Talisman vol 54 iss 1 October 9, 2018

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TALISMAN a student-edited newspaper

Welcome Assembly Highlights page 11 High School Anxiety page 2 Sheldon Club Life page 6 Sheldon High School

vol. 54│iss. 1│October 9, 2018

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October 9, 2018

Mental Health

the Talisman

Understanding high school anxiety Samantha Bateman and Jessica Johannesen page editor and staff writer

High school anxiety is a major issue that has seemingly increased in the past few years. Anxiety is a nervous disorder characterized by a state of excessive uneasiness and apprehension; usually paired with compulsive behavior or panic attacks. It is chemically impacted from work, school or play. Many students can relate to what counselor Kendra Brott said: “They are on rocket fuel when they should be on lawnmower fuel.” Anxiety stems from many different sources. Some of the main causes of high school anxiety are social media, an overwhelming amount of schoolwork, and peers. Some examples of the things that add to anxiety are lack of sleep, procrastination, and nutrition.

Most students misuse the word anxiety; they use it when they are scared about something happening.

Anxiety actually is a chemical impact on your brain for more than six months. The reason it has to be more than six months is because your brain will go through phases and it might fix itself before it’s a real detrimental issue. If you do have this for more than six months you should go talk to a trusted adult.

For most students, anxiety begins in middle school, then it just gets worse. Some students feel like everything has to be done a certain way and in a certain time frame. Sophomore Jaxon Zeliff said, “I have to get everything done at a certain time and it has to be perfect.”

Depression and anxiety go hand in hand for most students. As depression and anxiety worsen, suicide becomes a reoccurring thought for some students.

Counselor Mr. Voss knows this from experience, as

he has had countless experiences with students suffering from these issues. He has also provided advice for those who may be suffering with this: talk to a trusted adult. This can be a parent, teacher, counselor, etc. Voss said, “Staff can get you the help you need, by providing a listening ear and material needs.” Avoid relying on friends to help you through your problems because they may not be able to provide you with the help and support that you need.

If you’re feeling panicked and you don’t have anyone to go to, an option for you is Calm Harm.

It’s an app that provides the same comfort that an adult would in this scenario. It helps prevent the urge to harm yourself. Calm Harm uses six different steps to relax you by shifting your focus.

The six different activities are comfort, distract, express yourself, release, random, and breathe.

After using this this app, your urge to harm yourself will fade. The reason why Calm Harm works is because it is based on a therapy called Dialectical Behavioral Therapy (DBT). It also tracks your progress to notice the changes you’ve made while using the app. This app is a great use of technology these days to help students who feel as though they have no one.

Anxiety is a chemical impact on your brain for more than six months. This can stem from social media, school, or people. There are many different forms of anxiety; some students have it worse than others. Anxiety is also linked to depression, and this sometimes caused students to think about self-harm. If you have these thoughts please seek help though a trusted adult. If you don’t feel comfortable with that then there are other options for you such as the Calm Harm app. Remember, as Brott said, “If you feel like you are going twenty miles in twenty minutes, you should really be going a half a mile at your own pace.”

Drawing by Ana Papen-Gould

Depiction of a brain.

Books about mental health in the library Jake Schwindt and Trinity Barton staff writers

Have you ever felt alone? Have you ever felt depressed?

There are students in our school who suffer from problems such as depression and anxiety. Students shouldn’t have to deal with these issues alone, but not all know how or where to seek help. If you have a problem and want private help, you can go to the library to find a wide selection of books dealing with many different problems.

There are many different ways reading can help you cope with difficult issues. Stories with much worse situations

can make us feel better by comparison.

Sheldon librarian, Ms. Kunz, is motivated to help students find information or stories that can help. Ms. Kunz is willing to talk to any student; she is friendly and approachable. If you’re seeking help with a problem, you can ask Ms. Kunz privately, although she understands that it can be difficult to ask for help.

There are many books that deal with depression, anxiety, as well as other issues that are available in the library for check out. Reading can help one realize that you’re not alone, and other people feel the same as well.

Librarian Ms. Kunz quoted Andrew Solomon from The Noonday Demon: An Atlas of Depression: “I believe that words are strong, that they can overwhelm what we fear when fear seems more awful than life is good.“

Photo by Michaela Kearney

Book from library about mental health

Sports

the Talisman

October 9, 2018

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Playing sports can be expensive Jenna Price and Griffin Lambert editor and staff writer Sports are expensive, there’s no doubt about it. Buying jerseys, paying for travel, making state, helping cover utilities, and replacing necessary equipment can all add up, leaving the players to pay for some of it. Social studies teacher and baseball coach Joshua Riley said, “If the cost [of sports] wasn’t so high we would be able to travel more.”

As of right now if players can’t afford their sport they can get “scholarship opportunities and donations” said Riley.

Riley also said that “[more teams should be sponsored to provide] more money for athletics and equipment.”

On top of all of the fees, if a team makes it to state it costs even more and is usually not sponsored by the school. Riley said that, Depending on the sport, expenses can include

“hotels, buses, and overnight stays for the buses.”

Sophomore Sarah Brown, who is on the swim team, agrees that it’s unfair that some sports are sponsored by the school and some aren’t: “I think if every sport got as much money as let’s say the football team does then I think that all of our sports would have a good chance of being as great as our football team.”

Brown said that “the swim team is not sponsored by the school so they hold auctions to fundraise to cover the cost of everything.”

Brown is not worried about the cost of her sport because her parents pay for it: “as long as I enjoy [swimming] they don’t mind [paying for it].” Even though Brown is frustrated that swim isn’t sponsored by the school she keeps doing it because her teammates and watching herself improve really encourage her.

Another fee that players are expected to pay is the ASB card. All student athletes are required to buy one, which is another $30 towards their sport.

ASB cards can also be purchased by nonstudent

athletes so they are eligible for discounts at various sporting event entry fees. Brown thinks that “it depends on how many activities you plan on attending” for the ASB card to be worth it.

“If you plan on attending most, or even all [games] then yes I think it’s worth it; if no then it’s definitely a waste of money,” said Brown.

Sophomore Van Laccrosse Carothers said that ASB Cards are “too expensive.”

For some students the cost of sports influence the amount of sports they participate in.

Carothers is limited in the sports he participates in because his “parents don’t want to pay for four different sports.”

Although sports are expensive and their costs can be limiting, Carothers keeps playing sports for “the thrill.”

Sports: most interesting and underrated Sara Barakat editor Sheldon is fond of many different sports and athletic activities, but there are many different opinions on what is and isn’t underrated here, like a more unknown sport. Sophomore Justin Yager said, “Most I don’t like, in specific, is football.“ It’s a very known sport and he believes that there are some sports that are indeed better than it. Many people say that football is their favorite sport, especially to watch during home games.

For example, volleyball usually does not get as much attention as football gets, especially during football season. For one student, junior Liv Randall, her favorite sport is dance, and she believes that it deserves a lot more attention than it is given: “To me, dance is very underrated, because people don’t see it as a hard or challenging sport; it’s one of the most hardworking sports I’ve ever done.”

A sport that’s more interesting and underrated to some is water polo. Every other day students practice and work hard to get to the ability level that they are now. There are a lot of students who believe that sports like dance, water polo, and volleyball are underrated. Some are unknown or not given the credit that’s truly deserved.

Sheldon Colleens perform at Welcome Assembly.

Photo by Michaela Kearney

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School Studies

October 9, 2018

the Talisman

IB vs. AP MIchaela Kearney and Emily Goff editor and staff writer There are two rigorous academic options at Sheldon: IB, and AP. Students in both have differing views on which program is more beneficial. Junior Kenneth Mitchell, who is an AP student, said, “I’ve heard people say that IB is difficult, but AP is pretty hard.”

Junior Morgan Thomas, an IB student, agrees. She said, “AP seems more difficult, but I believe IB is a better choice for college dynamics.”

IB is a global-based curriculum that focuses its studies on the world around us. It works to educate students in important, timely topics such as Values and Beliefs and Economics. IB teacher Mr. Hamill said, “I enjoy IB because it’s a global curriculum that allows for collegelevel thinking that’s critical and creative.”

AP is an academic course directed at students who learn at a faster pace. It is challenging and offers intriguing studies. AP literature teacher Mr. Cabrera said, “I enjoy teaching it because students are generally more motivated, and I can get more complex.”

IB and AP offer different courses of study, each with their own challenges. Mitchell said, “AP calculus is the most challenging, because it has the hardest content.”

Thomas said, “So far, economics is the most challenging class. It’s the most different class we’ve taken compared to other IHS classes and you don’t touch on it before highschool.”

A large part of high school for students is determining what they’re going to do after graduating. IB and AP both provide opportunities to get ahead in college. AP provides rigorous curriculum that prepares students for college level assignments. Mitchell said, “I don’t know where I want to go for college, but I think AP will help me get there.”

If a student decides to go for the full IB diploma, which means testing in many subjects, he or she has the possibility of earning college credit. Thomas said, “I’m currently looking at University of Washington. It is a college that holds a high standard, and IB will look good on transcripts and save me money on classes I don’t have to take.”

AP and IB are both viable options for students at Sheldon,

both with their pros and cons. There are many differences between these opinions, so people will have to make the final decisions for themselves. Challenges arise with both curriculums, and the different programs will fit to individuals’ strengths. Sheldon has many academic opportunities, so it will be up to each student to make the final decision.

IB and AP students both use various textbooks to help them complete their studies.

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Extra textbooks can be found in the library for student use.

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Time Management

The Talisman

October 9, 2018

Fewer upperclassmen have free periods

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Connor Quinney and Hayden Salisbury staff writer This year at Sheldon High School, most juniors are no longer allowed to have free periods.

The district administrators want upperclassmen excluding seniors to have full schedules. This could benefit the students but there are also some downfalls. A reasonable amount of juniors have jobs, and having a free period, third through fifth, could benefit their jobs by having a more available schedule.

Junior Marilyn Luna said, “If I had a free fifth period I would have more hours to work and I’d have better availability.”

Not only would having a free period benefit students with jobs, but also it would benefit their academics. Having a free period would allow for more time at school to finish any classwork or homework. This would create less stress for the students because they

would have more opportunities to work at school and have less homework Junior Olivia Druffel said, “A free period would benefit my classes because I would have more time to finish my school work at school and not have to worry about it when I get home.”

Having an available free period for students would also cause less stress among the students. Junior Kimberly Villagomez said, “If I had a free period I would have more time to do all my schoolwork before I went home and that way at home I could just relax and not worry.”

With a full schedule there is no time to work on any homework or anything, meaning after spending eight hours at school, students have to go home and spend even more time doing things for school.

Students not in class.

Photo by Sean Darasuriyoung

New bell schedule: pros and cons Gaby Rodriguez staff writer Sheldon High School has had a new bell schedule introduced this year and there are some mixed feelings about it. The new schedule has some different release times from last year. For example, the time of getting released from third period on a regular day was 12:20 and now it is 12:21 which has left some people wondering why. Another change to the new schedule involves early release Friday replacing late start Wednesdays. It is harder to adjust to the new schedule for some students especially for the upper classmen who have had the same schedule for the past three years. It is also harder on some parents with the release time being changed to 3:30 instead of 3:25.

The new bell schedule this year has generated some reactions. Sophomore Cardin Haffner said, “My least favorite thing about the new schedule is that we get out five minutes later.”

Haffner said, “I also do not like the early release Fridays and would rather have the last start Wednesdays.” Getting released five minutes later can affect people when they get picked up.

Some students feel like there are some positives to the new schedule too. Senior Alex Winetrout said, “The early release Fridays are nice because they give you an extra hour to your weekends.”

In terms of how he felt on the times students

are released from classes. Haffner said, “I dislike how we get released at times that aren’t 5s like 10:15 or times with 0s like 11:00.

In regards to the end of the day being moved to 3:30 instead of 3:25, sophomore Bailey Bardwell said, “My dog has daycare that ends at 3:00 and the extra five minutes hurts when I have to pick up my dog. My dog gets very sad that I have to wait to pick him up a little bit later. Fridays with the new early release schedule it is rough because I have to go and wait to pick him up from daycare.”

The release time change is affecting when people are picked up from school after the school day and that can conflict with how people can get home.

Some people started to get used to the old schedule and then it was changed. In terms of which schedule students would want and why, sophomore Kenzie Kincaid said, “I get less sleep with the new schedule especially on Wednesdays without the late start so I prefer the old schedule.”

Kincaid also said, “I really also miss getting out at times that end in a zero or five so I prefer the old schedule.”

Although early release Fridays are a huge plus with the new schedule they are at the expense of the late start Wednesdays, which were very popular among students The new class bell schedule.

Photo by Connor Quiney

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October 9, 2018

Clubbing

Interesting clubs Gavin Sherris and Peter Ford editors

With a large and diverse student body, Sheldon students have plenty of variety in how they choose to spend their time after school. Between the clubs, sports, communities and even jobs, students have things to do and places to be. Junior Dakota Landrum stated some of the things he does. “I’m co-president of the BSU and I just joined the bowling team. I also have a job at Papa’s Pizza as an artisan pizza maker.” Landrum’s busy schedule reflects that of many Sheldon student’s.

Clubs, while being a way for students to connect and express themselves, can also be time consuming and difficult for students to commit to. “Being a part of a club is awesome but it is a responsibility and sometimes you have to actually do stuff.” Landrum remarked. Clubs are an extra commitment to an already busy course load which many students take on.

Landrum shared more of his perspective on after school activities. “There are lots of things you can do but with limited time you have to be selective. I mean I have a job so I have that to consider.” Finding a club can be difficult, not just in finding one that a student enjoys, but one that fits into their busy schedule. Students have to be selective or they can end up biting off more than they can chew. With lots of choices and very little time some students find it overwhelming and tend to stay away from additional activities.

Students deal with their busy schedules in different ways. Some try and get organized with calendars and planners, but some like Landrum just go with the flow. “I’m still fairly impulsive with planning and sometimes things conflict and I have to make choices but I’d still rather be a part of the BSU and bowling and have a more hectic schedule than not and have an empty easy schedule.” Many students find substantial fulfillment from being a part of something and having a sense of identity.

Some student’s course loads don’t allow for many extra-curricular activities.

Senior Gissel Naruaez shared what she does after school: “I usually just work on homework, you know, essays, studies, that sort of thing. I feel like my classes assign me too much work, so it’s harder to balance everything out.” Many students just go home and do homework, and don’t have time to be part of clubs, sports and even have jobs.

Despite her heavy course load, Naruaez is still part of, and helped found Latinex (LSU). “Yeah, I’m part of Latinex.” Naruaez said when asked if she was part of any clubs here at Sheldon. While some students find ways to be part of clubs even with their tight schedules, many are unable to join clubs due to their lack of free time, to which clubs haven’t adapted.

The process for starting a club at Sheldon is rigorous. When asked about the process, Naruaez said “It’s complicated, because you have to like, fill out the paperwork, and then you need like five ASB members, which is like, it isn’t fair, just to get funding.” The process to start a club at Sheldon is considered by many to be frustrating, and may deter students from starting clubs.

Some students aren’t involved with many clubs, jobs or sports and instead have a more involved home life. When asked about what he does after school, Freshman Alex Wood states: “Well, that depends on whether I’m grounded or not. If I’m grounded, I do chores and help out with the garden. If I’m not grounded, I play videogames with friends.”

Some students have restrictions at home that affect their schedules, such as punishments or curfews. “I got grounded once, but it was for a cause” Wood said when asked about how often he is grounded. For Wood, whether he is grounded or not is the primary factor that determines what he does after school.

Despite his busy home life, Wood still participates in activities that aren’t connected to Sheldon. “I’m part of the Emerald City Gun Club. I like to go shooting when, if I can, with my family” Wood said.

Photo by Gavin Sherris Academic fliers in the career center.

Selecting electives

Nila Soleimani staff writer

High school can be stressful for some, and something that adds to that stress can be the process of requesting electives. Choosing classes comes with the task of changing them before students get settled into the first few days of school. Sophomore Karen Garcia said, “I have a difficult time looking for stuff that I actually want to take.”

She says this because she feels there aren’t very many options or different electives available.

Garcia said, “I’m not as motivated to do those classes.” She said it is hard to select electives that she hadn’t already taken her freshman year. Every year the number of classes you want decrease because of the ones you’ve taken the previous years.

Garcia said, “There isn’t many electives that interest me.”

Some students have felt disappointed when they have gotten their class schedules, specifically because of the electives they were given. The electives that students would get, were not their first choice. Sophomore Su. Song said, “When I didn’t get my first choice, I did feel disappointed.” She said this because the electives she chose were not given to her, and instead got a class she didn’t fancy.

Sophomore Isabelle Knotts said, “I have been disappointed with my schedule because I didn’t get a class I wanted.” Some students feel they are getting electives multiple times that they never wanted in the first place. Other students have completed the schedule sheet every year to pick their electives, but feel filling out the sheet didn’t matter. While many students do get their first or second choices, not everyone can.

Students have stated that not only do they not get their first or second choice, but they don’t get the others that they have requested. It might not be a problem to some, but others have to deal with this issue every year. Some people get lucky, others don’t get that fortunate.

Being able to choose your own electives is something that helps students have more options in their school life. School is stressful enough. Getting to pick your own classes and knowing you’ll get something you’ll like can lower that stress. Unfortunately, this is not a guarantee. Numerous people have acquired what they wanted, while others had not. Hopefully students will be able to receive the electives they desire, and avoid any disappointment.

Parking Lot

October 9, 2018

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Sophomores can’t park at school Nevaeh O’Roy and Jackson Wiles staff writers

As the number of students at Sheldon High School grows, sophomore parking passes become more and more of an issue. At the start of the year, juniors and seniors are the only people who can purchase parking passes. As we reach October it becomes open for sophomores, although by that time there are no parking passes left to purchase.

Sophomore Bella Beardsley said, “It honestly sucks! I feel that the older we are, the more of a priority it is to have a parking pass on hand. I feel like everyone should have an equal chance of trying to purchase a parking pass.”

Beardsley celebrated her birthday in early September and already has her license. She also plans to purchase a car soon. Not having a car and parking pass has caused Beardsley to constantly be late to her first and fourth periods.

With that said, she truly believes this shouldn’t have to be an issue and hopes that it will change over the next few years. She doesn’t want the incoming sophomores of 2019-20 to have to experience the same problems our current class has to deal with.

To many, this problem may seem very far away or not relevant to them at all, but to the sophomores with early birthdays this is a reoccurring problem that can even affect them getting to school. Sophomore Gunner Robinson said, “I’ve been late to almost thirteen classes now, due to the fact that I don’t have a parking pass.” Robinson believes that sophomores should have the same opportunities in purchasing parking passes as others. Robinson said, “I think everyone that has a car should be able to buy a parking pass.” Robinson said that if the rule was ever changed he would definitely purchase one, and would advise others to do the same. Robinson drives a 1970 ford pickup truck and hopes to one day be able to drive and park it at school during his sophomore year.

Sophomore Ella Thomas has been struggling to figure out where she is going to park at school. Thomas’s birthday is soon approaching so driving to school is going to become an option for her coming up in early October. She thinks it is very upsetting not being able to park alongside the juniors and seniors. Thomas said, “The price is totally worth the outcome of being able to park in the back parking lot but unfortunately I don’t get that option.” She, like Beardsley and Robinson, believes that sophomores deserve the same opportunity of buying a parking pass during the beginning of the year as everyone else. Thomas already owns a car but is unable to drive it to school due to the fact that she can’t park it anywhere without risking being late to whichever class she has next.

Many people see sophomores and don’t picture them driving anytime soon, but there are a staggering amount of students with early birthdays facing this problem without any sort of solution.

The Sheldon parking lot.

Photo by Gavin Sherris

Not enough parking space Baily Bray and Regan LaCoste staff writers

According to senior Taylor Korth, “Sheldon seniors should be priority for parking passes.” Korth believes that Sheldon should assign parking spots, remove the grass yard in the middle of the lot and staff should have their own parking lot. Korth stated, “It’s so small, too tight, and chaotic.”

Sophomore Vincent Mestler understands why sophomores aren’t able to get parking passes but was still upset. If it was up to him, he would drive to school himself. Mestler would rather have the choice to park legally, but the options for the sophomore class are all illegal or too far away. Mestler said, “Most sophomores park at Bi-Mart or black gate because of our small parking lot.”

Global geography teacher Joshua Riley, stated, “If it were up to me, everyone at Sheldon would get a parking pass and it would be first come first serve.” Most students believe the grass area in front of the school shouldn’t be there, because it doesn’t serve a purpose. Riley likes it and thinks it should stay. Riley believes that the parking spots are a good size. Riley’s car has never been dinged in the Sheldon parking lot. Most students find the parking lot to be too small and overcrowded.

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School Life

October 9, 2018

the Talisman

Music around Sheldon Makaya Davie and Sean Darasuriyong staff writers

Walking around the Sheldon hallways, many students walk from class to class with headphones in listening to music. Junior Christopher Vargas said his favorite artist is Brockhampton, “I just love how trendy and dreamy they are; I started listening to them a few days ago and I can’t get enough of their music and merchandise.” Brockhampton is an American musical collective formed in San Marcos, Texas, in 2015 and currently based in California and led by rapper Kevin Abstract.

Sheldon has a variety of tastes in music among staff and students.

Junior Hannah Owens said, “My favorite music genre is R&B like Keyshia Cole and Chris Brown.

Most rhythm and blues songs are so

catchy.” R&B stands for “Rhythm and Blues.” Other artists from the genre include, Beyoncé, Frank Ocean and Michael Jackson.

Staff member Jose Alonso talked about his time in Vietnam and the kind of songs and artists being played at the time have turned into some of his favorites. Alonso said, “Some of the only music we heard was on the radio is the music I continued to listen to. Elvis Presley and The Beatles were the most popular at the time.”

Efren Perez-Feregrino’s earphone Photo by Sean Darasuriyong of Efron Perez-Feregrino

Definitions to uncommon words Ben Bratland editor Words like taradiddle, callipygian and peiskos are very uncommon. Adults tell students to learn vocab, but many adults don’t know difficult vocab themselves. Both Kristy Savage and Kristen Natt said, “The meaning of taradiddle is a Dinosaur and peiskos is a type of fish” though Savage and Natt were both very wrong they at least answered the question. The word taradiddle means pretentious nonsense and peiskos is not a fish, it is the feeling of a warm fire.

Statistics show women are smarter than men but the men and women that were interviewed were almost equal in knowing the definitions, mostly because almost everyone got the definitions wrong.

Senior Trevor Nyce said, “Tarradiddle is when someone is bothering you and it feels like a diddle.” Tarradiddle does mean pretentious nonsense but doesn’t mean his answer should be nonsense. All of the students that were interviewed got every definition wrong.

English teacher Mr.Cabrera was the only person to get a word right, Mr.Cabrera said, “The meaning of poobah is someone in a position of authority” poobah does mean someone in a position of authority, but many of the people that got interviewed said poobah is a plant.

Kendra Brott said, “Callipygian is a pig from California.”

Brott’s answer was false. Callipygian mean a well shaped buttock. All people who were asked what callipygian means said a version of a pig.

Students and teachers were about equal in knowing the meanings of these words. Four of the people with the most humorous answers were in the office. Junior Kiara Pearson, who is an office assistance said, wamfle means weirded out by waffles.” wamfle does not mean weirded out it means failed to make up one’s mind. Lots of the students said they have never heard the words. Many students felt that it is the teachers fault for them not knowing definitions of difficult words.

Teachers go through about six years of college but only two of the six years are spent towards actually learning to teach. Sophomore Gracie Zacharias said, “I think some teachers should have to go through more college to be able to teach us.” Only 83% of Sheldon students graduate from high school, which is very bad compared to other countries. Many students in Sheldon think it’s unnecessary to know difficult and uncommon words, but for many reasons they are needed and can help you later in life.

Kristen Natt and sophomore office assistant Kiara Pearson in the front offices Photo by Ben Bratland

Around Sheldon

the Talisman

October 9, 2018

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Are textbooks too big?

Jesse Bishop and Jaylen Gaboriault editor and staff writer

Some textbooks are bigger and heavier than others, but the question many are asking is, are textbooks too big?

Learning is the key focus of school, and setbacks, such as large textbooks, can take an exponential toll over time on how much we are learning. Sophomore Morgan Wagers said, “My back [has] been hurting since I got my chem (chemistry) book.” Back problems may be an issue that can effect students negatively throughout the remainder of years in high school, and can limit future career options that involve hard labor.

Many students walk or ride the bus to school because their parents are unable to provide them with a car ride.

Walking home can be a difficult task with textbooks that are too heavy. So what other alternatives can be made available for student use? If students do not always get a vote in whether or not they want to carry their textbooks, they should at least be able to keep them in their classes when they are not in school, and use digital copies at home. Sophomore Kaden Bourdage, a student who walks home, said, “I think it works pretty well as long as the login is simple”. Leaving textbooks in class would make it easier for students who get to and from school by walking.

Electronic textbooks are something of the future. Some classes, such as Mr. Bowden’s Earth and Space science already use them through iPads. The problem, however, is getting all students at Sheldon High School access. In order to drastically change the way textbooks are used, everyone must be able to use them. Staff member Carrie Mertz said, “I could see potentially using it in the future.” Mertz also

mentioned the fact that getting every student and staff member access at home would be the main issue in making this happen. However, with a future involving even more use of various technologies, getting access for students can become an easier, and smore affordable process for high schools everywhere.

Other high schools around the country have already switched to completely electronic textbooks. In Texas,

A typical stack of Sheldon textbooks.

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a bill was adopted that allowed all public schools the funds to purchase the technology that is necessary for the schools to complete the switch to all e-books (According to publicschoolreview.com). That bill was passed in 2009.

Today in 2018, the question still remains. When will the schools in the 4j district and the rest of Oregon make the big, final jump into the world of electronic textbooks?

Photo by Jasmyn Jensen

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October 9, 2018

Friday Night Lights

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Favorite football themes

Lindsey Putnam and Jasmyn Jensen editors Sheldon High School’s football themes have been the same for a long time. Students of all grades are itching for something new. Junior Kimberly Villagomez-Lopez said her favorite Friday night theme is “USA because of the creativity and effort you can put into it.”

She continued saying that the USA theme is also her favorite because “so many students get pumped up for the America theme, which brings lots of spirit and support in

the student section.”

Villagomez-Lopez added that Sheldon is desperate for new themes, specifically “A safari or jungle theme. Students could dress as wildlife or even safari guides.”

Junior Marilyn Luna agrees with Villagomez-Lopez that the USA theme is the best because, “I love America and there’s a lot of freedom here.” As well, Luna feels the games with the American theme are the most hyped.

Luna feels that she hasn’t seen a crazy outfit because, “no one’s creative.” These frustrations with the football games’ annual themes aren’t exclusive to the juniors.

Senior Michael Ellefson left a suggestion hanging in the air that may

The Sheldon football section is dressed in all black for the blackout theme.

Activities at football games Zoey Hamilton and Maddy Guistwite staff writers

A lot of people go to the football games as senior Trevor Nyce said to “show their school spirit.” According to Nyce, not a lot of people go to football games to actually watch the game, but instead, they go to “hand out with friends.”

People who go to the game normally “watch a third of the game,” said Nyce, whose favorite part about the games

is feeling a part of the school.

Donovan Hinde believes “the Irish football team is going to make it to the playoffs this year because Micheal Johnson, Jr. is a highly ranked quarterback.” Many people who attend the games have certain players who are their favorite. Hinde’s favorite player is Jack Folsom. Hinde has been going to Irish football games since he was a freshman. Hinde loves to cheer on the team with the color shout. Hinde has been attending the games since freshman year.

Many people like to cheer on the team from different places, Hinde likes to stand in the student section because

be worth contemplating: “I wish we could do something like a green-out, dependent on the color of our teams jerseys.” This could bring a new level of support in dressing up not only for our theme, but with our team.

It seems to be a steady opinion among Sheldon’s student body that dressing up for a football game is a good way to show school spirit. These themes not only make it more fun for the student population in the bleachers, but for students on the field seeing their peers supporting them. Though our list of themes is redundant, it’s arguable that the themes bring more school spirit to the field.

Photo by Greg Cantwell

it has a better view.

Senior Taylor Korth’s favorite part of the game is the cheer and dance halftime shows and seeing the new routines. Korth likes to go with her friends so she doesn’t have to go alone. Many people go to the games with friend groups. Korth normally goes with four or five people.

The most popular reason to go to football games is shown in this quote from sophomore Leah Wolfe: “Well, all my friends go so [I go] just to hang out and visit with friends.”

Hygiene/Highlights

the Talisman

October 9, 2018

11

Broken locks in girls bathroom stalls Morgan Leon and Tia Ramos staff writers Most of the girls bathroom stall locks at Sheldon High School have been inoperable for quite some time now. Many upperclassmen have said that the stalls have been broken since they were freshmen. Almost all of the girls bathroom stalls have broken locks, which has caused many students to be late to class due to the long wait in line. Many Sheldon students are wondering why the school has yet to fix this issue. Since the school has been focusing on other issues, sophomore Camille Lawrence said, “I feel like they don’t care; they seem to care more about vaping than our privacy.”

There is not one bathroom at Sheldon that has four fully locking stalls. There is at least one broken stall in each bathroom. Even the stalls in the locker rooms are broken, which can also make it difficult for girls to change in private. Junior Jaiden Cook was asked if she has ever had to

hold the stall door shut herself because the lock was broken. Cook said, “Yes, multiple times”.

Even after summer break when school was back in session, students noticed that the locks were still broken and have yet to be fixed by the district staff. Now the question is, could the school have fixed the locks during summer break or sooner? Sophomore Rylea Ewan said, “Yes, instead of spending their money on sports.”

Most students support fixing the locks because this has caused chaos in the bathroom.

Girls bathroom sign.

Photo by Morgan Leon

Welcome assembly highlights:

Photo by Jasmyn Jensen

Photo by Michaela Kearney

Photo by Jasmyn Jensen

Photo by Jasmyn Jensen

Run by students, for students.

Frontpage Editor Mental Health pg.2 Editor Sports pg. 3 Editor School Studies pg. 4 Editor Time Management pg. 5 Editor Clubbing/Parking Lot pg.6-7 Editor School Life pg.8 Editor Around Sheldon pg.9 Editor Friday Night Lights pg.10 Editor Hygiene/Highlights pg.11 Editor Backpage Editor

Staff Adviser Staff Writers Trinity Barton Baily Bray Alyssa Byrd Wigget Sean Darasuriyong Makaya Davie Jaylen Gaboriault Emily Goff Madelynn Guistwite Zoey Hamilton Jessica Johannesen Regan LaCoste Griffin Lambert Morgan Leon

Gavin Sherris Michaela Kearney Peter Ford Jenna Price Ben Bratland Lindsey Putnam Jesse Bishop Jasmyn Jensen Samantha Bateman Sara Barakat Jasmyn Jensen Greg Cantwell Neveah O’Roy Connor Quinney Tia Ramos Gabby Rodriguez Hayden Salisbury Jake Schwindt Nila Soleimani Zoe Waldner Leisa Washington Jackson Wiles

cover photo by Jasmyn Jensen backpage photo by Sean Darasuriyong

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