Volume 21. Issue 4. May 2023.

Class of 2023

Senior Issue

Senior Spotlights

Senior Schedule

May 12 & 15 : Senior Finals

May 15 : Last Day of School (Per 1-3 only) & Senior Honors and Awards Ceremony

May 16 & 17 : Senior Checkout

May 18 : Graduation

Opinion: Are our traditions enough?

By AAYUSHI DATTA Opinions Editor

Old traditions are something that every senior values, but new traditions can be just as valuable and appreciated. Most seniors look forward to these throughout high school, and with exposure to social media, seniors have much more elevated expectations. Unfortunately, OHS has not been able to live up to these expectations.

OHS has an adequate number of events and engagements for seniors, such as senior breakfast, class rings, and senior portraits, to name a few. For a change, the school has also had students meet for a sunrise since last year. It is excellent to know that OHS is taking the initiative to try out new things. It has been a positive change and gives hope that seniors will be introduced to more activities in the upcoming years.

However, OHS activities regarding seniors tend to be very passive. They are mostly minimalistic and sedentary, and do not give seniors the opportunities or means to make their fnal year of high school unforgettable. Seniors at OHS do not even get the chance to choose senior quotes, a popular tradition in

many American high schools.

Social media has become a huge infuence when it comes to planning and attending events.

Senior traditions are publicized over the internet, and most students have witnessed this hype. Therefore, students at OHS also expect something similar and enjoyable. Multiple schools over Tiktok, Instagram, and other social media platforms have welcomed various activities for the seniors of 2023. Some schools did parking spot painting, while others had students painting their own T-shirts of their graduating year.

The school has very few activities involving seniors getting to genuinely socialize with one another, limiting seniors from making more memories with their peers. There is absolutely no abundance of ideas regarding activities for seniors, all the school needs to do is incorporate more of those activities in the seniors’ agenda for their fnal year.

The school could organize events such as senior tournaments where students can have fun playing around and competing with one another. It can be a healthy competition where seniors

get to play games such as tag, water wars, etc. Events such as this one will make the students more energetic and this is something seniors will look forward to and be motivated towards.

There are also many upand-coming senior events at other schools, such as senior crowns. This is where seniors get to make their own crowns and are permitted to wear them during spirit week, events at school, and any day they want to fex their seniority on the lower grades. This very creative approach allows the seniors to showcase their creativity.

In addition, many schools also offer highly engaging events, such as senior feld day, which can help students break out of their senioritis and have a fun and eventful day. There are plenty of other senior traditions out there, these are only to name a few.

In order to promote involvement, OHS needs to offer different genres of senior-only activities that appeal to a multitude of interest groups. This will help make most seniors' last year more interesting, entertaining, and pleasant, leaving every student with a positive and everlasting impression of their senior year.

Early graduates step up to succeed

By VICTORIA KIROVA Copy Chief

Whatever their reasoning may be, every year some students fnd themselves questioning the point of the traditional four years of high school, leading a handful of motivated students to graduate ahead of their peers.

With accelerated course work and an eagerness for the future, individuals at OHS have made the decision to graduate early, taking a leap of faith. For some, middle schools providing high school credits to students in gifted programs allow students to enter OHS taking sophomore or even junior-level classes.

“It was kind of like ‘why not?’ Freshman year I had completed most of my core classes besides freshman biology. The Renaissance program… set me up on that path. I was able to take Algebra 1-2 honors and English 1-2, along with Spanish 1-2 honors, and that kind of laid that foundation,” said Tadeusz Borowski, sophomore.

With ambitious plans for higher education, individuals

wish to begin this process of excellency as soon as possible.

“I’m actually going to college to get my masters in accounting and then I’m going to get a minor in statistics, and if I feel like staying in school longer, a minor in analytics. My goal is to eventually become the CFO of a company after 15 years of working in the feld,” said Jori Nunn, junior.

For some, analyzing their credits reveals that this path is not only feasible but ideal.

“I really only decided on that this past summer going into sophomore year. I was going to still graduate early freshman year but I was going to be a junior, and then just reviewing everything it really didn’t make sense so I decided to give it a shot and take some community college courses, things like that, to get all my credits done,’’ Borowski said.

Through a strenuous year of rigor, students are able to be set up for paths of ultimate success at an early age.

“All of these courses set me on a path to basically have my associates done going into college. So from there I only have to take a couple years

of undergrad and then from there I can focus solely on medical school,” Borowski said.

For these students, such a rigorous schedule makes it normal to feel like one is working so hard without enough time in the day to get everything accomplished.

“A lot of time management issues…for a lot of courses it’s like, oh you need to ft in time for your homework, manage your time between texting, playing games, watching TikTok, all of that stuff, but for me it was just fnding the time because I did cross country and track,’’ Borowski said.

Thankfully, these students have found comfort in others. Teachers have been able to support students throughout their educational journey, leading to their recognition as positive role models of the school.

“My math teacher, Mr. Cardon, and then I would say Mrs. Garraway. They’re honestly always there for support and they’re there for you to talk to them; they’ve been helpful with plans and classes I should take,” Nunn said.

Due to the stress surrounding this process, it is possible to feel like the high school experience has been signifcantly decreased.

“I thought it was going to be just a year, like that’s not going to be a big deal, but it was and it’s made me really enjoy what I have [left] in high school. It’s made it a good experience but it was kind of short,” said Rita

Dodd, junior.

The overwhelming feelings these individuals have dealt with makes it necessary to take some time and relax, recognizing the importance of taking a moment to destress.

“Taking it day by day, not focusing on the future too much. Just taking it step by step, taking it slowly, has really helped me,” Dodd said.

How to get accepted into your dream school

By SAMANTHA SHARLOT News Editor

Applying to colleges can be both a challenging, yet exciting time for a student to experience. The anticipation of taking the next step in life, accompanied by the fear of the unknown, are both emotions many seniors are fooded with. Getting into a dream school is both a strenuous and rewarding task that few manage to accomplish, but is often achieved due to hard work and dedication, skills a student must master if they hope to attend their top choice university.

Being able to stand out amongst thousands of students is challenging to say the least. However, despite being rare, it is not something that is impossible to do. A lot of times, performing well on school exams plays a role into whether or not an application turns into an acceptance letter.

“I think my GPA and my SAT scores have something to do with it,” said Anisha Tanikella, senior.

While test scores are essential to getting into prestigious universities, they are not everything. Students who are able to be personable and [add another adjective or something] also have a higher chance of getting in, and this is often shown to colleges through personal statements. Esha Saraswat, who got inter dream school, had this to say when refecting on what stood out in her college application.

“I think the thing that made me stand out was my essays and video portfolios. It gave them more information about me and the people who are important to me,” said Esha Saraswat, senior.

Personal statements can be a huge beneft for most applicants, but it is essential that enough time is spent on them so administrators can truly see the depth behind the student. Summing up a life story in 500 words is something that does not come easy, but time and effort towards mastering that skill is certainly worth the payoff.

“The hardest part was making my essay show who I am as a person. It was trying to showcase that I am more than a piece of paper. The essays I spent the most time on are the schools I ended up getting into or getting waitlisted,” Tanikella said.

On the other hand, what also can serve as a challenge is the strict deadline most distinguished colleges have in terms of their applications. There is not a lot of wiggle room, making this process something most seniors can struggle with, including Elijah Goodwin, senior, who was accepted to West Point.

“I think the hardest part was making sure I was on top of all my qualifcations. The stuff isn’t necessarily hard to complete, but it’s making sure you have everything on time,” said Elijah Goodwin, senior.

Aside from characteristics and exams, extracurriculars can also serve an instrumental purpose for a young person applying to college, especially

in the world of athletics.

“A lot of what helped me was track and being an athlete. That competitive nature helped me a lot,” Goodwin said.

In terms of picking the right university, there are a multitude of ways to ensure a student is making the right choice. To truly embrace the new things college has to offer, it is essential that young people are encouraged to pursue every passion that comes to mind.

“They really favor making sure students have the best college experience. They have an open curriculum. They will allow me to branch out and take any class I want to,” Saraswat said.

Additionally, ensuring students have a strong understanding of the life college sets them up with is imperative for applicants to not only make an informed decision, but be able to come to one that is fully thought through.

“The thing that attracted me to West Point was mainly the future that it gives me. It gives me good connections and a lot of friendships I will keep for the rest of my life,” Goodwin said.

Elaborating further, a lot of colleges, particularly in military institutions, require service after a student’s education is completed. This service, despite the diffculty it attains and the perseverance required, is extremely rewarding and can set up a future for a former student in a variety of unique felds.

“After West Point there’s

an obligation to serve for fve years and are in reserve for three years. I think as far as what I will do is to try to do something with intel and counterintelligence,” Goodwin said.

Graduate school can also be a signifcant factor behind an applicant’s choice to attend a school, given the signifcance it can play in a young person’s life.

“I got into Brown University and I got into their PLME program, meaning I already got into their medical school,” Saraswat said.

Alongside valuing the college experience and setting up a career, affordability in accordance to educational value is a huge factor behind a student’s decision on where to begin the next chapter of their lives.

“Compared to the other schools, [UNC Chapel Hill is] a lot more affordable for the education I am getting,” Tanikella said.

The preparation and tenacity it takes to get into esteemed universities is immense, and it is highly recommended that if a student wants to attend a school with a slim acceptance rate, the sooner they begin preparing, the better.

“If you know from a young age that you want to go to an Ivy, you should start freshman year. It seems really early, but you’re doing small things as you go along and it makes it a lot easier as a senior,” Tanikella said.

Partnered with beginning preparation early, ensuring young students are exploring every opportunity possible

can beneft an applicant not only on paper, but in their lives.

“I would say to branch and explore everything you possibly can. Make sure when you are looking into getting into an Ivy, you don’t lose that high school experience,” Saraswat said.

Adding onto the idea of being fully immersed in the experiences in front of you, evolving as an individual is just as important.

“Pace yourself. Develop yourself as a person so colleges can see who you are at the end,” Tanikella said.

Being open to colleges, even if they may not be what is originally anticipated, can make or break a student’s choice to attend a university, and can set up their future in a way that was never expected.

“My best advice is to let things come to you. For me, I didn’t have my sights set on a dream school, I really just let my opportunities and take them as they come. I never thought I would go into the military or go to West Point when I was a freshman, but when the opportunity came to me I realized this is what I wanted to do,” Goodwin said.

More so than anything, it is essential to stay grounded on one’s own morals and values. It is the understanding that despite its signifcance, college isn’t everything, and a student is so much more than an acceptance or rejection from a university.

“It’s important to not stress yourself too much and lose sight of what’s important,” Saraswat said.

OHS’s very own future collegiate athletes

By KAITLYN SMITTEN Sports Editor

The opportunity to further an athlete’s career collegiately is an incredible honor that is afforded to many OHS students. Numerous young athletes dream of the chance to be able to play their sport at a high level, and for these OHS athletes, their dreams really did come true.

Playing a sport at such a competitive level does not come without its burdens. From gruelling practices, to endless emails, athletes who are truly serious about playing in college must have a true love and passion for their sport.

“Honestly, [the recruiting process] was really overwhelming at times. I was emailing hundreds of schools at a time and I had to keep

track of which ones were actually interested in me and which ones weren’t. I had to get really comfortable with being on awkward phone calls with coaches, and I was pretty much stressing about the whole process,” said Finley Buman, senior.

Most of the time, playing at a high level is romanticized, but what many outsiders do not see is the draining extent that the recruiting process can be.

“There was a lot of rejection and for a while, I was actually thinking about just quitting volleyball because I was putting in so much work and had gone weeks without any attention from coaches. It wasn’t until I started seriously talking with Western Oregon that I felt like the recruiting process was even worth all of the work it took,” Buman said.

Buman is committed to play Division II volleyball at Western Oregon University next year, and plans to major in environmental science.

“I really wanted to go to a school somewhere in the Pacifc Northwest not only because it’s beautiful there, but because there’s a lot of job opportunities for my feld, so I started out by looking at a bunch of schools in Oregon and Washington, and Western Oregon just checked all of my boxes,” Buman said.

Finding the perfect school can sometimes be diffcult. With every school offering different programs, it can be overwhelming for studentathletes to choose where they would have the best career options, while still playing their respected sport.

Jump to page 11

Brayden Perry, senior, celebrates as he signs to play collegiate soccer at Paradise Valley Community College.

PHOTO BY KAITLYN SMITTEN

of 640 seniors, 326 seniors completed the survey.

*Results taken from a survey given to the senior class.

1 1 1 2 1 1 2 1 1 1 5 1 1

Where wi ll the Class

Senior Spotlights

Alex Salazar

Arizona State University, Business

Surround yourself with the right group of people who can motivate you to branch out more and put yourself out there...You know they want to envision a great future for you.

I think obviously to compete at that high level you need to be confident in not only yourself but in your team as well. You learn to be more trusting of other people and more confident in yourself.

“ “ “ “

Kyra Allen

South Dakota School of Mines, Civil Engineering

CJ Stevenson

Arizona State University, Journalism

I

always want to come to school with a smile on my face and I really want to help improve people’s moods and uplift them in a positive manner, like be funny.

“ “

Senior Spotlights

Clyde Gardiner

Be someone who can always help other people, especially those in need or need a little more help.

Whenever you see someone in pain or having a hard time you want to share the light with them and you want to bring them positivity.

Ryder Dines

Torryn Hatcher

Live life more in the moment, stop caring so much about the future and think about the now. Live in the now.

It’s really nice to come together with one common interest, winning that day, getting better at practice, or just becoming a better football player.

“ “ “ “ “ “ “ “ “ “

I can only hope the example I set in class helps other people want to keep doing music and see that it can be fun and exciting and that the people in the audience enjoy it too.

Senior Spotlights

Julia Martin

Gap Year - > Culinary School

Don’t be pressured to follow what everyone else is doing, and be okay going outside the box. Just determine your own path and not follow everyone else’s.

Discrimination, in general, is rampant and if I can help people, at least in the legal system by fighting against that, then I’m willing to do that. They at least deserve that.

Elijah Goodwin

U.S. Military Academy West Point, Foreign Affairs

“ “ “ “ “

The advice I would give to everybody is to keep your sights open; a lot of people like to have a dream school in mind, but I thought it was kind of better to just let things come to you.

“ “

“

I would get the feeling of satisfaction and happiness whenever I watched musicals, plays, and people singing and I wanted to make that happen not only performing on the stage, but behind the scenes too.

[Soccer] teaches you people skills and how to work as a team and how to be competitive. Those are all things I’ll need eventually for college and the future.

“ “

You learn a lot when you’re playing [field hockey] and you can implement those things in your daily life. You meet a lot of people and you build a lot of relationships. You get to push yourself and you learn a lot about yourself.

Brown University, Medicine

I

“ “ “ “ “ “

Don’t forget to enjoy your high school experience that everyone talks about...I was lucky enough to have incredible friends and incredible memories at O’Connor. I would say that don’t let life pass you by while you’re doing something to get where you want to be.

Esha Saraswat Michael

always want to come to school with a smile on my face and I really want to help improve people’s moods.

Arturo Whipple

University of Arizona, Mechanical Engineering

Northern Arizona University, Music and Secondary Education

“

“ The sacrifices will always be worth it as long as you’re pushing yourself the hardest you can and you stay focused.

Senior Edition

Across Down

1. As students graduate, they turn their _____.

5. What program set Borowski on the path of graduating early?*

7. First name of senior with an emphasis in English Linguistics and Rhetoric.*

8. What kind of statement can be a “huge beneft for applicants” in college acceptances?*

9. Ceremony marking the completion of a student’s education.

2. What stadium is graduation being held at?

3. Last name of senior serving a mission in the Philippines.*

4. What up-and-coming senior traditions allow students to showcase their creativity?*

6. Finley Buman is committed to play what sport at Western Oregon university?*

*Answers can be found in the senior section.

Short Story: The Curse of Raywood

By AAYUSHI DATTA Opinions Editor

The 12-foot door opens with a creak, and the sound of footsteps follows. It has been over a decade since the Raywood mansion heard anything but deafening silence, a decade since air has passed through the halls, and the foors have felt any presence of life.

Marco Brown has never seen anything as magnifcent as the Raywood mansion. The estate was built amid a forest surrounded by unbounded greenery— gigantic trees and untrimmed bushes encircling the sides and back of the house. But what intrigued him the most was the concrete path that connected the home and the main road. The trail was immaculate as if someone had cleaned it only an hour before. Marco wondered if the broker had lied about nobody traveling through that path and visiting the mansion in the past ten years. As per the broker, ten years ago, an unfortunate event led to the mansion getting cursed, a curse that has kept human life away from the entire estate. Brown was apathetic regarding the curse and was only interested in the villa.

One month ago, he was sitting in the offce of a real estate agent when he noticed an untouched fle on the desk.

He picked up the fle and began looking through it. His eyes widened with each passing moment as he fipped through the pages. The fle contained details about the Raywood mansion—a property abandoned for years due to a supposed curse. The estate had been on the market for over a decade, but no one had been brave enough to buy it. Marco was fascinated by the property and decided right then and there that he had to see it for himself.

Despite the broker's warnings, Marco was determined to purchase the Raywood mansion. He had recently inherited a lot of money from the demise of a distant relative. Since Marco was a little kid, he dreamed of comfort and luxury. He wanted to fulfll all his wishes as soon as he went from rags to riches. After trying for a month, he persuaded the broker, and arrived at the mansion for a viewing.

Marco felt a shiver run down his spine as the door opened with a creak. He stepped inside and was immediately struck by the eerie silence

that flled the halls. He walked around, exploring the different rooms, and was amazed by the grandeur of the mansion. He also noticed the distorted pictures hung on the wall, telling the tale of a once happy family living within the mansion's walls. He saw that most photos were torn, except for one, of a dark-haired girl with oceanic blue eyes. Suddenly, he heard a sound that indicated that something had fallen. He turned around, making his way towards the sound. While walking, he came across a built-in shelf stacked with books. He then noticed a black book on the ground titled "The Story of the Raywood Estate."

He opened the book to learn about the Raywood family who resided at the estate ten years ago. They were a family of four—the Raywood couple and their two daughters. The daughters were described to be heavenly and beautiful. The younger one had dark hair and brown eyes, while the elder had the same hair, but her eyes were blue. He continued reading and learned how their parents encouraged the two sisters to compete for everything. However, the

healthy competition turned toxic over the years. One day, the two sisters played a game on the terrace and argued. The argument took a toll on them, and the elder sister pushed the younger from the balcony, resulting in her death.

When the parents learned about this, they were overwhelmed with grief and anger. In their rage, they cursed their elder daughter that she would never be able to leave this mansion. Even if her body is removed from the villa, her soul will forever be bound to the estate. After this, her parents left the mansion with their younger daughter's belongings, leaving the elder one behind.

A few days later, word got out that the oldest daughter died out of her remorse.

Marco did not know how to feel about the Raywood Mansion. He kept the book back on the shelf and continued exploring the mansion. As he made his way to the basement, he felt a sense of unease. The air grew colder, and he could hear strange whispers in the darkness.

Suddenly, the whispers turned into a deafening roar, and the basement walls

began to shake. Marco tried to run back up the stairs, but the door slammed shut, trapping him inside. He was surrounded by darkness and could feel a presence looming over him. Looking around in terror, he noticed a faint light in the distance. He started running towards it, his heart racing with fear. As he got closer, the light grew brighter, and he could make out a fgure standing before it. It was a woman with long dark hair and piercing blue eyes.

She looked at Marco and spoke in a whisper, "You have disturbed the curse that lies within this mansion. You must leave now or suffer the consequences."

Marco stumbled back, unsure of what to do. But the woman vanished as quickly as she had appeared, and he found himself back at the mansion's entrance. He ran outside, gasping for air, and looked back at the Raywood mansion. The windows were glowing red, and he heard screams from inside. He knew then that the curse was real and vowed never to return to the Raywood mansion. He drove away, never to speak of it again, leaving the property behind.

Summer opens new doors for students

By SAMANTHA SHARLOT News Editor

Summer can bring a whirlwind of new experiences and fun memories: vacations, late nights with close friends, sleeping in, and going to the pool are all key aspects of the typical teen’s summer experience. However, alongside leisurely activities, students can begin advancing their future within the months they have off of school.

Volunteering is a big way young people can impact their community while being in and out of school, and opportunities are everywhere.

“I have participated in the HonorHealth Summer Teen Volunteering they provide during the summer,” said Abigail Hoang, junior..

Volunteering, partnered with its obvious benefts to society, can also give young people a sneak peek into their future career.

“Honestly, I joined because I want to go into the medical feld and my mom suggested it since my sister had done it before,” Hoang said

Despite not having prior medical experience, what Hoang gained from her time volunteering at the hospital is something she will carry with her throughout her future career within medicine.

“I got an insight of the hospital and how it runs,” Hoang said.

Volunteer experiences are always out there, and they usually are just a few taps on your phone away.

“Look it up. Reach out to other people who do it. Google always helps,” Hoang said.

Medical volunteer opportunities are not the only ones available though; students have a multitude of options when it comes to volunteer choices, or even internships, to help them use their time wisely not only in

the summer, but throughout high school.

“I am an intern and student ambassador for Equedi, which is a social media network for high schoolers,” said Harsh Sidhwani, junior.

A lot of times, clubs on campus have the resources to connect students with internship experience, and Equedi was no exception. Getting involved through an extracurricular can also ensure that the student participating is interested in the opportunity, and is excited to take on the internship.

“It’s an organization that’s affliated with FBLA, one of the clubs I am really passionate about,” Sidhwani said.

In terms of improving career-essential skills, internships are almost always the right way to go in order to ensure students are ready to take on the real world.

“My networking skills have

gotten a lot better because of talking to executives of companies and people at FBLA Nationals,” Sidhwani said.

These internships can last much longer than a summer; if a student is truly passionate about the work they are pursuing, these internships can continue into the rest of the year or longer.

“I am almost 100% sure I will be continuing it all the

way up until I graduate. It’s been a great opportunity I have had since I was a sophomore,” Sidhwani said. Opportunities are closer than originally thought, and teachers are the best way to get involved in an area you are passionate about.

“Talk to teachers. A lot of times, they have access to people who know people to fnd opportunities,” Sidhwani said.

Work and school: a battle for students’ attention

gas and other expenses later,” said Carsyn Jensen, junior.

The season for frst jobs and salvaging bank accounts is upon, making students at OHS have to balance their work and school life. More working students means more teenagers coming to the harsh reality of subjective hiring, demanding hours, and draining schedules.

People get their frst job for many different reasons: from saving up for a car, to rescuing their struggling bank accounts, to even just trying to fll up their free time.

“I was bored at the time, because it was the end of summer, and I didn’t have much to do, and I knew I needed a job for paying for

Trying to fnd a job in itself is a demanding task, students repeatedly are at a disadvantage within the workplace. Despite countless ‘Now Hiring’ signs foating from shop to shop, teenagers are lucky to even hear back from prospective employers, presumptive prejudice already being placed against them.

“You don’t really have as much work experience, [so] not many places will hire you at frst,” Jensen said.

Once a job is fnally secured, many students fnd it is much more demanding than anticipated; the standard for student hires is high, inducing pressure, and even impeding their life outside of

work.

“A lot of managers don’t really think about it because they’re out of school, so they don’t realize ‘Oh everyone else has something outside of this’, because that’s like their whole life,” Jensen said.

From late-night closing shifts, to strenuous hours, teenagers who are new to the workplace can be easily taken advantage of, and misused for their willingness to learn. The dynamic between the employer and the employee is a fne line of equality and abusive power.

“A lot of these employers, they don’t really look at your best interests like that, so just make sure you fnd the right one for you; you got to make sure you trust [the employer] in a job interview,” said Alex

Salazar, senior.

Regardless of the employer, sometimes it is impossible to escape the looming closing shift, forcing students limited time to prepare for school, and cutting down any chance of being well-rested for the following school day.

“I think it defnitely takes up a lot of my time, especially because I’m a closer, so when I have a closing shift, I can’t really study for something the next day, like I’ll take time from talon time or something to do it instead,” Jensen said.

Talon time has a whole new meaning to those with jobs, whose free time is something so desperately rare and precious. Those extra 42 minutes twice a week are a saving grace in the busy schedules of working students desperate for ways to manage their different forms of work.

“You fake it until you make it, that’s what you do; I try to use a lot of my free time to do any work I would have to do at home, or sometimes I do it at work on my break time,” said Jada Pruitt, sophomore.

Adjusting to constant ‘todo’ lists, eye bags, and hours of post-shift homework can be an unattractive lifestyle, but ultimately the effort of balancing both a job and one’s grades does not go unrewarded.

“You just learn how to better do time management. Make sure you’re well rounded enough to

appropriate your attention [to] each feld whether it be school or work,” Salazar said.

Being a student employee does not just increase a bank account balance, but it also leaves you with skills you would have never had if not for the experience early on in your life.

“It teaches you to get along with people you really don’t like, and how to maintain an attitude inside and outside of school, because work is a different environment but you’re still working with a lot of other people,” Salazar said.

Work and school create a linear relationship, a tug of war between love and hate, and students unfortunately often get caught in the cross hairs.

“I have defnitely learned a lot of time management, more responsibilities, and just the diffculties of managing school and work; it’s a lot,” Jensen said.

While holding school work to a higher importance should be every student’s priority, work experience as a teenager is a kickstart to certain life lessons and character traits: tenacity, responsibility, and a well-rounded work ethic.

“I personally think there’s more benefts just because you’re going to have more of an understanding after school, like how to get a job, and where you want to work, or how to be fnancially responsible,” Jensen said.

By TRUE VAN DYKE Features Editor

Harsh Sidhwani (second from left), junior, interned for social media platform, Equedi, last year.

PHOTO BY VICTORIA KIROVA

PHOTO BY VICTORIA KIROVA

An OHS student working an after school job at Cold Stone Creamery.

POV: you ofcially attend an A+ school

By VICTORIA KIROVA Copy Chief

Engaged students, exemplary test scores, and a pristine campus flled with dedicated minds; all of which are the characteristics that make OHS a twotime recipient of the A+ certifcation.

This honor recognizes schools that go above and beyond the traditional standards of education, creating an atmosphere that develops essential skills for learners.

“At the state level you can only have the normal letter grades, no pluses or minuses, but the AEF [Arizona Education Foundation] has set up the A+ program to show parents and the communities the schools that are well beyond the A,” said Scott Meigh, history teacher.

This strive for excellence is showcased through the culture at OHS, a claim that became apparent as the facts were examined.

“What was really neat is that when you looked at the data and you looked at our programs compared to a lot of the other schools around us, we at O’Connor lead. We take risks, we lead, and our scores were by and large better than most,” Meigh said.

Staff took it upon

themselves to powerfully represent their school through this certifcation. This success did not come easy though as the multi-step process took over a year to plan.

“There’s 50 pages that are in our application and you go through and answer the questions. If the writing and everything is good enough, then [the Arizona Education Foundation] grant[s] you a visit…They come and make sure that what you put in that application is what you said,” said Dr. Lynn Miller, principal.

For the fnal step of the journey, certifed judges

visited the school, ensuring the accuracy of the statements written in the application.

“They want us to have business partners and parents come in so I had to start fnding 15-16 different ones… They had us make about 25 student passes that we give to the judges and then they get to go hand them out,” Miller said.

Prior to this two-day visit, tensions were high, primarily those surrounding some of the key participants of this process. However, these individuals were able to recognize that their hard work would eventually yield

favorable results.

“Nerve-wracking and stressful, but I was very confdent…I’m like anybody else, I’ll second guess myself if we’re prepared enough or if we have what they’re looking for, but I knew in my heart that we did,” Meigh said.

This sense of confdence also resulted from the positive feedback students gave, as they strived to alleviate the stressful situation.

“It was awesome... I remember students met in the career center and [a student] came out and said ‘We did it Dr. Miller, we made you so proud,’” Miller said.

The requirement for randomized tickets allowed for more student participation. This engagement allowed passionate individuals to explain their perspective on their second home.

“I got selected in STUGO, which to me is the biggest thing. Out of a group of 40 leaders on campus, I stood out to the people that walked in and they gave me the ticket. I felt honored honestly,” said Tala Shammas, junior.

The judges proceeded to question these selected students on the daily routines and potential improvements of the school. Receiving a variety of responses from different students, the interviewers had a lot to analyze.

“The questions were broad,

so it’s just depending on where you come from. If you come from PA [performing arts], or you come from sports, or if you come from academics, you answer completely different than the person next to you,” Shammas said.

With such an extensive task, it was essential for everyone to play a signifcant role. Thankfully, people were more than willing to ensure this positive recognition was earned.

“Dr. Miller certainly was behind all of it. Our department chairs did so much for contributing to it, our staff members did so much. I was more of a project lead, so that meant I got to piece it together and ask people if they would help with a section, and Mrs. Garraway was our author,” Meigh said.

After a continuous process fueled by passion and determination, it was truly rewarding to hear the supportive commentary from the evaluators. The school received feedback that recognized the excellency of OHS’s students.

“She [the judge] goes ‘I don’t know how you did it but you trained your kids… to be so nice and kind, open the doors, and be polite and all that,’ and I said ‘Ma’am I can’t train them, that’s who they are,’” Miller said.

Jumped from page 3: collegiate athletes

“My parents and I started out with cost and how the team was on paper, etc., but what really decided it for me was the coaches, the players themselves,” said Liana Huesca, senior.

No matter what choice an athlete decides to make, it is vital that they have a strong support system behind them who will cheer them on no matter what.

“For me, it had its ups and downs because I was trying to fnd the right home that ft, but I am so grateful for all the support I got from my coaches and parents throughout the process,” Huesca said.

Huesca will be playing Division II beach volleyball at Texas A&M University Kingsville next year while majoring in animal science.

“Know what you want in a school and be patient in the process, there's a home for everyone,” Huesca said.

In addition to academic and athletic ranking, the social aspect of a school is also a major deciding factor for many when choosing to take this next step.

“I wanted to make sure I found a school that ft best for what I was looking for. I love how my school has

a large campus but a small number of students so it’s not crazy overwhelming and I really love having a closeknit group of people,” said Harper Sullivan, senior.

Sullivan will be attending Stonehill College next fall while majoring in criminology with aspirations of going into criminal law, while simultaneously playing division I softball.

“Prioritize what you are looking for and don’t compromise. Don’t be afraid to put in your own work, and make sure to create a good relationship with your future coach,” Sullivan said.

Another prominent factor when choosing a college is whether or not the athlete can see themselves playing and excelling under the coach.

“I just loved the coaches and I couldn’t see myself playing anywhere else. I am able to stay [at] home and still play, so it's the best of both worlds,” said Katy Frost, senior.

Frost will be continuing her athletic and academic career at Scottsdale Community College next year and majoring in exercise science.

“My favorite part was defnitely making connections

and meeting new people. I recommend to be patient and enjoy the journey. What's meant for you, will come to you,” Frost said.

In addition to Frost, another OHS athlete will also be attending Scottsdale Community College. Brayden Perry, senior, is committed to play soccer and is majoring in business and communications there next fall.

“I just thought going to a community college will save me money my frst two years, [then] get my associate's degree.” Perry said.

For some athletes, staying close to home is at the top of their checklist, but with that comes extensive research into what schools in the vicinity offer the academic program one is looking for.

“It's not always easy to just fnd a place. You have to make sure you know who you are talking to and make sure that's a school you want to go to, because if it's not, then you're not going to enjoy playing there,” Perry said.

One of the most important, and often overlooked aspects of deciding on a school is whether or not a person could see themselves living where their chosen school is.

“I really just wanted to

get a new environment. It snows there, so I thought just different seasons would be really cool and I really like small towns and Durango is a pretty small town so I really liked that aspect of it,” said Haley Stafford, senior.

Stafford will be playing division II soccer at Fort Lewis College and plans to major in business with a minor in photography.

“The college coach reached out to me and then we spoke on the phone and then I had a visit there. It was very quick and easy,” Stafford said.

Being able to fnd a school that not only piques one's interest, but also feels like home is a crucial deciding factor for many, especially when leaving their home state.

“I ended up taking an offcial visit. It’s super fun, they get to show off the campus, and then you’re kind of just left with the decision yourself. It’s about making the decision in your mind about whether you want to go there or not,” said Elijah Goodwin, senior.

For the majority of student-athletes, the quality of academics as well as the amount of opportunities presented, is the main reason

they choose a school to commit to.

“My deciding factor was mainly the future that it will give me. It’s one of the most prestigious schools out there and there's tons of opportunities that it gives me for my future and my life, and I get to do the thing that I love doing the most, which is throwing javelin,” Goodwin said.

Goodwin will be attending the United States Military Academy in Westpoint, New York, and competing in division I track with plans to major in foreign affairs, with hopes of working in counterintelligence for a government agency one day.

“ [The school] allows me to have that opportunity while also building a career and a successful future for myself,” Goodwin said.

Despite how diffcult and time-consuming the recruiting process may take, if an athlete truly loves their sport they will be willing to make numerous sacrifces in order to fulfll their dreams of playing at a collegiate level.

“If you’re really passionate about your sport, and you keep working at it, you’ll be able to fnd the right school for you,” Buman said.

PHOTO COURTESY OF DVUSD

OHS staff represents O’Connor well at the district offce, accepting the A+ award.

To pre-calc or not to pre-calc?

By GABRIEL de SOUZA Editor-in-Chief

Higher level math students have various course options, and with next year’s introduction of AP Precalculus, OHS will offer four Advanced Placement math classes, including AP Calculus AB, AP Calculus BC, AP Statistics, and AP Precalculus. Considering all options, some students are struggling to decide which course is right for them.

Even amongst math department teachers, the route to take in math is widely debated; some teachers at the school advocate for Precalculus as a crucial course to take for the vast majority of students, while others encourage certain excelling students to go straight to Calculus AB after their Algebra 3-4 honors course.

“I really am scared about students skipping Precalculus,” said Andrew Cardon, math department chair. “In very few instances do I think that it’s really a good idea. There’s so much to be gained from Precalculus—

it’s such a valuable class.”

Cardon and other teachers believe that Precalculus often acts as a connecting bridge between earlier math courses and Calculus, helping students prepare for the rigorous class.

“I’m not a big proponent of skipping Precalculus and jumping into Calculus. I think it’s something that will be more of a detriment,” said Brad Matson, math teacher. “There’s a lot of information that you learn in a Precalculus class that [a student has learned] in Algebra 3-4, Geometry, Algebra 1-2; [Precalculus] is a review of all of that, and they get the chance to actually learn it at a greater depth than what they did in [Algebra 3-4].”

Even from the student perspective, Precalculus can truly be a benefcial experience.

“I came from an Algebra 3-4 class where I feel like I didn’t really thrive and I got some pretty bad grades in there,” said Arturo Whipple, senior. “I needed that bridge to higher-level thinking to really understand

trigonometry and the unit circle. I defnitely needed Pre-Calc.”

Most teachers agree that Precalculus does a lot of good for students that need the extra help before moving on to even higher levels of math; however, disagreements start to occur when broaching the idea that many students can skip the class.

“Pre-Calc is needed for students that need a refresher or need more help to build that solid foundation before they move on to Calculus,” said Jeff Williams, math teacher. “You can’t come to Calculus and not be good at algebra and the unit circle, [but] if you are good, then what’s the point of going to Pre-Calc to do it again.”

With most of Precalculus being a review of previous courses, Williams makes the case for it being an unnecessary class for strong academic students, and that going straight into Calculus AB should be viewed as progressing, rather than skipping.

“Nobody’s shown me any difference between 3-4 honors and Pre-Calc other

than what I found to be three optional standards. 97% of the curriculum is exactly the same,” Williams said. “When we’re saying [students] are skipping, are they really ‘skipping,’ or are they just reinforcing [skills].”

The repetition of material from previous classes can lead some students stuck in a Precalculus class to feel unengaged, which cannot only cause distractions for other students, but it can also prevent the teacher from giving adequate attention to the students who actually need help.

“It takes away from the teacher’s opportunity to focus on every person who’s struggling. If you have somebody who doesn’t need any help, there’s no reason to have them in [that class],” Whipple said.

Previously a math teacher at Mountain Ridge High School, Williams explains that skipping Precalculus is quite common in most high schools.

Jump to page 13

Mr. Burton’s personal and chemical bonds

By RUTH MIOC Staf Writer

Jim Burton, an AP and honors chemistry teacher, is at the core of one of the most daunting classes at OHS, ready to quell the fears of students and provide them with a higher level of education. Having majored in biology with a minor in chemistry, as well as a masters in teaching at Cornell University, he prides himself on being able to share his knowledge and abilities with students successfully.

Due to his father being a math teacher and his mother being an elementary school teacher, going into education was always at the back of Burton’s mind. However, in his formative years, engineering was the most prominent prospective career.

But Burton’s aspirations soon shifted post high school after being exposed to different opportunities.

“I actually graduated and then deferred my admissions because I spent a year abroad in Sweden as an exchange student. Then when I came back to the states to go to school, I decided I didn’t really want to get into engineering. I thought I

would rather do something with a biology or chemistry base,” Burton said.

As a result of his experiences, Burton had a realization about his future while he was in college. His unique classes allowed him to connect with people on a more personal level, altering his priorities.

“I wanted something to do more with people and less with numbers. I really like the interaction of working with people and sharing what I know about science with somebody else and vice versa,” Burton said.

Ultimately, the catalyst that permanently changed his career path was a rare opportunity he was able to seize towards the end of his sophomore year of college.

“One of the programs I got wind of was the Carnegie Mellon Foundation. That foundation was looking for really good math and science teachers to get into public education at the time. They wanted to attract better educated people to the teaching profession... I got a job in one of the local New York schools and taught for three years. I decided I really enjoyed it and stuck with it,” Burton said.

Although he has been teaching at OHS for almost 13 years, Mr. Burton’s career has seen students across several states.

“I have been teaching for 32 years, and in those years my family has been slowly moving west. I taught in New York state for 9 years, then for 12 years in Cleveland, Ohio, and fnally I came here in 2011,” Burton said.

Formally teaching in states that may have had different standards for education, Mr. Burton has observed that the profciency of adolescents in one school is equivalent to another. Even with many various factors at play, he believes that his students will be successful at any place they choose to go.

“The students are the same no matter what. It doesn’t matter what state you’re from, the topics that I teach are all pretty much the same, but I think it has more to do with the state system and the requirements,” Burton said.

In the classroom, his enjoyment of chemistry is clearly incorporated into his lesson plan. Burton always makes an effort to show kids their potential or provide additional methods that assist in further understanding a

topic.

“I try to fnd ways to explain things in ways that [students] can relate to and make it more simple. Real life examples are often very helpful…Everything relates to chemistry,” Burton said.

For anyone on the fence about taking AP or honors chemistry, he advises students to stay on top of work and apply themselves. Education lies in the hands of the student along with the assistance of the teacher.

“Have confdence, but just realize you have to put the time in. You can’t wing it, if you try to wing it, you’re going to be in trouble,”

Burton said. “During the class just make sure your phones are away and you’re paying attention. That is the biggest factor, student’s attention and apathy when it comes to actually doing the work themselves.”

At the heart of Mr. Burton’s career is a passion for connecting with others. When students leave his class he would like to be remembered as a teacher that balanced friendly banter with quality instruction.

“Overall it is about just being fair, having good rapport with the kids, and having fun with what I do,” said Burton.

Jim Burton, chemistry teacher, assists a student with the AP Chemistry currciculum.

PHOTO BY RUTH MIOC

PHOTO BY VICTORIA KIROVA

Brad Matson (left) fexes that students should frst take Pre-Calc while Jeff Williams (right) frowns in disapproval.

Smells like OHS spirit; revival of student bands

By RUTH MIOC Staf Writer

The desire to experience music is the sole constant in the ever-changing nature of young people. The music scene has taken different forms throughout the decades: folk of the 60’s, hard rock and disco of the 70’s, punk and new wave of the 80’s, and grunge and R&B of the 90’s. In 2023, student artists are emerging again.

COVID-19 put a pause to live shows, but not the ability to create. Now that venues from house shows, to the Nile Theater, and even State Farm Stadium are beginning to open back up, a revival in music can be witnessed. The resurgence does not only apply to audience members. Teenage players are harkening back to sounds of the past while developing new music of their own.

“Being younger and making music makes it more prominent, especially to people that are older because they're like, oh this is really cool that these guys are making music that I like at the age that I liked that music,” said Brandon Loomis, junior.

What sets the current generation apart is the utilization of technology. Streaming services such as Spotify and Apple Music empower students to release original music anywhere.

“The whole music scene has changed so much. It's insane that music recording and production is so accessible, more than it ever has been before because like at my house, with just a laptop, a little interface, and keyboard you can create anything,” said Kenna Kelly, senior.

Musical collaborations are still prevalent, but the idea of a supergroup is more archaic. Artists can fuctuate between

working solo or merging with others. When bands are conceived, variations of style are unifed through chemistry.

“Most people would probably think it's just skill. But it's a lot more than that because someone could be really skillful but just not work well in a team. It's already pretty hard to fnd the skill you want and then it's a little bit harder to fnd that teamwork,” Loomis said.

An advantage of being young while constructing a song is the ability to not confne oneself to a single genre. Categories of music that are thought to juxtapose each other can be experimented with.

Jazz infuences may be incorporated into a metal song, evolving into a subgenre of progressive melodies.

“Guitarists I admire incorporate a lot of detail and passion into the music

part and not just focusing on lyrics. All of those guitar players are very expressive, they kind of sing with their guitars… One of my things now is every day I try and fnd one or two new musicians and get that into my system to get more ideas, more fexibility, more styles,” said Vyncent Van Atta, sophomore.

Students at OHS can take opportunities offered in the arts department to learn about the technique that goes into producing music. Understanding pitch, rhythm, and dynamics establishes a foundation and adds depth to songs.

“Taking the song structure that is used in Broadway infuences the song structure of the music I like to make because normal like pop music song structure is verse, chorus, verse, chorus, but in theater songs have more freedom of structure,” Kelly said.

Moving beyond the initial

creative process, one of the most vital aspects of music is experiencing it in the fesh.

“I think live music is how music was started for everyone. You didn't have recordings. That's the foundation of everything,” Kelly said.

Entire communities are built on a sense of love and appreciation for art. Adolescents can begin to foster a sense of identity.

“Whenever you go to a smaller show, you could really talk to anyone and the conversation will click because they already have so many similar interests to you,” Loomis said.

Music can be immensely personal to the listener. During a confusing period of life, a great deal of teenages covet the possibility of being seen and understood.

“Someone's song could mean something different to everyone there, but they share the experience of interpreting the songs differently together and I think that's pretty awesome about live music,” Kelly said.

Numerous people attend shows to simply have a good time. Smaller venues give players the skills to connect with the crowd, but it takes practice.

“It’s just interactive. It’s not really that much on the crowd because the crowds are there to have fun. It's more on the artists that are on stage and the showmanship of the people who are on stage to interact with the crowd and make sure everybody feels included in the show. Not just like they’re watching you perform, they want to be in on the performance,” Van Atta said.

Comparable to any endeavor, there are inevitable obstacles that come with taking action, especially when one is still in high

school. Logistically, there are factors that are not in the person’s control.

“Some challenges though, are you don't have the freedom that you want in everyday life… You can't go out to venues all night and obviously you’re not the one completely funding it. So you just kind of have to be aware of that,” Van Atta said.

A certain level of networking can resolve potential or arising issues. Previously formed relationships provide a secure position in the scene.

“You get to kind of know people in the scene and then they're your resources going forward. You have a guy who has a space here, then he has connections somewhere else and you just kind of build a little web of people who you know,” Van Atta said.

While many plan to continue music in the future, they maintain an unpretentious outlook. Enjoyment takes precedent.

“I don't want to be the cliche of, ‘I want to be a famous rock star.’ That's not what I'm trying to do, this is mainly for fun. I defnitely want to try to do this as long as I can. If it goes anywhere, that's cool and all. But if it doesn't, you don't have to freak out,” Loomis said. At its core, music is a manifestation of observing the human condition. Its profundity can be felt regardless of age.

“Music is such an interesting art of translating your own feelings into sound and then that can be distributed into other people's brains. That is so insane, I think that's what I love about it. The way it can convey feelings and life, it just spreads to everything. I don't need to worry about the future of music because there's always sounds,” Kelly said.

Jumped from page 12: Pre-calc or calculus

“I would be really nervous if this was my idea, but it’s not. I did it for 18 years, the East Valley does it, [too]. I’m not nervous because this is what should be done because this is what other schools do,” Williams said.

With OHS previously being an outlier by not encouraging students to jump over Precalculus, Williams is passionate about the need for change and that not encouraging students to jump to Calculus can harm them in the long run.

“[OHS students] are either not good enough, and we shouldn’t [allow them to] skip, or we’re not [allowing them to skip] and we’re doing them a disservice,” Williams said. “You can’t be in the middle; you either have

to say that our kids aren’t as intelligent and not as good in math, or they are and we’re doing them a disservice…in my opinion.”

On the contrary, many other teachers feel that OHS should not idolize and imitate other schools for practices that may not actually be benefcial to all students.

“Sometimes I think schools do things to make the school look good, to make it to where they have a high number of Calculus students. Not necessarily is that the best interest of the students. If a kid is in a Calculus class and they don’t know what’s going on, that’s not going to do the students any favors,” Cardon said.

In past years, OHS has offered an accelerated math

class that was a hybrid between Precalculus and Calculus A.

“I really like[d] the semester one Precalculus, semester two Calculus class. I still think we should [still] have it,” Matson said.

Although Matson, who taught the hybrid course, believes that the course was a good alternative to a typical Precalculus class, others in the math department felt that it produced chaos down the line in the class that followed it, Calculus BC.

“When I got here, half the kids [in my Calculus BC class] were those hybrid kids that only got a little fraction of calculus, and the other half were the kids that came from Calculus [AB],” Williams said. “I had to teach that

class [at the level of] the lowest person. They weren’t low because they didn’t know how to do it, it was because they hadn’t seen any of that stuff yet.”

Although other math teachers do not agree with jumping over Precalculus, they do recognize the need to help students advance with the subject.

“As opposed to skipping Precalculus, the better option would be to take [an earlier] math class during the summer,” Cardon said. “The best math class to take over the summer is Geometry, it’s the best to learn on your own.”

For any student contemplating skipping Precalculus or any other course, both Cardon and

Williams encourage them to discuss things with their current math teacher or go talk to them personally in rooms 605 (Cardon) and 155 (Williams).

“Talk to me, come see me,” Cardon said. “I have been teaching classes at this school forever and I’ve taught just about every class that there is. I know what’s needed to get to the next level.”

Ultimately, it is a positive thing that more and more students are choosing to take rigorous courses, whether it be Precalculus or Calculus.

“Math is solving problems and thinking logically. I think it’s extremely important to have that skill—whether it’s math or dealing with everyday issues,” Matson said.

Band members Brandon Loomis (left), junior, and Phoenix Wilcox (right), junior, perform the national anthem at the assembly.

PHOTO COURTESY JAYA AMOAKO-AGYEI

Opinions

For the people. By the people. We the people…?

By SAMANTHA SHARLOT News Editor

For the people. By the people. We the people.

The United States of America is built on the notion of representation and founded on the ideal that even the smallest voices, whether that be a young colonist or a student in the 21st century, can move mountains.

As The United States has progressed, that doctrine has become all the more relevant, whether that was depicted in the 15th amendment (allowing African-Americans to vote), the 19th amendment (allowing women to vote), or the 26th amendment (allowing people at the age of 18 and above to vote).

Voting is the driving factor behind not only America’s progressive history, but a major force in transforming the 13 colonies into a global powerhouse.

Voting is the cornerstone

of America’s democracy and needs to be utilized at every level. Within Sandra Day O’Connor High School, out of the 2560 students, only 1.5 percent, forty students, get a voice.

Within OHS’s Student Government, the general student population only gets to vote on two representatives elected into offce. However, this election has no platform for voters to know who is qualifed. There are no speeches or debates, and students’ only voting opportunity at school is infuenced by popularity and creatively-decorated posters. Additionally, in terms of leadership roles, that 1.5 percent of the student population gets full authority to decide who gets elected into class positions roles (Class President, Vice President, Secretary, and Treasurer).

Not to mention, the more generalized titles (Student Body President, Vice President, Public Relations,

etc) that include the term, “Student Body,” are also only decided by the forty students within Student Government, despite the student body not ever actually getting a say on who is elected into them.

These titles mean much more than a box checked on a college application. These offcer roles are flled by the people who plan proms, homecomings, Friday night football games, and every spirit week seen across campus. Ultimately, they plan the events instrumental to students’ high school experience.

A student’s work ethic is essential to success in any student-led program, and the young people attending OHS are not blind to that. Students are fully capable of being able to vote based on qualifcations and merit, and it is a shame they are treated as though they are not educated enough to make that decision.

The purpose of Student

Government is to represent the people of OHS, from the quietest voice to the loudest force on campus including every athlete, thespian, club participant, and musicallyinclined individual. Every student should get a say on who is planning the key events high school kids experience, but more importantly, they should have a say on who represents them.

Additionally, not pushing students to participate in public elections discourage young people from taking part in real-world political races. Not allowing students to vote pushes the mindset that voting really is not necessary at all. According to a report done by CIRCLE (Center for Information and Research on Civic Learning and Engagement), the National Youth Turnout for voting in 2022 was only 23%, and the only way to increase that number is by insisting that voting is a necessary civic duty everyone eligible

must take part in.

If OHS’s students are not qualifed enough to vote on who paints their posters and plans their proms, what would make them think their vote matters in reallife elections for their next governor, senator, or even president of The United States? Voting must be promoted as a necessary civic duty, or else young people will not be motivated to take part in it.

Voting for an offce in Student Government is so much more than a simple ballot casted. It is more than having a say in who plans your high school experience.It is about having a voice in who represents the students, no matter the circumstance; therefore, for Student Government to truly represent the young people of OHS, every indivdual’s voice must be included within school elections, and students must advocate for their voices to be heard.

Disney live actions—magical or terrible?

By AMBER HAYDEN Staf Writer

Whenever a classic story is set to be remade, there is always some resistance against it. People tend to be hesitant to see these flms in theaters because they worry it will be a disgrace to the classic. Luckily, the elements of the movie and their execution can hint if the adaptation is actually worth it or just a money grab.

Many individual factors go into any flm’s success, and the most vital aspect by far, whether it is a remake or original, is the acting that brings both the characters

and story to life. One such flm that excellently demonstrates this is the liveaction ‘Beauty and the Beast’ starring Emma Watson.

Emma was an excellent choice to play Belle, especially in the scenes portraying Belle’s love for books. From her love for her father to the spectacle when the beast presents to her all the books in the castle.

Emma Watson did an excellent job showcasing Belle’s entire range of emotions, from bravely volunteering to take her father’s place, to falling in love with the beast. Just like in the animated version, their relationship slowly

builds from her hating him for everything he took from her to slowly starting to see a new side to him. The two are the epitome of the perfect enemies to lovers relationship.

Not only were the actors spectacular, but the special effects also had their moment, specifcally in the famous song ‘Be Our Guest. In the animated flm, this scene was stunning, but it could have gone very badly in this liveaction format, but thankfully Disney did it right.

While some scenes did these special effects adequately, other parts did not do the original the justice it deserved. In the animation the beast was

super-expressive, but much to the fans’ disappointment, the live-action beast just did not emote the same way. Thankfully this did not drag down the entire flm, but for others like ‘The Lion King’, this was not the case.

Even though this is referred to as a live-action flm, it is only produced to appear realistic. The issue surrounding ‘The Lion King’ is all of the characters are animals, most prominently lions, but since this is a liveaction and they can not use real lions they had to resort to CGI.

The lions look just like how real ones would look in the wild, but in this effort to look realistic, which albeit worked, the characters could not emote like they did in the original. This flm was terrible on so many levels and was simply a waste of everyone’s time and money.

Not only was the complete loss of emotion a downer, this flm also added nothing new to the plot. Aside from a sparse added line here and there, this live-action was essentially a copied version of the original animated flm, down to the smallest detail. They did not even bother to maintain the quality of the well-loved original, leaving everyone asking what the point was.

‘The Lion King’ live action

did not have any real reason for existing, but thankfully Disney seems to have learned their lesson since then with ‘Mulan.’ ‘Mulan’ respects the original story while making clever changes that not only work but add to the soul of the flm.

Where ‘The Lion King’ failed, ‘Mulan’ rose like a phoenix from the ashes. Animated ‘Mulan’ relied on an animal sidekick named Mushu, who supposedly offered assistance throughout the flm, but realistically he just dragged her down. Instead of using CGI to create a dragon, they opted to change it to a phoenix that does not talk but acts as an inspiration to Mulan throughout the movie. In the original, Mulan relied on Mushu and the various other male characters too much, but in the live-action Mulan fnally fnds her power.

‘Mulan’ strategically changes small moments making her character stronger from the decisions she made, tying the story up better than in the original.

Arts and Entertainment

Shadow and Bone brings hope to the dark

By AMBER HAYDEN Arts & Entertainment Editor

After nearly two years since the frst season of “Shadow and Bone” premiered, fans have fnally received the longawaited season two. The last season left beloved characters in tough situations, and after many months of wondering what will become of them, answers have arrived.

“Shadow and Bone” tackles many intricate plot lines between the Sun Summoner’s battle with the antagonist, the Darkling, to everyone’s favorite Crows trying to get themselves out of trouble for crimes they did not commit, with the characters making these elements even more incredible.

One of the merits from the frst season was all the changes to Alina’s character, played by Jessie Mei Li. Prior to this adaptation, Alina was not a fghter, and really was not anything special. Alina Starkov from the show on the other hand, is ready to fght back and will not stop until she succeeds.

Whether it is just the experience of seeing events unfold on screen, or it is simply more intense than the books, one thing is made clear.

This new Alina Starkov is the only one who has both the power and the drive to stop the Darkling, played by Ben Barnes, and his monsters.

Through the abomination of Merzost, the Darkling created a series of shadow monsters always by his side, and a team of magical followers, Grisha, who are loyal to him. The Grisha have more power than average, thanks to amplifers, so no matter how powerful Alina becomes, the Darkling remains a formidable foe. Luckily, this season Alina teamed up with equally powerful allies.

Alina needs the help, but she is still dealing with the fallout and betrayals from last season, which leads to her initial lack of trust when she meets the character Nikoli played by Patrick Gibson, but as he points out she could not have done it alone.

Though he is a new character this season, he is quick to become a fan favorite with his loveable nature, intelligence, and his tendency to light up every scene he is in. They start to form an easy alliance when he helps Alina work toward her goals. Any scene they have together is an absolute gem, and through the plot

of a fake marriage proposal, Alina and Nikolai have more chemistry than she and Mal ever will.

As for returning allies, the crows make an epic comeback to Alina’s side of the story, away from their adventures in Ketterdam, thanks to their connection to Nikolai. After several neardeath experiences, everyone’s favorite cast of characters are sent on a dangerous mission that only they can pull off.

Kaz has always been a compelling character, but lovers of the “Six of Crows” duology written by Leigh Bardugo, might have noticed a lack of his character in the frst season, but thankfully it has been remedied. With the plot against Pekka Rollins and a mission for the Sun Summoner, Kaz’s heist skills are brilliantly illustrated..

This season dived deep into Brekker’s past, explaining why he hates Pekka Rollins so much, and showing his trauma through the clever use of triggered fashbacks. Going into the season, it may have been a concern if the show would shy away from the sensitive topic, but they did a fantastic job of showing why Kaz is the way he is.

His past is likely the main reason why Kaz is so good at

scheming, and while Inej and Jesper are valuable assets to the team, they are benefcial in different ways. Everyone delves into their roles; from Inej following in the shadows, to Nina pretending to be Kaz’s wife, to Jesper and Wylan shopping for explosives. From unexpected issues with the heist, to Alina’s problems on her way to the ever-approaching battle against the Darkling, the last few episodes of the season are flled with action and loveable

character interactions pulling them through. After a season full of tension and preparation, Alina and Mal fnally come face to face with their ultimate nemesis, though it is not in the way they expected. The battle scene gives everything it needs to, from Alina’s unrelenting drive to stop Kirigan no matter the consequences, to Mal bringing in the hardcut emotion laying behind the scene.

Continue reading at thetalonohs.com

The Last of Us: just the beginning

By KAITLYN SMITTEN Sports Editor

Making its debut on Jan. 15, 2023, the new hit HBO show, “The Last of Us,” amazed fans worldwide. The series revolves around a fungal virus outbreak, which turns most of this dystopian society into zombies.

Much like the ever-so-real COVID-19, the virus in the series is easily contracted and spread among thousands of people, creating a sense of deja-vu for viewers.

Based on the original video game, “The Last of Us,” many fans were skeptical about how the adaptation would turn out. The show follows the game to near perfection, making it one of the few fan-favorite adaptations.

There are a vast number of scenes in the series that come directly from the video game, staying true to the storyline’s roots.

Filled with girl power and gore, “The Last of Us” almost perfectly depicts a

post-apocalyptic United States ravaged by a zombifed population paired with exceptional cinematography.

Throughout the series, the viewers follow the journey of 14-year-old Ellie Williams, played by Bella Ramsey, and her quest to become the “saviour” of this wretched disease. Accompanying her is 50-year-old construction worker Joel Miller, played by Pedro Pascal.

Joel is assigned the duty of transporting Ellie across the country in order to help end the gruesome and infectious pandemic. Throughout the journey, Joel and Ellie become inseparable, displaying that family does not always need to be blood-related.

Ellie is chosen because of her mysterious immunity to the virus, setting her apart from other characters and further making her a determined and charismatic female lead. Williams offers bits of comedic relief throughout the show while also staying true to her mission, occasionally lightening the mood and

relieving tension between characters.

The series also contains exceptional acting from every participant, making the show come alive as it comes to the screen.

“The Last of Us” is a perfect balance of jump scares and heart-wrenching moments, making the characters more relatable, but also continuing the fantasy aspects.

Unlike many other shows, “The Last of Us” focuses mostly on character development and storytelling instead of action-packed explosive scenes. Throughout the series, viewers get a unique glimpse into the evergrowing relationship between Joel and Ellie as they road trip across the country. Zombies happen to be more of a side plot than the main focus, separating the show from a traditional zombiedriven piece.

The series is, however, also flled with a relatively heavy amount of blood and gore, but not an overwhelming amount that takes away from the show’s real purpose.

Most of the violence depicted in the show is fller to help develop characters and teach them valuable life lessons. Through trial and triumph, every character learns a new skill or perspective on life, making every episode inspirational to viewers of any age. The inclusion of a vast amount of personality types, and even beliefs, makes the

show well, the show. Without the constant butting of heads and new insight, there would be no lessons learned.

From family ties to torture, the series keeps viewers on the edge of their seats, making it safe to say that this new hit show will continue to uphold HBO’s phenomenal reputation when it comes to writing and producing dramas.

Murder Mystery 2 brings chaos and laughs

By AMBER HAYDEN Arts & Entertainment Editor

Nearly four years after the frst installment, the popular crime fghting duo have made their grand return to the stage. With added chemistry between the entire cast, more jokes, and an overall better plot, Murder Mystery 2 exceeds the frst in more ways than one.

Following their success in the previous flm, Audrey Spitz, played by Jennifer Aniston, and Nick Spitz, played by Adam Sandler, attempt to make a name for themselves, but in typical Spitz fashion, nothing goes as planned.

After several troubling years of trying and failing to make the whole detective gig work out, the couple receives the opportunity of a lifetime.

After nearly being sent to prison in the last movie for a crime they did not commit, the two of them try to go on vacation again.

Surrounded yet again by riches, courtesy of their billionaire friends, the Spitzes attend an extravagant wedding only for the festivities to be placed on hold because of a kidnapping.

In the prior flm, the couple was painted as the killers, but the rationale for this accusation was fimsy. This time around, everyone has a suitable motive, including the two leads, Nick and Audrey.

While they try to clear their names, the duo inevitably fnd themselves in a multitude of action scenes, something majorly lacking from the frst flm. Though many are unrealistic, the flm is not really about realism, it is about the humor.

In the previous movie, the attempted jokes were not funny except for one scene in the beginning with the knife.

After the unanticipated murder, none of them had any clue what to do and in their confusion they kept removing and reinserting the weapon which anyone who knows anything about murder mysteries knows you should never do. However in the sequel, both the writers and cast seem to fnd the balance between comedy and storyline.

Murder Mystery 2 brilliantly showcases the chemistry between Jennifer Aniston and Adam Sandler, which was essentially nonexistent in the previous

flm. This movie was all worth it for the wave of romantic moments it has in store.

Not only that, but the two also prove themselves to not only be a believable couple, but also a lovable, and above all, entertaining one. Their interactions are flled with married couple humor which was disappointingly missing from the frst. All the while, the duo worked together to solve the mystery of who kidnapped their friend.

Similarly to its predecessor, the story is complex with several different threads leading the audience on a thrilling ride. The story keeps the audience on their toes, never really knowing who did it and just when they think they have fgured it out, a twist comes into play.

With all that was going on, there was always the possibility things could have gone south, namely, they might have been too convoluted, making it diffcult to understand how things developed, but thankfully that was not the case. Instead they not only added to the quality of the plot, but they also kept events entertaining throughout.

Jennifer Aniston and

Sandler’s acting during the scenes where they discover new clues showcased their fabulous acting and chemistry. Together the two of them leave people

wondering how the world’s two most amateur detectives continuously manage to solve high-profle cases, but maybe that is just the magic of the series.

Daisy Jones and the Six : window to the 70’s

By RUTH MIOC Staf Writer

The Amazon Prime Video mini-series “Daisy Jones & the Six,” based on the novel of the same name by Taylor Jenkins-Reid, tells the tale of a fctional band’s ascension to fame and ultimate downfall in the 1970’s. Through original music, a talented cast, and distinct outfts, it is an enjoyable watch. However, any central message it attempts to get across is lost in a daze of romanticization and sun-soaked lighting.

Both the show and book follow an oral history format. The show has established itself among other nostalgic depictions of early 60’s and 70’s Los Angeles, such as the movie “Almost Famous.”

Taylor Jenkins-Reid’s main inspiration was the soft rock band Fleetwood Mac. Dynamics between characters like Daisy Jones, played by Riley Keough, and Billy Dunne, played by Sam Clafin, mirror the tumultuous yet passionate relationship of Fleetwood Mac’s Stevie Nicks and Lindsay Buckingham. Even British keyboardist Karen Sirko, played by Suki Waterhouse, is a nod to Christine McVie.

The fascinating aspect of Daisy Jones and the Six that translated well on screen is the nature of human storytelling

and unreliable narration. Each band member recounts their own experiences, which at times confict. Due to a mix of scenes akin to documentary interviews and lengthy fashbacks, the audience is able to see “what really happened.” Familiarity with the book adds depth to the screenplay. To illustrate, Daisy’s iconic declaration, “I had absolutely no interest in being somebody else’s muse. I am not a muse. I am the somebody,” is more of a plea to be believed in the show, not a manifesto.

Additional examples involve Camila, beloved wife of Billy, played by Camila Morrone, powerfully setting Billy straight or Billy and Daisy sharing several kisses. A corresponding scene occurs between Camila and Billy in the series but fans were furious when some particularly searing lines were cut or the fact that Daisy and Billy’s relationship was not strictly emotional. A few fans believed these were integral aspects of their personalities. In actuality, that is what makes it believable. The characters are being interviewed 20 years later, each adding comebacks that they wish were said or not revealing certain memories. Eventually, the line between personal recollection and partial truth is blurred. It is an extremely common

phenomena.

Daisy Jones is the designated female lead and free spirit archetype. She grows up rich, yet unloved. Daisy enters the music scene on the Sunset Strip as a doeeyed teenager equipped with a signature red songwriting journal, afghan coat, and fowy blouses. She fnds a best friend in queer disco singer Simone Jackson, played by Nabiyah Be. The golden thread that sews Daisy and “The Six” together is legendary producer and consequent father fgure Teddy Price, played by Tom Wright. While Daisy is undeniably talented and not quite a manic pixie dream girl, she does not possess a true sense of agency. Towards the fnal episodes, her actions are based on the men around her.

Daisy Jones and The Six attempts to exhibit the seedy underbelly of the 70’s through the constantly overdosed state of Daisy and Billy. Regrettably, it alludes to serious topics but sanitizes them by lacking nuance. The original bassist Chuck Loving simply becomes a dentist. In the novel he dies after being deployed in the highly protested Vietnam War. The show still chooses to call the band “The Six” even though there are only fve members, lazily implying that the sixth member is Camila due to

her large role as the band’s photographer. The most deplorable choice the writers make is glossing over Daisy’s sexual assault at the hands of a musician. There was a missed opportunity to make a comment on the problematic nature of groupie culture, instead it blames a part of Daisy’s insecurities on her parents and reiterates that she is not a muse.

The music of Daisy Jones and The Six breathes life into the show. Aurora, the album the band collaborates on, pays homage but cannot even begin to compete with Fleetwood Mac’s acclaimed album “Rumors.” As it happens, both albums were recorded in the renowned recording studio Sound City. Astonishingly, each of the actors are actually playing their instruments. Prior to

shooting, they participated in a six-month long band camp. Despite being the grand-daughter of Elvis, Keough had never publicly sung before her role and took voice lessons along with Clafin. The most exceptional songs on the album include “The River,” “Look At Us Now (Honeycomb),” “Two Against Three,” and “Let Me Down Easy.” “The River” is undoubtedly the best track as it encapsulates a classic rock sound without an obvious modernized interpretation. Pieces like “Two Against Three” also allow the album to be composed of tender acoustic ballads.

Jump to page 20

Adam

PHOTO COURTESY OF MYCAST.IO

PHOTO COURTESY OF EONLINE.COM

Sports

OHS baseball’s living and lasting legacy

By TRUE VAN DYKE Features Editor

Varsity:

With an extensive history and foundation set for the program, OHS baseball is moving through their season with clear success and intricate unity.

While leadership is at the core of their annual reign of success, it is clear that each of their individual characters infuence the team’s outcome on the feld.

“We have pretty high standards, and luckily we’ve got some good players come through here; so some of the standard is set by the players that have come through and guys want to be as good as some of the players they’ve heard of, or looked up to when they were kids,” said Jeff Baumgartner, head varsity coach.

The winning past of the program is a clear motivator for future generations to join OHS’s baseball, and a visual tribute to their success.

“We have a really great program; in the past we’ve had really good players, like Nolan Gorman, he’s in the MLB now, and we just have a really good background and history, and I think we’re continuing that with the group of kids right now,” said Nathan Bayus, junior.

With high expectations and standards, the team continues to fall back onto what they know makes OHS baseball special, regardless of the players that pass through the program.

“This season it’s still a lot of work, we think cause we got a lot of guys back from last year, that we can just kinda show up and it’ll all just kind of work itself out, but we forget that what

makes us good is that we out work our opponents, and we’re just tougher, and more competitive,” Baumgartner said.

With work ethic built into their practices, games, and training, OHS players never fail to realize that they are nothing without being united together.

“It’s a very mental game, and you got to be more of a team than other sports, and you just got to work together, and know how everyone moves, know all their routines,” Bayus said.

Currently holding a record of 11 and 7, it is clear OHS baseball is living up to their legacy, and continues to make an impression on others within the region.

“There’s a team standard of being able to compete at the highest level, and be able to work to be a top ten, top fve team in the state,” Baumgartner said.

JV:

Set up with goals of success in mind, JV is not making any less of an impact on OHS baseball’s reputation.

“I think it’s a really solid program, it’s defnitely one of the top programs in the state, and I think we defnitely have good morals and good character, and Baum defnitely teaches us the right things,” said Cody Stoller, sophomore.

With every triumphant team, good leadership is necessary to set the standard in motion for each and every player.

“First thing that we try to do is to be a servant leader; so I’m here on the feld more than most people, I’m not afraid to be the one that pulls the drag for the guys, I’m not afraid to be the one that throws batting practice

or runs around and helps guys with drills; for the most part we have coaches that are willing to be here for extra work,” Baumgartner said.

With such an intricate sport as baseball, it takes players that are willing to go the extra mile for the beneft of the team in order to have a positive outcome.

“It’s defnitely different than other sports because it is slower paced, but it’s defnitely one of the hardest sports, because it takes certain skills to be good at baseball, that not any athlete could just do,” Stoller said.

Even with the success of their season, losing nearly none, it is collectively known their true legacy falls back on how they each represent their program as a whole.

“Knowing that we represent O’Connor as a school when

we’re off the feld, so making sure that we’re always acting with good character and good integrity, because we know that if we do make a bad character, that that’s going to refect on the O’Connor baseball reputation,” Stoller said.

Freshmen:

From starting off slow, to making an epic comeback, the freshman baseball team has gone through it all together, holding on to their team chemistry and individual integrity.

“This season we’ve been overcoming adversity, a lot,” said Logan Liebeck, freshman.

The name of OHS’s baseball is nothing if not for the players that represent it, and have to be willing to put 100% of their effort into the game no matter what.

“No matter what, I try to keep everyone in the game, because it’s easy to get out when you’re down and losing,” Liebeck said.

With leaders to build up their teammates, and coaches to carry them forward in their future baseball careers at OHS, it is clear the program is built upon sending the players forward with much more than just a successful record.

“I’m most proud of the players that go off and end up being good citizens; maybe it’s not baseball they’re passionate about, but they pursue their other passions with the same kind of competitiveness that they learn from baseball. So just [for] the guys to be able to apply their baseball skills out into the real world,” Baumgartner said.

OHS softball rallies to the top five

By KAITLYN SMITTEN Sports Editor

Varsity:

OHS softball has struck again going 14-4 as of May 5th. Despite losing a lot of key players from last year, the OHS varsity softball team has stepped up and fulflled its reputation as one of the best programs in the state.

The varsity team is spread out equally amongst grades, including fve freshmen, four sophomores, four juniors, and four seniors, allowing everyone to take responsibility as a leader.

“This year we’ve had a

more shared leadership role, as everyone is held responsible and accountable but also has a voice. Our chemistry is a lot better this year than it was last year,” said Charleigh Schuettler, sophomore.

Despite only being a sophomore, Schuettler is one of the many mentors on the team, constantly picking up her teammates and holding herself and others accountable.

“I lead with my energy and presence. I’m always talking. I’m always keeping my pitcher focused and positive and always communicating where the next play is, where

the runner is at, [and] all of that on defense,” Schuettler said.

A connected team is a winning team, and the OHS varsity softball team is doing all that they can to ensure continuous team chemistry.

“We always come together on a weekend and eat together and then just have a fun activity to do to build some team bonding,” said Araeya Cosay, senior.

“During practice, we all tell each other our goals for practice or game. We also say one good thing after a game that someone did.”

The team itself is closer

than ever, which directly impacts their production on the feld.

“I think our chemistry is really good in we all know each other on a personal level. We’re all best friends. It’s like a family and so it translates onto the feld as with our communication and with our ability to trust each other,” Schuettler said.

Prior to the start of their season, the varsity team had a year-long power training class which helped bring all of the girls closer together.

“Being together all the time, we kind of learn how each other play,” said Sydnee

Williams, freshman. “We’ve all kind of just been getting closer, like that sisterhood.” Even though the team has phenomenal chemistry, skill still plays a part in their performances. Jump to page 20

PHOTO COURTESY OF MELANIE LEE

OHS baseball celebrates a successful run.

Track successfully triumphs with rising talent

By TRUE VAN DYKE Features Editor

OHS track continues to break school records, set ambitious goals, and expand the ever-growing and wellaccomplished program. As the largest sports program at OHS, there is no shortage of impressive studentathletes and rising talent, all supported by a group of dedicated coaches.

With over 240 students doing the sport, and ten different coaches, the team has to be a well-oiled machine of support, motivation, and constructive criticism in order to help the program as a whole.

“We just don’t treat it as an individual sport; we’re a team sport. Even though there are individual accomplishments, we try to get our kids to understand that even if you win, but no one else wins, we ain’t gonna win,” said Eric Bolus, head coach.

With several different events and heats of competition, it is easy to get caught up in the individual numbers, separated lanes, and personal records, but track is nothing if not one large community in itself.

“It’s just you versus timers and heights mainly, but then it’s also fun because you still get the team environment,” said Jarom Lewis, junior pole vaulter.

The race against every athlete and themselves is a

unique aspect of track that can be daunting, requiring integrity and strength to push through.

“It’s mostly a mental battle, so it’s defnitely harder to be like ‘I’m racing myself’ than seeing something visible,” said Cara Davidson, sophomore sprinter.

The team is not complete without every coach and student giving as much dedication and focus on collective goals, something OHS confdently does not lack.

“The coaches are pretty cool, they are one of the nicest [group of] people. All of them are nice, they all care, even though there’s like 20 kids that they have to coach, they care about you

individually,” said Joshua Bacon, senior jumper.

A good coach pushes an athlete’s limits as much as they reward their accomplishments; something that runs deep in the well credited core of track coaching.

“We don’t focus on time and distance and how far they throw or jump, but we look for effort, and if we see great effort, we celebrate it, but if we don’t see great effort, we get after them a little bit,” Bolus said.

Ambitious goals and determination are nothing without accountability. The coaches at OHS have made a point of pushing each and every student to their individual capacities,

personalizing their goal points and improvements throughout the season.

“I’m hoping to get 15’ft [on pole vault] by the end of the season, which would be a new junior record, and a new school record as well, so we have a couple guys trying to get the school record this year,” Lewis said.

For some student athletes, they already have the successful results of supportive coaching, impressive tenacity, and raw talent under their belt this track season.

“Right now I hold the current school record for the four by four with the twins, Olivia and Ellie, and then Kendal Kittleson, so I’m proud of that,” Davidson said.

Success is not without challenges, every competitor on the team is able to attest to the long meet days, consistent practices, and many failures before reward that have to happen frst.

“The best part is the people, and the worst part is the bruises,” Bacon said. .

Regardless of the numerous personal records broken, and bruises formed, OHS track continues to show its team spirit and praise for one another’s accomplishments.

“Our kids have done a great job of competing at their highest level, and then when they’re done, becoming great cheerleaders for their teammates,” Bolus said.

With internal competition rumbling throughout the season, and hundreds of students battling to do their utter best within the sport, the OHS track team, with talented athletes and successful coaches, rightfully earned a respected name throughout their division.

“We have kids that have never done a sport before ever in their life, and we celebrate as they improve, we have kids that have the opportunity to win state championships, and we celebrate when they improve; getting everybody to compete at their highest level, get everybody to give their greatest effort, [all] with the understanding that everybody has different goals in mind,” Bolus said.

Tennis improves and progresses with camaraderie

By GABRIEL de SOUZA Editor-in-Chief

Girls:

With the tennis season coming to a close, the girls varsity team improved on last year’s 4-10 record, going 6-8 this season. Although they did not make it to the state championship this year, changes on the team have allowed them to develop their skills and techniques.

“It’s been good, we’re defnitely doing better than last year,” said Allie Gardiner, senior. “We do a lot more practices. We did practices over spring break, which we didn't do last year.”

Not only has the increased frequency of practices improved their skills, but the team’s connectedness has also strengthened.

“The team is really wellconnected now, we have really good team camaraderie,” Gardiner said. “Practices are a lot more fun.”

Despite the individual nature of tennis, knowing one’s teammates and having a united team can ultimately lead to success.

“Tennis can be a little bit lonely, because it’s a solo sport, but when you

have teammates rooting you on, then you have more motivation to win,” Gardiner said.

Another aspect of tennis matches are doubles, where teams of two players go against each other. Being familiar and friendly with each member of the team is crucial in case doubles partners unexpectedly change.

“I think it’s especially important for doubles partners. It’s just you two on the court and you have to trust each other,” said Emily Smitten, sophomore. “Sometimes doubles partners shift, so you have to trust that people will be able to get their shots in, and you have to have good enough chemistry with them so you’re not yelling at each other when you miss a shot.”

Boys:

Similar to the girls team, boys tennis has been able to successfully conquer the season. Looking back on a time flled with the creation of new friendships and enhancement of athletic skills, the players are proud of all they have accomplished. Their primary goal of advancement in the sport led

them to ensure their triumph through the implementation of extra practices.

“To improve, we’ve started taking a power training class for tennis,” said Logan Valus, junior.

Overall, the coaches have allowed players to receive a benefcial space to train, with

the vision of development for the future in mind.

“It’s actually pretty good. They give you a good environment to play in. They also teach you a lot of things and you can develop on that in the future,” said Rishi Kumar, freshman. With improvement, comes

progression. As some players have strengthened their skills this season, they have moved up the ranks.

“I’ve been actually performing really good. As a frst year, I’ve been in JV, and then at the end I became varsity. You just have to practice a lot,” Kumar said.

PHOTO BY TRUE VAN DYKE

OHS student athlete leaps for success during the high jump event.

PHOTO BY KAITLYN SMITTEN

Sanjana Kumar, senior, confdently serves the ball during a match against Chaparral High School.

Back-to-back beach volleyball state champs

By RUTH MIOC Staf Writer

Varsity:

As one of the top performing sports at OHS, the beach volleyball team has sustained their excellence by being able to adapt to many changes.

The OHS beach volleyball team has had a streak of highly successful seasons. This year was no different as they stayed undefeated the entire season and won Division 1 State Championships, securing their position as the top team in the state. They possess all the characteristics of an effective group: willingness to embrace pressure and being able to hold each other accountable.

“I think because we lost so many seniors last year, the new combinations for teams are newer to all of us. Finding newer partners has been really fun to just see the chemistry,” said Katie Lambeth, junior.

When athletes form strong bonds, it can foster greatness. A united team pulls together rather than tear apart, giving way to a healthy culture.

“I’ve learned that the more I love my team and who I’m playing with, the better I play and the more passion I have, the better my performance

is,” said Piper Rama, junior.

Players are not the only factor when it comes to a team’s success. Quality coaches are a valuable part of the team as well. They go beyond training to show students their capabilities.

“I think our coaches have props because she gets everybody really excited about it even in the winter time, ramping up into the season and just wanting to include as many people as we can,” Lambeth said.

As the season carries on, it can be diffcult to sustain motivation. A unique mindset, as well as talent and hard work, is required to persevere on tougher days.

“I actually love losing because it is the biggest motivator. If someone destroyed or beat[s] me really badly, I’ll make sure that never happens again,” Le Blanc said.

JV:

The JV beach volleyball team has put an immense amount of effort into reaching levels of excellence that their varsity counterparts achieve. Each season brings a multitude of newcomers, making it vital to connect not only on the court, but off it, too.

“The advice I probably apply most is getting to know the girls so it’s more like a

family, not just a team,” said Jenna Gaines, freshman.

As the team develops bonds, they also adjust to their wide variety of abilities. Before high school, many of the players participated in club volleyball, sometimes making it diffcult to adapt to the new coaching style and teammates.

“The range of skill changes because club is usually all the same skill, but in high school it’s all different so it’s nice to get help, help girls out, and teach them new things that they may not know,” Gaines said.

When it comes to reaching the most active part of the

season, the girls can begin to learn outside the team. It is essential to hone skills during practice, but there are some lessons you can only acquire on the court.

“During a game a team may beat us, but we can take aspects from their game and apply it to our own and learn from them. If you learn from someone who’s better than you, then it can make you better in the same levels,” said Addie Eggebrecht, freshman.

During practice it can be easy to fall into the mindset that only promotes physical strength. It is incredibly important for players to work

on both physical and mental power, introducing the concept of mind over matter.

“In games, they tell you to be smart. It doesn’t matter who’s taller or who’s more powerful than you, because if you’re the smarter player, then you’ll win,” Eggebrecht said.

The overall lesson players learn in their formative years is that the way one acts in one aspect of their life blends into others.

“You need to give 100% and I use that even with school and everything else. I don’t half [do] anything, it’s more you’re all in or nothing,” said Eggebrecht.

OHS Boys volleyball serves success

By VICTORIA KIROVA Copy Chief

A loyal fan base and a group of passionate players demonstrates some of the key characteristics OHS boys volleyball yields for a victorious season.

Through challenges, this famous team has been able to persevere, working to live up to the expectations that such a dedicated group strives for.

“Season was fun; it’s a grind. We lost like 11 seniors so we’re just trying to get back to where we were last year and just keep improving,” said Noah Kaoni, sophomore.

With their sights set on staying at the top, OHS volleyball has found that quickly by persisting through the hardships, battling against adversity and focusing on game enhancement has been benefcial.

“We came into this season not expecting to lose very much, if at all, because last season they were close to number one in the country and we ended up taking some hard losses against Brophy and Highland…we are practicing and watching flms on them to hopefully come back and beat them in the state championship,” said

Shamus Flanagan, senior.

An advanced level of competition requires complete focus and determination. For this reason, the players have recognized the necessity for making the most out of practices.

“Practices were very hard... the only way you’re going to get better is just by working hard and not messing around.

We kind of started out the season a little slow, and then we started realizing we have to keep working to get better,” Kaoni said.

Such rigorous exercise requires these individuals to put the time in to ensure they are at their peak athletic ability throughout the duration of the season.

“We workout every Wednesday. Lifting to maintain our bodies and get us through the season and get us through long tournaments, long days, long weeks through games,” said Keagin Christenson, junior.

For some, personal challenges inhibited them from reaching all of their aspirations for this year.

“I haven’t gotten to play as much as I would’ve liked…I ended up hurting my ankle pretty bad so it made my vertical, my jump go down

which made it so I could not hit as well,” Flanagan said.

Thankfully, this team has a coach that has shown them unceasing support on their journeys with the sport.

“This has been the best coach that I’ve had so far.

Coach Troy Dueling has provided a lot of help,” Flanagan said.

The absence of key players also created obstacles for the team; however, this was nothing the team could not come back from.

“I think it was good for the team overall. Everyone needed to step up and play a bigger role on the team while

I was gone so they’ve learned from that and they’ve all improved a lot since the beginning of the year,” said Finn Kearney, junior.

For many players, their sights are set on showcasing their talent in volleyball on an even grander scale in the future.

“Obviously I want to take it to the next level, and go to college and go D1. I play club and high school and my coach is helping through that, so it’s great,” Christenson said.

For other team members, they have already committed to expressing their dedication to the sport in college, having

their post-high school plans fgured out.

“Going to [The University of] Hawaii and then after that having a career there, planning to play pro overseas somewhere,” Kearney said.

Overall, one of the main causes of the team’s triumph can be accredited to their unrelenting attitudes and motivation towards always putting their best game forward.

“Just to bounce back and we still have so much more season to go. We’re not done yet and we still have all the way until the end,” Christenson said.

Braeden Baker, junior, decisively serves the ball during a match against

Second time beach volleyball champs show pride in themselves folowing championship win.

PHOTO BY KAITLYN SMITTEN

PHOTO COURTESY OF JAMEY SPARTZ

Jumped from page 17: Softball rallies to the top

“You don’t have a starting position, you have to work for your spot and that you always need to give your full hundred percent during practice. You always need to stay focused during a game, and learn to be a leader on and off the feld, during practice, a game, or in our power training class,” Cosay said.

The team is constantly pushing their boundaries, striving to get better and better every day.

“I think [the girls on the team] are pushing me to be a better athlete, as well as pushing all of us to be better people,” Schuettler said. “We all have a common goal of not only winning each game but also a state championship and so we push each other and hold each other accountable so that we reach that goal.”

JV:

In addition to the varsity team, the JV team has also

had to undergo a learning curve. With an almost entirely new roster, the team is trying its best to build a positive learning environment where players can strive to be the greatest version of themselves.

“Just trying to help others learn how to play and pushing myself to do better than I usually do,” said Sophia Asimakopoulus, sophomore.

Every day, and every practice, the group learns more and more about not just each other, but also themselves.

“We actually do a career and development [workshop] and that teaches us how to become a stronger person and see the right things in a different way,” said Shay Chappell, sophomore.

With this new addition, players get a chance to learn everything from academic to personal advice, making each and every one of them

a stronger person on and off the diamond.

“My biggest learning curve has been becoming a stronger person and seeing who I am and expressing myself to other people,” Chappell said.

Being a student-athlete can be one of the most time-consuming challenges a young adult can face. Luckily, Chappell has a plan on how to tackle both school and softball.

“Working really hard and getting help from other people, my parents. And being really successful,” Chappell said.

With triumphs there always come tribulations; That being said, being able to recognize failures and learn from them is one of the most important lessons in any sport. Playing a game comprising of mostly failures, softball can be an incredibly rigorous game, but being able to withstand the pressure and disappointment

is what truly makes a great player.

“I know I’m going to fail, which our game is a game

of failure, and I just keep knowing that and pushing myself to get stronger,” Chappell said.

Jumped from page 16: Daisy Jones and the Six

The live performances and concerts drive the plot forward and deliver some of the more compelling portrayals. On the stage is where Daisy Jones truly emulates the layered-and draped look of Stevie Nicks, complete with a tambourine and mounds of cocaine. Every passionate feeling is witnessed as members communicate through the music. Bathed in stage lights is where the mystic nature of the performances are conjured.

The climax of the show is the infamous split following a pivotal concert in Chicago. Every character endures the fallout of their actions. The series’ continuous focus is Daisy and Billy’s emotional affair. While audience members wish there was more screen time for Karen and Graham’s, guitarist brother of Billy played by Will Harrison, ill-fated relationship or Warren’s, drummer played by Sebastian Chacon, fresh personality, Daisy and Billy

possess a particular level of chemistry and complexity. Their relationship juxtaposes the one between Camila and him. Admiringly, Camila does not take on the archetype of the passive wife. She is a nurturing mother to their daughter Julia but has aspirations and decides to have her own brief affair with Eddie, bassist played by Sebastian Chacon, who continues to pine after her. Daisy and Billy are twin fames, burning for the same things. They suffer from the same addictions and consider themselves to be broken people. Without healing, they are destructive and selfsh. Their initial tension grows into an exploration of the intimacy of being understood.

In the end, Billy chooses who he believes to be his peace and water, instead of his fre.

In spite of everything, Daisy and Camila do not harbor any bitterness towards one another. In fact, they have a unique sense of hope and respect for each other

outside their connection to Billy. The demonstration of female support systems and friendships is one of the most appealing facets in the storyline. Every woman is a subtle ally. It is a refreshing contrast to Billy’s controlling actions and the marketed “intense” love-triangle.

The advertised plot twist is that Julia has been conducting the interviews. Soon after them, Camila tragically passed away from a terminal illness, instructing Billy to, “Give Daisy Jones a call.” In the moment, the fnal scenes are tear-jerkers. Yet upon refection they are a simple solution to the messy environment that has been built for the previous 9 episodes. Did anyone actually suffer from the consequences of their actions, especially Billy? The future is left open ended. Overall, paralleling Daisy, the show is diffcult to not love despite its faws.

Pieces like “Two Against Three” also allow the album to be composed of tender acoustic ballads.

The Talon is published as a forum for student opinion at Sandra Day O’Connor High School: part of the Deer Valley Unifed School District. The Talon is an award winning publication with dozens of awards for its staff members as well as ranked as the

top online publication and one of the top print publications in the state. Letters to the editor must be signed and dropped off in Room 508, e-mailed to thetalonohs@gmail. com or mailed. Letters may be edited for content and/or space

consideration. Obscene or libelous statements will not be printed. Opinions refected here are of those of The Talon staff and do not refect the Deer Valley Unifed School District. Visit The Talon online at thetalonohs.com to see stories weekly.

The live performances and concerts drive the plot forward and deliver some of the more compelling portrayals. On the stage is where Daisy Jones truly emulates the layered-and draped look of Stevie Nicks, complete with a tambourine and mounds of cocaine. Every passionate feeling is witnessed as members communicate through the music. Bathed in stage lights is where the mystic nature of the performances are conjured.

The climax of the show is the infamous split following a pivotal concert in Chicago. Every character endures the fallout of their actions. The series’ continuous focus is Daisy and Billy’s emotional affair. While audience members wish there was more screen time for Karen and Graham’s, guitarist brother of Billy played by Will Harrison, ill-fated relationship or Warren’s, drummer played by Sebastian Chacon, fresh personality, Daisy and Billy

Editor-in-Chief: Gabriel de Souza

Copy Chief: Victoria Kirova

Advisor: Cindy Garraway

possess a particular level of chemistry and complexity. Their relationship juxtaposes the one between Camila and him. Admiringly, Camila does not take on the archetype of the passive wife. She is a nurturing mother to their daughter Julia but has aspirations and decides to have her own brief affair with Eddie, bassist played by Sebastian Chacon, who continues to pine after her. Daisy and Billy are twin fames, burning for the same things. They suffer from the same addictions and consider themselves to be broken people. Without healing, they are destructive and selfsh. Their initial tension grows into an exploration of the intimacy of being understood.

Continue reading at the talonohs.com

Sports Editor: Kaitlyn Smitten

Features Editor: True Van Dyke

Opinions Editor: Aayushi Datta

News Editor: Samantha Sharlot

Arts & Entertainment Editor: Amber Hayden

Staff Writers: Ruth Mioc

Rachel Davis, sophomore, prepares for her next pitch.

PHOTO BY KAITLYN SMITTEN