The Roar Vol. 28, Issue 5

Screen Scrutiny

Students, teachers discuss increased phone usage in educational settings, potential impact

masie johnson & ainsley guzman section editors

American teens spend an average of seven hours a day on their phone — a drastic increase from ten years ago. Unsurprisingly, this has sparked sweeping concern from parents and teachers, whose childhood looked very different from that of

high schoolers now.

Long-tenured teachers who were first employed before the rise of personal devices have since learned to adapt their means of teaching.

“Phone addiction is a real thing, and I think many teens have it,” graphic design teacher Kelly Graebner said. “This is

my 15th year in the district, but I would say maybe ten years ago [student phone usage] really started taking off, and it’s just increased. I do think it’s a problem.”

“screen scrutiny” continued on page 3

April14-15 Bengal Belles

SpringShowcase

April 15 Indoor Percussion State Contest

April 19 Senior Wellness Day

April 20 Orchestra Spring Show

April 22 Prom

April 28-29 Tiger Theatre‘s “Willy Wonka”

May 9 Choir Concert

IN NEWS THE

Student council announces new officers for next school year

Junior Amy Chae was elected student body president, sophomore Stella Bales was elected student body vice president, Sana Askari was elected senior class president, Makenzie Ramsey was elected senior class vice president, Josefine Medina-Perez was elected junior class president, Riley Mathison was elected junior class vice president, Ava Southerland was elected sophomore class president and Andrea Salgado Soto was elected sophomore class vice president.

Students compete at SkillsUSA, advance to nationals

Juniors Christian Smalley and Carter Hague placed first in interactive game development and design, senior May Sarin placed first in extemporaneous speaking, junior Nicolas Ladendorf placed first in computer programming, sophomores Zander Cochran and Nathanael Tremblay placed second in digital cinema production, senior Grayson Heyman and freshman Ry Heyman placed third in commercial drone, seniors Esteban Gonzalez and Micheal Dessler placed third in cyber security, seniors Marigrace Ivie, Steven Payne, Johnathan Kissee, Dominic Fazzino, Grayson Heyman and Brooks Dogden and junior Parker Hitchcock placed third in quiz bowl and senior Brooks Dogden placed third in technical computer applications.

The varsity Lady Tiger soccer team becomes district champions after beating Killeen Ellison 7-0 on March 24.

PHOTO BY IAN CURTIS

A&M Consolidated High School receives the Optimum Community Connecter School of the Year award on March 1.

PHOTO BY DEBKONYA BANERJEE

Device use in classroom raises questions about district policy, possible effect on students

classroom cell phone usage to the teachers.

are self-inflicted.

Junior Mackenzie Ramsey notes that her phone has inhibited her ability to focus, which she believes is due to the constant stimulation and ever-changing content on social media and other online platforms.

“[Our generation] is getting phones at really young ages. A lot of [parents] just hand their kids a phone to be entertained,” Ramsey said. “So now when we are handed something we’re not interested in, it’s really hard for us to focus on it because we are so used to being entertained.”

The addiction starts as early as elementary school, instilling the urge to constantly check one’s phone early on.

“I was ten when I got my first phone, and it was mostly to contact people,” sophomore Carly Quiram said. “I probably spend an hour a day actively looking at my phone, but I always have music or a podcast playing.”

When it comes to regulating phones in educational settings, A&M Consolidated’s staff does not have a unanimous policy. As a graphic design teacher, Graebner finds that her opinion differs from that of a typical core teacher. Because her class assignments are usually independent and completed via computer, she feels that minimal cell phone usage doesn’t always slow down productivity.

“I don’t mind if my students [listen to] music,” Graebner said. “And if they get a text and want to glance at it, I am pretty lenient. However, there should be an expectation that when a lesson is being delivered, phones shouldn’t be out.”

Consol has allocated the supervision of

“The administration has basically left it up to us teachers to police [cell phones],” astronomy teacher Samuel Childers said. “We’ve been told from the administration that whatever we decide, as far as the cell phone policy in our classrooms, they will follow along with that. But it seems there is no overarching leadership in that regard. I think it’s fine, but I also think there needs to be a campus-wide policy as well.”

Software like Schoology and Google Drive are a core part of the modern school setting; however, sophomore Kate Bobbitt believes that schools have the unique opportunity to help dial back screen time through simple changes.

“I feel paper tests are better for our brain,” Bobbitt said. “Students don’t need to be staring at a screen all day.”

Meanwhile, many students hold the opinion that classroom cell phone usage should be self-regulated.

“I think things like making students put their phones at the front of the room are unnecessary,” Ramsey said. “As high schoolers, if someone thinks their phone is more important than their schoolwork, that is their decision. If high school is supposed to set you up for college or the real world, then [students] need self-discipline. A professor isn’t going to give you a detention for being on a phone.”

Quiram agrees, stating that ultimately the decision should be left in the hands of the student, and that consequences

“Although I do think phones can be distractions, I think if there was a harsher [phone] policy in school, then it would just swing the other direction,” Quiram said. “We’re teenagers.”

At the end of the day, technology is fundamental to modern society and will continue to expand in educational settings. Nevertheless, with adulthood looming around the corner, it is important to consider mediating personal phone usage without the push of authority figures.

“It’s hard to stay off my phone if it’s not on ‘do not disturb,’” Ramsey said. “When notifications pop up, I feel like I need to see what’s going on.”

“screen scrutiny” continued from page 1

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man or machine?

Teachers, students voice thoughts on how AI will affect school system

debkonya banerjee & trinity craig online editor & section editor

Chat GPT, a new artificial intelligence chatbot developed by OpenAI, has taken the world by storm, bringing up many uncertainties, especially about student learning. Since this new technology came out, it has been easier for students to put less effort into their school work, resulting in mixed opinions on how this AI should be used.

“I’m concerned about them getting information that is bad,” English teacher Lisa Cochran said. “I’ve seen essays that are flat out wrong because [of] the [information on the] internet, [and] the AI doesn’t realize what they’re writing is wrong.”

Because of recent advancements in AI, teachers are worried that students are not using the resources they already know and have been using for many years, which affects their critical thinking and problemsolving skills.

“Students are tempted to use it to get out of actually putting the work in, and I see that as a threat to real learning,” Cochran said. “AI doesn’t have the heart behind it, and that’s what’s important.

Not only is the development of AI a concern to teachers, but it is also concerning for some students.

“I feel like data privacy might be a concern [for using AI in education]

with a lot of student information being online,” junior Javier Silverman-Lord said. “Especially for younger students, [students] might not be aware of what to put online.”

There are more risks to consider than just data privacy. For example, misleading sources (while they look reliable) can result in problems with schoolwork.

“If the students simply just submit the work, it can be plagiaristic,” SilvermanLord said. “Also, it may not let the student necessarily learn how to write papers.”

Despite the numerous risks of integrating AI in educational institutions, there are multiple benefits to be gained as well.

“AI can be a very good starting point for a lot of things,” Cochran said. “AI cannot do anything near what my students are capable of writing, [but] we [can] teach students how they can apply it in their lives.”

Rather than using AI as a substitute for their own writing, some students utilize the technology as a search tool.

“[Using AI is] a great idea because it can just broadly search the web and find important information that might relate to a student’s needs,” Silverman-Lord said.

Cochran says that both students and teachers will need to be

made aware of the implications of AI use in future years.

“I think that at the district level, [teachers] are going to need some training on the potential of using AI in the classroom,” Cochran said. “ I also think that we [need to] train our students on how to avoid plagiarism. There are places where it could be used well.”

While the technology has its faults, the full realm of AI and its possibilities has yet to be explored.

“[Though there are] definitely some things that need some polishing up on,” computer science teacher Dawson Deere said. “It’s got a very promising future. It’s incredible what AI can do.”

a new chapter

First-generation college students comment on struggles in education

myla cathey & evy hairell editor-in-chief & section editor

Applying to college is an exciting, once-ina-lifetime event, but it can also be difficult and stressful. For first-generation college students, it can be even harder because they do not have someone familiar with the process at home.

It may come as a surprise that even in a college town, 118 of the 333 seniors campus college advisor and first-gen student Daisy Cuevas has spoken to will be the first in their families to pursue higher education.

“Students come in here thinking that college is way out of their reach, or it’s not accessible when it really is,” Cuevas said. “That is one of my favorite parts of my job — where a student comes in [during] September or October not knowing what they’re going to do after high school or really not knowing anything, and then by April or May, we’re signing housing contracts.”

Motivated by the pressure of living out an “American dream” for her immigrant parents, senior Zohreen Sohani is in the midst of enrolling in college to major in biomedical science. She will be the first person in her family to pursue higher education.

“I definitely had lots of familial pressure to go into further education and become something, especially because in my extended family, I am considered to be one of the smartest people because I was born in America, and I have ‘more opportunities’,” Sohani said.

Similarly, senior Esteban Gonzales feels the need to go to college since his parents were not able to. Many first-gen students feel the pressure to live a different life than their parents did.

“Your grandparents didn’t go to college, or they’re immigrants, and your parents couldn’t afford college, or they didn’t have the grades or weren’t good enough,” Gonzales said. “But say you have the opportunity, you have good grades, and you try hard. A lot of first-gen families really push their children to do what the parents

couldn’t.”

While Sohani recognizes that people can be successful without a college degree, she has seen firsthand the potential effects of not having that qualification.

“My dad didn’t have a college degree, and he wasn’t really able to get a better job, but my mom got her GED, and she works pretty well,” Sohani said. “So it’s not like you can’t do anything without a college degree, but they pushed me towards it.”

For students with college-graduate parents, the college application process may seem obvious; however, for first-gen students the process isn’t

of sad, but they want those in their statistics,” Sohani said. “I use my story as much as possible to try to basically guilt them into taking me into college, and I think first-gen students don’t realize how much power it actually implies. You’re strong for wanting to go out and make your own way.”

Researching and applying to universities is only the first step in a lengthy and challenging process. After admission, completing all the additional paperwork that comes with attending college can be difficult, a process made harder without a hand to hold at home.

“The hardest part was, if you get accepted, then there’s so much you have to do and there’s a very, very long list of requirements,” Gonzales said. “Once you submit your application, you have to do housing, financial aid, fill out your FAFSA and apply for scholarships.”

so simple because the system is not designed for them. Factors like being an immigrant family or a one-income family complicate things further.

“The way that [college] stuff is worded is mostly for basic nuclear families of mom and dad and a few kids,” Sohani said. “I come from a oneincome family, so it was difficult because all the answers expected me to have a mom and a dad and siblings. It was just the way that the questions are built for nuclear families and middle-class families. It was a bit difficult to put my own family into that.”

However, Sohani has been looking on the bright side and has used her unconventional upbringing to add to her college essays and short answers, and she recommends other first generation students do the same.

“As much as society puts you down for being different, that’s what college wants, which is kind

Gonzales and Sohani both found the means to conquer the road to college by relying on the internet, visiting Cuevas’ office and learning as they go. Many first-gen students think it is impossible to achieve higher education, but help is available.

“A lot of students feel like they’re alone. They have no one to go to, so they get intimidated, and they don’t try,” Gonzales said. “But there’s a lot of resources and a lot of people there to help you, you just have to seek them out.”

Cuevas also agrees that there are resources and support systems available. Even in college, students will be able to find encouragement through services and other first-gens.

“You might fail an exam, or you might not get the grade that you wanted in the class,” Cuevas said. “That’s okay. Use your campus resources. You belong wherever you end up. You’re there for a reason. There [are] thousands of other firstgen students. We’re all in this together, so we’re a community.”

online editor

As I reflect on my life, I realize that I am incredibly fortunate to live in this day and age, where I have access to many resources, information and comforts all around the world with a touch of a button.

But with all the progress we’ve made, there’s one thing that still holds us back: Vaccines.

Yes, you read that right. Those little shots that are supposed to keep us healthy are a central problem to our lifestyle and health.

Here’s my advice on how to live healthily: Don’t take vaccines.

First of all, vaccines are dangerous. Although scientists claim that vaccines are safe and effective and that they’ve been proven to prevent diseases that used to kill millions of people. But those are just lies perpetuated by big pharmaceutical companies and the medical establishment to keep us all under their control.

Additionally, vaccines are unnecessary. The diseases the vaccines are designed to protect are eradicated. Some previously eradicated diseases are resurfacing due to low vaccination rates, but who are we to trust them? They’re probably just trying to cover up the truth to increase their profits.

Let’s not even discuss the autism debate. Sure, there is no scientific evidence to support the claim that vaccines cause autism, but there

isn’t any evidence to disprove it either. So really, it’s anyone’s guess. If there’s even a remote possibility that vaccines could cause autism, why take the risk? I mean, having autism is far worse than the effects of polio: losing mobility and surviving on the iron lung.

Besides, is it not our right to decide what we put into our bodies? If a woman has the right to choose what happens to her uterus, why can’t we have the same autonomy with vaccines? “My Body, My Choice!”

Talking about choice, let’s not forget about the government. They’re always trying to control us, whether it’s through taxes or regulations. So why should we trust them when they tell us vaccines are safe? The vaccines could probably contain tracking and mind-control chips. They’re probably just trying to brainwash us into becoming mindless drones who will do whatever they say.

Finally, there’s the issue of natural immunity. Why interfere with vaccines when we can let our bodies build their defenses? Sure, there’s a risk of getting sick and dying, but that’s just a minuscule, microscopic speck of a price for the peace of mind that comes with knowing you’re not putting anything “unnatural” into your body. With the deaths, we could gain herd immunity, and it is a small price to pay, especially with the scientists already killing children with their experimentation of vaccinations on our children.

So there you have it, folks. Vaccines are a scam, a government conspiracy, and a violation of our freedoms, and I wish you all the best in navigating the challenges of staying healthy without vaccines.

I’ve never felt like I belonged. Not when I go to school. Not when I walk into a steakhouse. Not when I hear about aspects of American culture I’ve never heard of or experienced before. The Office. ABBA. The correct pronunciation of Luigi.

Some of these things can never be changed, but that’s fine. I’m fine with feeling like an outsider as long as I get to experience at least parts of the two worlds I embrace, but this feeling wasn’t always easy to accept.

On one hand, I grew up speaking English, eating Wendy’s, and watching American cartoons. Meanwhile, my family spoke Chinese at home, we ate traditional Chinese food for dinner, and I spent my weekends learning traditional Chinese dance.

Although I am fond of both ways of life, I’ve often felt like I don’t fully fit into either culture. My American classmates sometimes accidentally treated me like an outsider because of my Asian features and cultural background. Meanwhile, my Chinese relatives in China viewed me as “too Americanized.”

Despite these personal differences, I’ve come to accept that it’s okay to feel like an outsider. After all, there are certain aspects of my cultural identity that I can never change. But I’ve learned to appreciate and embrace the unique perspectives and experiences that come with straddling two different worlds.

I’ve had the opportunity to travel to China and witness the country’s

rich history and culture firsthand. I’ve also been able to take advantage of America’s fast food icon: a greasy hamburger and a jumbo soda. These experiences have allowed me to form my own identity that combines both cultures.

Being an American-born Chinese has also taught me the importance of diversity and inclusion. It is important to recognize and appreciate the differences that make us unique, rather than trying to fit everyone into a narrow mold.

I am well aware of the prominent racial discrimination towards minorities that is present in this country. For instance, the proposed Senate Bill 147 prohibits certain nationalities, including Chinese, from buying property in Texas. It’s not just a matter of economic consequences or national security as those who deem themselves “superior” claim — it’s a matter of discrimination against people who share my cultural heritage and background.

Despite these challenges, I refuse to let discrimination and prejudice define me. Instead, I choose to embrace my personal differences and use them as a means to promote unity and understanding.

In the end, I’ve come to realize that feeling like an outsider is not a weakness, but a strength. It has allowed me to see the world from multiple perspectives and appreciate the diversity that makes life so rich and vibrant.

So, to anyone else who may feel like they don’t quite fit in, know that you’re not alone. Embrace your personal differences and use them to create positive change in the world. And always remember, diversity is what makes us beautiful.

between two worlds

junior reflects on embracing chinese, american culture emily chen opinions editor

a way with words sophomore humorously criticizes anti-vaxxers

debkonya banerjee

How about that weather, eh?

It’s finally warming up and the signs of summer are showing. How I love summer and its capability of inspiring people to start anew.

Summer is my favorite season. My birthday is in the summer, so I get to celebrate growing older while not having to go to school anymore.

But this year I turn 18.

It’s fine though, because summer is my favorite season.

The clouds depart from their normal huddles and drift away. They leave. They’re gone, and they might never come back. Will they have to wait until winter for a joyous but brief reunion? Or will they only reunite when it’s rainy outside? Isn’t it awful that some families — I mean, clouds — only come together when a storm hits?

And what if there’s a drought this year?

Anyway, I love summer. It’s getting hot now, and the weather is perfect for going to the playground and swinging on the swings. But the sign reads, “Ages 12 and under,’’ and my hips are now too wide for the swing seats.

OK, now it’s way too hot out here. It was never this hot when I was a kid. It’s got to be about 700 miles away from home — I mean 700 degrees outside. I swear the time leading up to summer has never felt this scorching hot before. However, I do like the feeling of the sun beating against my freshly tanned skin. But the sun is shining differently this year — it’s more like a sunburn than a tan.

The same sun illuminates the earth at all locations, even hundreds of miles apart, but staring at the golden sphere without the same company around you makes it feel like two separate suns. The summer sun is a symbol of happiness though, right? Yellow, smiley, gleaming and bright are all words evoked by this star, but this year it’s dark, frowny, despair and sad endings.

A visit to the pool might help. But if you go to the pool alone, you might drown. You might have the time of your life splashing around in the deep end, but drowning is the third most common reason for dropping out of college – I mean, the third most common type of injury-related death. Floaties don’t work when you’re not a kid anymore. I wouldn’t want to spend money on going to a pool just to end up alone and drowning, but the risk of the deep end might be worth it.

At least there’s one more holiday. The Independence Day fireworks pop and then crackle down, similar to the motion of the tears falling down a high school senior’s parents’ faces when they’re staring at a newly empty bedroom. The sound of the fireworks are starting to echo in my mind, sounding more and more like gunshots through my heart as July 4 approaches.

I hate this weather and this season and its wicked ways of ending childhood and inflicting change.

How about this weather?

It’s unfortunately warming up and showing signs of summer. How I loathe summer and its bloodthirsty tendencies to force things to change and burn a fire through families – clouds, I mean.

On Feb. 13, tragedy struck Michigan State University. A mass shooting killed three students and injured five others — a story that has become far too common in our country today.

In the midst of chaos and horror, MSU’s student newspaper, the State News, stepped up. They worked that night, updating the Spartan community on the events of the evening and every development over the days and weeks afterward.

The State News covered — and continues to cover — the tragedy from every possible angle, from hard news stories to fiery editorials and features on a broken city trying to recover.

These are not fearless inhuman heroes who stood tall in the face of danger. These Spartans were no different than their peers: tired, terrified, and traumatized. That’s what made their coverage so driven. They were not above the emotions that the entire student body experienced. But they kept working through it all.

When Michigan State grieved, the State News grieved. They were both the mourners and a messenger, carrying the emotions of the community through guest essays, poems, and more. And when the Spartans were angry, scared, or in need of comfort, the State News was there to report on their demands, fears, and needs.

There’s a lesson to be learned from those Spartan journalists: reporters are meant to feel. We are called to be objective, but objectivity does not mean we should blind ourselves to the emotions that come with every story worth writing about.

The finest hours of journalism are the worst days of people’s lives. Sunshine and rainbows don’t make good stories. That creates an incredibly fine line, one where the callousness that comes from a career spent reporting on tragedy can easily manifest itself as a cold apathy towards others’ pain. Or far worse, internal glee at an opportunity for a story with award potential.

We, as journalists, are not supposed to be soulless ghouls circling disaster like ravens. Most of us are not. But to someone who’s just gone through the worst hours of their lives, how can they be expected to tell the difference between a reporter detached for the sake of objectivity and one who simply couldn’t care less about their pain?

The reporters of the State News had an emotional connection that a reporter flying in from New York or Los Angeles could not. That’s why they covered the shooting arguably better than any of the other dozens of outlets that reported on the event. Emotions, within the boundaries of journalism ethics, make reporting better.

Regardless of the acclaim or awards that the State News’ coverage will deservedly receive, it won’t take away the trauma and pain their writers went through that night, side by side with their fellow Spartans. I wish more solace can be taken in the fact that they produced excellent work, but that night and the days after will always be a painful memory.

Most publications will never have to go through what the State News did. But all of them can learn to respond in a similar way. Let reporters feel, and let their work reflect the feelings around them.

Objectivity is not killed by emotion. But callousness and shallowness can kill any trust that communities have in the journalists that serve them.

reporting and grieving senior comments on tragedy, emotion in journalism

one last summer senior reflects on anxiety of growing up

myla cathey editor-in-chief

ian curtis executive editor

Should Texas have a school voucher program?

The Roar is produced by the Advanced Journalism class at A&M Consolidated High School, 1801 Harvey Mitchell Parkway S., College Station, Texas, 77840. The opinions expressed are those of the writers and are not reflective of the administrators, faculty or staff of the College Station Independent School District.

Submissions to the editors are welcomed but must be signed and should not exceed 300 words. The editor reserves the right to edit submissions in the interest of clarity and length or to not print a letter at all. Letters containing obscene or libelous material will not be considered. The Editorial Board consists of the editor-in-chief, managing editor and opinions editor.

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Assistant Adviser

As part of his Parent Empowerment Tour, Gov. Greg Abott visited Brazos Christian School in Bryan on March 7, 2023, where he proposed his latest version of a school choice policy — making Texas the latest state to put forth the idea of implementing such a program.

School choice is a policy in which the state funds private or alternative education. It incentivizes private education by allowing parents to opt their children out of public schooling and instead use school vouchers to pay for private schools. But we believe that the school voucher program will hurt, not help, CSISD.

The main idea of school voucher programs is to promote the freedom to choose one’s own education pathway. But the program splits education funds between vouchers and public schools, which would have a devastating impact on school districts.

Even though Gov. Abbott has promised that funding for public education will not be reduced, CSISD and all other public school districts are ultimately funded on the basis of student attendance. Since the program encourages parents to opt out of state-funded schools, enrollment in public schools will decrease significantly. This means that taxpayer money — originally meant for public schools — will instead be spent on school vouchers, which are state-sponsored credits for private schools.

As districts try to combat funding issues, they would be forced to shut down athletic, career and technical education, dual language programs and maybe even specialeducation programs. Smaller schools may also resort to laying off

teachers as they try to manage funds, resulting in a much larger teacher shortage problem. Ironically, students would not have much of a “choice” but to pursue alternative schooling options due to the lack of resources and opportunities in public education.

Additionally, public schools are held responsible for student academic achievements through STAAR testing and EOCs. But private schools and other charter schools are not required to do the same, although many go through accreditation processes. Since these schools are not held accountable by many state education laws that govern public schools, the program would lack any transparency or public accountability, even though taxpayers foot the bill for school choice programs.

science math history

Private schools, unlike public schools, are not obligated to accept students just because they live in the district, and in many rural districts private schools are nonexistent. This makes them reluctant to take in students who qualify for special education programs, as having the necessary resources for these programs are expensive. The policy of school choice is meaningless to them unless they have private schools that meet their needs — instead they forcibly return to public schools that no longer have the same resources, opportunities, or even funding — making their “freedom of choice” nonexistent. In a state where more than five million students attend public schools, implementing a school choice policy will have severe implications. And instead of promoting school vouchers, the state should invest in quality public education by ensuring schools are well-staffed and students have equal access to resources and opportunities.

Myla Cathey

May Sarin

Ian Curtis

Emily Chen

Debkonya Banerjee

Dhriti Kolar

Elena Alaniz

Aliza Jacob

Atticus Johnson

Evy Hairell

Masie Johnson

Trinity Craig

Ainsley Guzman

Michael Williams

Chauncey Lindner

The Roar Editorial Board

Myla Cathey • May Sarin

Ian Curtis • Emily Chen

“I think that school choice is important especially choosing between public and private schools and what’s best for you. However, I feel like vouchers are detrimental to public education because private schools are not held to the same standards and it hurts the students at public schools.”

- senior Bella Nolan

“I think school choice is an unfair advantage to those with money and influence. Public school is a free alternative for every child, but especially for children who don’t have enough money to attend private school. So, it’s incredibly unfair for tax payers to have the ability to take money from public schooling in order to fund private schools who already have money from tuition fees.”

- junior Domino Williams

Art club members design, paint, construct car to be featured in Bob Ross themed art car parade

a happy little project

The artists’ favorite part:

“Designing and hearing everyone’s creative ideas.”

“The big schnozz.”

“Hanging out with all of my best friends who are committed to art just like me, and I love everyone.”

“Beard.”

“Cleaning the car out and making the afro.”

PHOTOS BY MYLA CATHEY

myla cathey | editor-in-chief

Senior Cal Livingston Junior Kandall McKinney Junior Ean Teran

Art club vice president and senior Preston Green

Art club president and junior Madison Jackson

living green

on living sustainably

Americans consume 26% of the world’s energy.

More than 13 billion dollars worth of energy leaks through small cracks and holes every year.

7 million premature deaths each year are linked to air pollution.

Turn off lights and electronic devices when not in use.

SPREAD AWARENESS!!

8 million tons of plastic enter the ocean each year. By 2050, it is estimated there will be more plastic in the ocean than fish by weight.

One-third of the world’s population is currently experiencing water scarcity.

Regularly recycle.

Use energy efficient appliances and light bulbs. Buildings are responsible for around 40% of global energy consumption and account for a significant portion of greenhouse gas emissions.

Use sustainable products such as reusable bags, water bottles, food containers, etc.

Take shorter showers. Only run washing machines/dishwashers when they are full. Turn off the tap while brushing teeth.

SOURCES: National Geographic, World Economic Forum, World Health Organization, United Nations

emily chen & aliza jacob opinions editor & section editor

informative guide

may sarin & aliza jacob managing editor & section

When the fourth period bell rings, the student body disperses for lunch or advisory. Meanwhile, a select group of students make their way to the lecture hall, commons, or even the desk of principal Gwen Elder herself. Seated in a group, these students throw ideas back and forth, workshopping Consol’s most elaborate events.

This group came about because of the book “Thrivers: The Surprising Reason Why Some Kids Struggle and Others Shine” by Michele Borba. Principal Gwen Elder, inspired by the book, was led to host Borba as a guest speaker at AMCHS. The students in attendance later became Consol’s first ever student input group, Thrivers.

Thrivers were the minds behind Consol Cares, the well-received city-wide volunteer day back in March. Since many students were interested in volunteering but didn’t know how, or they simply needed service hours, Consol Cares was a useful way to engage students.

“Once we took the input of our student body and our Thrivers group, [we started] brainstorming,” Elder said. “A lot of people said they want to work

creating Connections

with children. What does that look like? I can call some elementary principals and say, ‘Hey, would you be interested in some of our kids coming over and volunteering?’”

It’s one thing to offer unique service events, but getting a variety of students to sign up is a challenge. The diversity of the Thrivers group, with students hailing from different social and academic circles, helps bring more students on board, says senior Kihosha Hanson.

“I think what I like the most about Thrivers is that it’s a random selection of students,” Hanson said. “It gives the diversity that we need in a group that has so much impact on the school. The people who are well known know what the other wellknown people want to do. And the people who are not as popular can give input on why other kids do not want to join service events.”

The group works together to help the school and advocate for students, creating an environment that helps the Thrivers grow closer in the process. One of their goals is also to strengthen the bonds of the rest of the student body, whether it be through student community service events or through creating days like Game of Life, where students can relax together in a comfortable atmosphere.

“[Thrivers helps] all the students become closer with each other,” freshman Tatum Bennet said. “I think that it all starts with us, and then we build on this group.”

Aside from their work as the creators of Game of Life and Consol Cares, Thrivers also act as representatives of the student body. On a staff development day in February 2022, the group spoke directly to teachers about what they loved and what could be different.

“They were in charge of

presenting to the staff,” Elder said. “That was something new — for students to present to their teachers as far as what they thought would be beneficial for them to have a strong finish.”

Presentation points included the welcoming impact of greeting students at the door, supporting different types of learners, classroom decoration, using Schoology as a resource hub, and building relationships.

“If you’re a visual learner, but your teacher only lectures, they need to incorporate more pictures,” Hanson said. “Also, relationships with teachers and students — teachers can talk about other things outside of the actual lesson, [so] you get to know your teachers, [and] teachers get to know students.”

Many Thrivers students view that day as a success and believe it has translated into positive change.

“I feel a different energy from teachers. Also, a different student energy,” senior Jared Mayberry said. “Since then, I feel the teachers have implemented a few new things that we have advised. You can tell that they care, that they understand what we need, and that they are willing to help us.”

Because of Thrivers, students have an opportunity to put in work that directly impacts the school. Their ideas create events that engage the student body and provide student input to teachers.

“From my perspective, I’ve definitely seen the work that goes behind all of it, like Consol Cares,” Bennet said. “How the teachers see us is definitely something that has changed.”

From monthly brainstorming sessions to fully realized community-building events like Game of Life and Consol Cares, Thrivers cherishes student insight.

“The whole purpose is to get student [voices] when we’re making decisions and to be a positive light not only on the campus community, but the BCS community,” Elder said.

Thrivers organization helps develop events, strengthens bond between students, teachers

editor

Thrivers members pose after their group presentation to staff.

PHOTO PROVIDED BY GWEN ELDER

family matters

Maternity, paternity leave challenges teachers to straddle classroom, home life

emily chen & elena alaniz opinions editor & section editor

Becoming a parent is an exciting and lifechanging experience, but for teachers, it means navigating the challenges of taking time away from the classroom. From preparing lesson plans in advance to setting boundaries with students, their stories and experiences shed light on the unique balance that is required when navigating both parenthood and teaching.

In the early stages of becoming a new parent, it can be difficult for teachers to shift their views that places their upcoming child before their job. However, the excitement of the upcoming child aids in making that change.

“It’s all about trying to have your ducks in a row so you can focus on what you need to focus on, but also knowing that it’s your time,” anatomy teacher Nathanael Buchner said. “It’s a whole new different mindset of [understanding my students are important], but I have this whole new avenue of life that is also now important.”

While wrapped up in the excitement of welcoming a new life into the world, the inevitable reality of returning to school becomes a looming thought for many teachers. The challenge of balancing parenting responsibilities with teaching is a transition that requires careful consideration and planning.

“It’s going to be really hard to leave [my children]. You’re going to be missing some of those moments like their first time crawling or [their] first time laughing,” said math teacher Victoria Buchner, who is married to Nathanael Buchner. “So when I come home, I’ll have papers to grade and lesson plans to do [but] I’ll be wanting to spend time with them. It’s hard to juggle it all.”

The challenging and stressful process of maternity leave begins as soon as the teacher fills

out the paperwork. For many teaching parents, the governmental aspect of applying for maternity leave feels like a confusing scramble.

“You apply for FMLA, which is a family and medical leave of absence. That’s just the federal 12 weeks your job is protected, but it’s not paid,” English teacher Elyssa Bell said. “Then the only amount of time that you are paid is however much you have accrued in your sick and state days of

“I was actually in the hospital, sending sub plans for about the first week, until they were able to get my long-term sub in,” Elyssa Bell said. “We had planned [for me] to start [maternity leave] a month later, so then it took about a week until the long-term sub got into place.”

However, it can be difficult for students to get the full learning experience without their normal teacher in place.

“Obviously, they were affected because I wasn’t here to teach them,” Nathanael Buchner said. “[They’d] rather have me here actually explaining things as opposed to [watching a video].”

absence. I probably had four to six weeks built up.”

Preparing for paternity leave can be a challenge for any teacher, but with careful planning, it is possible to ensure that students continue to receive quality instruction in their teacher’s absence.

“In the fall, I spent time each week prepping videos, lessons, materials, and activities that [my classes] could do while I was gone,” Nathanael Buchner said.

Victoria Buchner tried a different route to compensate for her absence: a long-term sub.

“[The substitute teacher] shadow-taught with me the last week I was there to kind of get the ropes and meet the kids,” Victoria Buchner said. “That week of shadowing really made all the difference.”

However, long-term sub plans don’t always go hand and hand with an unexpectedly early birth.

Whether through flexibility in scheduling, extended leave options, or simply a culture of understanding and support, it is clear that prioritizing the wellbeing of parents benefits everyone involved in the education system.

“Plan in advance,” Victoria Buchner said. “If you know you’re going to be out, try and find someone qualified, make sure it’s a good fit. A good support team makes all the difference.”

Nathanael and Victoria Buchner pose with their newborns, Johnathan James and Sarah Grace. PHOTO PROVIDED BY NATHANAEL BUCHNER.

“When I come home, I’ll have papers to grade and lesson plans to do [but] I’ll be wanting to spend time with [my kids]. It’s hard to juggle it all.” math teacher

Victoria Buchner

local linguists

Students reflect on joy, benefits of learning new langauges

“To learn a new language is to gain a new soul” is a popular proverb that has similar versions in various languages — but they all impart the same message: learning a new language is like looking at the world through a new lens.

Students learn foreign languages for many different reasons ranging from career aspirations to hobbies to cultural experiences.

For aspiring polyglot and junior Gideon Ong, learning a language is a hobby that he has pursued since the age of six.

“[Learning languages] is a wonderful thing to do,” Ong said. “I’m [currently] in the process of learning French and many [other languages]. It’s fun [and] helps expand your mind.”

Similar to Ong, sophomore Michelle Harry is learning Korean and Javanese — an Indonesian language — which has helped her forge stronger ties with her mother’s Indonesian culture.

“I’ve been multilingual since birth, so it’s just second nature for me to pick up languages,” Harry said. “I hear my friends talk [in Korean] with each other, and I often overhear strangers having conversations. It’s really fun to know what they’re talking about.”

While many learn languages as a hobby, junior Elaina Sawyer’s career aspirations in the field of healthcare encouraged her to study the classical language of Latin, which is the source of many basic medical terminologies.

“Languages change over time,” Sawyer said. “But this language didn’t. [It] died out, but it [also] led to a bunch of new languages and [many] fundamentals of English come [from] Latin.”

Improving one’s language abilities enhances productivity as well as many other cognitive skills.

“It’s a better usage of time than just mindlessly scrolling on useless apps on your phone,” senior Diego Cardenas said. “Instead of spending 20 minutes playing on my phone, I spend 20 minutes on Duolingo practicing [Italian].”

Nevertheless, acquiring new linguistic skills is both challenging and time-consuming.

“I try [to] focus on it a lot, but it’s hard [with] my schedule,” Sawyer said. “But the good thing about using apps to [learn] is [that] in any little break I have, I can [work on it].”

Increasing globalization and technology have further eased the process of studying a language. And when a person is intrinsically motivated, language learning can often make its way into their routine.

“Pop culture allows for greater connectivity,” Harry said. “It’s easier to learn languages from people who make videos online, read articles [or] translate them through Google Translate.”

Enhancing one’s linguistic abilities not only improves one’s communication but also helps one comprehend the cultures that go along with it.

“Language is a facet of culture,” Ong said. “It’s not necessary that you have to have a certain language connected with a culture, but it is a wider element [of

cultures].”

Due to the close interrelationship between culture and language, having a proper grasp of culture is vital to understanding a language’s structure.

“The way that sentences are structured and words are emphasized in different languages truly tells a lot about the [demographics] of the region,” Harry said.

Along with providing a worldview, popular proverbs and idioms from a language can give insight into the history of a culture.

“I learned a lot about ancient Romans that I would not have known if it weren’t for Latin,” Sawyer said. “It took [me] through days in their life, which allowed me to learn about their [lifestyle and] culture [as well].”

Additionally, being multilingual also opens the door for many career opportunities because fluency enables meaningful interactions.

“You can get paid more for your job because you know another language [and] can communicate with [other] people [who don’t speak English],” Cardenas said.

Improving one’s linguistic abilities can help bridge the disconnect between cultures and provide lasting benefits.

“[Languages] help you bond with people over the fact that you know the same language and understand the same culture,” Harry said. “[And] since I enjoy it so much, I could [always] turn it into a career and become a translator or diplomat.”

dhriti kolar online editor

PHOTOS BY DHRITI KOLAR

Bonjour! Je parle français

Halo! Aku

ngomong basa jawa

Salve! Latine loquor

Junior Gideon Ong (French)

Ciao! Lo parlo Italiano

Senior Diego Cardenas (Italian)

Sophomore Michelle Harry (Javanese)

Junior Elaine Sawyer (Latin)

ROCK-JOCKS

Student rock climbers improve skills, embrace challenges of unique sport

elena alaniz & atticus johnson section editors

While they do not scale the most dangerous and daring rock faces that experts encounter due to the majority of Texas being flat land, the local climbers of Stone Co. Climbing have faced the extremes that come with climbing in the wild by conquering the challenges of their own in the facility’s gyms.

Rock climbing is not a typical high school sport, making climbers scarce. Like many others who rock climb, senior Ryan Topf began his climbing journey through connections from his family.

“Before [I began rock climbing as a hobby] I had done it four or five times with family, then my brother started doing it,” Topf said. “I had always wanted to do [rock climbing] but there was never a good place in town, and then we found Stone Co.”

The major types of climbing are mountaineering, traditional, sport, free solo, and bouldering, the version Topf most frequently climbs.

“In bouldering, there are no ropes,” Topf said. “It is just a 15 to 30-foot tall wall that you climb up and down, then [you] fall into the padded mats.”

The difficulty in the routes varies based on the individual climber’s level of skill.

“There's a grading system that starts at zero, [the easiest], and then goes up to 17, which is the hardest,” senior Evan White said. “When I first started, I would start at V-two or V-three and then slowly build up to

higher grades.”

Rock climbing isn’t a totally solo sport, however. Sophomore Eliana Voelkel is a member of the advanced climbing team, the Texas Ibexas, at Stone Co. During the peak of climbing season, she and her teammates frequently attend and compete in state and national competitions.

“When it's peak season, I'd say competitions are around every other week,” Voelkel said.

In most high school sports, competition season is governed by universal rules and regulations; however, in rock climbing, the scene can be quite different.

“It depends on if it's regionals or a different [large-scale] competition,” Voelkel said. “The average [competition] would be you getting there, you get the routes you need to climb, judges give you a certain amount of attempts, and whoever gets the climb in the [least] amount of attempts or whoever climbs it the fastest [wins].”

Rock climbing is a sport that seemingly requires great physical strength to succeed. However, some climbers see this as a myth.

“It requires a base level of strength, but past that point, it really is a skill sport,” Topf said. “If you can do a pull-up, you can progress super fast. There's so much [that goes into] your footwork and how you move your body on the wall and your positioning.”

Although the risk of injury can potentially be intimidating for climbers, junior Mike Koym feels no fear.

“I don't really get stressed from it,” Koym said. “For me, it kind of relieves stress rather than builds it.”

That being said, if climbers don’t have practice and experience, they can end up with various injuries ranging from torn fingers to broken bones.

“I haven't had a big injury yet, other than bruises, scrapes, and I lost a fingernail,” Voelkel said. “But honestly, I think things like that are minor. They happen all the time.

But there have been people in my gym who have broken legs before.”

The supportive community can also be a major relief from the fear that comes with climbing. Whether it is brainstorming ideas on how to climb a route or just having small talk with a fellow climber, the sport is one of the friendliest many climbers have experienced.

“The community is so welcoming and helpful towards one another,” Topf said. “There are so many interactions that I've had with strangers that are like, we'll both be working on the same route and talk and we spitball ideas and I would’ve never even learned their name [otherwise].”

Rock climbing can look very intimidating and hard to get into for various reasons. Instead of promoting these assumptions, Stone Co. and its climbers are trying to open the door for new climbers to discover the sport.

"I think more people should know that it's really fun and easy to get into,” Koym said. “Anyone can do it.”

Sophomore Eliana Voelkel scales a rock wall.

PHOTO PROVIDED BY ELIANA VOELKEL

my brothers’ keeper

Baseball squad sees multiple brothers participate in program

A great team is more than just a team. It’s a family. It’s a program where players don’t think of themselves as teammates, but as brothers instead. But for some players, that’s not something they have to imagine.

Three current baseball players — juniors Brad Boedecker, Nathan Hodge and Brandon Jennings — all have older brothers who played baseball for and graduated from A&M Consolidated in the past few years, and all have had those relationships play a role in their baseball careers.

Head baseball coach Ryan Lennerton says having sets of brothers in the baseball program helps foster a familial bond that benefits the entire team.

“Everyday when we break out we say ‘family,’”

Lennerton said.

“We’ve always had a set of brothers in the program. It’s a continual cycle of different families, but we keep having a real family within our program.”

All three have been able to use their older brothers’ experience as a source of advice throughout their athletic career.

Tyler Jennings

Second baseman

“I’ve had somebody to ask questions to,” Brandon Jennings said. “Given that we’ve had the same coach, it’s definitely helped.”

Wesley Boedecker, Brad’s older brother who graduated last year, says he enjoyed the opportunity to mentor Brad and his friends.

“We got to be in the baseball class together my senior year,” Wesley Boedecker said. “[He and] his friends all [had] a close relationship. We could kind of mentor them

to step back and go, ‘It’s not the same. For better or worse, they’re not the same person.’ And so I really treat them just like I treat the other players.”

Jennings says the competitiveness of baseball often spills over into the relationship between brothers.

“It gets really competitive,” Brandon Jennings said. “It’s difficult to do the same thing your brother does. You’re always competing and trying to be better than the other. It can put a strain on the relationship.”

The elder Boedecker hopes his brother and his friends can become leaders in the same way he mentored them.

“I just hope they can take what they learned and pass it down – especially their senior year – to the incoming freshmen.” Wesley Boedecker said.

Ryan Lennerton

and give them someone to lean on if they needed anything. And it felt good to be there with them.”

For coaches, the constant comparisons between older and younger siblings often presents a challenge.

“The expectations for their older brothers were all different,” Lennerton said. “The expectations for [the current players] are all different. [But] it’s tough to not compare their work ethic and their skill and things like that to their brother. You have

Lennerton says that all three younger siblings are model members of the program.

“They work hard every day,” Lennerton said. “The three of them are very diligent about their work. They’re very intentional about their work. And they’re really good kids.”

Brandon Jennings

Outfielder

“Everyday when we break out we say ‘family.’ It’s a continual cycle of different families but we keep having a real family within our program.”

head baseball coach

ian curtis & evy hairell executive editor & section editor

Class of 2024

Class of 2019

PHOTOS PROVIDED BY BRANDON JENNINGS

entertainment station

Down

elena alaniz section editor Across

4. English III AP Teacher

6. Department chair of science department

8. Recently had twins

10. Chemistry teacher who does wood-working

11. Consol’s head principal

1. Consol’s librarian (“you have your ID?”)

2. Astronomy teacher

3. Consol’s new football coach

5. Math teacher who loves Dolly Parton

7. Head of STUCO; former principal; Simpson’s fan

8. Recently named 21-5A coach of the year

9. Head of the audio/video program

COST:

The average cost for an AP exam is $97. Dual classes require students to pay $300 in college fees, $150 for textbooks and other course materials.

SCHEDULING:

AP classes have one class period scheduled every day. Depending on the dual class, course content is taught two to three days every week.

WHICH IS BETTER?

AP or DUAL . . .

CURRICULUM & PACING:

AP classes are taught over the course of a whole school year. Dual courses are one college-semester long.

GPA WEIGHTAGE:

AP classes have a weighted 5.0 grade point average. Dual classes are weighted as regular classes with a 4.0 grade point average.

COLLEGE CREDIT:

To get college credit from AP classes, students need a minimum score of three out of five on the AP exam. Dual courses are pass/fail, which means college credit is granted provided the student passes the class.

Texas. AP also is more

the roar compares advanced placement, dual credit courses vs.

DUAL

Having grades spread out throughout the year is a much better system than having one big test at the end of the year that decides everything. In AP, it’s difficult to know if you are on track to receive college credit.”

Senior Duncan Poling

DUAL AP NEITHER

The downsides to a traditional Monopoly game include: taking literal months to complete one game, having to use mental math skills to monitor your balance, and the potential of the banker to quite easily cheat. I’ve never actually played a full game of the original Monopoly, but I get the gist enough to know that I’m not missing out by playing Monopoly Voice Banking instead. The shortened version of the board game features 32 squares rather than the typical 40. The faster pace and simplicity of the upgraded game outweigh the only con I have noticed: there can only be up to four players. Arguably the most controversial change is the lack of tangible money. The game switched the banking over to a voice-controlled method of keeping balances and making transactions. The voice commands are simple enough for all ages to participate, and the top hat with the built-in recorder has little to no error in picking up sound. Houses and hotels are still tangible, though, so players can still feel the intimidation of approaching Park Place when it is decorated with a few hotels.

Gomoku is a game that looks complicated — and is complicated. Originating from Japan, Gomoku is traditional and reminds me of my relatives playing games in the courtyards. Playing on a 15x15 inch board and using 225 white and black round pieces, this game leaves me scratching my head at how such a simple game can baffle me so much. The objective is to get five of your pieces in a row, but this is no easy feat. Nevertheless, Gomoku is highly addictive and is a lot of fun to play with my equally Gomokuaddicted friend after class or on GamePigeon. Plus, I get to look super fancy and sophisticated while playing.

PHOTO PROVIDED BY EMILY CHEN

myla cathey editor-in-chief

PHOTO BY DHRITI KOLAR

For More Info:

https://www.healthline.com/ health/general-adaptationsyndrome

Healthy Habits

https://www.yalemedicine.org/ conditions/stress-disorder

I I

https://www.betterup.com/ blog/how-to-recover-fromburnout

61% of high school students feel pressure to get good grades.*

What is a stressor?

GET ENOUGH SLEEP I A hearty mind begins with adequate sleep. It is important to aim for a solid eight hours a night. Avoid forms of bluelight, like TV, at least an hour before bed.

BE MINDFUL OF WHAT YOU EAT I Diet and stress are closely related. People often overeat or forget to eat when under stress.

MOVE YOUR BODY I Endorphins – the “happy chemical” – are released through exercise. Stretch, walk your dog or hit the gym! Even ten minutes of physical activity a day is shown to boost mood.

A stressor is any situation, condition or circumstance that induces feelings of emotional or physical strain.

Put simply, stress is the body’s response to a stressor. Common stressors include job loss, poor grades, financial instability, heavy workloads and any major life change.

35% of U.S. college students are prescribed medication to deal with mental health.*

34% of high school students experience symptoms of depression.*

Stress-Inducing Habits

CAFFEINE I High amounts of coffee, energy drinks and other forms of caffeine can raise cortisol levels. Cortisol is the body’s “stress hormone”.

VAPING I Long-term usage of nicotine is shown to increase feelings of anxiety and depression.

STRESS HOW AFFECT MENTAL HEALTH?

DOES

Stress Theory

In 1936, medical doctor and researcher Hans Selye identified the three succeeding steps of stress: alarm, resistance and exhaustion.

1. Alarm Reaction Stage I The body’s initial fight-or-flight response.

2. Resistance Stage I The body’s attempt at repairing itself.

3. Exhaustion Stage I The body’s response to long-term stress. Signs of exhaustion include anxiety, depression, burnout and fatigue.

* https://research.com/education/student-stress-statistics

MENTAL BURNOUT I Prolonged stress, mental exhaustion and emotional strain often result in a burnout. Mental burnouts can make it difficult to function and perform daily tasks.

75% of high school students report feeling academic stress.*

masie johnson & debkonya banerjee l section editor & online editor