Have you ever noticed the  insistence of the math teachers telling their students to watch the math videos every night? Or perhaps the wrath of Mr. Shaw when you don’t? What’s so special about them that we have to watch one every single night? Can’t we just figure everything out in class? Throughout the month of April we took time away from what should have been chemistry revision and decided to investigate a rumour we had heard regarding these videos. What was the rumour, you may ask? Well, allegedly the math teachers noticed a high decline in the number of students dropping math related courses and turned to the dark web, where they allegedly discovered even more GPSS staff with malicious intentions. These other staff members? Almost the entirety of the psych department.

Due to legal reasons, we can only confirm the presence of Mr. McGrath in this alleged crime, a teacher known for his typos, fun games and very quiet voice. Just kidding. But despite his happy-go-lucky demeanor, he has been selling his services on the DARK PANTHERS WEB! And what do his services entail you might ask? Hypnosis. Hypnosis that is being used against the students of our very school, our fellow panthers. When the math department, namely Mr. Shaw, Mr. McCarville and Ms. Dittmer, discovered this, they requested Mr. McGrath’s expertise as they had noticed a significant decline in Mr. Shaw’s youtube income, and overall views across the three channels. While some of this may have been due to the IB Chemistry exams (which we should be studying for at this very moment), it is a widely known fact that Math is a unanimously disliked subject (sorry not sorry to all the math nerds out there). Of course, this is not including personal opinions, simply stating a fact. In a desperate attempt to increase Mr.Shaw’s youtube income the views on the math videos for the alleged “sole purpose of enriching the young minds of the Glenview students” (very oddly specific if you ask us), they resorted to Covert Hypnosis recommended to them by none other than Mr. McGrath. This hypnotic practice involves the use of specific language or conditioned triggers within a video to make you engage in actions, such as solving math equations, without being consciously aware. But how do people who don’t even watch the videos fall prey to this tactic? A video played in class, on the one day almost every student was present. By doing this, they managed to engage all the students in math and saw a significant increase in test scores, but at what cost? These math students have lost their freedom to rebel against the subject, or even make their own decisions. And with no cure in sight, who knows when they will be returned to normal?

This news is deeply concerning and we would have loved to give everyone an update, if only this was real. Happy April/May/June Fools! (exams got busy…sorry.)

WANT TO WIN?

Are you looking into clubs like HOSA? Or DECA? These are really popular clubs, and many people want to do well in them. But they don’t know how to. 

Well, you’re in luck. 

At Communications Club, we’ve got past participants who have done really well in these clubs! Most of all, they know how to communicate. 

Without good communication, doing well in these clubs can be tricky, especially if you're choosing a public speaking event. 

But with our bi-weekly meetings, YOU can prepare yourself to the max.

Still here?

Well then, come down to room B113 to learn more. To win. 

Whether for school or extracurriculars, we’ll help you tone down the pre-presentation stress and prove that your time was well spent. 

COME DOWN TO B113 TO LEARN MORE.

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YOU’VE GOT THIS, PANTHERS. 

Thinking of doing IB in the future? Well, here are some main points from the Gr. 10 IB Night:

• Partial or Full?

  • Both are still technically IB! As in, just because you aren’t taking IB doesn’t mean that you aren’t a part of the program. HOWEVER, you won’t get the international diploma for the entire program. 

• Courses

  • In Gr. 11:

    • English HL

    • French SL

    • History HL or Psychology 

    • Math SL

    • Biology HL

    • Chemistry, Business or Art

  • Gr. 12:

    • English HL

    • French SL

    • History or Psychology 

    • Biology HL

    • Math SL

  • NOTE: For more details, talk to Ms. Caplin or students who are currently in the program for better information.

• Terminology:

  • HL “Higher Level: Not necessarily “harder”, but contains more hours (which means more credits needed to complete the subject). 

  • SL “Standard Level”: Less hours, and not necessarily more difficult.

  • Internal Assessment: Graded by classroom teacher. Samples from the class are sent to an external examiner.

  • External Assessment: All work is sent to an IB examiner. This includes exams. 

  • You will also have to do something called an EE and TOK, as well as something called a “CAS project”. 

• Grading

  • Below 50%: Level 1

  • 50%-60%: Level 2

  • 61%-71%: Level 3

  • 72%-83%: Level 4

  • 84%-92%: Level 5

  • 93%-96%: Level 6

  • 97%-100%: Level 7

  • NOTE: In total, you will need 24 or more points to achieve the full diploma

  • EXTRA NOTE: There is something called “grade banding”, where your raw score may move up depending on the banding. Each subject has its own banding.

Disclaimer: This is an introduction to what IB looks like. However, there are other things to consider. For example, the idea behind the program is that it helps prepare you for university. If this appeals to you, ensure that you are asking with the right sources because everyone has different opinions on this. So, the ultimate decision must come down to what you want and what your future goals are. Ask around if you have questions, and don’t hesitate to reach out, because we’re all here to help and learn!

It's no surprise that politics can be messy and chaotic, but nothing demonstrates it more than when a bunch of highschool students come together to simulate the Canadian government. On February 18th-19ths Glenviews Fed Prov Team went to Laurier University for two days of committee meetings filled with debate. 

This year Glenview was assigned the territory of Nunavut and dedicated time to making a stronger north. Throughout the committees the various ministries were successful in passing many bills that supported the northern territory. In national defence they managed to secure 20 billion dollars to increase military and overall defence of the province. A few meetings over the ministry of immigration passed multiple bills that would allow the territory to cut off immigration for a few years and direct the money to infrastructure and healthcare. This was to ensure that when they accept immigrants again, they can be properly supported. We also managed to pass bills to increase the quality of healthcare and education, and worked to decrease the cost of living. 

While the territory was successful in many things, it was not achieved without conflict. To start, the Assembly of First Nations remained seated in the opening ceremony when the national anthem started playing in order to take a stand against the misrepresentation. This marked the first event on the bingo cards made by the Western Press, followed by the province of Quebec speaking in French for half the time. The province of Ontario seemed to be causing problems with nearly every other province and territory there, to the point that the closing statements were primarily composed of critics of their behaviour. They were even kicked out of the immigration committee meeting for making rude comments to Nunavut and the Assembly of First Nations. However, Ontario wasn’t the only ones kicked out. The Eastern press was kicked out for use of AI. 

Further more in the finance ministry, the provinces rallied together to try and pass a bill for a fish pipeline. However the federal government was displeased with this and tried to take away their democracy and ignore what they were saying. This wasn’t the first time the federal government tried to take total control of the provinces and territories. When the ministers in immigration all agreed on a bill that would allow them to watch the olympic hockey game during the meetings, the federal government declined without substantial reasoning. This only led to the ministers storming the first ministers meeting to demand their voices were heard.

Despite the need for power, the committee meetings were fairly successful and it was a good opportunity for different schools to work together and gain a deeper understanding of Canadian politics. Be sure to join Fed Prov next year where we will be representing Manitoba!

Hey Panthers! 

From January 19th-22nd, we’re raising money and collecting non-perishables for the Panther Pantry (you know, the “breakfast cart”)!!!

If you want to help continue this great aspect of our school, consider donating! Here is a list of things you may consider donating:

• pasta sauce

• cereal- hot or cold

• tuna or other canned meat 

• canned or dry beans 

• canned fruit 

• canned vegetables 

• rice 

• jam 

• granola bars 

• canned soup 

• crackers 

• ramen soup

Thank you so much for your support, Panthers!

On November 12th and November 19th, two math contests made by CEMC (Center for Education in Mathematics and Computing) at the University of Waterloo were held at Glenview.

The first two contests were both orchestrated on November 12th—the Canadian Intermediate Mathematics Contest (CIMC) and the Canadian Senior Mathematics Contest (CSMC), with the former for grade nines and tens, and the latter for grade elevens and twelves. These two contests are purely based on mathematical principles specific to each grade group. These contests comprise of two sections, Part A and Part B, with each question increasing in difficulty as they go on. Unlike standard test questions that a student may encounter in a formal class test, these contests are usually very difficult for the reason that they make students apply principles they may already have learned in very unique and difficult practical situations. The questions range in difficulty from questions that are asking for simple percentage calculations, to questions that ask for probabilities of infinite lists.

The second contest was held on November 19th. This contest was the Beaver Computing Contest, in which the questions are based less on mathematics—although mathematics plays a significant role in the questions—and more so on logical reasoning and application of information that has been given to you. Like the CIMC and CSMC contests, the Beaver Computing Contest is divided into sections; however it is divided into three sections instead of two, with, again, each question increasing in difficulty. These questions range from questions that ask contestants to find the order in an already-given sequence to questions that ask contestants to determine sequences themselves, and then apply this found sequence to the actual question.

When interviewing two students who had partaken in one, if not both, of the two contests, I found that they both had a generally positive view of these contests and how they impacted other aspects of their academic journey. The list of questions was as follows:

1. Has your experience with the CEMC math contests been mostly positive or negative, and why?

2. What have you learned in partaking in these contests?

3. Have preparing for and/or taking these contests aided you in any other academic aspect?

4. What is something you find challenging about these contests?

5. What piqued your interest and compelled you to start taking these contests?

Beginning with the first question, contestant Nandita Sharma, who has been taking the CEMC contests for the past two years, noted that the contests, while they made her ‘want to rip her hair out’—something that I can very much relate to, having done many of the CEMC contests over the past two years—were still a beneficial experience in that they allowed for her to think outside the box in ways they usually didn’t. Contestant Srinija Garimella , who has been taking the CEMC contests for the past three years, echoed this sentiment, saying that they prompted her to use her critical thinking skills and helped her build an idea of more difficult math problems, especially now that she has taken both the Canadian Intermediate and Senior contests.

In answering the second question, Nandita noted that the contests made her realize the value of reading questions properly, not only in the context of these contests, but also in the context of formal school assignments. Srinija observed that she learned a variety of mathematical techniques and applied them to other competitions and in class, alongside learning the value of time management, as it seems like a lot of time when starting the tests, but once you have started, the true nature of the questions begins to surface, which, in turn, helped with delegation of tasks in various areas.

The two contestants had very different approaches to the third question, with Nandita saying that she did not prepare to get herself accustomed with critically thinking on the spot, and Srinija replying that preparing for these contests gave her a wider view on test-taking strategies and more difficult problems, aiding her in the subject of physics as well.

In noting down what they found most challenging about these contests, Nandita found the actual mathematics aspect the most difficult, stating that she ‘never wanted to see another number after the last contest’—which I again found very relatable. Srinija, on the other hand, found the timed aspect and the wording of many questions difficult, as they are intentionally wording in a backwards way occasionally to trick contestants—likely what adds the most to the competition aspect of these contests.

For the last question, the two contestants again had very varying responses. Nandita, taking a more entertaining tone, said that she enjoys the pain and that she gets to skip class to do math questions that make her want to drown herself. Srinija, on the flip side, said that she began taking them when her grade nine teacher recommended them, and it has become something of a tradition for her, especially because she is generally interested in mathematics as a subject, and the fact that the University of Waterloo runs these contests can be very beneficial in the long run, especially when considering higher academia.

It is important to remember that, while the experience of these two contestants does not reflect every contestant’s experience, their experiences can very well serve as a reminder of the fact that even something as mundane as mathematics can bring positive impact and experiences to people, and how we only have to be willing to participate and give what we can.

On Wednesday, October 29th, we had our annual Halloween dance here at Glenview! But it wasn’t an ordinary Halloween dance, as this year the dance was moved from the West Gym to the Cafeteria. The decision was suspected to have been made in order to create more space for us Panthers, but was it as effective as we had hoped? Let’s dive in and find out!

A couple of weeks ago, we interviewed two of our fellow panthers, and asked them about this year’s Halloween dance. "It could’ve been better…" Sadie Tomkinson, a student in grade 11 told us. "It definitely was a little too bright, and everyone was trying to dance, but it was a little awkward because you could see everyone. It’s better when you can’t see anyone, and the lights kind of ruin the mood." This was started again by another grade 11 student who wishes to remain anonymous. "It was an okay time… [but] it was VERY awkward, everyone was like, watching you… it’s hard to explain, but it was just so visible. Also, they said they did it in the cafe for more decorations, but I didn’t feel that way." When discussing with our interviewees, they also mentioned that there was a lack of Halloween music, and that if the school was trying to have more space for everyone, they shouldn’t have used only the smaller side of the cafeteria, since there were over 100 people present. "I feel like it was [better] in the gym because it’s darker, and there’s more room, and there’s a little area where you can go outside." 

When asked how they would organize the Halloween dance, if given the chance, Sadie told us "I would do it in the gym [and] do kind of the same thing they’ve normally done… They could decorate more, but I get that it’s harder in the gym, because of the high ceilings, but you could still stick stuff on the walls and stuff. And like the TV was on in here, which I get was for a vibe, but it was just the thriller music video playing over and over again, which was kind of boring." Our anonymous panther said "I think I’d just put it in the gym again, because it seemed like that was working, or maybe the cafeteria, but just find a way to make it darker," and "Change the playlist!" The interviewees mentioned that the food was good and appreciated the drinks and snacks available for purchase, as well as the fact that the Blue Jays game was playing. "I liked their idea for how they set it up, but maybe they could keep it in the gym and have some of the cafeteria open as a cool off zone, where they don’t even have to decorate or anything, but people could just sit, and have the Jays game on or something." 

Overall, our fellow panthers think the main points for reflection are the lighting situation, the location and the music. "I think this was a good idea, it was just executed poorly and could’ve been done better."

On October 8th, the school came together to enjoy some fall festivities and support the football teams with loud cheering during their games against KCI. Both teams were successful against KCI, with the juniors winning with a score of 35 to 18 and the seniors following suit, winning with a score of 22 to 18. Both teams have had a strong season this fall. Congratulations to both teams for their hard work! 

Teachers and students wore their school colours making a crowd of red and black. Many sported face paint to match their outfits with everything from simple black stripes to dots and panther paws. 

In addition there were many tasty treats to be enjoyed such as homemade  cheesecake, cookies, brownies,popcorn and pizza all provided by SAC. And there was a wide range of drinks including ice coffee which was a major hit amongst students. 

Even if football isn’t your thing, people were still able to enjoy some music and spend time with their friends, and even participate in some bean bag toss. The fall frenzy was a great way to spend time with people, ramp up some school spirit, and truly welcome the fall season. And if your teachers took you out to watch the game during class, then that was just a bonus. We hope to see you all bringing your panther spirit again at the next school event!