Talsiman vol. 54 iss. 5 May 2, 2019

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TALISMAN a student-edited newspaper

Dr. Bob’s Legacy page 6 2000s Nostalgia Sheldon High School

Initiation Rock vol. 54│iss. 5│May 2, 2019

2 May 2, 2019

Student Likes

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Favored electives Sara Barakat page editor In Sheldon, lots of electives are available to be taken for credits. This means classes that are focused on different kinds of art or other subjects. And there are many different classes students like to take. Sophomore Madison Stewart said, “One of my favorite electives is ceramics because I can make a lot of cool things with clay like bowls and sculptures.“This is a class that uses a lot of artistic freedom and creativity to create things that can be kept and taken home. There are also electives that are similar to that with a different art focus, like painting, intro to drawing, and photography. Intro to drawing shows how you can use different techniques to make traditional art and how to enjoy the process, too. There are also classes that you can take that aren’t related to art like nutrition and child development, which can benefit students too.

What is usually enjoyable about electives is how they can also be used to get better at hobbies and personal interests.

Students can also get introduced to new hobbies from these electives if they end up really enjoying the class.

Sophomore Yada Toei said, “My favorite elective is Intro

to Business because it teaches me a lot.” There are also electives that teach you about various things depending on what you choose and like the most.

Sophomore Erika Harms said, “I really liked ceramics because it’s fun and you can go beyond work assigned.”

Electives seem to be enjoyed by many students because they give more choice on what someone wants to learn and can help with motivation for school. The most popular electives that people take and seem to like are art related. There are usually a lot of more laid back environments that students enjoy, but there are also classes like Intro to business that are also enjoyed, too.

Teaching styles in elective classes are also important for they can make the students more interested in the class and more excited to make it to class and do the daily work.

This includes talking more to the class on how to do things, making group projects, and having a large variety of things to make and do. The opposite can also have many positive impacts on the classroom environments for they can also allow the students to put their imagination into the classwork

and assignments instead of having one specific way to do things. These kinds of classes tend to rely on how much work the students are doing during class, so instead of specific assignments it would depend on how much time and effort is put into the class. Overall, many students have thoughts on what elective is their favorite, and what matters the most to deem a class good is the reasons why students enjoy the class. This means that it most of the time depends on what style of class or hobby the person enjoys.

What do you do during your free time?

Meghan McMahan page editor

Students spend their free time many different ways.

What they do can depend on whether or not they have extracurricular activities or a job. Sophomore Kiara Pearson does not have any after school activities, but she does play bass guitar when she has time. She also likes to read and write. Her workload from school can vary from a half to three hours, and she doesn’t always have time to do the activities she loves. Pearson said, “I need to get a job, but it’s not something I want to do. I would rather do things that make me happy than work all day.”

Students with free periods have extra ‘free time’ during the school day. Sophomore Henri Holub spends his free time doing homework or getting food. “I think free periods are helpful because it lets students get stuff done and they can go talk to teachers. I believe people should have free periods when they’re helpful, and not having them for no reason at all.” Free periods can be very helpful to some students, however, students spend them many different ways. For some, they can be a time to do homework so they have time to go to work or participate in extracurricular activities. Others spend their free period just getting food or hanging out. This kind of relaxing break can be helpful because students can get a break during their school day.

Free time for teenagers has changed over the years.

Mother of a Sheldon student, Michelle Winetrout, spent her free time many different ways when she was in high school. Winetrout spent most of her free time playing

sports for school. She did not have many advanced classes so she did not have much homework. However, Winetrout also had a job, in addition to extracurricular activities. She believed that having a job and being in extracurricular activities was very important. Winetrout explained, “They help you prepare you for real life after graduation, and if you want to get into college, they look better on the application.”

Winetrout also believes that phones are affecting the way teenagers are spending their free time.

She said, “It seems like half the time my daughter is spending her free time on her phone on

social media platforms. She does not hang out with friends face-to-face as often as I used to.” When Winetrout was a teenager, cell phones didn’t exist, thus people could not spend time on a cell phone. They were forced to spend their free time different ways. Current day teenagers feel that they don’t have enough time to do homework, extracurricular activities, have a job, etc. However, a lot of teens spend most of their free time on their phones without even realizing that they’re doing it.

Many students at Sheldon are spending their free time many different ways. Whether that be going to work, doing extracurricular activities, spending time on their phone, or enjoying their favorite hobbies.

photo by Jasmyn Jensen Junior McKay Watkins in his car that he spends most of his freetime working on.

Connection

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May 2, 2019

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Language classes beneficial Callie Lininger page editor Why is it so important that you take a language class?

Many students ask themselves this question, and we have the answer! There are many benefits to taking a language class in high school. Freshman Jorryn Phelps said, “The benefits are that you can understand and talk to people of a different language and learn more about their culture.”

Learning a foreign language is very beneficial for many reasons. Being bilingual opens up job opportunities, allows you to communicate with many people, and enables you to learn a whole other culture. Freshman Posey Chiddix said, “In any job that you interact with people, it’s a good idea to know another language.” This is so true!

Many places hiring will look to see if you have experience with another language, and it can help your resume. At many places you are more likely to be hired if you can communicate and work well with more people. It is also useful to know a second language if you are interested in traveling or doing the Peace Corps, so you are able to talk to others.

Not only does taking a language class help give you more job options and give you the opportunity to communicate with more people, it also lets you learn about another culture. Chiddix said, “Learning a foreign language has changed my perspective by showing me the differences and similarities between my culture and others around the world.” Learning about other cultures is very important because you can learn about people’s views and values and understand how others live. Both Chiddix and Phelps agree that everyone should take a language class in high school because it’s very helpful to know.

Taking a language class in high school is also very

helpful for college applications. Freshman Kaylen Pedersen said, “Taking a foreign language shows that you are more diverse and it improves your college application.”

Typically colleges require a few years of language, and

others recommend it. All in all, learning a foreign language is a very key skill to have and can impact your everyday life.

Profe Delgado (L) and Señora Murchison (Above) are language teachers here at Sheldon.

photos by Callie Lininger

The use of apps in class Annie Huie editor-in-chief

The internet has significantly integrated itself within the classroom. With access to the constantly growing and changing web in our pockets, it’s no surprise that it has begun to involve itself within our academics. Inside and out of the classroom, our phones constantly buzz and beep. However, there are new ways in which they have become tools. The involvement of Kahoot and Quizlet as free and easily accessible applications have paved a new way to learn just at our fingertips. Both Quizlet, a simple flashcard learning app, and Kahoot, a live, competitive, multi-choice review game, have begun to be involved with students’ homework and in-class assignments.

Kahoot has begun to ingrain itself within our language classrooms, primarily being used as test review. Senior Glenda Merino-Reyes considers this helpful in, “Creating a competitive atmosphere for us to review. It helps us refresh our mind.” This competitive nature can add to the encouragement and enthusiasm for students to pay

attention and stay involved within the curriculum.

As with any academic competition, the use of Kahoot in a classroom setting has its advantages and disadvantages. It creates a competitive aspect to learning in which students can strive to excel and have fun, but can be almost be a degrading environment if one feels publically embarrassed.

This could create hesitation or stress around the friendly games rather than a simple review activity. Another major dilemma is with the amount of freedom the students are given, with opportunities for rather inappropriate or crude participant names. The free choice of username began to be a problem during games, but the use of automatically given names helps alleviate the problem. Also, since Kahoot involves one’s personal cellphone or an iPad, which makes for an easy opportunity to go off-task, like by checking social media, instead of participating in the review session.

Sometimes, expected games and less motivated students can add to this, but as senior Andrew Hall said, “It’s not always that helpful, but is much better than lectures!”

As useful as these mediums can be, these downfalls can counteract the point of usage within the classroom.

Both Quizlet and Kahoot can be used independently and outside of the classroom. Students can incorporate the applications into their regular study routine or as a

necessary test review before exams and higher-stake tests.

Many sources have been created and relied on for tests such as the five-day IB Biology exam or large-scale vocabulary review for the AP English test. These allow for nonlanguage curriculum related review, covering more ground than one word definitions. Quizlet allows for broader topics and concepts to be reviewed through mini-quizzes, flash cards and matching games. However, recent updates of Quizlet have locked different “sets of cards” as payonly. This takes away the free aspect of the tool, causing it to become unavailable for some students. Because of this, students tend to lean towards Kahoot for its social involvement and true free use. Free and full access to these tools are necessary for all students to succeed and benefit from them.

This constant accessibility is handy in most cases, but must also be balanced and not overused. As long as they are used in an appropriate and meaningful way, they remain helpful, and as Madame Barley said, “It’s something you can’t use all the time or it loses its value.” The involvement of Kahoot and Quizlet as means of bringing modern technology and media into the curriculum remains helpful and necessary in improving our overall involvement with our academics!

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Hard Work

May 2, 2019

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The struggles of senioritis Calvin Roome staff writer

High of 80 calls for a chance of senioritis. As winter comes to an end and the flowers start to bloom, it seems as if seniors can see the finish line. Spring time always seems to be exciting for graduating seniors, many of whom are ready to have more responsibility. Senior Thomas Grigsby is ready to “have more freedom and be more like an adult.” Grigsby’s post high school plans are to attend the University of Oregon for a business degree. Like most seniors Grigsby suffers from a case of senioritis. Grigsby has been suffering from senioritis since the end of his junior year. Grigsby has yet to skip a class, but still expresses his dislike for school. “Warm sunny weather make me question school.” said Grigsby.

Many students, however, are not as dedicated and have started skipping classes due to a simple lack of care and due to the realization of being so close to finishing high school. Many students at Sheldon are attending a two year or a four year college in the coming years. This gives many students much excitement for the coming years. Graduating high school is a coming of age moment that makes a

difference in many people’s lives. It means responsibility, more freedom, and more time to pick and choose the opportunities you want to set for your future.

Many people are ready for those decisions, so ready that they can’t even wait until the end of the school year. Senior Griffin Zerr noticed he had senioritis the moment after he was accepted to the University of Oregon. This thought comes to many seniors’ minds. After getting accepted into college many students think that schooling no longer matters as much which is true to an extent.

Zerr said, “I no longer have any motivation to finish my homework and pay attention in school.”

Weather has continuously affected the effort and attention span put in by students in school.

Senior Avery Templeman said, “Man, when its warm out I just want to kick back outside with a bag of BBQ Lays and an ice cold beverage and enjoy the sun.” Templeman plans to attend Oregon State University to study business. Templeman has been through the Spanish Immersion program as well as taken IHS and IB classes. This has put him through a lot of work including a 4000 word essay that takes a lot of time. Templeman is very excited to graduate and he is ready for the summer.

As summer is just a month away, the effort put in by all students, especially seniors, is starting to decrease. The final stretch is just ahead and now is the time to push through it and finish strong or make sure all is in check and cruise the rest of the way. The choice is yours.

AP/IB exam prep

Eli Seno staff writer We’re closing in on May which means A.P. and I.B. review is in full swing. Many students have been preparing for these exams all school year, devoting countless hours studying for each exam they are taking. One of those students is senior Gabi Belshe. Last year she took the A.P. U.S. History exam and the A.P. Literature exam; this year she is going to take the A.P. Biology exam. Gabi Belshe said her favorite part of A.P. classes are, “The environment; everyone is so motivated to learn.” A healthy learning environment is crucial to preparing for these intense exams. Common studying methods for these exams include: using exam prep books, studying past exam questions and tests from the course, flash cards and study groups.

Senior Miles Sain is an I.B. student. He said, “I feel equipped to take the exam because I’ve spent all year in class preparing for the exam,

and also studying at home.” Our A.P. and I.B. teachers at Sheldon do a fantastic job preparing students for the exams and teaching them how to be successful studying on their own. Senior Trevor Qualman said, “I took A.P. US History last year and this year I’m taking A.P. Biology and A.P. Computer Science Programming. I’ve learned that the teachers are really passionate about what they teach and that really helps me as a student.”

A.P. stands for Advanced Placement and I.B. stands for International Baccalaureate. If you pass the exam for your A.P. or I.B. class you get college credit for the class. However, if you don’t pass the exam you still receive regular high school credit for the class. So even if the exam isn’t passed it’s very beneficial to take as many A.P. and I.B. classes as you can take due to the accelerated course speed and joyful classroom environment.

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Photo by Michaela Kearney An IB economic and biology textbook side by side.

Beginning to End

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May 2, 2019

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Preparing for prom Aidan Wagers staff writer It’s already May, which means prom is right around the corner. Many students are excited for the dance, but not many stop to think about what goes in to making it happen. Prom planning starts about six months in advance, when junior officers are tasked with deciding on a theme for the dance.

After this they move on to deciding on a venue, as well as the other logistical things that make prom the experience that it is, such as a DJ, sufficient parking, and dance supervision.

While this is certainly a long and time-intensive process, the feeling of accomplishment makes it all worthwhile in the end. Assistant ASB Coordinator Kim Johannsen, said, “My favorite part is right before everyone arrives, walking around the venue seeing it ready to welcome students.” This shows the satisfaction at seeing months of planning pay off. Every detail has been discussed, analyzed, and eventually approved. So, naturally, all those involved in creating this magical night for the student body feel a sense of satisfaction in seeing the fruits of their efforts.

Another often overlooked contribution to the prom experience are the chaperones. Scheduling connoisseur Kristi Savage is a repeat prom chaperone. She watches over the dance to make sure that it is a safe environment and everyone can have fun.

Savage also has some solid advice for making sure prom is an enjoyable experience for everyone. Savage said, “Keep your hands to yourself.”

The students, however, are the most important part of the planning process. The junior class officers bear most of the weight of prom planning responsibility. These students have the most fulfilling experience of all, as they get to actually attend the dance themselves. Senior Annabelle Hall helped to plan the big dance last year. Describing the experience, she said, “Helping make prom last year was so rewarding, especially when I walked in for the actual dance after spending the morning setting up.” Clearly, prom season is extremely stressful. However, in the end it is all worth it.

Aidan Traino and Xavier Little show us the true meaning of friendship.

Andrew Hall finds a true treasure at the end of a scavenger hunt!

Photo courtesy of Giosanna Prochot

Beau Neumi has a treat!

Photo courtesy of Aidan Wagers

Photo courtesy of Aidan Wagers

Inititation rock traditions Savannah Wilson page editor Initiation is important for college freshman wanting to join sororities or fraternities, but in years past, it was also a large part of culture for freshmen here at Sheldon High School. The initiation ritual consisted of kissing the rock that sits in the courtyard, while fellow classmates watched and cheered. None of the teachers participated in this event, although some watched it and laughed. Not all freshman did it, but the ones that did lined up, and one at time approached the rock and kissed it, while friends cheered and teachers chuckled. Brandy Ambrose, a Sheldon alumni, said, “Another ritual that they would do would be to write ‘frosh’ on the freshman’s foreheads.”

There isn’t a specific reason that this tradition isn’t carried on today, although alumni Stephanie Wilson said, “It [the ending of the ritual] may have been due to excessive hazing of freshman who didn’t want to do it [kiss the rock],” which would be a justified reason for the event to be abandoned. The rock was never cleaned, although there were never any illnesses that had been specifically linked to the tradition. People often defaced the rock with marker and paint, and it was said that sports teams that opposed Sheldon would paint the rock the colors of their school before games.

Even if a student was new to Sheldon, they wouldn’t have to participate in the ritual unless they were freshmen. No one really knew the reason for the tradition either, although alumni Crystal Bishop said, “The rock represented the school to some people, meaning that kissing the rock meant you were showing your loyalty to Sheldon,” and this is why people were being pressured to participate. Even though it may have been about showing loyalty, most students remained lighthearted about the event, and joked about it with friends and teachers.

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Goodbye, Dr. Bob

May 2, 2019

Meet Dr. Bob How much do you really know about our principal Bob Bolden? When Dr. Bob was a kid he wanted to be a preacher, because his father was a preacher, he was groomed to be a minister and he discovered his love for singing and joined the choir. He soon began directing it and then set up a group to sing with. The vice president of Ebony magazine discovered his group and he began touring and singing for Motown, Ray Charles Enterprises and many more; he thought he was going to be a rockstar.

At the time he was living in Oregon and he met the head senator of UO who suggested that Bob should go back to school and attend University of Oregon and he immediately fell in love with college. While in school, his friend suggested he take a class about teaching and he knew that was his calling.

When Dr. Bob was a teacher, he knew he wanted to be a principal because he saw the way things should happen: he wanted to ensure that the school was student focused; he wanted to consider the needs of every student. He ensures that all the teachers are doing the best for students to learn, and that everyone is in check. Dr. Bob grew up fairly poor, although his parents provided a loving and supporting assistance, always stressing education, and it had a profound effect on him, so he knew that becoming an educator was what he should to do.

Dr. Bob said that being a principal makes him like kids more.

He was able to see all the diversity and complexity of each student, and help them find out what they’re good at or what they enjoy.

He loves that he gets to help kids find their future and because of the enjoyment, it doesn’t even feel like work to him. Multicultural Center leader Jose Alonso has been a close friend and colleague of Dr. Bob’s for over twenty years. Alonso believes Dr. Bob has been such a great principal because he did what he thought was best for each and every student. He made sure students could have a chance to express themselves and learn the way that works for them. Alonso

Gavin Millard staff writer mentioned, “He has always had his eye out for struggling students.”

Dr. Bob said that his definition of a good student is not an A+ student, it could be a C average student. What matters to him is that a student needs to have the grit to work hard and not be afraid to try something, puts forth their best foot and if they fail, to try again and never give up.

“S.U.P.” Smart with Unlimited Potential - this is doctor Bob’s saying.

It’s what he’ll say to students to keep them on their toes and show them he believes in them, so if you ever pass by him in the halls make sure to tell him “S.U.P.!”

Dr. Bob showing his pride on the rock! Photo by Heather Lambert

Dr. Bob is recognized at the prom assembly.

Photo by Talisman staff

Dr. Bob showing off his framed memories. Photo by Gavin Mallard

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Student Life

May 2, 2019

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2000s Nostalgia The 2000s was an era that contained an excessive amount of memorabilia and nostalgic moments. Whether you watched Disney, Nickelodeon, Cartoon Network, Boomerang or even PBS, you might remember what was considered ‘cool’ back then. This era was ours, for students who are now fourteen to nineteen years old, meaning they were born in the early 2000s. This means that this is when Sheldon students were becoming the people that they are today.

Though the 2000s is an era that is missed by many, some do not miss it for personal reasons. Junior McKay Watkins said, “I wish I could go back because I miss not having worries, but I like my freedom and the ability to make my own decisions.” The general feeling is bittersweet, and while the memories of this time may be embellished, it is important to recall who we were.

We have changed a considerable amount since the early 2000s. The main reason for this is the introduction of social media and smart phones. Prior to social media the vast majority of interactions were all done in person, and when not interacting with others you had time to be alone with your own thoughts. The 2000s were a healthier time in general, mentally. We lacked a constant input of information, in this case less was worth more to us. Any diversity we found in our own time is now showcased in social media, open for others to criticize or add to their own style.

The 2000s were cluttered with

Nathan Byers page editor consumerism. Regardless of whether that is seen as healthy or not, it provides us with plenty of things we can remember, from Saturday morning cartoons to your favorite toys. Junior Peter Sasslin said that his favorite shows were, “Kim Possible, Drake and Josh, and Sponge Bob.” Many other students from this era remember these shows the same way that Sasslin does: Golden.

Regardless of where and who we are now, some people long to go back to these times. Junior Taylor Pickering said, “Honestly, I wish I could go back to the seventh grade because that’s when I was living my best life.” Memories are the moments we choose to keep with us wherever we go, whether yours are cluttered with silly bands and trading cards or Hannah Montana and The Jonas Brothers, you hold this time dear.

We leave who we were behind in these times like shadows we can faintly touch; as we look back we halt the movement forward. While we mustn’t forget these times, we must know who we are now.

Strong individuals who once upon a time spent our hours listening to Ke$ha, Taylor Swift, Katy Perry, Bruno Mars, and Coldplay. We are changed people. We’ve progressed from Silly Bands and cartoons towards college applications and our future careers.

Pieces of our past.

Drawing by Tawny Thomas

Junior to senior transitions Jasmyn Jensen & Heather Lambert page editors

Many students don’t know what to expect going into senior year. Junior year is said to be the hardest with the unknown of how difficult classes will be and the need to be prepared for senior year. The thought of your hardest year approaching can bring a lot of stress and anxiety which can cause issues in other aspects of your life.

Junior Kaelyn Knapp said, “Honestly as high school goes on, my friend group gets smaller but I become closer with the friends I have.”

With senior year approaching there are mixed feelings towards moving forward. Knapp said, “I hope it’ll be lit! End high school with a bang, ya know? Also hope the juniors start liking each other before next year.”

Although other years have had their share of drama, the class of 2020 has been considered the most dramatic since freshman year. Many students would agree with Knapp

that they want their senior year to be easy going.

Throughout the past three years many juniors have changed in their academic personality. Junior McKay Watkins said, “Some of the biggest differences are a lot more procrastination; I care less about the work I do and I don’t have as much time to do homework.” These changes are prevalent in the junior class.

Watkins also said, “I’m looking forward to freedom and having time on my hands.” Many students are excited for their senior year because of the freedom they have in their schedule and the possibility this will open up their time outside of school to do extra-curricular activities and get a job.

A popular topic between students about school is the difficulties and stress that come with most classes. Going into senior year, students don’t feel the pressure that they did from their previous years. Junior Araceli Vega said, “Going in to my junior year I didn’t feel very stressed, but as the year has gone on my classes have become more difficult.”

Although Vega felt this way towards junior year she hopes senior year won’t be as hard. Vega said, “I hope it’ll be fun and that I won’t have a lot of work.”

8 May 2, 2019

Opinion

The Talisman

Fashion inspo Hanna Dunphy staff writer

From Kanye West to Jhene Aiko, big celebrities all over are wearing name brands such as Gucci, Louie Vuitton, Vetements, and even Champion, but how do these big A-list celebrities influence the everyday person’s fashion? Junior Ronan Cowsill said his biggest fashion inspiration is musician Jimi Hendrix because “He dresses groovy.” Cowsill said he would describe his fashion as “Chic yet homeless.”

A lot of today’s fashion has to do with bringing back previous eras. Whether it be the grooviness of the 70s or the hip hop inspired fashion of the 90s, high schoolers everywhere ae putting their own twist on today’s fashion.

Junior Bailee Madsen said, “2019s fashion has evolved into what it is today because people

are expressing themselves more, challenging traditional ‘fashion rules,’ and combining styles.” Madsen said, “If I were to go back to any era it would be the 80s because I admire the fun brightness of their fashion.” From celebrities to the everyday person, fashion is culture, and an expression of today’s culture, and our media- influenced world.

Fashion changes year round. Seasonal dressing is a big part of most people’s wardrobe. Junior Savannah Sturgill said, “I love seasonal dressing! In the winter I love layering and a cute jacket, and in the summer I love bright colors like yellow and I also enjoy cute shorts and dresses.”

An everyday outfit is more than just your shirt and pants.

Shoes can really bring an entire outfit together. Your shoes could add a pop of color or even be the make or break addition for your outfit. Sturgill said her favorite brand of shoes are Doc Martins “Because they’re comfortable and

go with almost every outfit.”

Junior Kelton Stalie said his favorite brand of shoes is Timberlands, “Because they come in such a variety and add a fashionable pop to all my outfits.” Fashion is a big part of today’s culture, and everyday people like us take in the different aspects of fashion in many different ways. Different people from different eras set up such amazing examples to influence today’s youth; social media also plays a big role in influencing the younger generations. Junior Ronan Cowsill’s advice to set up a bomb outfit for school is to “not be afraid to go outside of your comfort zone, and wear whatever you feel the most confident in…Fashion is just a way to express yourself and show people a different side of you.”

Tattoo culture Cal McKenzie staff writer While the origin of tattoos can be dated back thousands of years, the trend of using our bodies as canvases for permanent ink designs has only increased over time. In our modern civilization, an ever-growing focus on social media has allowed people to express themselves to others like never before, tattoo art included. As tattoos have become more acceptable in our society and more popular in the media, it is much more common to see them around town, work, and in school.

Much like its’ origins with our early ancestors, the ancient practice of tattoo art is still most commonly used today as a means of self-expression, displaying one’s beliefs, interests, and affiliations. This idea was further enforced at Sheldon, as many students indicated that their ink was symbolic to their heritage, religion, or hobbies, but not everybody thought this way. Multiple students claimed they were inspired to get tattoos by their idols such as the popular rapper 21 Savage and the five-time NBA champion Dennis Rodman, both of whom are covered in tats.

Many students are well prepared for this seemingly permanent decision and take time to carefully consider the best design and location for their new tattoos.

Other students are more impulsive and make the decision randomly once they’ve turned eighteen. Sheldon Senior Aeden Serano currently has eight tattoos and has already planned where he wants to get his next several. To Serano, the sensation of getting a new one can only be described as, “A sunburn being scratched by a vibrating cat,” but he still strives to cover his entire body eventually.

Restrictions against tattoos have become more lenient in the past few years but many students are still offended by them. A growing feud between the community of students with tattoos and the community of students who hate them has become increasingly apparent inside our school. Senior Griffin Zerr was outwardly opposed to the practice, and strongly stated, “I hate everybody with tattoos.”

Another point of controversy surrounding tattoos in school comes from the legal age restriction behind them. Oregon law prevents minors under the age of eighteen from getting a tattoo, but not everybody agrees with this. Junior Jacob Eddy disagrees with the law, and said, “People should be allowed to get tattoos as soon they become teenagers because they look cool and it’s their decision.”

On the other hand, Serano said, “The law is pretty fair because we were really immature. When I’m thirty I’m gonna look back on the ones I have now and think that and if the law wasn’t there in the first place I’d have so many dumb Aeden Serano showing his tattoos. tattoos from when I was younger.”

photos by Cal McKenzie

Mental Health

the Talisman

May 2, 2019

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Seasonal Affective Disorder affects many Michaela Kearney page editor Seasonal affective disorder is a prevalent part of many peoples’ winter. It is defined as a, “mood disorder subset in which people who have normal mental health throughout most of the year exhibit depressive symptoms at the same time each year, most commonly in winter.” A lot of times, people are not aware that they deal with S.A.D, while others have affective ways of combatting it. Junior Tatum Smith said, “I know quite a few people that deal with S.A.D.” It tends to present itself in different ways for different people, so sometimes it can be hard to pinpoint, but people tend to recognize it during the winter.

Obviously, a large part of S.A.D are the gloomy seasons.

Junior Ana Papen-Gould said that she experiences this in, “November and December,” which are very rainy months for Eugene. People’s moods tend to worsen during the winter and early spring, and then increase during summer,

and people dealing with S.A.D feel these swings more intensely.

Though some people have a harder time affectively combatting their moods, others don’t find issues in dealing with their symptoms. Junior Tatum Smith’s method is: “I just let it roll.” This is a common theme in students’ prevention, because they don’t find it to be much of an issue. S.A.D is widely regarded as something that just happens in winter months, and not a large problem.

Junior Kelton Stalie said, “Honestly, I think it’s fake.” He is not the only one that feels this way. Many students didn’t know what Seasonal Affective Disorder was, or they don’t struggle with it. According to Psychology Today, 10 million Americans experience S.A.D, and another 10 to 20 percent may have mild S.A.D. If you or someone you know is dealing with S.A.D symptoms, such as a drop in energy level, fatigue, difficulty concentrating, or irritability, reach out to someone! Though talking about your problems can be intimidating, if you

reach out to someone you trust, they’ll support you. Doing research and looking for ways to help yourself is great, but make sure you speak to a professional before diagnosing yourself. Remember to try to get some sunshine, take vitamins, eat good food, and sleep for at least eight hours.

Taking care of yourself is incredibly important.

Resisting peer pressure Regan LaCoste staff writer Have you ever been peer pressured? Senior Myles Prevost defines peer pressure as “making someone do something they don’t want to do because one finds it funny or gains some kind of pleasure in it.” Prevost has experienced peer pressure in many ways and he believes that there are many forms of it.

Peer pressure is most likely found in the freshman class, because they try new things and they want to be considered “cool,” not only by upper classmen, but also by their own classmates. Prevost thinks peer pressure forces people to be unoriginal. He also thinks it is important to address because it could end up with someone getting hurt or result in regret later on. One time Prevost remembers being peer pressured, when he was pressured at practice by coaches and athletes to do something he thought he wasn’t ready for, throwing skills he hasn’t perfected yet.

Sophomore Seneca Frost thinks that peer pressure consists of pressuring someone into something they don’t want to do. Frost also believes peer pressure is most common to happen at a school event, party or in big groups. She said “Peer pressure is hard for teenagers to resist because some people could ‘ruin’ their reputation if they didn’t fall into it, or not be considered ‘cool’ so they feel like they can’t say no.” Frost also believes that there is positive peer pressure too.

Positive peer pressure in Frost’s words is pressuring people out of bad things.

Junior Maddy Guistwhite stated, “Even though it may be difficult to say ‘no’ to peer pressure because you don’t want to disappoint those people, you have to think of yourself and not let others dictate your life.” Teenagers aren’t the only ones exposed to peer pressure, such as adults, teachers, doctors, and others.

However, Guistwhite thinks it may be more commonly found in teen situations.

She stated you can always reach out for help from teachers and parents if you ever feel peer pressured in a bad way.

A visual representation of peer pressure.

Photo by Regan Lacoste

10 May 2, 2019

School Problems

the Talisman

Storing your sports equipment Meg Hubbs staff writer As the spring sports season continues, so does the issue of where to store your large bags of equipment. Sports such as baseball, softball, lacrosse, and tennis require much larger equipment. However, some students can’t fit that in their lockers, so where are they supposed to store it? This has been an issue because some students with cars are able to leave their gear in there; however, not all students have cars that they can leave their equipment in throughout the day.

Sophomore Aden Trano, who plays baseball, is one of the students who is able to store his equipment in his car.

Trano stated, “I leave all my baseball stuff in my car during the day, but before I had a car I left my stuff in teachers’ classrooms.” Trano has a place to leave his gear, but also thinks Sheldon should provide a room for students to leave their equipment in.

Many students will try to leave their gear in the office, but as said over the announcements, that is not an option.

Sophomore Jay Kartub, who also plays baseball, agreed that the options for areas to store your bags is not sufficient.

Like Trano, Kartub said, “They need to provide better and more storage options, maybe in the athletic department.”

Many students believe there should be some sort of room designated to store large sports gear because it would eliminate the bags being left in the office and other areas.

The announcements have said several times the designated rooms in which to leave your gear for each sport. While Coach Line believed the announcements are helpful, he also expressed how no students actually listen to them. This then furthers the issue because athletes are still left without knowing where to store their bags.

There are many student athletes at Sheldon, especially during the spring, who face this issue, so there needs to be more options provided. After talking to athletes with large sports equipment, many have mentioned

creating or designating a special room to store gear. The announcements have listed the rooms for each sport, but they haven’t been proven to help solve this issue. The office isn’t large enough nor has the proper areas for students to

leave their gear, so to eliminate this issue, Sheldon needs to take proper action. Students should be presented with larger areas than their lockers for the equipment needed for their sports.

photos by Meg Hubbs Lacrosse gear and baseball/softball bats (as held by Aidan Traino (L) and Xavier Little) are some of the bulkier items that need storage space.

Lost and found can be hard to find Jessica Johannesen staff writer The lost and found is a great way to make sure lost items have the chance to be returned to their owner. Although Sheldon doesn’t have a designated spot for lost items, there are places to take them. The concept of the lost and found can be very beneficial because it gives people the chance to get their belongings back.

Even though there isn’t a specified space for lost items, there are places available for you to take items that you find around campus. Secretary Kristen Natt said, “Valuable or small items can be returned to the front office and bigger items can be taken to the campus supervision.” It is very helpful to have places to take

things that people find around campus so that others have the chance to pick up their lost items.

One reason why some people think that the lost and found isn’t very helpful is because there isn’t much information about it communicated. Sophomore Aden Trano said, “I think that the lost and found would be more beneficial if more people knew about it.” If more people knew about the lost and found and about where to take items that they find around school, there would be a higher chance of them taking the items to the office or campus supervision so that people can pick up their lost belongings. One main way that word about the lost and found, or where to take items that you find around school, can be spread is through the announcements and/or posters around the school.

For many people, the lost and found has been a very helpful concept because it provides people around school

with the opportunity to find their belongings if they lose them. Freshman Cristina Johannesen said, “The lost and found has been useful for me because I was able to get back a textbook that I had lost.” The lost and found is helpful to many students because it helps prevent having to replace lost items like books and jackets.

Overall, the concept of the lost and found is very useful for many students. It provides people with the chance to find the personal belongings that they have lost. Although there is not a specific spot to take items that one finds, there are places set up for people to take them. If more word was spread on the idea of the lost and found, the issue of items being stolen or lost for good would decrease.

Around School

the Talisman

May 2, 2019

Good teachers and good classes

11

Tawny Thomas staff writer Who is your favorite teacher? What’s been your favorite class? We always ask ourselves these “who’s” and “what’s,” but have you had the chance to think about why these have been your best experiences? Every classroom you enter, has the potential to be a good learning environment or, in contrast, a room you’ll dread entering from the moment you walk in. So what is the line between a “good class/teacher” verses a “bad class/teacher?”

According to Junior Ethan Smithers, “A caring, compassionate, and funny teacher,” combined with “the educating of an interesting subject,” is the perfect recipe for a good teacher. It seems so simple and easy to achieve, and yet we all have those teachers who make our school life a little harder and a little less enthusing.

Freshman Mahlia Mosley explained that her favorite teacher was “very supportive and he’s very open… unlike a lot of other teachers.”

Mosely made a point to mention that teachers who don’t put effort into their teaching and students tend to be boring and uninteresting, and from personal experience, I think we can all say that claim is right on the money.

Teachers lacking the passion or will to educate our young minds don’t appeal to us students.

Both Mosley and Smithers spoke about how a teacher’s negative mood greatly impacts the success of a classroom.

Putting it into perspective, that makes a lot of sense. The overall energy of the room is determined by a teacher’s mood and delivery. Junior Jaya Cox claimed that “the way a teacher treats other students affects the way they go about things in a classroom.” Cox explained that “if a teacher is sending out bad vibes or treating a student badly, the student isn’t going to be able to do work correctly.” We’ve all been in a classroom that felt uncomfortable due the teacher’s poor behavior, and I don’t know about you, but a crabby teacher has never persuaded me to enjoy or even retain their material. It’s safe to say that teachers with a bad attitude teach us almost no more than to have a poor attitude ourselves. They are essentially our role models and should radiate a passion for teaching in order to grasp their student’s enthusiasm to learn.

Illustration by Tawny Thomas

Changes around Sheldon 2019-2020 Taylor Suit staff writer With every new school year comes change. This year we had a new class time schedule. Next year we will have a major change when we get a new principle.

Changes can be both good and bad. Some students don’t agree with new changes, while other students do.

A lot of students feel they don’t get to provide input into how the school is changing in the following year. It is important to get student input because all the changes affect the student body. However, some things we like get closed or discontinued, like the coffee cart. Some things stay the same, like having an assembly once a month. Many students wish things at Sheldon would just stay the same.

Freshman Tatiana Chura said, “I like the freedom compared to middle school. I also like how the classes apply to me and are related to my interests.”

Sophomore Devin Taylor said, “I like the wide range of classes to choose from.” Taylor transferred here from Arizona in February and said, “Sheldon is ten-times better than my old school.”

However, not everyone feels the same as Taylor about

Sheldon. Freshman Makenzie Krause said, “The classes here are too long. Also, I don’t like the randomness of class start and end time.”

Students always say they want a voice on what is changing at their schools. So if students had a say in important decisions regarding Sheldon what would they change? Kruise said, “I would have what’s happening on Friday’s be clearer. Like if we have an advisory or an assembly. Many times I didn’t find out about an advisory or assembly until the day of. If a teacher posted it on a class website or there was a sign in the

hallway it would be more helpful.” Friday’s have changed since last school year since we now have early release.

Along with that, on some Fridays we have an advisory or assembly. However, it’s not always been clear if it was a regular or activity schedule. That makes it confusing for students who are not aware of the changed schedule. If there was better communication around the school more students would be aware of Friday’s schedule. With all that being said, the next school year will bring changes to Sheldon that students may or may not agree with, but will overall have a positive impact on our school.

Run by students, for students.

Frontpage Editor Nathan Byers Social Media pg.2 Editor

Jasmyn Jensen Student Values pg. 3 Editor Savannah Wilson Spring Break pg. 4 Editor Michaela Kearney Opportunities pg. 5 Editor

Nathan Byers Fitness and fun pg.6-7 Editor

Annie Huie Academics pg.8 Editor Callie Lininger Opinion pg.9 Editor

Meghan McMahan Summer Program pg.10 Editor Meghan McMahan School Origin pg.11 Editor

Sara Barakat Backpage Editor

Jasmyn Jensen Interim Editor Heather Lambert Staff Adviser Greg Cantwell Staff Writers Hannah Dunphy Meg Hubbs Jessica Johannesen Regan LaCoste Heather Lambert Caleb McKenzie

cover photo of Dr.Bob by Jasmyn Jensen backpage photo by Talisman staff

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