Talisman vol. 60 iss. 1 October 13, 2022

Stereotypes vs. Reality

Ella Schmeling page editor

When someone mentions cheerleading, people often think of the snobby, dumb, and extremely self-absrorbed “popular” girls at school. Junior Liv Dudley, the captain of the Sheldon cheer team, experienced the effects of stereotyping as soon as she joined cheer. Dudley explained that once the students first saw the team wearing their jerseys they instantly made assumptions, thinking she was “stuck up” and “fake” before they met her. Dudley said, “I wish people would talk to me and make their own opinions about me instead of listening to what they hear made up from other people. I want them to know how hard we actually work at our sport and that we don’t just mess around.” Dudley believes this association comes from high school movies that portray cheerleaders as the bully or antagonist who are shown valuing their looks and social status over anything else—predisposing them to an inaccurate depiction of what cheerleaders are really like. These assumptions from other students have negatively affected Dudley’s self esteem, making her hesitant to wear her uniform at school or tell people she is the cheer captain. She thinks the stereotypical “cheerleader” persona would be a difficult bias to replace as it has been so forcefully implemented into our society from constant distorted interpretations in the media. In consequence of this, people have been stigmatized to view all high school cheerleaders from a negative perspective.

High school has a lot of labels. Whether it’d be with the popular kids, the nerds, or the jocks— the unfortunate reality is that we all have been labeled or stereotyped to conform within a certain group among our classmates.

Junior Donovon Scott, saxophone section leader of the Sheldon marching band, has been performing in a school band since sixth grade. We’ve all heard the term “band geek” before, and generally the same picture comes to

mind. Scott, who considers himself to be somewhat of a band geek, shares how the stereotype of being a band kid is not an accurate representation of what it’s really like: “A misconception would be that I don’t act the same as every other highschooler,” said Scott. He is most offended by this assumption because he wants others to know that other than a passion for music and enjoyment of marching band, he is just like every other student.

The most common thing he sees portrayed as a stereotype is how band kids might make “cringey” or “outdated” jokes that aren’t funny. He believes this to not be true at all because the people he knows in band all have great senses of humor and good personalities in general. However, there are instances when Scott sees the marching band members fitting into the general stereotype. “There are times where we, or I at least, nerd out about music. For the most part we are similar by wanting to pursue our musical journey,” said Scott.

Stereotyping of course, isn’t just limited to high school archetypes. Stereotyping within the LGBTQ+ community has been a long standing societal issue which has led to derogatory conformities and discrimination towards members of the community. When senior Sage Pomlee-Solar first came out as gay, rumors had spread, claiming that they had crushes on all of their friends who were women. To Pomlee-Solar, it was incredibly invalidating when people made these assumptions. Pomlee-Solar believes that the media has a huge impact on societal views of the LGBTQ+ community. PomleeSolar said,“In the media, women-on-women relationships are often viewed as a fantasy purely for the enjoyment of other people, when in reality, those relationships are just people living their life and being themselves. This inaccurate portrayal has led to lesbian relationships not being taken seriously or being overly sexualized.” These harmful depictions sparked the common misconception that gay people are unable to have platonic relationships with a person of the same gender, making it difficult for Pomlee-Solar to surround themself with the types of people who wouldn’t make such judgments. Pomlee-

Solar finds that stereotyping spawns from ignorance— coming from people quick to make judgments about anyone outside of the considered societal norms and expectations.

While stereotyping is generally offensive, it could have a positive impact if coming from the right perspective and good intention. Being stereotyped by members of the LGBTQ+ has provided Pomlee-Solar with a greater sense of community and has helped develop a stronger connection within a group of people they could identify with. When asked what they would want other people to know when making assumptions about the LGBTQ+ community, Pomlee-Solar said, “I know the gay communtiy is hard to understand from an outsider persecpetive, but educate yourself or surround yourself with people who you can talk to or ask questions with. If they’re not questions that you feel comfortable being asked, don’t ask them, and remind yourself that they are a person not an object.”

Pomlee-Solar thinks that stereotyping can be beneficial if it’s coming from inside of said community to address an issue, but if it’s coming from outside of the community it’s coming from ignorance which causes more harm than good.

Expectation

Reality

Insights From the Sheldon Queer Community

Joseph Delahanty staff writer

In early 2022, a law was passed in Florida that prevented and barred talk of homosexuality in school grades kinder garten through third grade, as it was deemed to not be an appropriate subject for children. The governor of Florida who signed off on the law, Ron DeSantis, said, “It’s not something that’s appropriate for any place, but especially not in Florida.” This law sparked conversations about the LGBTQ community in many schools. Some states like California and Washington welcome LGBTQ identify ing people with open arms, while others consider it to be something that must be forcefully changed. Oregon has quite different opinions in comparison to Florida. But it still must be asked, how does the LGBTQ teenage youth at Sheldon feel?

Many queer students expressed that they feel safe in several classrooms around teachers. Sophomore Kai Stout said, “The place I feel safest in school is the gender neutral bathroom; there’s no expectations and I can relax for a few

minutes and go on with the rest of my day.”

Sophomore Ari Snyder said that he has mixed feelings about whether or not he can express himself. Snyder spoke of a time he had been discriminated against for having his nails painted and was called slurs. He did, however, have some words of encouragement for people struggling to find their sexuality or gender identity: “I would say try and be yourself as much as possible because how you feel isn’t something you should be ashamed of and how others see you shouldn’t affect how you express yourself or how you identify.”

On the subject of whether her sexuality in any way affected her mental health, freshman Autumn Maib said, “Oh yeah, definitely. I mean, it’s for a long time some thing you feel bad about until you get accepted, and when you find people that understand.”

Some of the LGBTQ youth feel like their identities are shameful. Snyder said, “At first it was like really hard to understand what was going on for me, liking guys and girls, it was weird, I didn’t know if that was normal for people. It made me nervous to ask people about it, and

for a while I was uncertain whether or not I should talk about it because it didn’t seem normal.”

Stout also shared their experience struggling to find their gender identity: “I found some amazing people who had encouraged me to be myself and not to be ashamed, so I started looking for a new name and pronouns. It was a long process for the name but I got it eventually and I was so happy but still so scared that people wouldn’t accept me and eventually it all came to a head and I had to spend some time in the hospital.” The unknown of what others will think of you, especially your friends and family, can be scary.

For the most part, the student population at Sheldon feels accepted and welcome enough to express them selves. While there of course will sadly always be people who discriminate against people because of their identity, Sheldon is lucky to have a mostly accepting student body. To those who are struggling with their identity and coming out, don’t give up hope, and as Stout said, “You don’t have to pick a label and you don’t have to explain yourself to others.”

photo by Ella Schmeling

Ashe Bloomer, a cheerleader, studies

New Mascot Sparks Controversy

Chloe Battin & Lucy Fromm page editor & staff writer

For the first time in Sheldon’s history, the school has a cartoonish costume to depict Sheldon’s mascot: Henry the Leprechaun. With Henry’s introduction, contrasting views have emerged. Some students seem to have no problem with Henry’s design, while others have strong arguments against him. Sheldon students come from all walks of life, which provides unique and individual perspectives on issues and controversial topics, including Henry the Lepre chaun.

Several students and staff have enjoyed finally having a mascot with whom they can interact during aathletic events and assemblies. Similarly, others are excited to have a physical representation of the school. Sophomore Hamzah Nashawi said, “I think [the new mascot] shows who we are and what [our school] stands

for.”

While many students are excited to have a mascot, others question Sheldon’s student body name (the Fighting Irish), particularly since Henry D. Sheldon (whom the school is named after) was not an Irishman. Sophomore Tayah Kelley stated, “I don’t know why we are called the ‘Fighting Irish’...Why not be the ‘Fighting Americans?’ It’s just kind of weird taking a country and having it be our mascot.”

Science teacher David Whalley feels similarly, comparing it to if Sheldon were the “Sheldon Chinese,” and expressed that “it’s problematic to name [our school] after an [ethnic] group.” Henry’s main controversy tends to be around our school persona, rather than the actual mascot. Sophomore Brenna Scott shares a similar opinion to Kelley and Whalley. Scott expressed,

“I find our whole concept of the ‘Fighting Irish’ just unnecessary and weird…If Notre Dame already recognized their mascot as offensive, we should change it.” Scott went on to say Sheldon doesn’t need a mascot, especially not a “white stereotyped Irish guy.”

It is obvious that Sheldon’s mascot is very similar to the University of Notre Dame’s, who allegedly has a contract with Sheldon which allows for the school to use the ‘Fighting Irish’ name and corresponding leprechaun. In 2018, Notre Dame’s mascot went under fire for being considered culturally insensitive. In 2021, a Quality Logo Products survey conducted across the United States ranked Notre Dame’s leprechaun as the fourth most offensive mascot in the U.S. According to an article from the New York Post, “Notre Dame’s mascot was adopted by a former school president who himself was Irish.” The university said, “Our symbols stand as celebratory representations of a genuine Irish heritage at Notre Dame.”

The Ancient Order of Hibernians, America’s oldest and most prominent Irish Catholic organization shared views on Notre Dame’s mascot similar to those of Kelley. They issued a statement following Notre Dame’s ranking in American colleges as one of the most offensive mascots, say ing, “Lost on these misguided individuals

is that unlike depictions of Native Americans, the leprechaun is a mythical creature, not an alleged archetype of a group of real human beings.”

Upon seeing Henry, math teacher Zak Supan expressed approval for Henry’s design. Supan stated he has no issues with Sheldon’s current mascot, saying, “I grew up with the Notre Dame Fighting Irish, and I have no issue with [their mascot]. In my mind, [our mascot] has to do with sports, not with culture.”

The University of Notre Dame’s ‘Fighting Irish’ persona originated during the 19th and early 20th centuries. At the time, anti-immigrant, and antiCatholic sentiments were strong in America. Notre Dame had a majority student population of ethnic Catholics (most being from Ireland), putting a target on the university for ethnic slurs. In 1899, during a Notre Dame football game, an opposing team chanted “Kill the fighting Irish!” Notre Dame took pride in this nickname, highlighting its heritage with this new school persona. Whalley respects Notre Dame’s reactions, saying, “It’s kinda powerful to see something [bad] directed at them and [them] turn[ing] it into something powerful.”

While the ‘Fighting Irish’ may at first come off as a stereotypical portrayal of the violent Irishman, in truth the name comes from origins based in taking pride in one’s heritage.

Students Are Excited For Return of Assemblies

Atlas Ellingsworth & Laura Stanton staff writers

Assemblies are back at Sheldon for the first time since 2019, and seniors are the only grade who had previously been. Sophomore Katelyn Keady thinks it’s great that assemblies are coming back, as she really likes assemblies: “It will be fun to have this experience.”

Sophomore Aliya Almarri agrees with this, saying that she personally is excited about the idea of assemblies returning. Along with this, Keady’s favorite parts of the assembly are watching the band and cheerleaders perform. Almarri also loves these aspects, but her favorite part is “the guy on the ladder leading the band.”

There are expectations for

assemblies, such as being quiet when you are told to, not being on your phone, and bringing your backpack with you. Keady agrees with this, however she feels that backpacks should be optional, because it can be a pain to lug around. However, Almarri doesn’t have an opinion

on what students do. She said, “It’s none of my business.” They both agree that the best place to sit during an assembly is up high on the risers because you can see everything that is going on better. If Keady could perform anything during assemblies, she would want her and the varsity choir to perform, but Almarri says she would want to play the tuba in the band. But for now, they both just sit on the risers with the rest of the students. They also both agree that assemblies at Sheldon are a massive upgrade compared to other schools “because we don’t have to sit on the floor,” Almarri added.

Assemblies here at Sheldon are important, and students here seem to think so as well. “Assemblies are important because it’s a fun

opportunity to learn more about what’s going on at Sheldon and to see the whole school together,” Keady said. Overall, assemblies are super exciting, and the students here are also excited for the return of them at Sheldon..

photo by Sofia El-Shammaa

photo by Sofia El-Shammaa

(L to R) Michael McCondachie, Jonah Donde, and Zach Richard catch some Sheldon merch.

Cade Welch (5) and Jamison Gaines (42) hype up the crowd as Madison Schwake (middle) is shocked at their energy.

photo by Sofia El-Shammaa

Terrifer 2 Breaths New Life into Slasher Genre

Sofia El-Shammaa editor-in-chief

Overall Rating: B

The original Terrifier was very much a product of its time (2016) in the worst ways--cheap scares, exploitative visuals, kills with no payoff, and even the movie’s villain, Art the Clown. However, thanks to criticism that director/writer Damien Leon received for his original film, he decided to scrap the overly-edgy tone of the original Terrifier and embrace camp. This time around, it follows a resurrected Art the Clown (David Howard Thornton) as he terrorizes the Shaw siblings, who seem to have a supernatural connection to him, on Halloween night, a year after the original movie. Siena Shaw (Lauren LaVera) needs to defeat Art in order to save her family.

The movie knows exactly what it is. Unlike the last movie, it doesn’t try to be hardcore and serious 100% of the time. As senior Matthew Higgens put it, “It’s like it [trying to be] way funnier than scary.” That being said, this movie is not for the faint of heart.

It is gory, sleazy, and sickening. The kills are gruesome, with Art’s victims becoming masses of flesh, blood, and bones beyond recognition. In that way, Terrifier 2 is much like the late installments in the Saw franchises, but the goofy and campy moments are similar to the low-budget slashers of the 1980s, like the cult classic Sleepaway Camp. Being able to have both elements is a difficult feat, and Terrifier 2 is very adept at balancing them. So fans of either sleazy slashers or über-gore should take their friends to the theatre for a good time.

But, of course, Terrifier 2 is not a perfect movie- far from it. Its pacing is probably the weakest point. While the movie can build suspense fairly well, and it can pay it off most of the time, the more fast-paced moments-especially the out-of-pocket ending-are poorly executed. Speaking of the ending, while the amount of suspense of disbelief that horror audiences usually have is fairly high, there is a limit, which Terrifier 2 exceeds tenfold. In the last twenty minutes, the movie crosses the line between campy and cringy/confusing. Senior Evie Hergenreter said of that ending,

“It was good until the last twenty minutes… [at that point] I was like, what am I watching?”

Senior Stella Hergenreter felt similarly, saying, “[T]he overall story, especially the ending, was subpar. If someone told me that the entire [creative team] was drunk during their final… meeting, I would believe them.”

However, where the story fails, Thornton’s performance soars.

Thornton is the saving grace of the movie. Stella Hergenreter said, “[He] was very talented and expressive.”

Every single joke lands because of his incredible performance as a psychotic, performative clown. While, on paper, Art’s character may not sound like a difficult role, watching the movie (especially in a theatre atmosphere, where the audience goes wild after every successful comedic bit) demonstrates how hilarious Thornton’s comedic presence and timing is.

Sadly, not all the actors are as (intentionally) comedic or proficient. LaVera is fine, but Sarah Voigt, who plays the Shaw siblings’ widowed mother, is flat and emotionless, even when she’s screaming her head off. Luckily, Voight’s poor acting occasionally adds to the comedy.

Unfortunately, the same cannot be said for Casey Hartnett, who plays one of Sienna Shaw’s friends, is just stiff and painful to watch.

To shift back to the better parts of the movie, the production was “really well done,” according to Stella Hergenreter. She continued, “I felt like the gore was a little unrealistic and over-the-top.” For an über-gore film, excessive gore is not unexpected, but Terrifier 2 does occasionally focus on those aspects for too long, making what should have been shocking lose its power. The more overlooked parts of production, like wardrobe and makeup, were also notably adequate.

Like Thornton’s performance and the flashy gore, the score, composed by Paul Wiley, is another element that manages to balance between classically scary and hilariously campy. The soundtrack choices are similar in their accomplishments.

But perhaps most interesting is what may follow. Whether you like the movie or not, Terrifier 2 was a financial success. It also decimated

box offices, earning 1.2 million dollars, more than four times its budget. Terrifier 3 has already been confirmed by Leone and Thornton to be planned. It’s not unlikely that Terrifier 2 will be like earlier slashers, such as The Town That Dreaded Sundown, Halloween, and Scream, starting a new era of slashers, this time characterized by exploitation-film kills.

What do Sheldon Students Recommend?

I would recommend Pearl. It’s campy, so you have to be okay with that. There are hot guys.

Donaty

Midsommer’s my favorite horror movie. I like the concept and the psychological horror aspect to it. It’s disturbing.

photos and graphics by Sofia El-Shammaa

Art the Clown

3Fs of Student

Fashion

Brooke Capon & Noah Steeves staff writers

Fashion is a major part of today’s society, especially for teenagers. Social media can be a strong influence on most people because they choose what they want to see on their feed. Junior Dylan Dignan believes social media is a prime motivator for style: “A lot of people are attracted to people on social media and because of that they want to copy and mimic other people’s style. That’s a place where a lot of people get inspiration.” Dignan is not on social media as much as most teens, so he gets his style inspiration in other ways. “The skating community is my inspiration,” Dignan stated. In addition to social media, the people you see often tend to reflect on your interests. Since Dignan is a skater, he dresses to fit it.

Junior Avery Walkoviak has a similar opinion as Dignan: “With more influencers doing it, it’s catching younger viewers’ eyes.” Influencers bring their personal style to social media and teenagers are easily influenced through social media and seeing people they follow and idolize. If you see something on social media like a style and are attracted to it, you’re likely to copy it.

Walkoviak thinks of fashion and style as a way to brighten others’ appearance: “I think a good outfit can

Freshmen

Peyton Reese staff writer

The end of eighth grade and the new beginnings of high school can be very stressful on new students. Freshman Autumn Maib said, “Before the year started, I felt nervous, but hopeful. I was nervous there would be too much work and people wouldn’t like me, but I felt hopeful because I love starting new things.”

Now that we’ve been in classes for a few weeks, people’s opinions on the new school year have changed. “Now I feel overwhelmed about the workload for honors, but I have so many people that I love here with me,” Maib said.

Another big change at a new school is the layout of the campus. “It’s pretty easy to navigate now, but a lot of the hallways look the same so it’s easy to get confused,” said

Fads

Kayla Barber staff writer

Trends have existed for a long time. One thing that is often asked is who or what creates a trend? Social media has a lot of influence over what is trending. Social media influencers have the ability to start trends very easily because their ideas can spread very fast and reach a large audience. Junior Daniel Barrales said, “It helps to be well known so more people can see it happening.”

Trends have the ability to change the way people dress or even speak. Some people say they play a part in their everyday lives. For instance, junior Izzy Salinas stated,

“It can be a little hard to tell at times which day is which because the week doesn’t always start as an A day, but it’s not that bad and it’s getting easier.”

Coming into Sheldon, the campus and all the people can seem intimidating at times for many students, but so far freshman Flora Stubbert is enjoying it here: “I really love it here. It’s such a positive environment, and all my classes have been fun.” There is also a lot of newfound trust in high school that they didn’t experience last year. “In middle school, the staff was uptight and strict about rules, but now we have an open campus and can leave campus for lunch and breaks,” said Stubbert. Maib also agreed that middle school was a lot more structured, so there is a bigger need for responsibility here. Trust has been a key

bring out different beauty in people.” Having a good outfit looks different depending on different people’s sense of style; that’s Walkoviak’s view of fashion as a way to express personality.

Thrifting has grown tremendously within the past year. Dignan said, “It has grown back in like the past couple years. Before thrifting was looked down upon because it was considered second hand or cheap.” Now that social media has pushed fashion, many teens find thrifting to be a good source to finding cheap clothes to express their

McCormack would prefer to buy second hand rather than brand new. It saves money and you can find articles of clothing that are discontinued and unique. McCormack said, “Second hand. It’s a lot cheaper and can add some value. It makes it a lot more unique. Anybody can go buy new clothes that you can find anywhere but some thrifted stuff is vintage that they don’t make anymore.” Finding a vintage shirt is much more rewarding than buying a new

Style is a big factor for sophomore Kai McCormack, but he finds most stylish clothes aren’t uncomfortable. McCormack said, “I usually go for comfy but in most fancy clothes I don’t really feel uncomfortable so it’s more whatever I’m feeling.” Some days McCormack will wear sweats, and on others he’ll wear denim and find a similar comfort.

factor of school so far, but it is also a new responsibility and an exciting challenge for the incoming freshman.

Sophomore Emi Henrikson gave a few words of advice for the incoming freshmen this year: “Some advice I can give is: grades are important, take your classes seriously, and please don’t walk too slow in the hallways.”

Freshman year may seem daunting for many students, but it is also a time to make the transition between teenage years to young adulthood, and with the help of teachers, staff and friends, it can be a fresh start and an enjoyable year.

Calling all artists!

The Sheldon Talisman would like you to submit an art piece (either traditional or digital) to shstalisman@ gmail.com or @shstalisman on Instagram. The piece should look good in both colour and black/white. Our prompt is growth. Use the prompt however you see fit. We will select one piece to print in our next paper. Our deadline is Friday, November 18th. Good luck!

“They can either make or break my day.” Trends impact people’s lives. While some are fun and harmless, some can be destructive.

Since trends have been around for a while, there have been many good and bad ones. Junior Collin Bonine said,“Fortnite dance moves was my least favorite trend.” Fortnite dances started to become a trend in 2018. They are not as popular now, but every once in a while you will see someone doing one, usually a younger person.

Bonine thinks a good trend is “something that a lot of people can participate in and is family friendly. The ones that spread like wildfire are the ones that are devious.”

Since trends usually originate from social media, a common wonder is if trends vary at different schools.

Barrales said trends at differnt schools are, “probably the same because social media is the same and that is where most trends start.”

People often wonder when to stop participating in the trend. Bonine thinks you should stop following trends “when it doesn’t feel right or when freshmen start doing it.”

Trends can often be targeted towards specific age groups or demographics. When asked if trends are different for different ages Salinas stated, “absolutely, because different ages are interested in different things.” Trends can impact people in positive and negative ways. One positive ways trends impact people is making people feel inclduded, and like they fit in.

Left to Right: Dylan Dignan, Kai McCormack, Avery

Sheldon Spirit Comes

Victoria Wolf photo editor

This is the first year that school is returning somewhat to normal for students without previous restrictions put in place due to the COVID-19 pandemic.

While 4J has kept some of the protocols from the height of the pandemic, things are much more relaxed. So far this year, athletic sporting events have been in full swing, being able to play for full audiences and getting back to standard practices. This year Sheldon’s home football games have been a hit, packing a full house of people who encourage the team, bringing spirit back to Sheldon. Students enjoy dressing up in the theme and bringing various items to cheer.

For the first time since 2019, the student section has been strong throughout all sporting events, not just football. Volleyball has

seen tremendous student support at games, with the same amount of students attending indoor as outdoor games. Senior varsity outside hitter Gwen Fife explained her newfound enjoyment of spirit at games: “Every game has had overwhelming support and encouragement and it motivates us to crush it!”

Student spirit has helped to push the team towards more victories than ever this year. “It also totally gets in the other teams’ heads which makes our job of competing against them much easier,” Fife elaborated. She wishes all students were involved, even if sports aren’t their thing. Don’t miss out on an opportunity to cheer on your school!

In previous years, Sheldon’s biggest spirit bearers have been the band, cheerleaders, and dance team. This year has been no different. Senior Grace Kidd plays the clarinet, and in the band they always “play the fight song before and after the games because we

want to promote a genuine pride for our representation of Sheldon.”

To Sheldon’s band and colorguard program, it’s very important to get other students involved in showing spirit for the team by playing popular songs and coming up with appropriate chants that help Sheldon’s true strength shine through.

As the fall season approaches mid way, some may wonder what is next to come within the year. Athletic director Ricky Rodriguez is “looking forward to seeing the post-season growth.”

He expects attendance for winter and spring sports to be similar to that of fall sports. “It’s all student driven. We don’t have to bribe students to show up to games, we just provide the right atmosphere for them to thrive in,” Rodriguez elaborated. Winter and spring sports bring a new set of games to attend and with the current level of Sheldon’s spirit, the future of this year’s sporting events is looking up.

New Rules Implemented

Caedin Brown staff writer

Sheldon has been around for a while, which means new rules from time to time have to be put in place. For instance, there is now a rule for banning students from sitting in the courtyard and cafeteria during their free periods. Junior Ryan Borneman said, “I don’t want to just stay in the library, unless it were cold or rainy.”

Freshman Brielle Brown said, “I think it would be amazing for students to be able to go into the courtyard because it would give them fresh air and students could walk around and exchange with people.”

Most students are required to stay in school year-round and aren’t given many days to rest, if they need to. In

terms of how he would feel about students being allowed to have a few days off a year, Borneman said, “I think it should not be a thing.” This may be because of how it would have a negative effect on some students and how difficult it would be to monitor. Students at Sheldon may feel overwhelmed or want a break which isn’t an official thing for even as little as five minutes from all classes. Borneman said, “I am not for or against the idea of breaks in a classroom environment.”

Lindsey Brown, parent of two Sheldon kids said, “I think that’s a great idea, that way you could say hello to people and rest your mind.”

Brielle Brown said, “She wouldn’t support more breaks because I think that the break in between classes is enough to rest students’ minds before the next period.” Some students want to implement a rule allowing students to leave class early if they have completed their work. Borneman said, “It might be a good idea but most of the time in the class is used for learning and not for assignments necessarily.” Brown said, “I would be okay [with it] as long as their work is done.” Sheldon is already a good place but may be better if new rules were set in stone.

photo by Nalani Angeles

Above: Students dress in pink for a breast-cancer awareness-themed football game.

photos by Victoria Wolf

Students in the stands dressed for the neon theme cheer on the Sheldon volleyball team.

Angeles

IHS Veterans Break Down IHS

Natalie Kaiser copy editor

We were all introduced to the options of a standard curriculum, International High School, and honors curriculum when entering high school. Regardless of your choice, the lingering questions about IHS still exist. What are you wondering about IHS?

Why did you choose to do IHS?

Senior Sylvia Moss said, “I loved the fact that in IHS we learn about people, cultures and events that we wouldn’t learn anywhere else. Even with the subjects we’re required to know in general, we learn it at such a depth where we know all of the people involved. I loved that one of the main points in the IHS meetings were that we were going to be taught these subjects in a way where we get to express our own opinions but then have open discussions about everything where we can share our thoughts on a topic.”xa

Is IHS still worth it without IB tests?

Senior Grace Williams said, “In my opinion, IHS isn’t worth it without full IB because with full IB you get a ton of college credit and finish part of your freshman year. Also colleges like when people do full/part IB and I think it’s beneficial.”

Other students may say that IHS is worth it without testing because IB allows for a more diverse cultural perspective. The curriculum is full of projects, group work, and learning about the world as a whole. The IB tests are an opportunity to showcase your knowledge, but are not necessary for the experience.

Is full IB worth the stress?

Moss said, “I would recommend IB even though it is difficult and time consuming; I really am grateful that I am able to be a part of the program. Being with the same people all four years of high school feels really special and you make friends and meet new people who you can relate to on new levels. No matter

how much we complain about the program it really is a fun and special experience.”

How do ABC days work? Is it contract binding? What happens if you fail the Extended Essay?

ABC days are how IHS fits three courses into two class periods. Essentially, you have two IHS classes every day and it goes from an A day to a B day to a C day. On an A day, you would have your first class then your second. B days include your second and third class, and C days have the third and first classes. Each trimester you get 0.33 credits per class, meaning that in an entire year you receive 1.0 credits per class. A common misconception is that when you join IHS, you must sign a contract. This idea is untrue; IHS head teacher Brian Kuzma said, “You are enrolled through IHS and Sheldon so you are an alternative student. All students are welcome to leave and enter IHS at the break usually.”

For IHS, there is a large research paper students must write over their junior and senior year. This essay,

called the extended essay, is a chance to research any topic that interests you. Students often worry about failing the essay, but that’s not really possible. Kuzma said, “We just have you keep working on it. The idea is that we want all students to be able to demonstrate they have learned skills for higher level education.”

How does full IB work? How do the IB points work?

Kuzma said, “Basically, IB allows students both options for course certificate tests, which is taking a test in one course, versus working for the full IB diploma. It’s 24 [points total and] it’s a total of six tests, world language, science, economics, history, math, literature, plus TOK [Theory of Knowledge], EE [extended essay], and CAS [Community Activity Service].” Points from all of the tests must add up to 24, meaning a four is needed in each subject. It is possible to fulfill the requirements by getting a three on one test and a five on another, since this totals to 24. The extended essay, TOK class, and CAS all end up helping your score in the end.

Theory of Knowledge is a course taken in senior year that deals with knowledge and concepts behind other courses taken in school. CAS is another activity to help students become more well-rounded. You must complete a total number of hours in the following subjects: creativity, activity, and service.

Coffee Cart Thrives Despite Slow Start

Cooper Benson staff writer

Business teacher Les Phillipo is the head of the Sheldon Coffee Cart crew. He spends his first period helping run the Coffee Cart alongside the students. Phillipo said, “We want students to treat this like their own community.” Phillipo expressed his concerns about students leaving their trash all around the cafeteria after purchasing from the Coffee Cart. This makes it difficult to keep a clean positive environment and gives the workers jobs that shouldn’t be their responsibility. Phillipo expressed that he wants the Sheldon Coffee Cart to be looked at and respected as a business; this means customers cleaning up after themselves and being respectful to the crew.

Junior Cooper Coleman is a very loyal Coffee Cart customer. Coleman enjoys coming into the Coffee Cart between classes and seeing his friends

there. Coleman said, “The Coffee Cart has a very relaxing, fun, and energetic environment. It helps me relax and refuel in between classes.” This is what Phillipo believes the environment should feel like for everyone, a stress-free place for students to come.

Coleman expressed that he usually doesn’t have food before he comes to school due to lack of time. The Coffee Cart allows him to get something to hold over to lunch which boosts productivity and focus in the classes before lunch. Although the Coffee Cart can get chaotic, students can still come together and enjoy a nice stress release during passing period, break, and lunch.

Senior Cole Meyers has worked at the Sheldon Coffee cart for the past two years. Meyers said, “The environment in the Coffee Cart is very positive and people are always having fun. During the fifteen minute break it can become stressful but it doesn’t take away from the enjoyable experience.” Meyers has a lot of

experience dealing with the stress and the mess. Meyers believes that most people clean up after themselves in the Coffee Cart but, during the fifteen minute rush there is sometimes a big mess left behind for the workers to clean up. Meyers also said the workers are great and everyone gets along and loves to have fun and serve the customers.

photo by Sofia El-Shammaa

Left: Senior Billy Morach helps out Mr. Phillipo during rush hour at the Coffee Cart

Above: Seniors Gwen Fife and Kaitlyn Wood enjoy their free period at the Coffee Cart

photo by Victoria Wolf

Hispanic Heritage Month

Brady Rust page editor

Hispanic Heritage Month is recognized at Sheldon every day during the celebration on the announcements. One of the ways Sheldon commemorates Hispanic history during the announcements is by listening to Hispanic artists. In response to the school’s way of sharing Hispanic history, junior Kenia Gonzales Vargas said, “Sheldon is definitely the best at recognizing Hispanic Heritage Month. They play very popular music that a lot of us Hispanics listen to.” To Gonzales Vargas, Hispanic Heritage Month is a way for her to celebrate her people and her culture.

Gonzales Vargas doesn’t do anything specific to celebrate Hispanic Heritage Month, as it is already a core part of her life. Her family history has a very big role in her day-today life, as well as her academic career. Gonzales Vargas credits her family for her success in her spanish class, “In my household we’re not allowed to speak English . . . I don’t have to stutter when thinking or looking for the right word to use in my sentences because of how frequently I speak Spanish in my household.”

Señora Murchison’s Spanish class is almost entirely influenced by Hispanic culture. During Hispanic Heritage month on September 16th, Mexico celebrates its Independence Day, El Grito De Independencia. Murchison says, “We watch videos of this [the president’s speech] in class so that students can see El Grito.” Throughout the whole year Murchison teaches about Hispanic and Prehispanic history in Spanish speaking countries.

Junior Diego Villada-Youel’s family history plays an important role in his life. When talking about his heritage Villada-Youel said, “I eat Mexican food daily, I speak Spanish with my family, I see Spanish in the media, and it is a part of my identity.” Within his culture, Villada-Youel is particularly appreciative of the food and art. Villada-Youel doesn’t see anyone in the media as a specific role model that represents his culture, but Gonzales Vargas does. She sees Ellen Ocha as an important figure within her culture. Ellen Ocha is credited as the first Hispanic woman to go to space. Gonzales Vargas believes this “is a pretty great flex of ours to be able to say.” Gonzales Vargas’s message to future Hispanic students coming to Sheldon is, “Do not be scared or think nobodys going to want to be friends with you, because you’ll be making friends everywhere.” Hispanic Heritage Month is a time for all people to come together and celebrate the importance of Hispanic culture. Everyone recognizes it in different ways, whether they celebrate their own heritage, accomplishments of others, or just listen to the announcements. In today’s society there’s a multitude of ways to appreciate Hispanic culture, whether it is your own culture or not.

Sheldon Welcomes Alma Reyes-Guillen, Our New Equity Manager

Ethan Matteson & India Mohiuddin staff writers

Alma Reyes-Guillen is the new Regional Equity Manager at Sheldon High School. While this is Guillen’s first year as the Equity Manager at Sheldon she has a lot of experience. Guillen has past experience including working in a psy chiatric hospital for adults. Guillen has also been fostering teens from birth. Guillen has also faced hardships that many Sheldon students also faced, including being Hispanic and a part of the LGBTQ community. Guillen said, “I like to talk to students, get to know them and their families and knowing that a student is safe in my space is my favorite.” Guillen loves her job and has the heart to help students suc ceed and overcome problems.

Guillen’s love for her job was inspired by another com munity leader from her youth, Carmen Urbina. Guillen said, “Carmen Urbina is someone I look up to because she worked really hard in the Lane County community and I’ve always looked up to her since I was little. I want to give back to our community and help give back to students like how she did.” In Guillen’s job she gets to help give back to the community and help students in the Sheldon region. A typical day for Guillen is bouncing around the schools and talking to students or staff members and helping them with any problems they are facing.

Guillen wanted to be an Equity Manager to help leave the world in better shape for her daughter and fix the inequali ties that are in the community. Guillen stated, “I can find support in any room I walk into like Mr. Summerfield’s or Ms. Purdue’s.” Guillen is surprised in many different ways of how supportive staff is to the students. She is proud to be at Sheldon helping to support kids of color.

Outside of school, Guillen likes to go to the coast with her family, especially the beach in Lincoln City. Guillen has been married for four years and has a thirteen-year-old daughter along with three dogs. She likes to dance, hike, and spend time with her family. Guillen was born in Eugene and moved to Mexico City, Mexico, then Tacoma, Washing ton and finally moved back to Eugene again.

Climate Change

Owen Finch page editor

Freshman Solomon Noa’s life, whether he realizes it or not, is impacted by climate change. Just like everyone else. Noa said, “The smoke [during the] last few summers was pretty bad, I think a lot of people would agree. And last year, it got up to one hundred and eleven [degrees]. It’s scary.” The wildfires in our area have become more frequent, along with the rising temperatures.

That’s not all. Eugene, like most cities in this country, has a considerable amount of litter and debris. “To be honest, I notice a lot of trash around Eugene. I feel like to make things better, there needs to be a lot more commitment. I feel like a lot of people are just talking about it, but not actually doing very much,” Noa noted.

But it’s not all doom and gloom. Senior Brandon Kauten, president of the environmental club, said, “This year we’re mainly focused on building a garden in the science court yard, and we’re going to be doing volunteer events with Friends of Trees.” The club is a great way for students to contribute to the preservation of our environment.

“I joined [the environmental club] during freshman year because I had always been interested in environmental activism and stuff like that, but never had somewhere to channel that energy until high school,” Kauten said. Many students, especially freshmen, feel similarly.

On the other hand, a lot of people don’t feel as motivated to make a change. Kauten noted, “Inherently, changing your actions to help the environment is not something that’s comfortable. A lot of people don’t really want to, because it’s easier to just stay with what you’re currently doing.” It’s especially difficult in the financial aspect, because more eco-friendly products tend to be more expensive (electric cars, cruelty-free cosmetics, organic/open pasture meat and dairy products, plastic-free or recycled packaging, etc.).

Speaking of the environmental club, its supervisor and science teacher Rich Bowden, said, “I took over [the en vironmental club] four years ago, and I mainly see myself as a facilitator, a helper. I don’t really make any of the decisions, that’s up to the students. The students run the club; the vision is the student’s vision.” Having the club be run by students helps to drive engagement by giving them agency in an important cause.

“There’s definitely a sense of family, especially with the students I’ve known for a longer time. I’ve known the current president since he was a freshman,” said Bowden. That sense of community is an important part of what keeps members motivated, and makes participating in environ mental activism fun.

Of course, the entire reason the club exists is to promote the changes that are urgently needed to slow the rapid destruction of our planet. Bowden said, “It’s always been really important to me, because the environment is a crucial part of our world, and taking care of that is very important.”

photo by Sofia El-Shammaa

photo by Kenia Gonzales Vargas photo by Brady Rust

Kenia Gonzales Vargas at her quinceañera. Alma speaking at the first assembly of the year. A forest fire in Malheur National Forest.

Ms. Kay’s First Year as Principal of Sheldon

Gabby Steele staff writer

A new position comes with new responsibilities and duties, especially with becoming the principal. Though for Ms. Kay, this new role wasn’t as challenging as it seemed. Kay Graham, Sheldon’s new principal, has had the role as principal a few times prior to this year. During her career, Graham was the assistant principal at North Eugene High School, along with principal of a small school for seven years. She was Cottage Grove High School’s principal for three years, and a k-12 principal at Lowell for seven years. Before Graham decided to work at Sheldon, she had plans of retiring. That was until Mr. Igman, one of her previous coworkers at Cottage Grove, told her an assistant principal position was opening up.

Graham says she hopes to create better customer service, as well as make students and families feel more respected and welcomed. Graham feels very welcomed to the new role as principal by the Sheldon community. Her only concern is the loss of workers due to COVID-19, and the overwhelming amount of work for staff. Graham said she’s “so blessed to [be surrounded by] the people [she] works

with.” She admires how much they love the students at Sheldon and how hard they work to help them.

Clair Smith, one of Sheldon’s counselors, says she feels Graham was very prepared for her new role as principal. Smith said, “I don’t know if we could have asked for somebody better for our new principal.” Smith also thinks Graham was the best choice for principal because she didn’t need a lot of training due to her working at Sheldon as Vice Principal for three years previously, and this not being her first principal role. Smith said that due to Graham being the assistant principal, she was also the Counselors Department’s Direct Supervisor, so the two became very close. Although Graham has changed jobs from assistant principal to principal, she continues to be the Counselors Supervisor, instead of giving the position up.

Rosemary Nguyen, one of Sheldon’s Health and PE teachers, expressed her gratitude for Graham stepping up to this position: “I’m so thankful that she was the one to pick this role up. Had it been anyone else, I doubt we would accomplish what we will with Kay.” Nguyen knows Graham will change Sheldon for the better, and can’t wait to see the benefits she will bring.

Growing Up With Diabetes

Lileah Briggs staff writer

Imagine having to give yourself shots of insulin more than five times a day, going to the doctor weekly, and having to wear a patch that tests your blood sugar level. That is what Sheldon parent Andrew Briggs, and millions of diabetics, have to go through every day. On a Wednesday morning in 1989, Andrew Briggs was eating a bowl of Honey Puffs, and later got very sick. His mother took him to the doctor where they were told that everything was normal. He continued to feel sick, so his mother took him to a different doctor, but this time they diagnosed him with Type One diabetes. Type One diabetes is a chronic disease that appears in children when their pancreas starts making little to no insulin. Andrew Briggs was diagnosed with diabetes when he was six and has had to live with the upsides, downsides, and complications ever since.

After he was diagnosed, Andrew Briggs had to start taking shots of insulin and testing his blood sugar on a machine by pricking his finger and putting his blood on a strip in a machine that tests blood sugar levels. He missed weeks of school because of hospital visits. That was very stressful and confusing for such a little kid. Luckily, he didn’t have to go through it alone, because his older sister had the same condition.

“What stuck with me most is how much the diabetes affected his mood. He would get angry and combative, completely opposite of how he normally was,” his sister Rachael Baker said. When he was younger, his least favorite part of having diabetes was not being able to eat the same as his three siblings. When they went to get ice cream, he could only eat the pistachio kind, as it was the only one that wouldn’t raise his blood sugar, being a sugar-free flavor. When he would have low blood sugar he had to eat crackers, candy, orange juice, etc., to raise his levels. Being forced to eat those foods made them repulsive, and to this day he still hates ice cream. “He handled diabetes and all the complications with it bravely; it never held him back from doing normal kid things.” Briggs’ dad Bob Briggs said.

In terms of a protocol for low blood sugar and high blood sugar, when Briggs’ blood sugar is low, he has to get his sugar levels up. He often eats candy, glucose tablets, orange juice, or soda and sometimes he consumes all four depending on the situation. Briggs said,“The thing about having a low blood sugar is your brain starts to shut down. Sometimes your sense of balance will be disrupted or maybe it’s your ability to form sentences. Either way, you don’t act like you normally would, which makes it hard to move around the house and get the things you need.”

Once, Andrew Briggs was having an ordinary night, but when he went to bed he had low blood sugar that was worse than usual. When he woke up, the tip of

his tongue was bitten off, and there was a pool of blood on his pillow. He had a lisp for a while before his tongue grew back, but it took him a couple of weeks to regain his normal mental capacity.

Diabetes can be very dangerous, so it’s very important that diabatic kids have people they can go to in times of need. The school nurse said, on the resources Sheldon has for students with diabetes, “That depends on what they need. Many students are independent in taking care of their own needs by the time they’re in high school.” However, the staff is trained to know exactly what to do in an emergency situation such as a student having very low blood sugar.

A downside of diabetes is the amount of money that is needed for insulin. The monthly cost of insulin is anywhere from $300-1000. Diabetics need insulin to survive, so if a diabetic is ever in a rough patch and unable to pay, they could face serious health issues. This can force people with diabetes to live a certain lifestyle with barely any wiggle room when it comes to a steady income.

“Another downside of diabetes is not always being in control of treating it, which leaves the people around you responsible,” Andrew Briggs said. He has two kids and many times they have had to step in and take charge which in most cases is very stressful since his youngest is seven years old. That takes an emotional toll on Andrew Briggs since he feels guilty and down on himself for letting it get out of control and having to have his kids step in, especially since “he is the one who is supposed to be taking care of them.”

Despite all of this, Andrew Briggs is a happy and outgoing dad, brother and son who lives his life to the fullest, despite the challenges he faces. Andrew Briggs said, “Diabetes didn’t shape me into who I am but rather I wouldn’t be the same person I am today without all the experiences I got from it. Diabetes doesn’t define; me it is only a piece of the big picture which is my life.”

photo by Sofia El-Shammaa

photo by Sofia El-Shammaa

Ms. Kay assists a student.

A student checking their blood sugar levels.

Expanding the Student Section

Sofia Kokkino page editor

Many students hate the lack of space in the student section. Senior Ana Lopez said, “I hate how packed the student section is. There’s no room, which is really annoying to have to deal with.” The stands aren’t the only place with limited room. The fence, where the senior girls traditionally stand during the football games, is also lacking in space this year. Lopez said, “Of course there should be more space on the fence. Only about ten girls can comfortably fit on the fence, and for the first game there were close to thirty people on the fence!” Due to Sheldon’s large student population who goes to the games, the issue regarding the amount of space available is only getting worse. It is evident that the student body wants to see an expansion of the student section.

“We could have two student sections right next to each other that were separated by grade,” suggested Lopez. By doing this, it would allow the students to still remain in close proximity to their friends but be able to comfortably fit in the stands. In one student section, it would be freshmen and sophomores, and in the one next to it, there would be juniors and seniors. This thought does come with its own controversy and arguments, though.

The separation of student sections would also help the students who come in late to get a spot. Senior Brooke Tucker, who is on the Sheldon Colleens, usually comes into the stands after half time to cheer on the team. Tucker said, “It’s extremely rare that I’m able

photo by Natalie Kaiser

to comfortably get a spot because everyone is squeezing together. My friends always have to push people so I can stand with them.” Even if spectators show up thirty min utes late, it’s still very difficult to get a spot.

Not all students like this idea, like junior Gwen Apker, who said, “I have a lot of friends who are underclassmen and I always love talking to them and being around them. If the student sections were separated, it would feel really dividing.” Although there’s arguments from either side, it’s important to consider what would improve the amount of space as well as the overall experience for all students.

This ongoing issue will only get worse if it’s not addressed soon. Especially with Sheldon High School’s exceedingly impressive athletics, more and more people will want to watch which only lessens the space as the years go on. With enough passion and talk amongst students, a change could be made to correct our student section.

graphic by Sofia El-Shammaa

Sheldon Football

Jyce Jones & Kamani Melton-Winger staff writers

The 2022 season for the Sheldon Irish has been going great. They were num ber one in state at one point after defeating the former number one team West Linn. In September, senior receiver Cade Welch described the 2022 season as going pretty well: “We are 4-0 and have a really good group of guys. I think we honestly have a great chance to win state this year.”

Sheldon beat former number one team West Linn 35-31 for the number one spot. Senior quarterback Brock Thomas described his favorite high school game he ever played “The West Linn game this year because it was a tough win. We usually blow out teams and that game was close. No one knew who was going to win until the last second.”

“Really hyped, people are running around and banging lockers. Everyone is really excited and happy. Even though we haven’t lost yet, it is still special when we win and we go all out in the locker room,” said junior receiver Seth McEwen about what the locker room looks like after a big win.

The team is currently 6-0 and has high expectations for the rest of the season.

A student’s perspective at the South Medford football game.

The student section celebrating a 49-0 win.

photo by Bela Flores

Work During the School Year

Nathan Witherspoon staff writer

As teens get older, many yearn for freedom and independence. Some get a job as a way to branch out from the umbrella of their parents. But is it good for teens to balance such a harsh and stressful lifestyle?

Sophomore Neveah Sabb, is an and employee at Dairy Queen and is doing well academically, in the workforce, and in her own personal life. Putting about eighteen hours a week into work, five hours a week into studying, and “a lot” of hours focused on her personal life, she rates her stress level at a four to five out of ten. According to Sabb, the best job for a student would be, Sabb said “I mean, I can’t speak for everyone in high school because you don’t know what could be the best fit for everyone, but for a first job, I feel like one should go into customer service, especially fast food.” Sabb said she works, “Just to feel independent and do something for myself and have something to do after school rather than just sitting in my room.” When asked about how her family feels about her working, Sabb said “They’ve always been supportive. I have an amazing support system here.”

Ninth grade transition coordinator Jackie Owens shared stories and advice from her time in high school. She worked during summers and breaks, but didn’t

work during school. Instead, she chose to focus on her academics and her sport. As for parental influence, Owens said, “Yeah, my dad owned his own business so I went to work in his business with him.” In terms of what the best job for a student would be, Owens said, “I’m always promoting our work experience credit program, so for that program where they get high school credits for working they have to work a minimum of ten hours a week. As far as where to work, I think there’s no real wrong place

to work. Ideally if you can find a place that connects with your interests or future plans, I think that’s good. You can’t always do that in high school, but I think finding a good job in the future is as much about what you want to do as much as weeding out what you don’t want to do. So I know a lot of students work in fast food and have a great experience in food prep and retail, and a lot of people work with parents. I think it’s a great time to try new things if you can.”

Balancing School and Football Tennen Balikian staff writer

Balancing a busy football schedule and school can be challenging at times. Many football players have long practices and go home and still have tons of homework to do. Which is why it is very important to stay caught up on assignments because it can become very difficult to make up missing assignments if you start getting behind during the season. Senior Grafton Robinson is the starting running back for the Sheldon Irish football team. Robinson said, “I definitely think you have to focus more and really make sure to get your work done on time if you want to be able to keep your grades up.”

Senior Brock Thomas, the starting quarterback for the Sheldon Irish football team, shared thoughts about how he is able to keep good grades even though football takes up a lot of his schedule due to practices, film sessions, games and more. Thomas said, “Having a schedule helps me a lot because I am able to see what needs to be done so that way I am able to have time to do my schoolwork on top of a busy football schedule.” Having a schedule is a great way to be able to plan things out ahead of time in order to minimize stress and get more accomplished.

Senior Zach McEwen, starting wide receiver for the Sheldon Irish football team, said, “I don’t have as much work as I did last year because I’m a senior now, but last year I had a big workload and had to take some of my time on weekends to study or get my work done and had less time to hangout with my friends during the season.”

A lot of the seniors don’t have as many classes or as much school work this year which makes it a lot less stressful for the athletes, allowing them to be able to focus more on football.

photo by Brady Rust

photo by Victoria Wolf

Sheldon stu dents working at Dairy Queen.

Sheldon football players at the coffee cart.