At the P.S.A.L. Cross Country City Championships, seven tech girls competed in the varsity race, placing fifth as a team in a field with twenty different teams. The runners placed 4^th, 37^th, 38^th, 39^th, 41^st, 49^th, and 95^th, just missing a team spot at the NY State Federation Championships. Gathering a total of 159 points, our cross-country team only came in behind Curtis High School, Port Richmond High School, Benjamin N. Cardozo High School, and Townsend Harris.

Leading the team was Junior Anne Laure White, placing fourth in the varsity race of theP.S.A.L. Cross Country City Championship. White showed dominance throughout the season;  she placed first at races like Mayors Cup Cross Country Championship and Brooklyn Borough Championships. White also qualified individually for New York State Federation with a time of 19:59.83.

Other runners such as Rebecca Baron, Isis Wyche, Rachel Francis, Winny Chen, Janice Fong, Ji Sun Lee and Lisa Je contributed significantly to Tech’s success at many races during the cross-country season. At Brooklyn Borough Championship, these runners helped Tech take first place among 16 other teams in the borough.

St. Vincent’s third album delves into new lyrical territory and takes her usual psychedelic sound one step further. The music coupled with her beautiful, soft voice creates a comfortable atmosphere that contrasts the rather serious and confusing nature of the words she sings.

9. Rolling Blackouts – The Go! Team

The Go! Team consistently puts out records that are equally jaunty as they are awe-inspiring, and Rolling Blackouts is no exception. Through a combination of original in-studio composition and pre-recorded pep rally cheers and television theme songs, they create perfectly danceable tunes with a nostalgic vintage sound.

8. Thursday – The Weeknd

            It’s been a very ambitious year for The Weeknd, a Canadian artist who released his first three mixtapes within the span of nine months. Blazing his way into the music scene with his critically acclaimed debut House of Balloons, I personally believe The Weeknd outdid himself with his middle album, Thursday. His distinct style combines elements of R&B, house music, and progressive rock, resulting in a truly surreal listening experience. The trippy sound sets the mood for the album’s “story,” which tells of a girl who becomes addicted to drugs and partying past the point of no return.

7. The Year of Hibernation – Youth Lagoon

The one-man band of Youth Lagoon crafts incredibly soothing melodies over calming accompaniment as the singer bares his soul through the lyrics. Each song is utterly heartfelt and honest that it’s hard not to be saddened by the otherwise beautiful music.

6. 21 – ADELE

Adele examines the phenomenon of love from every perspective in her sophomore album, 21. Her strong, husky voice carries the listener through tales of newfound love and heartbreak in a contemporary jazz and blues style.

5. Wounded Rhymes – Lykke Li

            Swedish artist Lykke Li branches out from her traditional style with her second album, but still clings to those important, distinguishing elements. Her almost tribal beats are still ever present in the backbones of several songs, and her echoey voice continues to permeate each track. However, the general mood of the album is less somber and saddening compared to her debut. The songs are more upbeat and have a happier tone, even though the subject matter is sometimes equally bleak.

4. Angles – The Strokes

Angles is the fourth album from The Strokes and ushers in a new but welcome change in their musical style. Shifting from lo-fi, guitar-heavy punk trends, cleaner and more produced tracks allow their usual upbeat and lively songs to be perceived in a different light. There is evidence of maturation in the composition as they push their own limits and produce more intricate songs.

3. Camp – Childish Gambino

His first studio album to date, Camp is Childish Gambino’s honest account of his troubled past and present. His lyrics are still as clever and piercing as they were on his mixtapes; however, indie rock song samples make way for original backing tracks and choral arrangements. Gambino has a clear message for his listeners: obstacles in his past do not affect his performance and will not hold him back from his ambition.

2. w h o k i l l – tUnE-yArDs

A great transformation from her home-recorded debut album, Merrill Garbus’s follow-up, under the moniker tUnE-yArDs, is entirely studio-produced and exposes a different side of her personality. Garbus combines elements of different genres she has encountered in her life experiences, most notably her rhythms from her time spent in Africa. Her fearless experimentation with music creates a fully unique record, which she uses as a medium to express her strong social commentary. But at the same time, you can tell she’s just having fun with it.

1. El Camino – The Black Keys

            The Black Keys have kept a distinct and consistent sound throughout all seven of their albums, and El Camino does not disappoint. Rather than getting stale, their blues-rock sound is revamped in their latest album with new and creative rhythms and arrangements. Time and time again, The Black Keys have proven themselves to be an incredibly adaptable duo while still managing to stay true to themselves and create completely original music.

Some that didn’t quite make the cut:

The Rip Tide – Beirut

Showroom of Compassion – CAKE

Cults – Cults

The King Is Dead – The Decemberists

Audio, Video, Disco. – Justice

Blood Pressures – The Kills

Middle Brother – Middle Brother

The King of Limbs – Radiohead

12 Desperate Straight Lines – Telekinesis

Goblin – Tyler, the Creator

The gym department has caused quite the stir among Tech students in recent weeks. The main issue is a troublesome rumor that gym report card grades will be averaged into GPAs.

A treasured feature of Tech’s longtime gym policy is that, even though you must pass the class to get credits to graduate, gym is not included in your final marking period average. A low gym grade does not bog down your report card.

As a result of several student complaints, the current gym grading policy was called into question at the beginning of this year. It was then determined that the current gym grading policy is, in fact, illegal.

The current policy, as taken from the gym contract each student signed in September, states, “For each day of non-participation, a mark is recorded on your grade sheet. The more non-participation the lower the grade.” A fixed number is subtracted from your final grade for every unprepared mark, which has been found to violate state law regarding physical education.

A new policy that is legal and incorporates the grades into final averages is to be drafted. The logic behind this decision is that students will not only work harder in gym class, but their gym grades will help raise their overall grade point averages. Students are experiencing mixed feelings about this new policy.

There are some students who believe it’s absolutely ridiculous that this policy might be passed. They believe the grade should not be averaged in on the report card until a new grading policy has been created. “Gym grades are going to be averaged in? In the middle of the school year? If anything, they should start next school year!” says Karina Peraffan ‘13. For others, however, gym is considered an easy high grade to achieve. “I’m glad that I now have a reason to try my hardest during gym. They should have enforced this policy years ago!” says Salma Haque ‘13. This policy is really causing disagreement even among Tech students.

Gym grades will not be averaged in on the report card until a new grading policy has been created. However, that new policy is expected to be complete by the second term of this year, and to give it a trial run, averaging will not actually be implemented until next school year.

The elimination of credit recovery for gym has also caused a bit of panic, especially among seniors. The Student Government had it abolished to send a message to students that cutting gym is for squares. If you expect to pass gym and receive the credits you need to graduate, then you must attend gym and be properly dressed. Many seniors have been given two gym classes in their schedules as the alternative to credit recovery over the summer. However, this may be a more difficult way for seniors to receive full gym credit by year’s end.

The musical was entirely student produced, so those with Tech theater experience took top positions and leading roles. Director Sasha Kazachkova, star of the spring musical for the past two years, competently led her peers to a great show, all the while owning the stage as the role of Pink’s Shadow. However, the cast and ensemble also seemed to be full of newcomers making their Tech stage debut. Leading actor William Suarez delivered a solid performance as the role of Pink, alternating from singing with a slightly hoarse – but still strong – voice to screaming in agony when appropriate. His voice fell perfectly in tune with Kazachkova’s, creating almost soothing harmonies to offset the play’s dark nature. Simona Zhukovski, also new to the stage, easily stole the show with her graceful movements and beautiful voice completing her lovable portrayal of Pink’s mother.

The extremely talented “orchestra,” comprised of only six men, flawlessly played through the show without missing a beat, complementing the energy of the actors onstage. Aside from a few songs where actual recordings were used, each song was indistinguishable from the original album track.

The play’s events were not easily understood without a quick skimming of the synopsis found in the Techbill, but it did not take away from the enjoyment of the show as a whole. Scene transitions were a bit clunky and disorganized, and some choreography was sloppy, but the “Young Lust” scene was enough to make up for it. It was clear that those five dancers painstakingly rehearsed those moves and executed them with extreme precision.

Competing against some of the best runners in the city, Tech had seven runners in the 5K varsity race; Samuel Philbrick, Kai Wagoner Oshima, Maksim Horowitz, Harris Van Alterman, Kenneth Rodriguez, Luis Rosado, and Artur Balanovskiy. Finishing with a total of 170 points, our runners placed 13^th, 23^rd, 39^th, 43^rd, 52^nd, 53^rd, and 95^th, with Philbrick and Oshima taking the top spots with times of 17:37.01 and 17:48.95, respectively. Brooklyn Tech finished behind 5 teams: Bronx Science, Stuyvesant, Midwood, Thomas Jefferson Campus High School, and Curtis High School.

In the JV 5K race, a myriad of Tech runners competed, with most occupying top spots. In a race with over 200 runners, the top places from tech were 13^th, 18^th, 25^th, 39^th, 42^nd, 51^st and 56^th.  Sophomores Johnathan Walker and John Thoma Hinchen were the top places in the JV race, with times of 19:33.82 and 19:43.79. Our JV team finished fifth, behind Stuyvesant, Bronx Science, Midwood, and Staten Island Tech.

Tech had two varsity runners qualify for New York State Federation Championships, Oshima and Philbrick, who ran times of 18:15.1 and 18:39.3 for the 5K.

There are four main principles of reform in this act. The first principle is increased accountability. By punishing the schools for not doing well, the act gives the school and teachers a reason to try and teach as best as they possibly can. The second principle is increased flexibility over the funds given; the schools can choose to use their funds in any area in which they need improvement.. The third principle is expanded options for parents, in which the parents receive a “report card” of the school that their child is enrolled in. If the parents believe the school is doing poorly, they may transfer their child out of the school. The last principle is the heavy emphasis on good teaching and good grades.

On paper this may seem reasonable and efficient. However, in reality, this act is mostly ridiculous. First, if a school is not doing well, decreasing the funds might encourage better teaching, but does not necessarily guarantee it. If funds are decreased, teachers would have fewer supplies to use and would not be able to teach as well as if they had supplies. Teachers would be forced to teach only what is on the standardized tests, which would improve scores, but the students would not learn anything practical from it. For example, on the state tests of New York and Michigan, almost 65% of students did not understand math problems that were about the concept behind a topic (ie. the Pythagorean Theorem). Students are taught how to solve problems, but they are not taught the most important part of the problem: the concept. Also, the tests scores could be manipulated by making the tests easier. Rumors of Bloomberg lowering the difficulty of the Regents have been heard, although not yet proven. Lastly, there could be corruption in the grading system. The New York Post reported, “Four city high schools have been under investigation since as far back as January 2010 for alleged Regents tampering or scoring inflation that could have fraudulently boosted their graduation rates…”

The increased flexibility of funds seems wonderful from a distance as well. However, if school funds have been decreased, there may not be enough room for a budget that could improve teaching. If schools are punished by decreasing the funds, schools that have been doing poorly would be too busy trying to survive on such a lowly budget that they could not afford to improve. Furthermore, there can be abuse of such liberties of funds. For example, recently, Mr. Asher has spent some money on improving the William H. Mack Library on the fifth floor for  important meetings. It looks fantastic; the floor is bright and the tables and chairs have a new woody scent. And yet, the library still lacks computers and a printing center. The old tables and chairs were not as appealing to the eye as the new ones, but at least they still serve their purpose. They were in perfectly fine condition. The money spent on wood would have been used more practically on computers, printers, and new books. Additionally, the artistic areas in Brooklyn Tech have been neglected because it is not funded as securely as the sports in Brooklyn Tech. Mr. Asher has put his efforts in improving sports of Brooklyn Tech because at the moment, it is getting the most funding. The increased flexibility in Brooklyn Tech is harming the educational system, not helping it.

The third principle is a truly reasonable idea. It would benefit the parents to see which schools provide the best education for their children. However, the flaw in this principle is that the data given to the parents is unfairly gathered. For example, judging the school’s academic process on only one test is too objective. It is simply too much pressure on just one exam. All children have different strengths and weaknesses and one may perform better on the test than another. A series of exams would be more fair. Also, it is unfair that only numbers seem to matter. Exams are not the only important factor in education. The participation of students should be recorded, for example. If many students participate, it is a sign that they find the class interesting and helpful. If they feel interested in class, it means that the teacher is doing his or her job correctly.

The last principle emphasizes good grades and good teaching. However, nowadays, good grades seem to be overemphasized. There are many students who copy homework and learn nothing. They use their calculator to store important test information and cheat to many extremes. Yet, they manage to get a good grade and are, in fact, proud of it. The meaning of education seems to fade away as numbers dominate the educational system. Ironically, there are students who have the opposite dilemma. These students study hard and understand the topics, but are alarmed by such emphasis on how well they do in exams that they do poorly on. The emphasis on good teaching has its own flaws as well. Good teachers have years of experience in teaching and know what methods students respond to best. Recently, schools have been firing these “old” teachers and replacing them with new teachers. Bronx Science has done so, thinking that it would be a good teaching experience for students.. Brooklyn Tech may possibly be the next target.

Although it has good intentions, the No Child Left Behind Act is wrecking the educational system. This act has already affected many Brooklyn Tech students and hopefully will be altered to be more realistic and beneficial. There are many examples of how this act is failing. For example, The New York Daily News states that nearly three-quarters of CUNY freshman are taking remedial classes. It was evident that most freshmen were unprepared for college and were not taught to the correct standard. “About 74% of first time freshman who graduated from city schools and are attending CUNY’s community colleges needed remedial classes this year after exams deemed them unprepared for college level work…CUNY also sets its passing rate for the national placement exams lower than the national average.”  (NY Daily News).  The Programme of International Students Assessment of last winter has shown that in science, America is just above average by one point, ranking 23^rd with a score of 502. In the reading, the U.S. is moderately above average at 17^th rank, with a score of 500. In the math section, the U.S. is at 32^nd rank with a score of 487, which is 10 points below average. “We have to see this as a wake-up call,” Secretary of Education Arne Duncan said. “The U.S. came 23^rd or 24^th in most subjects. We can quibble, or we can face the brutal truth that we’re being out educated.” (New York Times.)

Mr. Asher oversaw the recent re-furnishing of the library. Since last spring the library has had new tables and chairs to accommodate more students. But in the process, he also canceled all of the school’s periodical subscriptions, referring to them as “outdated.” Important newspapers such as The New York Times and medicine periodicals are no longer available for students to use for their assignments, something which has upset many seeing as how there are several teachers who ask for printed newspaper sources for their assignments.

And though Mr. Asher promotes the movement to digitalize the school, the library has been neglected. “If we’re lucky, seven out of twelve computers are up and running” comments a librarian. The tech squad will sometimes come in to try and fix them, but what they do is only temporary before the computers break again. What they do then is switch out the computer for an equally old one. For a school of over 5,000, with 1,000 students in a single lunch period, 12 outdated and often broken computers are simply not enough: “I believe students deserve to have a better, up-to-date technological library” says Mr. Grandt, one of the librarians. Junior Lisa Starikov agrees, “I go there to try to find some information online or in a textbook or something, but I can do neither because the computers don’t work and the reference section is outdated and understocked. It’s completely contrary to what a library should be.”

Students aren’t the only ones steering clear of the library. Teachers, who sometimes use the older books to teach their classes, avoid staying there. “More tables means more kids,” says Mrs. Laudi, “and there are not enough librarians to watch over them. We are beyond capacity six periods a day.”

Students and teachers alike believe that the library needs more publicity. People need to learn to appreciate the library, something that Mr. Williams is trying to raise remediate by having more speakers and more events held in the library. An “Appreciate the Tech Library” week might be in the making. But for now, the 5^th floor library remains a myth to some who have never stepped inside, as real as the roof’s swimming pool.

Since September 17, 2011, thousands of protestors have been flooding the streets of New York City to “Occupy Wall Street.” This movement has inspired a plethora of similar demonstrations to rise up in their respective cities and protest. In Washington D.C., London, Montreal, Madrid, Hong Kong and Cape Town, demonstrators are carrying countless signs and chanting angry messages demanding change. Meanwhile, many people find themselves wondering what kind of change the protestors will bring about.

Critics argue that the protestors’ goals are too broad and diverse to produce tangible results. For example, the protestors’ demands range from corporate greed to the War in Iraq, homelessness, police brutality and many other seemingly unrelated issues. There is one message, however, that unites all the Occupiers – that today’s capitalism is damaging the “99%” – the average people – and something needs to be done to make the income distribution in our society more equitable.

How does Occupy Wall Street affect high school students like us? Although we currently don’t have to pay taxes, work full-time jobs or take care of families, we all eventually have to leave the comfortable confines of our school walls, go to college and start a career. But with debt and unemployment rates soaring, people are having increasingly hard times landing jobs. Julia Shteyngardt, a current senior at Brooklyn Technical High School, is already worried about what her situation will be like once she graduates. She says, “My sister is currently an Ivy League undergraduate student and she’s struggling to get a non-paying internship. With the way the economy is right now, fewer and fewer college students are able to get jobs. Who’s to say I’ll be able to get one in four years?”

Brooklyn Tech alumni are already suffering through the same problems that many present-day students are worried about. Despite having a Juris doctorate, Nan Sze Ling, who graduated from Brooklyn Tech in 2002, is struggling to find a job. She explains, “There is a large backlog of lawyers that have been recently laid off and are currently searching for work. This makes it increasingly competitive for recent graduates to attain the same jobs.”

The protestors of Occupy Wall Street seek to ameliorate the overall economic situation and lift heavy financial burdens off people’s shoulders. They start by tackling one of the biggest factors that plague our fiscal problems: student-loan debt. While many protestors turn to the radical solution of debt forgiveness, many others try to devise less extreme solutions, such as lowering tuition fees, abolishing for-profit colleges and reforming the current system.

To further highlight the student debt problem, college students around the nation are forming Occupy demonstrations of their own.  Campuses at institutions such as UCLA, Boston University, Adelphi University and even Stanford are now the hosting sites for students who are unhappy with what their financial futures have in store for them. By walking out of class, protesting in various areas and educating their peers about the Occupy movement’s meaning and goals, Occupy Colleges hopes to catalyze the solution that will relieve them and the rest of the 99% from overwhelming debt.

Despite the progress Occupy Wall Street made in regards to the student loan problem, many complain that the movement is too unorganized to be taken seriously. After browsing through the diverse, litter-riddled encampment at Zuccotti Park, one could easily see how people form their criticisms about the leaderless protest. After all, how could Occupy activists possibly bring about change if they don’t know exactly what they’re protesting against? And how could they bring about change if they don’t have the facilities needed to preserve such a large amount of campers? Supporters argue that being leaderless is a reflection of the society that they want to see spring forth from the protest. They want to see a society in which people are able to cooperate without the presence of a superior, and as of now, Occupy Wall Street is a living example of that.

With winter fast approaching, however, it’s hard to tell whether or not the Occupiers will be staying in Zuccotti Park any longer. Their lack of organization may prove to be fatal in this aspect, but with the support of people from around the world, they may just be able to brave the imminent blizzards. If they do, Occupy Wall Street might be able to confirm that organized or not, they have the power to better our economy, and make the world a better place for youth like us to live in.

                                                    By: Razia Sultana

“First the iPod. Then the iPod Nano. Then the iPod touch. And now . . .” Ryan Higa begins his greatly viewed video, “The iPod Human.” Although many know about the dreadful truth revealed a couple of weeks ago, for those who do not, know this: the iPod human has been lost forever.

Steve Paul Jobs parted his way from the people of the world at age 56, on October 5^th, 2011, and although this visionary man wasn’t a “college grad,” he had some great victories in reality that most people could only dream about in their fantasy. One of his illustrious, and probably the most obvious, accomplishment was the “the Silicon Valley garage,” now known as Apple, a company that employs more than 40,000 people worldwide. Furthermore, to show their grief and gratitude, many people around the world offered their opinions of this remarkable man.

“His ability as a CEO was unmatched. I think he had an incredible impact on leaders of Japanese corporations,” said Atsushi Nemoto, a Japanese Jobs fan.

The Süddeutsche Zeitung wrote, “Steve Jobs lived a cliché of the timeless American dream. His story, from garage tinkerer to multi-billionaire, has been told so many times it’s now a legend. Jobs was one of those exceptional personalities who under certain circumstances can build an empire out of nothing. Some of these empires outlast their founders’ deaths. Others can’t, because the charisma, creativity, and courage of the founder are so important to the empire itself.”

New York City’s own Mayor Bloomberg stated, “In so many areas of the human experience, Steve had pushed the frontiers of what’s possible . . . and took all of us along for a ride . . . This country and this world [are] a lot better because of it.”

Many say Steve Jobs was an inspirational man, and although spiritually he has vanished from the face of the earth, emotionally and physically his legacy is left behind to the perseverant people and “the bearers of white earphones.”

His “philosophic” legacy was left behind through his Stanford commencement speech of 2005, a speech considered one of the boldest, bravest, and truth-bearing of the world.

“. . . You can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. . .”

Through this part of the speech we find Jobs telling us that the key to the future is in the past; never try to evade it. Learn from its mistakes and its successes so it can pave its way for the distant future. His connecting of the dots brought him to where he is today, a sensational man that left many of his cleverest creations behind, one of which is the iPod.

The iPod, now, has become an everyday tool, and it is used to such a great extent that life without it has become unimaginable, and for some unbearable. In addition, Jobs, the guy in the black turtleneck, contributed not only important technological advances, but lessons for life as well.

“If today were the last day of my life, would I want to do what I am about to do today?” is a question Steve Jobs asked himself everyday. It is something we should consider too, because it brings nothing but bliss and success. This simple inquiry allows the past to be free of mistakes, and in turn, creates a glowing future.

Thus, the next time you’re on the subway or a bus, cherish your white earphones, connect the dots of your past to make the future, and keep the legacy of our beloved iPod human within you!

            Earlier this year, each department was asked to hold a meeting in which every member would agree on a universal department-wide grading policy. For some departments, such as mathematics, whose policy has been 80% test scores, 20% homework/class participation for several years now, this was very easy. For others, this was not the case. This time around, proposing grade ranges was unacceptable, unlike it has been in the past.

The logic behind the decision to standardize grades is that all teachers in a given subject should weigh your work equally. There has also been a recent citywide push towards more standardized grading, unfortunately causing Tech to move in that direction as well.

This decision also brought on the adoption of Skedula, a new grading system that has been in use since the beginning of this school year. Each department’s universal policy has been embedded into this system, meaning there is little to no flexibility when it comes to report card grades. However, many are not happy with the way it has been working.

Prior to Skedula, there has been no online grading system required of all teachers to use. Daedalus is still up and running; its primary function, however, is to deliver final grades to students, rather than provide a detailed class performance for each class.

In this first marking period of usage, Skedula has proven to be no less glitchy than Daedalus. Students have had trouble logging into the system, even after receiving confirmation emails that their usernames and passwords were correct. Teachers who entered grades would find them missing the next day. Some find it hard to adapt their own personal grading policy to the new universal ones, towards which Skedula seems unforgiving.

While Skedula has been described as “not user-friendly,” some concede that with time, it gets easier to operate. Some of the above-stated issues have in fact been solved: students should log in on pupilpath.skedula.com/, rather than skedula.com, and teachers should not enter grades with a weak Internet connection.

Skedula was also adopted to bridge the communication gap between teachers and parents. Rather than waiting for report cards and parent-teacher conferences, parents can now track their child’s up-to-date progress online.

However, as was the case with Daedalus and ARIS, many parents do not check Skedula regularly, and even more do not even know of its existence. Many argue that this makes the whole system counterintuitive. Others believe that its target audience is not the parents but the students, the ones whom the grades actually affect.

Many students are uncomfortable with the personal information available to their teachers, and the sheer quantity of it. Not only embarrassing ID photos, but entire transcripts are available on student profiles, as well as scores from standardized tests in third grade that no one remembers taking. Teachers, while also generally uncomfortable with access to this information, do sometimes find it helpful, and claim that this same information is available on many other websites as well.

Another irksome change for teachers is a new tutoring schedule: certain departments are only allowed to offer after-school tutoring for students on certain days. The days they are not offering tutoring, they are to attend department-wide meetings. This schedule has not been implemented yet and no meetings have occurred; however, meetings will be focused on teacher development.

Declining trends in education have prompted a change in qualifications for teachers. Teachers who received a teaching license in the past were able to keep it for life; now, a teacher must renew his or her license every five years, calling for a few hundred hours of teacher development meetings for renewal.

While in the past, students would get days off of school for professional development days, meetings during school days are now seen as more fit to meet requirements. Meetings are not only after school either; many are during class periods. This marking period, some teachers have had to miss class once a week to attend professional development meetings, or something of the like. Students lose valuable class time and may fall behind in the curriculum because of this.

The new tutoring schedule is problematic because most teachers were previously available for tutoring every day after school, and now they will only be available for two days. The schedule effectively reduces the availability of tutoring by half.

Sweeping changes such as these are made by Tech’s administration, but affect everyone – teachers, parents, and students alike. Hopefully we will get familiar with these new policies, and no more drastic changes will be made any time soon.