NEWS
4A THE UNIVERSITY DAILY KANSAN
MONDAY, JANUARY 23, 2006
Blowout
CONTINUED FROM PAGE 1A
The Jayhawks shot 72.4 percent from the field in the first half, which gave Kansas a 51-30 lead at half.
The outside shooting counteracted a zone defense Nebraska displayed early in the game.
Anthony Mattingly/KANSAN
Kansas, which couldn't break through Kansas State's defensive zone last week, penetrated the Nebraska zone and passed the ball to the perimeter for open shots. The Jayhawks were stellar from beyond the arc, going 11-of-18.
"As long as everybody is ready and prepared to come in and do what they are supposed to do, know their role. I think we can have a lot of nights like this," senior guard Hawkins said.
Rush said he had felt that anything he or his teammates shot would go in during the first half.
While the margin of victory was huge for the Jayhawks, Self said the team had not played as well as the score indicated.
"We just kept throwing it back up, and everything was dropping." Rush said.
The Kansas City, Mo., native had 17 points and went 3-of-4 from three-point range.
"I got the feeling that it was one of those, 'no, no, no, no, good shot,' days because we shot a lot of long threes early." Self said. "We didn't play as well as we shot it but we shot the ball great."
After back-to-back losses, the Jayhawks desperately needed a victory to get their season back on track for what the team hopes will be an eventual NCAA Tournament run.
Robinson provided defensive pressure, which sparked the Jayhawks in the first half.
"This is a big confidence builder and now we just have to continue to focus in," Hawkins said.
"So far it has been the most complete game," Robinson said.
He had clutch steals that led to easy baskets in transition. Kansas scored 37 points off of turnovers and got 55 points from the bench.
A group of Jayhawk fans check out an exhibit at the opening of the Booth Family Hall of Athletics before saturday's game against Nebraska. This new addition of Allen Fieldhouse contains decades of KU history.
The majority of the bench points came from three players: Hawkins, sophomore forward Darnell Jackson and freshman forward Julian Wright.
Those three players combined for 42 points. Wright displayed highlight-reel ability with three dunks in the game.
Jackson and Wright made up for a struggling front court. Starting sophomore center Sasha Kaun couldn't grab rebounds, which led Self to insert Wright and Jackson into the lineup.
Kaun and senior Christian Moody had just one defensive rebound at halftime and that prompted Self to make the change.
Basketball Notes:
Sophomore center CJ Giles played just five minutes and Self said if the game had been closer, Giles would not have played.
Self said that Giles had played little because he had missed class on Friday.
Former Kansas basketball player Walt Wesley was there Saturday. Wesley played from 1964-66 and has his jersey hanging from the rafters of Allen Fieldhouse.
Freshman guard Micah Downs was ill and didn't play. Self said that Downs would have seen more significant play time in that game if he hadn't been sick,
- Edited by Hayley Travis
Hall
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Cameras snapped and heads twisted as each fan tried to absorb the Hall. Many fans said there were too many items to view in a short amount of time. That didn't stop them from trying, though.
"It's almost overpowering. You really see the power and tradition of Kansas athletics," said Matt Kelley, Lenexa junior.
Some left with chills, more with smiles, all with another KU story to tell friends and family following the 96-54 bludgeoning of Nebraska. Kansas fans exited the Hall, walking past Phog Allen one more time. Upon their return, they will fix their gaze on the giant figure, requesting permission to enter the doors of tradition and history.
"I don't know how they work so many hours per week," said Ann Hartley, Associate Director of the University Career Center. "The hard thing about it is that you miss the advantages involved with school while you're here."
Working
CONTINUED FROM PAGE 1A
Hartley said the University employed around 4,500 students, but didn't know exactly how many University students have off-campus jobs. Undergraduate students held the largest portion of on-campus jobs with 2,500. Graduate teaching assistants and graduate research assistants comprised the rest.
- Edited by Janiece Gatson
"There's certainly a real convenience to working on-campus," Hartley said. "It probably helps with retention rates, too. You would be less likely to drop out of school."
Brian Lewis, a Hutchinson sophomore currently studying sports management who works as a facility assistant at the Student Recreation and Fitness Center, acknowledged the benefits of working on campus.
He said he had increased his work schedule from 10 to 15 hours per week this semester because he planned to study abroad in the future and knew he should start saving.
"Earning your own money — there's something to be said about that," Lewis said. "I don't like asking for money, even though I do it. I wish everyone had to earn their own money."
Not all students feel that way. Colin Kastrup, St. Louis sophomore, said not working helped him concentrate on his coursework.
"I feel sorry for them," he said of students who work. "I wish they had the opportunity to not work. I definitely feel guilty."
Kastrup, double-majoring in film and Spanish, receives money from his parents. His parents wouldn't allow him to work during his freshman year, and although they allow it now, he said they want him to keep his priorities in line.
They just think school is more
important right now," Kastrup said.
Kastrup had a job in high school and works as a restaurant cook when he heads to St. Louis over winter and summer breaks. At school, however, Kastrup deals with an excess amount of time on his hands.
Hartley hinted at this working versus not working dilemma. She emphasized the importance of being involved with school functions, such as games and organizations and having the time to take internships geared toward their future careers.In order to have that time, students have very little free time remaining to earn money for expenses.
Herein lies the problem: if students are working they don't have time for school, but if they only focus on school, too much free time may accumulate.
Boswell said the lessons learned from balancing being a student and working, including time and money management, would help her forever.
Although most jobs are not ones that students will likely pursue for their careers, Hartley thinks the experience is still beneficial.
Learning time and money management may prove someday to be as necessary as the classes students enroll in, but for now it's the struggle between those that work and those that don't get the attention.
- Edited by Janiece Gatson
Jessie Boswell, Buhler sophomore, sees both sides of the fence. The psychology major works two jobs, one on-campus and one off, totaling 20 to 25 hours per week. She spends 8 to 10 hours per week as a desk assistant in the math department at Snow Hall. For the remaining hours, Boswell works as a sales associate at Maurice's on Massachusetts Street.
"If you weren't involved with any activities and you didn't work, your employers in the future will wonder, 'Well, what were you doing?" Hartley said.
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