Drama students prepare for showcase and festival
Expensive shoes pay off for sports
See A&E, page 9
See Sports, page 10 TELLING THE TRUTH SINCE 1916
March 15, 2012
The Hatchet Washington High School
38442 Fremont Blvd.
Fremont, CA 94536
www.whshatchet.com
Vol. 93 Issue 7
CAHSEE attendance rates increase from previous years Zoe Hu Anirudh Pamula
Staff Reporters
The ongoing problem with students not showing up to take the California High School Exit Exam has been tackled. The attendace rate for Washington, which has been low in the past has finally increased to 98%. In order to encourage attendance rates.state law requires that at least 95% of students in all large subgroups partake in the test. If this goal of 95% is not reached, 200 points will be taken off the school’s API score. “I think the problem is the amount of time and concentration it takes, not the difficulty of the
test itself,” Vice Principal Vinh Lam said. The minimum 95% is usually reached, but each year, about 30 students don’t show up. of the students who attend there is usually a 90% pass rate. Every year in March, the sophomore class is required to take the CAHSEE to ensure they will graduate from high school. The CAHSEE is made up of one math and one English test. If a student does not pass the first time, they are given two more chances in their junior year and five chances in their senior year. In the past nine years, an average of 24% of 10th grade students did not pass the English portion and 28% did not pass the math portion. There is also the option of
taking the California High School Proficiency Exam for students who do not pass the CAHSEE. By passing the CHSPE, the student may leave high school early and move on to community college or to simply live out their life. If by senior year the student does not pass the test, at 18, he or she may take the General Education Development Test (GED), attend adult classes to earn a diploma, or just move on to community college “This year we had a 98% attendance rate which is higher than previous years, and we expect to see a 90% pass rate ” Lam said. This year, there was an awareness campaign by the student body to increase attendance rates for the CAHSEE which was successful.
Photo by Maleka Mau Sophmore Mary Finnigan, took the math portion of the CAHSEE on March 14th. The CAHSEE is given every March.
Environmental club dusts off the school’s garden
Model UN club represents Syria in conference
Anirudh Pamula Staff Reporter
Photo by Ruby Miu Sophomore Hamza Muhammad and senior Amelia Chu clean up the school’s garden. The Environmental Club has been cleaning up the garden weekly since the beginning of February. The club gives community service hours to those who help.
WHS’s Model UN club attended the 58th Berkeley Model UN Conference. The Conference took place March 9-11 at the UC Berkeley campus. The conference is one of several where high school clubs meet and participate in a mock United Nations session. WHS’s Model UN Club represented a democratic Syria. “We had to choose months in advance and a lot of the interesting countries were already taken, so we kind of lucked out that Syria became interesting all of a sudden,” Model UN Public Relations Officer senior Christina Ge said. The Berkeley conference was split up over three days and had four different sessions. Over 75 undergraduates organized the event and 1500 high school students participated. Similar to the official United Nations, the conference has different members in different committees modeled after real UN committees. Model UN President senior Janesh Gupta and Officer senior Gaurav Desai were members of the disarmament committee. Desai and Gupta had to discuss with other delegates about the course of action the conference would take to limit Iran’s access to a weapons grade nuclear program. “It was really fun ... and there were a lot of interesting people there and the whole thing was very professional,” Ge said.
News
PAGE 2 The Hatchet March 15, 2012
Lack of attendance plagues CSF tutoring Staff Reporter
Washington’s CSF tutoring efforts encountered the same problems that have hindered programs in the past. CSF began offering weekly tutoring at the start of second quarter. The move for tutoring suffered initially in the amount of people attending. “We made it mandatory for club members to sign up for tutoring sessions but we had limited advertising,” CSF Vice President senior Sameed Siddiqui said. CSF’s tutoring programs also suffered from a maldistribution of
tutors to students who needed help. The program started off on Nov. 6 with more than 30 tutors working on Math, Science and English. The service was available to anyone who needed help, especially students who were not in CSF. However, few people showed up. Tutors who volunteered to work had weekly shifts until Jan. 11. “We started tutoring because we wanted to reach out to other non CSF students and provide a service as it is in our club motto,” Siddiqui said. The problems associated with student tutoring at Washington are not new. In previous years, the Math department has also faced a lack
of turnout during its weekly math a moderate success by link crew tutoring sessions. Tutors would leaders. The Link Crew program often outnumber the amount of was launched after there were 525 students actually looking for help. students deemed not proficient in Algebra The Math I. The Link department Crew program continues to We started tutoring because op erate d tutor every we wanted to reach out to Thursday. during Husky other non CSF students and “Next time Period. provide a service as it is in around we “We made our club motto tutoring nonwould get more Sameed Siddiqui negotiable, publicity for anyone in the program,” Algebra 1 was CSF Officer already in the program,” Link Crew senior Gary Singh said. Certain tutoring programs have advisor Elizabeth DeWitt said. The main goal behind it was worked in the past. Link Crew’s E.L.O.P. program was found to be to bring up Washington’s STAR
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Anirudh Pamula
testing scores. Since the start of the program, Washington’s API rose by 17 points. The program was not continued this year. “I think the program was a success, students who tutored enjoyed the experience of helping others and math scores also went up,” Dewitt said. Despite setbacks over publicity in the first semester, CSF plans to offer tutoring again this semester. However, CSF officers change second semester and have not confirmed the dates for tutoring sessions. Tutoring remains available to all students, with a slight focus on underclassmen who want help in academics.
New AP form introduced Anjelo Tulio A&E Editor
Photo by Alexander Rich English teachers Keith Webb and Yvonne Reynolds talk to parents of incoming freshmen about classes at Washington. The showcase attracted both parents and students alike.
Showcase shows off Wi-Fi and courses Alexander Rich Staff Reporter
WHS held its annual Showcase on Thursday March 8, where it introduced Wi-Fi to the campus. Students went to learn about classes, meet teachers, and talk to fellow students about scheduling and choosing classes. “We now can be in the center of the [gym], instead of forced to the walls,” computer operations teacher JoAnn Garbarini said. Math teacher Mark Clevenger is in charge of testing Wi-Fi around the campus, with hot-spots already available near the office, in the gym, and coming to the library.
English teacher Teri Hu expressed interest for installing Wi-Fi for the whole school. “It was slow getting started, but it seems to work,” Hu said. “I like being connected,” teacher James Briano said, “but it is really expensive. Other schools with WiFi can pay around $60,000.” Although it might not seem like a huge cost, the ports cost around $70 each, and can only serve about 30 users at a time, so the ports would have to overlap. The goal is to allow both students and teachers to access Wi-Fi anywhere on campus. Briano has already utilized the Wi-Fi at meetings near the
office, working on documents during the meeting with a laptop, saving them in an online storage site and accessing them again from his desktop computer in the classroom. Because the showcase is designed for incoming freshman parents, upperclassman teachers had less visitors to their booths. Incoming freshmen Connor Fiatal, Julia Bickel, and Stephanie Chen weighed in on the showcase experience. “There was lots of information,” Fiatal said. Bickel and Chen went but did not change their minds about their elective choice.
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March 5 to 12 marked the week of class registration for WHS students. This year featured a new form that students who are interested in signing up for Honors or Advanced Placement classes were required to sign. The two-sided white form, entitled “The BIG Picture” and “24 Hours in a Day,” gives students a look at their schedule if they decide to take an Honors or AP class. The big issue, as stated on the form, is if students have the necessary time and devotion for such classes. The form gives students estimates of the time needed to cope with each Honors or AP class, in terms of weekday homework. “24 Hours in a Day” required students to fill in their typical schedule, with various daily activities in mind. This gives students an overview of the amount of time they would end up spending and allows them to realize whether or not they would be able to handle their schedule. Every year, many students drop Honors or AP classes, making the schedule change difficult for the school, the counselors, and the students themselves, according to guidance counselor Carol Brahmst. “Its [AP form] design is to help students figure out if they have the time and energy to take an AP class. It also helps them think their schedule through and not be overwhelmed,” Brahmst said. The AP form, although
intended to help students, can still be intimidating, said AP U.S. History teacher David Stephenson. His advice is that students planning to take AP classes should be motivated, determined, and willing to work. Students should also have an interest in the class, and should take it if they are planning to take the class in college, according to AP Psychology teacher Dana Nelson. “Students usually come in with an ‘I have to get an A’ mentality. It’s not common in my class that students want to get a feel of what college has to offer,” Nelson said. There are serious consequences when students acquire low grade in an Honors or AP class. The credits needed for a course would still be lacking if a student receives a D or F grade. Summer school would not be a solution to make up credits as it doesn’t offer Honors or AP classes. The student would therefore be stuck with a low grade. Furthermore, students can only drop their Honors or AP classes in the fall or second semester. It would not be assured that they would receive the schedule they want, and they may even end up unable to drop the class for a college prep level course if it’s full already. The Honors form determines if the student registering is qualified to take the Honors class they signed up for. The Honors form looks at both the student’s current grades and at their STAR CST scores. “AP classes are fine if you can handle it. We are in no way discouraging students to take Honors or AP,” Brahmst said.
PAGE 3 The Hatchet March 15, 2012
News
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Opinions
PAGE 4 The Hatchet March 15, 2012
Does controversial content have a place in school?
Sensible Censorship
Opinions Editor Do we want someone telling us what we can watch at home? Should what we can say in public be censored? Of course not. But reasonable censorship at school makes sense. Many people complain about books being banned, movies needing parent signatures on permission slips, and the internet being blocked, not stopping to think that the school might only have the students' interests in mind when they establish this. This could be to avoid influencing the students with distractions, at least while they are at school. Movies that require permission slips because they are R-rated probably have something in them that subtly says things that are controversial. Banned books may have controversial ideas that not everyone will agree with. But if the school approves of these then it appears as though the school supports this material. When this unsuitable content receives support, it will encourage the showing of similar content in books and movies. This could cause the school to be viewed unfavorably by parents who are not very pleased to hear these ideas whose children could accept them as facts or true. If teachers show a film, book or something from the internet that is not appropriate for the class they are teaching, then it is showing that this type of content is okay to the students. Eventually students will see this as consent to keep viewing these types of things and acceptance of the theme being conveyed to the students. These things are censored because they should not be shown to audiences that are too young to fully decide off of what their ideas should be based. Kids may apply this acceptance to the world even though it might be likely the world actually
doesn't approve of these ideas. Having the teachers' and adult approval of something inappropriate makes students believe it is acceptable when it may not be. The solution is to remove this inappropriate media content whenever possible so that at least the majority does not get to the students. A balance should be found to have students be focused on what is supposed to be in the teacher's lesson plan and not get distracted by the controversial themes shown. Another point to take note of is the type of language used. Racial slurs and degrading language are inappropriate for school. On the streets, no one has the right to never be offended by what people say. But at school, students should not have to worry about being offended. The school should be an environment where the students can be comfortable and not have these distractions. If racial slurs as a joke or a regular greeting are allowed to be shown from movies or the internet in the classroom, then this will be seen as acceptable to have these terms used at school. It is true that there is no way to guarantee that no one will ever get offended or that no one will not get influenced by these themes. You can't please everyone. But, if censoring the language will cut down the number of students feeling uncomfortable or distracted, it will provide a better school environment. One that will have to be faced every day.
The Hatchet The Hatchet is a forum for student expression and discussion of ideas uncensored by school officials. The Hatchet staff seeks to ethically produce an accurate record of the news, sports, issues and people of the WHS community.
News Editors Kenneth Chang Jessica Stiles Opinions Editors Nadine Morishita Harley Litzelman Betsy Madrid Features Editors Bharathi Gandhi Kaitlyn Martinez Lydia Kung A&E Editors Teja Thota Anjelo Tulio Sports Editors Eric Chu Sylvia Liang Chloe Ng Photo Editors Daniel Tsay
Staff Reporter
Censorship makes people uncomfortable. Some people because of the content being censored, and others because of the sheer idea that things are being censored. In theory, censorship is appropriate for schools, when it prevents the misuse of school time and resources. However, its current execution has meant that students are prevented from seeing real world problems and situations, and as a result are forced into an unfortunate naiveté. Schools prepare students for the real world, a world which will not be safe, ethical, or even politically correct. In teaching students to be able to lead lives that do promote these values, it's necessary to expose students to the real aspects of the world. If a school's mission is to teach students as much as possible, and yet it actively keeps information and topics away from students, then it's not executing its job fully. On a daily basis, students will be more likely to need a sense of how to discern good from bad than knowing about blank verse, the Pythagorean theorem, or myelin sheaths. When students in U.S. History learn about our nation's past, which includes the abhorrent issue of slavery, students do not interpret this to mean that the teacher, course, or school support its practice. Students learn this as a fact, and then form their own opinions. Even in Biology courses,
Illustration by Betsy Madrid
Washington High School, 38442 Fremont Blvd., Fremont, CA 94536 www.whshatchet.com ▪ (510) 505-7300
Editor-in-Chief Noelle Fujii
Angely Guevara
Maleka Mau Business Manager Karen Arayata Staff Reporters Adrianne Manseau Alex Rich Amelia Chu Angely Guevara Anirudh Pamula Britney Sanchez Christina Chen Gerald Li Jennifer Chang Jill Huynh Josh Rozul Kelsi Ocon Kimberly Henderson Kurt Pena Kyle Floyd Mark Soltero Zoe Hu Staff Adviser David Skillings
students are taught evolution as a theory. Creationists are not told to stop believing in what they believe in, and are presented the facts about the theory of evolution. There may be parents that object to the theory of evolution itself, but they should not object to their child being told of it, especially with the way a fair teacher will present it. In the same way, teachers should teach other subject matter in the same fair way, not advocating or promoting controversial subject, but acknowledging and educating students so they can make informed decisions. As parents sign permission slips for films and other media, it demonstrates the teacher's openness about what they teach students, and encouragement for parental involvement. Inappropriate behavior is rampant in hallways, and among teenagers, it is very contagious. Not all of these these are learned exclusively through the media, and to act as if students in school are behaving appropriately so long as they are taught strictly proper things is incorrect. Students are already surrounded by negativity, and to think that its entire exclusion from the curriculum will prevent it is incorrect. Instead of telling students to not say a word simply because it's "bad," we should be telling students about the history of that word and why it's bad, so that a student's understanding of it is thorough, and thus, fair. If thorough understanding requires example, students need the exposure, to reduce its actual occurrence. Ultimately, ignoring the realities of the world is unfair to students and hinders the school's mission. At the end of their high school careers, students will live in a world where their ideas and principles will be challenged, and if they never had to face these challenges, they'll be vulnerable.
Seniors plans for life after high school
Are we still going to be young, wild and free?
Mark Soltero Staff Reporter
Life after high school is a scary thought that many students think about, and most have a plan, but things change over time. Personally, I feel that most of the senior class is ready to put up with all of our options in life and not feel pressured into a situation in which we clearly don't belong. We have had the experience of being in high school for four years, and most seniors already have other responsibilities such as part time jobs. These responsibilities we have now open our vision to see what we are capable of doing. Seniors are ready for the next level of life, we have been through our share of events and know what we have to do to accomplish our goals. We have proved to our teachers, peers, and parents that our generation can handle work and even in stressful events we show our maturity and how far we have gotten. While many people feel that college is the way to go, some individuals want to choose other paths such as a career in military, getting a job to help gain experience and learn more about how work truly is, or attend vocational
schools which teach certain skills but it's because they want to make that you are interested in. But with money first and get a head start your decision, it will be geared to on life. They'll get to see if that is your future career in a positive what they want, and if not they will manner. have money from their previous "I will be going to college, job so that attending college is possibly a nursing school and more of a possibility. But with all support myself with a part-time that we have been through our job," senior Terrence Walker said. accomplishments by the senior We all know that we will have class shows me that we are ready to more responsibilities from college take the next step to life. courses and/or a job, but we must "I am not concerned with the understand is that even if we are change because I've been through not the sharpest tool in the shed, the work experience," senior Arjan we have qualities Dhillon said. in us that make There is no us a valuable I am not concerned with doubt that we asset to any field the change because I’ve are ready and we choose to been through the work that our time go in. With any experience to shine is choice we make here, to prove Arjan Dhillon we are ready to to the adults deal with. Life their is more post high school to us then loud will no doubt be a challenge and music, crazy hair, and a texting we might even fall, struggling to addiction. We are the class of get up, but we can get back up and 2012, we are role models to all accomplish everything we have the younger generations to come, started. There will be a bumps in we show determination, and we the road that we can all get over as have everything in our grasps for long as we have the drive to. the taking. It is time for us to look Students also have such ahead to a new life, in which we are alternatives to even go straight to fully capable of taking it all in and work. Let's face it: college isn't for doing what's best for ourselves and everybody and it's not that those our peers in the path of becoming people don't feel less of themselves successful young adults.
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Betsy Madrid
Educate all the way
PAGE 5 The Hatchet March 15, 2012
Opinions
EDITORIAL
Affirmative action must protect equality The Supreme Court has decided to reconsider the constitutionality of affirmative action in college admissions. For colleges, affirmative action gives minorities higher preference of being admitted over others, allegedly promoting equal opportunity. A 2003 ruling allowed admission officers to consider race as a factor in admission decisions. Arizona, California, Michigan, Nebraska, and Washington eliminated race-based affirmative action in college admissions in past ballot initiatives. A white applicant to the University of Texas revived the issue when she filed for an appeal declaring that the college rejected her due to her race. Justice Anthony Kennedy said schools should focus on race-neutral steps to achieve diversity. This would mean using affirmative action programs based on socioeconomic status rather than race. If colleges elevated consideration of socioeconomic status over race, the basic correlation between race and socioeconomic status will still enable colleges to achieve the diversity that they desire. Using socioeconomic status to determine admissions could
pose some problems. Some colleges participate in needblind admission policies. Need-blind admissions would require colleges to not consider an applicant’s financial situation when deciding admissions. This is a requirement for institutions who participate in an anti-trust exemption granted by Congress which remains in effect until 2015. Many public schools are need-blind. Although colleges are upholding need-blind policies, if they were to dismiss it, they would not be giving students who come from poorer economic backgrounds opportunities that they normally would not have. There is a legitimate argument that affirmative action programs based on socioeconomic status will still consider an applicant’s race; class and race often do overlap in our society. But by using socioeconomic status to review an applicant’s admission, colleges can still embrace student diversity. However, the basis of this diversity will be a matter of experience and background. These are factors that we can acknowledge as important to character without compromising racial equality.
Teaching is much more than an occupation Students deserve more than uncommitted instruction Staff Reporter In the current economic climate, it is important to do whatever you need to do to get by. Jobs are tough to come by, so people are much more likely to find themselves doing things they may not necessarily enjoy. Nowadays, it is generally acceptable to not be fully enamored with your occupation as long as it comes with a paycheck and benefits. However, teaching is different. There is a long process one has to go through to become a teacher, so there is already an implied sense of dedication. This dedication extends well beyond just wanting to get a job. Teachers should have a desire to inspire, mold, and best prepare students for the next step in life. If you don’t have that desire, it shows. It shows through your teaching if you either don’t have or have lost that sense of dedication. It shows through your teaching if you don’t love what you do. Again,
that may be acceptable in other or her, and again, they will respond occupations, but when you have accordingly. “If you don’t love the job, it’s the opportunity to help develop the minds of hundreds of students, you not the job to be in,” social science have to love what you do, because a teacher Timothy Nichols said. There is an inherent student will only get out of it what a teacher puts into it. Students contradiction within the teaching know whether or not you’re not profession that sometimes causes giving your best effort and they will teachers to lose their drive and respond in kind if that is the case. get complacent. It should be On the opposite a position of humility because end of the ultimate spectrum, it shows If you don’t love the job, the motivation for if you do love it’s not the job to be in. teaching should teaching. If you are be focusing on putting in time and what it takes to effort and are truly Timothy Nichols help students excited to teach, learn and grow students notice, mentally. Part of and they appreciate it. So much of a student’s behavior that entails being adaptable and revolves around responding to realizing that what worked ten expectations. They want to believe years ago might not work now. that everything the teacher (or any What worked even last year might other authority figure) does is in not work now. But this idea of tenure - that you their best interest. Students want to believe that you believe they can build up some sort of stature or can learn and understand as well near immunity by simply having as they need to. A student knows been around a long time - allows whether or not you believe in him for complacency, stubbornness and
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Kyle Floyd
hubris, the complete opposite of what a teacher should represent. So much of teaching is about self-sacrifice and adaptibility. If a teacher is concerned with preserving antiquated teaching methods because they’re too proud to attempt to change anything, they are making it about themselves and harming their students in the process. Teaching cannot be approached merely as an occupation because there is simply too much at stake. The minds and the futures of millions of young people are at least partly in the hands of their instructors, and if teachers are not committed to trying whatever may be necessary to help them learn - not only get good grades or meet and adhere to standards, but actually learn then they shouldn’t be teaching. It’s selfish, irresponsible, and damaging to not be fully invested in building the best future for students that you possibly can.
Huskies in the Halls
“I would write about my whole life because I love it. I’m a good soccer player and talker.”
“I would write like a mystery or a really sad story that ends in tragedy. No happy ending and a cliff hanger.”
Aliyah McGru, 12
Sprakelaar, 11 van
Stephanie
Estevan Aguilera, 10
Miguel Deanda, 9
If you were to write a book, what would it be about?
“I guess I would write it about water polo because it is not a very known sport, but it should be.”
“About the Earth. It’s pretty interesting and the world’s supposed to be ending. Also we graduate this year.”
Worm Of the Apple By Harley Litzelman
Challenge your vocabulary There is a general pattern in education reform that educators are painfully coming to realize: students most effectively learn when their curiosity drives application. While this has widespread implications in the world of education, it is especially appropriate for the subject of language. Learning language is unlike learning math, science, or history. Language acquisition is a fundamental aspect of personal growth that connects us to our thoughts and to each other. But more importantly, Engilsh and world language classes cannot successfully educate their students if they do not embrace language in its beauty and freedom. You did not learn your first language with flashcards and vocabulary tests. The words you first learned enveloped whole sensory experiences. We learned ‘table’ when we looked at one and felt one, while our parents watched in adoration and chanted ‘table.’ This pattern of language acquisition began when we, as infants, were obsessed with experiencing our environment through our senses. As our experience with unfiltered language grew, we used more complex vocabulary to understand greater concepts. Language was not limited to sensory experience, but also social experience and abstract ideas. Our language grew as we ourselves grew. And we still acquire the complexity and connotation of language through unfiltered experience, whether in conversation or literature. Academic vocabulary, with its workbook assignments and dictionary expectations, alienates students from their natural means of language acquisition. Students do not become one with their language, but they instead separate academic duty from intellectual development. The same is true for the role of literature in education. School literature blends into the tiresome theme of academic discipline, in which the sour taste of homework repels students from the joys and possibilities of reading. Literature, this expansive resource of language, is wasted in the soulless tedium of homework. Learning language cannot be restricted to academic expectations. It is not something you can escape when you finish your homework. Learning language requires an awareness of the words around you and a willingness to challenge your vocabulary. Enjoy this challenge as a standard feature of your intellectual and personal development and always strive to find that perfect word.
FEATURES
PAGE 6 The Hatchet March 13, 2012
Rita Benavidez
Maslow’s Hierarchy ? i fe dl ag oo to
os te sse nti al
is m
Maslow's Hierarchy was created by Abraham Maslow and first made its appearance in his article "A Theory of Human Motivation" in 1943. Maslow's Hierarchy of Needs is usually represented as a pyramid with five levels and is used to describe the necessities of our lives. The lower levels must be satisfied before moving on to the next level in the pyramid. The first level of Maslow's Hierarchy is physiological needs. This level contains the basic requirements that are needed to sustain life, i.e. food, water, air and other factors. Without these things, a person is unable to survive, and thus unable to move up the pyramid. The second level of Maslow's Hierarchy is the need for safety. This level consists of security, health, and employment. In this level, one must be able to establish something that can provide them with a sense of stability – health, shelter, and a stable income
can help create such stability. The third level of Maslow's Hierarchy involves social needs. The needs that are in this level include friendship, giving and receiving love, belonging to a group, and such. Any kind of interaction with friends and family is associated with this level. The fourth level of Maslow's Hierarchy includes esteem needs. It encompasses aspects such as recognition, social status, and accomplishments. The last and highest level of Maslow's Hierarchy is called the self-actualization level. This level includes factors such as truth, justice, meaning, and morality. Unlike the other levels of the pyramid, the fifth level is never fully achieved. Instead, as people grow psychologically, new opportunities come up to reach even higher levels of growth. It’s a never-ending cycle. Compared to the four lower levels, the fifth level is a supplement and is not a necessity for survival. Only a few people are able to reach this level. When this level is mastered, "peak occurrences" happen frequently and are explained to be moments of extreme happiness.
Happiness 38.5%
Husky Essentials Jill Huynh
Staff Reporter
Respect 1.9%
Love 32.3%
Safety 1.2%
at
Staff Reporter
Wh
Gerald Li
Physiological Needs 26.1%
James Millick
What is your job? - Campus supervisor - Ensures safety and control of campus
Kathy Fetz
How long have you been working here? - Started this year - Worked at a junior high school for two and a half years
What is your job? - Campus supervisor -Watches students - Kicks out non-students - Makes sure kids are behaving and in class - Breaks up fights - Counsels/talks to students
What is the best part of your job? - Being on campus with all the kids
How long have you been working here? - Almost ten years
What is the worst part of your job? - Breaking up fights
What is the best part of your job? - “I feel like I’m helping the kids stay safe, and teaching them right and wrong. I voice my opinion.”
What do you like about WHS? - “I love the administration, teachers, students, and TAs. The campus is beautiful, like a college campus.” What would you change about WHS? - Lunch menu
Rhett Spitzack
What is your job? - Custodian crew leader - Maintains school on a daily basis, making sure it’s fuctioning properly - Makes sure that there are no strangers on the campus at night - Sets up for events How long have you been working here? - About fourteen years What is the best part of your job? - Everybody works together to keep the place clean - Trees and gardening What is the worst part of your job? - Doing double the work when someone is sick without receiving double the pay - Setting up chairs - Big campus to maintain - Vandalism What do you like about WHS? - Good ASB - Everyone is happy and positive What would you change about WHS? - “We should have a storage warehouse.” - Hire more staff - More chairs because moving them from place to place is time-consuming and takes up resources
PAGE 7 The Hatchet March 13, 2012
What would our school be without our principal? The whole place would go down in shambles, right? Well, what if we were missing an office staff member, lunch lady, or janitor? Things would also be a wreck. The staff of Washington helps our school operate smoothly and efficiently. In the same way, fulfilling the various tiers of Maslow’s Hierarchy allows the individual to operate smoothly and efficiently – or in other words, have a good life. This Features spread aims to unveil that which goes unnoticed. The Features staff interviewed essential staff members to help give you an idea of their contributions to this school. An article explaining Maslow’s Hierarchy highlights the ways in which one can achieve personal fulfillment. It is important for students to recognize and appreciate the little things which play a part in the bigger scheme of their lives.
Poll by Adrianne Manseau, 161 students polled
What is the worst part of your job? - “Seeing the kids get in trouble. I hate to see kids go down the wrong path.” What do you like about WHS? - It’s a really good school - Students and staff What would you change about WHS? - More things other than sports for kids to get involved with - “I wish people could be just one big happy family.”
Nancee Reck
What is your job? - School clerk Gr-N - Works with the students - Makes sure student attendance is cleared on the computer How long have you been working here? - 17 years What is the best part of your job? - Interaction with the students What is the worst part of your job? - Can’t think of anything bad about the job - “Even the bad kids... you tend to enjoy them.” - Difficult when she can’t remember the names of former students What do you like about WHS? - “It has a family feel. It’s one great big family. The staff is wonderful to work with.” What would you change about WHS? - Get rid of the mill in the P.E. department, because it’s time-consuming to change all the students’ schedules Other: - She is a very creative person - Two of her children are WHS alumni
Fred Brusaca
What is your job? - Mobile maintenance technician How long have you been working here? - Three years What is the best part of your job? - Never-ending challenges that come up What is the worst part of your job? - Not enough time to finish tasks What do you like about WHS? - The vibrancy of the school’s students, their eagerness to learn, and their pride What would you change about our school? - The exterior and interior of the gym - Remove old carpets - New desks
Ann Campbell
What is your job? - School clerk A-Go
How long have you been working here? - Six years What is the best part of your job? - “It’s never boring. There’s always a variety... Always something going on.”
Robin Barulich
What is your job? - School clerk for students O – Z
How long have you been working here? - 15 years - Worked at Bank of America, then in real estate before this job What is the best part of your job? - Interaction with the high school kids What is the worst part of your job? - The busyness of the office What do you like about WHS? - “The closeness of the staff, the interaction of kids and staff. They get really involved, it’s a really good staff and the longevity of it makes it better.” What would you change about WHS? - “The office look needs to be kept up with the time we are living in.” Other: - Second grandchil will be born in May - Married for 34 years
Julie Johnson
What is your job? - School clerk - Takes attendance of teachers - Does extra things such as independent studies, senior parking, 504 plans, backs up the windows if the clerk isn’t there, etc. How long have you been working here? - Two and a half months - Worked in the Human Resources Department of the District for five years What is the best part of your job? - “I think interacting with the kids keeps me... you know... feeling younger. It’s like customer service.”
What do you like about WHS? - Working with the students and staff
What is the worst part of your job? - Constant interruptions - “There’s not really a bad part. It’s work. Work is just work. It’s part of your job.” - The students are a “constant” thing because we aren’t really scheduled or planned so when things pop up, things just pop up and she has to handle it.
What would you change about WHS? - Remodel the office
What do you like about WHS? - The spirit
What is the worst part of your job? - Constant interruptions when there is a deadline
Other: - She has two kids and is a big 49ers fan
What is your job? - Nutrition department - Counts, packages, and divides all the meals for the day How long have you been working here? - 13 years What is the best part of your job? - “Interacting with the kids. It’s fulfilling, better than working with kids at elementary level.” What is the worst part of your job? - Food often has to be thrown away What do you like about WHS? - The teachers, principal, and the environment
Robin Champoux
What is your job? - Nutritional service manager for five elementary schools, one junior high, and WHS How long have you been working here? - Four years What is the best part of your job? - “The students - it’s a creative and analytical job.” What is the worst part of your job? - Time-consuming - Budget cuts - Outside people think they can do the job better (parents want to go all organic, but budget cuts prevent that from happening) What do you like about WHS? - The students are abridgeable - Staff is negotiable Other: - Art and marketing major; she enjoys both subjects
Our Lovely Lunch ladies
Reba Simpson
What is your job? - Registrar - Does transcripts for college and summer programs - Registers new students from different schools - Draw grades and checkout grades - Fixes mistakes on the transcripts - Works closely with administrators - Gets the names for graduating seniors - Does district transfers - Gets files of new students from their previous schools How long have you been working here? -Six years - Subbed for two years in the district What is the best part of your job? - Staff are great and fun to work with What is the worst part of your job? - Stressful deadlines - Extremely busy at times
Inter views by : Adrianne Manseau - Kathy Fetz, Carly Mitchell Gerald Li- Reba Simpson, Rhett Spitzack, Fred Brusaca Jennifer Chang - James Millick Jill Huynh - Julie Johnson, Nancee Reck, Ann Campbell, Robin Barulich Kelsi Ocon - Jeff Sanchez Lydia Kung - Rita Benavidez, Robin Champoux
What do you like about WHS? - Alumni of WHS, 1973 - “WHS is near and dear to my heart”
Jeff Sanchez
What is your job? - Supply Clerk (substitute) - Orders supplies for custodians - Distributes books - Deliver UPS mail How long have you been working here? - One year What is the best part of your job? - Being around people What is the worst part of your job? - “I hate getting up in the morning just like any usual student.” What do you like about WHS? - “I like how there are a lot of people that go to this school and it is very diverse. I enjoy how this school is very spirited, and I like the programs that this school has.” What would you change about WHS? - “I would like to see a cleaner school. I wish people would stop trashing this school. If people would start picking up after themselves and treating this school like their own home, it would be a lot more cleaner environment. I would never want this school to become closed campus because the school would become even more trashier after lunch time. I would also like to get rid of the geese.” Other: - Knows where all the good restaurants are because of all the traveling he did for his previous job, so if anybody needs any suggestions, ask! - “If I got to stay here for a long time, I would probably coach some sport teams such as baseball, basketball, or football.”
Carly Mitchell
What is your job? - Level 2 Office Assistant -Handles facilities, keeping track of who is where and when - Manages events for non-school groups (Indian school, Chinese school) - Daily Bulletin - Babysits copy room, calls tech if the machine breaks down, orders supplies, helps teachers - Copying for administration purposes & ASB - During lunch helps with the phones in the office - Helps with STAR test organization How long have you been working here? - 10 years in FUSD - First year hired at WHS as Office Assistant Level 2, minus copy machine - One year at pupil services - Supply clerk 6 years at WHS - 2 years back as WHS Office Assistant Level 2 What is the best part of your job? - “The best part is tea time.” (Regularly teachers or staff come in and drink tea with her. She keeps a tea pot with tea cups ready for those who come through.) -The job is essential but she makes more of a personal impact What is the worst part of your job? - “I feel that very often the teachers act more helpless than they are... They should know what they’re doing.” What do you like about WHS? - The history of the school What would you change about WHS? - “I really think it is a shame that they cut our custodial staff so much” - They don’t have enough people, they cannot be successful - Cutting the custodian staff so far down isn’t helping
A&E
PAGE 8 The Hatchet March 15, 2012
Drama department gives Spring Music Fever twist to dated play ‘Harley’ Washington’s drama department is hard at work preparing for their next play, Harley, a revised version of Mary Chase’s 1944 Harvey. Drama teacher Matthew Ballin felt that this play needed a new twist. “It is a wonderful story, but it is dated and no longer rings true with our time,” Ballin said. To make the script more modern, he and script adapter, sophomore Zoe Hu, have revamped the setting from 1940’s era New York to Malibu, California, and added a new coffee shop scene that was not present in the original. In addition, the genders of nearly all the characters have been switched and several celebrities were incorporated into the script for a more comedic effect. Ballin revealed one of them to be Ozzy Ozbourne but he is keeping the others a secret until the show comes out. “Adapting the script to accommodate all the changes is the most challenging part so far,” Ballin said. Along with the fresh script, Ballin is also including a couple new things for the set itself that he
was not able to use on The Night this play to life are freshman, some of The Living Dead. Since this play experienced and some new to is not set in a gloomy rundown drama. With them are veterans farmhouse, something was needed such as senior Molly Tapkin, who to better simulate the outdoors. To will be playing the lead. solve this problem, a cyclorama is “They’re great, since most of now installed behind the the set. them were also apart of The Night A cyclorama is a large curtain or of the Living Dead, which gives wall, often concave positioned them a good amount of experience. at the back A couple of seniors of the stage. playing leads would This tool is Adapting the script also help them out c o m m o n l y to accomodate all the more.” Ballin said. used in changes is the most The play itself, theater as it is challenging part so far is about a woman very effective named Lea Wilson Matthew Ballin for simulating who claims to the sky when a have an unseen bright light is and presumably shown on it. By varying the colors imaginary, friend Harley,which and intensity, a light designer can Lea describes as a 6 foot tall rabbit. achieve different times of the day Lea introduces Harley to everyone she meets. Her brother, who finds for a more believable experience. Unlike The Night of The Living her behavior embarrassing, has Dead, Harley will take place in her sent to a mental rehabilitation multiple locations. In order to hospital to spare him and the achieve this with the limited space family from future embarrassment. of the stage, Ballin is having several The play shows how having Harley periactoids constructed. These are around not only effects herself, but rotating platforms with different also the people around her. sceneries on each side so when a Harley will premiere on May setting change is needed, the stage 11, with shows on May 16 to crew only needs to rotate them to 18, and May 24 to 26 at 7:00pm. change the scene. Ticket prices have yet to have been The majority of the cast bringing decided.
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Kevin Abarquez A&E Reporter
Anjelo Tulio A&E Editor
Now that it’s spring season, we can say that our emotions are mixed because of the transition from the cold weather. These songs are meant to excite, encourage, and generally make anyone feel good. It is time to catch spring fever and enjoy the weather. Build Me Up Buttercup – The Foundations Champion – Kanye West Don’t Stop – Foster the People Don’t Stop Me Now - Queen Don’t Worry Be Happy – Bobby McFerrin Gonna Fly Now – Bill Conti Good Life – One Republic Good Vibrations – The Beach Boys Here Comes the Sun – The Beatles I Feel Good – James Brown Island In the Sun - Weezer (I’ve Had) the Time of My Life - Bill Medley and Jennifer Warnes My Generation – The Who Run – Gnarls Barkeley So Fresh So Clean - Outkast
Take It Easy – The Eagles The Middle – Jimmy Eat World The Time of Your Life – Green Day Charmed Life – Three Eyed Blind Three Little Birds - Bob Marley Turn on Me – A-ha Wake Me Up Before You GoGo – Wham! Walking On Sunshine - Katrina and the Waves We Are Young - Fun Young, Wild, and Free- Wiz Khalifa
Illustration by Kevin Abarquez
Artist Spotlight: Sophomore uses guitar as a medium
teaching oneself at home, as well as practicing, is also incredibly important. The sophomore began Instruments are considered a his instrumental career playing good way to express oneself for bass but switched to guitar. “I felt more expressive through most people. Sophomore Josh Dalavai finds that the best way to a guitar. There was a different feel to it,” Dalavai said. express himself He currently plays an is through his electric guitar, but will play various guitars. Although chasing an acoustic from time to Dalavai has your dream can be time. In Dalavai’s opinion, been playing difficult, it shows parents can be supportive guitar for two determination Josh Dalavai of your activities but years. When what it comes down to is he started, he whether you have enough already set the goal of playing for the public. In determination to pursue a career. his opinion, work had to be done Even though Dalavai is busy with leadership, and other daily to achieve that goal. Dalavai has been receiving activities, he still takes about 3 to 5 lessons at Allegro Music on Walnut hours a day practicing guitar. Dalavai’s practice pays off in Avenue for about a year and a half. He recommends taking lessons for multiple ways. For example, he is a personal instruction, although able to play in local coffee shops, Kimberly Henderson A&E Reporter
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where he sometimes gets paid. Although he hopes to go on with his music career as a soloist, he might join a band briefly for a collaboration. Recently, Dalavai entered the talent show, where he accompanied his friend, sophomore Cameron Mortensen, to play the song “Heart of Life.” “You have to find the instrument that feels comfortable to you; it’s an expression of yourself,” Dalavai said. Jeff Beck, John Mayer, and John McLaughlin are some of the people Dalavai looks to for inspiration. “Although chasing your dream can be difficult, it shows determination,” Dalavai said. Dalavai may struggle with managing his time with his guitar, but will hopefully pursue his life long ambition of being a soloist guitarist.
Photo by Anjelo Tulio Musician Josh Dalavai expresses himself through his guitar. He has been playing for two years, constantly practicing 3 to 5 hours a day.
PAGE 9 The Hatchet March 15, 2012
A&E
Theatre Showcase prepares students for festival
Advanced drama students to perform Shakespeare’s works
performing a dramatic monologue from Shakespeare’s A Midsummer Night’s Dream at both the showcase WHS’s Classical Theatre and the Festival. She is excited for Showcase will be on March 15. the festival, as it will be her first The show is in preparation for the year competing. Ohlone Theatre Festival, which will “I am optimistic about it because take place March 16-17. Mr. Ballin will have prepared us The showcase is scheduled pretty well... and I look forward to for 7 p.m. in the Husky theater; meeting new people,” Josen said. admittance will be Although a free. main aim of the Drama teacher I am optimisitc about showcase is to Matthew Ballin it because Mr. Ballin supply students planned the showcase will have prepared with more partly so that his us pretty well enrichment in Anmol Josen theater at school, advanced drama students would feel it will also give confident performing them a chance to at the Ohlone Festival the next day. become familiar with competition Ballin also hopes the showcase will at a larger level, should they choose help the students’ parents become to be in the Ohlone Festival. more involved in what the students The Festival was initially to be a do for class, as well as create more mandatory assignment, but Ballin performance opportunities. made it optional once he knew Seven people have signed up that freshmen were not allowed to to compete in the Festival, but participate. Students’ scheduling all advanced drama students will conflicts also influenced his participate in the showcase at decision. WHS. The Ohlone Festival is an Showcase participants have annual gathering of 800 northern had about a month to rehearse in California high school students to class. All students were required explore the various theatrical arts. to prepare a performance based WHS students will be performing on the works of Shakespeare. contemporary and classical Students will act out scenes from monologues, both comedic and thirteen different plays, including dramatic; one student will perform The Merchant of Venice, Much Ado a world dance. Individual or school About Nothing and Twelfth Night. awards will be given based on Junior Anmol Josen will be talent, teamwork, and spirit. Jessica Stiles News Editor
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Photo by Anjelo Tulio Juniors Alicia Zapata Gay, Jessica Watson, and freshman Brianna Guerrero critique each others pieces. Showcase participants have been practicing for over a month for the Ohlone Festival. The Showcase will be held on March 15 in the Husky theatre at 7 p.m. Admittance will be free.
Anime Club
Sports
PAGE 10 The Hatchet March 15, 2012
Wrestler makes it to state Eric Chu
Sports Editor Senior Dominic Cesena is the first WHS student to make it to the California Interscholastic Federation (CIF) State Championships since alumnus Gilbert Yee in 2004. Approximately 1,100 wrestlers and coaches gathered at the CIF Championships at Rabobank Arena in Bakersfield. It ran from March 2-3 and in that time, Cesena competed with two other wrestlers. Cesena’s first match was against Martin Ramirez from
Elk Grove High School. Cesena’s father felt that the match was not monitored fairly. Ramirez spent the final round avoiding contact with Cesena, which is illegal. The referees did not call the stalling violations and Cesena resulted in losing (5-10). “Ramirez spent the final round literally running from Dominic,” Carlos Cesena said in an email. “The referee never even gave a stalling warning the whole match even though Dominic’s opponent stalled the full last round and most of the second.” Cesena’s next opponent was Tyler Zimmer from Clovis West
High School. Cesena fell short again and lost (0-4). Although Cesena lost at his first appearance at the CIF Championships, he has improved immensely since he first started wrestling his freshman year. In his first two years of wrestling at WHS, he had a combined league record of five wins and 13 losses. Since then, Cesena has progressed and has become a WHS League Champion, three time North Coast Sectionals qualifier, and CIF State Championship qualifier. Cesena ended his final high school season with a senior year record of 40 wins and five losses.
Athletes cope with pricey shoes Britney Sanchez Staff Reporter
Sports sometimes require specific types of shoes that are quite pricey, but students have found that these prices pay off from the efficiency of the shoes. The baseball and basketball teams have certain types of shoes that they order for the entire team. For girls basketball, the JV and varsity team order separate types of shoes which cost $95 or less. The baseball team purchases their shoes together so they can receive a discount. “I think [the shoes we order] are overall expensive, but the shoes we choose, [like] Nike, are good quality and has support, and they look nice,” senior Francesca Santeramo said. In comparison to basketball and baseball, sports like golf, track, and soccer only need to update shoes every couple of years due to wear and tear. The golf players do not require new shoes but new shoes do help when older shoes get worn down. Golf spikes can be bought at any golf or sports store with prices ranging from $60 to $100. “I don’t mind spending money; it’s just like spending it on any other sport so it’s worth it,” senior Royce Chambers said. For track, new shoes are recommended after running 400 miles because worn out shoes can affect running form and cause injuries. Track spikes are also recommended for meets because
Photo by Eric Chu Senior Andrew Ko practices serves after school under the coaching of Carl Bullard. Their next game is on March 15.
Principal appoints teacher as boys tennis head coach Eric Chu
Sports Editor
Photo by Britney Sanchez Freshman Cynthia Weng brings two pairs of shoes to track practice. Track shoes can range from $50 to $150. they are thinner and help with speed. For junior Andre Buettner and sophomore Nicholas Garnes, both bought shoes for track but went to different stores to buy them. Buettner bought his shoes for $110 from a store online then spent around $50 for spikes. Garnes went to Big 5 Sporting Goods and spent around $60 each for similar running shoes and spikes. “It’s really important to have good shoes to help you progress in the sport you love,” Garnes said. Soccer and football players buy cleats that range from many different costs depending on
the store. Senior Adrian Yip borrowed his cleats this year but in the past, he has spent from $100 to $200 compared to senior Ryan Walla who spent about $50 on his cleats. Although the players do not buy new cleats every year, the effect of having bad shoes can cause problems during the game. Football cleats range from $80 to $90 and are used during the games and practices. Players have to change out the screws because they get worn down over time. Their cleats last all season but some players, like senior Jacob Montez, buys new ones every year.
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Just two weeks before the boys tennis team had their first league match against American High, principal Linda Fernandez made it official that teacher Carl Bullard would be the new coach on Feb. 24. This opportunity had been something that was long awaited by Bullard, who wanted the position ever since he started teaching at WHS seven years ago. However, Matthew Brahbam was an offcampus coach at the time and the idea of having Brahbam forced to step down made Bullard hesitant to take the job. Bullard wanted to veer away from any unnecessary commotion and declined the opportunity. “I didn’t think [Linda] Fernandez wanted to create any turmoil,” Bullard said. Although the position is now Bullard’s, he faces the obstacle of preparing 32 players for
the upcoming season with his late transition into the team. Nevertheless, Bullard is set on the boys realizing that he takes his coaching seriously and that he can offer the boys proper acumen from his experience of playing and coaching tennis. Bullard’s experience comprises of playing at the high school and collegiate level and coaching two high schools before WHS. The increase of players over last year may be a hindrance for Bullard’s first year, but he disperses his coaching responsibility with assistant coach, alumnus Naser Mohabbat, and team captains, seniors Alan Chan and Janesh Gupta. “I give captains a lot of leverage in terms of what they want to do,” Bullard said. The boys tennis team will have their next game on March 15 against James Logan High at WHS. Bullard hopes to unite the team and get them mentally prepared.
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PAGE 11 The Hatchet March 15, 2012
Sports
Juniors beat seniors in Powderpuff game Eric Chu
Sports Editor The factor of not having enough girls at practice led to the senior class of 2012’s second loss in the annual Powderpuff game held on March 3. Players and coaches of the senior and junior team said they failed to hold successful practices early in the season. Attendance was a major problem for the juniors, who had roughly 11 players at each practice. “A lot of them [junior girls] are being lazy and making excuses to not practice,” junior Jordan Mocny said. The seniors had trouble with attendance not only from the players but the coaches as well. “The only coach that really showed up was Cameron [Moorer], other coaches showed a week before the game,” senior Janet
Liang said. The seniors had eight girls on average at each practice until the morning of the game before when the seniors had a vigorous increase to about 21 girls attending the last practice. However two weeks before the game, the juniors had an additional flood of about 15 players and maintained a steady amount of approximately 25 girls appearing at each practice afterward. “They [junior team] had more girls show up to practice were better prepared,” Moorer said. “If we had more practices we would have destroyed the juniors.” It was hard for the senior coaches to decide whom to substitute in when some of their players on the field were gasping for breath. “We played people who showed up and actually wanted to actually play,” senior Billal Nawabi said. However, preparation or lack of preparation was the biggest factor
in the results of the Powderpuff game. The juniors credit the source of their win to their motivation. “We were really excited because our class never comes together,” junior Madison Cook said. When the seniors scored the first touchdown at the last minute of the first quarter, the juniors were not fazed; instead the touchdown boosted their morale and took advantage of their opportunity to stop the seniors in their two-point conversion play. The juniors won 8-6. Senior Katelyn Clark scored the first touchdown in the last minute of the first quarter, and junior Roquell Martinez scored a touchdown six minutes into the fourth quarter. The senior class had an estimate of 92 girls sign up to play for Powderpuff and resulted in 39 girls on the field. The juniors had around 75 girls sign up and ended up with 41 players fit to play.
Photo by Britney Sanchez Seniors Erin Swardenski, Jessica Beckwith and Emily Marden line up in their positions. Seniors lost to the juniors 6-8.
Hatchet athlete of the month Badminton makes up for missed practices
Kurt Pena
Staff Reporter Senior Jesse Nohr has been a varsity baseball player for WHS for two years. As a well-rounded person, he is liked by all of his teammates. “He is awesome. He is a hard worker and is a team player on the field,” senior Ricky Lang said. Nohr started playing baseball when he was five years old. During his third year in elementary school, his father began coaching him the basics of baseball. Now, Photo by Brandon Ridge he is coached by the school’s Senior Jesse Nohr warms up before a scrimmage game at baseball coach, Mike Sewell. WHS. Nohr has been playing baseball since he was five. Over the course of his baseball career, his coaches my mind while I’m playing. You Series. perfected can’t get distracted,” Nohr said. “The trip his swing His grandfather is his biggest ‘What’s gonna happen next was just a and taught influence in baseball. play’, or ‘what to do next.’ m e m or abl e him the the “He’s my influence because Those are some things that experience,” discipline of he told me, ‘You can make it far run through my mind while Nohr said. the game. if you just put hard work into it.’ I’m playing. During As a And I believe that,” Nohr said. the games, Jesse Nohr seasoned Nohr plans on going to N o h r veteran of Ohlone Community College maintains baseball, after he graduates, but wants focus by only Nohr has competed in his fair concentrating on the game. to transfer to Arizona State share of tournaments. His favorite University after two years “‘What’s gonna happen next tournament that he competed play’, or ‘what to do next.’ Those to continue his passion for in was the Little League World are some things that run through baseball.
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Sylvia Liang Chloe Ng
Sports Editors The badminton team’s season began with a slow start by holding practices only once a week due to limited gym availability, conflicting coaches’ schedules, and lack of places to practice. However, at the end of February, they started to pick up the pace by holding daily practices and training harder to make up for the time lost, head coach Roshni Easley said. The badminton team did not have many opportunities to use the gym because of girls basketball and boys volleyball practice. Because the girls basketball team made it to North Coast Sectionals, their season was prolonged and they took up time in the gym with their practices. The boys volleyball season began at the same time as the badminton season so both teams had to share the gym. The gym provides the badminton players with courts and nets and allows them to play a game without the interference of weather issues, such as high winds and rain. Coaches have occasionally held
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conditioning practices outside on the blacktop, but athletes were at risks of injuries and could not work on their badminton techniques and skills adequately. Senior Matthew Hsieh thinks this disadvantage will affect the team because they do not get as much training as their opponents. Other school badminton teams started their daily practices at the beginning of the spring season, while WHS’s team started a few weeks later. “Since we’re starting late, new players are going to be out of shape,” Hsieh said. Many returning players tried to find alternative ways to practice by going to badminton centers during their free time, such as the United Badminton Center and California Badminton Academy. However, not everyone finds time to play outside of school. The badminton team’s first game will be held at Dougherty Valley High School on March 13. Coaches hope that by then, players will be ready to compete in badminton games and have adapted to the new regimen of daily practices and weekly games.
Photos
PAGE 12 The Hatchet March 15, 2012
Photos by Daniel Tsay Clockwise from top: The Bay Bridge outlines the skyline of the city of San Francisco. Seniors Austin Bender, Adam Hospodar, and Kaitlin Loob enjoy their time on the senior cruise. Senior Ian Nelson sings “Party in the USA” by Miley Cyrus. Senior Cruise took place the night of March 10.
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