March 15, 2012

March 15, 2012 Washington High School 38442 Fremont Blvd. Fremont, CA 94536 www.whshatchet.com Vol. 93 Issue 7

The HatchetT E L L I N G T H E T R U T H S I N C E 1 9 1 6

CAHSEE attendance rates increase from previous yearsZoe HuAnirudH PAmulA Staff Reporters

Environmental club dusts off the school’s garden

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.

Drama students prepare for showcase and festival

Expensive shoes pay off for sports

See A&E, page 9See Sports, page 10

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.

Model UN club represents Syria in conferenceAnirudH PAmulAStaff Reporter

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.

Photo by Maleka Mau

Sophmore Mary Finnigan, took the math portion of the CAHSEE on March 14th. The CAHSEE is given every March.

News PAGE 2The HatchetMarch 15, 2012

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Lack of attendance plagues CSF tutoring 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

Anirudh PAmulAStaff Reporter

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 tutoring sessions. Tutors would often outnumber the amount of students actually looking for help. The Math d e p a r t m e n t continues to tutor every Thursday.

“Next time around we would get more publicity for the program,” CSF Officer senior Gary Singh said.

Certain tutoring programs have worked in the past. Link Crew’s E.L.O.P. program was found to be

a moderate success by link crew leaders. The Link Crew program was launched after there were 525 students deemed not proficient

in Algebra I. The Link Crew program o p e r a t e d during Husky Period.

“We made tutoring non-n e g o t i a b l e , anyone in Algebra 1 was

already in the program,” Link Crew advisor Elizabeth DeWitt said.

The main goal behind it was to bring up Washington’s STAR

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.

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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

Sameed Siddiqui

AlexAnder richStaff 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 Wi-Fi 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

Showcase shows off Wi-Fi and courses

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.

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.

New AP form introducedAnjelo TulioA&E Editor

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.

News PAGE 3The Hatchet

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OpiniOns PAGE 4The HatchetMarch 15, 2012

Editor-in-ChiefNoelle Fujii

News EditorsKenneth Chang

Jessica Stiles

Opinions Editors Nadine MorishitaHarley Litzelman

Betsy Madrid

Features EditorsBharathi GandhiKaitlyn Martinez

Lydia Kung

A&E EditorsTeja Thota

Anjelo Tulio

Sports EditorsEric Chu

Sylvia LiangChloe Ng

Photo Editors Daniel Tsay

Maleka Mau

Business Manager

Karen Arayata

Staff ReportersAdrianne Manseau

Alex RichAmelia Chu

Angely GuevaraAnirudh PamulaBritney SanchezChristina Chen

Gerald LiJennifer Chang

Jill HuynhJosh RozulKelsi Ocon

Kimberly HendersonKurt PenaKyle Floyd

Mark SolteroZoe Hu

Staff AdviserDavid Skillings

The HatchetWashington High School, 38442 Fremont Blvd., Fremont, CA 94536

www.whshatchet.com ▪ (510) 505-7300 The Hatchet is a forum for student expression and discussion of ideas uncen-

sored by school officials. The Hatchet staff seeks to ethically produce an accurate record of the news, sports, issues and people of the WHS community.

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.

Seniors plans for life after high school

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,

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.

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I am not concerned with the change because I’ve been through the work experience

Arjan Dhillon

Mark SolteroStaff Reporter

BetSy MadridOpinions Editor

angely guevaraStaff Reporter

Sensible Censorship Educate all the way

Are we still going to be young, wild and free?

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 that you are interested in. But with your decision, it will be geared to your future career in a positive manner.

"I will be going to college, possibly a nursing school and support myself with a part-time job," senior Terrence Walker said.

We all know that we will have more responsibilities from college courses and/or a job, but we must understand is that even if we are not the sharpest tool in the shed, we have qualities in us that make us a valuable asset to any field we choose to go in. With any choice we make we are ready to deal with. Life post high school will no doubt be a challenge and we might even fall, struggling to get up, but we can get back up and accomplish everything we have started. There will be a bumps in the road that we can all get over as long as we have the drive to.

Students also have such alternatives to even go straight to work. Let's face it: college isn't for everybody and it's not that those people don't feel less of themselves

but it's because they want to make money first and get a head start on life. They'll get to see if that is what they want, and if not they will have money from their previous job so that attending college is more of a possibility. But with all that we have been through our accomplishments by the senior class shows me that we are ready to take the next step to life.

"I am not concerned with the change because I've been through the work experience," senior Arjan

Dhillon said.There is no

doubt that we are ready and that our time to shine is here, to prove to the adults their is more to us then loud

music, crazy hair, and a texting addiction. We are the class of 2012, we are role models to all the younger generations to come, we show determination, and we have everything in our grasps for the taking. It is time for us to look ahead to a new life, in which we are fully capable of taking it all in and doing what's best for ourselves and our peers in the path of becoming successful young adults.

Does controversial content have a place in school?

Illustration by Betsy Madrid

OpiniOns PAGE 5The Hatchet

March 15, 2012

Worm Of the Apple By Harley Litzelman

EDITORIAL

“About the Earth. It’s pretty interesting and the world’s supposed to be ending. Also we graduate this year.”

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“I would write about my whole life because I love it. I’m a good soccer player and talker.”

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, 12

If you were to write a book, what would it be about?Huskies in the Halls

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.

Challenge your vocabulary

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 occupations, but when you have the opportunity to help develop the minds of hundreds of students, you have to love what you do, because a student will only get out of it what a teacher puts into it. Students know whether or not you’re not giving your best effort and they will respond in kind if that is the case.

On the opposite end of the spectrum, it shows if you do love teaching. If you are putting in time and effort and are truly excited to teach, students notice, and they appreciate it. So much of a student’s behavior revolves around responding to expectations. They want to believe that everything the teacher (or any other authority figure) does is in their best interest. Students want to believe that you believe they can learn and understand as well as they need to. A student knows whether or not you believe in him

or her, and again, they will respond accordingly.

“If you don’t love the job, it’s not the job to be in,” social science teacher Timothy Nichols said.

There is an inherent contradiction within the teaching profession that sometimes causes teachers to lose their drive and get complacent. It should be

a position of humility because the ultimate motivation for teaching should be focusing on what it takes to help students learn and grow mentally. Part of

that entails being adaptable and realizing that what worked ten years ago might not work now. What worked even last year might not work now.

But this idea of tenure - that you can build up some sort of stature or near immunity by simply having been around a long time - allows for complacency, stubbornness and

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 ap-proached merely as an occu-pation 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.

Kyle FloydStaff Reporter

Teaching is much more than an occupation

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 need-blind 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.

Affirmative action must protect equality

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If you don’t love the job, it’s not the job to be in.

Timothy Nichols

Students deserve more than uncommitted instruction

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.

Maslow’s HierarchyGerald liStaff Reporter

FEATURESPAGE 6The HatchetMarch 13, 2012

PAGE 7The Hatchet

March 13, 2012

Jeff SanchezWhat 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.”

Rita BenavidezWhat 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

Reba SimpsonWhat 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

What do you like about WHS?- Alumni of WHS, 1973- “WHS is near and dear to my heart”

Robin BarulichWhat 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

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

Fred BrusacaWhat 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

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.

Carly MitchellWhat 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

Kathy FetzWhat 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

How long have you been working here?- Almost ten years

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 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.”

Happiness38.5%

Respect1.9%

Love32.3%

Safety1.2%

Physiological Needs26.1%

Wha

t is m

ost e

ssent

ial t

o a

good

life?

Nancee ReckWhat 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

Poll by Adrianne Manseau, 161 students polled

Jill HuynHStaff Reporter

Husky Essentials

Our Lovely Lunch ladies

Robin ChampouxWhat is your job?- Nutritional service manager for five elementary schools, one junior high, and WHSHow long have you been working here?- Four yearsWhat 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

Julie JohnsonWhat 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 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 do you like about WHS? - The spirit

Other: - She has two kids and is a big 49ers fan

Interviews by :Adrianne Manseau - Kathy

Fetz, Carly MitchellGerald Li- Reba Simpson, Rhett

Spitzack, Fred BrusacaJennifer Chang - James Millick

Jill Huynh - Julie Johnson, Nancee Reck, Ann Campbell,

Robin BarulichKelsi Ocon - Jeff Sanchez

Lydia Kung - Rita Benavidez, Robin Champoux

Ann CampbellWhat 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.”

What is the worst part of your job?- Constant interruptions when there is a deadline

What do you like about WHS?- Working with the students and staff

What would you change about WHS?- Remodel the office

James MillickWhat is your job?- Campus supervisor- Ensures safety and control of campus

How long have you been working here?- Started this year - Worked at a junior high school for two and a half years

What is the best part of your job?- Being on campus with all the kids

What is the worst part of your job?- Breaking up fights

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

A&E PAGE 8The HatchetMarch 15, 2012

Drama department gives 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 of The Living Dead. Since this play is not set in a gloomy rundown farmhouse, something was needed to better simulate the outdoors. To solve this problem, a cyclorama is now installed behind the the set. A cyclorama is a large curtain or wall, often concave positioned at the back of the stage. This tool is c o m m o n l y used in theater as it is very effective for simulating the sky when a bright light is shown on it. By varying the colors and intensity, a light designer can achieve different times of the day for a more believable experience.

Unlike The Night of The Living Dead, Harley will take place in multiple locations. In order to achieve this with the limited space of the stage, Ballin is having several periactoids constructed. These are rotating platforms with different sceneries on each side so when a setting change is needed, the stage crew only needs to rotate them to change the scene.

The majority of the cast bringing

Kevin AbArquez

A&E Reporterthis play to life are freshman, some experienced and some new to drama. With them are veterans such as senior Molly Tapkin, who will be playing the lead.

“They’re great, since most of them were also apart of The Night of the Living Dead, which gives them a good amount of experience.

A couple of seniors playing leads would also help them out more.” Ballin said.

The play itself, is about a woman named Lea Wilson who claims to have an unseen and presumably

imaginary, friend Harley,which Lea describes as a 6 foot tall rabbit. Lea introduces Harley to everyone she meets. Her brother, who finds her behavior embarrassing, has her sent to a mental rehabilitation hospital to spare him and the family from future embarrassment. The play shows how having Harley around not only effects herself, but also the people around her.

Harley will premiere on May 11, with shows on May 16 to 18, and May 24 to 26 at 7:00pm. Ticket prices have yet to have been decided.

Spring Music FeverAnjelo 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 FoundationsChampion – Kanye WestDon’t Stop – Foster the People Don’t Stop Me Now - QueenDon’t Worry Be Happy – Bobby McFerrinGonna Fly Now – Bill ContiGood Life – One RepublicGood Vibrations – The Beach BoysHere Comes the Sun – The BeatlesI Feel Good – James BrownIsland In the Sun - Weezer(I’ve Had) the Time of My Life - Bill Medley and Jennifer WarnesMy Generation – The WhoRun – Gnarls BarkeleySo Fresh So Clean - Outkast

Take It Easy – The EaglesThe Middle – Jimmy Eat WorldThe Time of Your Life – Green Day Charmed Life – Three Eyed BlindThree Little Birds - Bob MarleyTurn on Me – A-haWake Me Up Before You Go-Go – Wham!Walking On Sunshine - Katrina and the WavesWe Are Young - FunYoung, Wild, and Free- Wiz Khalifa

“

“

Adapting the script to accomodate all the changes is the most challenging part so far

Matthew Ballin

Artist Spotlight: Sophomore uses guitar as a mediumKimberly Henderson

A&E Reporter

Instruments are considered a good way to express oneself for most people. Sophomore Josh Dalavai finds that the best way to express himself is through his various guitars.

Dalavai has been playing guitar for two years. When he started, he already set the goal of playing for the public. In his opinion, work had to be done to achieve that goal.

Dalavai has been receiving lessons at Allegro Music on Walnut Avenue for about a year and a half. He recommends taking lessons for a personal instruction, although

teaching oneself at home, as well as practicing, is also incredibly important. The sophomore began his instrumental career playing bass but switched to guitar.

“I felt more expressive through a guitar. There was a different feel

to it,” Dalavai said. He currently plays an

electric guitar, but will play an acoustic from time to time. In Dalavai’s opinion, parents can be supportive of your activities but what it comes down to is whether you have enough

determination to pursue a career. Even though Dalavai is busy with leadership, and other daily activities, he still takes about 3 to 5 hours a day practicing guitar.

Dalavai’s practice pays off in multiple ways. For example, he is able to play in local coffee shops,

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.

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.

“ “

Although chasing your dream can be difficult, it shows determination

Josh Dalavai

Illustration by Kevin AbArquez

PAGE 9The Hatchet

March 15, 2012

Anime Club

Theatre Showcase prepares students for festival

Jessica stiles

News Editor

WHS’s Classical Theatre Showcase will be on March 15. The show is in preparation for the Ohlone Theatre Festival, which will take place March 16-17.

The showcase is scheduled for 7 p.m. in the Husky theater; admittance will be free.

Drama teacher Matthew Ballin planned the showcase partly so that his advanced drama students would feel confident performing at the Ohlone Festival the next day. Ballin also hopes the showcase will help the students’ parents become more involved in what the students do for class, as well as create more performance opportunities.

Seven people have signed up to compete in the Festival, but all advanced drama students will participate in the showcase at WHS.

Showcase participants have had about a month to rehearse in class. All students were required to prepare a performance based on the works of Shakespeare. Students will act out scenes from thirteen different plays, including The Merchant of Venice, Much Ado About Nothing and Twelfth Night.

Junior Anmol Josen will be

performing a dramatic monologue from Shakespeare’s A Midsummer Night’s Dream at both the showcase and the Festival. She is excited for the festival, as it will be her first year competing.

“I am optimistic about it because Mr. Ballin will have prepared us pretty well... and I look forward to meeting new people,” Josen said.

Although a main aim of the showcase is to supply students with more enrichment in theater at school, it will also give them a chance to

become familiar with competition at a larger level, should they choose to be in the Ohlone Festival. The Festival was initially to be a mandatory assignment, but Ballin made it optional once he knew that freshmen were not allowed to participate. Students’ scheduling conflicts also influenced his decision.

The Ohlone Festival is an annual gathering of 800 northern California high school students to explore the various theatrical arts. WHS students will be performing contemporary and classical monologues, both comedic and dramatic; one student will perform a world dance. Individual or school awards will be given based on talent, teamwork, and spirit.

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.

Advanced drama students to perform Shakespeare’s works

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I am optimisitc about it because Mr. Ballin will have prepared us pretty well

Anmol Josen

A&E

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Principal appoints teacher as boys tennis head coach Eric chuSports Editor

Photo by Eric chu

Senior Andrew Ko practices serves after school under the coaching of Carl Bullard. Their next game is on March 15.

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 off-campus 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.

Athletes cope with pricey shoesBritnEy SanchEzStaff 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

Wrestler makes it to stateEric chuSports Editor

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.

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.

Photo by BritnEy SanchEz Freshman Cynthia Weng brings two pairs of shoes to track practice. Track shoes can range from $50 to $150.

SportSPAGE 11The Hatchet

March 15, 2012

RANDALL I. HASHIMOTO, DDS

FAMILY DENTISTRY

Tel: (510) 793-6954Fax: (510) 793-6956

2211 Parkside Drive, Suite GFremont, California 94536

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

Hatchet athlete of the month

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, he is coached by the school’s baseball coach, Mike Sewell. Over the course of his baseball career, his c o a c h e s p e r f e c t e d his swing and taught him the the discipline of the game.

As a s e a s o n e d veteran of b a s e b a l l , Nohr has competed in his fair share of tournaments. His favorite tournament that he competed in was the Little League World

Badminton makes upfor missed practices

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

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.

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.

Series. “The trip

was just a memorable experience,” Nohr said.

D u r i n g the games, N o h r m a i n t a i n s focus by only

concentrating on the game. “‘What’s gonna happen next

play’, or ‘what to do next.’ Those are some things that run through

my mind while I’m playing. You can’t get distracted,” Nohr said.

His grandfather is his biggest influence in baseball.

“He’s my influence because he told me, ‘You can make it far if you just put hard work into it.’ And I believe that,” Nohr said.

Nohr plans on going to Ohlone Community College after he graduates, but wants to transfer to Arizona State University after two years to continue his passion for baseball.

Photo by Brandon ridge

Senior Jesse Nohr warms up before a scrimmage game at WHS. Nohr has been playing baseball since he was five.

Photo by Britney Sanchez Seniors Erin Swardenski, Jessica Beckwith and Emily Marden line up in their positions. Seniors lost to the juniors 6-8.

Juniors beat seniors in Powderpuff game

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“

‘What’s gonna happen next play’, or ‘what to do next.’ Those are some things that run through my mind while I’m playing.

Jesse Nohr

Eric chuSports Editor

Kurt PEnaStaff Reporter

Sylvia liangchloE ngSports Editors

5759 Stevenson BlvdNewark (corner of Balentine Dr)

M-th 3-10 p.m.; F-Sa 10 a.m.-Midnight; Su 10 a.m.-10 p.m.

Experience 7,000 Sq.Ft. of pure Laser tagging Fun!

Buy 1 Laser Tag Game for $9.99& Get the 2nd 50% Off

-Buy 1 Laser Maze $3.99

& Get the 2nd FREE

www.lasertagginginc.com510-668-1200 or 510-668-0200

LASER TAGGING INC.Perfect Family Fun Place

Photos PAGE 12The HatchetMarch 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.

WHS PROM 2012 Special!!!Like our facebook page Prom Head 2 Toe and get additional 5% off your prom gown.

5% of your purchase will benefit WHS

Class of 2012*does not include discontinued styles, this coupon is good until May 1, 2012, this offer cannot be combined with any other promotion (NO DOUBLE COUPON), one per customer per visit

Bridals and Special Occasions40528 Albrae Street, Fremont, CA 94538

[email protected]

Tel: 510-438-8877 Fax: 510-438-8844

Documents

March 15, 2012