A talented violinist tells her story Tardy crackdown shows resultsOlympian weighs in on school service

Pg. 2 Pg. 4 Pg. 8Tardies down,

grades up

Too many teacher

assistants?

The music of Kristie

Huie

By Kristen JensenStaff Writer

School pine trees to be axed in weeksBy Michael Castillo

NeWS editor

Supply of TAs exceeds demand

An increasing number of stu-dents are taking school service, even if they didn’t request it, because of the lack of space in academic and elective classes.

As of Dec. 3, 437 students are in school service, 204 of which requested the class. Originally reserved only for juniors and se-niors as stated in the CVHS Pro-gram Planning Guide, the class now carries five sophomores. There are 11 students taking more than one section of it.

All these numbers have in-creased over the last three school years.

In 2010-11, 315 students en-rolled in school service by De-cember, 171 of which requested the class. By the end of the school year, 421 students took it, includ-ing two sophomores and two freshmen. Fourteen students had more than one section of school service.

Last year, 372 students were in school service as of Decem-ber, 188 of which requested the course. By the end of the school year, 522 students were in school service with one freshman and two sophomores. Thirty students had more than one section.

According to Principal Mary Ann Valles, the administration has been working towards low-ering the number of students in school service.

There is no definite explana-tion as of yet for the slightly larger-than-normal amount of teacher assistants. However, there is a common theory among teachers and staff.

"It feels like for many students it’s a default way to fill in their

schedule," said John Green, a CVHS teacher and president of the Castro Valley Teachers As-sociation.

Many students are in school services either because the class-es for their requested electives were full or they dropped a class that could not be replaced by any other subject or elective.

"Part of it is kids not sticking out for what they sign up for," said counselor Susan Elliot.

Karena Doan, another coun-selor, agreed. "There is definitely a culture of, 'We can just drop a class,’" she said.

"There's pretty much nowhere else to put the students," said history teacher Mark Mladinich, whose three TAs went to him because they needed a full sched-ule.

This is not to say that TAs are not useful or unappreciated. For many teachers and staff, the TAs help finish work and run errands that teachers would otherwise have no time to do. School ser-vice also teaches important skills in the workplace, such as orga-nization and creating a working relationship with higher-level coworkers or bosses.

However, when multiple TAs are within a single period, teach-ers quickly run out of tasks for their TAs.

"TAs help teachers and the of-fice a lot," said Mladinich. "But with such a high number of TAs, it would seem pertinent to open up more sections of electives so students could have more edu-cational options."

A better solution must be created for those students with holes in their schedules. School

By Kristen JensenStaff Writer

Seniors hang out under the towering pine trees that will soon be cut down to preserve concrete walkways. The school is using a bold white “X” to mark the trees for removal.

Michael caStillo / News editor

Annually, CVHS partners up with Castro Valley Outreach to collect nonperishable items and to package them for needy families during Thanksgiving. This year, students donated 3,500 items to the food drive.

Compared to the donations received a couple years ago, however, it seems as if the stu-dents at CVHS have a case of “Mr. Grinch.” Yet, while their hearts didn’t grow three sizes, it grew at least one.

It is a significant improvement from last year, when students

donated 3,000 items. However, it is far from what was donated in 2010.

“When I first started teach-ing this class two years ago, we had collected 6,000 items,” said Leadership teacher Nicholas Whitaker.

There has been a large drop in donations received since then, but it’s on its way to making a comeback.

While CVHS did well on its own collecting items for the food drive, Castro Valley Outreach gathered an enormous total overall.

This year, with the help of all the schools in the district, they

were able to collect more food than they ever received. All the donations were sent to the Church of the Latter Day Saints on Seven Hills Road.

“Around 150 volunteers showed up to help count and sort food into boxes on the Monday and Tuesday of vacation, which were sent to over 120 families.

The wrestling team helped carry boxes of food to cars, which were delivered by families from the church,” said Whitaker.

So, good job, Mr. Grinch. Your heart will be busting out of your chest in no time at all. Maybe you’ll turn into Santa Claus this year?

By Marissa WuStaff Writer

A case of “Mr. Grinch?” Not this year

CVHS students and staff have doubtless noticed the bold white “X” marks on many of the school’s pine trees. According to the school, these trees have been marked for removal, and will be gone after students get back from winter break.

Staff members were notified on Dec. 5 that the trees, which have stood on campus grounds since the school’s inception over 50 years ago, will be removed over a three-day period during winter break. There was no plan to notify students of the change.

Assistant Principal Matt Steinecke said that in recent years the trees have caused dangerous cracks in the concrete walkways

between halls, and that school officials decided to remove them as part of a district-wide mainte-nance plan.

The school called in an arborist to inspect the root structure of the pine trees, and was advised to remove them to prevent further damage to the walkways, though no structural damage to build-ings was found. The damaged walkways will most likely be repaired over spring break.

Social studies teacher Carmeli-na Frasca supported the school’s decision, saying that the need for student accessibility is more im-portant than the aesthetic benefit the trees bring.

“While I love trees, I would not take the trees over the rights of students to access all parts of the campus,” she said.

In addition, Frasca said she is “doubtful” about staff members’ knowledge of the tree plans, and that ultimately whether the trees are destructive enough to remove is the school’s decision to make.

Counselor Susan Elliott, a self-proclaimed “tree hugger,” disagrees, taking a hard line against the school’s removal of trees she sees as an integral part of the campus.

“It’s a beautiful campus be-cause of the trees,” she said. “When you take all those trees down, it’ll look like a concrete jungle,” she proclaimed.

Elliott said that, considering the pine tree removal, she is confused about why the school

TAs: Page 8

Winning seats on the Castro Valley Board of Education are (from left) Charmaine Banther, John Barbieri, and Jo Loss.

haNS MortiMer / staff writer

TREES: Page 8

PHOTOPiniOnsPHOTOPiniOnsBy: Cameron Beresini

How does the school service program affectthe education of teacher assistants?

“They’re learning from the sidelines but should prioritize main courses if possible, be-cause taking the course is not allowing them to take a math or science course they may find beneficial.”

Lorenzo Tom,junior

“I think they’re miss-ing out on a whole lot of their education. They are being treated as errand people or sec-retaries.”

Gina Pellegrini, freshman

“Being a TA means you aren’t learning as much every day, and that limits your educa-tion.”

Kyle Chan, sophomore

“If they have already filled the requirements set for them to graduate or do whatever it is they want to do with their life, then it should be perfectly fine, and not harm their education at all.

Newton Tran,senior

The Olympian is a publication of the journalism class at Castro Val-ley High School, 19400 Santa Maria Ave., Castro Valley, CA 94546. © 2012

Editors-in-Chief....................................................Melody Moteabbed Kate PellegriniCopy Editors..................................................................Reyna Garcia Joyce LiangNews Editor..............................................................Michael CastilloOpinion Editor.................................................................Lily CarrellFeature Editor.................................................................Amber YangSports Editor.............................................................Emily Courchaine Arts and Entertainment Editor........................................Suzanna Chak Photo Editors..........................................................Cheyenne Donatello Natalie FazeliBusiness Managers......................................................Matt Talajkowski Anya KellerOnline Editor........................................................................Eva Chen Staff Writers: Joelle Bassett, Olivia Berden, Cameron Beresini, Kelly Chan, Indigo Flowers, Stephanie Huerta, Kristen Jensen, Reema Kakaday, Savanah Khan, Evan Kwong, Alexa Ludke, Felicianna Marquez, Hans Mortimer, Amanat Riar, Leia Saelee, Anna Talajkowski and Marissa Wu Advisor........................................................................Matt Johanson

How many TAs do we really need?Editorial:

In a school of about 3,000 students, it’s easy to understand that classrooms are rather tight. Space is limited and sometimes students don’t get their first choice when it comes to elec-tives. There comes a drastic point, however, when hundreds of students get placed unknow-ingly into a class they never requested. That’s when we begin to question the school’s approach on scheduling.

This year at CVHS, there are over 400 students who are teach-er assistants (TAs) in one or more of their class periods.

Many of these students were placed there despite having requested different classes, like science, because the science department is filled to the limit this year.

TAs have long been around to help teachers out. But now more than half of TAs didn’t even re-quest school service.

We at The Olympian are con-cerned with the path CVHS seems to be taking concerning school service. Just because classes are full doesn’t mean the best option is to arbitrarily assign students a class they didn’t sign up for and don’t want to take.

Many students are upset at being shuffled into a “throw-away period” against their will. Oftentimes the teachers are given too many TAs to keep busy, and so the students sit around doing nothing instead of actively learn-ing and preparing for college.

Another problem with the system is that some students are being put into school service who traditionally shouldn’t be. It used to be that only juniors and seniors were allowed to take a TA period, but in recent years sopho-mores and even freshmen have

been assigned school service.We suspect that the reason be-

hind the startling increase in TAs and questionable rule-bending is that putting students into TA periods is less expensive than hiring teachers to teach other classes. But should this really be the defining factor? Why is our education being compromised? Where is the money going that is of so much more importance than our futures?

We propose an alternative to the seemingly over-proscribed school service. The biggest prob-lem with it seems to be that being

a TA has almost no educational benefit, and is often a wasted period.

However, if we implement a study hall, equipped with help-ful teachers and/or high-achiev-ing students who get credit for being there, it will solve the problem of underutilized TAs, as well as provide a place for students to work on work from other classes in a supervised, educational environment.

We need a better solution to overflowing classes than increas-ing the number of TAs, and we need it fast.

Leia SaeLee / Staff Writer

College options affected by social class

Getting into a college seems to be the goal of nearly every high school student. Students take on heavy workloads in challenging classes, spend their spare time on extracurricular activities, and pray that their hard work and sleep deprivation will ultimately pay off with an acceptance letter from a decent university. But what if hard work and brains are not enough to secure success?

The truth of the matter is that a student’s chances of being ac-cepted into a good school are largely impacted by his or her social class. In an age of monu-mental academic competition, families with the means to do so are pouring a great deal of money into resources to help their children look better on col-lege applications.

Many students take costly classes to improve their SAT and ACT scores. Another common practice is hiring college coaches, the best of whom can cost thou-sands of dollars. Students who cannot afford these services are greatly disadvantaged when competing with those who have access to them. They cannot be expected to perform as highly as students with outside coaching when going through the process

of applications on their own.Wealthier students also have

an advantage when it comes to the basics of the quality of their education. Children from afflu-ent homes can afford to attend private schools, where they often have access to more programs than students in public schools. Teachers at any school may also cater more to the needs of students from wealthier back-grounds, sometimes perceiv-ing students from lower socio-economic backgrounds as less intelligent, and therefore are not worth spending large amounts of energy on.

Less wealthy students have a more difficult time with find-ing help for classes they may be struggling in, as their parents may not be able to afford to hire tutors. All of these factors make it so that students from poor fami-lies have to work much harder than students from wealthy families to reach the same level of academic achievement, the leading factor considered in col-lege applications.

Improvements can be made, however, to close the gap in op-portunity for students of differ-ent social classes. Schools should provide training for the SAT and ACTs that can be accessible to all students. Staff members could make services available where they offer individual coaching to students on ways to improve their college applications and chose paths that best fit their goals.

And college acceptance should be based on natural abilities and work ethic - not the amount of money spent by students’ families.

By Anya KellerBuSineSS Manager

The OlympianDecember 20, 2012 3

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Banner heads should go to key, important stories

Do you hate math? Many people claim to. Derision of math is com-mon and even encouraged in our society, to the point that a shared hatred of math can yield social benefits. I know all kinds of people who are passionate about science, language, history, or the arts. But few are passionate about math, and that needs to change.

The breeding ground for intel-lectual curiosity is education, and sadly, our educational system has failed us in regards to math. I’m going to show you why being cheated out of the math education you deserve has distorted your perceptions of math and turned you away from this fascinating and beautiful subject.

First off is that you haven’t studied any great mathematicians. An American history teacher would be fired outright for going an entire year without studying Washington, Lincoln, or Roosevelt. Likewise for an English teacher without reading Shakespeare, or a physics teacher without mention-ing Einstein.

Yet somehow it is acceptable that in our 12 years of mathematics education, we learn nothing of the

mathematical greats who defined the subject. To not make mention of Archimedes, Newton, Gauss, and Fermat is nothing less than a travesty, and not because everyone needs to know these names for their own sake.

The reason is that because with-out the context of how mathemat-ics came to be, the actual math itself is meaningless. Learning how to solve for x in algebra class is a dry and sterile process until one learns about the great Arabic mathematicians of the 11th cen-tury who invented algebra, and pushed mathematics to great new heights by deciding to use arbi-

trary variables like x and y instead of numbers.

Solving differential equations in calculus class is a chore until one learns that Newton, in his early twenties, invented calculus in a matter of months (and practically on a dare at that), and that his do-ing so kickstarted the following two centuries of unprecedented scientific and technological in-novation.

Deprived of this context, math is devoid of the significance that makes it so interesting in the first place. When we teach it in a vacuum, it’s understandable why nobody seems to like learning

math.The second reason is that you

don’t know what math actually is. To clarify, what you learned in school is not math. Rote memoriz-ing facts and procedures for recita-tion on a test is not math any more than practicing scales and rhythms is music.

The simple fact is that we’re part of an educational system which ostensibly values mathematics but in actuality prioritizes superficial, rote-based learning over the much deeper conceptual understand-ing one needs to truly enjoy the subject.

The way we teach math in

schools is disjointed and shallow; it informs us of the methods by which to solve a specific subset of problems, but doesn’t bother to dig into why these methods work or how they fit into the larger math-ematical framework.

Imagine if music classes only taught scales and rhythms, but never progressed to the beautiful symphonic and solo pieces that make music what it is. Or imag-ine a photography class that only taught lighting and compositional techniques, but never actually required you to take a picture. Humanities teachers have always known that the best way to engage students is by jumping right into the heart of what makes the art form worth participating in.

In the case of math, these are the proofs, the patterns, and the problem solving that teach the creativity and rigor that we all need to have as adults.

Students who are forced to learn on the fly to solve problems beyond the scope of their abilities learn more than those who don’t, and get far more enjoyment out of doing so. We see far too little of this in the modern classroom.

Every person learns differently, and I don’t claim to have the gold-en ticket to teaching math, nor to the obvious decline in math skills in this country. I can only speak of my own experience, which is that my love of math arose in spite of school, not because of it.

So try going outside the cur-riculum for a change. I suggest starting with Khan Academy, an online resource for math students. You might just find love where you least expected it.

By Michael CastilloNews editor

Proof that math is the solution for students’ success

LiLy CarreLL / OpiniOn EditOr

When I looked around my English class and noticed dif-ferent types of people of dif-ferent races and personalities, one student stood out. He was sitting with his head down on the desk without having taken out any supplies. Every day

from then on, I noticed that it’s the same routine for him: come to class, sleep, and leave once the bell rings.

It made me wonder, why isn’t he working hard like the rest of us? Doesn’t he want to pass this class and graduate? I later found out that he was expelled from his previous high school and is only attending CVHS because his parents make him.

While not everyone is thrilled to come to school every day, most of us realize that working hard now will pay off in the future. But why isn’t this par-ticular student worried about finishing school? Why doesn’t he push and challenge himself

more?After talking with my parents

about it, I became a little ir-ritated. Normally, we have the chance to learn from our class-mates and hear their opinions in class discussions. But now, I notice that not many students are pushing themselves to suc-ceed, which causes issues for everyone.

Shouldn’t we be in a school environment where everyone is striving to be on top? The fact that school is a place to learn and do your very best doesn’t seem to matter to some students anymore.

This brings up the question of whether or not CVHS should ac-

cept students who have been ex-pelled from other high schools. If students under 17 are expelled, they are required by law to con-tinue their education. But should CVHS take these students in?

If we reject these students, I believe that our school would have higher standards and more students learning in a fulfilling working environment. There would be fewer distractions and more focused lessons.

In the real world, we don't get to pick and choose who we work with, although we can decide who we socialize with. We could work alongside people who try, people who are naturally good at what they do, and people who

aren’t bothered with their job. I believe that at school, we should be able to have higher standards set for us without having the stress of an AP or Honors class.

CVHS should only accept students who have a record of good grades and who are will-ing to work hard. Think about it. Would you rather have a fellow pupil who sleeps all throughout class and is no help whatsoever, or a classmate who contributes in discussion and is able to pro-vide you with help?

I suppose that until we get this matter under control, students will just have to learn to adapt to work around the lazy, apathetic students.

By Amanat Riarstaff writer

“Lazy, apathetic students” should do their best work

Once again, another influ-ential presidential election has swung by. The victor is President Barack Obama. Yay.

Excuse me if I don't sound

too enthusiastic. You see, I'm a conservative, and I was hoping that Mitt Romney would win the election.

Now before you throw this pa-per down on the floor and bury my face in your foot, let me just say that simply because I'm a conservative, does not mean I'm a terrible person. I am not a gay-hater, obsessive gun-lover, or a believer in “legitimate rape.”

I am conservative because I believe strongly in personal responsibility and less depen-dence on the government to give people what they need.

I was hoping that Romney

would win this election because I believed he would make a bet-ter president than Obama has been. His plans for the nation appealed to me and his busi-ness experience gave me more confidence for economic success.

Plus, I haven't exactly ap-proved of everything Obama has done in office, but that is another story.

However, as expected, Obama was re-elected and has now returned to the White House. In all honesty, I'm a little on edge.

The fiscal cliff is ominously approaching, and I know that Obama will act more in the

interests of liberals than conser-vatives when it comes to making decisions for the economy.

Frankly, that makes me very nervous. Whatever plan Con-gress and Obama agree on, it will most likely be along the lines of what liberals want, which are higher taxes, less cuts to government programs, and more government spendings, the exact opposite of what most conservatives, myself included, prefer.

But despite my dry sarcasm, I will nonetheless go along with the decisions of Congress and the president. Even though I

grumble and criticize, I am still a citizen of this country and in these hard times, the one thing I want the most is for America to pick herself up and dust herself off.

If that means that I have to deal with a president who raises taxes, then so be it. After all, we both want the same thing: to get this country out of a slump and back on her feet.

I will do what I have to to fulfill my duty as a citizen and follow Obama. He is our leader, after all. The least I can do is work with him when he needs my help.

Why a conservative supported Romney for president

By Kristen Jensenstaff writer

The CVHS Photography for a Cause club celebrated its success with its sold out benefit show.

The show was held in the school cafeteria on the evening of Nov. 30 with doors opening at 5:30 pm. Many anxious and eager students, parents, and teachers couldn’t wait to get inside the cafeteria.

“I was really, really surprised because not a lot of school events get this many people, and I just loved the outcome the vibe of the crowd and all the other per-formers. It was a really positive scene,” said senior Joy Johnson, who performed with her band Kryptonite.

There were many acts includ-ing Pallen M2, The Next Step, When the Night Met Day, Johnny Maxwell, Kalin and Myles, and Geraldine Sotto.

The show had performances ranging from dancing to singing to martial arts.

Each act had something inter-esting and entertaining for the audience to enjoy.

“I liked the diversity of the per-formances,” said junior Evan Ma.

A new eruption of excite-ment and applause came with each performance. The crowd couldn’t wait to see what was

coming next.“I thought it was amazing.

I really didn't think it was go-ing to be as big as it was to be honest, but I had a great time,” said sophomore Alyssa Roque-

BENEFIT SHOW: A SNAPSHOT OF TALENTBy Stephanie Huerta

Staff Writer

Guitarist Alvin Lin and John Patterson sang a beautiful cover of “I Can’t Make You Love Me” by Bonnie Raitt.

Olivia Berden/ Staff Writer

Rodarte.Performers were invited

and informed about the show through the event page on Face-book. Friends and students received the Facebook invite,

resulting in the massive outcome that night.

“It was one of the best school performances I have seen. It was very professional,” said sopho-more George Eliopoulos.

With the show raising over $1,500 dollars, many asked about the possibility of the same event happening next year. The audi-ence members and even per-formers confirmed their will-ingness to attend another show because of the positive outcome.

The entertaining night left everyone amazed. The show was the club’s chance to simultane-ously raise funds for an impor-

George EliopoulosSophomore

It was one of the best school per-formances I have seen. It

was very professional.

“

”

tant cause while also bringing awareness to the hidden talent around the Bay Area, and it proved to be a success.

Senior Kristie Huie, violinist extraordinaire at CVHS, is going into her third year playing for the Honors Symphony All State Or-chestra. The California Orchestra Directors Association runs the prestigious three-day program, which includes a highly selective application process, two days of

rigorous rehearsal, and a concert on the last day. The concert is in a different location every year, and this year’s event was at San Francisco State University.

"The music for the All State Orchestra was super challeng-ing, but I was thankful to be chosen and to represent CVHS,"

On Oct. 15, a free college-writ-ing essay clinic opened its doors to seniors looking for some advice and feedback on their personal statements from a group of 20 professionally trained teachers.

At the start of the first couple of sessions held in a span of three days, 102 seniors were split by the first letter of their last names into groups of three. Each senior had the chance to talk to a teacher for 20 minutes to obtain some advice on their essays and to get assigned to a specific teacher who would be their essay coach for the next month or so by appointment.

“Students get close to an hour of professional time in which they did not have to pay a penny to get really excellent advice on how to make their pieces better,” said English teacher Clare LePell.

During these half-hour appoint-ments, students asked teachers for

advice on what worked in their essays and what needed improve-ment. Even though the time was short, students were more than satisfied with the results thanks to a few pointers on how their essays could improve.

LePell’s advice to seniors is to not wait until the last minute to write essays and to take advan-tage of the programs provided by the school that are free of charge.

“The essay clinic helped con-dense my essays and cut unneces-sary words so that the important messages stood out and didn’t lose their meaning,” said senior Amanda Suhalim.

The clinic was first created by LePell six years ago with the help of the School Improvement funds. But in the past two years during the state budget cuts, those funds were cut. With the help of CVHS Principal Mary Ann Valles, discre-tionary funds were provided and the program was able to continue and provide help for seniors.

A violinist plays with our heartstrings College essay clinic is just “write”By Kelly Chan

Staff Writer

Kristie Huie is going into her third year playing for the Honors Symphony All State Orchestra.

Kelly Chan / Staff Writer

Kristie HuieSenior

Playing violin is my sport, and I can do it for

pleasure, not just a hobby.

“

said Huie.Huie has been the concertmas-

ter for the CVHS Symphonic Or-chestra for quite a few years, as well as for other orchestras she’s played in, including the CVHS Chamber Orchestra, the Jenny Lin Foundation Orchestra, and the Oakland Youth Orchestra. Her freshman year, Huie got the opportunity to travel to Costa Rica with the Oakland Youth Orchestra. There, the group also performed with the Costa Rican Youth Symphony Orchestra, and at the elite Teatro National venue.

"Although we couldn't un-derstand each other through language, we connected as musi-cians through the music, and had

lots of fun!" remarked Huie.Practicing the violin diligently

for 13 years has turned out well for Huie. Her musical talent pleases a wide range of audi-ences, and she inspires many young musicians to continue their endeavors.

“Playing violin is my sport, and I can do it for pleasure, not just a hobby," said Huie.

Huie plans to continue playing violin after graduating, and to make the violin a part of her life after high school too, by possibly majoring or minoring in music. Joining the college’s orchestra is a must.

"If you love what you do, you should pursue it passionately," advised Huie.

By Eva ChenOnline editOr

”

5

Students can help write local history book

The OlympianDecember 20, 2012

Banner heads should go to key, important

By Lorena RamosStaff Writer

Auto teacher motors into new schoolBy Matt Talajkowski

BuSineSS Manager

Unbeknownst to most CHVS students, our school is one of few that has the tools, materials, and shop required to teach auto tech-nology. Students are also lucky to have Steve Brooksher as the new auto shop teacher.

Before coming to Castro Valley, Brooksher taught auto at Lassen High School and Lassen Techni-cal Institute. Although Brooksher enjoyed working in Lassen, the high school lacked many of the necessary tools to teach the class.

“You guys don't know how lucky this school is,” commented Brooksher.

Since the beginning of the year,

Steve Brooksher has taught auto at Lassen High School and Lassen Technical Institute.Matt talajkoWSki/ Business Manager

HAPPY BIRTHDAY JACKSON STEPHENS!

History class may seem so bland when we're just getting the facts about a history event. But what if we could ask someone about a historical event and how it affected him or her? What if we could feel what someone else felt during the attack on Pearl Harbor, or maybe even the Great Depression?

The Castro Valley Education Foundation wants to give stu-dents that experience and the chance to get published in a book.

The Castro Valley Education Foundation started in 1981. –Its mission is to provide educational activities, give grants to teachers, award scholarships to college-bound Castro Valley students and encourage academic excel-lence to Castro Valley students. The CVEF has developed many activities for the students in Castro Valley, and the newest activity is interviewing Castro Valley residents who have lived through historical events.

“I have been surprised by the number of people here who were present at major historical

Brooksher has kept the quote, “Be so productive, you can help oth-ers,” on the whiteboard.

“I want to make sure that ev-erybody in this class can use the knowledge to help themselves and others,” says Brooksher. “That's what I’m trying to achieve in this class.”

During Auto 1-2 and Advanced Auto, students learn the basic me-chanics of cars, along with repair and maintenance.

“I hope to increase the interest in the auto program at CVHS by introducing modern technology and teaching the latest industry standards,” said Brooksher.

The auto classes are also visited by technical schools across the county including Wyotech and UTI, giving students special op-

portunities if they are interested in a technical school.

Brooksher has replaced former auto shop teacher Larry Weiss after Weiss retired following 30 years of teaching.

“I feel very fortunate that CVHS has welcomed me to this great community,” said Brooksher. “I look forward to the challenge.”

events,” said Gary Howard, a member of the CVEF. “For ex-ample, I am aware of two people who were at the Pearl Harbor attack in 1941 and two Japanese-Americans who were interned. I suspect there are many other people who were part of the civil rights movement, the farm work-ers’ movement, the space pro-gram, Vietnam or other events."

The activity is open to any CVHS student. More informa-tion about the activity can be found by talking to teacher Matt Johanson in room 113. Johanson will set students up with an inter-viewee and help students choose a historical event that they will be interviewing them about.

After that, students will famil-iarize themselves with the event that they’re interviewing them about so that students can come up with good questions. Then students will conduct interviews and write overviews of them.

Participating in this activity will give students the chance to learn about someone that they know and to find a new apprecia-tion for a historical event. Also, contributing to the book will be something that students can reference on college applications.

Banner heads should go to key, important storiesTigers Make the Best Friends

By Lily CarrellOpiniOn EditOr

struggle to free slaves

By Leia SaeleeStaff WritEr

Go play at Paragon

By Joyce LiangCOpy EditOr

After months of anticipation, on Nov. 8, the new Paragon Out-lets located in Livermore opened to many enthusiastic shoppers.

With over 120 premium fac-tory outlet stores, The Paragon Outlets carry luxury and top brands such as Michael Kors, Kate Spade, Prada, Coach Fac-tory, Bloomingdale’s The Out-let Store, Gap Factory Stores, DKNY, Abercrombie and Fitch Factory Stores, American Eagle Outfitters, and more.

The Paragon Outlets Liver-more Valley is the first outlet mall to open in California since 2001. The outlet center is 543,000 square feet, has a big food court, and has brought about 2,000 jobs.

Similar to the Gilroy Outlet Mall, the Paragon Outlets are outdoors. Shoppers can enjoy the fresh air while walking on the nice textile floors and snag-ging the great deals offered at every store.

However, unlike the Gilroy mall, where shoppers would have to cross the streets in order to get to different stores, the Paragon Outlet stores are all in one generalized area.

With its vastly increasing

popularity, the Paragon Outlets are attracting more consumers everyday. Horrendous traffic has been occurring at the freeway exits as well as at all intersec-tions surrounding the mall during these first few weeks of the mall’s opening. The Tri-Valley police officers have been directing and regulating traffic to make it a safer and smoother process for drivers.

Shoppers are also expected to wait in long lines in order to get into popular stores such as Kate Spade, Prada, Gap Factory Out-lets, Coach Factory, and several others. More stores are expected to be added.

Besides horrifying traffic and long lines, the Paragon Outlets are well worth the visit. The mall is well constructed, clean, and has great deals on big labels.

The Paragon Outlets Liver-more Valley hours are from 9 a.m. to 9 p.m. The mall is located located at 2774 Paragon Outlets Drive in Livermore. More in-formation about the outlet mall could be found at its website, http://www.paragonoutletslv.com.

Europe’s Most Wanted: Last Seen in THeaters

By Marissa WuStaff WritEr

When Madagascar 3: Europe’s Most Wanted came to theaters in July, I’ll admit that it was on my “must-see” list. The previous two movies were hilarious and entertaining, so I could hardly imagine it could get any better, sillier, or more comical.

The new movie surpassed expectations by the tenfold. I went with my little cousins to see the movie with our entire family, and not only were the little kids laughing, but the big kids and adults were near hysterics within the first five minutes.

The opening scene begins with the ending of the previous movie, Madagascar 2: Escape to Africa. Still stranded, the four New York-loving zoo animals Alex, Marty, Gloria, and Mel-man tail the mischievous pen-guins to Monte Carlo, in a des-perate attempt to return to their beloved zoo. Things don’t go as planned as they literally “crash the party,” scaring everyone and putting the notorious animal control officer Captain

Chantel DuBois on their tails. The movie progresses, chroni-cling the four friends’ terribly funny antics joining a circus in the attempt to reach New York before Officer DuBois can catch them, kill them, and mount their heads on her office wall.

As they continue to elude animal control, viewers learn a few important lessons along the way. The most important lessons from this movie are to pursue our passions and to always stick with friends who believe in us even if we have ceased to believe in ourselves.

Throughout the entire film, I’m not sure if any of my family members, young or old, con-tained their laughter for more than five minutes. This movie was positively rib-tickling and my cheeks hurt after laughing and smiling so much.

One might think that a boy and a tiger stranded in a boat at sea would result in a gruesome ending for the one without fangs. After all, how could such a fierce animal ever be trained to truly experience feelings of love and compassion, let alone, create a bond of friend-ship with man?

This idea is put to the test when a boy’s spiritual quest for truth and the meaning of life takes hold when he embarks on a journey with unlikely company. As he en-counters many hardships, he forms a deep connection with his new companion, not only giving him a reason to survive, but ultimately restoring his religious faith.

The movie Life of Pi, based on the award-winning novel by Yann Martel, opens with an author interviewing adult Pi Patel about his remarkable life experience, aspiring to write Pi’s story which he heard would make him believe in God. As Pi tells his story, the movie flashes back to his child-hood in Pondicherry, India where his family owned and managed a zoo. Named after a famous French swimming pool, Piscine explains to the author how he received his nickname Pi after being relentless-ly humiliated by his school peers for his real name, which often sounded like “pissing.” During his childhood, Pi explored various

religions in addition to Hinduism, such as Christianity and Islam, expanding his interpretation of an existing divine entity.

Disagreeing with India’s leading political action, Pi’s father soon an-nounces that the Patel family will be closing the zoo and moving to Toronto, Canada. On their journey, however, the boat sinks during a tremendous storm, and Pi is the only survivor of the shipwreck. He is left stranded in a lifeboat with three zoo animals: an injured zebra, a orangutan, and a hyena, which soon kills the other two. Pi then discovers Richard Parker, the zoo’s 400 pound Bengal Tiger, hiding under the tarpaulin. Rich-ard Parker immediately kills the hyena, leaving only he and Pi in the company of one another.

As Pi struggles to coexist with

the forbidding Richard Parker, he uses his knowledge about animals in order to keep them both alive. Though Pi considers him as his worst enemy and greatest threat, Richard Parker also becomes his closest friend.

Life of Pi not only illustrates a remarkable and inspiring tale, but uses realistic images and bril-liantly vivid colors that create both a breathtaking and aesthetically pleasing visual experience for all. The film’s lifelike qualities con-tribute to its ability to trigger emo-tion, for it makes an improbable situation credible with its stunning graphics and stirring soundtrack.

With its thought-provoking ideas about faith and the mean-ing of life, Life of Pi is certainly a movie you’ll take with you out of the theater.

When most teenagers hear a reference to President Abraham Lincoln and a movie, their first thought is: “The vampire slayer?” Well, this time I’m talking about the amazing film Lincoln, minus the blood sucking horrors. The week the movie was released, the theater was filled with crowds of elderly citizens, as younger crowds were drawn to competing movies like Twilight: Breaking Dawn Part Two and Skyfall.

My eyes were glued to the screen as I relived the 16th President of the United States fight to officially

pass an amendment that would abolish slavery and leave a per-manent mark in history. Daniel Day-Lewis, who played the lead role as Lincoln, seemed to be made for the part. He walked as if the world were on his shoulders and as if every step were a decision that could tip the delicate balance of the Civil War. I felt his frustration as he dealt with family issues and felt his struggle to secure the necessary votes to pass the 13th Amendment.

As you accompany Lincoln

throughout the 150 minute journey, you start to grow with him and feel empathy towards his character. While he tries to push towards the abolition of slavery, he also tries to end the Civil War and keep his son at home in order to keep his wife sane. The most nerve-wracking scene (also my favorite) was the courtroom scene awaiting the decision for the thirteenth amend-ment to be passed. Portrayed as calm, steady, and wise, Day-Lewis skillfully envelopes you into this period of Lincoln's life.

I am a fan of Steven Spielberg's films, like Schindler’s List and War Horse. Another well made film from Spielberg that will spike your emotions and pull tears from your very eyes. This emotionally intense film deserves five out of five stars, and I recommend everyone, young or old, to see Lincoln.

Jayme Dee single has “pop feel”By Kelly Chan

Staff WritErYouTube sensation Jayme Dee

from the sunny Southern Califor-nia debuts her first studio single, "Tip Toes.” The blonde’s song is showing up on Spotify playlists, and is gaining recognition on You-Tube with over 52,000 views for the music video. Dee sings about the emotions of a girl getting swept off her feet on her tiptoes by a boy she's in love with.

The music video is best de-scribed as “cute” and “simple.” The overall performance was a bit awkward, which I actually found

rather refreshing, but the choreog-raphy could've been better. For a pop song, it doesn't sound annoy-ing or overly synthesized. The lyrics are pretty diversified with meaning, yet also with that "ohhh whoaaa ohhhh" that comes along with this genre of music.

Although "Tip Toes" is one of those forgettable and in-the-phase catchy tunes, it has the potential to easily be just as memorable and just as staple on the radio for a long time.

From an upcoming pop singer from YouTube, I honestly didn't expect much from the song. My

thoughts flip flopped when I saw the video and heard the song for the first time, and was quite impressed by Dee's musicianship and star presence.

I recommend this song for ev-eryone to listen to at least once, for a Taylor Swift-esque pop feel. The emotions expressed in “Tip Toes” are easily relatable for anyone in love, or falling in love. Dee's down to earth background and success story as a YouTube star also keeps aspiring musicians striving to do better. "Tip Toes" didn't quite sweep me off my feet, but it did earn 3.5/5 stars from me!

LiLy CarrELL/OpiniOn EditOr

S u p e r S a v v y Sp o r ts St a rs

Brianna Wong, freshman Nick Lima, seniorKaylin Hui, juniorRaymond Akagi, sophomore

Evan Kwong/ Staff Writer

Racing through the finish line since middle school, junior Kay-lin Hui has been running cross country for five years.

Hui has run on the freshman-sophomore team the past two years, and has sprinted to the finish on the JV team this year. Finding the drive to keep run-ning on the team, she’s discov-ered that she loves interacting with everybody on the team, as they practice and improve.

“The fact that I really want to get better and how I like running so much keeps me motivated to continue. It teaches me how to strive to achieve my goals,” said Hui.

Football has been a major part of senior Nick Lima’s life for the past five years. Lima has been tackling opposing teams since eighth grade and all through high school, playing on the JV team his freshman and sophomore year, and on the varsity team in the latter half of his high school career. He’s played as a running back, defensive back, and kicker.

“My passion for the game keeps me going,” said Lima.

Football has shown him how to really work with a team and de-vote himself towards something.

“I learn leadership from it,” said Lima. “And it gives me the experience and confidence to overcome obstacles.”

Castro Valley has a coach in town! Senque Carey, or Coach Q, is a Bay Area native, and also the new head boys basketball coach at CVHS.

With eight years of Division I basketball coaching under his belt, Carey is sure to handle the Trojans well. He has coached at a variety of colleges, including Portland State University and University of New Mexico. In 2010, Carey was named one of the nation’s top 100 assistant coaches by Basketball Times Magazine. This year, Carey de-cided to step back from college basketball, and coach a high school team.

“I want to give back to the game, and teach some kids things that past coaches have taught

Pedro Pacheco steals the ball away from an opponent. Olivia Berden / Staff Writer

The boys varsity soccer team played Bishop O’Dowd in a gru-eling game in the freezing cold resulting in a tie of 2-2 on Dec. 13.

The Dragons kicked off and scored their a goal in the first ten minutes. The Trojans were able to retaliate not too long after.

It was a violent battle and when the Dragons scored their second goal, the Trojans were fired up and scored just seconds before the end of the first half.

After a back and forth battle tensions were rising. After a yellow card and multiple fouls neither of the teams scored in the second half.

“The game went great. The boys fought hard. They didn’t

By Cheyenne DonatelloPhOtO editOr

give up, we went down 1-0. They clawed back, we got 1-1, went down 2-1, came back again 2-2. We got two great teams playing a great game,” said coach Brian Bonilla. Scoring goals for the Tro-jans were Gabe Morfin-Guzman and Gordon Tse. Goalie Samuel Hanson had seven saves.

Most assume that it’s all busi-ness and no fun between the two rival teams.

“The rivalry is probably not as intense as it once was just because a lot of their players and Castro Valley’s players play together on a club so now it’s more of a joking rivalry now,” said player Miko Muse.

Both teams worked hard and the boys were able to compete and leave the field content with how they did.

me," remarks Carey. Having played high school and collegiate basketball himself (at University of Washington and University of New Mexico), our new bas-ketball coach understands how students learn to play.

The CVHS boys varsity team has done very well in the past, winning their league champion-ship, NCS and even going to state championships. Knowing of the Trojans’ strong record and reputation doesn't faze Carey.

"We’re not into records. We’re into building on the court and in the classroom. We want to be champions in the classroom too," says Carey.

Players on the team agree that their new coach emphasizes academics. They also say that their new coach discourages the wearing of hats and “sagging,”

instead promoting classy eti-quette. That being said, the new basketball coach also has high hopes for the team on court too.

"I hope that the underclassmen play to the best of their ability, and that each player is a respect-ful student athlete that CVHS can be proud of," said Carey.

Even though students will miss parts of class for games, Carey is positive that they will make school a priority while tak-ing basketball seriously.

“Coach Q is a good guy and gives good tips on how to im-prove your game in a respectful way,” said varsity player Alvaro Hu.

The basketball players are in good hands with Coach Q, and are awaiting an exciting season.

“It’s all part of the high school basketball spirit,” says Carey.

Trojans, Dragons Tie

New face coaches basketball boysBy Kelly Chan

Staff Writer

Senior Kelsi van Damme faces off with an opponent at the start of her match.

emily COurChaine / SportS editor

Girls wrestle at CV tournamentBy Emily Courchaine

SPOrtS editOr

The CVHS girls wrestling team hosted the 10th annual Castro Valley girls invitational tourna-ment on Dec 15. Over 250 wres-tlers filled the gym at Chabot College for a long day of intense competition.

“The Castro Valley tourna-ment is one of the biggest in the season,” said junior Rebecca Busch. “The competition is really tough.”

The day began with weigh-ins at 7:00 am, and after a slight delay in setting up brackets, wrestling began around 11 am.

In the end Napa High School

took first place with a leading team score of 137 points. CVHS did not place in the top three as a team, but Busch came away with a second place medal after wres-

tling last year’s state champion.The season has been going

quite well for the girls. There are 15 girls on the team, only five of which are returning wrestlers.

A true athlete, Brianna Wong has been playing tennis since fifth grade. The thrill of striking the ball back at her opponent on the court never disappears.

Playing on the JV tennis team has reinvigorated her passion for the sport, and the interest that surfaced when she was little lives on.

“It’s really fun and I like to meet new people,” said Wong. “The coaches and the excitement of tennis keeps me motivated.”

Since she started, tennis has taught Wong how to strategize and think about her actions before executing them with con-fidence. Wong plans to continue playing the sport in hopes of a scholarship.

Definitely not a new face in soccer, Raymond Akagi has been playing for nine years. For Akagi, nothing beats blocking the opposing team from scor-ing a goal.

Akagi has played for the Castro Valley Soccer Club, as well as for the JV team since last year, in the defender and goalie positions.

“I really like getting better as I play,” said Akagi.

But perfecting his skill isn’t only what soccer is about. Soc-cer has taught him teamwork, which is probably one of its most crucial components.

To Akagi, it’s the team that makes the sport.

8

New online courses from Apex learning could be offered as soon as second semester to CVHS students.

The program is targeted to help students who have not passed classes needed for gradu-ation make up the necessary credits.

“This would be sort of a dif-ferentiated way from the stan-dard curriculum that we could use to help the students get the credit that they need to pass the class,” said math teacher Micheal Rackley.

The program gives students who are missing credits the opportunity to make up those credits in their spare time.

The course works much like a normal classroom, with regular assignments and tests given. Students can receive credits if they pass the course with a 70 percent or above.

However, the Apex courses are aimed to provide a more individual and interactive type of learning by using text, audio, video, and animation to teach.

“It's not just text, it's text, it's video, it's very interactive. Think of it like a textbook for a modern age,” said Dustin Gacherieu, vice principal of Castro Valley Adult School.

The Castro Valley Adult School started offering the Apex pro-gram in September for adults

hoping to get a G.E.D., and is currently working with CVHS administrators. CVHS students have been testing the program at the Adult School since Octo-ber 15.

But although the program has been working well for adults, some teachers are worried the students might not have the same success.

“(Apex) worked well for adults, but as far as students are concerned , they learn a different way,” explained Rackley.

However, Gacherieu says that already in the short time that students have been working with the courses, positive feelings have been high.

“Students are really enjoying it. There's a lot more engagement because the program is very in-teractive,” he said

Administrators are hoping to start using the program as soon as second semester, in hopes that students who did not pass classes in the first semester could earn needed units by the end of the year.

Teachers have so far piloted only Algebra and English cours-es, although there are a multi-tude of different class options.

Overall, Gacherieu thinks that the classes will ulitmately be helpful for students not only in school, but in life.

“You're taking situations that you're learning about and mak-ing it real,” Gacherieu said.

APEX: online classes for struggling students

Administrators have cred-ited the recent increase in tardy sweeps to drastically declining the number of late students this year. According to new statistics, tardies for the 2012 school year have decreased an average of 32 percent during the first twelve weeks of school, compared to the past 2011 school year.

The new regulations were set into place this year after admin-istration discovered there were over 40,000 tardies the previous school year. The new rules state that there will be a maximum of three tardy sweeps every week for the 2012-2013 school year.

According to attendance and detention supervisor Darrin Vanderpan, the results of the recent tardy sweeps has been overwhelmingly positive, for teachers and students.

“With more students in class, the students are able to learn more, the teachers are able to teach more, and even the stu-dents that aren’t getting there late aren’t disrupted by the people who are late,” said Van-derpan.

Many teachers have also taken notice and supported the in-creased tardy sweeps.

“I think they (tardy sweeps) are good,” said English teacher

Tina Johansson. “Although I haven’t seen a huge difference in my classroom, I’ve definitely heard from many other teachers and administrators the over-whelmingly positive effects.”

The new information shows the differences in both students caught in tardy sweeps and calls home between 2011 and 2012. There was a 31 percent decrease in tardies in week one, a 33 per-cent decrease in week two, a 44 percent decrease in week three, a 31 percent decrease in week four, an astounding 61 percent decrease in week five, a 32 per-cent decrease in week six, a 26 percent decrease in week seven, a 33 percent decrease in week eight, a ten percent decrease in week nine, a 32 percent decrease in week ten, a 17 percent decrease in week 11, and a 37 percent de-crease in week 12.

And attendance isn’t the only thing tardy sweeps are helping. They are also improving stu-dents’ grades.

“We had a huge number of D’s, F’s, and ‘incompletes’ in the classes,” says Vanderpan.

“One of the things we noticed with the D’s F’s and I’s was that almost all had attendance issues, either tardies or cuts.”

According to Vanderpan, the new regulations were set in hopes to not only get students on time but also to keep students

in class, and ultimately work to help them learn and boost their grades. The results speak for themselves; there has been an ap-proximate eight percent decrease in D, F, and incomplete grades during last quarter’s progress reports.

“The data is showing that tar-dy sweeps have been successful in helping the students get better grades, which is really what our goal was to begin with,” said Vanderpan.

Tardy sweeps are set to contin-ue, but Vanderpan says change all depends on student’s be-havior.

“It (tardy sweeps) really de-pends on the students ability to self- regulate,” he said. “If they’re responsible, then we won’t need this many.”

Tardy crackdown improves gradesBy Anna Talajkowski

Staff Writer

By Anna TalajkowskiStaff Writer

services does not fulfill an a-grequirement and is not count-ed when calculating college GPAs for college applications.

A popular suggestion to low-ering the number of students in school service was the ad-dition of a study hall period.

Students with free periods could put those hours to good use in completing homework, taking missed tests, and help students manage their school-work and extracurricular ac-

TREES: Page 1

TAs: Page 1

chose to plant pine trees out-side the main office just a few years ago.

“They’re going to have the same problem here that they have out there,” she said. “I don’t understand why they planted those.”

Students and staff will soon

tivities. Grades could improve because of the time taken dur-ing school to complete work.

But adding more classes is expensive, especially with the budget cuts in place.

According to Green, it is cheaper to add more TAs to a class as students rather than opening up entirely new classes.

"Is it a productive contribu-tion in campus, or is it babysit-ting?" asked Green. "It's a real disservice to the students.

be polled about options for new trees, however this is small compensation for those who grew to love the majestic pine trees over the years.

For better or worse, however, it seems CVHS will have to get used to the idea of a changed campus, one with quite a few less towering giants.

The OlympianDecember 20, 2012