes a piece of writing sound more pretentious and stuffy … [and] sentences loaded with commas take up valuable page space.” But I disagree, and so do the majority of Americans. In a 2014 poll, 57 percent of respondents supported the Oxford comma. In 2016, a GrammarPhile poll found that the percentage had increased to 75 percent.

The spacing argument has become less and less relevant in a modern context as more readers shift from print to digital content, a platform where publishers no longer need to consider the expenses of paper and ink. Stuffiness comes from words, not from the rules that bind them. But even if clearer writing came with the risk of pretension, would you not take it? Is the only thing stopping us simply the fear of change?

The Associated Press stylebook omits the Oxford comma, except when deemed important for clarity. But clarity is subjective, and most authors, with a specific premise and intent already in mind, are thus blinded to their readers’ threshold of comprehensibility. This causes the same confusion and redundancy that comma-haters claim to be avoiding — “one editor’s definition of clarity is different from another’s, so it’s not uncommon for one editor to add a comma to a sentence only to have the next editor delete it.”

Language is meant to be molded by its muses, and there are plenty of ways to add personal flair to your work, like structure, flow, and prose. Nevertheless, writing still needs rules. A foundation to underpin all linguistic machinations. Grammar. As a rule book for our punctuational laws, the Associated Press stylebook has no room for subjectivity. Little inconsistencies have big consequences, like in 2017 when a missing Oxford comma led to a multimillion-dollar court battle. As writers, we are in control of our words, but we should not be in control of their rules.

Grammar is constantly evolving to match our society, and we as a nation should not let tradition be a barrier to clarity. But to all my fellow comma lovers, perhaps we are ahead of our time.

Works Cited

“Oxford Comma.” Vampire Weekend, 2008.

Creighton, Kelly. “The Oxford Comma: Use It or Ditch It?” GrammarPhile Blog, 13 July 2017.

Porter, Terri. “The Great Grammar Debate: Results Are Surprisingly Lopsided.” GrammarPhile Blog, 20 Oct. 2016.

Victor, Daniel. “Lack of Oxford Comma Could Cost Maine Company Millions in Overtime Dispute.” The New York Times, 16 March 2017.

Watson, Rachel. “Time Spent With Digital vs. Traditional Media in the U.S. 2011-2022.” Statista, 1 March 2021.

“Cyber-Athletes: The Future Is Here”
By Bill Zhang, age 17, The Shanghai SMIC Private School, Shanghai, China

Neon lights bounce around the stadium, packed full of spectators sporting chrome jerseys waving colored cheer sticks and team flags. It’s loud: the arena resonates with cheering and booing. It’s tense: the audience anticipates the athletes’ next plays. It’s chaos: the fans go wild over every point. Finally, a star player executes a calculated move, scoring as the clock nears zero. The crowd roars.

The victors stand up — from their computers — and pose in the light, bathing in the fanfare of the stadium.

E-sports competitions like these, where highly skilled players compete in games such as League of Legends and Counter-Strike: Global Offensive, have become as popular as the N.B.A. finals. They’ve developed a worldwide fandom who can cheer on their favorite teams in-person or through livestream. As e-sports popularity continues to grow exponentially, it is becoming harder to claim that e-sports are not sports.

The top e-sports players have evolved from the stereotypical basement-dwelling, screen-addicted nerds to professional athletes: They do yoga to relax, meet with sports therapists and have a strict training schedule. Many teams have a doctor on staff to deal with physical injuries that can range from hand sprains to blood clots to even deadly lung collapses. Surprisingly, e-sports players also “follow nutritional guidelines to maintain the health and stamina” for 12-hour training sessions.

Sports have many mental benefits to both self and team, and e-sports are no exception. Coordination of location and next moves as they play is vital, and players wear headsets for the flurries of communication that go on throughout the game. Not only that, studies show that e-sports, like traditional sports, can boost mood and reduce anxiety. E-sports players also benefit from improved “perceptual skills, decision making, speed of processing and multitasking.” In other words, playing e-sports strengthens the link between mental and physical abilities.

The popularity of e-sports has risen to the global stage, and viewership has significantly increased over the years. From 134 million in 2012 to 395 million in 2018, the audience watching e-sports has grown a tremendous 195 percent. Many young people are invested in it, including many of my friends. Some have started their own e-sports “clan” and they train almost daily despite their school workload. Through six years of rigorous grinding, they have mastered the art of the game.

Despite e-sports’ potential and benefits, there are few official outlets for young gamers. Some schools sponsor e-sports teams, but it is far from mainstream. It’s time for schools to recognize the validity of e-sports and implement them into their sports programs. Supplying video game controllers to students should be no different than supplying baseball bats or football helmets. The new generation of sports is here, and so are the cyber-athletes ready to play them.

Works Cited

“Benefits of E-sports & Video Games.” British Esports Association, Oct. 2017.

“E-sports Viewership Vs. Sports In 2020.” Roundhill Investments, 25 Sept. 2020.

Jolly, Jennifer. “E-sports injuries real for pros and at-home gamer, from finger sprains to collapsed lungs.” USA Today, 29 July 2019.

Keh, Andrew. “E-Sports Embraces Traditional Training Methods: Less Pizza, More Yoga.” The New York Times, 2 April 2019.