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Profile: Amador creates environment of cultural acceptance

by Kaydence Ham/Staff Writer

Many people are well aware of the value of a teacher in their lives. For students, a teacher is the one who influences their character, habits, career, and education in life. They mold students and their futures accordingly in order to make them responsible citizens of the country. There are certain people whom one remembers throughout one’s life because that person genuinely cares. One such person may well be Mrs. Erika Amador. 

Mrs. Amador has one main goal for students who leave her class and it’s not that they will be fluent in Spanish. Cultural acceptance and knowledge are very important to Ms. Amador. “Yes, I want kids to know Spanish…but mainly if they have an open mind towards other people, groups, and cultures,” she said. “That’s a big success.” Her co-worker, Miss Sonja Jaggers agreed that World Language teachers try to make education relevant and that is part of the way Mrs. Amador relates to her students.

Amador understands that students and teachers of today have so many challenges they face. She feels that technology is the biggest challenge because it can be a huge distraction. Along with that is “all the expectations placed on students by other people,” she said. “Sometimes students feel like they have to have an A or B or else they’re failing and that’s not the case. C is average.” That is a lot of pressure to handle and it can be overwhelming for students. 

She does her best to overcome these challenges with students by communicating. “I’m very open with students and expect them to communicate openly with me as well,” Amador said. Miss Jaggers said part of the reason Mrs. Amador is such a good teacher is “relationships and trying to be positive during the challenging times.” 

Some of her students would agree that she is positive. “Mrs. Amador always had a great attitude and tries to put us in a good mood too,” Marissa Clapp, freshman, said.

Amador overcomes her own challenges by trying to find new techniques and ways to manage what she describes as her lack of time management skills and technology skills. Although Mrs. Amador recognizes her technology skills as a weakness, when interviewed, Miss Jaggers described her as, “Tech-savvy, fun, and family oriented.” Amador also recognizes that in our current COVID climate there are multiple challenges for teachers today and teachers need to, “push aside all the ‘junk’ and focus on the students and why you became a teacher to begin with.”

She would recommend if a student does want to ace any foreign language repetition is key but it’s also important to immerse yourself in that language.

Ms. Amador has busy days at G-C filled with back to back classes and lunch duty. She loves teaching and enjoys interacting with students and sharing her passion for Spanish. The students recognize her passion. “I actually don’t mind Spanish because she is really good at keeping us engaged and keeping us busy so time doesn’t pass so slowly in her class,” Clapp said.

She also loves that her students “always surprise me. For better or worse they always surprise me”.

Students will likely be walking the hallways of G-C a decade from now and see Mrs. Amador because she plans to stick around. “I like teaching. That’s why I’m here.” She has either been in school as a student or a teacher for 36 years and she sees many more years to come trying to instill a love of culture in students because to her “that’s a job well done.”

Profile: Business teacher lucas builds relationships with students, peers

by Joseph Phillips/Staff Writer

GC teacher Mr. Michael Lucas has been teaching business classes for 7 years. Lucas has only taught at GC for one year and he has made a positive impression on many of the students here. Students notice that he jokes a lot and lightens up the mood. He joined GCHS just a little before the pandemic. 

      Jeanna Brown, 10, said she wished more teachers were like him because, “He is so easy-going, his class runs smoothly, and he makes us feel comfortable and safe. Mr.Lucas is always willing to help us if we need it, answer whatever questions we have, though I feel like he makes us do too many slide presentations.” 

      William Henderson, also a business teacher at Greenfield-Central who has been teaching with Lucas for almost 2 years, describes Mr. Lucas as having compassion when it comes to teaching. “Mr. Lucas takes a very participative approach to education, always getting the students to interact with him and the students he is always willing to try new approaches, and I think he’s best at communicating.”

       Lucas said what he thinks his greatest strengths and weaknesses are. “I think my strengths are communicating with students in a productive way, building relationships in the classroom to identify the needs of a student. I think that I am a good team player with my peers, and my weaknesses are administrative duties such as scheduling appointments, answering phones, and maintaining organized file systems for the organization.”

       Lucas finished high school at Arsenal Technical High School in 1985 and then graduated from Marian University in 1989. He said he became a teacher because “I wanted to help young people, I have always wanted to teach. After twenty years in the business field, I was given the opportunity to be a teacher. That’s when I got my teaching certificate to teach students in the field of finance and business. That was seven years ago in 2014.” 

       His first day at GC was overwhelming as Lucas described it. He started in the middle of the school year and started over with a new school, after his last school, TC Howe closed. “(I had) New students, new procedures, new usernames & passwords. Mr. Henderson was a great help to get started and welcomed,” Lucas said. “The craziest thing that has happened since I’ve been here has been the COVID experience probably like every other school.” 

Mr. Lucas described his typical school day. He said, “I have my classroom classes, and I have the Career Exploration students who sign out before work every day. There is a lot of traffic. On most days, I have about 160 students come into my room,” 

           Lucas then began to describe what he thinks is the best and the worst part of teaching. “In my opinion the best part of teaching is working with young people and seeing them learn and mature. It is good to be in a room with young folks who are positive and optimistic with their futures ahead of them,” he said. “The hardest part for me as a teacher is so many people having an opinion on what we do as teachers with no involvement or limited involvement in the process of the classroom. These are mostly people outside of the school in different roles. There doesn’t seem to be the collaborative effort and shared accountability in the student’s success as there has been in the past.” 

           Lucas had a bit of advice for people who want to go into teaching. He said, “Relationships in the classroom are important. Students learn in different ways. Don’t judge students by what you see or what you hear from others. Ask questions of your fellow teachers who are almost always very willing to assist.”

Profile: Bernard encourages journalism skills, storytelling

by Andrew Elsbury/Staff Writer

Photo Caption: Mrs. Jill Bernard assists Zoey Petersen, 10, on her personality profile for the September Cougar Review issue.

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”-Benjamin Franklin.  GC teacher Mrs. Jill Bernard has been teaching for over 20 years. She has helped many people in a variety of subjects, ranging from English to journalism. Although only being at Greenfield Central for nine years, she has had an important impact on the students who have had her class.

Growing up in Rensselaer, Indiana, guided by her father’s love for writing and her mother’s curiosity, Bernard got very deep into journalism. After graduating high school, she went to Indiana University, majoring in journalism. Once she graduated, Mrs. Bernard taught in Frankfort, Indiana for 7 years. After her long run in Frankfort, she taught in Arizona for the same amount of time. Finally, Bernard made her way to Greenfield Central, as this year marks her ninth year teaching in Greenfield.

One of Bernard’s students this year, Lauren Blasko, 11, said about the teaching veteran, “(Mrs. Bernard) is really understanding, and she gives amazing criticisms that help to better our writing.” 

Another one of Mrs. Bernard’s students, Jeanna Brown, 10, said the following about the former Who’s Who of American Teachers nominee: “The way Mrs. Bernard teaches is so free-flowing and confident, it really gives her lessons that extra step into helping her students, better than her teaching peers.” 

The reasoning behind Mrs. Bernard’s career choices are very intriguing. For example, the reason she loves journalism so much is because she loves to tell other people’s stories. “Everyone has a story,” Bernard stated, “and relaying those stories to the world is an important job.” The veteran teacher is also very humble, given her answers when asked about how her friends would describe her: “I HOPE they would say kind, funny, and helpful.” 

Bernard fills many students’ hearts with HOPE, as if she did not, there would be no one writing the GC newspaper, the Cougar Review. Bernard also talked about her students, and how she feels about them; specifically the misbehaving ones: “Most of the kids are good students. I like seeing kids develop, and I love helping students through their struggles.”

“Her overall personality.” This quote from student Jeanna Brown sums up her favorite part of Jill Bernard. Mrs. Bernard shows this “overall personality” by her response to her hobbies/reasonings for writing: “I enjoy making jewelry in my free time. I like to spend time with my family more, however.” Mrs. Bernard also stated a reason as to why she enjoys journalism so much. “I like writing about people. I like to tell their stories, and I like to get my opinion on certain events out there.”

Bernard states that her biggest achievement in life is having a family, a sentiment that is shared by many men and women alike, here in the U.S. Academically, however, Mrs. Bernard states that one of her biggest achievements is being nominated twice for “Who’s Who Among America’s Teachers,” in which a teacher, along with their picture, is put in a large book of America’s best teachers, nominated by America’s best students (the top 10% of students in their respective classes).

Bernard’s caring attitude towards all people, specifically her students, is shown in her way of teaching and her love for storytelling in writing. “A great teacher can teach Calculus with a paperclip and literature in an empty field. Technology is just another tool, not a destination”-Unknown.

Profile: Math teacher Marler helps to turn negatives to positives

by Jeanna Brown/Staff Writer

Photo Caption: Mrs. Michelle Marler dresses to support her school. She loves using the white board to encourage student learning as well. Photo by Jeanna Brown

“Life is a math equation. In order to gain the most, you have to know how to convert negatives into positives.” – Anonymous.

Mrs. Michelle Marler, GC math teacher has a way of turning the negatives into positives, in the case, a positive attitude. Nathan Schrieber, a GC graduate, said that Mrs. Marler was his favorite teacher in high school. “She would always help me when I needed help and provided a safe and comforting environment. She never got mad, or acted frustrated when asking for help. She always made little jokes to help motivate me. Even if I wasn’t understanding something, she would always help me until I understood it. She was the nicest teacher I had.”

  Mrs. Marler has been teaching for many years. Mrs. Marler ensures her students get the best learning experience, by helping them relate everyday life things to math. 

Marler decided she would like to be a math teacher her senior year of high school. She originally applied to colleges to be a physical therapist, but she decided since she enjoyed helping her classmates with AP Calc, that she would pursue math education instead. 

Mrs. Marler stated that her mom inspired her to become a math teacher. “My mother was an elementary teacher, and while I had no desire to teach at the elementary level, I saw how much she loved teaching.” Mrs. Marler also stated that her students were the ones who inspire her to continue teaching every day. “They are the ones who make this job interesting and rewarding. I love getting to know who they are and hopefully help them learn and grow.” 

Mr. Todd Degler, also in the math department with Marler, has been teaching with Mrs. Marler for 10 years. They even went to the same college. Even though they didn’t know each other in college, they graduated a semester apart in the Math Education department. Mr. Degler described Mrs. Marler as reliable, steady, and a confident professional. “She is willing to stop what she is doing to help anyone who needs it,” Degler said.  Degler also stated that he would feel comfortable letting Mrs. Marler teach his own children.

Mrs. Marler always tries to get her point across in many different ways.“Mrs. Marler gets to the point quickly, while explaining needed information,” stated Mr. Degler. “She uses visuals and examples to demonstrate the process of math concepts. She is also very good at checking for understanding throughout her lesson by giving problems for students to explain orally, on paper, or to demonstrate.” 

As like every teacher, Mrs. Marler is not perfect. She has flaws like everyone else, but her flaws don’t really seem like flaws. They are more like high expectations.  “I feel one thing Mrs. Marler could improve on is saying no. She often will agree to an extra workload to help others or give up her prep period to work with students,” stated Mr. Degler. “I feel one thing Mrs. Marler could work on is not giving out as much homework. I used to have  homework in her class every night,” stated Schrieber. 

When you first begin teaching, things can be difficult. You have to learn how the school functions, Marler said. “Things are much more relaxed now versus when I first started teaching. Education is much more personalized and not as black and white as it used to be,” Marler said. “Students have many more choices and resources available to them. When I first started teaching, I would have students begging me to accept late homework. Now I’m the one begging them to turn in late work. Technology has also changed a lot in education, both for better and worse. While technology has increased opportunities for communication and online resources, it has also created serious barriers to classroom engagement.”

Teaching can be difficult with a normal school year, let alone in the middle of a pandemic. “Teaching those who are out with COVID or who were contact-traced is tough. You have students in class with you, but a group of students who may or may not be watching you on a google meet. COVID has made it tough to do what I have planned because I like to do group activities and hands-on things.” 

Mrs. Marler has made a positive reputation for herself. “Overall, I would recommend Mrs. Marler to anyone,” stated Mr. Degler. 

“Mrs. Marler is the best teacher I have ever had, and I would recommend her to anyone because she is willing to help others, before she helps herself,” stated Schrieber. 

Mrs. Marler summed it up, “I love my job and being able to help kids in any way I can.”  

Return to “normal”:students cautiously optimistic about return to class

by Drew Smith/Staff Writer

The destructive path of COVID-19 has been undeniably immense within schools and the education department as a whole. From entirely virtual periods, several different hybrid schedules, contact tracing and more, the inconsistent and messy past year and a half has had an undeniable effect on teachers and the students they teach. Greenfield-Central High School had its own difficulties in that stretch of time, from a quickly ended 2019-20 school year to a quickly shifted first quarter of the 2020-21 school year, it has been shifting and changing consistently. Staff and students had done their best to manage and keep up with the increasing difficulties of the ever-changing schedules, but many fell behind. Now, as the school returns to a sense of normalcy with a fully in-person schedule (excluding individual cases wherein students opted to stay home completely), the question on many people’s minds is how are students handling the return and how long can it last?

Each student has been affected in their own individual way, depending on the programs they’re involved in, classes they participate in, and jobs outside of school. These three students had vastly different while also closely similar experiences throughout this pandemic period: Mario Steverson, a junior involved in several advanced courses as well as a member of the NineStar Films crew; Makenna Hansen, a junior heavily involved in marching band; Zane Bundy, a senior whose schedule could not get busier from juggling a job at Planet Fitness on the weekends, a major position in the theatre’s lighting and sound department, as well as another job with the aforementioned NineStar Films crew. These students have extremely differing schedules and duties, but they share in common their absolute busyness. Over the course of this time, they have seen some of the most drastic changes as they’ve whiplashed back and forth between a normal and hybrid schedule. 

The return to a full schedule has been impactful on all students, whether positive or negative. “Coming back, being a senior, it’s been pretty interesting. There’s a lot of different avenues and different choices you get to have as a senior. With that, it’s been pretty nice, it’s been pretty normal to come back and be with everybody. But, anything’s better than last year. Last year was pretty tough,” explained Bundy when discussing the return to a full schedule. 

Seniors at the school had one full year as freshmen in the 2018-19 school year and of course their sophomore year was cut short, as well as a junior year dominated by hybrid schedules. “Each has their own opinion on the varying schedules we sampled, and while I’ll say that virtual schedules were a challenge, coming back has been something to readjust to, and while different, no less daunting,” Hansen remarked on the return. “It’s not so much the work that’s changed, but rather the way we must now live out our day to day lives compared to before. Last year, we were given extensions on most deadlines, we often got to attend class from the comfort of our own homes, and getting everything done was a little more manageable.” Steverson didn’t have much to say on the return, noting, “I’ve adjusted pretty much to the regular school year. Not much has changed about how I feel, a bit nervous of what’s to come.” The return for students seems to have been a mostly positive experience and excitement to finally have some consistency. But the experience of coming back still has left some a little out of place and discomposed. 

“I’ve enjoyed coming back and having a somewhat regular school year in what seems like ages. One thing that has been jarring is just how ‘regular’ it seems to be. It’s almost like Charlie and The Chocolate Factory, you know, too good to be true. I feel like this point was further pushed by how many people were knocked out within the first couple of weeks,” Steverson explained timidly. For context, Steverson’s freshmen year was cut off in the last quarter and his sophomore year was bridled with a semi-virtual schedule. “Personally, I think coming back has been refreshing. It’s nice to finally see a glimpse of the world we once knew; a light at the end of the tunnel,” Hansen distinguished briefly. Bundy mostly agreed with Hansen’s sentiment, stating, “It’s been satisfying to get back, hasn’t really been too jarring. (I had) [So] many years prior of having school and having had the high school experience before. Being a senior, I got to have some normal years beforehand, but I can see freshmen and sophomores having more trouble coming back.” While the light of the tunnel is starting to become visible, the looming threat of the pandemic has not vanished. There is still the unfortunate threat of a return to a hybrid schedule as more and more people test positive and are contact-traced. 

Bundy punctuated it very clearly, remarking, “Yes, I see all that getting worse, but it’s gonna get worse before it gets better, that’s how it goes. With all the new variants and just being around people more, the vaccines are becoming less effective and things in general are not going so good, but unfortunately it’s the way it’s gonna go.” 

Steverson possessed a bit more of a relaxed attitude on the matter, noting, “I only worry about my family and friends as rude as that may seem. If you want to wear it, go for it, if not it’s whatever. I think our students actually are really nice when it comes to ‘mask etiquette.’ I’ve had kids in class with me have no mask on and put one on when they start to feel sick.” Hansen, out of the group, had the most positive outlook, simply explaining, “I’m not worried about COVID-19 spreading now that the majority are unmasked.” It seems as though the concern of COVID-19 ranges between students from seriously worrying to nothing to sweat over. 

In this pandemic period, many opportunities were closed for several students, whether it be sports, theatre, or band. So after a year and a half of those extracurricular activities being either postponed or shortened, how have students managed a return to those activities being in full? “The only differences I experienced with [band and my job] were the restrictions enforced on the activities and my job, which ended up cutting last year’s season short and limited the hours I could work,” described Hansen on the subject. Steverson elaborated that it didn’t have much of an effect on him, stating, “I haven’t really ventured into any extracurricular activities since freshman year, but I do plan on it. Work hasn’t really been affected, although this could all change [this year].” Bundy described the hectic schedule he’s been experiencing this year, explaining, “Being a senior, this is the busiest year I’ve had, with all the extracurriculars I have and having a job and stuff. I’ve had a lot extra besides school but honestly balancing that around schedule has honestly been fine. I feel like that’s part of the high school experience, learning how to do that.” So while the three students all have dealt with the shift, they all have a positive attitude about the challenge or even hope to add more to their schedule.

One of the largest motivations and most substantial improvements behind the return to a full schedule is the social lives of the school’s students. In a fully virtual schedule, students were unable to see each other, in a hybrid schedule, students could only see each other twice a week and only half the student body was there. The return has absolutely guaranteed that students would be more active in their social lives and would be able to engage more with their friends. “It’s been very nice to come back and talk with people, I could feel myself last, last few years, kinda slipping away since COVID started. Personally, just talking with people, it just kinda slowly disappeared. But coming back with people it’s nice and it reminds me that I like to talk with and be around people,” Bundy said happily, describing his personal return to full. 

Steverson was absolutely ecstatic when he described his return, joking, “As they say, business is boomin’! I feel like I’ve gotten to know my classmates more because we’ve all got an experience with this pandemic that we can relate to. I feel like our sophomores and our juniors can really relate especially since neither of us had a complete freshman year.” Hansen had less of an excited attitude, but for good reason, simply explaining, “My social life never changed much. I kept in touch with my small group of friends throughout our time on a virtual schedule, and now that we’re back in school, I get to see them in person more than I did when it was just outside of school.” 

While many celebrate and rejoice at the end of a chaotic virtual and hybrid school year, the damage that year has done on many students’ paths to graduation is undeniable. “I feel like with the way hybrid went, grades definitely weren’t as high, and a lot of people are having to redo classes, or schedule new ones. There’s not a lot we can do about the past, but hopefully we have all learned how we learned, but more importantly, how we don’t,” Steverson poignantly elaborated on the subject. 

Hansen noted that the year may have not had an effect on her path to graduation, but it still affected her grades and social life, mentioning, “I feel like being virtual had very little effect on how I’m going to graduate. The only things that changed were the experiences that I missed with last year being so abnormal, and my grades also slipped a little bit.” 

Bundy remarked on his experience with the messy year, noting, “I feel like the virtual learning was very difficult, especially with the hybrid schedule and how they were trying to have class time and virtual time. I found it difficult to stay on track and go through online learning then. But with coming back and doing all that, it’s been nice to get back on track. Luckily, I never got off pace like some had during that hybrid time.” While these students were not drastically thrown off track, they were still affected whether it be slipping grades or slipping social lives, and they were certainly conscious of those who were utterly thrashed by the year. 

The last pandemic to take over the world like COVID-19 was the Spanish Flu over a century ago, during 1918-1921. So, understandably, many people, students and teachers alike, were undeniably lost when in early 2020 we were faced with a pandemic that sent both demographics home. This experience is unique to this generation and its impact on school and outside of school has been life-shifting. As the light at the end of the tunnel appears to get just a little closer, these students pondered on how the pandemic has affected their lives and their futures. Steverson made it clear humorously, simply stating, “I’m going to have a couple of stories to tell the grandkids, I guess. I’ve definitely grown as a person, and I’ve learned some things about myself that I will carry on into the future.”

 Bundy had different thoughts and described how the pandemic affected his philosophy a little and his hopes for an evolution in how day-to-day processes were handled, elaborating, “It’s really shown me the power of information and teaching yourself and just educating oneself. I think a lot of people learned that. I feel like just hopefully through all this more technology and being able to work from home is implemented.”

Hansen illuminated her experience, touchingly describing, “I feel like this last year and a half has impacted me permanently. I’ve grown a lot as a person, be it that I took the time to calm myself down and I also learned a lot about people and what beliefs I hold most dear. I also feel like I’ve really grown to appreciate the small things and be happy solely because I’m breathing.” Hansen wrapped up her thoughts with a simple sentiment, expressing, “I think that the things I’ve experienced, both good and bad, will guide me through whatever else I may face in my lifetime.”

Dr. Olin, Mr. Cary discuss plans for next year’s COViD protocols

by Tyler Young/Staff Writer

Photo Caption: Principal Jason Cary talks about COVID protocols and expectations for next year. Photo by Tyler Young

Have you wondered what the plan for the next school year is? Principal Mr. Jason Cary and Superintendent Dr. Harold Olin have revealed a sneak-peek for the Greenfield Central school system plan next year with COVID protocols, the schedule, and expectations.

Starting with Mr. Cary:

Q: Is there a set plan for next year?

A: “Our goal is to be as close to normal next year. Masks next year with students vaccinated could be flexible. The governor has mandated to wear masks at this point. No anticipation to go above the governor. Hopefully high school students get vaccinated.”

Q: How can we build from this year?

A: “We need to learn what works and what doesn’t work. The virtual option may stay next year. The Zoom meetings may become more a part of what we do. Hopefully there is more of what we can do from this year.”

Q: What is the goal for next year?

A: “As close to normal as possible. Traditional blue and gold schedule with kids all back eating in the cafe. Field trips and visitors hope to be back as well.”

Q: How are teachers going to be affected?

A: “Hopefully not at all. We hope they can go back to their normal careers with no sort of confusion or worry.”

Q: Will we return full-on or with a hybrid schedule?

A: “The goal is to start on a normal schedule. This last quarter was to go from hybrid to full-on last fall. We should be back as normal in fall.”

Q: What can students expect for next year?

A: “They can expect it to be as close as normal from the last couple of years. Hopefully we continue the process of returning to normal every day.”

All of those answers were from Mr. Cary. Now, on to Dr. Olin.

Q: What is next year’s protocol going to look like?

A: “The CDC (Centers for Disease Control) has not shared a recommendation for next fall. We have sought to follow the guidelines established by the CDC, ISH (Indiana State Department of Health), and the Hancock County Health Department. We will continue the 3’ radius for contact tracing.”

Q: What should the returning students be aware of?

A: “Students can expect the same precautions from spring and we will not bypass any of them. These include social distancing, increased hand washing, deep cleaning of our facilities, contact tracing, and quarantine periods for infected individuals. But our beliefs are in our students’ best interests.”

Q: How will the vaccines come into effect for your plan?

A: “As of this day, I cannot tell you if we will require the use of masks in our schools in the fall. We may not even have an answer this summer, but I am always eager to hear the new set of recommendations provided by the CDC and the ISDH.”

History of Jordan brand at Nike

by Tyler Young/Staff Writer

Photo Caption: Air Jordan 1 Mid ‘Chicago Black Toe’

It all started in 1984. Michael Jordan had a tremendous rookie year with the Chicago Bulls winning ROTY (rookie of the year) in the NBA. Nike was a fairly new company and was not a successful company in the 80’s. In 1984 Jordan received his first offer from Nike just at 21 years old. Jordan wasn’t interested in Nike and was actually in favor of Adidas or Converse. But then Nike offered him a new kind of deal. Some call it a “signature line” which means he endorsed his own type of shoe through Nike. “Michael Jordan signed a five-year deal with Nike worth $500,000 per year.” (Republic world.com) Jordan accepted the offer, little did he know that he was about to release one of the biggest shoe and clothing franchises ever.

Nike and Jordan called it “Air Jordan” or just “Jordan.” The first release came in 1985 with the Air Jordan l. But these shoes did not meet NBA standards. As it says from footlocker.com. “The NBA banned the original Air Jordan for not meeting the league’s stringent policy on uniforms and colors. Jordan wore them anyway and faced a $5,000-per-game fine as a result.” But that’s not the only thing about these shoes “This Air Jordan was the only one in the series to feature the familiar Nike Swoosh logo.” (Footlocker.com). The shoes also featured wings instead of the, yet to be created, Jumpman logo. The wings were trademarked by Nike on May 7, 1985.

After Michael Jordan won ROTY in 1985. The Jordan brand soon took off, creating all sorts of new clothing, shoes, and sports equipment. Hitting $100 million dollars in sales in 1985, business was booming for Nike. Not to mention that the Air Jordan 1s game worn autographed sold for $560,000 becoming the most expensive sneakers to ever be sold. “Sotheby’s recently sold a pair of Nike Air Jordan 1s for $560,000 to become the most expensive sneakers ever sold.” (CNBC.com).

Nowadays, Nike is the most popular footwear brand. With new endorsements such as LeBron James, Tiger Woods, Kevin Durant, Stephen Curry, etc. But we can’t forget how it all started with one man, Michael Jordan. Jordan has made 1.4 billion dollars off of Nike alone, and Nike is a 34.8 billion dollar company. So in conclusion, Michael Jordan and the Jordan brand have made a huge impact on Nike today. Without Jordan’s success and Nike’s signature deal. Who ones what Nike could’ve turned out today.

HOW THE WINTER WEATHER AFFECTED THE COUNTRY

by Jeremiah Edwards/Staff Writer

During the week of February 13-17, a winter storm came through North America. Places that usually don’t see the blanket of white, woke up to a little surprise on their doorstep. The winter weather stretched from the Rio Grande to Ohio. At first it was a treat, with posts on social media of people playing with the snow and exploring the vast pros and cons of the weather. Things took a turn when the weather worsened. Texas experienced many power outages leading to school closures and it is suspected that more than 70 people lost their lives. 

    Temperatures reached 8 degrees in Austin, Texas and -38 degrees in Hibbing, Minnesota, both temps breaking records in their respective states. State officials all over America recommended their citizens to stay home to avoid disasters on the roads. 10 people died due to crashes and poor road conditions. In 14 states, utilities called for a blackout which resulted from subzero temperatures. This left 300,00 residents of Oregon without power. 

Chicago had issues after 18 inches of snow fell in some areas of the city. Every hour almost 2 inches of snow fell, though areas like the O’Hare International Airport saw a lot less snow. This snowfall helped to tie the record for the longest stretch of days with snow since 1884, when records were kept of snowfalls. 

   Chicago wasn’t used to getting this much snow this quickly. Todd Kluber, a meteorologist with the National Weather Service, stated, “We’ve had more snow in three weeks than we’d typically get in the entire winter.” 40.1 inches of snow had fallen throughout the three-week period, marking another record as one of the snowiest stretches. This total is about 5 inches more than the seasonal normal snowfall of 36.3 inches, Kluber said. https://www.chicagotribune.com/weather/ct-winter-storm-snowfall-totals–20210216-36pex67a5redhki3tnqfcdjh6q-story.html

Records after records kept getting broken by this winter storm. Over 73% of the lower 48 was blanketed with snow, the largest percentage since 2011, when NOAA began tracking show coverage. Texas was hit the hardest, due to its isolated electrical grid. The state had to rollout blackouts to conserve their energy.   Jessica Knofla, a Texan from Galveston, said of conditions in Galveston, “Basically, everyone who lives here had no warning and is stuck on a blacked-out island with no major stores open and no lights on the road. It’s absolutely infuriating.” https://www.theguardian.com/us-news/2021/feb/16/texas-weather-snow-storm-latest-news-power-outages-deaths

12 million citizens of Texas were advised to boil their water before consumption. Kelsey Muñoz, an intensive care nurse in Dallas, stated from the link above, “Currently, I have power and I’m hoping I am not jinxing myself by saying that. However, for water I’ve had to gather snow and melt it. Never thought I had to do that in Texas.’ ” Four million people were without power throughout the week all across the country, 3.5 million were in Texas alone. People were even told to stop dripping their faucets to preserve water for hospitals and fire departments.

   The storm affected everyone differently. Some has a little bit of fun in the vast world of snow; others had very difficult conditions. One thing I think we’ve all learned from the storm: It’s time for summer. 

Election and InauguratioN: Historic events unfold leading up to inauguration

By: Tyler Young/Staff Writer

Photo Caption: President Joe Biden is sworn in on Inauguration Day. Photo from: https://www.abc.net.au/news/2021-01-21/joe-biden-sworn-in-president-of-the-us-inauguration-ceremony/13076538

The change in U.S. presidents over the past few months was rather eventful. Claims of voter fraud cast shadows on the election and caused numerous investigations. While there was no substantiated proof of this voter fraud, President Trump said repeatedly that this was the case. Now some may say his beliefs are true because there was confusion over mail-in ballots during the 2020 presidential election. However, evidence has not proven it as of yet. “The president and his allies filed 62 lawsuits in state and federal courts seeking to overturn election results in states the president lost, according to Marc Elias, a Democratic election lawyer who is tracking the outcomes.” (USA Today) Out of all 62 cases, only 61 have won. But that one win was because some citizens failed to provide a proper ID in Pennsylvania, and the number of disqualified votes would not make a difference in the outcome of the vote. (https://www.post-gazette.com/news/crime-courts/2020/11/12/trump-campaign-election-2020-presidential-pennsylvania-lawsuit-ballots-late-identification/stories/202011120132)

Skip ahead to November 3, Election Day. It was a close call from the beginning. But in the end, Democrat candidate Joe Biden and his chosen Vice-President Kamala Harris pulled ahead, winning major states such as Arizona, Nevada, Pennsylvania, Michigan, and Georgia. Joe Biden had won the electoral college vote, and was soon to be sworn in as president. This is when voter fraud became a really popular phrase used by former President Trump, and became a concern to be investigated.

The next important event came on January 6, 2021, the beginning of a new year with many hopes after the challenging year of 2020. But again, it was quite eventful. Before a full week of 2021 passed, a very important historical event occurred on that day. President Trump attended a rally in Washington, D.C. amid claims that there was voter fraud in the Presidential vote. Some attendees of the rally proceeded to storm the Capitol building, wishing to prevent Congress from counting the votes. A riot broke out outside the Capitol, which led policemen and women to protect the Capitol. But it wasn’t enough; the mob forced their way into the Capitol, taking it over. One rioter was shot by Capitol police. Two Capitol policemen died as a result of the riot. Three other civilians died due to medical emergencies. Senators and members of Congress had to flee to be escorted to safety. Many items in the building were also broken and ruined. President Trump tried to stop the mob by telling them to go home. “”It was a landslide election, everyone knows it … but you have to go home now,” Trump said. “We have to have peace, we have to have law and order, we have to respect our great people in law and order. We don’t want anyone hurt.’” (quoted in NBC News article online: https://www.nbcnews.com/politics/congress/blog/electoral-college-certification-updates-n1252864/ncrd1253120#blogHeader) Just days before Inauguration Day, President Trump was set for trial, yet again, to be impeached by the US House of Representatives on January 13 for what members said was “inciting an insurrection at the Capitol” (https://www.npr.org/sections/trump-impeachment-effort-live-updates/2021/01/13/956412385/the-house-has-impeached-trump-again-heres-how-house-members-voted) The Senate impeachment trial will start on February 9. “House Democrats said Tuesday in making their most detailed case yet for why the former president should be convicted and permanently barred from office.” (ApNews)

On January 20, 2021, Inauguration Day, at 2:00 pm President Joe Biden and Vice-President Kamala Harris swore their promise to follow the Constitution and were sworn into office. But President Trump wasn’t there. “Meanwhile, Donald Trump is at Mar-a-Lago in Florida. He was the first president in 150 years to boycott his successor’s inauguration.” (CNN at https://edition.cnn.com/politics/live-news/biden-harris-inauguration-day-2021/h_8f29890075535554698ebf2eb48ed606) The ups and downs of the election and inauguration continue, as the Senate impeachment trial has begun. 

Holidays celebrated around the world

by Emily Oleksy/Staff Writer

Many people have diverse holiday celebrations, including the kinds of foods they eat at these times. It would be interesting to see what is customary for people to eat on that day and to explore the different foods that other people may not eat or experience. People around the world eat all kinds of different foods for the holidays.

The first place to discuss is Israel and they eat latkes. Latkes are fried potato pancakes that are cooked in oil. This is a very important part of the Hanukkah tradition for people, not only in Israel but also in the US and world-wide. This recognizes that the Second Temple kept the Menorah burning with oil for eight days. People might eat this meal for Hanukkah to celebrate.

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The next place is Italy and they eat panettone which has candied fruit, chocolate, raisins and nuts that it has in it. The panettone plays an important role during the holiday season in Northern Italy. It’s one of the most famous holiday sweets. The panettone might be served with several types of fish, prepared all different types of ways when they serve the panettone.

Next, England is where people have holiday pudding and the dishes goes by many different names. Whether you call it figgy pudding or plum pudding, there are so many different names for it. The pudding is the key desert to have for the holiday season which is made of suet, egg, molasses, spices and dried fruits. Brandy is poured over the pudding immediately before it is served, and then it is lit on fire.

The next stop is France where they have Bûche de Noël as their holiday désert. The La Bûche de Noël symbolically represents the Yule Log which is a log that was traditionally carried into the home sprinkled with wine and then burned on the day before they celebrated the holiday. The Bûche de Noël is often made from sponge cake and chocolate buttercream with a swirl and shaped into a log.

The last one is in Bulgaria and it the Koliva which is boiled wheat with sugar and walnuts and is often the first item to appear on the table for the holidays. It is sometimes served with honey, poppyseed, other grains, rice, beans, and dried fruit. The dish can be prepared in so many different ways and is often connected with the Orthodox traditions.

This article was written to explain some of the interesting things that people around the world eat for the holidays. Each food is different, according to where you are, all the different types of ingredients that people use, and why they have it for the holidays. Maybe this article can help people learn a little more about certain foods and places around the world.