Profile: Mosser experiences early years of teaching career in pandemic

by Lauren Blasko/Staff Writer.

German Teacher Miss Jordan Mosser reviews with her German III students before the test. Mosser will soon visit Germany, to teach her students  more about the culture of the country.

With the recent COVID-19 pandemic, most schools lost some teachers, just like GC did. The German teacher in 2019-20, Ms. Cathy Clements, decided it was time to retire based on the conditions regarding the pandemic at that time. In search of a new German teacher, GC was able to hire Miss Jordan Mosser.

Mosser originally knew that when she went into college she wanted to be a teacher. Following that, Mosser knew that when she went into college she wanted to continue in the German language. Mosser stated, “I knew that I liked working with kids and I wanted to continue working with German, so it was the perfect combination.” This allowed Mosser to get her college degree in teaching German. Unfortunately for Mosser, her first year teaching didn’t go according to the plan as she originally had in mind. Mosser’s first year teaching at GC was during COVID-19, occurring when GC was on a hybrid schedule. Because of this hybrid schedule, only half of the students were in her class each day, while the other half was online. This was a challenge for Mosser, throughout the year, because she said that keeping the online kids engaged and in the lesson was hard. Mosser stated that her first year at teaching she “learned something new everyday” and “I learned a lot more than college prepared me for.” 

Having a new teacher during any normal school year is hard, but having a new one during a pandemic can even be more challenging for some students. Victoria Titus, 12, stated how having a new German teacher was, “super exciting and yet also nerve-racking at the same time.” With Mosser as a new teacher, it made the school year different for a lot of students. 

From the last school year to the present one, there have been many different adaptations that Mosser has gone through with her students. Even with those adaptations it never stopped Mosser from having a good relationship with her students. Mosser was able to have a good understanding and connection with her students. This was why so many students gave positive feedback about her. Titus said, “Frau Mosser did a great job at engaging her virtual and in person students and made the class enjoyable.” Victoria Titus, as well, continued to state that even though Mosser was a new teacher last year, which was intimidating, the past school year with Mosser has helped her learn German in person and even through a screen. 

One of Mosser’s goals as a teacher is to have a good influence on her students. Because of that, she allows her classroom to be an open and fun environment for her students. Students have been able to see this exact thing as well. Kammi Anderson, 11, stated, “That class is always a place where I can unwind. It is always a very open class, and even though the whole class talks a lot, we still end up getting our work done.” Kammi Anderson talked about how having Mosser’s class is “so relaxed and the class she needed at the end of the day.” 

As well as wanting to have a good influence on her students, Mosser wants to have a deep connection with her students. Mosser stated, “My favorite memory from last year was getting to talk to you guys and getting to know all of you.” Victoria Titus, 12, said that she enjoyed having Frau Mosser as her teacher through the past year and how she made her class very enjoyable to go to.

Mosser is a teacher who has goals to have a connection with her students, to teach them German, and to have a positive influence on her students. 

Profile: Holzhausen’s “relaxed,” “Personal” style of teaching reaches students

by Caleb Curry/Staff Writer

Photo Caption: Ms. Holzhausen reviews prefixes and suffixes with her class. Photo by Caleb Curry

English teacher Ms. Jennifer Holzhausen has been teaching for twenty years. In those twenty years she has had many students, and taught many topics. When she is teaching she does not see her students as just students, she sees them as people. These qualities are why many students see her as such a great teacher.

Growing up, Ms. Holzhausen never had any intention of becoming a teacher. “I considered every other profession besides teaching until it hit me between the eyes, that’s what I was supposed to do,” is how she put it. Without a thought in her mind about teaching while she was growing up, she continued on the career path of marketing. However that all changed one day when she was working and volunteered to help with a Girl Scout troop for a day. That is when she realized that she was having much more fun with the young girls than she ever did with any of her colleagues at work. On that day she decided she needed a profession where she could work with kids, and found that opportunity in teaching.

Her impression on her students can be seen throughout the day when she is teaching. “It is definitely one of my favorite classes to go to,” freshman Jake VanOsdol said. Other students have mentioned how she never seems to be in a bad mood, and always can find the time if you have questions. “The stuff she teaches always seems real, simple and straightforward,” freshman Kishan Patel says, which is a common trait that her students point out. “I think boiling it down to what’s real,” said Ms. Holzhausen when describing her best trait as a teacher.

The way Ms. Holzhausen teaches allows students to understand the concepts and gather information required. “I was nervous about a test we had,” VanOsdol said, “however, Ms. Holzhausen gave us plenty of time to review and ask questions before we took it, so thanks to her I had no reason to panic.” Students talked about how they have not been overly stressed or worried about assignments and tests in her class.

“I want my students to know that I care about them as people,” is how Ms. Holzhausen described the way she teaches. Patel brought up how her class always seemed more laid back and relaxed. A laid-back and relaxed teaching style comes from her love of the job. Ms. Holzhausen does not just love her job for the subject she teaches, but for the students she meets. Ms. Holzhausen talked about how her favorite aspect of teaching was to help students learn who they were and to watch them grow over the time they spent in the classroom. 

“I enjoy going to the class for the way she teaches it, not necessarily the material,” Patel said. VanOsdol’s statement further proved Patel’s point when VanOsdol said, “Before this year I had never really looked forward to going to reading class.” Ms. Holzhausen’s classroom environment is said to be much different than  most other classes in the school. The more relaxed and personal  style likely will lead to a more successful class, and students looking forward to going to class everyday. “So far she is one of my favorite teachers at the high school,” VanOsdol said.

Students review ups, downs of 2o20-21 school year

by Ben Brunsting/Staff Writer

2020-2021 has been hard. It’s been said over and over. Between the rapid change in schedule, and the new restrictions put in place, everyone has had to go through something new this year, no matter if one was a junior, freshman, or were virtual full-time. With such an odd year, students are bound to have a wide variety of experiences. 

Part of the experience this year was dealing with virtual classes. Some were in school part time, while some were fully virtual. One such virtual student was Maddox Hiner, 10, who didn’t get the opportunity to come back to school this year. When asked if there was anything he regretted from this year, he said, “The only thing I regret was failing to get some of the classwork done.” This seems to be a commonplace problem with virtual school. With attention spans already being low for in-person schooling, being at home surrounded by distractions can be challenging.

While some were at home full-time, most were in school for the most part this year. Alex Smith, 11, was one such student. He discussed his opinion about the schedule this year. “In terms of restrictions and schedule, I don’t want next school year to be like this one. I want to have a normal senior year,” Smith said. With next year’s schedule still to be confirmed, many juniors are worried about their final year of high school being stricken by the same restrictions that this year’s seniors had to manage. 

With the differences that this school year brought, some students were able to get away with skipping class or dodging responsibilities. Several students would just not show up to classes when they were supposed to, or only show up for a short minute and then leave. This led to many students’ grades being lower than normal. There are also students who did fine with the trials this year put forth. When asked about the year, Smith said, “I feel that this year was successful for me both as a student and as a person. I did fine with the part-time virtual and the full-time virtual portions of this and last school year.” Both sides of the issue are reasons for and against having virtual classes next year. 

Between masks, virtual class, and only being in school part time, it’ll be hard to tell what progress happened with schooling.  People also had different reactions to the chaos of this year. Some thrived in the virtual environment and others were swamped with hardships. With this school year finally coming to an end, and next year coming in fast, one can only hope there is a return to normalcy sometime soon. 

Asian Heritage Month: Anna may Wong

by Jeremiah Edwards/Staff Writer

In honor of Asian Heritage Month, Cougar Review staffers felt that a profile of a famous Asian American would be appropriate for the May issue of the newspaper. Anna May Wong was the first Chinese American Hollywood movie star. She had a very successful career, appearing in over sixty movies, though it was always an upwards climb to reach that point of success. Wong would face racism and discrimination all throughout her career, being denied lead roles and being given supporting roles or the typical “Asian characters.” This was largely due to anti-miscegenation in the United States, preventing interracial marriages and even interracial actors from kissing on screen. Growing up and living in the early 1900s was no easy task. The standards and layout of society is nothing like we see today. Let’s take a look at how the first Asian American woman movie star came to be. 

It would all start in the 1850s, when Wong’s grandfather, Leung Chew Wong, emigrated from Taishan, China to the United States. Shortly after this move, Anna May Wong’s father, Sam Sing, was born. After moving back to China after his father’s death, Sing settled down with his wife in the Chinatown area of Los Angeles. Wong was born on January 3, 1905. She would be given the name Wong Liu Tsong which means “willow frost” in Chinese. She would later be given her English name, Anna May. 

Growing up, Wong worked in her father’s laundromat which he had opened when settling back down in America. Wong also attended Chinese language classes after school. Around the age of nine, Wong was struck with the interest of movies; that’s when the movie productions moved to California from New York. She took such a strong interest that she would skip classes to attend movie sets and spend lunch money to view movies. Wong finally decided that she wanted to be a movie star. So at the age of eleven she created her stage name, Anna May Wong. She created this by combining her English name with her Chinese name. 

Wong achieved her first role in 1919 in a movie called The Red Lantern. Wong had seen a casting call and without her father knowing, convinced one of his friends to introduce her to the assistant director. She would be an extra and would carry out a lantern in one of the scenes. Wong’s success didn’t stop there; she continued to work as an extra in many movies. She was also balancing school with her career. Two years later after successfully entering the movie business, Wong would drop out and become a full time actress. This proved to be good fortune, as that same year, she landed a role as Toy Ling’s wife in the film Bits of Life. A year later, in 1922, at the age of seventeen Wong would land her first lead role in the Troll of the Sea. 

In March of 1924, she created her own production company called Anna May Wong Productions so she could make her own movies about her culture. The company, however, would close after her business partner was caught using bad business practices. Wong would soon be fed up with Hollywood due to the constant discrimination. She would then move to Europe where she starred in a plethora of films. Schmutziges Geld in 1928, Piccadilly in 1929, and her first talking film in 1930 called The Flame of Love. She would also star in a play A Circle of Chalk with Laurence Olivier. 

Paramount Studios noticed her work and promised her leading roles upon her return to America. Wong took the opportunity and starred in the Broadway production of On the Spot. Sometime afterwards Wong’s mother was hit by a car in front of the family’s home. The rest of the family stayed in the home until 1934, when they returned to China. 

Wong would still go on to star in many movies but was always asked to play the stereotypical Asian roles. The director of Dangerous to Know even asked her to use Japanese mannerisms when playing a Chinese role, and she refused. She would later appear in one of her most famous films Shanghai Express. After the movie in 1932, Wong went on tour in China for the next year. Wong became the first Asian American to lead a US television show for her work on The Gallery of Madame Liu-Tsong. She was also planning a return to movies.

Anna May Wong passed away on February 3, 1961 due to a heart attack. She was 56 years old. After her death, awards were named after her by the Asian-American Arts Awards and the Asian Fashion Designers group. Anna May Wong’s decorated career would set a new standard for society. It would set a new wave of thinking. She was a pioneer in a long-lasting war for equality. 

10 Movies in a Month

by Drew Smith/Staff Writer

  1. Citizen Kane (1941) – The notorious feature directed by and starring Orson Welles continues to be one of the most well-made films of all time, with its immensely striking cinematography, its larger than life set design that encapsulates the colossal scale of the story, its incredibly dense performances from all the primary actors as well as the side characters, as well as its masterfully done writing and directing that help paint the tale of a lonely man desperate for love from the people. This film floored me in how grand and magnificent it was and to this day still stands to be. It really is one of the best films ever produced and its impact on the industry is incalculable. Not to mention the editing, which pieces together these larger-than-life tales and running plotlines and is able to conjure together a very quickly paced and cohesive narrative. Believe the hype built-up around this film, because in my opinion, it still stands as the giant in film that it’s been said to be. Certainly a 5/5.
  2. The Mitchells vs. The Machines (2021) – A recent film produced by Sony Animation (the same production company behind Spider-Man: Into the Spider-verse) and directed by Michael Rianda is a wonderfully animated and edited picture that falls flat on its face with obnoxious and predictable writing as well as lackluster comedic bits that only serve to halt the already begrudgingly uninteresting plot. The film has plenty of positives; it features a excellently organized cast who all give engaging performances, as well as its underlying narrative about growing up and how to manage a ever-faltering relationship between a parent and their child, but I feel the film suffocates from an annoying and grating need to intermingle outdated internet comedy ironically into a story about being out of touch with your kid. The film also uses the quite often recycled jokes about how “older people don’t know how to use technology” in an uninteresting and an uncreative way that just comes off as lazy and slogs down the film. Overall, a very disappointing feature with immaculate animation and a solid cast that could have easily been elevated with better writing and directing. 3/5.
  3. Madagascar: Escape 2 Africa (2008) – The Madagascar Trilogy is quite bizarre and it often feels like a series of films made for nobody and made by people who don’t know why they’re making it. I suppose the trilogy was made in an attempt to ride the coattails of Pixar’s successes but slowly turned into a Frankenstein’s monster of a film series. A lot of the enjoyment I derived from this film was a mix of unintentionally and intentionally hilarious bits that I couldn’t accurately decipher which was which. To accurately showcase the absurdity of this film would require me to break down one of the many mind-boggling scenes in this film, so that is what I will do. In one of the scenes at the latter half of the film, the primary characters go to save the main character Alex the Lion, (who is outside of the reserve they’re staying at) and they attempt to go rescue him via a makeshift plane that the notorious spy-like penguins built with the assistance of a bunch of chimps, but before they can leave using the plane, the penguins are held up by the chimps in a union meeting (as the chimps have organized into a union) and the chimps argue for maternity leave. I’m not sure how this bit got into a film made for children, but nevertheless, I am certainly happy it’s here. This film is very difficult to break down or even be treated as a film, but I can tell you I equally think of this as one of the worst animated films of all time and I love it dearly. 3/5. 
  4. THX 1138 (1971) – The final film made by George Lucas before his now massively successful series of films known as Star Wars, this feature is quite a unique viewing experience and is neat to reflect on knowing where Lucas’ career went following this. The film focuses on a dystopian future in which the idea of gender and identity is stripped down and most people are known by their prefix of three letters and then a series of four numbers, the main character’s being THX 1138. The feature explores these overarching ideas of consumerism and unleashed capitalism in full force and this idea of mass sedation via pills and drugs to essentially morph people into these workforce bots. The cinematography and editing are extremely striking and help formulate this stream of consciousness that paints the image of this soul-sucking and dystopian world. The sets are daringly large and complex, with these streams of extras all in costume, and maintain the world beautifully. The film is only held back by its at times lackluster script and also by the several retrospective changes made by George Lucas and his insistence in editing and tweaking his old films which he should really just leave alone. For example, the opening credits in the film in the original theatrical cut were white, but for some odd reason George Lucas in his new director’s cut of the feature made them green. He also sprinkled in odd cases of CGI. These changes do not enhance the film; they just alter it slightly and at times worsen it. A solid 4/5.
  5. Dancer in the Dark (2000) – Dancer in the Dark is a quite bizarre venture into musicals by the ever-dark and edgy Lars von Trier, starring Björk as a Czechslovakian woman who is slowly turning blind and who is in love with musicals. The film is in some ways an anti-musical, with its extremely dark narrative (which I won’t go into for the sake of spoilers) as well as its quite unique soundscape it explores for the musical numbers. It has this brilliantly grimey and natural cinematography with it all being filmed handheld, except for the musical numbers, and uses this different aesthetic to enhance the depressing nature of the film. It also features very jumpy and jungled editing, often cutting off dialogue and cutting between pieces of conversations that I think geniusly gives an anxiety to the movie. The performances and musical numbers are genuinely flawless and are just incredibly directed. The film is quite the depressing and equally wondrous adventure. 4.5/5.
  6. F for Fake (1973) – F for Fake is a documentary directed and starring the aforementioned Orson Welles in one of his final projects before he passed. It is quite the journey exploring the story of a notorious art forger Elmyr who lives in Ibiza, Spain, and also the coincidentally present Clifford Irving who faked a story about the once giant actor Howard Hughes, who also coincidentally Welles almost made the main character of Citizen Kane. The film messily explores the art of forgery and lies with this vigorous editing style, at times tripping itself with how complex it makes the story, but also features such a magnificent performance from Welles as the narrator, it’s hard to not watch while at the same time hard to watch. To watch this, one must keep their eyes peeled and their ears open to catch everything because the film will not wait for you to figure everything out. It has really neat cinematography with these very intimate interviews of Elmyr and Irving. It’s a fascinating study of the art market and challenging the supposed “experts” of the art world, but could really be helped by a more streamlined and easier to understand narrative throughline. 4/5.
  7. The Woman in the Window (2021) – The Woman in the Window, formerly a short film, is an absolutely obvious disaster of a film in its ridiculous and predictable script, the horrid performance from Amy Adams that drags the film down, the boring cinematography, etc etc. The film strangely seems to take some major inspiration from the 2020 Oscar-nominated short film The Neighbors’ Window. I could be looking too deeply into it but the two films seem to share some major similarities. Amy Adams’ performance in this is just so obnoxiously over-the-top. Even the way she laughs feels unnatural; nothing about her performance makes me believe in the character. Gary Oldman, who’s likely the best actor here, even shoes it in. This is of course could be the fault of the director, who I have no doubt did not help enhance these performances. The editing is also just ridiculous, so flashy and absurd, it just drags down the film. The main plotline is so messy and hard to follow as well as tries its hand at a Shyamalan-esque twist at every turn. This film just has such little about it that is worth watching other than an ironic enjoyment perhaps, but even there it’s such a boring mess that very little humor could be found in it. 1/5.
  8. Walk Hard: The Dewey Cox Story (2007) – The comedy feature parodying the ever-present musical biopic trend within the film industry is quite the spoof featuring an incredible performance from John C. Reilly as well as some quite clever writing, only being held down by some lackluster presentation and some unfunny bits. Not too much to say about this, it succeeds at what it’s attempting to do, even if that isn’t much. The cast is strong and well directed, the bits are mostly funny; at times it’s just overly obnoxious and boring. Its presentation is just so flat, falling into the common cinematography trope of comedies of a medium, reverse medium shot that is just so boring to look at. So much about it is just fine and fine only. A solid 3/5.
  9. Austin Powers: International Man of Mystery (1997) – One of the most iconic comedy films of the late 90’s to early 2000’s, the Austin Powers series of films are certainly worth at least giving a watch. The film has so much personality and has a great humor about itself, but its writing is absolutely atrocious at times, especially the romance subplot present in this film. It’s also riddled with these strange transitions that kind of just interrupt the flow of the film. It seems as if it is just there as filler. The costume and set design is well done, Austin Powers’ outfits are so absurd and comical; those aspects are extremely well done. The comedy of the film is for the most part well done; some of it just has not aged well with time. Certainly worth a watch, but not too much there. 3/5.
  10. Bad Trip (2021) – Bad Trip is the filmmaking venture made by the notorious internet icon Eric Andre, known for his late-night talk show satire The Eric Andre Show. The film involves an intermingling of live pranks and narrative driven comedy scenes. It’s quite an interesting combination, often being mostly held back by its narrative scenes, the highlights always being the live pranks that Eric Andre is most well known for. The film is just genuinely bonkers and out there and does not hold itself back from just going absolutely absurd. The way the pranks are set-up and organized are so well done and creates these incredible scenarios ripe for comedy. The film’s only significant failure derives from the pranks involving the character played by Tiffany Haddish, which just take themselves a little too seriously and don’t have much humor to them other than the semi-interesting reactions from bystanders. Any time her character has a scene, the film comes to a halt and does not pick up again until her bit is over. A slightly disappointing comedy that could have been so much more with a more focused approach as well as certain aspects had been cut out and replaced with better bits. 3.5/5.

Cougars hope to bounce back from Conference, end season strong

by Kyler Rhoades/Staff Writer

Photo Caption: Matt Kaser, 12, tees off at a home match.

The Greenfield-Central boys golf team has had some good moments this year, but are yet to have everyone clicking at the same time. At the conference tournament, it was another instance where the Cougars fell short of having it all come together. However, after a seventh place finish, the Cougars are more motivated than ever, and practicing hard in hopes to rebound from their struggles going into the final stretch of the season. 

Trying to pinpoint the reasons as to why the team struggled the way they did at conference, Tyler Young, 9, says it felt like the team was just overwhelmed throughout tournament. “I think everyone was just overwhelmed during the entire length of the tournament.” Young said. “I think one of the biggest things for us moving forward is just learning to play our game no matter what the circumstances are.”

One thing that the Cougars can use for hope is knowing that they’re not too far off from performing at a level that will ensure success. Matt Kaser, 12, said, “To play our best golf we just need to keep practicing. It seems like every match we get two or three great scores and then we have a couple underwhelming ones to go with them that hold us back from being the team we can be. We have a lot of potential and we need to be ready to have it all come out.” 

Something else that the Cougars are using for motivation is remembering the feeling of almost getting last at conference, and never wanting to feel it again. “We can bounce back from our bad performance at conference by just remembering how it felt nearly getting dead last, while also knowing we were one score off from being a top four finalis,” Kaser said. “That tournament has really hit us that we have to play our best if we want to keep this season going past sectionals.”

Of course, while the struggles at conference are disappointing, something that a lot of people seem to forget is just how young a lot of this Greenfield-Central team is. Not a single member of the Cougars squad had played in the conference tournament beforehand. On the topic of how young the Cougars are, Young, said, “I think considering that this is my first year of school golf, along with a lot of my teammates, we have almost done as much as we can do. If we can come together, though, we can definitely improve our scores.” The young guys have played a big part in the success that the Cougars have had, and it’s been great for multiple reasons for the entirety of the team. “We have a lot of guys who have never played varsity golf, So for our younger guys to step up and play like they have been, it’s special, and it adds motivation for the older guys to keep fighting for our spots,” Kaser said.

Now, with the conference tournament in the rearview mirror, the Cougars have their sights set on finishing the regular season strong before heading into sectionals. With the hard work they’ve been putting in, and the recent struggles adding fuel to the fire, the Cougars believe they have all the tools necessary for a late season surge.

SEniors, others reflect on saying goodbye to the year

by Audrey Roberts/Staff Writer

Every year, seniors graduate from high school.  Each year is different and unique for not only the seniors as a whole, but also for the seniors as individuals.  Everyone has different experiences throughout their high school years, but senior year is set apart from the rest.

Senior year is filled with a lot of thoughts and memories.  Not only do seniors think of their past years, they also have more fears and worries, hopes and wishes.

Of this year, Kaya Billman, 12, said, “I was mainly worried about how I would be able to keep up with my studies.  I am taking several advanced classes, and the workload was heavier than usual.”  Though problems like these were hard to overcome, she mentioned that she eventually was able to overcome and work through them.

Luckily, not everything was a worry for the seniors.  Hannah Kinion, 12, said, “I’m not going to lie, there wasn’t very much I was excited for the beginning of this year purely because I knew that due to Covid-19, most of the major events would be canceled.  However the one thing I kept hope and excitement for was getting to direct Legally Blonde-and luckily it came out better than I could have ever imagined.”  For Hannah, her theatre experience was one of the best times she’d had this year.

Of course, Kinion also mentioned that her favorite part of this year was having a prom.  With a lack of GCHS prom, she was able to attend two other, student-made proms that allowed her to enjoy this senior experience.

Billman said that quarantine keeping her away from her friends was hard, and that the separation by alphabet for the school schedules didn’t help much.  However, when she finally did get to spend school days with them again, she said she was happy to see them again.

Unfortunately, as the year comes to an end, goodbyes are imminent.  Juniors, sophomores, and even freshmen have to say goodbye to their close friends who are preparing for life after high school.  Brynn Elliot, 11, said, “Honestly, the fact that they’re leaving in a month is upsetting.”  When she talked about how she hangs out with them in classes or at their houses, she said that it was hard thinking about not being able to see them every day, or having fun on the weekends.

Trey Smith, 10, talked about how some have become role models for him, and that he’s sad they’ll be going.  However, he turned the tables around and said that he was also excited for them since they “get to begin a new stage of life off on their own.”

Most seniors are ready to start their next journey.  For example, Billman plans to go to Ball State and study telecommunications.  Meanwhile, Elliot says she’s really scared that she’s going to lose friends when she becomes a senior and then moves on to enter college since everyone will go on their separate paths.  But she also said that she was excited to see where life would take her when high school was over.

Kinion plans to go to medical school to become a doctor in psychiatry.  Working hard, she plans to help people with eating disorders, dementia, and more.  She’s ready for wherever the path leads her.

Overall, GCHS’s seniors are preparing all around the school for their last few weeks before they start the next step of their lives, and there are more people besides Brynn Elliot and Trey Smith who are wishing them well on those next steps.

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 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 “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.” ( 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.” (

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.

Students offer thoughts on in-person schedule for 4th quarter

by Jeremiah Edwards/Staff Writer

Photo Caption: Abby Morgan, and Shelby Robinett, both 10, meet with a classmate in yearbook while they are in-person and the classmate is at home on the previous hybrid schedule.

Greenfield-Central High School switched to its new schedule after spring break. Previously students were put into splits based on their last names, A-K and L-Z, A-K going into the building on Monday and Tuesday and L-Z going in on Thursday and Friday. The Cougar Day, which is on Wednesday places every student at home. With the new schedule the splits don’t exist and everyone who is supposed to be on site goes everyday besides Wednesday which is still a Cougar Day. After winter break, GC opted to stay hybrid. At first rumors were the school would be hybrid the rest of the year but after a promising third quarter, and of course a school wide vote, GCHS opened its doors for all students who opted to be onsite to be in the building at the same time. The separation felt long as many students hadn’t seen each other since the beginning of the school year before the eventual progression into a hybrid schedule. The question is, how do students feel about this new schedule? How has it affected them so far? Which schedule has benefited them the most? 

   From the students who were interviewed, most have a fair to strong liking of the new schedule, noting that the only big issues are the loss of sleep, more people, and a bigger workload. Cooper Cox, 10, said, “I struggle with online learning…the new schedule holds me more accountable” but when asked what are the advantages of the old schedule, Cox cited, “The old schedule gave me more time to sleep.” Michael Runions,10, also emphasized how the old schedule gave him more time to sleep and how he had to change that habit. “During hybrid I would stay in bed for most of the day or I could sleep in during my EB but now since we are in school I make sure I’m awake and out of bed in the morning.” Though he also understood that being online for 3 days a week wasn’t the best for him, citing that the old schedule is not favorable over the new. “I do not favor the old schedule because I missed all of my friends and sometimes I would get confused because everything was online, and now I actually have my teacher in person to ask questions,” Runions said. 

Runions highlighted another way the old schedule benefited him but underscored that it might not compare to the new schedule. “The old schedule did let me go into the week a lot smoother because I was virtual Monday and Tuesday, but other than that I like the new schedule more.” Addie Coombs, 10, supported this feeling that the new schedule is draining and tiring, yet saw this is needed and prepares us for the future school years. “I don’t mind being back in person all four days a week.  The longer we go with this schedule the more tired and drained I feel. But either way, we will have to get used to this because there’s more school in the future.”

Tiahna Ayres, 11, supported the new schedule, stating, “I like that we are back four days a week, I have more motivation to do my work and it’s a lot easier to get help from teachers.” Ayres also gave some challenges. “Some challenges are it is more likely that we’ll get quarantined, which puts us out at home for a few weeks. Another thing is we got so used to being at school two days the last year, all of our social anxiety is through the roof and we don’t know how to interact with one another as easily as we did before.” Coombs gave her take on the schedule, emphasizing how important being hands-on with teachers really is. “One of the benefits is being able to see your teachers nearly everyday of the week so it isn’t as hard to get behind like we could with the hybrid days. It’s easier to ask questions, get assignments, papers, etc. But a challenge is having everyone in the building while we are in the middle of a pandemic.”

Students do have very different opinions about Cougar Day. Mario Steverson, 10, stated “I feel like the new schedule is as safe as it can be. As much as I personally resent the Wednesday Cougar schedule, it’s our best bet to be here for the remainder of the school year.” Runions, on the other hand, appreciated the Cougar Day but also enjoyed the push for normalcy. “I feel like we are getting somewhat closer to normalcy. I do appreciate the Wednesdays too because I do like being virtual for that day and staying home.” Ayres, 11, had a third opinion, citing a pro and con of the Cougar Day and supporting the opinion that the new schedule is better than our previous one. “I wouldn’t change anything about the schedule now because I like the Cougar Day. I like how it is a shorter day to get us caught up on our work and to start a new unit in a faster but organized way. The only thing I dislike about the Cougar Day is how fast the classes all go and how much work is assigned by certain teachers.”  

Abigail Coughenour, 10, made the Cougar Day debate spilt even further. “I absolutely hate the Cougar Days because some teachers don’t understand how long 45 minute classes are.” Kye Jocham, 11, pushed the debate to one side. “I really dislike the Cougar Day because it’s very difficult to squeeze all eight classes into one day and it feels like class time is just wasted because it is so short.” Macy Kirkpatrick, 10, helped develop a middle ground between the two opinions. “Cougar day is stressful because some teachers assign too much, but on the other hand I like being comfy at home.” Coombs stated a pro about the Cougar Day, “What I like about the Cougar Day is that we all get a chance to get in touch with all of our teachers in one day instead of waiting for a day.” Iris Pinto Hidaldo gave a thought on the Cougar Day, “I like that now the teachers know that we need a more relaxing day and they don’t assign a lot of homework.” Rylie Voigt, 10, strengthed the argument against Cougar Day across this group of students. “I would change Cougar Days because I strongly dislike attending all 8 classes a day. Each class is almost too short to complete any work, and we almost always have homework that we couldn’t get done in class.” The verdict is in, for at least this group of students: The Cougar Day has some flaws. 

Ian Gross, 10, felt as if the new schedule is okay. He liked not having full classes but felt that being able to ask questions as easy as it is now is a good thing. “The new schedule is okay; it’s not good or bad. It benefits me by making it easier to ask questions to help learn. I liked the old schedule because my classes weren’t as full.” 

Pinto Hidaldo liked the schedule but also saw a habit that needs to be retained. “As an exchange student I like it. It’s a more normal experience than I have had in the last months that I’ve been here. Now I have more opportunities to make friends, and also it is easier to be focused in class. I think it is also difficult to get up all mornings and get ready because I lost that habit.”

Kirkpatrick had a differing opinion, “I prefer when only half of the school is here. That is because class was more group conversation unlike when everyone is here where I have to raise my hand and talk in front of the class.” Kirkpatrick also cited challenges “Challenges include having to talk to more people and just being in this climate longer.” 

Voigt kept the trend of “pushing for normalcy” in some respects and cited some common issues among students on the hybrid schedule and how it’s better now. “I am actually pretty happy being all back in the same place four days a week; it almost feels normal aside from the masks. It’s harder for students to slack off in classes now, and it’s easier to pay attention. Honestly, being in-person doesn’t really have any challenges for me. (I don’t like) having to wake up early every day, but that’s life.” 

  Being a freshman and getting used to high school is not an easy task on its own; in a pandemic it’s an entirely different story . These freshmen showcased their thoughts on how the schedules have affected them and which one is better. 

Elizabeth Blagburn, 9, said, “I think that the new schedule is a lot since we haven’t been all in person since the beginning of the year. I think that the benefits are making new friends and experiencing what it is like to be a freshman. Some challenges are having a lot of work and not enough time to fit it into my schedule. I am a full time student and a dancer. My life is hard enough. Piling more work on top of it makes it harder for me to focus.”

Jadon Brinley, 9, said, “Well, I don’t really like being back more days a week. I spend a lot of time in a good portion of my classes on both blue and gold days that if I were home I could use better. I prefer to be home than at school because it’s not really more difficult for me to learn at home than it is at school. The benefits of being back would be seeing your friends more and there are more opportunities to do things such as labs in science and practical building in engineering classes.”

Colin Eddington, 9, said, “I think it’s helping me learn more because I have to pay attention. The challenges are primarily for the teachers because for the better part of a year they haven’t had to deal with as many of us and thus must feel overwhelmed.” 

The freshmen capped off their thoughts by dictating if anything needed to be changed about the schedule.

Blagburn said, “I think I would change our schedule by having another day at home. This day will be a catch up day no meets. We are free to work on everything. It would be like one big study hall. I dislike having the meet because most teachers just give us the work and explain it on google classroom. I think every teacher should do that. We are getting old enough to figure everything out for ourselves and if we need help we can ask. So if they hold an optional meet for questions I think that would be the best.”

Brinley said, “I wouldn’t really change anything about the schedule because it’s fine as it is.” Brinley also talked about the Cougar Day: “Finally, I kind of like the Cougar Day. Especially now because it’s the only virtual day of the week. And because most of the classes are easier on Cougar Days because of limited time so there’s less work to do.”

Eddington said of Cougar Day, “This schedule feels like it works pretty well and could be useful.The Cougar Day teachers treat the day like a full class day and thus give out as much homework.” 

    Steverson explained his struggles with the old schedule and how things are getting easier for him. He started by saying, “Yes, I like the new schedule. It benefits me because I personally learn better when teachers can interact with students in person.” He then sheds some light on the downfalls and stressing factors of the old schedule: “I do not wish to go back to the old schedule. I felt like it was too much of a hassle to only go two days a week. I felt as if I was just barely hanging on, and then I’d test on Friday knowing barely enough. I feel as if the only thing the old schedule offered was massive stress. I felt like I’ve had to dive deeper into textbooks and notes now. I’ve also been having to almost “self teach” in certain classes, because there’s just so much information given some days that it’s too much and i’ve got to walk myself through it when there’s no google meets.” Steverson pointed out what many alluded to, that the schedule change to more in-person time was a necessity to the betterment of students’ academics and school life.