April 2022 Panther Press

THE PANTHER PRESS
The Voice of Career High School

April 2022 New Haven, CT careerpantherpress.weebly.com

Career Track Team Runs the Competition

Sarah Murray

Career students cheer on sophomore student-athletes Andy Sandoval (left) and Kiera Baxter (right) at a recent track
meet. (Photos/Jazlyn Rivera)
The Career track team has an exciting outdoor season ahead of them. The team consists of 6 freshmen, 9 soph-
omores, 3 juniors, and 2 seniors, but whenever they’re seen, they can be described as a family.
The Career track team is set to perform well this outdoor track season. Coaches Kareem Jackson and Dwight
Robinson, who previously both ran track themselves, are dedicated to helping their athletes succeed. The team
is young, made up of mostly sophomores and freshmen, and is on the smaller side compared to other schools.
However, the team has both the speed and spirit to make up for it.
The team is described by Career sophomore Imani Bryan as “a pretty peaceful atmosphere, and it’s a lot of
good vibes and encouragement.” The track team encourages athletes to try their best and doesn’t judge where
you are on your progress. Sophomore Adnan Ahmad Rizal states that the atmosphere the track team provides
is “always welcoming, people are always positive.”
Senior Shania Jackson, the captain of the track team, is a strong influence on her teammates and the culture of
the team. Her energy radiates and brings the team together. She plans to run track in the college of her choice.
Jackson competes in the 4x100 relay, triple jump, and long jump. Sian Smellie is the second senior on the
track team, running the same events.
In the previous two years, the track team had a lack of boys on the team. However, this outdoor season, there
are 11 boys. The boys 4x100 relay consists of Jaylin Cooper, Adrel Brenes, Davian Moore, and Adnan Ahmad
Rizal. Junior Davian Moore says although he feels anxious before the races, “I have a rush of excitement.”
Even though this is their first season doing the 4x100, the relay members are feeling more confident with eve-
ry meet.

Story continues on page 2.

1

Career Track, Cont’d

One event in which the Career track team has found a great deal of
success is the 4x100 relay. The relay requires teamwork, patience
and trust. Carrying over from the success of their indoor track sea-
son, in which they went to the state championships for the 4x200
relay, the girls are continuing to work hard to decrease their 4x100
time.
Members of the team bring their individual strengths to create a
talented group. Sophomore Laila Best is exceptional at the 100
meter hurdles. Aniya Rivera has distinguished herself in the 300
meter hurdles, recently winning the event at a meet in West Ha-
ven. Sophomores Imani Bryan and Kiera Baxter stand out in the
200 meter. Junior Sarah Murray is the only thrower on the team,
winning second place in her first time throwing the javelin at a
West Haven meet.
Future plans for the teams include strengthening a good founda-
tion of underclassmen, improving on individual events, and be-
coming stronger as a group. Coaches Kareem Jackson and Dwight
Robinson will continue to guide the team in the right direction.
Most of the team will likely compete in the indoor track season
next school year. For now, the team is looking forward to the
meets down the road, such as the SCC championship on May 24.

The Panther Press: The Voice of Career High School

The Panther Press is a team of students dedicated to getting the truth out to the public. We are determined to
give the people of Hill Regional Career High School a respectful voice.

Sayed Ardhi 2021 - 2022 Staff Writers Reynid Rios
İlknur Kupuc

Makayla Bass Eniyah Lawrence Jazlyn Rivera

Jesmarie Colón Perez Alonzo McClain Maria Rodriguez Garza

Gabrielle Douglas Madison McKnight Angel Santos

Abdulrahman Elrefaei Bianca Menelas Sian Smellie

Kamiyah Emery Sarah Murray Kayla Smith

Tatiana Gonzalez Idres Nasruddin Amelia Stefanovics

Enelly Hernandez Quimi Mayeshley Pedraza- Daneiris Tirado-Pizarro
Keionna Wallace
Yamilett Hernandez Vazquez Terrence White

Trinity Higgins Emilia Pinilla Arellano

Faculty Advisor: Rose Mur phy

Visit us online at careerpantherpress.weebly.com. Contact us at [email protected].

2

Career Juniors Tackle SATs

Emilia Pinilla
The SATs can be one of the most nerve-wracking moments for upperclassmen in high school. Some actually
look forward to it, while others simply wish the day wouldn’t come. On March 24th, Career juniors took the
SATs digitally for the first time.
The famous SAT (which originally stood for Scholastic Aptitude Test) was administered to high school stu-
dents for the first time in 1926. As of 2022, the SAT has been in action for 96 years.
The SAT is administered by the College Board. According to the Princeton Review, the purpose of the SAT is
“To measure a high school student’s readiness for college, and provide colleges with one common data point
and can be used to compare for all applicants.” The test’s duration is three hours long and tests critical reading,
writing, and mathematical skills. The highest SAT score a student can earn is a 1600, while the average score
is 1060. However, though almost every high school student on the east coast takes the SAT today, the history
behind the exams is sinister.
During World War I, Robert Yerkes, a Harvard professor, began to administer IQ tests for new army recruit-
ers. This resulted in the making of Army Alpha and Army Beta IQ tests. According to the Armed Services Vo-
cational Aptitude Battery (ASVAB), the purpose of the Army Alpha and Beta testing was “So that military
commanders could have some measure of the ability of their personnel.” However, the true motivation behind
this testing was a little darker than this simple explanation. Carl Brigham was a eugenicist and a Princeton
University psychology professor who worked with Yerkes. He is known as “The Father of the SAT.” The
making of the SAT was developed through the idea of eugenics.
Eugenics is defined by the Webster dictionary as “the practice or advocacy of controlled selective breeding of
human populations (as by sterilization) to improve the population's genetic composition.” In other words, eu-
genicists believed that only the “fittest” people should survive in order to better the population. Brigham be-
lieved that the education system was declining due to, from his perspective, the increasing diversity of students
as well as the immigration of non-white people into the United States. The main reason as to why eugenicists
created these tests was to divide soldiers into troops prepared for battle segregated by race and test scores.
Though the SAT was created over 90 years ago, and despite its little-known history, it is still a test many high
school students have to take. On Thursday March 24th, Career juniors took the SATs. For the first time, the
SAT was taken digitally. “Digitally, I feel like it’s a better tool because you get the calculator on hand and you
get to cross off whatever you don’t want as well,” said Eniyah Lawrence, a junior who took the SAT this year.
Daneiris Tirado, also a junior who took the test, agrees, saying, “I liked taking the SAT digitally because tests
on paper give me more anxiety.” While many juniors might be satisfied with their scores and choose not to
test again, there are students who will retake the SAT. This is the case for Tirado, as she states, “I’m going to
take the SAT again next year because I need a good score for college.”
Tirado may not have much company in taking the SAT again; many universities and colleges are going test-
optional. This means applicants will not be required to submit their SAT scores if they don’t want to. College
Curators, a company providing college admissions counseling, has created a list of test-optional universities
for the years 2022 and 2023, which is the graduating year for this year’s juniors. Some colleges on this list in-
clude: Boston University, Columbia University, Stanford University, the University of Miami, and the Univer-
sity of Connecticut, among many others.
Knowing the true history and facts behind the SAT, is giving students the choice to not submit their SAT
scores to colleges a step in the right direction? Should the SAT simply come to an end? Alternatives to using
standardized tests for college admissions are already in place; whether or not these alternatives will stay in
place remains to be seen.

3

Justice Ketanji Brown Jackson Confirmed
Madison McKnight
The Supreme Court is the highest judicial court in the coun-
try. The court is led by 9 Supreme Court justices. The court’s
task is to interpret the meaning of laws to decide whether a
law is relevant to a particular set of facts in a case, reaching a
final decision that has implications for the rest of the country.
The judges who are part of the Supreme Court are John Rob-
erts, Clarence Thomas, Samuel Alito, Sonia Sotomayor, Elena
Kagan, Neil Gorsuch, Brett Kavanaugh, Amy Coney Barrett,
and Stephen Breyer. Recently, it was announced that Justice
Stephen Breyer will retire at the end of the term in June.

On April 7th, the Senate confirmed that this vacancy will be
filled by Ketanji Brown Jackson. Ketanji Brown Jackson is
the first African-American woman to serve on the U.S. Su-
preme Court. Jackson was born in Washington D.C., but grew
up in Miami, Florida. Her parents attended segregated prima-
ry schools, then later attended historically Black colleges and
universities. While Jackson was just a preschooler, her father
attended law school. When asked what inspired her to pursue
her career, Jackson traced her love of the law back to her
memories of sitting next to her father in their apartment as he
tackled his law school homework.

Photo/H2rty, Creative Commons License The President has the right to appoint whoever he or she

wants to various government offices, which includes members of the cabinet and federal judges. How-
ever, each appointment must be approved by the Senate as part of the separation of powers.

Before Ketanji Brown Jackson could be confirmed, she had to go through formal hearings in front of
the Senate. A Senate confirmation hearing is a meeting held by the Senate to gather information about
candidates, specifically candidates for federal office who are nominated by the President of the United
States. Senators ask the candidate questions about their qualifications for office.

Ketanji Brown Jackson’s confirmation hearings did not go smoothly. Members of the Senate asked
her strange questions and made disturbing comments. One such question was asked by Senator Lind-
sey Graham. Asking about her religion and faith, Graham asked Jackson, “On a scale of 1 to 10, how
faithful would you say you are in terms of religion?” He also asked, “Do you attend church regular-
ly?” Religion should never be a part of a decision in the law. Instead, the decisions should be based on
legal experience and expertise. So why should that determine whether Jackson would be a good candi-
date?

Jackson also faced other questions from senators. Texas Senator Ted Cruz asked Jackson about a book
choice available at Georgetown Day School, where Jackson serves on the Board of Trustees. Cruz
asked about the book A nti-Racist Baby by Ibram X. Kendi. “Do you agree with this book being taught
to kids that babies are racist?” said Cruz. Brown replied that Georgetown Day School is a private
school and that the board has nothing to do with the curriculum.

“I was disgusted by the arrogance,” said Bob Osborne, a Career High School history teacher. Osborne
also spoke to Jackson’s restraint while answering through many days of relentless questioning. “She's
really good at treating people with respect,” said Osborne.

4

Although Ketanji Brown Jackson endured a lot of negative comments, she had a few positive ones.
Senator Cory Booker spoke about the significance of her appointment and her qualifications. “You got
here how every Black woman in America who’s gotten anywhere has done [it],” said Booker. “This
was a healing, a time to rejoice. To see someone overcome all the obstacles we know she faced, and
many more we don’t.”
To have an African American woman on the Supreme Court will be so significant for our society and
generations to come. “There are so many things in this country that are long overdue,” said Osborne.
The appointment of Ketanji Brown Jackson is one such historic first step.

Career Students Visit Metlife Stadium

Sayed Ardhi
On April 5th, about 35 students attended a trip to MetLife Stadium organized by Career business teacher Doug
Cotto. The trip was for the New York Jets Sports Business Day.
Students went to the MetLife Stadium to meet various executives while also getting a tour of the stadium. The
Sports Business Day is offered to different schools across New England to attend. Keyron Haynes, a student
on the trip, stated, “We toured around the MetLife stadium while also learning the business marketing aspects
of the worker's occupation and their story of origin and what inspired them to become what they are today.”
This trip was beneficial to many schools in showing them an entire field of potential career opportunities. Juan
Boone, another student on the trip, said, “During this trip, I got to see the ins and outs of managing a stadium.
It was interesting to see how much more there is to manage a stadium than what meets the eye.”
One of the first things the students got to see was the exclusive Commissioners Club— a club for wealthy indi-
viduals who pay for a year long membership. The area epitomizes luxury, and students were able to sit and en-
joy the space that members of the club pay 1 million dollars a year to enjoy. They also were brought to various
locations such as the team’s locker room and were even able to go onto the field. “It was crazy to be able to
experience firsthand what I usually see on TV while watching a game. It was interesting to see that the field is
smaller than I expected,” said Boone.
The trip encompassed many learning opportunities. Haynes said, “I learned how the process worked for some-
one to pursue a career in the sports industry. Another thing is how the data collection works in terms of how
they obtain their information as well as their demographics.” One of the various people who spoke to visiting
students was a data analyst for the Jets, and they spoke about how everyday data is used for marketing purpos-
es. This trip also helped many students understand that they do not need to know what they want to pursue.
“My favorite part was going on the field and learning about how there’s a bunch of staff there who didn’t go to
college for what their position in the stadium is today. It’s very encouraging to know that even though I may
go to college and not know what I want to do, [that] doesn’t mean everything is set in stone,” Boone men-
tioned.
While the wide and varied career options presented on the trip eased many students' worries about not fully
knowing what they want to pursue, it also solidified other students’ thoughts on their career goals. For in-
stance, Rahil Patel, a senior on the trip, stated that “After doing an internship for a marketing agency, I was
especially intrigued by seeing the real-life applications of many of the things I learned. I love football and am
interested in marketing, so seeing them combined was really interesting.”
Since Career is a health and business school, offering opportunities in both these fields is crucial to student
learning. The Sports Business Day for the Jets was a valuable opportunity for students to see how business in-
teracts with other fields, and how a business career can be combined with genuine interests and passions. The
students that went on the trip will receive tickets to a Jets game for the 2023 season.
If you would like to take advantage of future business opportunities like this one, be sure to stay in contact
with Mr. Cotto in room 206.

5

Students Make College Decisions

Abdulrahman Elrefaei

If you know a high school senior, you’ve heard of the college application process. There are many steps stu-
dents need to take in order to get their applications completed; students need to complete financial aid forms,
the Common Application/Coalition Application, and decide what application pool they would want to apply
in. The college application process is all about how you manage time as best as you can.

Financial aid is funding that is available to students attending a postsecondary educational institution. This
funding is used to assist in covering the many costs on the path to finishing your education. Most colleges re-
quire the use of Free Application for Federal Student Aid (FAFSA) when applying for financial aid. Each year,
the FAFSA application opens on October 1st and closes on February 15th. Rohan Bangera, a Career High
School senior, stated that it’s “always better to apply early to make sure you get as much money from the insti-
tution as possible.” Some colleges will also request additional financial information and will ask for students to
fill out the College Scholarship Service Profile (CSS Profile). Though the varying requirements can seem
overwhelming, every college always has information about what they exactly need you to do on their under-
graduate requirements website, so you should always check that out. Every student attending Career High
School is assigned a school counselor to guide them with any help they need to get to that next step after high
school, including the financial aid process.

The Common Application and the Coalition Application are undergraduate college applications that applicants
can use to apply to hundreds of colleges. The Common Application covers many more schools than the Coali-
tion Application. New Haven Public Schools all have their resources oriented towards the Common Applica-
tion such as Naviance, which is where all the teacher recommendation requests can be found. James Pechette,
Career High School guidance counselor, recommends that rising seniors “think of two [or] three teachers
you’d like to ask for college recommendation letters from and ask them before the end of your junior year.
Teachers use their time off over the summer to begin these letters. There’s nothing more inconsiderate than
asking a teacher or counselor for a letter of recommendation at the last minute. Be sure these are teachers that
know you well personally and can attest to your academic strengths. That said, make sure you get to know
your counselor as well. Our testimony of you in our recommendation letters carries a lot of weight on college
admission counselors.”

Another part of the Common Application is the essay, which is required for most 4-year institutions. On the
Common App’s website, it displays all of the prompts that you can choose from to best capture your ideas for
what to write. Students can be as creative as they’d like in addressing essay prompts, since the essay is meant
to represent a student’s journey to college. Pechette recommends, “Before the end of your junior year, you
should be thinking about your essay. This is your opportunity to sell yourself. Tell them your story and not a
generic, biographical sketch. All that will be in your application, so don’t repeat it all in an essay. Tell them a
story about what makes you who you are and make sure it’s compelling. Admissions counselors have to read
thousands of essays each year. If you bore them, they’ll toss it aside. Capture their attention in the first sen-
tence and keep it until the end. Start working on your essay over the summer between junior and senior year.
As a counselor, I get frustrated when a student comes to me to start applying to college unprepared.”

There are a few types of application pools for students who are applying for college. Firstly, there is the regu-
lar decision pool, which will usually notify students of decisions around the springtime. Then, there is early
action. Through early action, students will have to apply around early November, but will get notified in late
December through January. Lastly, there is an early decision option that is fully binding, which means that stu-
dents won't be able to attend another university if they receive an acceptance to that university.

It can be difficult for students to decide which application pool they’re interested in. Touring is a great way to
ease through which application pool and which college to choose from. Akilatu Ayinla, a Career High School
senior, said, “I recommend [rising seniors] to get their college essay done over the summer, make their com-
mon app account, and start touring possible colleges.” There are a lot of tours that are provided by the school;
students should go to the guidance office to try to find out when they are planned to happen. The college appli-
cation process can either be stress-free or stressful; it's all about how you manage your time to finish up your
tasks.
6

Schools Search for Solutions to Phone
Addiction

İlknur Kupuc

Phone addiction: just like an alcohol or drug
addiction, it is an addiction that harms the soul
as well as the mind and body. Today, phone ad-
diction has become visible at all ages. Accord-
ing to research by the Addiction Center, there
are over 3.8 billion smartphone users in the
world; within that population, 6.3% have a
phone addiction.

Phone addiction is most common in people liv-
ing with a mental illness. People with depres-
sion, anxiety, or sleep disorders are more de-
pendent on their phones. Other people who have
problems in socializing with people feel safer
and a sense of belonging in social media, creat-
ing an addiction. Spending time on the phone
for hours without realizing it, not feeling safe if
the phone is not with you, and delaying activi- Photo/Yondr

ties in your normal life in order to use the phone are the main signs of phone addiction.

Cell phone usage is a huge problem in schools. Some high schools are banning phones using special pouches
called Yondr pouches. This company makes mobile phone pouches which close with a magnetic lock, similar
to the magnets of a retail security tag, and a special device for unlocking them. Yondr products can be used at
private events or schools to lock up a mobile phone. At the beginning of March in Torrington, Connecticut, the
Board of Education decided to purchase Yondr pouches for Torrington Public Schools. On the 25th of April,
the students received their Yondr pouches and are no longer able to access their phones during the school
day. However, the students are not satisfied with this situation. Some students say they use their phones more
for lessons, photographs, research, and apps for stress relief. The school board spent $32,000 on the Yondr
pouches.

At Career High School, students said that they had not previously heard of Yondr pouches. However, as a
group, they were not in favor of the idea. Career senior Sude Turkmen said, “I have a cell phone because the
phone is a necessity that everyone should have. I do not want to use Yondr pouches in Career because how
will my family reach me? How can I reach my family in case of an emergency or if I want something from my
family?” Turkmen added, “People's phone notifications sometimes distract me, but only if it's too loud. I
sometimes look at the phone too much in a day,” Turkmen said. "If I think I look at the phone too much, I try
to do other activities, like reading a book or doing other things. But no matter what, when I don't have my
phone with me, I feel uncomfortable.”

Another Career junior, Astou Diallo, disliked the idea of Yondr pouches. Diallo said, “I wouldn't be happy if
something like that happened to Career. I check my social media accounts in school, but I also do research on
the phone and look at some information in class. Phone addiction at school cannot be prevented by this.”

Career freshman Yusuf Kupuc brought up another important point that others may not consider. “I'm an ESL
student and sometimes I don’t know some words. I use my phone to look them up. It would be a bad situation
to apply a method that other students do not deserve because some people at school are playing with their
phones in the classroom,” said Kupuc.

What should be done about cell phone addiction? Do you support, like Torrington, the purchase of Yondr
pouches? Or are students able to manage their own phone usage?

7

True Madness: St. Peter's Basketball’s
Unprecedented Run to the Elite Eight

Alonzo McClain

March Madness is usually filled with close games and upsets,
but a new school has been etched into that legacy. The St. Peter's
Men's basketball team overcame three top-seeded teams in the
tournament to make it to the Elite Eight against North Carolina.
First, they beat number 2-seeded University of Kentucky. In the
second round, they were able to beat 7th-seeded Murray State;
then, in a close Sweet Sixteen, beat 3-seeded Perdue. As a result,
St. Peter’s became the first 15th seed to make the Elite Eight.
This is especially surprising when you take into account that on-
ly .7 percent of brackets had St. Peter’s making the Elite Eight in
the first place.

St. Peter’s run was unprecedented. They are a lesser-known Di-
vision I school and are one of the founding members of the
MAAC (Metro Atlantic Athletic Conference). This was their
first ever time making it out of the first round in the NCAA tour-
nament. They made it to the tournament 3 times before, but this
run is so special because this year they were able to overcome
difficult team after difficult team to advance further. The last
time they even made the tournament was 2011. It had been 11
years since St. Peter’s made the tournament, and they returned
with fire in the spirits and made it all the way to the Elite Eight.

KC Ndefo playing with St. Peter’s in 2018. Photo/ As for which players helped St. Peter’s accomplish this feat, the
TigerNet.com, Creative Commons License first game owes success to guard Daryl Banks III. He had 27
points in the first round, which definitely made it easier for St.
Peter’s to get past two-seeded Kentucky. In the second round, it
was more of a team effort with a three-point win; however,
Banks again was the leading scorer. Though Banks dominated
the run in scoring, all of the St. Peter’s players stepped up when
it mattered.

“Defense wins championships,” said Terrence McClain. McClain is a co-host of XO Sports Talk, a local sports
podcast, who credited the run to the team's incredible defensive schemes. The game McClain highlighted was
the second-round game against Murray State. “They led for most of that game. If their defense never showed
up, they wouldn't have made it that far in the first place,” said McClain.

“The games unlocked a new interest for me,” said Keyron Haynes, a Career High School senior. In watching
the tournament, Haynes saw how exciting college basketball can be. “I was so amused by how close the games
were. I heard about college basketball games in general, but I didn't think they were that exciting.” Haynes al-
so said that the college games were “a nice change of pace from the NBA''.

In terms of what’s next for the team, finding a direction might prove difficult. One of St. Peter’s best defend-
ers, KC Ndefo, is a senior graduating this year. His absence will definitely create a hole that will need to be
filled. A much-needed bright spot for the team, however, is the fact that many of the people who were pivotal
to the run— including Daryl Banks III— will be returning for at least one more season. Whatever their future,
this run was unprecedented and legendary. Hopefully, St. Peter’s can make it past the Elite Eight and exceed
expectations once more, cementing their legacy in March Madness history.

8

The Extinction of Gas-Powered Cars?

Terrence White
Combustion engine cars have been used since the late 1800s, with the first gas-powered car being created by
Karl Benz in 1886. It was only a little 3-wheeled car that didn’t have a lot of power at all and wasn’t very ef-
fective, considering horses could run faster than it! However, the difference is that the gas-powered engine
could never get tired because it was only a machine. Everyone was amazed by the fact that someone was using
something other than a horse for transportation. It took only 14 years after the first combustion car for some-
one to make the very first sports car made by Rennzweier, a German engineer producing a mere 9 horsepower.
In comparison, today’s go-karts that mainly kids use have about 5-13 horsepower.
Now that the history of gas-powered cars has been explained, the story can be picked up and placed into an era
where cars are getting faster, more reliable, and more fuel- efficient with even fewer cylinders at an accelerat-
ed rate due to the large amount of fuel being burned.
In response to the overwhelming amount of gas being burned in recent years, car brands have started lowering
their engine cylinders in order to keep their vehicles' fuel consumption levels lower. For example, the brand
Dodge is known for its very famous Dodge Charger and Dodge Challenger. Their highest trim options are the
Dodge Charger Jailbreak and Dodge Challenger SRT Superstock, which push out about 807 horsepower.
These start at $86,000 - $87,000, and both are equipped with a 6.2L supercharged V8. Both trims only get
about 13 city/22 highway miles per gallon; to put this into perspective, the new 2022 Toyota Supra has a 0-60
time of just 3.9 seconds. That's 0.1 seconds slower than both the top trim Dodge Charger and Dodge Challeng-
er. The Toyota Supra also gets 22 city/30 highway miles per gallon coming out of a turbo-charged 6- cylinder
engine making 382 horsepower.
With such high rates of fuel being burned, are gas-powered cars on their way out? The very first electric car
wasn’t really all that special either compared to the first gas-powered car. William Morrison, an American
chemist, managed to create the first electric car between 1890-91. The car didn’t really have a name; it was
just known as “the electric car.” It could also carry about 12 passengers. Yes, it was cool to see a car running
solely on electricity, but it would only go about 20 mph. Today, on the other hand, electric cars have almost
surpassed gas-powered cars in mileage, speed, and seating. They have been adapted more and more to people's
standards; today, there are electric sports cars being produced and even electric semi-trucks.
One brand in particular that has made it the farthest in electric car manufacturing is the famous brand Tesla.
Almost everyone knows what Tesla is and the cars they make; it's almost impossible not to notice the person
next to you on the highway kicking back watching Netflix while the car drives itself. The driver does not need
to touch the steering wheel or even the gas pedal. Tesla has excelled past any other fully electric vehicle brand
in history at this point, so much so that they’ve actually expanded their designs and have started making a semi
-truck. The average 0-60 time for semi-trucks without trailers is about 15 seconds. The Tesla semi-truck has
shocked the world with its 0-60 time being 20 seconds with 80k pounds attached to it. In the world of semi-
trucks, that's absolutely unprecedented.
The Tesla semi-truck also saves over $200,000 dollars worth of fuel in its lifetime of use, according to Tesla.
Tesla’s top trim level cars are also nothing to joke about in terms of speed and range; the top trim level Tesla
Model S is called the Model S Plaid which has a 0-60 time of just 2 seconds. A 0-60 time of 2 seconds is close
to that of a drag car's 0-60 time, but Tesla doesn’t stop there. Its top speed is 200 mph, making the Model S
Plaid the 4th fastest electric car according to Topspeed.com. As a bonus, at this point it also has a range of 348
-396 miles, versus the common gas-powered Nissan Maxima with only 300 horsepower and a range of 360
miles.
Today, a high number of car manufacturers are planning to lower their cylinder counts more and more
throughout the coming years, resulting in electric vehicles becoming the norm and the halt of gas-powered ve-
hicle production in an estimated 7 years.

9

Making Art in an Art-less School

Jazlyn Rivera

Art decorates the walls of Hill Re-
gional Career High School, but there
are no art classrooms in sight. As a
result, students have had to find a
more creative way to create and dis-
play their art in Career. These stu-
dents, years ago, decided to create the
Art Club, a small corner of the
school's library with a table and a fil-
ing cabinet. The area is filled with art
supplies that are the best the Art Club
can afford on the budget it is given,
which is nothing.

The Art Cub has been around at Ca-
reer for 6 years and has started to
thrive. The club has gone from an
after school club that had an average
of 3 students in 2018 to a club that
takes place during Career’s Enrich-
ment Wednesdays and has an average
of 20 students in 2022. The growth
Art currently displayed at NXTHVN (Photo/Jazlyn Rivera)

has been phenomenal, and everyone
has seen it. Nicolette Pedraza, who has been a part of the Art Club since 2019, is just one of the members who
comes frequently to Art Club and believes it does the school good. “I like how we can do whatever we want
with our art, we can just draw and hang out,” said Pedraza.

However, Art Club is not enough to sustain these students who hunger for more structured ways to create art.
These students search for outside organizations and programs that provide opportunities for art. Leila Ayers, a
member of Career’s Art Club since 2020, says “I always liked art, but like I never thought that I could get a
job as an artist because that’s harder to do in a society than being a business major.” It’s a sad reality for many
students, but the people of NXTVN in New Haven believe they can change that perspective. NXTHVN is an
art program for New Haven students and provides fellowships to adult artists. Janai “Jay” Kemp, the student
program manager for NXTHVN, said “I think the way NXTHVN really helps students is to help them to un-
derstand that you have the power to create the life that you want to see, it doesn’t have to go based off what is
projected to you.”

Lack of an art budget is a problem for many Connecticut schools, especially for those schools that lack fund-
ing. Connecticut schools are grouped into District Reference Groups (DRGs), which is a way that the Connect-
icut State Department of Educations way of categorizing the public school districts in Connecticut based on
the socioeconomic status of its students. The groups run A through I, with Group A being the wealthiest, and
Group I being the least wealthy. New Haven’s school district belongs to Group I.

According to an article published by the Brookings Institute, adults who participate in art activities are linked
to having increased civic engagement and greater social tolerance. If this is the effect art has on adults, just
think of the possibilities it can have for children and teenagers, who are young adults themselves.

Unfortunately, fine arts classes of all kinds are usually the first on the chopping block when it comes to budget
cuts. According to KM Perform, “During the 1999-2000 school year, 20% of schools offered dance and theatre
classes, and 87% of schools offered visual arts classes.” Now, those numbers are down to only 3% of schools
having dance, and 4% providing theatre.

10

There is a reason for this decrease of art in schools. The Every Student Succeeds Act, which replaced the No
Child Left Behind Act in 2015, is focused on measuring the math, reading, and science scores of students in
grades K-12. These scores directly correlate with the funding that schools get from the state and federal gov-
ernments, so the higher the scores, the more money they can get. As a result, less focus and money goes into
the arts, and more goes into the core tested subjects, like math, reading, and science.

High scores are especially important in schools like Career, where there isn’t much extra money coming in as
it is. It’s not just schools in New Haven, though; according to a report done by EdBuild, predominantly white
school districts receive 23 billion dollars more than the districts that are majority students of color. Imagine
what school districts could do with that extra 23 billion dollars; to start, they could afford art teachers and all
the art classes that they’ve had to cut.

In Connecticut alone, nonwhite school districts “have 17% less funding on average than predominantly white
school districts,” according to EdBuild. This funding difference can make or break the arts program for a
school, and at Career, it has broken it. Although there was an art class, it has been long gone and the room re-
placed with resource teachers. However, there are other ways to create in New Haven.

Outside of the public school system, New Haven has many programs for high school-aged artists. There is
NXTHVN, which every year takes on new apprentices through an application process. First, interested stu-
dents would have to fill out the application. If they are chosen from there, they would come in for a group in-
terview with other people who are already apprentices to see how they mesh. If a candidate passes that, they
have a one-on-one interview with directors of the program. From there, the new apprentices are selected and
work alongside a fellow (an established artist that stays in New Haven for the year).

There is also MakeHaven, which is a creative space mostly for teens and adults. There are curated workshops
offered throughout the month for a fee. These workshops are led by experts in the field, and are tons of fun and
a place for artists to express themselves.

New Haven also has ECA, or ACES Educational Center for Arts, a public half-time magnet school for students
in southern Connecticut school districts. At ECA, students can study lots of different arts, ranging from acting,
dancing, and singing, to creative writing,
to painting. There is something for every
artistic student. To apply, students need
to be currently in 8th-11th grade, and
depending on which medium they enjoy,
submit some art pieces or performance
videos. However, if a student is enrolled
already in a New Haven public magnet
school, they cannot apply for ECA.

Although Career and many other schools
in New Haven may not have arts pro-
grams or classes, there are ways to con-
tinue to make art and do what you love.
You just have to look around, find the
programs that you will love. I leave all
the future artists with this quote from
Kemp: “Your imagination is your gate-
way to see the higher self, the higher
version of you, the life that you really
want and desire, it’s not a pipe dream.”
What you want for your life is possible; Mural created by a Career student, done through an Independent Study and Semi-
work hard and you’ll see everything nar Program. (Photo/Jazlyn Rivera)

work out for you.

11

First-Generation Students, I am Proud of
You.

Yamilett Hernandez
College acceptances are a happy occasion, but there is a special type of joy that comes from the first college
acceptance of a first-generation student. First generation students are students whose parents didn’t attend a
four-year college, and being able to accomplish what your parents didn’t is a warm feeling. I would know; I
am a first-generation student myself. My first college acceptance was from the University of Hartford. Because
I was unaware of how to work the web page, and was confused about why I needed to pay 300 dollars, I was
already beginning to stress and telling myself it wasn’t worth it. I opened an email accidentally during class--
and that email revealed my acceptance. I stood in complete silence and shock, unable to believe what I was
reading. I couldn’t process what was displayed on my screen. My first instinct was to call my mom. My ac-
ceptance was for both of us: me, who had just received this good news, and for my mom, who hadn’t graduat-
ed from college herself but who gave me her time and support to help me achieve.
Being a first-generation student comes with the sense of success and pride within ourselves, but it also comes
with obstacles. We aren’t any different from other students; we are just as talented and intelligent. But what we
do lack is experience. We don’t have the ability to ask our parents for their experience on certain things as they
never got to experience it themselves, making it extremely hard to ask for help. Many students refrain from
asking questions on subjects they are confused on because of the fear of humiliation. We are left to navigate
many things on our own, which can impact our motivation.
Most first-generation students are low-income minorities. Being a first-generation student can come with diffi-
culties paying for college. Many schools offer specialized scholarships for first-gen students, but most of us
are either unaware or afraid to ask about it. Speaking from experience, I myself had been accepted into all
schools I applied to. I received scholarships from all, and was set on my dream school, but the cost of attend-
ance was my first priority. I am grateful that I had wonderful advisors and teachers who helped through the
whole process. However, not all students have that advantage, still fearing asking for help and giving up be-
cause it seems easier.
Most first-generation students are unaware of all the programs provided for us. For example, the University of
Connecticut is one of the many schools with specialized programs for first-gen and low-income students. Stu-
dent Support Services (SSS) is a 5-week summer program designed to give these students a jump start. It al-
lows students to stay on campus for free, where they take 2 university classes which can then be transferred to
up to 7 UConn credits. These students get to know each other and gain familiarity with the campus before the
school year begins. FGLI, the First-Gen Low-Income community at Yale University, also offers a wide range
of support. From financial guidance to social support groups and academic mentorship, FGLI provides support
to students who benefit from it.
We first-generation students can go through such a difficult transition. Being the first to attend college in your
family is a great accomplishment, but it can quickly become an overwhelming weight to carry. According to a
study conducted by the University of California, research has shown that we are more likely to experience
higher levels of symptoms for depression, stress, and low levels of life satisfaction than students who are not
first-generation.
To address these mental health needs of first-generation students, the University of New Haven has a student-
launched First-Generation student association. According to UNH’s Renée Chmiel, Office of Marketing and
Communications, this program aims to foster a sense of community, create connections, and offer support to
the first-generation students at UNH.
To all first-generation students who have been accepted or have committed to a school, congratulations! I am
so happy to see you succeed and am extremely excited to see you grow in your next 4 years.

12

Foreign Language Learning: Apps vs.
Teaching

Amelia Stefanovics

Learning a language for fun or school can be a challenge,
especially as a beginner. While some prefer the tried and
true method of learning with a teacher, many students
have started to explore the numerous apps available for
free or by subscription. Some praise this method, saying
that it is easier and more flexible than traditional learning,
while others point out the shortcomings of grammar and
access to real conversations available on the apps.

According to the 2018 Census report, more than 67 mil-
lion U.S. residents speak a language other than English at
home, which is about 1 in 4 students in the public school
system. Learning a foreign language opens up many op-
portunities and benefits, making you not only a good can-
didate for a job or college, but a world citizen versed in
culture and broader horizons.

When learning a new language, it's important to immerse
yourself completely, even if you are a beginner. New Ha-
photo/Crtl.blog/Creative Commons License ven Public Schools Language Director Jessica Haxhi

says, “teachers strive to use the target language 90% of
the time, using pictures, gestures, and hints to get their point across.” In language apps like Duolingo, the tar-
get language is often the only one spoken, and there is a heavy reliance on the matching and translation of sim-
ple phrases. “Students need to hear a lot before they can speak” so that they build their vocabulary before they
can start to form sentences of their own, says Haxhi.

Those who use these online apps have mixed opinions about their effectiveness. “I don’t think that the
[Duolingo] Language app helped me much,” remarks Ayush Patel, Career junior. “It was a good start, but then
took too much of my time.” Many students agree that new apps take a lot of time and yield pitiful results. “It
didn’t help me with my Spanish classes,” says Patel.

Others, like Career junior Melisa Chillogallo, think differently. “Duolingo is fun and interactive. For an app, it
has almost everything you need: listening, translating, vocab, and even reading. All that it takes from you is to
try.”

One of the most controversial topics in the foreign language world is the teaching and learning of grammar.
Although essential, it is extremely difficult to balance grammar and vocabulary so that there is an even split.
“Before, schools used to be very grammar-heavy,” Haxhi says. “Classes were devoted to verb drills and de-
clensions.” Based on a study in early 2001, researchers found that such grammar-focused learning did not help
students with everyday language. “Teachers now try to incorporate grammar in context,” Haxhi explains. “For
example, we introduce the past tense when talking about your childhood or summer vacation.” This type of
approach makes sure that grammar is blended with vocabulary and gives grammar learning reason. Unfortu-
nately, apps like Duolingo are primarily focused on vocabulary and memorization, leaving no space for gram-
matical practice.

Many language learning apps aim to make sure the student can read and understand the target language. Alt-
hough language learning apps also encourage speaking in the language as soon as possible, they are not de-
signed complexly enough to be able to do that. “Language learning apps are great as a supplement,” Haxhi
says. “They, unfortunately, cannot replace a teacher. In the classroom, there is always active dialogue and
grammar corrections that language learning apps cannot incorporate just yet.”

13

New Haven Gun Violence Traumatizes

Enelly Hernandez
In New Haven, whether it's day or night, it’s all too common: we are constantly wondering what those popping
noises are. Gun violence is something that New Haven residents can’t escape. Many of us live in fear, even
within the comfort of our homes.
Firearm injuries are the eighth leading cause of death in the United States. Additionally, for every fatal shoot-
ing, there are about three nonfatal shootings. Violence can occur for many reasons: feuds, frustrations, or vio-
lence in the home or neighborhood. In cities, gun violence mainly occurs in predominantly Black and Hispanic/
Latino, under-resourced communities.
The New Haven Botanical Garden of Healing Dedicated to Victims of Gun Violence is a memorial represent-
ing those who have lost their life due to gun violence. It is located on Valley Street in New Haven. The walk-
way in the garden includes the name of every victim since 1976 engraved on bricks. The garden was the result
of the efforts of Career science teacher Marlene Pratt, who worked to create the garden as a way to remember
her own son lost to gun violence and teach a community how to heal.
According to the New Haven Register, in 2021, gun violence increased by 66.7% just in the first half of the
year compared to 2020. From January 1st to November 22, 2021, there were 24 murder victims, 96 robberies
with firearms, and 100 assaults with firearms in New Haven. Leading criminal justice authorities state that an
upsurge of gun violence is at least partially associated with the pandemic.
Although gun violence has overall decreased over the past years, on average, one person is shot each day in
Connecticut. According to city-data.com, New Haven’s crime rate is 1.6% higher than the U.S average and
higher than 93% of U.S cities. Additionally, this is a very American problem. The firearm homicide rate for
children under 15 years of age is 16 times higher in the United States than in 25 other industrialized countries
combined. Gun violence also disproportionately affects people based on their race. According to The Giffords
Center, Connecticut Black men ages 18 to 35 are almost 39 times more likely to be murdered with a gun than
white men the same age. Black men make up less than 6 percent of Connecticut's population, but account for
more than 53 percent of the state’s gun homicide victims.
Career senior Keyron Haynes hears about gun violence in New Haven “at least a couple times a week.” Like
Haynes, Career junior Marveya Valesquez fears gun violence in New Haven, stating that she “always tries to
walk with somebody else” in the community. Haynes has personally been affected by gun violence, causing
him to deal with anxiety. Gun violence can be traumatic, causing anxiety, depression, and PTSD. Constantly
hearing about gun violence can lead to an increase of stress and apprehension.
Valesquez believes that it is too easy for many people to access guns in America, leading to higher rates of gun
violence. “I think it's the irresponsibility of holding guns and being able to have possession of a gun …them
being irresponsible with it, that's when it becomes an issue,” said Valesquez. One of the main causes of gun
violence is easy access to firearms, whether legal or illegal.
Every state has the obligation to protect human rights to create the safest environment for residents, especially
for those at greater risk of gun violence. We all have the right to feel safe and secure in our community.

New Haven CompStat report comparing homicide and gun violence from 2011—2021. (Photo/New Haven Police Department)
14

Drinking And Driving: An Unforgivable
Choice

Daneiris Tirado
Drinking and driving is a serious topic that impacts teenagers— especially seniors, who are driving for the first
time and going to late-night events like prom. Teenagers may hear about drinking and driving and ignore the
warnings, but it is important to know about. If you choose to drink and drive, you are not only putting yourself
at risk, but also putting others at risk. There are many accidents after proms because of drinking and driving.
Words can only do so much; you must take those words into your own hands and make smart decisions.
According to the State of Connecticut Department of Motor Vehicles, “any person who operates a motor vehi-
cle is presumed to have given his or her consent to a test to determine blood alcohol concentration (BAC). You
are legally intoxicated if your BAC is .08 or above.” Even though .08 is the legal limit, you still shouldn’t
drive when you’ve had anything to drink. Even small amounts of alcohol impair your reflexes and ability to
drive safely.
If you decide to drink and drive, you are putting everything at risk and there will be consequences. Some con-
sequences consist of hurting your family members and relationships. Drinking and driving can cost you em-
ployment issues, financial issues, high insurance rates, and even time in jail. It is really simple to either not
drink at all if you’re driving, or just take an Uber. There are so many ways you can avoid drinking and driving.
The consequences can be much worse than jail time. According to the Centers for Disease Control And Pre-
vention, “every day, 29 people in the United States die in motor vehicle crashes that involve an alcohol-
impaired driver.” It’s sickening to see how many preventable deaths occur each day as a result of drinking and
driving. Our goal as a nation should be to keep each other safe, so it’s upsetting to see how many people make
the poor decision to drink and drive.
Drinking and driving can not only harm you, but you can also harm someone else. Many people make that
poor decision to drink and drive, putting at risk someone else’s life. It is very selfish of these individuals to
decide to drive under the influence. Unfortunately, it happens all too much. On Friday, July 26 of 2019, 18-
year-old Common Ground High School senior Christopher Franco was hit and killed while riding a motor
scooter on the Tomlinson Bridge in New Haven. He was riding along with a 15-year-old, who ended up in crit-
ical condition. An innocent life was taken by someone who decided to drive under the influence. Judy Gomez,
a 55-year-old woman, made the poor decision to drive under the influence. Gomez stole away an 18-year-old’s
life. Gomez was given 9 years of prison as a result. These were 9 years that could have been avoided. This
woman caused Christopher’s family a lifetime of pain, because that is what life is when you lose someone.
This woman will forever live with the guilt of taking away a life and destroying a family. In an NBC Connecti-
cut News interview, Jorge Monroy-Palacio, Christopher’s cousin, said, “She [Gomez] wasn’t able to look at
our family while we were in the courtroom. She wasn’t able to say I’m sorry." This guilt will last forever for
Gomez and will be something that will forever stay in her consciousness. It is so easy to make a better deci-
sion— a decision not to drink and drive. Don’t put yourself or another family through a lifetime of pain.
Hill Regional Career High School teacher John McFarland is also a supervisor at American Medical Response.
He has worked in the ambulance as an EMT for many years. McFarland stated that “several years ago, I had a
car accident in the area where a group of friends were drinking and driving and they were going home and
rolled their car over, leaving several of them severely hurt while one got decapitated.” This person’s head was
cut off as the result of drinking and driving.
If you are someone who drives, please be considerate and have empathy for others. Don’t drink and drive and
throw your life away for one night. You can avoid it by taking an Uber, taxi, having a sober driver, or call
someone for help. Don’t make your life a living hell for one night of “fun.”

15

Career Profile: What is it like to be a CNA?

Tatiana M. Gonzalez

Being a Certified Nursing Assis-
tant (CNA) can be difficult. There
are many challenges that CNAs
face, yet very few know or talk
about them. Some CNAs are
overworked, and healthcare facili-
ties are understaffed. CNAs pro-
vide healthcare for clients and
patients at home, hospitals, and
other facilities under the direction
of a nurse. A CNA is required to
be certified by the state, needs
training for CPR, and also needs
to adapt to fast-paced environ-
ments and communicate well with
staff. They are also required to
have a certification from a recog-
nized program.

(Photo/Public Domain) CNAs play a vital role in hospi-
tals and other facilities doing
most of the physical work for the
nurses, providing physical support for patients and residents on a daily basis, while the nurse does a lot of
computer work like recording notes and treatment plans. As a CNA, the physical work can require a lot of at-
tention to the patients and their needs. The certified nursing assistant feeds patients, bathes them, and changes
them as scheduled or as many times as needed. When feeding the patients, it's important for CNAs to make
sure that they are fed the correct foods and know their allergies.

Keeping records of the patient or resident is also important, which includes keeping track of their food intake,
liquid intake, and also of urinary and fecal output. CNAs note observations of patient behaviors, physical
symptoms, or complaints; then, they give those reports to nurses. CNAs also have to answer to patient calls
and help them the best way they can to their ability as well as to make sure to remind patients to take their
medicine and/or nutritional supplements. CNAs have another important job beyond just assisting the patient or
resident; they also assist in communicating with family members so they aren't forgotten.

There are currently over 1,595,642 certified nursing assistants employed in the United States. 82% are women
and 13.2% are men. The average age of an employed CNA is 41 years old. However, during the COVID pan-
demic, WBUR reported that one nursing staffing agency called IntelyCare reported that 30% of CNAs chose to
take unemployment over the fears and concerns of catching COVID-19 and spreading it to their families or
others.

CNAs have an interesting history. Originally, there was a program that helped people become CNAs in war-
time. According to CNAbuzz, “CNAs first started practicing during World War 1 when volunteer nurse aide
service was established for the American Red Cross. The quality of nursing homes was improved after the
Omnibus Reconciliation Act of 1987, and this created a huge demand for CNA professionals across the
states.” After the Omnibus Act (that allowed for nursing training and facilities to be improved) came out, more
and more CNAs were needed.

If you’re interested in becoming a CNA, you might wonder how much money you’ll make. Experience plays a
big part in the salary in Connecticut. The more experience you have, the more you'll be earning. Being a CNA
is an important job like any other healthcare worker; however, CNAs are being underpaid knowing all of the
hard work they have done to keep the patients alive and caring about their well-being.

16

According to nursegroups.com, CNAs who live and work in Connecticut get some of the highest pay in the
country, with the average salary range for a CNA who works in Connecticut being “around $24,000 to around
$31,000 a year.” Still, that is not much money to live on. Not everyone is satisfied with the wages given with
all the work that's being done.
Additionally, supplies for CNAs are often lacking. Many CNAs are barely getting what they need to help the
residents or patients. One CNA and New Haven resident, Eneida Gonzalez, stated that she is frustrated about
being low on supplies knowing that the healthcare company can provide more. “When the linen is not com-
plete, it's a bit frustrating. You’re forced to do it with less,” said Gonzalez. It's unfortunate to have to work
with less of what's needed. “For example, if you have to give a shower and there's only three towels, you might
have to use one and a bath blanket or even a sheet to dry the patient,” said Gonzalez. With fewer materials to
work with, Gonzalez has to worry throughout the day if it's ever going to be enough for her to help and to be
able to get the patient or resident what they need. Ada Rivera, a former CNA and also a New Haven resident,
says, “El lugar de trabajo debe tener recursos para ayudar a los trabajadores, para que ellos puedan seguir
ayudando a los que lo necesitan.” In English, Rivera is saying, “The workplace should have resources to help
the workers, so they can continue helping those who need it.” CNAs like Gonzalez and Rivera do their best
with what they have, but need more materials to do their jobs.
As rewarding as it can be, working as a healthcare worker has become more challenging day after day. Gonza-
lez states that in her job, they are also short on staff. “The most difficult thing is to work short-staffed, because
there are things that you have to make sure is safe for the residents,” said Gonzalez. Working short-staffed can
worry the CNAs because there has to be someone communicating with them and also watching the rest of the
residents. If not, residents can be injured by getting out of the wheelchair, walking out of the unit, or doing
something that could lead to them hurting themselves. “You have to have good communication with your
charge nurse so if you go change someone or give them care, there has to be someone at the front desk because
you have elopers and fall risk patients, so you have to be able to cover all areas to be able to do a good job and
to do good teamwork,” said Gonzalez. In reality, being short-staffed can be dangerous for the mental health of
CNAs; because it's giving one person all tasks instead of sharing them, it can stress someone out. Additionally,
it leads to the possibility of a CNA not being able to do their best work. In addition to having appropriate staff-
ing, all CNAs should work together to encourage that coming to work can be helpful to those who have no
choice but to work. Supporting one another can make a CNA’s day. With all of their hard work taking care of
those who can't care for themselves anymore, they deserve that appreciation for being there for the residents or
patients, for being a hero.
CNAs have skills to take care of someone’s family member who can no longer function without guidance. It
can be a lot of labor and emotion; however, the outcome is that those families will feel relieved and appreciate
that CNAs have the patience and skills to help their family members. New CNAs have a lot to learn about how
much hard work, patience, and love for helping others goes into being a healthcare worker. Rivera shares some
advice to those who are planning to study nursing. “No todo el mundo puede hacer este trabajo. Hay que tener
amor y compasión. No lo hagas por el dinero que vas a recibir. Si importa cuánto te van a pagar, pero hay que
trabajar en lo que te gusta hacer y nacisteis para eso, no solo por dinero, pues te frustraras y no harás un buen
trabajo. Estudia y trabaja en lo que te gusta hacer.” In English, Rivera says, “Not everyone can do this job.
You have to have love and compassion. Do not do it for the money you are going to receive. It does matter
how much they are going to pay you, but you have to work at what you like to do and you were born for that,
not only for money, because you will get frustrated and you will not do a good job. Study and work on what
you like to do.”
It’s important to appreciate the work that CNAs do. Think of the families waiting for a loved one who works at
a healthcare facility to return home after a long shift. Those workers are doing it for you so they can provide
for you. And to all future CNAs: don’t give up, have faith in yourself and in what you want to do, keep your
head up high, and only keep around those who encourage you to do more and more each day.

17

Demand Increases for Healthcare Workers:
Where’d They Go?

Kayla Smith
Less than halfway through the new year, America is experiencing a shortage of healthcare profession-
als. Healthcare professionals are responsible for keeping America’s healthcare system running. For
New Haven, this shortage began after the rapid spread of COVID in 2020. For some of those front-
line workers who suffered through the pandemic, they have called it quits for a variety of reasons.
This widespread shortage of healthcare workers is not just occurring in hospitals; it is also happening
in nursing schools, but not in the way you might expect. There has been a huge increase of nursing
applications at universities; however, it’s an increase that universities cannot keep up with. These uni-
versities can not meet the demands of the potential nursing students since there is a shortage of educa-
tors willing to teach the students. Unfortunately, with the shortage of educators able to teach these stu-
dents, many nursing applicants have been turned away.
Many current nurses in the healthcare industry are burnt out due to the situations that they’ve worked
under due to COVID. Having to work long hours, risk their own health and safety, and witness pa-
tients in critical condition has created a lot of emotional, physical, and mental stress for these
healthcare professionals. The pandemic's impact may have been responsible for early retirement of
many nurses. Those working the frontlines at the time of the pandemic have risked their safety and
sacrificed a lot to help fight against this highly contagious virus, a risk and sacrifice that some are no
longer willing to take.
With Yale-New Haven Health currently expecting a shortage of 700-900 nurses and other staff mem-
bers, there have been many suggestions on how to fill back in this gap. “The gaps need to be filled
with qualified healthcare workers… The only possible solution I can think of is to qualify entry-level
healthcare professionals in high school,” said Rosalba Addario, Career’s allied health sciences teach-
er. Yale-New Haven Hospital announced a recent partnership with Southern Connecticut State Uni-
versity, Fairfield University, Quinnipiac University, and Gateway Community College to try to in-
crease the number of nursing students being not only enrolled in their nursing programs, but also em-
ployed later on. This partnership promises to enroll a minimum of 557 additional nurses over the next
4 years, in addition to those already enrolled.
Despite the hardships of the pandemic, there are many opportunities available to students looking for
careers in healthcare. Considering the shortage of nurses and the many job opportunities available at
Yale-New Haven Hospital, Addario says that “it is a great time to be a student pursuing an Allied Health
Profession… There are so many options to choose from, and you can be assured you will find work upon grad-
uation!”
At Career, Addario teaches Health Career Pathways II, a dual-enrollment college and career preparedness pro-
gram in which students who pass with a C or better are allowed to continue on in the program and register for
a MedCA Medical Assisting Certification board exam. With the future CMAs graduating during the nursing
shortage, Addario agrees that those certified will be able to segue easily into the healthcare industry at that
time. They will be prepared, “especially the students who have worked diligently all year to understand
coursework and apply hands-on skills,” says Addario. “I would recommend those students as job applicants.”
When working in the healthcare industry, you can easily become burnt out and find your profession
stressful if you’re not prepared for the workload. To help students wanting to work in the healthcare
field prepare for what awaits them in a post-COVID world, Addario advises them to “follow infection
control measures, maintain empathy for others, and always listen to your patients.”

18

For Students, Pandemic Brings Changes

Keionna Wallace

Throughout the pandemic, many students have
noticed a change in themselves. While some stu-
dents noticed they have changed for the better,
learning to take care of themselves and become
more independent, others noticed a negative
change. Teachers have also noticed changes that
students stated they are experiencing and teachers
were able to give resources to help students
through their changes.

Career math teacher Bill Frank said that he’s no-
ticed other teachers saying that since the pandem-
ic, students seem to be less focused and have less
motivation. Frank says that according to what he
hears from other teachers, “Students have
changed and become unfocused. It’s not
something that I’ve witnessed, but something
that I hear… Behavior issues are a little wide-
spread with the freshmen, but overall, just a
little less focus on school work.” Frank be- Photo/Let the People Speak, Creative Commons License

lieves that students are experiencing these changes because they were out of school for too long, stat-
ing, “I think students experienced this change because of the people who kept us out of school
for years, which was a mistake.” However, Frank also believes that students can get help to get back
on track. “I think there's a lot of resources available for our students through our social work staff and
nursing staff, and [for] any kinds of mental health issues there are more resources for the students to
access.” Students can get help from social workers Maria Silva in the clinic or Diana Westefeld in the
third floor conference room.

11th grade student Brendan Davis feels that he has changed in many ways during the pandemic. “I
think during the pandemic I changed a lot, but not for the better,” said Davis. “I got a lot of demotiva-
tion during the pandemic.” Davis also added that since the pandemic, it's been harder for him to con-
centrate on school work and stay focused. Davis explained that this has resulted in challenges. Davis
stated, “Some obstacles that I've encountered with this change was just being in my room all day and
just procrastinating a lot.” Because of his procrastination, Davis isn't able to get any work done be-
cause he gets stressed and overwhelmed. However, Davis has found techniques to help him find solu-
tions to this habit. “I tried to meditate to help me get calm so I can focus and do my work,” said Da-
vis. In addition, Davis doesn’t feel that he’s alone in these challenges; he has noticed the same chang-
es in some of his friends during the pandemic as well.

Career principal Shawn True explained that since the pandemic, he’s noticed that students have more
challenges, difficulties, and responsibilities placed on them, causing it to be harder for them to learn
and grow. “I think since the pandemic, more students have more stressors on them. They are dealing
with real serious issues, real life problems. Not that they didn't appear before the pandemic, but I
think the pandemic and results of the pandemic is certainly the reason” for an increase in those is-
sues.

Some stress and some issues in high school are to be expected, but if your stressors are stretching on
for many weeks, or if you feel like you don’t have a solution to issues in your life, reach out to a trust-
ed adult or make an appointment with Ms. Silva or Ms. Westefeld.

19

What Makes a Good Teacher?

Bianca Menelas
Most young people in the US attend at least 12 years of school. During that time, students will run into teach-
ers who operate their classrooms differently. So what qualities actually make a good teacher? According to
Southern New Hampshire University, good teachers have skills in communication, listening, collaboration,
adaptability, empathy, and patience. Each of those qualities has a purpose; for example, the way a teacher
speaks to a student has a huge impact on whether they want to or make an effort to learn in that class. A teach-
er has to be able to figure out what works best for students and the way they learn.
Teachers play a very important role in a student’s life and the way they learn and view school. The way a
teacher speaks and teaches a class has a lot of influence over whether a student learns, whether they retain in-
formation, and how they feel about learning. A good teacher should be able to adapt their lessons to teach in a
way that pulls students' attention, because not all students are able to learn through the same methods.
A teacher should be a good communicator and listener beyond test scores and academics. A student has to be
able to feel safe when telling a teacher something; students want to feel understood. Junior Ro’jae Sims stated
that “a good teacher is able to understand that some students have other things going on outside the classroom
and are able to give them a break during class time.” Junior Summer Lennon stated that a good teacher should
“care about me, my well-being, and my mental health, not just my schoolwork.”
When these essentials aren’t met, there are consequences. According to The Edvocate, a teacher who doesn’t
engage with their students or teach them well makes the job more difficult for next year’s teachers by creating
learning gaps. The next teacher now has to assess what the student missed before trying to teach around what
the students understand. Lennon stated that “a bad teacher is a teacher that is not understandable and hard to
communicate with.” Thinking all students learn the same is like saying everyone is the same, which is far from
the truth. Students learn in different ways, so it's important to have teachers who can be flexible and adaptable.

What I Wish I Knew Before High School

Maria Rodriguez Garza
According to the Yale Center for Emotional Intelligence and the Yale Child Study Center, researchers found
that nearly 75% of surveyed students’ self-reported feelings related to school were negative. Students mainly
used words like “tired, stressed, and bored” when describing how they tend to feel in high school. High school
is expressed positively and negatively from students at Career High School.
Career High School senior Nayeliz Feliciano stated, “Before entering high school, I expected it was going to
be difficult academically.” Feliciano’s expectations before entering high school were that socially, it
“would’ve been difficult to make friends especially for a person like me who is very reserved. It was difficult
to speak to people but in reality, I did find people who I was comfortable to talk to.” Academically, Feliciano
found high school “easy… only certain classes were difficult. But it’s all about putting in your part and doing
everything on time, and always look for help as well to make things easier,” Feliciano explained.
Though there are many activities available in high school, academics are the priority. In terms of academics,
Feliciano stated, “Definitely do your work on time, do not fall behind and if it happens look for help as soon as
possible. There’s nothing wrong with asking for help, many teachers will help you along with other resources
around the school. I also recommend to definitely choose your classes wisely. Make sure to get started on your
community service as soon as possible, either during your freshman year or sophomore year, so you won’t be
driving yourself crazy by your senior year. There are many things that have to be prioritized as a freshman.”
However, social growth is important, too. Feliciano stated, “I recommend speaking to people however watch
who you associate yourself with. Remember you go to school for yourself, never follow your peers around if
they are bad influences, always lead yourself and put your education first! If you need anything from a teacher
or school administrator, speak up! Communicate as much as you can.”

20

CBD For Pets Brings Benefits

Trinity Higgins

Many people know of CBD as a substance that can bring pain relief without the high of THC. Cannabidiol is a
phytocannabinoid discovered in 1940. It is one of the 114 identified cannabinoids in the cannabis plants, along
with tetrahydrocannabinol, and accounts for up to 40% of the plant extract. CBD contains less than 0.3%
THC— the compound that causes the high. THC is toxic for cats and dogs, even in small amounts. It was re-
ported by the ASPCA Animal Poison Control Center, that there was a 765% increase in calls regarding ani-
mals ingesting marijuana from 2018 to 2019.

In 2020, it was reported that pet owners spent $99 million on their pets, a magnification of 12 times over 2019
as more people worked from home during the pandemic. The market for CBD products aimed at companion
animals grew tremendously from $32million to $400 million in 2019. In 2020, sales rose during the pandemic
by $426 million and were expected to jump to $629 million in 2021. The industry was estimated at $400 mil-
lion in 2019, and could possibly jump to $1.7 billion by 2023.

11% of dog owners and 8% of pet owners gave CBD to their pets in 2019 in the form of treats, tinctures
(concentrated liquid herbal extracts), under the tongue, and salves or creams applied topically. The main rea-
son for giving CBD to animals is to help treat conditions such as anxiety, pain, and seizures. 79% of veterinari-
ans with clinical experience using cannabis products agree that CBD was either fairly or very helpful. 80% of
vets claimed there were no adverse effects aside from sedation. On his website, animalkindvet.com, Dr. Jeffrey
Judkins wrote, “Recently I was able to significantly reduce the amount of a narcotic pain drug a dog was be-
ing given (with adverse side effects) by substituting a cannabis product.”

At Cornell University, researchers performed a double-blind cross-over trial on dogs with osteoarthritis
(progressively worsening inflammation of joints caused by deterioration of cartilage) and found “a significant
decrease in pain and increase in activity” when the dogs were given CBD oil. Even laboratory animals given
CBD have shown improvements in cardiovascular health, respiratory system, cancers, and pain treatment.

Positive experiences are reflected in the growing market for CBD pet products. The industry was estimated at
$400 million in 2019 and could jump to $1.7 billion by 2023. The increasing demand and use of CBD for ani-
mals means that its usage will likely continue to increase.

Career Seniors Pursue Postsecondary Goals

Idres Nasruddin

As we approach the end of the year, many seniors are thinking about what they want to do after high school.
Some students want to go to college, some to the workforce, and others to the military. The paths depend on
the person. Some people are good at different fields and want to pursue the subject in college. Others want to
learn more about being an entrepreneur. Others are confused about what they want to do. No matter what path
seniors choose, they will make their own way; still, choosing what to do after high school is a huge decision.

Some students at Career High School are choosing to join the military. Seniors Ruben Jimenez and Javier No-
voa are both interested in the armed forces. Novoa stated, “I will either join the Air Force or go college. I
haven’t decided on which one I want to do, but it will most likely be the Air Force.” Novoa stated, “I am opti-
mistic about graduating high school, becoming a pilot, making money, and starting a family.”

Though Novoa and Jiminez are optimistic, the military is a challenging path. 25% of high school graduates
who try to join the military don't get enlisted because they are not fit enough. 75% of people aged 17-24 don’t
even qualify for the military test because they are unfit. Jimenez stated, “I think [joining the military] is going
to be a life-changing decision. I want to serve my country, and defend it from anyone who dares to threaten us.
I will also be able to make some money while being in the army, which I could use for great things.”

Other students at Career High School are going into trade schools. 41% of Americans aged 18-24 want to pur-
sue trade school sometime in the future. Trade schools are schools that teach some sort of technical skills, such
as mechanics or electrical work.
21

One Career senior will be attending an electrical trade school. The student stated, “I have a bunch of friends
who are in electrical school. It is also a very promising career with many jobs to offer in the future. I am opti-
mistic about my future career because I will finally be doing something I love, and get paid for it.” The stu-
dent also has some advice for underclassmen. He stated, “You don’t have to go to college if you don’t plan on
doing it. There are many different opportunities that you can put your hands on without going to college— for
example, trade schools, real estate, trucking, etc. But make sure that you don’t get lost in your senior year,
choose what you want to do after college now. Now is the best time to make plans for your future.”
About 66% of high school graduates attend college immediately after their graduation. This is true for Career
as well, where a majority of seniors plan on attending college. Career senior Jim Lopez stated, “I want to go to
college. I haven’t decided yet, but I will be going with UNH or Albertus Magnus. I want to pursue a career in
sports management, because I really love sports, and want to be involved with them for the rest of my life.”
60% of women and 40% of men attend college. Men are more likely to go to trade schools or the workforce.
This is also true at Career. At the time of this printing, no senior women plan to join the military, and a few are
going to trade schools. However, many male seniors are going to trade school, and some to the military.
There are many different careers to choose from, but we should always choose a career that we will be happy
with. As Steve Jobs said, “Your work is going to fill a large part of your life, and the only way to be truly satis-
fied is to do what you believe is great work. And the only way to do great work is to love what you do.”

Opinion: Career Needs More ESL Teachers

Jesmarie Colón Perez
Needless to say, learning a new language is difficult. Now, imagine being thrown into a school where there is
not enough help for students who have to learn English while still keeping up with their academic subjects in a
new language. Unfortunately, this happens in schools across the country, including at Career High School.
As we get older, we start losing the ability to easily learn a new language. According to Scientific America,
researchers developed models that predict how long it takes to become fluent in a language as well as the best
age to start learning. These researchers concluded that the ability to start a new language is strongest until the
age of 18, but that it's best to start learning before the age of 10.
Unfortunately, most people don’t get to pick when they start learning a new language. In many cases, students
simply have to move to America with their parents without knowing any English. Parents count on the school
their child or teen attends to help with their English learning experience. However, Face the Facts at George
Washington University says that less than 1% of public school teachers are English as a Second Language
(ESL) instructors, and that there is only 1 ESL instructor per every 150 students. The standard classroom ratio
across America is one teacher for every 15 students. This makes it difficult for these teachers to be able to con-
centrate on giving the individual help and time that each student needs.
Isabel Senes teaches multilingual students at Career. Senes knows what it is like to face these problems. “I
started here in 2017-2018,” says Senes. “At that time, we had about 42 English learners, and now we have 80.
So the load has doubled in about 5 years, but the number of staff has not increased.” Senes does her absolute
best at Career High School; however, she can only do so much as the only teacher for about 80 students. The
lack of staff “makes me feel like I’m never doing things the best that I want to,” says Senes. Like Senes, many
other teachers across the US face these challenges with appropriate staffing for their schools. The shortage of
staffing not only affects teachers, but also affects students’ development in learning a new language.
With not enough staff, students don’t get the individual time necessary for them to learn and develop English
skills quickly. Junior and student of Isabel Senes Astou Diallo speaks two other languages (Wolof and French)
at home. Diallo has been learning English at Career and, like many others, wishes things were different. “Even
though we have class with Ms. Senes and she helps us a lot, I think having more teachers would help,” says
Diallo. Diallo is just 1 out of just about 80 multilingual students at Career who knows what it is like to try and
learn with just one teacher. “Having more teachers will help the students learn quicker,” says Diallo.

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Not having enough ESL teachers is not an issue that only happens at Career, but it is definitely an issue that
New Haven Public Schools should address. In the meantime, students resort to other methods of learning a lan-
guage faster. “I recommend for students to read a lot of books in English,” suggested Diallo. This is something
that has been helping her in the time she’s been learning. There are also websites that can help with English
learning. However, those solutions do not replace the support that a certified teacher can provide.

Opinion: Car Clubs Bring People Together

Angel Santos
The new addition of enrichment and more clubs at Career have positively impacted students and their wellbe-
ing. Not only do enrichment days give students more time to catch up on school work, keeping them less
stressed and improving their performance in school, but they also give them the opportunity to connect and
bond with peers with similar interests through the many newer club options available.
Having clubs in high school for your interests can be beneficial for students. Not only do clubs give you the
opportunity to interact with peers who share the same interests, but they also give the opportunity to form life-
long interests, passions or even friendships. For some, clubs can be seen as a break from school and help im-
prove mental health by having a safe place to talk about their hobbies. Clubs can also help form socializing
skills needed for life after high school.
Since the new addition of clubs at Career, there have not not been any car clubs. This is odd because cars are
among one of the biggest hobbies in the world. Additionally, many people at Career are interested in cars or
would like to learn more.
Being a car enthusiast can mean many different things since cars can be a subjective hobby; everyone has their
own unique tastes and interests. While some people may be interested in classic cars, others may be interested
in stance cars, VIP cars, trucks, and even muscle cars.
To some, cars are more of a passion than a hobby, which can lead to job positions and even lifelong careers. In
fact, some high schools offer automotive programs for students to turn their passion into a career. An example
of a high school that offers a similar program is Eli Whitney Technical High School, which offers the CTECS
automotive technology program. According to the Eli Whitney Technical High School page, students in this
program are given “instruction in and demonstrate skills and knowledge in most aspects of the automotive and
mechanical repair field.” Students in this program are also given the opportunity for work based learning
where they may be hired for companies to work in dealerships, repair shops, or as parts suppliers.
Some local universities, such as Quinnipiac University, host car club shows regularly where many car enthusi-
asts are given the opportunity to band up and showcase their interest in automotive. In these shows you are
given the opportunity to either spectate or participate in the show. These shows often save for charities or
fundraisers. The fourth annual Spring Car Show was a car show hosted by The Quinnipiac Car Club on Sun-
day March 27th. This show was a major success and brought hundreds of enthusiasts together in a safe place
where they could show off their hobbies and projects. The event had many fun activities like car limbo, and
even had judges for trophies. Some of the proceeds raised also went towards the National Breast Cancer Foun-
dation.
Joshuwa Papalotzi Sanchez, a senior at Career and automotive enthusiast, greatly approves of having a car
club at Career. Sanchez has always been interested in cars, and works at an auto shop. He believes that a car
club would be a great way of creating a place where students can bond and express their interests. To Sanchez,
having a place to talk about his hobby is important because it gives him the opportunity to learn from others'
experiences.
High schools would be positively impacted from having car clubs. Having a club which suits your interests can
lead into passions, careers, and new friendships. Car enthusiasts can sometimes gather up together in order to
raise money for charities or fundraisers through the use of car shows. A car club would create a safe haven for
students who see cars as a hobby or even students who are interested in learning more about cars.

23

Opinion: High-Kill Shelters Unethical,
Unnecessary
Reynid Rios
What do you think happens to animals who don’t get adopted
from animal shelters? What happens when a shelter has no more
space? In many cases, the shelter puts these animals to sleep— not
because they’re sick or hurt, but because they have no more
room.

According to The Mosby Foundation, only 1 in 10 dogs find a
permanent home. Millions of animals are killed due to lack of
space in shelters. According to the American Society for the Pre-
vention of Cruelty to Animals, “Each year, approximately 2.7 mil-
lion dogs and cats are killed because shelters are too full and there
aren’t enough adoptive homes.” It’s a waste of life to see a pet put
down simply because there’s not enough space to house them.

Junior Sarah Murray’s dog Coolio was res- One potential solution to decreasing the number of animals killed
cued from a shelter in Arkansas. (Photo/ is to simplify the adoption process for future pet owners. Hill-
Sarah Murray) house sophomore Madison Spencer said, “I do and don’t think
adoption should be a hard process. I do because there are people
who would get them [animals] and then neglect and abuse them.
On the other hand, it shouldn’t be hard because most are in des-
perate need of a home and there are caring people out there who
would love them and care for them.”

Junior Elizabeth Castro, who attends Delaware Valley High School in Pennsylvania, believes that it
should be easier and cheaper to adopt animals, saying, “I think that animal adoption should be a sim-
ple process because saving a little life shouldn’t have to cost anything.” Research shows that there are
over 18 animal shelters in Castro’s area in Pennsylvania.

Castro also said, “It’s frustrating that animals’ lives are being traded around for cash” by breeders and
pet stores. To decrease the number of animals that are killed in shelters, it would be better to adopt an
animal rather than selling them for money.

At the end of the day, animals have lives and emotions the same way humans do and should be treated
the way we are. Imagine the hardship of a person forced to live in a shelter. What people are forced to
do when there is no more space in a shelter is to sleep in their car or to go back outside. Animals just
get killed when there is no space in shelters as if they have no meaning in life the way people do. It
isn’t fair to them.

All animals deserve to be treated the right way. The way that they are being neglected, abandoned,
and killed is extremely uncalled for. They are living things with the same emotions we have, just built
differently. They deserve homes and shelter the way humans do. They deserve to live normal lives.

There are plenty of animal shelters in Connecticut such as the New Haven Animal Shelter, Greater
New Haven Cat Project, West Haven Animal Shelter, East Haven Animal Shelter, Halfway Home
Rescue, Animal Haven, and North Haven Animal Control. Everywhere in Connecticut, there are plen-
ty of animal shelters. There should be more than enough space for these animals to be in those shelters
rather than them getting killed due to the “lack of space.” Better yet, this means that there are plenty
of available animals all over Connecticut ready to be adopted.

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