www.thewarrioronline.com

School Mourns Death of Studentby Julia Gajewski-Nemes ‘15

Through the best and worst times, Sherwood has proven to encompass the traits of its mighty mascot—the Warrior. The strength of the commu-nity was unquestionable as it came together after hearing that three of its members were involved in a fatal car accident on August 30 at approximate-ly 1:30 a.m. All three students were taken to the hospital with serious injuries. The driver of the vehicle, senior Austin Hall, was released from the hospital days after the accident and the front seat passenger, senior Max Dechter, is expected to be

Warriorthe

37th Year, Issue No.1300 Olney-Sandy Spring Road, Sandy Spring, MD 20860

Inside: News: 1-3, School Safety: 4-5, Features: 6-8, Humor: 9, Spotlight: 10-11, Opinions: 12-14, Wondering Warrior: 15, Entertainment: 16-17, Sports: 18-20

October 9, 2014

Sherwood High School

transferred from the University of Maryland Med-ical Center in Baltimore to a rehabilitation center in early October. The backseat passenger, junior Shawn Gangloff, died the following afternoon. Jackie Dechter, Max’s mother, maintains a jour-nal blog with updates on Max’s condition. Over the past month, he has been recovering from a shattered elbow, three fractures to his neck, and, of greatest concern, trauma to his brain. While he has had many setbacks during his stay in the hospital, he is becom-ing more alert and responsive and plans to continue

The makeshift memorial for Shawn Gangloff along Hines Road in Olney has become a gathering spot for the Sherwood community to mourn and remember Gangloff, who succumbed to his injuries on August 31.

Non-Athletic School Activities Receive Little Funding by Jack Armstrong ‘15,Emma Izzo ‘15,and Connor Loughran ‘15

Nearly all non-athletic ac-tivities and clubs at Sherwood have to raise money on their own, with little or no financial support from either MCPS or the school. This leaves many clubs, honor societies, publica-tions and performing arts groups scrambling to independently raise money to cover operational costs and activities such as field trips and school performances. In order to raise money last year, the Key Club sold “boo grams” to students. Other clubs, such as the Shakespeare Club, sell pizza to students after school while a number of clubs and so-cieties hold fundraiser nights at local restaurants. Any money raised is then put into individual school accounts for each club.

For most of these groups raising money is difficult. “We don’t really make any money,” said language resource teach-er and French Honor Society sponsor John Falls. “The only money that we take in is [from members’] dues, and we honestly break even by buying the gradua-tion cords at the end of the year.” Falls said that the lack of money makes it difficult to have activi-ties and events, so students have to pay out of pocket for them. Another factor in raising money is both the type of club and the number of students in the club. Honor societies, for example, tend to have club dues for buying cords for graduation, and some, like French Hon-or Society, are required to pay a fee to the parent corporation. Usually, service clubs, such as the Key Club, try to raise money for charities to which the club is affiliated, where-

as honor societies and student government tend to raise money to hold special events and ac-tivities such as Mr. Sherwood. “Our club doesn’t really make money,” said Key Club sponsor and social studies teacher Michelle Games. “All of the money we do collect is either in terms of dues or any fundraiser or collections we do are primarily for charities.” When clubs struggle to raise money, the burden often falls on staff sponsors and student members to raise more. In con-trast, the athletics department receives annual funding from MCPS. Sherwood athletics re-ceived $34,102 from the county last year as well as $22,087 from student parking permits. The rest of the funding for school sports comes from booster clubs, parent sponsors, ticket sales and oth-er fundraisers. All money raised by each sport, with the excep- see CLUBS, pg. 3

see ACCIDENT, pg. 3

‘Yik Yak’ App Raising Concerns About Cyberbullying at Schoolby Madison Dymond ‘16

In mid-September over a three-day period, seemingly ev-ery student at Sherwood down-loaded the Yik Yak app onto his or her smart phone. Yik Yak is a social networking app where one posts, comments, and does every-thing that one normally do with social media. The only differ-ence is that Yik Yak is complete-ly anonymous. It is essentially Twitter but without identities. Yik Yak appeared approxi-mately three months ago on col-lege campuses, but just recently became popular at Sherwood. Though the app is supposed to be used by college students, there is no way to guarantee this, as stu-dents are able to use it at school. The app’s most attractive feature is that students can say whatever they want and no one will know it was them. The stat-ed purpose of Yik Yak, as de-scribed in the app store, is to act “like a local bulletin board for your area by showing the most recent posts from other users around you.” It allows anyone to connect and share information with other people anonymously. While the creators of Yik Yak, fraternity brothers Brooks Buff-

ington and Tyler Droll, intended for the app to be “a hyper-lo-cal place to rant about anything anonymously with people in your community,” posts from Sher-wood students frequently ridicule or insult teachers and other stu-dents. Reportedly, some teachers with Yik Yak accounts “down-vote” any hurtful posts they find. Security Team Leader Patrick Rooney is aware of the app’s exis-tence, but school security does not see Yik Yak as a significant prob-lem, as new social media crazes come around all the time. “I un-derstand that it’s out there and that it’s anonymous,” said Rooney. Teachers have complained to Rooney about bullying on Yik Yak. Bullying is a concern and a criminal violation, so it is not covered by freedom of speech. However, as long as it is not threatening to public safety, there is little that the school can do. The app is “not worth your time. Don’t feed into the fren-zy,” Rooney advised students. If the cyberbullying gets in the way of students’ abili-ties to perform well in class or directly threatens someone’s safety, the school will have to become further involved in con-trolling the usage of Yik Yak.

Jack Armstrong ‘15

tion of fundraisers, then go into one large account that covers all sports, according to Business Ad-ministrator Linda Berkheimer. “The money [for athletics]

is in one account, but tracked by the sub-accounts of each sport, Berkheimer said. “[After that], it is

The annual $75 parking permit fee required by students who drive to Sherwood raised $22,087.50 for the school during the 2013-2014 school year. The fee is set by the county and is the same for all MCPS high schools. The money Sherwood raises each year from these per-mit fees is distributed to the ath-letic departments throughout the county, going to multiple sports teams as a way to pay athletics expenses before other money comes in from MCPS. According to Business Ad-

by Jack Armstrong ‘15

Money Raised from Parking Permits Annually Goes to the Athletics Department

ministrator Linda Berkheimer, the money Sherwood’s athlet-ic department receives from MCPS is based on the number of parking permits sold and the en-rollment at Sherwood. She says if Sherwood has a problem rais-ing enough money from park-ing permits due to a declining number of upperclassmen who drive, Sherwood would receive additional funding from MCPS. The county would then take into account the total number of stu-dents enrolled before providing additional funds.

Should the U.S. Intervene in Iraq and Syria?

Football falls on the road, but looks to

bounce back tomorrow at Magruderpg. 14 pg. 18

Inside Sports

The Warrior•News2 October 9, 2014

NEWSin brief

Reports from Montgomery County Health and Human Ser-vices indicate that 38 MCPS personnel have now been diagnosed with pertussis, better known as whooping cough. Since a student from Sherwood came down with it during the first week of school, a newsletter was sent out by the school to notify parents. Students were also instructed to remain vigilant of the symptoms, which in-clude runny nose and a cough, which can intensify and become fatal if left untreated. Since whooping cough threatens to become an epidemic, es-pecially among younger, elementary and middle school-aged chil-dren, the county has put into effect mandatory vaccinations against it. According to the Washington Post, students who do not receive the vaccine are not going to be permitted into school beginning Monday, October 29.

Whooping Cough Spreads Throughout MCPS

by Gianna Bartolini ‘15

Enrollment Shrinking in Contrast to Growth in MCPS

by Betselot Wondimu ‘15 With shifts in the Washington-Metropolitan population in the past decade, MCPS has gained a considerable number of students for the 2014-15 school year. MCPS currently has its highest num-ber of students ever, with more than 154,000 enrolled. This is an increase of about 2,700 students compared to the 151,289 enrolled in MCPS during the 2013-14 school year. Despite the fact that MCPS’s overall enrollment has dramati-cally increased, Sherwood’s student body has actually dropped. Its enrollment has slumped to 1,877 after having 1,980 students during the 2013-14 school year. This can be partially attributed to the in-coming Freshman Class consisting of 459 students, fairly smaller than the outgoing Senior Class of 496 students. Sherwood’s enrollment has been falling for the past eight years, steadily declining from its peak of 2,240 students during the 2005-06 school year. MCPS officials predict Sherwood’s enroll-ment will continue declining and MCPS’s enrollment will continue rising, projecting 1,748 students to be enrolled in Sherwood and 163,049 in MCPS by the 2019-20 school year.

Students Put into Alternate Technology Classes

by Will Van Gelder ‘16 This year dozens of students currently taking the course De-signing Tech Solutions in actuality signed up for Foundations of Technology, one of the other courses offered for tech credit. Due to very high demand for Foundations and the fact that only one teacher, Jason Braverman, is teaching all of the classes, many of the students who would have liked to be placed in Foundations ended up being put into Solutions, taught by Pamela Johnson. While these classes may sound similar from their course titles, there are significant differences. “Foundations is more a hands-on designing course, while Design is much more computer-focused and based on programs,” said counselor Jamii Avery. This unexpected class change came as an irritating shock to some students who are now in a course that they didn’t sign up for. Jason Daigle, the technology resource teacher, explained the cause. “More students enrolled in the Foundations of Technology class than sections we were able to offer based on staffing needs and con-siderations,” said Daigle. “Designing Technology Solutions meets the same curriculum standards as the Foundations of Technology class so some students had to be shifted.”

School Year Starts with New Administratorsby Kira Yates ‘16 This school year began with two new school administrators at Sherwood. However, neither of these faces are new to the school. Positions in administration started opening when former Principal In-tern James Allrich left Sherwood. In August, Allrich had the opportunity to become the prin-cipal of Banneker Middle School, and after an opening for an as-sistant principal also arose at Banneker, former vice principal Erin Mazer took the opportunity to gain administrative experi-ence at the middle school level and joined Allrich at Banneker. To fill their positions, Prin-cipal Bill Gregory conducted interviews for an assistant princi-pal job two weeks before school started and one week before teachers returned. Sandi Wil-liams was promoted from assis-tant school administrator (ASA), an 11-month position, to fill this year-round position. Earlier in the summer, Karen Rose had been hired to fill another assistant principal opening at Sherwood. Rose, the assistant prin-cipal assigned to grade 9, has come back to Sherwood after spending four years at Damas-cus as an assistant principal. She had worked at Sherwood as an administrator before that. Rose, who lives in Olney and whose children graduated from Sherwood, says she is ex-tremely happy to come back to Sherwood because she says it is like coming home to family. “I am looking forward to working with the Freshman Class, having them be as successful as they pos-sibly can be and [being] part of all the activities that are involved with Sherwood,” said Rose. To fill Williams’ ASA posi-tion, Sapna Chaudhry, the for-mer math resource teacher, was promoted to become the acting ASA. Chaudhry said she “was

not initially thinking about [an administrative position], but approached Mr. Gregory to find out the responsibilities at-tached to the ASA position,” and he encouraged her to apply. Chaudhry explained that her posi-tion is labeled as ‘acting’ ASA be-cause of how late into the school year things developed. With All-rich and Mazer leaving near the start of the school year it “was not in the best interest of our school to have a whole interview pro-cess, and that is why [the] posi-tion is acting for the time being.”Although Gregory felt that the process was stressful, he is very happy for both Allrich and Mazer to have middle school experience.

A recurring pattern in this administration is promoting from within Sherwood. “I al-ways look for the best candi-date, for someone who believes in the best of students and adults and I have found that strong people within the school al-ready have that,” said Gregory. Gregory also clarified that outside candidates were brought in to in-terview for the assistant principal position but that for a few times, especially “for resource teach-er positions, the top candidates have been all inside the building.”Gregory said that he is excited to work with Williams in her new assistant principal position and Chaudhry in the ASA position.

Changes Take Place in the Math Department

At the beginning of the 2014-2015 school year, changes with-in the math department of Sherwood affected many students and teachers alike. Former resource teacher of the math depart-ment and AP Statistics teacher Sapna Chaudhry was promoted to Sherwood’s acting Assistant School Administrator, leading to changes of other teachers’ positions within the department. AP Calculus teacher Thomas Cohan has taken over Chaudhry’s AP Statistics courses. Cohan was essentially one of the few teach-ers able to teach statistics classes, as he has had experience with teaching statistics (including AP). Cohan had taught AP Statistics about 10 years ago, and still gladly accepts the challenge of ac-quiring more students and teaching with a more rigorous schedule. “I had 90 new students after one week…it’s a lot of work, but I look forward to the challenge and relearning the class because I don’t like teaching the same thing over and over again. Statistics is one of my favorite classes because of how real and in-depth it is,” said Cohan. Not surprisingly, the move has caused some minor stress to all those undergoing change, but with the support of the math team as a whole, the transition is expected to smooth out in no time. The math department has acquired a new department resource teacher, Jordan Bennett. Bennett had joined the Sherwood community during the 2013-2014 school year, so he is not entirely new, but with the changes going on and his recent promotion to department chair, things may certainly be seen from a different perspective. Since taking his new administrative position, Bennett looks forward to working with the math team and working with students and staff to make for a good school year using his newly earned position. “Taking over the position was smooth…the changes were a bit different with the change in routine and with teachers out of their comfort zone,” said Bennett. “But I look forward to the challenges of the new year and we expect the math department to be a great one.”

by Ankur Kayastha ‘15

by Emily Gilburt ‘16

In 2009, MCPS began us-ing a web-based program called myMCPS that was intended to re-place and enhance the features of Edline, which serves the MCPS community by providing commu-nication of grades, school events and other information. However, as of 2014, the myMCPS program is still only accessible to school staff. Although the school sys-tem has indicated that myMCPS will become available to parents and students this year, there has been no formal announcement regarding a switch from Edline to the internal web-based system. The switch from Edline to myMCPS has proven more dif-ficult than anticipated due to the necessary financial invest-ment as well as technological hurdles to provide certain safe-guards for the website in order to disable students from access-ing material that is off-limits.

Currently, myMCPS is used by school staff as a portal for organized school system infor-mation, school and student data, and internal communication. For more than a year, MCPS officials have been describing the benefits of the program once it becomes fully functional. “The expansion of myMCPS to include parents and students will provide a com-munity forum for document shar-ing, accessing curriculum and resources, video conferencing, sending messages about key learn-ing experiences, and monitoring progress on students’ work,” said Kara Trenkamp, the director of the Department of Instructional Technology for MCPS, in a Jan-uary 30 article in The Warrior. According to a memo writ-ten to the Board of Education in 2009 by former Superintendent Jerry Weast, the myMCPS pro-gram was established with a goal in mind of eventually eliminating external systems, such as Edline.

MCPS Keeps Pushing Back Date to Stop Using Edline“By eliminating the use of multi-ple external systems, we can bud-get our resources more effective-ly,” Weast wrote five years ago. In the time since, MCPS has continued to indicate its desire to stop using Edline. “The school system would consider ending the use of Edline if it was determined that myMCPS can fully replace it,” MCPS spokesperson Dana Tofig said, adding that it would be ideal if the school system could use just one online system. It is possible that some chang-es could be ready for this school year, stated Tofig to the Gazette. “The goal was to try to ex-pand myMCPS to provide more access for students. Edline is great. It is wonderful. It is a prod-uct that is run by an outside orga-nization and we wanted to bring it in house and expand on it,” stated Tofig in a February 2013 article. In the meantime, students and parents will continue to use Ed-line until myMCPS is available.

The Warrior•NewsOctober 9, 2014 3

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If you are interested in becoming a patron, contact Peter Huck at Peter_J_Huck@mcpsmd.orgor go to the Warrior Online at www.thewarrioronline.com

The Warrior thanks its many wonderful patrons:

Community Grieves Loss of Student after Car Accident

Chick-fil-A To Come to Olney in Near Futureby Meagan Barrett ‘15

Chick-fil-A representatives revealed a proposal to build a 4,780 square foot establishment in Olney during a July meeting with a group of Olney represen-tatives. According to the compa-ny’s plans, the future restaurant is set to include a drive-thru, chil-dren’s play place, and 120 seat occupancy. The goal is to give the restaurant more of a “street pres-ence” by giving it outdoor seat-ing as well as a pedestrian con-nection off of Georgia Avenue. Chick-fil-A will replace the small building adjacent to Five Guys, which currently houses Master Method Karate, S Clean-ers and Designs by Nicole. The building, as well as an unoccu-pied house on the east end of the property, is going to be razed. Along with changing the building, the company is planning to work with Five Guys, Chipotle and Gorman’s Garments and Gear to completely overhaul the park-ing lot and create a space with more than 170 parking spaces. During the meeting of Olney representatives, one representa-tive, who refrained from giving her name, expressed concern that the political, moral, and religious viewpoints of Chick-fil-A execu-tives may not align with those of the Olney community. In June, 2012, the president of the com-pany, Dan Cathy, son of founder Truett Cathy, openly expressed his disapproval of gay and lesbi-an couples and their right to mar-riage. Under criticism, Cathy said he was “guilty as charged,” and that he and the other company executives believed in upholding

the biblical definition of marriage. Conservative political figurehead Mike Huckabee then established on social media that August 1, 2012 was “National Chick-fil-A Appreciation Day,” later support-ed and advertised by former pres-idential candidate Rick Santorum. While Cathy’s viewpoints made Chick-fil-A more popu-lar in conservative areas, Ol-ney is predominantly liberal. It was a brief concern that res-idents’ political and religious affiliations would prevent them from frequenting Chick-fil-A. However, no other representa-tives considered it a problem. What others saw as more of a concern was whether or not Olney needs another fast

food restaurant when there are more than 20 already within a three-mile radius of the town. In response, Chick-fil-A of-fered examples of its commu-nity involvement at previous-ly established locations. Many places offer family-oriented activities such as story night, fa-ther-daughter night and others. While Olney is already over-flowing with fast food, Chick-fil-A promises to add a unique experience to the community. There are no final arrange-ments as of yet, but a lot of planning has been done in order to accommodate for the possi-bility. It is likely that within the next two years, Chick-fil-A will make an appearance in Olney.

An artist’s rendition of what a possible Chick-fil-A may look like. The plan is to build Chick-fil-A in Olney near the Five Guys and Chipotle.

from CLUBS, pg. 1

MCPS Financially Supports Athletics as Many Non-Athletic Clubs Struggle

[Athletic Director Kathy] Green’s job to make sure that all the mon-ey is distributed evenly,” she said. In total, athletics’ reve-nue for the 2013-2014 school year was $197,586. In addition to the allocation from MCPS,

sources of money included $28,120 from the Warrior Boost-er Club, $50,848 from gate re-ceipts, and $42,210 from var-ious fundraising campaigns. Sherwood sports in total spent $222,526 last year. The overall Athletics’ account be-gan the 2013-14 year with a

balance of $100,913 and ended the year with $75,974 in its ac-count. In contrast, most clubs and activities started the year with zero, and ended it with the same amount, since the only money that came in was spent. While a few non-athletic ac-tivities receive a small amount of

money from MCPS, that amount is barely enough to cover yearly expenses or cover costs of buy-ing new or replacing damaged equipment. The drama depart-ment, for example, only received $275 in ‘program aids’ last year. While some organizations have built networks of financial

support from the parent com-munity, no singular booster club exists to generally support the ef-forts of the school’s clubs and ac-ademically-focused extracurricu-lar activities. Similarly, the school itself provides limited financial support for a small number of the many non-athletic activities.

www.gazette.net

from ACCIDENT, pg. 1

his recovery at Mount Washing-ton Pediatric Center. The Sherwood community has united to commemorate the life of Shawn and support the families of the other two boys involved in the accident. Shawn was an easy-going 15-year-old who enjoyed making people laugh. He was a member of the Sherwood lacrosse team, but also loved to draw, ski, skate-board and play Hacky Sack. Since the accident, there have been several prayer sessions and small group gatherings held out-side of school across the Sher-wood community. On August 31, Oakdale Emory Church hosted a candlelight vigil, where friends and loved ones shared their fa-vorite memories of Shawn and exchanged flowers to support one another through the difficult time. Many have also gathered around the site of the accident to honor his life. Friends of Shawn colored the tree his favorite col-or, purple, and left him flowers, lacrosse gear, notes, posters, and articles of clothing that held meaning to him. On one poster was a photograph of Shawn with messages written to him: “Keep smiling;” “Rest easy Warrior;” “You brought joy to everyone.” The tree has served as another meeting place in which members of the community join to mourn the death and celebrate the life of one of its beloved members. Returning to school after La-bor Day weekend, students par-

ticipated in a school-wide “blue-out” in honor of Shawn and the mark he left on Sherwood. Not only were students able to come together during their advisory periods that Tuesday morning, but they were welcome to the Ertzman Theater until lunch to help cope with the tragedy. Stu-dents had the opportunity to talk to counselors and sign posters for the three boys and their siblings in order to show their support. A viewing was held on Sep-tember 8 at St. Peter’s Church in which members of the community could pay their respects and send their condolences to the Gangloff family. A funeral service was held the following day at St. Peter’s Church, where community mem-bers joined in officially celebrat-ing Shawn’s life for a final time. During the funeral, Shawn’s mother, Allison Gangloff, ex-pressed her hopes that her son’s death could serve as a lesson for his peers. She spoke of parents setting rules for their teenagers and how important it is for teen-agers to make good choices. She explained that while it is import-ant to have fun, it is also important to know where “to draw the line.” Although Sherwood lost a wonderful member of its commu-nity, Shawn’s organs were donated and have already been used to im-prove the lives of seven patients. May Shawn live on in our memories and may we always remember, in the words of his mother, “Even though Shawn died young, he lived his life to the fullest.”

The Warrior•School Safety4 October 9, 2014

Door Security Access System Faces Delays by Sammie Spillman ‘16

The full use of the security system that was installed last June in the front lobby, lower H-hall doors and upper B-hall doors has been delayed. The new access control system is required by MCPS at all of its schools. The system is not yet functional at Sherwood and other high schools, but MCPS has implemented the use of control systems in elementary and middle schools. Sherwood’s control system should come into place as early as next semester. The computerized system will secure the building from the outside during the day and better monitor who enters and ex-its the school. A physical barrier is to be installed, leading visitors from the front doors directly to the main office. Security Team Leader Pat Rooney is disappointed that the control system is not functional. “If you had another tool at your command, why not [use it]?” Rooney asked. Although the front door is not locked during the day, security always monitors it, according to Rooney. Although the system is not fully oper-ational, MCPS has added 16 cameras over the past year at Sherwood to better monitor the hallways and card readers outside some of the doors. Eventually, teachers will re-ceive cards that will permit them to enter the school after-hours by swiping their key card to unlock the door. When visitors en-ter the school, they will have to go to the main office and check in by swiping their driver’s license. The card-reading machine can conduct a background check, accord-ing to Rooney. Any visitors coming in will also receive a white nametag with the date and time they entered the building.

Officer Veiga Finds Welcoming Second Homeby Ketki Chauhan ‘16 Mauricio Veiga is Sherwood’s new School Resource Officer (SRO). This year is the first year MCPS has assigned a SRO, or uniformed police officer, to all 25 schools in the county. Veiga is a graduate from Springbrook and has lived in Mont-gomery County his entire life. For seven years, he has worked in the school system, and he has been in the police department for over 11 years. He is also a decentral-ized hostage negotiator, a detective and a defensive tactics instructor who has spent a majority of his career in Silver Spring as a patrol officer. He was one of the first police officers to arrive on scene, call out and make entry at the Discovery Building on September 1, 2010 when a lone gunman held three people hostage.

What are your responsibilities and how are they different from Sherwood’s secu-rity team?“Part of my responsibility here at Sherwood is to build a [harmonious relationship] be-tween the police department, the students, the staff and the community. There are cer-tain crimes that can only be handled by the police that I am here to handle. There are a lot of school policies that are not criminal, in which the police have no jurisdiction. Those would strictly be handled by school security and school administration.”

How are the assignments to the different high schools made? “When there is an opening at a school for a School Resource Officer, an application is placed out to the department. Officers who are interested write a letter of inter-est and then are given an interview. The interview includes the lieutenant in charge of the school officer position, a principal within that district and generally a sergeant or above. Based on the interviews, an offi-cer’s yearly reviews are looked at, and then the most qualified applicants are placed in schools. When you apply, it depends on the number of openings in the district; officers can put a preference of which school they would like to go to. It’s kind of like a wish list. ”

Why were you interested in coming to a school?“There are a couple of reasons. One, I used to teach middle school. My degree is in sec-ondary education social studies. So, I was in the school system for seven years and taught for two. Even on the road, I’ve had a close relationship with the schools I’ve

worked with. With Sherwood in particular, I’ve worked different sporting events here, and I’ve enjoyed them. I also know a lot of the staff here. My kids are also in this clus-ter. Sherwood was a school I really wanted to be a part of.”

How have the students and staff interact-ed with you? “The students have been very positive and very polite. Some have asked me questions like how to become a police officer and how I like Sherwood. They have also expressed their gratitude about me being here. One of the primary reasons we are in the school is to show that just because a police officer is here, it doesn’t mean it’s a bad thing; it can be a positive thing too. The staff has been very supportive. They’ve shown me around and welcomed me here. It’s like a second home.“

Why do you think it took so long to put a police officer in all 25 high schools? “When the program initially started, there was an officer in every high school. With the economy getting so bad, we had a job freeze. Instead of hiring new officers, they had to take officers out of schools and put them back in the stations. With the econo-my getting better, we can go ahead and put them back in schools.”

Progression of School Safety

Springbrook graduate Mauricio Veiga is Sherwood’s newest School Resource Officer.

by Ryan Deal ‘16

SDFSCA Creates Pathway for Safer Schools

The Safe and Drug-Free Schools and Communities Act, passed in 1994, was one of the first laws passed by Congress to better promote school safe-ty. The law called for programs that would work toward cre-ating drug-free communities, decreasing the crime rate and

improving discipline among the student body. This law was essential in creating a welcom-ing and inviting atmosphere within schools. It was met with praise by school staffs and parents across the nation.

1994

Controversial Bill Enforces Unique Requirement

On February 12, 1998, the Senate approved a bill that would pro-vide all California schools with a security officer to protect stu-dents and staff. The SB 1626, as it was named, was the first law of its kind to allow for such a pres-ence in a school. With such a bold new provision being installed,

other schools began to take no-tice. This California law was one of the first significant school se-curity laws to be enforced be-fore Columbine. Many laws after the massacre were craft-ed based off of this precedent.

1998

Columbine Massacre Puts Spotlight on School SafetyOn April 20, 1999, the nation was blindsided with a horrific trag-edy that occurred in the town of Columbine, Colorado. Two students with mental disorders, Eric Harris and Dylan Klebold, opened fire within Columbine High School, murdering 15 stu-dents and teachers and wound-

ing 24 others. The events sparked a national debate on what should be done regarding the safety of students. The massa-cre was one of the largest school shootings and worked as a cat-alyst for school safety reform.

1999

How do you think school security can be improved?“To be honest, the Sherwood security team is very good. Mr. Rooney and his team are very efficient; they know the students, the staff and the school. I think that their mod-el is excellent; they have a fantastic rela-tionship with the administration and work closely with the police department. A lot of times things can be prevented by having that proactive, good relationship with the students. We can come to you and let you know if something is going on in order to prevent something. The key is a security team that has a good relationship with the administration and their School Resource Officer. It makes for a really successful program.”

What are your expectations about being at Sherwood?“Every day is a day that I come in and learn something new. I have expressed interest to several teachers to go into their class-rooms and to talk about the department, law or any other topic they would like. I have also gone in for the ESOL classes. I’ve had a wonderful opportunity to speak to some parents who only speak Spanish. I’m really happy to be able to connect with some members of the community that didn’t have the opportunity before.”

Chase Wilson ‘17

Over the last two decades, school safety has been a hotly debated issue among politicians and the general population alike. Events such as the tragic shootings at Columbine, Virgi-na Tech and Sandy Hook have made school safety one of the major issues of the twenty-first century, and various policies have been enacted to create saf-er environments nationwide.

The Warrior•School SafetyOctober 9, 2014 5

No Child Left Behind Law Attempts to Solve Problems

One of the most influential laws of the 2000s was the No Child Left Behind Act. Signed into law by President George W. Bush, the act sought to improve the quali-ty of education for students and protect them from any trouble that they may encounter during their school career. The law stat-

ed that any students that attended what was labeled by the state as a “persistently dangerous” public school must transfer to a “safe” school. This provision was includ-ed largely to put students in a nur-turing and healthy environment.

2001

IDEA Mandates Help For Those in Need

The Individuals with Disabili-ties Education Act (IDEA) was an important act that placed an em-phasis on assisting and providing proper educational services to those with special needs. Despite opposition of the act from many teachers, who felt the excessive workload would take away from

teaching time, the law was passed and has been improved consid-erably over the years. As an ex-tension of the No Child Left Be-hind Act, this law additionally aimed to stop potentially violent circumstances before they begin.

2004

Safety Measures Expanded After Sandy Hook

After the tragedy that occurred in Newtown, Connecticut on De-cember 14, 2012, a new set of mea-sures were enacted in many states to prevent future crises. In Ruther-ford County, Tennessee, all 24 el-ementary schools were permitted one security officer for protection. Asheville, North Carolina spent

$1.3 million for automatic doors and additional social workers to better protect the schools. The new measures made the Newtown shooting arguably the most influ-ential tragedy since Columbine in terms of improving school safety.

2013

Steube’s Firearm Bill Tabled In the Senate

Florida Congressman Greg Steu-be (R), with the help of the Na-tional Rifle Association (NRA), crafted a bill that would allow for designated school person-nel to possess a firearm at all times in case of an emergency. The controversial bill, which also called for school drills that

would prepare a student for an active-shooter situation, passed through the House of Represen-tatives quickly. However, the bill has been stalled in the Senate for months and may never come up for discussion among senators.

2014

New Disciplinary Policy in Effectby Stacey Wells ‘15

In order to confront the prob-lems of racial disparities and the high number of suspensions in MCPS, officials have issued a new disciplinary policy that went into effect at the start of the 2014-15 school year. The county hopes the policy’s increased flexibility will be able to help students learn and improve, instead of simply punishing them. A “disciplinary matrix” is now being utilized. Each matrix describes a punishable behav-ior, which has an accompanying range of consequences. Students are able to look over the new pol-icy and the matrices in the 2014-2015 Code of Conduct booklet. Say a student continues to disrupt class by talking out of turn. The policy’s increased elas-ticity allows the student to poten-tially have a meeting with his or her parents, teacher and admin-istrator to evaluate the problem and to select the most appropri-ate punishment. According to the

Code of Conduct booklet, con-sequences for “engaging in mi-nor behavior that distracts from the learning environment” range from a written apology to an in-school suspension. Factors such as the type of behavior, frequency of the behavior, and the student’s record will be taken into consid-eration when deciding a punish-ment. If the student changes his behavior after a stern conversa-tion, he might just have to write an apology. However, if the stu-dent continues to antagonize and verbally abuse other people, he/she might face an in-school sus-pension. Principal Bill Gregory strong-ly agrees with the new MCPS policy. “It seems to be much more positive in terms of expectations and how we respect one another,” said Gregory. “It allows for flexi-bility … standardization [and] an opportunity to learn more about … students’ needs.” The main goal of the new disciplinary policy is to address concerns about the prevalence of

Peer Mediation Returns To Support Student Body Studies show that peer me-diation has a positive effect on students who are in conflict with each other. The head of Peer Me-diation, Erin McKenna, and the rest of the counseling department are working to bring the program back to Sherwood this year. “Peer mediation worked re-ally well at Sherwood. Students responded well to the support and mediators did their job better than expected,” McKenna explained. However, the funding, which was essential to running the training and for supplies, was limited. “We lost funding and my support team,” said McKenna. “It became much more difficult to maintain, so we had to stop the program [before the 2013 school year].” McKenna first observed Peer Mediation in Howard County. “In middle schools and high schools, mediation was a prominent fea-ture. The county paid for train-

by Annie Feinroth ‘15

racial disparities and the number of suspensions in schools. Instead of just handing out harsh punish-ments to any student who breaks the rules, the new policy steers towards a more rehabilitative ap-proach. Suspensions have already decreased by about 37 percent in MCPS last school year, but they will continue to be given out for serious offenses or as last steps in the disciplinary process. “Taking students out of school leads to a disinterest in school … this [new] policy takes away harsh consequences when they’re not needed,” said Grego-ry. Gregory also thinks that this policy will be a positive step to-wards reducing racial discrepan-cies. Even though the rate of sus-pensions continues to decrease, African American and Hispanic students are still being suspend-ed at a higher rate than other stu-dents. Officials hope that by im-plementing this new policy, racial inequality in school discipline will continue to diminish.

ing and supported us with a lot of staff,” she said. Since MCPS doesn’t fund the program, McK-enna applied for a grant in 2009 and received only a little over $1,000. McKenna plans to have Peer Mediation back as soon as pos-sible, hopefully even more ef-fectively than in past years. “We want to bring the program to as many students as possible . . . the more exposure the better,” she said. McKenna is hoping to have applications out by the end of the month, looking for a group of at least 20 students. Depending on how the first months go, McKen-na hopes to bring up the program during Advisory Period, possibly having a discussion run by medi-ators to explain the goals of the program and how other students can participate. Hopefully, the students will respond well to the program, so it can stay in place for years to come.

6The Warrior•Features

October 9, 2014

by Chase Wilson ‘17

English 10 and Theatre teacher Chris Goodrich may be a new teacher to Sherwood this year, but he comes with many ex-periences to share with students. Goodrich was a stage actor be-fore he started teaching and has been awarded the Stella Adler Studio Who’s Who award and the Audience Favorite Award for his work. He also has published an acclaimed book of poetry. Before transferring to Sher-wood, Goodrich taught at North-wood for six years. He started his teaching career as an adjunct professor at New York Univer-sity, and after that he was hired as an adjunct English professor for Frostburg University. “I liked

what [acting] offered in terms of working with people … so it got me interacting [with stu-dents] and it brought me into a world of ideas,” Goodrich said. Goodrich transferred to Sher-wood in part for the students’ positive attitude toward learning, along with the administration’s support of their teachers. If he could pick his perfect class to teach, it would be creative writing with oral interpretation, a class that would focus on the kind of speech and words a person uses when reading poems out loud. When he was in high school, Goodrich joined the theatre club and stayed in it for the duration of his four years there before at-tending New York University. He graduated and began direct-

Studies Confirm Later Start Times Are Beneficial by Steven Witkin ‘16

The American Academy of Pediatrics (AAP), a nationwide group of 62,000 pediatricians, made a policy statement on Au-gust 25 highly recommending the delaying of school start times as a solution to widespread sleep defi-ciencies among teens. The state-ment came less than three months after Superintendent Joshua Starr recommended that MCPS not move forward with the start time schedule proposed in 2013. The AAP’s policy statement reflects the findings of several scientific studies. In 2006, a poll showed that 87 percent of high school students get less than the recommended eight and a half hours of sleep each night, with the average student sleeping less than seven hours. The same poll showed that 28 percent of students fall asleep in class at least once a week. Insufficient sleep doesn’t just make students tired; the AAP reports that repet-itive sleep loss can increase the chances of anxiety, mood disor-ders, car crashes, cardiovascu-lar disease and Type 2 diabetes. While sleep patterns de-pend on many influences, the time first period begins sets a concrete barrier on when stu-dents have to wake up. Several studies have shown that the av-erage teenager develops sleep rhythms best suited to fall asleep around 11 p.m. and wake around 8 a.m. With 43 percent of public high schools starting before 8 am, students often have to catch a bus much earlier and rarely achieve this ideal sleep schedule.

As school systems make the change to later start times, sever-al have been studied to measure the change in sleep patterns and student performance. A school district which delayed start times from 7:30 to 8:30 found that the percentage of students averaging over 8 hours of sleep rose from 37 percent to 50 percent. Other stud-ies of schools that moved the start time to after 8 a.m. found that, with more sleep, some students achieved higher grades in core subjects and standardized tests. Since a conglomerate of stud-ies and a nationwide pediatrics organization show strong sup-port for later start times, why did Starr’s plan come to a halt? The plan to move high school start times to 8:15, 15 minutes earlier than the AAP-recommended 8:30, was tentatively denied due to the $21 million cost of extra busing. There is a future possibil-ity that state and federal gov-ernments will offer money to schools systems pursuing lat-er start times. Another decid-ing factor was the results of polls of over 75,000 MCPS students, parents and teachers. Only 50 percent of high school students and staff sup-ported the change, and there was even less enthusiasm in the elementary schools. The plan is not completely dead; Starr said the board “will continue to discuss and monitor the issue.” Whether the many benefits of later start times are worth the high cost is now left for future MCPS board members to de-termine the next time a school start time change is proposed.

Chris Goodrich, a new English teacher, calmly awaits a fresh group of students before class begins.

English Department Gains Membering throughout the city before he moved back to Maryland, his home state. Goodrich and his wife then started Unexpected Stage, a theatre company, in 2010. His Theatre class meshes his teaching career with his passion for acting. Goodrich started his poetry career in college and continues it today. “I have a master’s degree in poetry and creative writing with a concentration in poetry that I got in 2005,” Goodrich said. “I was at a point in my life where I real-ly wanted to study just language and written word … so I took two years and I just studied poetry.” In 2009, his first book of poems, “Nevertheless, Hello,” was pub-lished by Steel Toe Books, and the second one titled “No Texting at the Dinner Table” is forthcoming.

Teachers Utilize Social Media To Communicate with Students by Samantha Schwartz ‘16

Social media has begun to run teenager’s lives. They feel obligated to tell the world what they are doing, whether it’s “tweeting” their love for Chi-potle or “Instagraming” a quick picture from the party the night before. Many teachers have no-ticed this technology obsession and opened their classrooms to it. Teachers throughout Sher-wood have been logging in and connecting with students for easy contact to answer quick questions about homework or to inform stu-dents of upcoming assignments. Teachers use sites that they feel are most helpful and acces-sible. Social studies resource teacher Christine McKeldin has an available Twitter ac-count for her students. McKel-din believes that Twitter is a fast way to share information with her AP Psychology students. With the choice of many dif-ferent social media sites, McK-eldin chose Twitter over Face-book and Instagram because of its ease and widespread usage. McKeldin uses her Twitter

account to answer students’ ques-tions and communicate with them about the course. “[They have] quick and easy access to me for questions or to share information. My school e-mail does not come through on my phone but my twit-ter notifications do. I also gain a lot by following and sharing ideas with other teachers across

the nation,” said McKeldin. She believes it has made communi-cation easier and hopes that more of her students choose to use it. English teacher Beth Dibler has the same idea as McKeldin for easy communication with her stu-dents, but she prefers Facebook, which allows students to create groups based on classes. Dibler

then joins the group and can an-swer questions, keep students up to date, and easily communicate. She is able to participate in the group and still keep her Facebook page private from her students. Dibler believes that Facebook is a helpful tool and has allowed students to gain more information that they could not before. “First,

[students] can get pretty immedi-ate feedback on their questions. Other students who may have the same questions can then see my response, saving them time as well. Second, I think it helps students gain a comfort level. If they are more comfortable com-municating on Facebook, that then translates into more relaxed students, which often means higher quality work” said Dibler. Junior Abby Palmer has both technology-savvy teachers McKeldin and Dibler. Palmer finds their involvement with so-cial media to be very helpful. Not all of Palmer’s teachers use the Internet to communicate with students and she believes that “it would be helpful to have teachers on social media because that’s mainly how [students] communicate with each other. It’s easier, faster and more convenient for us to reach them,” said Palmer. Social media has taken over and impacted many stu-dents’ lives. Teachers are slow-ly but increasingly jumping on the bandwagon, hoping to use social media to advance learning in their classrooms.

Haley Whitt ‘15

compiled by Allie Pino ‘15

The Warrior•FeaturesOctober 9, 2014 7

by Meagan Barrett ‘15

illustration by Helen Schmitt ‘15

...there is a bias against introverts?

In society today, everyone is expected to be outgoing, talkative and perpetually social. What’s often overlooked is the fact that some people are not geared to be as expressive, animated, and, well … extroverted as these ex-pectations would suggest. In fact, approximately one out of every three people in the United States is an introvert, and aren’t even aware of it. On the quieter end of the spectrum, introverts tend to be more thoughtful, reserved and less social than extroverts. The term “introvert” im-plies that a person is stimulated by internal stimuli, such as ideas and thoughts, while ex-troverts are stimulated by ex-ternal stimuli, such as people, places and activities. More than that, there are distinct differ-ences in the way blood flows through the brain, as well as the chemicals released by the brain. More blood flows to the brain in introverts, causing more stimulation. Extroverts make up for the lack of stimulation by turning to the outside world. The pathway the blood takes through the brain is also longer for introverts, passing through areas that are associated with matters of internal focus, such as memory and planning; sim-ply speaking, introverts spend a lot more time thinking about their thoughts before they share them. Extroverts, on the other hand, think with pathways linked directly to sensory information, producing a response almost at the same time they are process-

ing what someone else has said. Also, the chemicals need-ed to feel happiness vary be-tween the two. Extroverts run on dopamine, which activates the sympathetic nervous system and provokes action, rewarding activity and physical accomplish-ment; however, introverts release acetylcholine, which rewards activities such as thinking and feeling with happiness. Acetyl-choline activates the parasympa-thetic nervous system rather than the sympathetic, and promotes withdrawal from a situation. A common misconception is that introverted is the same as shy, and extroverted is the same as outgoing, but nothing could be further from the truth. A shy person may very well be an ex-trovert, meaning they want social interaction but are afraid of it. On the other hand, an introvert can be very sociable and easy to talk to … they may just pre-fer not to. And introverts don’t necessarily dislike people. They simply can’t handle too much social interaction without get-ting overstimulated and needing some alone time to cool down. It’s been argued recently, spearheaded by Susan Caine, author of “Quiet: The Power of Introverts in a World that Can’t Stop Talking,” that society is designed for and values extro-version more than introversion. In fact, public schools are one of the most dominant places where the extroversion bias exists. Put-ting a lot of kids in a big class-room automatically creates a highly stimulating environment. That alone is exhausting for the

introvert. However, school also encourages group activities and socialization. If one prefers not to join in, they’re considered shy or quiet. It starts out cute, but as the kid grows older, people see it as a crippling attribute; it ap-pears to hold the person back. While the intentions of teaching kids to work in groups and “jump in” socially are al-truistic, it teaches introverted children to dislike their intro-version, and tells them what they feel and prefer is invalid.

Telling this to a child consis-tently can be detrimental to one’s self esteem. But problems such as these can be fixed by making teachers and school staff aware of the possibility that certain students will be introverts and may need structured alone time in their day. Allowances could be made to certain students, even in simple ways such as letting a student take a break from the loud and overwhelming classroom while they work in-dependently in the hallway.

Simple solutions like these can easily relieve the stress of spending seven straight hours a day with people, which is far more than most introverts can handle. The next step after that is for so-ciety itself to be made aware of the differences, and recognize that there is nothing less valuable about the way introverts function. Some of the world’s best thinkers are introverts, and it’s important for society as a whole to recognize that, rather than trying to change the nature of introverts.

Promises of Privacy with New Wi-Fiby Lauren Cosca ‘15

As many students have no-ticed, free Wi-Fi is now available at Sherwood. The purpose of this network is to expand the avail-ability of technology as class-room material for students and teachers. It is available to them on their iPhones, tablets and lap-tops. The build-ing-wide wireless access was in-stalled in August and September of 2013, but was only available for MCPS de-vices. Many new access points were added and moved in Jan-uary of this year. Over the sum-mer, capabilities were added in order to allow staff and stu-dents to use the schools net-work without a key or password. According to IT Specialist Andrew Dodge, no additional equipment was installed when the Wi-Fi was added to monitor what the students were doing on the school’s network with their own personal devices. In relation

to passwords and student’s priva-cy, most websites that are visited encrypt passwords so the school has no access to them. “It is im-portant to note that no one [at Sherwood or in MCPS] is active-ly looking for passwords or per-sonal information,” said Dodge. With the popular iPhone, all incoming and outgoing text mes-

sages to other iPhones are sent using “iMessage,” which uses cellular data, or any available Wi-Fi. It has been reported that the staff at the school and the district wide level are not monitoring day-to-day text messages. If there is any suspicion of misuse with-in the school’s Wi-Fi, additional steps will be taken by the school. At Sherwood’s level, there is no way for the staff to pull up any activity of the students on de-mand. All of the network usage

goes through the same filters and monitoring tools as the school computers. There is a web filter at the point of entry to the MCPS network, so if certain students are repetitively trying to view inap-propriate material, they will be reported to the school and actions will be taken at a lower level. Any websites that are blocked on

the school com-puters also will be blocked on the wireless net-work. MCPS is legally required to follow fed-eral law in pro-

tecting students on its net-work from specific material. The school expects students and staff to use the wireless net-work for educational use. The rules of technology usage in the classroom still apply to students; it will be allowed based on the teacher’s discretion. Using the Wi-Fi is like using the school’s computers. “Staff and students are guests on the network and should use it as they would on a school computer,” said Dodge.

Myths Behind Society’sSocial Expectations

“Staff and students are guests on the MCPS network and should be us-ing it as they would on a school computer.” ~ IT Systems Specialist Andrew Dodge

8The Warrior•Features

October 9, 2014

The Warrior•HumorOctober 9, 2014 9

Experts Mystified by Spike in Admissionby Leo Corman ‘15

An emerging trend has baf-fled college admissions analysts across the country: students re-ally want to go to school in the state of Colorado. That much is certainly clear, as statistics point to a 27.3 percent jump in over-all enrollment in universities and colleges across the state, with an even more astounding 40-percent increase in applications to Colo-rado schools. Colorado is appar-ently the place to be, but no one is quite sure why. According to one admis-sions expert, these findings are “absolutely remarkable. It’s like nothing I’ve ever seen before—I simply cannot explain it. It’s as if these kids have some sort of bodi-ly compulsion, a physical crav-ing, for life in Colorado. I just wish I could understand why.” Of course, there is no short-age of speculation as to the causes of this recent phenomenon. Some postulate that Colorado’s ideal location in the center of the coun-try has made it an enticing desti-nation for students from all over. Others have hypothesized that prospective students were attract-ed by Colorado’s raucous cele-bration of Volunteer Recognition Day (at least that’s what students seemed to be so excited about on April 20). A few have theo-rized that the rise in admissions is

linked to Colorado’s glorious ski-ing and snowboarding tradition. However, these people have been cautioned to not stereotype Colo-rado by associating it with winter sports and emphasizing only one aspect of the state. Nonetheless, all studies performed to date have been inconclusive, and the source of this momentous migration re-mains undetermined. One incoming freshman to the University of Colorado at Boulder, who identified him-self under the pseudonym “Bro Weiss,” said the main consider-ation in his decision was the cam-pus atmosphere: “It was just a re-ally chill vibe, you know? That’s what mattered to me: the chill fac-tor. I knew I wouldn’t be able to handle a school that wasn’t chill. But I’m totally stoked to be here. They’ve got frats, Frisbee and fe-males—What more could I want? I’m also pretty excited for my hy-droponics class this semester, if you know what I’m saying.” Mr. Weiss also mentioned that the school cafeteria has an excellent baked goods section. While the motivations of Colora-do’s new college students contin-ue to be hazy, Colorado schools have undoubtedly smoked their competition when it comes to ap-pealing to high school youth. In other, unrelated news, rec-reational marijuana use became legal in Colorado on January 1.

Students Struggle To Work with Wet Handsby Stacey Wells ‘15

Using the bathroom during the school day is an ordinary thing for most—if not all—stu-dents. They enter the bathroom, do their business, wash their hands and then … wait in line to use the malfunctioning hand dryer. Most of the time, espe-cially during lunch, there will be crowds of people waiting to use a single dryer. And that’s on a good day. Students handle this major inconvenience in a variety of ways. Some will groan and at-tempt to wipe their hands on their jeans before they trudge back to class. Others unsuccessfully try to dry their sopping wet hands with toilet paper, which leaves them with lovely little scraps of tissue stuck to their hands. The rest of the students, wearing grim faces and heaving sighs, try to summon up hope that the hand dryer might just work. They watch as its sad “puff puff” of air lightly breezes over their hands, evaporating about one per-cent of the water.

Senior Phil Towellete shares the feelings of many other stu-

dents. “I just hate it,” snapped Towellete. “You’re standing in line forever, and then the hand dryer doesn’t even work!” Other concerns students seem to have revolve around a very im-portant issue—safety. Last spring a group of freshman girls weren’t able to dry their hands sufficient-ly, and while in the hallway they made contact with several people, getting arms and clothing soaking wet. Severe nasty comments and aggressive behavior ensued.

“It was really scary and dangerous,” commented Jenny Brown. “I am now terrified of the hand dryers. We need another op-tion.” A few years ago, there was a revolutionary device stocked in each and every bathroom—pa-per towels. These thick sheets of paper were able to dry students’ hands extremely fast and even al-lowed them to return to class in a reasonable amount of time—which of course is every student’s goal.

Students believe that there is a necessity for a definite change in how Sherwood treats their bathrooms. Paper towels must be reinstalled—before it’s too late.

Danger in Freedomvilleby Betselot Wondimu ‘15

Tensions are flaring at the Mexico-U.S. border as Amer-ican citizens continue to flood into northern Mexico. Ameri-cans from Freedomville, Texas, a small town near the border, are desperately fleeing violence, so-cial hardship and outright chaos after Freedomville’s government suddenly collapsed in July. After total anarchy engulfed the region, Americans crossing the border were deemed refugees by the United Nations (UN). The huge surge in illegal im-migration to Mexico has brought about a great deal of concern and anger, as the increase in popu-lation and clash of cultures are beginning to take their toll on Mexican society. The Mexican people fear for their well-being, complaining that the majority of illegal immigrants are coming equipped with semi-automatic weapons and cries of “‘Murica!” In response to these claims, mi-grants have demanded that Mex-ican thugs don’t unfairly paint them as violent people. “The [undocumented] men keep on threatening to shoot our children while they’re play-ing outside, yelling about their right to bear arms and repeating that their self-defense claims will stand up in a court of law,” said one Mexican resident who wished to remain anonymous. “They won’t stop talking about their Second Amendment rights. When I explained to them that we don’t adhere to the U.S. Consti-tution in Mexico, they called me a traitor and suggested that I be deported.” Mexican school districts also are struggling to deal with the influx of undocumented children enrolling in their institutions. Schools in Mexico opened in Au-gust and saw their student body

double in size. Many of the chil-dren are expected to need extra in-struction in Spanish, including tu-toring outside of school, officials say. Most illegal immigrants have no proficiency in Spanish, and though they have proudly stated they have no desire to speak any language but “American,” Span-ish for Speakers of Other Lan-guages (SSOL) programs have been promptly created. Despite their undocument-ed status and disregard for the law, citizens from Freedomville wholeheartedly believe that crossing the border illegally is perfectly okay. “Listen up,” be-gan Ron Johnson, a former police officer from Freedomville, “I’m from ‘Murica, the greatest na-tion to ever bless this filthy earth. We’re facing some tough times right now. Our government’s col-lapsed; drug violence is on the rise; hell, Freedomville’s starting

to look like Mexico City. When the ‘Murican people are living in that kind of condition, you better believe we’ll do anything to es-cape and pursue our happiness.” Johnson began getting emotional, and after a tear fell into his mus-tache, he picked up his shotgun and walked away. In addition to the horren-dous condition of Freedomville and their inalienable right to the pursuit of happiness, citizens from Freedomville cited Ameri-can Exceptionalism and Manifest Destiny as acceptable reasons for crossing the border illegally. “I don’t understand why the Mexican people can’t take us in as refugees looking for a safe place to live and show some compas-sion to those in need,” said Glo-ria Smith, a former teacher from Freedomville. “I know that’s ex-actly what Americans would do if the tables were turned.”

Illegal Immigrants from Freedomville mumble the Mexican National Anthem amongst citizens of their newfound country across the border.

cartoon by Helen Schmitt ‘15

Colorado colleges see inexplicable increase in enrollment.

Source: The Vanderbilt Torch

say the least. Zarrelli works from 6 to 9 on weekdays

and 4 to 10 on weekends. “I work right after practice,

and do homework really early in the morning” ex-

plained Zarrelli, who gets up at around 3 a.m. to com-

plete homework.

The rigid schedule Zarrelli has set for himself has

paid off with a high cumulative GPA while taking ad-

vanced-level classes. “I’m taking three APs—AP Psy-

chology, AP Statistics, and AP Micro-Economics, but

it’s all about not procrastinating,” said Zarrelli. “I know

what I am responsible for; I have to get it done.”

Still, Zarrelli’s dedication is pretty remarkable. He

is not one brag, though. “I’m not working for a repu-

tation or for fun; it is necessary for my future.” It’s a

future that Zarrelli already has envisioned. “My dream

is to one day be the CEO of a gym franchise.”

Students focus better when they do not have too

much on their plate. However, there are exceptions to

this rule, and upperclassmen and even some under-

classmen are balancing a job and school at the same

time. For one example, senior Mike Zarrelli works at

Urban BBQ as an expediter, runner, busser and host

if need be.

“I work from 4 to 6 days a week making $8 an

hour,” said Zarrelli. “I am [saving for tuition] because

I have to pay for college myself.” Zarrelli is planning

to go to college in Maryland, in large part because of

in-state tuition costs.

To balance a part-time job and school—and then

to throw school athletics into the mix—is difficult to

Tips to a Successful Job Interview

by Catherine Jou ‘15

The profile of the typical student is changing as more

students get jobs during the school year and still manage

to balance their academic and social lives. With an ar-

ray of options available, Sherwood students find ways to

schedule jobs into their lives.

Senior Jessi Alperin works 9 hours a week babysitting.

She is also a member of National English Society, French

Honor Society and National Honor Society and likes to

write and do photography on her own time.

“I babysit for about 8-10 different families but only

one consistently three times a week,” said Alperin. Al-

though she usually goes to bed around 11:30 or 12 on

school nights, on the weekends when she is sitting, she

stays up later until the families come home, which is not

until 1 a.m. in some cases.

Alperin is involved in the musical, dinner theater, the

play, and Rock ‘n’ Roll, which occupies about 90 percent

of her time. Since she is so involved in after-school ac-

tivities she worries about losing her clients. “If you say

no because you’re busy, you risk losing your job. Because

I do the musical, I end up losing a lot of time … I’m al-

ways really worried that my clients aren’t going to want

to hire me again for babysitting because I have such a

busy schedule,” said Alperin.

Despite this she is still able to maintain her job, do

well in school and have a social life. Alperin balances

school work by taking more APs. She

said, “You’re not going to

believe me but

taking more

A P s

equals less homework. If I wasn’t taking four APs last

year I would have had so much homework and I would

have never had any time for weekends … usually [AP]

homework’s just outlining. Then you end up having more

time since you just have to do the outline and don’t have

three worksheets and a book to read.”

Senior Brenden West works 20-25 hours a week at

Ledo Pizza. West is on the wrestling team and in Knitting

for Humanity. He also enjoys taking mixed martial arts

classes and hanging out with friends and he occasionally

shoots at a gun range. Besides the benefits of getting paid

West is saving up money to buy a car.

While “work definitely takes up my time” said West,

he manages to do activities and academic work by do-

ing his school work in advance, so he can hang out with

friends on the weekends. West suggests not to work

too late on school nights. Some insightful tips from

West on doing well in school and having a social life

while managing a job are to, “Stay on top of your

school work; make time for yourself and life; don’t

work too many hours,” said West.

Senior Maryann Agnello is completing the Medical

Careers Pathway and is in National English Honor Soci-

ety. She works around 12-14 hours a week as a pharmacy

clerk at Giant. Even with a job she still has a balanced life.

Since she has a half day schedule, she is able to finish her

homework before she goes to work and so she doesn’t

have to stay up later than usual.

“I try to stay ahead in my classes and not procrastinate

because I know that spare time will pay off in the end,”

explained Agnello while advising students. “Don’t be

afraid to ask for help from teachers and friends.

Don’t stress the small stuff.”

Profile o

f the Wo

rking St

udent

How do you still have time for a

social life when you work?

Why do y

ou work?

Do you s

ave or s

pend you

r

money?

“When I’m working I rarely

have time to hang out with my friends. But, I try to make

time on the weekends!” - Emma Nichols ‘15

“I work to save my

money for New York or new Jor-

dans! I also save my money for my

future college plans”.

- Brandon

Lowentha

l ‘15

by Annie Feinroth ‘15

Zarrelli M

akes It Wo

rk

* 29 employed students surveyed

Interviews are all about first impressions. Here are some tips to

give the right impression and make the interview successful:

1. Show up early (or at least on time).

2. Dress appropriatelyAs a general rule, no denim, sneakers, or overly eccentric or provocative clothing

should be worn. However, your clothing is something that should be

entirely up to you; you should use your best judgment to deter-

mine an appropriate outfit that can still show your per-

sonality while ensuring the interviewer’s biases on

clothing do not prevent you from getting

the job. 3. Keep a positive attitudeThe best way to do this is smile! Also, make sure to keep eye contact and have a con-fident posture

and mannerisms when an-

swering and listening to questions.4. Provide intellectual responses

The best way to do this is to make sure you

are providing sufficient answers that address

the question in around six sentences, while

using a more formal language instead of mod-

ern colloquialisms. One question that should

always be answered honestly is your schedule. Tell

the interviewer of any conflicts and exactly how long

you plan to work there so you don’t make any false

commitments.5. Ask questionsInterviewers especially like to see that you have taken particular interest in their

business and taken the time to find out more about working there.

You can demonstrate the research you have done by asking any questions you

have come across along the way.

by Marie Moeller ‘15

The Life

of a Wo

rking St

udent

THE

WORKING

LIFE

The Warrior•Opinions12 October 9, 2014

Warriorthe ublished seven times a year, The Warrior serves as Sherwood High School’s premier news source. Over the years, it has received numerous

state and national honors. With a staff of 37students and one advisor, The Warrior keeps

the Sherwood community apprised of local and national events.

All opinion articles represent the viewpoint of the writer. The unsigned staff

editorials solely represent the opinions of the newspaper staff. These articles do not necessarily

represent the views of Sherwood High School.

The Warrior welcomes Letters to the Editor of 250 words or less. They may be

submitted to room C268 or emailed to thewarrioronline.shs@gmail.com. Letters must be signed, and all content received by the newspaper

is subject to editing.

The Warrior staff invites feedback and corrections to printed inaccuracies.

The Warrior reserves the right to refuse advertisements.

P

StaffPrint

Layout and Production Directors ................. News Editors ..............................................

Specials Editor ................................................Features Editors ............................................

Humor Editor ................................................. Spotlight Editor ......................................... Opinions Editors ................................ Wondering Warrior Editor............................. Entertainment Editors .................................. Sports Editors ...............................................

Online

Online Managing Editor ................................ Online Page Editors.........................................

Managing Content and Copy Director ....... Content and Copy Editors ...............................

Managing Photo Editors .................................. Photographers ..............................................

Cartoonist .......................................................Pollster ...........................................................Morning Announcements Script Editor.............. Staff Reporters ............................................

Business and Publicity Directors.................

Office Manager ............................................Advisor...........................................................................

Marie Moeller ‘15Betselot Wondimu ‘15Connor Loughran ‘15

Samantha Schwartz ‘16 Steven Witkin ‘16Annie Feinroth ‘15

Allie Pino ‘15Hunter Moore ‘15

Emma Hierholzer ‘15Julia Gajewski-Nemes ‘15

Will Van Gelder ‘16Lauren Cosca ‘15

Ketki Chauhan ‘16Ryan Deal ‘16

Jack Armstrong ‘15Sammie Spillman ‘16

Brian Hughes ‘15Catherine Jou ‘15

Ashley Nnabue ‘16Stacey Wells ‘15

Meagan Barrett ‘15Leo Corman ‘15

Ankur Kayastha ‘15Kira Yates ‘16

Haley Whitt ‘15

Helen Schmitt ‘15Kaleigh Homer ‘15

Dalton Sanchez ‘15Zach Stubblefield ‘15

Allie Pino ‘15

Jack Armstrong ‘15Chase Wilson ‘17

In Our OpinionStaff Editorial:

Social Media for a Good Cause?

With the advancement of technology in the twenty-first century, social media is slowly be-coming acknowledged as a reliable source for news and an acceptable medium for social justice. Organizations and news sources are largely de-pendent on social media to educate citizens on na-tional issues. Most notably, Amyotrophic Lateral Sclerosis disease (ALS) became a well-known topic last summer when it went viral on Facebook and Instagram after the ALS “Ice Bucket Chal-lenge” was created to spread awareness of the dis-ease. While it is very apparent that social media has a large role in spreading information, its value to America’s youth remains debatable. The benefits of social media are clear; young people are exposed to various causes and have the chance to directly involve themselves in those causes. The ALS Foundation, for example, was able to use fast-paced social media to raise sev-eral million dollars from donations via promotion of the Ice Bucket Challenge, which strongly con-trasts the comparatively minuscule amount the foundation collected in years past. Nonetheless, the major increase in ALS funds is largely due to the participation and generous donations of celebrities, not those of teenagers. While many young people participated in the challenge, the motives behind their participation were often not in appreciation of the cause but rather in yearning for attention or simply for fun.

Many completed the challenge to take part in the new “fad.” As a result, many teens do not take the time to fully understand ALS, even though the facts are readily available to them. This highlights a latent problem Millennials have: most don’t care about any issue unless a fun, desirable outcome awaits them. There is a myriad of information available on social media concerning injustices and hardships worldwide—from racial and gender discrimination to water scarcity—but teens have become indifferent to-ward it. With an overabundance of information and resources, it becomes difficult for teens to discern the importance of different issues, which leads them to think “I can’t fix all of these prob-lems, so why try at all?” Despite these negative aspects, the potential of social media could override people’s apathy. A majority of young Americans today have a smart-phone right in their pockets and constantly check them. It would be absurd not to use social media as a medium to find out what’s going on in the world around them. It isn’t that social media is necessarily an un-suitable means for social justice, but that younger generations have an inappropriate attitude toward learning. Once they grow more interested in their surroundings and accept that urgent problems won’t solve themselves, the true power of social media will be unleashed.

Gianna Bartolini ‘15Madison Dymond ‘16

Emma Izzo ‘15Emily Gilburt ‘16

Stephen Luckey ‘15Peter Huck

Content and Copy

cartoon by Emma Hierholzer ‘15

How effective are social media campaigns in raising awareness for causes?

Is social media an appropriate medium to share

important information through?

Do teens care about the world they live in?

The Warrior•OpinionsOctober 9, 2014 13

Chromebooks Belong in STEMby Ankur Kayastha ‘15

Continuity in Schedule Policiesby Emma Hierholzer ‘15

We’ve all had them before—teachers who we just can’t stand. As hard as we try, even the most valiant efforts to reconcile some sense of understanding fails to be achieved. Some people just don’t click. Teacher-student relationships have always been a key factor in the distinction between classroom success and failure. Although some would argue that a student’s maturity plays an overarching role in his/her liking towards a teach-er, it’s never one-sided. Tempting as it is to blame the younger party, the older mentor is just as respon-sible for fostering a productive and meaningful partnership. This is why making sure students are put with teachers they appreci-ate and giving them the option to change teachers is so important. At Sherwood, there is a stat-ed policy that requesting class changes because of a conflict with a teacher is not a viable rea-son. Some counselors honor this “code” while others do not. This inconsistency on the counselors’ part only creates an even more frustrating situation in which some students get the teachers they work well with, and the oth-ers are stuck with whoever they receive. Although I don’t agree with the school’s policy, it’s only

fair that counselors try to be more consistent in their decisions to ei-ther let students modify their as-signed instructors or not. However, this is only a small part of the larger issue at hand. In the ideal situation, we wouldn’t have to worry what’s fair or not. Instead, students would be giv-en the freedom to make a choice about one of the biggest influ-ences in their academic achieve-ment—their teachers. But this privilege will un-doubtedly never be fulfilled. We should focus on making the pol-icy that counselors follow more well-known to both students and instructors. Whether it is decid-ed that there should be teacher changes allowed or not, consis-tency is key. Although students will never be given the full ability to change teachers themselves, a good compromise between ab-solute freedom and complete re-striction would be the evaluation of each situation on a case-by-case basis. This way counselors can have their say while students feel like their opinions are heard. With all of this in mind, the administration should reevaluate its rescheduling policy. Inevita-bly, students will want to change their teachers, but with a more efficient approach to dealing with these requests, there will be less confusion along the way.

MCPS purchased about 40,000 Chromebooks to distrib-ute among elementary, middle and high schools across the coun-ty. Of those, about 10,000 are dedicated to high school class-rooms, but not all types of class-es. The total cost of the program is a substantial $15 million for the first year, and high school stu-dents get the lower end of the dis-tribution deal. The idea is to use the Chromebook devices and oth-er android-based products with the newly-updated Wi-Fi network in schools for a more interactive learning experience. According to this new poli-cy, only social studies classrooms in high schools are given the Chromebook devices. The rest are allocated to kids in grades three through eight. Not only do the third graders of Montgomery County get to use devices that are too technologically advanced for their age, but also kindergarteners receive android tablets to supple-ment their coloring book-style learning. What purpose could a multifunctional smart tablet serve to 5 and 6-year-olds besides fun? MCPS intends to provide students with a more “Twenty-first centu-ry learning space,” (according to the MCPS website), yet kids who are barely able to read and write clearly should not be the ones to take advantage of the technolo-gy that they think is a product of ‘magic.’ Elementary schools get the better bet, sure, but zeroing in on high school, the Chromebooks

are strictly given to social studies classes. And the need for the most advanced technology should not be for classes that teach about the past. Aside from the irony, histo-ry and government classes utilize the internet and visual aids less than most other academic classes in county curriculum. This is not to say that they would not get any use out of the Chromebooks, it’s just that it really is not pressing to have in social studies classrooms. Instead STEM classes could and should be the main focus of this program, potentially changing the course of learning for the better within these courses. Within STEM classes, visual representation and interactivity is key to learning. In calculus, for example, use of videos and graphical representations is vital to learning the basic concepts of infinity. In engineering, rendering of images and designs could be a noticeable, positive change due to incorporating Chromebooks into these classes. Even in the field of biology, using the Chromebooks to blast (magnify) genes from ge-nome databases in a lab could be useful and engaging. Or, it can be used in a chemistry lab. In history and government, the classes rely more on lectures and PowerPoints. If a timeline is needed to show some span of his-tory, the Promethean board would be enough to present it to the entire class. Basically, the only thing that history and government classes could use Chromebooks for is as a headrest or overpriced paperweight. They would be bet-ter put to use in STEM classes.

Advisory PeriodThis year Sherwood added a 27-minute period every Tuesday between periods 3 and 4 that helps students learn key academic skills and troubleshoot topics such as course selection, time management and organization. The advisory period is intended to be a time for stu-dents and staff to address school-related issues and concerns. The Warrior Staff conducted a

survey on how students feel about this new policy.

Yes39%

No45%

Unsure16%

Do you enjoy having an advisory period?

*175 students surveyed on September 25

How effective do you feel advisory period will be at increasing achievement and enjoyment of high school?

What improvements should be made to the advisory period?

How seriously does your homeroom teacher take the advisory period and its stated goals?

What topics should be covered during advisory period in the future?

Not very effective Moderately effective Very effective

51% 43% 6%

Not very seriously Seriously Very seriously

6% 65% 29%

“College applications”

“Updates on what’s going on in our school such as pep rallies, spirit days and days off”

“Studying methods”

“Life skills like taxes”

“Current events and community news”

“Scholarship opportunities”“Time management and how to stay motivated”

“Career paths”“School-wide issues such as

bullying”

“Include fun activities”“Provide snacks”

“Less paperwork”

“Make it a time to study and tutor other students”

“Less structure”

“Let students use it as a time to do homework”

“Hold the class outside”

“Allow students to visit teachers for help”

The Warrior•Opinions14 October 9, 2014

In the last couple of years at Sherwood, a new phe-nomenon has emerged—the “Bathroom Party.” This is when a group of popular boys run into one of the many bathrooms at Sherwood, usually chanting “USA! USA!” Not only is this an annoyance to many students in the hallways attempting to get to their classes on time, but it is also a problem for security and school staff. For in-stance, at one of the Bathroom Parties last year, a mir-ror was broken and some tiles cracked due to the un-ruly nature of the crowd. Additionally, security, who try to keep hallways clear and orderly, often have trou-ble breaking up these groups, as well as restoring order. With at least one Bathroom Party having already occurred this year, and likely many more to come, the question arises: What is the purpose of these par-ties? Perhaps it is a statement of rebellion, or may-be it is just a way to let off some steam. It’s possibly even a way to raise school spirit, according to one par-ticipant. But for most students, it is just a nuisance and a sad fact that exists at Sherwood. So please, stop.

Bathroom Parties More Annoying Than Fun

by Connor Loughran ‘15

As high school seniors around the nation contin-ue to perfect their early applications for colleges, many do not realize that social media activity can hinder their chances of being accepted. In a Kaplan survey of col-lege admissions officers from 381 different institutions, it was found that 31 percent of the officers visit appli-cant’s social media pages and 29 percent conduct Goo-gle searches in order to learn more about the student. Of those, 30 percent reported finding something online that negatively impacted a student’s admissions chances. Although it is rare that a social media post be the sole reason that a student does not get admitted into a college,there is something incredibly unsettling about the thought of an admissions officer covertly nosing through the so-cial media sites of prospective students. Due to the im-pulsiveness and hormonal nature of the typical teen-ager, it seems unfair for an applicant’s character to be judged on his or her past, especially when the appli-cant is not notified that his or her social media pag-es may be examined during the application process.

Covert College Admissions Officers

by Julia Gajewski-Nemes ‘15

Texas native Omar Gonzalez, who jumped the White House fence on September 19, should have been monitored more closely after previous run-ins with po-lice. On July 19, Gonzalez was arrested in Virginia with many weapons including four handguns found in his car along with a map with a line pointing to the White House. On August 25, Gonzalez was stopped by a cop as he was walking outside the White House fence with a hatchet. Gonzalez also has a history of Post Traumat-ic Stress Disorder (PTSD) after serving in the army for more than 13 years, and spending time overseas. These incidents should have sounded an alarm that this man has the potential to be very dangerous. After finding the White House circled on a map and many weap-ons in his possession, Gonzalez should have been placed into a mental health facility or closely monitored by other means. By letting Gonzalez off the hook repeatedly, law enforcement allowed Gonzalez to not only climb the White House fence, but also sprint 70 yards and enter the White House with a knife and 800 rounds of ammo from his car.

Too Many WarningSigns Ignored

by Kira Yates ‘16

The United States is the leader of the free world. ISIS is a threat to the free world. It can’t be much clearer. As a global superpower, our nation must do what it can to eliminate a threat completely, and not simply suppress ISIS with drone strikes and bombing runs. By looking at past suc-cesses of U.S. military intervention in the Middle East and due to the fact that ISIS, unlike the Taliban in Afghanistan, is a po-tential threat worldwide, there come about definitive reasons for why it’s America’s job to lead the fight against the Islamic State. For now, sadly, small-scale airstrikes will have to be enough to protect refugees as they escape the Islamic State’s genocide and to guard American forces currently in Iraq. America has acted with immediate force towards terror threats in the past, and those efforts have been vastly successful (contrary to popular belief). People tend to forget about the victories of the Gulf War in 1991. With the United States at the head of the international coalition, Oper-ation Desert Storm air offensives paved the way for ground forces to roll in less than a month later. This process, Opera-tion Desert Sabre, lasted less than a week

Stopping the spread of terror is the only policy that the United States should follow when considering the actions to be taken against ISIS. The last time the Unit-ed States was directly involved in a foreign intervention (in Afghanistan), it ended up in an 11-year-war. The last Iraq War last-ed 8 years. It is best to simply wait until ISIS becomes an immediate threat to U.S. security, because right now, putting boot-on-the-ground is not the proper move. The United States shouldn’t enter a conflict it can’t realistically fix. First thing is first, we don’t want any more lives lost to useless warfare, like in the Iraq War. There were absolutely no weapons of mass destruction (WMDs) there, and also Saddam Hussein was not tied to any terrorist organization. To fight terrorism is one thing, but to directly in-volve ourselves into a conflict taking place in the Middle East is folly. Sure, the United States is a world superpower, but it should not abuse that role. Should ISIS come to the homefront, it is completely understand-able to fight fire with fire. But by histor-ical precedent, the United States’ exper-tise does not lie in entering countries and leaving them politically intact. It is time to

stay on the sidelines when it comes to Mid-dle Eastern conflicts, probably because it would make things worse to get involved. Of course the thousands of people slaughtered by ISIS should be avenged, but through a global coalition rather than the United States just sending the bulk of needed troops. Fully eliminating ISIS would not be as simple as taking out Sadd-am Hussein, or suppressing Taliban terror-ist threats in Afghanistan. ISIS contains a 31,000-manned army with many soldiers that survived the harshest warfare, and ultimately evolved into ruthless, heartless war machines. Not only are Syrian extrem-ist rebels controlled by ISIS and their Sun-ni-based semi-empire, but ISIS has also recruited former Iraqi commanders from Hussein’s army. The fight would drag on, and would not end as cleanly or as effi-ciently as we would like. To contain ISIS and prevent it from attacking Europe and the United States should be the main concern. Use of drones and airstrikes may not be as effective as full military force, but the targeting and elimination of ISIS leaders can prove vital to taking down ISIS as a whole. The pro-cess will be long, but at least a direct war can be avoided and ISIS contained, along with the suppression of the threat it poses.

before Iraqi forces were driven out of Ku-wait with roughly 300 casualties. Executed with a roughly similar structure and more modern, precise Special Forces tactics, an-other North Atlantic Treaty Organization (NATO) effort is bound to work if an of-fensive is launched before ISIS grows to a broader status than it is at now. That creates more of a reason to elim-inate the threat as soon as possible. More sophisticated than the monkey-bar-effi-cient, ragtag militia of the Iraqi “Surge” of 2007 (which, it’s worth noting, is an-other example of successful American-led military intervention), the new enemy is an immediate, resourceful threat, both on its homefront and ours. The Islamic State funds itself through its captured oil trade and steadily attracts more recruits daily. Some join out of fear of becoming a sta-tistic of the genocide of religious minori-ties while others are even Americans and Europeans influenced by ISIS’s presence on social media and other popular culture. No longer are there messages broadcasted from a cave twice a year. With a former offensive structure that proved its efficiency and a more intricate threat on its hands, America must live up to its role as the leader of the free world and deliver justice before it’s too late.

by Brian Hughes ‘15 by Ankur Kayastha ‘15

Pro Con

To The Point

The Islamic State of Iraq and Syria (ISIS) has been waging genocide on Shia Muslims and religious minorities in the Middle East for months, in addition to beheading two American journalists. A plan of action is needed, but how far should the United States go? Should our nation take a head-on approach until the threat is completely eliminated, or do what is necessary to prevent ISIS from spreading and avoid another decade-long war? The Warrior debates the issue.

Should U.S. Troops Directly Confront ISIS?

The Warrior•Wondering WarriorOctober 9, 2014 15

FallDo you drink pumpkin spice lattes? Do you plan on going to.....

How much money are you willing to spend at the Field of Screams?

Do you call this season Fall or Autumn?

What was your best Halloween Costume and why?

What is your favorite aspect of Fall?

Yes 31%No 69%

34% said None41% said $20-$40

19% said $40-$60 6% said Over $60

38%of students said they do Trick-or-Treat

62%of students said they do not Trick-or-Treat

17%19%64%

of students said they do not watch football

of students said they watch high school football the most

of students said they watch college or NFL football the most

Fall 88%

Autumn 12%

“My costumes 1st-5th grade: 1. Present 2. Rubix Cube 3. Dice 4. TV. 5. Basketball hoop(All using the same box).” -Grant Fricke ‘15

“Inflatable Sumo Wrestler.” -Chase Mulligan ‘15

“I was Urkle from Family Matters.” -Moaz Hassanin ‘15

“I like carving pumpkins and watching high school football.” -Kelly Saah ‘15

“The sweater weather, the changing colors of leaves, hot chocolate and sitting by the fire.” -Savannah Suser ‘14

“Wearing comfortable clothes.” -Sami Davidson ‘15

compiled by Lauren Cosca ‘15 and Kaleigh Homer ‘15*123 students surveyed

The homecoming game 39% said no 61% said yes

The homecoming dance 54%said no 46% said yes

The Warrior•Entertainment16 October 9, 2014

Shows n’ ShindigsFury

October 17

Ouija

October

24

Big Hero 6November 7

The JudgeOctober 10

BastillePatriot CenterOctober 11

The OrwellsBlack CatOctober 14

Courtney BarnettBlack CatOctober 18

SkrillexEchoStageOctober 24

Capital Cities9:30 ClubNovember 11

Concerts

Movies

graphic by Ketki Chauhan ‘16 and Ryan Deal ‘16

Fall Fashion ThemesMod/1960s RevivalShop: etsy.comMid-twentieth century fashions are one way to stay classy, no matter

what decade you live in. The 1960’s London Look is defi-nitely back, with heavy influences on the runway and in the streets. Here are some trending pieces:

Girls:-Slightly androgynous-Shift dresses/shirt dresses-Houndstooth-Cat-eye-Longer skirts-Drop-waist-Head scarves-Bold jewelry-Pixie Haircuts

Boys:-Grey, black, navy, brown-Slim cut clothes-Luxe sweaters-Patterned shirts-Skinny ties-Beatle boots-Desert boots -Button-down, collared shirts-Long, styled hair

Both: loafers, oxfords, European influence, trench coats, pea coats

Want to change up your look? Here are a few ideas based off of the predictions for fall 2014 most successful trends.

compiled by Gianna Bartolini ‘15

Grunge RenewalBorrow from the boys

The nineties are back! If you’re into the whole ‘grunge’ scene but don’t have the patience for thrifting and/or digging through dumpsters, there are a lot of stores that carry staples for the look. Some examples include:

-Flannel -Beanies-Camo -Distressed denim

-Dark, muted colors

-Unisex pieces -For girls: Boyfriend jeans -For boys: Wear them a little tighter -Shoes: high top sneakers, Doc Marten boots,

Vans

Shop: Urban Outfitters

Want to read more? Check out The Warrior Online at

www.thewarrioronline.com

Luxury Meets CasualShop: J. CrewAmerica is known for popularizing casual, ath-letic, easy pieces. This season, many brands and designers have built upon this national standard and mixed them in ways so that we all can look a little more dressed up while feeling like we’re wearing our leggings and sweatshirts. The most successful combos include:

-Sneakers with dress clothes-High end pieces + thrifted finds -Camo and lace-Tulle and luxury skirts with ratty tee shirts -Button ups and ball caps -Silk blouses and jeans

Designer: Samantha BergerModel: Pearl MakPhoto: Lianna Lieberman

Model: Gabrielle BartoliniPhoto: Marie Moeller

Models: Alex Hanson, Gianna Ba-

tolini, Will Goniprow (right to left)

Photo: Marie Moeller

The Warrior•EntertainmentOctober 9, 2014 17

Want a Thrill, Denzel Kills Every few years, Holly-wood treats audiences to a qual-ity example of a revenge-style flick with an Oscar-caliber actor. “The Equalizer,” starring Denzel Washington, is firmly rooted in this tradition, delivering exactly what its ad campaign has prom-ised. The camera travels through the apartment of Robert McCall (Washington) as he goes about his evening routine in the film’s opening moments. He’s one of those guys who keeps to himself, and it isn’t hard to figure out why. He has a dark history, except we don’t know what that history is yet. Every night, after working at the local Home Mart, he goes to his usual diner where he spots his only friend, the local hooker. But McCall sees something different in Teri (Chloë Grace Moretz) than most people do. He sees her po-tential to become the singer she has always dreamed of becoming. McCall is distraught when he learns that Teri was beaten by her pimp, a local Russian crime boss. To McCall’s credit, he offers a fair deal of ten grand to win Teri’s freedom. But the boss and his half dozen thugs just laugh at McCall. Boy, was that a mistake. This is the first moment when we see what McCall is capable of. With unimaginable speed, he kills ev-eryone in the room. What McCall doesn’t know is that he just wiped out the Russian Mafia’s entire East Coast team. The Russian Mafia’s CEO dispatches a trained psychopath named Teddy (Marton Csokas) to protect investments in America’s

by Allie Pino ’15

organized crime and make an ex-ample of McCall. This naturally means there’s going to be a mon-ster showdown. The Russian Ma-fia’s biggest, baddest men versus one man, who they don’t know once had a career as a well-armed shadowy government agent. Director Antoine Fuqua is at his best when teasing out the ten-sions between doing what’s right and what’s legal. There’s some-thing appealing about a scenario where a man has the ability to right wrongs without having to worry about the strictures of the law. There are few actors who ra-diate the sort of calm authority Washington does—the dry smile and arched eyebrow that suggests he knows he’s always in charge, regardless of how many thugs are in the room. “The Equalizer” is a bit long at 128 minutes, but who’s really going to complain about getting to hang out with Denzel Washington for longer than two hours?

Annabelle Falls Short of Going Down in Historyby Haley Whitt ‘15

From Fine to Frustrating: Fall’s Newest TV Shows by Zach Stubblefield ‘15

Usually when we think of dolls, we think of the happiness and innocence of childhood. However, the horror movie “An-nabelle” puts a perverse twist on a vintage childhood toy. In “Annabelle” by John Leonetti, the director of noted horror films “Insidious” and “The Conjuring,” a couple experiences supernatural events that turn their world upside down. It all starts when a doll of theirs becomes possessed by a demon summoned by satanic cult members. As if this wasn’t baffling enough, the characters soon learn that the only way to get rid of the demon’s presence is to offer up one of their souls. This riveting prequel to “The Conjuring” keeps audience members squirming in their seats as the electrifying plot unravels. The mother Mia (played by Annabelle Wallis) juxtaposes this exhilarating plot with her sub-standard acting. She bores the audience with her lack of expres-sive personality. Often times, her shrieks seem more forced than natural. On the other hand, Ward

1. Gotham Gotham without Batman?! That’s certainly an interesting twist. Instead of focusing on the nation’s favorite bat-crazed vigi-lante, FOX is focusing on a much simpler time. A time when Com-missioner Gordon, Gotham’s hot-shot detective, is calling the shots instead of the batman. It’s a novel idea to use the richness of a comic book city as the setting for a crime thriller. The pilot came chock-full of referenc-

es to the whole Batman cast. We get to see a young Catwoman, a recently orphaned Bruce Wayne, and a young Harvey Dent among others. I’m sure I didn’t catch all of the references, but it defi-

nitely has enough to please even the most hardcore Batman fan. With nearly 60 years of Batman mythos to pull from, it is hard to see this show as being anything but a success.

2. Red Band Society I cannot watch NBC for more than ten minutes without seeing some sort of ad or pop-up for this show. Sadly, no matter how hard the network pushes the show, the premise is still awful. Watching a bunch of ill children is not a fun pastime. No matter how many hi-jinks they pull, you cannot help but remember that these kids are

sick, really sick. One has a heart problem, another has cancer, and the other is in a coma. That makes it hard to establish a fun, go-lucky attitude that “Red Band Society” pushes hard on its viewers. Too often it feels like this show should be in a high school instead of a hospital. This show has a case of an identity crisis.

3. Black-ish I went into this show thinking it would be like a black “Modern Family.” Was I wrong? “Black-ish” depicts a rich black man de-ciding that his family needs to re-connect with their black roots. He has this epiphany when he finds out that his son wants to play field hockey instead of basketball, and when his wife bakes chicken in-stead of frying it. He sees this

as meaning that his family is not black enough anymore. So, he decides that he must urbanize them by making them follow ste-reotypes, like wearing a tracksuit everywhere. This show lacks the charm that successful sitcoms like “Modern Family” have; in-stead it just comes off as racist and offensive with a few laughs in between.

4. Utopia Reality TV shows do not get much better than this. Think “Real World” meets “Survivor.” They plop 15 people on the island and instead of telling them to compete against each other, they are just told to survive. And of course, everyone does not get along. The show is rife with conflict as con-testants vie to make their version of a perfect civilization. Surpris-ingly, there is not even any prize

money to win! They are just there to try and build their own society. The best thing is that the show is happening in real time. People can watch live streams of contestants at any hour of the day. This lends a certain level of authenticity to the show. Coupled with the fact that FOX shows two episodes per week, it almost feels like you’re living with the contes-tants.

Horton, who plays the father John, misleads the audience into thinking he is evil with his fake persona. Whether this was inten-tional or not, he acts suspicious, and this confusing and distracting fact ends up taking away from the overall plot. In the scene where graphic drawings are shown, he acts too optimistic as he assures his wife that it means nothing and that things will be okay. “Annabelle” combines satan-ic murders and bodily possession, two thrilling aspects of horror movies, to terrify the audience. The unexpected pop-ups are guaranteed to startle audiences, but the slight overuse of blankly staring figurines and machines turning on and off by themselves grows predictable. This film had the poten-tial to be the new “Exorcist” for contemporary audiences. The plot is often attention-grabbing and scary, but its lack of compe-tent acting almost sinks the film. While “Annabelle” succeeds in scaring viewers in the moments they are watching it, the fear and memory of the film wears off as soon as they leave the theater.

The Warrior•Sports18 October 9, 2014

Spirit Squads Find New Way To Bond

The 2014-2015 school year has started differently for the Sherwood varsity poms and cheer-leaders as a way to amp school spirit. The two spirit squads tra-ditionally have a little sister-big sister relationship within each in-dividual squad, in which the old-er girls mentor the younger ones. This year, however, they have de-cided to connect the two squads by having individual “cousins” on the other squad. Both squads are looking to return to the top of the county after being voted second place, in cheer’s case, and fourth place, in poms’ case. “The point of this is for the spirit squads to be coming to-gether and promoting SHS spir-it,” said senior cheer captain Devin Rogers. “We give our cousins on the pom squad small $5 gifts before the first game and the homecoming game.” Led by captains and four-year varsity cheerleaders Rogers and senior Austyn Waldron, the cheer squad is looking to im-prove last year’s second place finish in the county champi-onship. When not in competi-tion, the cheerleaders cheer on the sideline of football games. Their “cousins” on poms also perform at football games, but at halftime, when they perform their original danc-es created by the captains and other members of the team. “Being cousins with the boys and girls of the cheer team allows us to form a new Sherwood fam-ily that represents school spirit and camaraderie,” said senior

poms officer Katarina Stephanos. The poms last year did not rank in the county competi-tion, which is unusual for the traditional county powerhouse. Team members are confident this year will be different. “With the positive attitude we have been displaying so far this sea-son, and with every girl on the team giving it 110 percent each day, we will win back our county title,” said Stephanos. Although cheer and poms sound somewhat similar, the girls on either team insist that they are very different. The poms have a season that lasts through both fall and winter. During this stretch,

they attend and perform at football games, soccer games, basketball games and a few other activities. Cheer, on the other hand, is broken up into two sepa-rate seasons, having a varsi-ty team in the fall and a varsity team in the winter, with some new members. They too at-tend football, soccer, basketball and other sports teams’ games. “Poms routines consist of strictly dancing and differ-ent types of dance, whereas cheer is a bunch of different things,” said Waldron. “Our [cheer] routine is made up of stunts, dancing motions, tum-bling and most of all cheers.”

by Hunter Moore ‘15

Poms perform their latest dance routine at the first home football game of the season on September 5 against Gaithersburg.

Warriors Can’t Catch Up against Seneca Valley

The Warriors suffered their first loss of the season against Seneca Valley, 27-17, last Thurs-day night. Seneca Valley jumped out to an early lead in the first quarter, mounting a 21-0 lead be-fore the Warriors scored their first points. After going into halftime with a 21-3 deficit, the Warriors cut the lead to 21-10 in the third quarter on a 48-yard touchdown pass from senior quarterback Neven Sussman to senior receiv-er Myanthony Starnes, but the Warriors were ultimately unable to overcome their slow start. “We must practice and play with more heart and intensity,” said Coach Chris Grier. “We be-lieve we can learn a lot from the Seneca loss and become a much better team because of it. We will make some adjustments in our schemes offensively and de-fensively so we can take more advantage of our strengths.” Seneca Valley’s rushing at-tack proved difficult for the War-riors to defend, racking up over 200 yards on the ground against a Warriors’ defense that held its first three opponents in the single

digits for points. The Screaming Eagles also managed for much of the game to stifle a normally productive Warriors’ offense, al-lowing only one first down in the entire first quarter. After Seneca Valley scored in the final seconds of the fourth quarter, the Warriors ended the game with an 80-yard bomb from Sussman to junior

receiver Marcus Simms, whose big play ability has provided an excellent boost for the War-riors’ offense so far this season. “The story of the game was missed opportunities,” said senior linebacker and tight end Jared Shaia. “Our offense had multi-ple opportunities in the red zone and we didn’t capitalize. Sene-

ca didn’t win because they were better than us—we just didn’t finish drives the way we should have. But give credit to [our] defense [for only allowing] one touchdown after the first quarter.” Despite the disappointing loss, the Warriors displayed great mental toughness by fighting back and making the game close

in the end. The loss brought the Warriors’ record to 4-1, the first stumble in a season that had been almost all success up to this game. The game was the Warriors’ worst performance of the season on both sides of the ball, part of which can be attributed to the strength of a talented Seneca Valley team (4-1). Grier expects his team to have a great week of practice and get back on track tomorrow when the Warriors go on the road to take on 2-3 Magruder. Sherwood will then face their next big test of the regular season when they play Quince Orchard at home next Thursday. The Cougars cur-rently are 4-1, and senior running back Kyle Green has rushed for 480 yards with a 5.7-yard av-erage per carry this season. If the Warriors can contain Green and the rest of the Cougars’ of-fense, the game will be a strong indication that the Warriors will be ready for the post-season. “We expect the team to re-focus after the Seneca loss and recommit themselves to playing hungry and with a chip on their shoulders,” said Grier. “If we can do that every week during the sec-ond half of the season, we’ll have a chance to make a playoff run.”

Senior quarterback Neven Sussman scans the field for junior wide receiver Marcus Simms (foreground) during a game at Seneca Valley on October 2. The Warriors fell to the Screaming Eagles and are now 4-1.

Jack Armstrong ‘15

Jack Armstrong ‘15

by Leo Corman ‘15 and Stephen Luckey ‘15

The Warrior•SportsOctober 9, 2014 19

Hard Work Pays Off for Runner on the Field, in the Classroom Senior boys’ cross country captain and top runner Jefferson Ruiz moved from El Salvador to the United States in 2012 and en-rolled at Sherwood at the begin-ning of his sophomore year. At the time, he spoke very little En-glish. Ruiz originally wanted to try out for the soccer team, but he couldn’t find transportation home after the tryouts. Persuaded by a friend, he decided to join the cross country team. When Ruiz first started running, he owned no run-ning shoes and had to take three public buses just to get home. “It was hard at first, but I liked the challenge. I knew I could do more and improve, so I kept with it,” said Ruiz. In fact, through his first cross country season, Ruiz was a relatively av-erage runner. However, after par-ticipating in indoor and outdoor track and training consistently over the summer, Ruiz returned for his junior season and firmly established himself as the num-ber two runner on the team, be-hind Jarrett Harman (‘14). This season, Ruiz is the team’s clear number one runner, but his talents extend beyond the athletic sphere. Ruiz also excels academical-ly, testing out of the ESOL pro-gram and receiving only one “B” thus far at Sherwood. Ruiz is also the Treasurer of the Spanish Hon-or Society, and he helped create the ESOL Honor Society. “The reason [behind the ESOL Honor Society] was to help ESOL stu-dents who struggle with class-es and to help each other with college applications. I thought it would also motivate students because they don’t have to speak perfect English to be in an hon-or society,” explained Ruiz, who

described learning English as the hardest part about adjust-ing to life in the United States. In addition, Ruiz has a pas-sion for acting. Before he moved, Ruiz had an acting scholarship to an academy in El Salvador. While running leaves him without much time to perform, he is currently taking a drama class at Sherwood. Ruiz’s goals for this cross country season include improv-ing on his present 5k personal record of 16:36 and finishing in the top 25 at the state meet. As for his post-high school plans,

Ruiz is very much undecided. He could either stay in the United States and pay his way through college or return to El Salvador and rededicate himself to acting. Regardless of the path he chooses, his upstanding charac-ter should serve him well along the way. “Jefferson works re-ally hard and inspires us all,” said fellow senior captain Bob-by Hanlon. “He’s unbelievably humble and nice, and he’s such a positive influence on our team. I don’t think anyone could say anything negative about him.”

by Leo Corman ‘15

Professional football play-ers by and large are an arrogant bunch. They have been the best at their craft for much of their lives, and that breeds a certain amount of cockiness in them. This obviously does not give them an excuse to beat women and children, but it may explain why players think they are above the law. The NFL needs to take a stand against these actions for the sake of the league’s reputa-tion, but more importantly to set an example. Ravens running back Ray Rice is a perfect example of how the NFL is not taking the proper steps necessary against domestic violence. When the incident was first reported, the Ravens PR team released a column that said things like, “If you had asked me on February 1 to name five Ra-vens players I would never ex-pect to receive a call at 3:00 in the morning about doing some-thing illegal, Ray Rice would be on the list – EASILY.” Basically, Rice is a good guy, and he’s not the type to knock out a woman. But the fact of the matter is he did knock out his fiancée and dragged her out of an elevator. The NFL initially suspend-ed Ray Rice two games for this. To put that in perspective, NFL player Josh Gordon was sus-pended for a year for smoking marijuana. The NFL made a statement about domestic vio-lence with these two suspensions and not a very good one; beating is eight times less severe than smoking.

The NFL has since gone on to change these suspensions, in-creasing Rice’s and decreasing Gordon’s. However, the damage had already been done by then. The original suspensions show how the NFL thought about do-mestic violence. If they really thought it was an important is-sue, they would’ve suspended Rice for a longer period of time in the first place. The only reason they changed it was because the media was crucifying the NFL about its decision. Although the NFL floun-dered on its first domestic vi-olence case, they can still set an example for the rest of the country. Another star running back, Adrian Peterson, has been indicted for child abuse, and the NFL has another chance to make a statement. The league needs to show its 100 million viewers how serious domestic vi-olence is by making a statement with one of their premier players. The league has already taken the first step by suspending him from all NFL-related activities. Now the NFL will need to wait for the investigation to close and punish him appropriately. This will help make America a safer place for women and children everywhere by sending a message that abuse will not be tolerated, even from NFL star players.

The NFL Needs To Take a Stand on Domestic Abuseby Zach Stubblefield ‘15

Senior Jefferson Ruiz finishes a race at Georgetown Prep on September 8 at the Woodward Relays. Sherwood boys finished third in the meet.

Jack Armstrong ‘15

The success behind the 6-2 record, as of Wednesday, October 1, held by the girls’ soccer team is the talented players’ skills put to good use through the team’s strategic approach on the field. It is no secret that the War-riors have fast, strong forwards. The team takes advantage of this by getting the ball to their out-side strikers who dribble the ball with pace down the sideline and look for the opportunity to cross the ball to a player in the mid-dle who has a chance at scoring. “This has been a system of play that has been effective over the course of the last three seasons at Sherwood. It has fit our team very well with our ex-ceptional athleticism on the out-side, and skillful, smart play-ers in the middle of the field,” said Coach Danielle Rosanova. Using the 4-3-3 system, the midfield has been successful in maintaining an attack-minded

focus, which is highly benefi-cial since they are the heart of the team. The midfield assists both offensively and defensively by setting up the forwards with through balls and then coming back to support the defense when marking the opposing players. “They need to move up and back—together. Pretty much the whole team needs to move as a unit,” said senior Tiffa-ny Woods, who plays defense. The Warriors’ two losses came against top teams in Mont-gomery County and in the state as a whole. In a 2-0 loss on Septem-ber 10 against BCC, the Warriors continued their tendency to play nervously against the powerhouse program that has won multiple state titles over the past five years. The Churchill game on September 22 resulted in a 3-0 loss, but the team played very well defensively. “The last two goals were a result of [Sher-wood’s desperate] offensive push in the final minutes of the

game,” explained Rosanova. Although both BCC and Churchill are strong teams, the key for the Warriors is finishing on

by Ashley Nnabue ‘16

Junior midfielder Barbara Pizarro looks to make a pass during a game on September 29 against Clarksburg. Senior Lauren Woods, junior Ariella Amaguana and Pizarro dominated the second half.

Jack Armstrong ‘15

Girls’ Soccer Looks to Use Speed to Their Advantage

their quality scoring opportunities and minimizing mistakes. “We just need to keep our focus the en-tire game … It impacts the future

because now knowing those mis-takes, they won’t happen again and we can move forward,” said senior forward Lauren Woods.

Jack Armstrong ‘15

The Warrior•Sports20 October 9, 2014

READY FOR IMPACT Senior midfielder Ethan Carey fights for the ball during a game against Bethesda-Chevy Chase on September 10. It was a great back and forth game that went all the way to double overtime, but no goals were scored, resulting in a tie, 0-0. Carey had a near miss at the end of the game. The team looks to increase their field strategy and communication going forward. As of October 1, the team’s record is 4-2-1. Their next game is at 7pm on October 10 at Paint Branch.

UP FOR THE HIT Senior Julia Gajewski-Nemes and junior Kendall Kahn cover sophomore Kaiya Heylinger-Powell as she attempts to spike during a game against Broadneck on September 11. The Warriors are currently 8-0.

Jack Armstrong ‘15

Jack Armstrong ‘15

ON THE RUN Senior attacker Zoe Kaminski dribbles the ball down the field to attempt a shot against Northwest on September 11. The Warriors lost to Northwest 2-0.

IN THE LEAD Varsity runner, junior Colin Loiacono, leads ahead of a pack of Sherwood runners during a meet at Churchill on September 10. Loiacono finished sixteenth (19:04.09).

Jack Armstrong ‘15

Jack Armstrong ‘15

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