The Booster Redux November 2021

Opinion Pg. 2 Battling with perfection

In- Depth The game Pgs. 4 & 5 of life

Sports Pg. 6 Like father, like son

BRR

The Booster Redux Pittsburg High School

Pittsburg, KS

1978 E. 4th Street

Vol. 104 Issue 1

Spanish teacher Angela Pallarés works with health teacher Jose Speer to improve his Spanish writing. Photo by | Fransisco Castaneda

Learning on the job: Health teacher Jose Speer furthers his Spanish knowledge Words by | Fransisco Castaneda and Nolan Turnbull

A

fter the bell rings to signal the end of study hall, health teacher Jose Speer walks down to room 220 where Spanish teacher Angela Pallarés teaches AP Spanish. He walks in, takes his seat, and prepares to learn more about the Spanish language.

Although he has a basic knowledge of the language, he is working to improve his Spanish so he can converse with family in Puerto Rico and his Spanish-speaking students.

“I have a little informal knowledge in Spanish,” Speer said. “I grew up in a household where we spoke a lot of Spanglish but I’m trying to primarily learn Spanish now.”

When Pallarés was outside of her room, Speer approached her by speaking Spanish and began to ask for extra help. With the knowledge he already

had in the language, Speer began to attend the 5th hour AP Spanish class. “[Speer] actually surprised me by speaking really good Spanish,” Pallarés said. “He asked me if I taught the language outside of school, but I don’t have a lot of time outside of school. I told him he was very welcome to come to any of my classes, and it just happens that he has a plan period during my Spanish four class, which was what he needed to be in because he speaks well already.”

During the class, Speer and Pallarés work together in order for Speer to improve on certain skills.

“He has different things he wants to work on and it is not like he needs homework so we are trying to hit points on what he needs strength in individually,” Pallarés said. “Spanish four does a lot of independent work on certain days so I try to cater to what he needs during those time periods.”

Rising above textbooks:

According to Speer, his first time joining the class was nerve-racking.

“At first, I was nervous because a lot of the kids spoke Spanish very well,” Speer said. “I am speaking a lot better, and doing a lot better with my confidence.”

AP Spanish student senior Jacob Mathew, says that he likes having Speer in class. “[I] feel like Mr. Speer fits into our classroom really well. I’ve never been intimidated or felt uncomfortable when he is in class,” Mathew said.

“I have a lot of respect for him. It takes a certain type of person to put their pride aside and sit in a classroom alongside students that are much younger than them.”

Pallarés says she believes Speer’s want to connect to his culture is making a positive impact on her students.

“I am grateful to him because he wants to be

National Guard takes teachers up in Blackhawk helicopters

Words by | Hannah Gray

Blackhawk Helicopter getting ready to take off to bring Pittsburg High School staff for a ride around Pittsburg. Photo by | Emma Barnhisel

more connected with his culture and closer with his family who is Puerto Rican,” Pallarés said. “I think he is inspirational to the students because they see an adult that is taking time out of their busy schedule to give something like their heritage and language importance.”

According to Mathew, students have made important connections with Speer during his time spent in class.

“Speer also supports our endeavors outside of class with Spanish Club, which just goes to show the kind of connection we’ve made with him,” Mathew said. “Though I’ve only known him for a short while, I can already tell that he’s a genuine and kind person, and I’m really glad he’s choosing to sit in on our Spanish class.”

On Tuesday, Nov. 9, teachers could be found flying above the city of Pittsburg on a Blackhawk helicopter.

Blackhawks from Forbes Field in Topeka made their way to PIttsburg to give civilians a trip on the Blackhawk Orientation flight to learn about The National Guard.

“The goal of this is to take your leaders in your community flying and to introduce them to the program,” First Lieutenant Erin Mahoney said. “So when they have a student who comes to them and isn’t sure what they want to be after they graduate high school, they can hopefully share what the National Guard has to offer.”

Each round of flights took two groups in the air, one on each Blackhawk. In total, six groups took the trip.

Mahoney was one of the Blackhawk Helicopter pilots. She joined the guard after serving four years of active duty in the Marine Corps.

“I joined the military because I like the overall mission and I like the cause bigger than yourself,” Mahoney said. “After four years of active duty in the Marine Corps I wanted to move back home. So I looked at the guard as an option and spoke to them and they said ‘come fly a Blackhawk for us’.”

Before the flight, members were required to take orientation.

They learned about the services The National Guard offers and

some of the benefits associated with enlisting. Assistant Principal Chris Garzone was among the group of school members that went on the flight.

“Initially, I had no idea the power those machines have and being inside them during the flight I was just amazed by the power they produce, and how smooth they are in the air,” Garzone said. “I had a smile from ear to ear and it was like riding a roller coaster for the first time. I was so excited. It was awesome. I got goosebumps.”

Aside from the experience on the flight, Garzone was impressed by the orientation.

“The ride was great, but listening to them present the educational opportunities that the reserves can offer was very beneficial,” Garzone said. “So if a kid has any questions about what they need to do or where to begin, I can direct them towards that resource, to have contact information with them as well.”

Overall, Mahoney says that this is a great opportunity for the school and National Guard alike. “[The school has] learned what the National Guard has to offer.

So hopefully, they’ll remember what they learned today and be able to inspire somebody or give somebody a path that maybe would have had that,” Mahoney said. “And, the cherry on top of it, they get to go for a Blackhawk flight.”

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November 2021

OPINION

Battling with perfection Gray reflects on her personal experience with toxic relationships Words by | Hannah Gray have a bully.

It started in middle school. She would follow me around, taunt me and tell me I wasn’t good enough. In her mind, I never did anything right. I was simply ordinary.

She pointed out things she knew I was insecure about. She made me stress about my schoolwork. She made me cry. I felt trapped.

Going into high school, I had hoped maybe she would leave me alone. On the first day, I walked into freshmen orientation, but immediately I knew she was there.

I felt her eyes on me as I walked from class to class. The thought of being in those hallways debilitated me.

One week was particularly bad. I missed misse five five h hours of sschool that day because she made me cry. That’s at’s when hen en the episodes piso started.

My fingers and toes went numb, my vision isio got b bl blurry, rry my hands shook. I couldn’t breathe.

Not long after, she started following wing wi ing me home. In fact, she followed me everywhere. The store, re, the softball field, out re with my friends. She was always with me me.

At night, she kept me awake wondering. ondering. dering. How would she terrorize me tomorrow? How would uld she embarrass me?

When would she find me? Or, would uld tomorrow be the day that she finally left me alone? Deep down, I knew she wouldn’t go away, but I still hoped. d. Every day, a little sliver d of that hope left me.

I wanted to tell my family, maybe e they could help.

But, she told me that they couldn’t, t, they wouldn’t care.

I believed her. I was ashamed of telling elling my parents what she thought of me. As soon as I told someone about it, that made it real, and reall meant that I couldn’t take it back.

Eventually, people started noticing. ing. My teachers asked me why I was quiet, t, or why I cried in class. My friends noticed ticed I evver stopped joking around, and we never hung out. asn asn’t sn’tt That’s when I found out that I wasn’t h r he her the only one. She was bullying other ng people and she had been for a long time. e of She was the most prevalent type ts. s. mental health illness in adolescents.

Her name?

Anxiety. at The Child Mind Institute says that eve ven nearly 1 in 3 teens knew her. She even targeted girls more than boys by a

I

Staff editorial: Words by | Hannah Gray and Ashlan Brooks The dominant story featured on the first page of this issue highlights a teacher who is striving to be a lifelong learner.

Dictionary.com defines lifelong learning as “the provision or use of both formal and informal learning opportunities throughout people’s lives in order to foster the continuous development and improvement of the knowledge and skills needed for employment and personal fulfilment.” In more relevant terms, this could mean going back to college, learning a new skill or taking up a new hobby. Being a lifelong learner can manifest itself in many forms and some of our teachers have exemplified the meaning of the term in various ways.

As a newspaper staff, we believe being a lifelong learner is an important part of being an educator because it helps establish common ground with students.

As a lifelong learner, educators never lose the sense of learning or, in a way, what it is like to be a student. This, in turn, helps them relate to their students and establish relationships they wouldn’t be able to otherwise.

The specific example described in this issue highlights health teacher Jose Speer and his experiences sitting in on a Spanish IV class.

2:1 ratio. Some say she singled us out because of genetics or brain chemistry.

Others say it could have been life events.

It is important to note that everyone has a healthy dose of anxiety.

Everyone feels nervous about bills, school or relationships at one time or another. However, an anxiety disorder in constant fear and worrying that is unproportional to its cause, and interrupts daily life.

She is with me all the time. By now, we are inseparable.

It was one of those things where if I didn’t talk about it, I’d thought it’d just go away. Of course, it didn’t.

From the outside looking in, it was hard for people to understand. For some, they never would. From the inside looking out, it was hard to explain.

At some p point I realized: I couldn o couldn’t do this by myself forever. I needed h help. parents and my teachers. Most of them I told my friends, my p paren understood. follows me, and she always will. I can feel But she still follow o her presence, n and it still intimidates me. But, now I not alone. know I am m no worry for her other victims. I hope my I still wo worr siblingss and friends don’t meet her. they do, I hope they know that they And if th know they h aren’t alone. know her, reach out for help. Find a If you kn counselor, talk to a trusted friend, or tell school coun o in your life. the trusted e adult a She create creates a a broken system that tells you that nothing but ordinary. A system that tells you are nothin t not good enough.” you, “You are r n A system th that iis just that: Broken.

But, w what iis broken can be fixed.

I got g in contact with a medical professional and n we came up with a plan of action. I ssought out healthy ways to deal with my sough anxiety. I found a voice and learned anxi to aadvocate my needs for my mental hea health.

A According to the Anxiety and Dep Depression Association of America, I am a part of the mere 37% who seek out trea treatment for their anxiety. A number tha that, in my mind, is way too low.

M My system still has cracks and dents, but the road to recovery is a process.

Min Mine has only just begun.

I aam working to repair my system.

So can you.

Lifelong learning in teachers promotes personal growth, fosters impactful connects with students

In the story, he states that one motivation he had for learning Spanish was being able to effectively communicate with his students who speak Spanish.

Not only has Speer put forth effort to learn Spanish in class, but he also supports the Spanish Club. This has helped him to develop a close relationship with students, something that would have not happened had he not decided to continue his own personal growth.

Lifelong learning can also manifest itself when teachers double as students by going back to school to further their education while teaching.

English teacher Emily Rountree has been pursuing her masters in Educational Technology with an emphasis in Library Media from Pittsburg State University. Rountree is also involved in school activities. She is the sponsor for Book Club and a participant of Multigenerational Choir.

English teacher Emily George is also working on a Doctoral Degree in curriculum and instruction from Kansas State University.

Because of this, both teachers understand what it’s like to be a student and they’re more connected with their students.

Although further education is a great way to continue learning,

informal ways to gain knowledge also fall under lifelong learning. Not everyone has to get a new degree to be a lifelong learner. Something as simple as learning a new skill or leaving your comfort zone promotes personal growth.

Other educators in our building are using these informal learning paths to find unique ways to establish relationships through lifelong learning. Health science teacher Stuart Perez played the role of principal in the PHS production of “Footloose.” Perez also sponsors organizations such as HOSA and Scholars Bowl.

Others, such as English teacher Victoria James and activities assistant director Aaron Burns, are participating in Encore’s multigenerational choir, where they sing alongside community members, current students and staff.

These teachers show a desire to learn and interact with students and the school.

The Booster Redux staff encourages teachers to get involved. Find a new hobby, sit in on a fellow teacher’s class or get involved with a school club.

All of these things that students are encouraged to do while in high school should apply to teachers as well.

FEATURE Booster Redux Staff & Policy Editors-in-Chief Ashlan Brooks Hannah Gray

Online Editors Ashlan Brooks Hannah Gray

Social Media Manager Mattie Vacca

Multimedia Editors Emma Barnhisel Alaycia Harris Natalie Ruiz

Business Manager Katie Davis

Staff Sarah Alcantar Braden Benson Hailey Gray Francisco Castaneda Akela Hawkins Sammy Irish Joy Lee Jerrick Meadows Heather Mowdy Kate Poling Ian Sullivan Nolan Turnbull

Adviser Emily Smith

November 2021

3

Hardwork passes the bills Students in American Government simulate interactive congress bill proposals.

Words by | Jerrick Meadows and Braden Benson

S

eniors in Brian Latham’s American Government class wrote bills to simulate the legislative process. Students’ bills addressed education, social issues, national security and defense. The students attempted to solve various issues in the current legal system.

Senior Dexter Carlton proposed a bill to address police brutality.

“It should be harder to become a police officer.

I think a lot of policemen aren’t properly trained,” Carlton said. “With my bill, the police will be ready to handle more diverse and stressful situations.”

Carlton’s plan would improve the training system of the police force.

“It will be harder for police officers to get into academies, so there aren’t people in the police department who are only there for the badge.

Police are going to have to go through longer, extended training” Carlton said.“They are going to start at basic training, and then go through a set of ranks where they are taught different things like gun safety, hand-to-hand combat, speaking skills, etc.

Once they complete all of the ranks, they will be given the status of officer and will act like a typical police officer would.”

Senior Alan Rojo’s bill would reform the current prison by providing inmates access to a therapist and abolish solitary confinement.

“I believe that all prisoners should have access to a therapist, and I also believe that solitary confinement cells shouldn’t be a thing,” Rojo said.

“It isn’t humane to keep a person in an empty, concrete cell for 23 hours of the day.”

Latham explains the purpose behind engaging his class in these congress simulations. “[The] purpose is twofold, one is to give them a forum for discussion to discuss hopefully relevant topics,” Latham said. “Second, things to learn about and how Congress operates, how it passes, makes bills into laws.”

According to Latham, a numerous amount of specific topics came up frequently during the discussions.

“Themes that came up in every single class were making school more relevant, more college-like.

Every class had an abortion bill, but they all didn’t make it to the floor,” Latham said. “Other bills that came up in almost every class were raising [the] minimum wage, which had some good discussion about the pros and cons of that.”

When all was said and done, there was a pattern to what bills were passed by the classes.

“I think marijuana was legalized in almost every class, I think every class passed an education reform bill [and] police body cameras passed in a couple classes [as well],” Latham said. “I think those are the main ones, I thought there would be more.”

Latham shares his final thoughts on how proud he is of his students.

I was impressed with how civil they generally were. This may be the fourth high school that I’ve done simulated congresses, and this was by far the most civil. Even if [they] disagreed, [they] didn’t want to walk out as enemies. That was a very encouraging thing, so I was really happy and proud of [them] for that.

Senior Samantha Taylor looks at her peer as she talks about the bill she read. Brian Latham’s government’s class created bills that would later on bring debates about the bills being passed or not. Photo by |

Fransisco Castaneda

Searching for a place to call home Meadows sheds light on the Pittsburg housing market and its affects on local families

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More and more people are looking to buy houses right now. Due to the housing shortage, less of those people are going to be able to get houses, making each house more valuable.

Since more people are in the process of buying houses, according to Angeles she’s been a lot busier with her job.

“Last year my sales increased 35% from the years before.”

The housing market inflation is not new news. “I’m aware of the over inflation in the market right now.” says Junior, Ethan Rhodes. “Yes, [I am aware of the housing market inflation]” says Senior, Gabe Beaman.

Students after high school Art by | Sammy Irish are looking for something new, something better. 45 out of the 72 Words by | Jerrick Meadows students that took part in the poll on Pitt Media’s Due to the current over-inflation in the housing Instagram said that they were going to buy or rent a market, graduating students are going to have a house after High School. That’s 63% of students. difficult time finding residence after high school.

Beaman shared some of his post-high school According to the top Real Estate Agent in housing plans. “I plan on Renting. I’ll buy once I Crawford County, Monica Angeles, buying a house now is much more difficult than buying a house than have a stable income. Right now, I’m just looking for a place to stay, a roof to be under, a start to a new 2 years ago. The reason for the inflation is due to a life.” says Gabe. “I’m not looking for anything too housing shortage. special.” “[Buying a house would be] 15-20% cheaper 2 Whether you plan on buying or renting, the years ago compared to today,” Angeles said. “It’s market is not in the customer’s favor. Rhodes’ family more difficult now because of a housing shortage, is currently in the process of looking for a house. [which results in] supply and demand issues.”

Wrestling with a new job: Words by | Ian Sullivan As the 2021-2022 school year began at Pittsburg High School, LC Davis decided he wanted a new challenge. Formerly the in-school suspension supervisor, Davis has since accepted the job as the Communities In Schools Student Support Coordinator.

While technically not an employee of the district, Davis still works with students at the high school.

“Communities in Schools Mid-America is who I work for, and they have a national organization of community schools all over the nation,” Davis said, “but the MidAmerica portion is centrally located here in the Kansas/Missouri area.”

Communities in Schools believes “that every student, regardless of race, gender, ability, zip code, or socioeconomic background has what they need to realize their full potential in school and beyond. We walk by their side, in their communities, to challenge the systems and barriers that stand between them and their success in life.”

As the student support coordinator, Davis’s job is to help any student that may be at a disadvantage.

“Not every student is blessed with the same environment, upbringing, and home environment as everyone else,” Davis said, “My job is to make sure those students that are lacking in those areas can succeed.”

After identifying a student that may need help, Davis starts by setting up a goal to fit each student’s needs.

“I have to identify where they’re struggling and then I set a goal with a student, and we

“It’s a good thing for the seller and a bad thing for the buyer because you don’t want to pay for a house you can’t afford.”

According to Rhodes, the housing market has had a positive impact on him and his family. An offer was put up for his house, even though it wasn’t on the market. “It affected us positively because someone bought our house when it wasn’t even for sale.” says Rhodes.

So now he and his family are going through the hard part of the real estate market: buying. And he would rather buy than rent.

“I would rather buy a house than rent because there are sometimes rules for renting. Like you can’t drill holes in the wall to remodel, you have limitations on what you can do, and when you buy, you can do what you would like too with your house.”

According to Rhodes, the most important part of a house is functionality.

“I would say an important feature in a house would be space and how well things work like air conditioning and water.”

Angeles has a solution to the housing dilemma.

“The fix- More houses need to be built and more workers should be hired for updating and repairing existing homes. That way, the houses wouldn’t be as valuable, bringing down the cost of them and making them more affordable.”

Wrestling coach LC Davis tackles a new position within PHS

work towards that goal throughout each quarter, until the end of the year,” Davis said.

Davis can provide a multitude of items, depending on what the student needs. “[I can provide] anything as far as basic needs like toothpaste, clothes, school supplies,” Davis said, “If there’s something that is out of my range of providing it’s my job to look outside of the community and outside the school to find other resources to help those students.”

As the head wrestling coach at PHS, Davis hopes to carry over his coaching philosophy into his new job.

“One reason I like to coach is more than just coaching athletes. I like to coach life, coaching these kids into being good human beings,” Davis said, “and I feel like I get to do that in even a broader aspect now with this new job so I’m excited about basically being a life coach.”

According to Davis, he is enjoying his new job.

“I enjoy what I’m doing. I’m really proud of the work that I’m going to be doing,’ Davis said, “It’s just with any new job, you have to learn all the ins and outs and get the hang of it.”

Davis’s main goal within his new job is to see students succeed. “[I hope] to help kids succeed in school, graduate, and succeed in life,” Davis said, “The biggest goal for me is to see someone win in life, so this is awesome work that I’m getting to do.”

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November 2021

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Students share their experiences with untradiditonal paths taken after high school Words by | Hannah Gray ince the time students entered the school system, they are asked about what they want to be when they grow up. They are encouraged to go to college and get a degree in order to be successful. However, as more kids decide that college isn’t the best path for them, alternative options are becoming more popular. Some of these options include trade schools, gap years, military and going into the workforce directly after high school.For Senior Homer O’Ferrell, astronaut or professional athlete were never on his list of childhood dream jobs. Since he was five years old, O’Ferrell dreamed of the military.

“As kids, most boys want to be star football or baseball players,” O’Ferrell said. “But not me. I saw those soldiers on TV and knew immediately that I wanted to be like them.”

O’Ferrell has enrolled in the STAR military class for two years at PHS. Over the summer, he attended training camp in Fort Leonard Wood, Mo. At camp, he learned about military basics including combat, weaponry and marching formations.

O’Ferrell graduated from his training and ranked 3rd in his class of 220.

“I think this is the best path for me after high school,” O’Ferrell said. “I get made fun of sometimes because I’m dedicated to something that isn’t what everyone else wants to do, but it’s totally worth it.”

During his high school career, O’Ferrell has talked to military recruiters in order to help him plan his future in the forces.

“I would definitely encourage anyone who wants to go into this to talk to recruiters,” O’Ferrell said. “Talking to them really helped because I got answers to practically all of my questions, and I got to voice my concerns too.”

The army has certain qualities that soldiers must possess, these are called “army values.”

Some of these include selfless service, integrity, honor and loyalty. According to O’Ferrell, he has a head start on these already.

“Helping people is one of my biggest passions,” O’Ferrell said. “That’s why this path is the best for me. I’m going to go help people overseas, and protect the people that need protecting.”

O’Ferrell was adopted in 2018. His adoptive father, Jay, served 15 years in the Army. During his time in the military, he served multiple tours in Iraq.

“Being adopted into a military family has definitely affected my decision,” O’Ferrell said. “Jay has encouraged me more to join, and so far it has been one of the best decisions I’ve made.”

Many people have told O’Ferrell that wanting to go to the military is “just a phase,” or that he will change his mind. However, according to him, this is farthest from the truth.

“People always tell me that this won’t be forever,” O’Ferrell said. “But I have my heart set on this, this is where I belong. This is my calling.”

Pittsburg High School alumni Kristina Willis has found her calling after joining the military when she graduated from high school.

Willis graduated from PHS in 2010. After graduating, she joined the Army Reserves and went to basic training in Fort Leonard Wood, Mo. When she completed her training, Willis came back to attend Pittsburg State University where she would play volleyball her freshman year, and basketball up to her junior year.

“I joined [ROTC] so that I could train to become an army officer,” Willis said. “I wanted to be challenged both physically and mentally.”

Willis graduated from PSU in 2014 with a degree in International Relations, then was commissioned as a 2nd Lieutenant into the Active Duty Army as a military intelligence officer.

“I always loved being a team player when it came to sports,” Willis said. “I saw the army as the most elite sport.”

According to Willis, she has had many experiences to make her military life great. However, she acknowledges that being in the military isn’t always easy.

Although Willis loves being a part of the forces, she acknowledges that it comes with hardships.

“Military life isn’t easy, but it’s definitely worth it,” Willis said. “The experiences I’ve had in my 20’s are unmatched by people three times my age. I’ve traveled the world, learned cultures, and met some of the most amazing people.”

S

Willis says that these experiences have shown her many life lessons.

“The military has taught me that hard work and being a kind person will put you ahead Willis said. “Also, everything is a competition.”

Even with tough times and hard work, Willis says that the military has always been the r place for her.

“Early on, I knew the military was the right route for me,” Willis said. “I honestly don’t k what else I would have done with my life Senior Parker Burns found his enjoyment in computer science during middle school.

“I started building my own computers. I liked it so much that I started building other pe computers too,” Burns said. “That’s pretty much when I realized that technology was wh interested in.”

At PHS, Burns has taken technology classes to prepare him for his fut computer science. He also participates in the LAUNCH program where works on leadership and teamwork skills.

“I’ve taken some classes during highschool that are computer focuse that I have a bit more experience,” Burns said. “The LAUNCH program allows me to work in a small team and practice working together with p to get our projects done.”

In the future, Burns plans to attend either a four year college to receive his bachelors, o program.

“I’ve thought about getting a bachelors, and then maybe going on to get my masters,” said. “But I’ve also thought about going to a tech school, so I’m keeping my options ope Gina Ulbrich, Pittsburg High School counselor, says that trade schools are becoming m popular for students looking at postsecondary plans.

“I would say that the bad stigma around not going to a four-year college died about 15 ago,” Ulbrich said. “People slowly started to accept the idea of achieving things a differe and now all of those ways are celebrated.”

According to Burns, Wichita State University and The University of Arkansas are the top colleges he is considering. Wichita State University has a nine month trade school that specializes in computer science.

“Tech school would be shorter and cheaper than college. I would get hands-on experi and be allowed to go into the workforce faster, which would be nice,” Burns said. “A coll degree will more than likely let me move up the ladder faster, but it’s much more expens which is definitely a negative.”

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Whether he attends a four year university or a tech school, Burns says technology is definitely the right path for him.

“I want to enjoy my job, I don’t want to get burnt out,” Burns said. “That’s why I think this path is the best for me. I could pick other [career paths] that make me more money, but this is really what I want to do.”

Devon Coulter decided to take a gap year her senior year at Pittsburg High School. She had toured numerous colleges, but wasn’t able to decide her post secondary plans.

“I was having such a hard time choosing a college. None of [the colleges] felt right, and I wasn’t really certain what I wanted to do for the rest of my life,” Coulter said. “I decided that rather than put that kind of pressure on myself, I should take some time to figure out what I really wanted from my life and to grow as a person.”

After graduating in 2016, Coulter began her gap year in Costa Rica. After spending six weeks there, she moved to Africa, where she primarily worked with wildlife.

“I guess I wanted to see how far I could go and Africa is about as far from Kansas as you can get,” Coulter said. “Plus, if you want to work with wildlife, like I do, then Africa seems like the best place to do it. And while caring for the animals was very hard work, it was so rewarding.”

According to Coulter, her gap year brought her many opportunities that bettered her future, from watching over sea turtles, to sharing a personal bond with primates.

“My gap year was just as educational as school, but way less stressful and more beneficial because I got real-world, hands-on experience,” Coulter said. “I practiced my Spanish in Costa Rica, and my wildlife photography and filmography skills during both trips, on top of the obvious experience in animal welfare. I believe those experiences will look much more impressive to a potential employer than an A in college zoology.”

Coulter was promoted to leadership positions in both Costa Rica and Africa.

“I learned how strong and independent I am. My gap year pushed me to step into leadership roles and find my voice,” Coulter said. “After those tough high school years, I never thought I could be an outgoing, sociable leader, but I proved myself wrong in a matter of 15 weeks split between two trips on two continents.”

Although Coulter talks about the many positives her gap year brought her, she also acknowledges the challenges she faced along the way.

“The initial fear of arriving in a new place was and I think always will be my biggest challenge in any adventure I undertake. After my first week or two in Africa, I almost decided to come home early,” Coulter said. “I was so lonely and the volunteer work was difficult.”

Aside from social aspects of her trips, money also was a concern for Coulter when deciding whether or not to take a gap year.

“One of the biggest concerns I hear about gap years and travel in general is that people don’t think they can afford it. Some colleges actually offer gap year scholarships, but it takes some planning to apply for those schools before your gap year,” Coulter said. “While you’re living at home without bills, rent or a mortgage, student loan payments, etc., it should be the best time to take chances. Plus it might actually save you money in the long run if you end up changing your major four times or decide to go to vocational school.”

Coulter encourages students to look into the possibility of taking a gap year.

“I tell just about anyone and everyone to consider a gap year. I think that all too often teens and young adults feel pressured to go straight to college because it’s what their family wants them to do or all their friends are going or they don’t want to fall behind,” Coulter said. “More and more people are realizing that college, especially going to college immediately after high school, isn’t everything it’s cracked up to be.”

Coulter hopes that her experience helps break the stiga around gap years.

“People often say that if you take a break you’ll never go back to school,” Coulter said. “I’m living proof that you can go back to school and get the degree, if that’s what you need to do for your chosen life path.”

November 2021

g n i k r o W 5 o t 9 he t f o hot s p a A sn

5

ce r o f k wor

Among youth not enrolled in school in October 2020, young men continued to be more likely than young women to participate in the labor force (82.5 percent, compared with 75.4 percent)

The unemployment rate for youth ages 16 to 24 not enrolled in school, at 11.3 percent in October 2020, increased from the previous year.

Out of all high school graduates from the year 2020, 2 out of every 3 high school graduates enrolled in a 4-year college.

Out of these students 24.8 percent went to work in the labor force, and 50.7 percent of w students who were enrolled in 2-year colleges went into the labor force w

6

SPORTS

November 2021

Words by | Ian Sullivan

F

Like father, like son: Football CCoach oach Tom Nickelsonn changes position when freshman Carsen Nickelson ickelson joins team

or the first tim time in his 21 year coaching career head football coach Tom Nickelson has had to coach his own son in high school athletics. Freshman Freshma Carsen Nickelson plays qu quarterback and defen defensive back for the freshman football team. foot “Carsen has “C been around football footb since he could walk,” Tom said. ““He’s been with m me at practices and ga games and he’s been w watching film with m me since he could w walk so he’s been ar around the game sin since birth.”

According to Tom, Accor he and C Carsen have bonded over sports throughout their throug lives.

“Sports have “Sp always been kind of central in both cen of our lives. We’ve played catch since the ve very beginning, always in the backyard shooting backyar baskets, playing catch, kicking th the soccer ball.

It’s just kin kind of always been a cent central theme in our lives.”

During the o offseason, Carsen noticed a change of pace with his dad dad.

“My dad has help helped me prepare for high schoo school sports by doing different drills or jjust going and playing catch in the yard,” Carsen said.

“But it changed this offseaso season when he pused me in the weight room and making me go harder during this offseas season.”

Prior to this season, Tom was the quarterback’s coach, however he is now the running back’s coach in order to avoid preferential treatment.

“I wanted him to have a good experience but I didn’t want his experience to be any different than any other kids,” Tom said. “I didn’t want to treat him any different. I changed positions for that reason, I wanted somebody else that was impartial.”.

Most times, Tom tries to direct Carsen to his position coach if he needs help with something on the field.

“If he has questions when he’s watching film, I’ll answer those, but I try to defer most of it to Coach Butler, his position coach,” Tom said. “I want him to have that same experience as his teammates, so if it’s something pressing I’ll help him with it, if it’s something else he can wait and ask Coach Butler.”

Carsen credits Tom with helping him improve his skill set in athletics.

“He has helped coach with other sports but has not been the actual head coach,” Carsen said, “But he has helped me with baseball and football and has helped me improve a lot in different parts of the games.”

Overall, Carsen enjoyed his first year playing high school football.

“I have enjoyed my first year of football because now I know what it is like to have all those team bonding experiences that I have been told about in the past,” Carsen said. “I also enjoyed it because of my coaches, teammates, and the memories we have made that I will never forget.”

Tom hopes that Carsen learns the same lessons as his teammates.

“I want him to learn about sacrifice, dedication, hard work, discipline, the same thing I want all of our Dragons to learn about,” Tom said.

“Football is still one of the sports where it takes multiple people to make a successful team. It’s never about one guy so I want him to learn to do your job and just remember it’s always about the team.”

According to Carsen, it was his dad that taught him to give his entire effort. “[My dad taught me that] in order to get better you have to do everything with 100 percent effort whether it is conditioning or practice,” Carsen said. “That doesn’t just apply to football, it applies in life too.”

Freshman Carsen Nickelson throws the ball to his teammate. On September 14, the Pittsburg Dragons Raiders. The dragons succeed to defeat the Raiders 22 to 14. Photo by | played against the Frontenac Raider

Fransisco Castaneda

KU football disappoints but QB Bean doesn’t Quarterback Jason Bean makes a name for himself despite team losses Words by | Ian Sullivan Here we are again.

As of week six, The University of Kansas’s football team sits at a disappointing record of one win and five losses, with their only win coming from narrowly beating South Dakota, an FCS team, 17-14.

Despite being outscored 219 points to 86 points, there has been one bright spot on this disappointing team: quarterback Jason Bean.

Bean transferred from the University of North Texas to Kansas for the 2021-2022 season and he has looked great (for KU standards). He has thrown for five touchdowns, three interceptions and nearly 900 passing yards.

Although that isn’t close to being a Heisman-winning performance, it is better than KU fans are used to.

Where Bean has really shown glimpses of greatness is with his legs. Bean leads his team in rushing yards with 4.9 yards per carry and has two rushing touchdowns.

Even when the play is not a designed run for Bean, he is able to escape a collapsed pocket very well and turn it into a few yard gain.

After years of unimpressive quarterback play, it is refreshing to finally have a player who excites

the fans, a player like Bean.

In their week four loss to Duke, Bean threw for over 300 yards, 2 TDs, and 2 Ints. He also ran the ball 15 times for 54 yards. Despite this performance, Kansas’s defense could not hold their end and they lost 33-52. Many times throughout this game, Bean showed signs of greatness.

Whenever I say Bean shows signs of elite playmaking, I don’t mean he is perfect. In fact, he is far from it. Bean played through the entire first three games without throwing an interception, which is remarkable for a Kansas quarterback.

However, instead of making risky throws that would lead to a turnover, he will often throw the ball away. While this decreases the amount of turnovers he is responsible for, it sometimes leaves the team in a bad situation because they desperately needed a first down.

It may be an overreaction to say this, but I believe Bean is the best quarterback Kansas has had since their legendary 2007 season with quarterback Todd Reesing.

Although I don’t think Bean is on Reesing’s level just yet (33 TDs, 7 Ints in 2007), I think he shows signs of greatness every time he steps on the field.

Signing off at SubState Volleyball team concludes season with sub-state loss Words by | Akela Hawkins and Hannah Gray Last season, the varsity volleyball team was quarantined and was not able to compete at sub-state. This year, they were able to represent PHS at the substate tournament.

Senior Beth Blessent was among the girls who was not able to attend sub state last year as a result of being quarantined.

“We all got called down to the locker room as a team and then we were told we were getting quarantined. There were definitely some tears,” Blessent said. “We had already been quarantined that season and none of the seniors were getting to go.”

Beth played on varsity this season as a defensive specialist (DS.) This was her first time attending sub-state.

“I was excited, but was also kind of nervous,” Blessent said.

“We all compete really well together as a team, and I felt like we could do quite good [at substate.]

According to head coach Ashlen Riggs, she and the team were looking forward to the different competition they would face at sub-state.

“I think Pittsburg High School has not always competed very well against other 5A schools.

Playing all the SEK teams does not help us to play against better teams,” Riggs said. “I am just trying to instill a competitive mindset in these kids and I don’t like to back away from the challenge.”

Blessent says that each practice and game took them one step closer to being ready for competing at sub-state.

“We didn’t really prepare specifically for sub-state,” Blessent said. “But, each practice prepared us for the next game and made sure we knew what we were doing out on the court.”

Sub-state was hosted at Spring Hill on Saturday, Oct. 23. The team will continue to practice and prepare for the competition until then.

“I don’t want to back down from something just because it seems challenging or harder,” Riggs said. “I want to represent Pittsburg High School.”

Congratulations to all girls picked for SEK League First team All-League: Alaycia Harris (Jr) MB Maddie Narges (Sr) MB

Second team All-League: Cheyanne Hunt (Sr) OH

Art by | Sammy Irish