The Union - Milpitas High School - November 2022

U NI N

STUDENTS LEAVING DURING LUNCH PRO/CON (2)

NOVEMBER 2022 VOLUME XXXV ISSUE II

TEACHERS WEIGH IN ON PATRIOTISM (7)

MENTAL HEALTH SPREAD (8-9)

THANKSGIVING FOODS IN DIVERSE CUISINES (10)

COACH KING WINS HONOR COACH (14)

THE

MHSTHEUNION.COM FOR THE LATEST UPDATES

STUDENT VOICE OF MILPITAS HIGH SCHOOL

COVID-19 cases fluctuate, masks remain ‘strongly recommended’

By Tiffany Lieu

Tiffany Lieu | THE UNION

Students gather in front of the large gym to dance, talk, and hang out at the record-breaking Homecoming.

Homecoming dance reaches record-breaking attendance

By Ruby Bui

The Homecoming dance, which took place at the gym on Oct. 15, 2022, sold a record-breaking 1,504 tickets compared to last year’s 922, with sales ending seven days earlier than expected, bank technician Jim Hollenback said in an email statement.

The skyrocket in student attendance at the annual dance raised the question of why substantially more students were drawn to the event this year than in the past, according to Associated Student Body (ASB) president Victoria Ly. Unlike last year’s outdoor Homecoming dance, this year’s dance offered numerous other features and activities, including two photo booths, free snacks, archery, and karaoke, ASB secretary and Homecoming dance lead Tiffany Lieu said. The newly implemented activities promoted inclusivity, catering to not only

extroverted students but also shyer ones, she added.

“A lot of this builds on past dances and homecomings. During my freshman year, there were free snacks and that’s where we drew that idea from,” Lieu said. “We talked to the same people we talked to last year for prom. So, it’s building on previous experiences to try to make the best dance possible.”

The free snacks and water provided at the Homecoming dance made students feel cared for in case of dehydration and hunger, junior Nicolas Mock said.

“Last year was mainly the dance aspect, but this year, if you have different interests or you don’t like dancing, there were other ways you could have had fun with your friends,” Ly said.

According to Mock, the availability of song requests wasn’t made as clear as it should have been. Organizers could have pre-

vented the miscommunication by announcing that the DJ was open to song requests, he added.

“This year was more chaotic because nearly everyone was jumping on each other during every song,” Mock said. “I think last year was a little better.”

According to Lieu, pricing and affordability may have had an impact on ticket sales as well. This year, tickets were offered at a discounted price to students of all grades, she said. However, prices were lower for freshman students during the ASB blowout sale and for students who qualified for free or reduced lunch throughout both weeks of regular ticket selling, she added.

“We recognize that it can be harder for them to buy tickets at MHS on specific days or times,” Lieu stated in an email. “For all students, we also made an effort to keep ticket prices lower than

SEE PAGE 16

MUSD green-lights teacher pay increase

By Adrian Pamintuan

MUSD certificated employees will receive a 9% salary increase after the Board of Education unanimously passed a settlement negotiated with the Milpitas Teachers Association (MTA), according to the disclosure agreement presented by Jonathan Brunson, the Assistant Superintendent of Human Relations. The compensation package was presented during an Oct. 25 School Board meeting, which included, among other provisions, a Health and Welfare cap increase and a one-time bonus of $2,000 for new hires achieving permanent working status, according to the agreement.

Negotiations happen once a year, with pay increases for teachers being a common occurrence, according to MHS representative in the MTA, Brett Webber. However, Webber said the 9% figure was out of the ordinary.

“I think the size of the pay rate – 9% – is unheard of. It surprised a lot of teachers. Two years ago we got 4%, and then last year we got 5%, so four (or) five is the ex-

pectation. Nine? People are very happy,” Webber said.

The pay increase for teachers originated from California possessing more money to allocate to public school districts, Webber explained.

According to calmatters.org, California “produced a discretionary surplus of almost $49 billion,” and a portion of that money must be spent on public education by law.

Because the negotiation was successful, teachers will feel an impact, Webber said.

“It is a sign of respect that we got this pay raise,” Webber said.

“New teachers are very excited because they started with a salary that they agreed to, but all of a sudden, that salary jumped by 9% … so the response has, overwhelmingly, been positive,” Webber said.

MTA President Diana Orlando praised the cooperation between the teachers union and the school district.

“Although we don’t always see eye to eye, we find a way to come to the middle, and that’s why we have a win-win situation,” Or-

lando said. “What I think I’m most proud of, is that our beginning teachers will now be about $75,000 to $78,000, and if they have a master’s, they’ll be even closer to $80,000,” Orlando said.

The negotiation was a bittersweet moment for Orlando, she concluded.

“It’s a bargaining session. Did we get everything we want? No. Did we find it a fair offer? We settled, so yes, we did,” Orlando said.

English teacher Audrey Yang said she was happy to get the 9% raise.

“I’m super appreciative of the union for, you know, fighting for that,” Yang said. She hesitated to call the raise, “the best thing ever because it’s very competitive and difficult to live in the Bay Area.

I hope people can start seeing these kinds of pay raises as the norm ... for what it’s going to take for teachers to stay in the South Bay,” Yang said.

Yang’s fellow teachers had positive feelings towards the teachers union for advocating their needs, and that the profession touches SEE PAGE 16

COVID-19 cases have fluctuated at MHS this school year, with a peak of 36 cases from Sept. 17 to Sept. 23, according to Assistant Principal Jennifer Hutchison.

Although numbers spike around large events, the number of cases has decreased overall since the beginning of the school year and since the previous school year, she said.

Following Santa Clara County Public Health guidelines, wearing face masks on campus is strongly recommended but not required, Hutchison said. Additionally, using state funding, the school distributed COVID-19 testing kits to students every two to three weeks and provided personal protective equipment (PPE) to teachers, she added.

“If students needed test kits,

they simply come to the office for them,” Hutchison said. “We also have staff members that are trained to administer COVID test kits.”

When a COVID-19 case is reported, the rooms that the infected individual was in are disinfected on the same day when possible, and the school sends information to those in social isolation, Hutchinson said.

“When a COVID case is brought to our attention, we notify the family and the students of their isolation timelines based on Santa Clara County Public Health Department’s requirements, along with a lot of other details for that isolation timeline,” Hutchison said.

While close-contact emails were sent out earlier in the year, the school has since discontinued

SEE PAGE 16

Iyer attends White House hunger conference

By Zaynah Turabi

Junior Satvika Iyer was invited to the White House to speak on behalf of the Friends of the Earth organization on issues such as sustaining food production and minimizing waste during the White House Conference on Hunger, Nutrition, and Health on Sept. 28, 2022, Iyer said.

During the conference, Iyer participated in a roundtable conversation on solutions for incentivizing healthy food choices and improving local access, she said.

Others present at the roundtable included U.S. congresswoman Mary Gay Scanlon from Pennysylvannia’s 5th district, executives from the United States Department of Agriculture (USDA) and the Food and Drug Administration (FDA), and the founder of the company Kids Eat In Color, she said.

“Seeing room for improvement

in an institution and knowing I could make a difference for the better through my previous experiences gave me the confidence to pursue and combat the issues (of food insecurity) head on,” Iyer said.

The conference was largely successful, Iyer said. The conference was linked with the FDA organizing new healthy food guidelines and a National Strategy that had $8 billion of funding along with it, she said.

“I feel extremely motivated to continue my advocacy across the state, and I hope to expand my efforts to education and climate literacy as a whole,” Iyer said.

The White House requested youth speakers from Friends of the Earth, a non-governmental organization that Iyer had worked with for two years, she said. Friends of the Earth’s senior SEE PAGE 16

Satvika Iyer | THE UNION

Iyer delivers her speech on incentivizing healthy food choices at the White House Conference on Hunger, Nutrition, and Health on Sept. 28

2

THE UNION

PRO Open lunch provides liberty, responsibility For a thirty-minute period, sponsibility that students have, there are several activities of- which is an imperative skill to fered during our lunch, which be taught in school, even inallow space for students to en- directly. Allowing students to gage with the MHS community leave campus makes them rein various entertaining and ed- sponsible for using the time efucational ways. However, one ficiently. Giving students adult thing that students are strictly responsibilities prepares them prohibited from doing is leav- for the real world, which is a ing campus. While this is a firm beneficial practice. policy at MHS, the closed camWhile an open-campus lunch pus policy is more harmful than policy could raise questions helpful to students, as it limits for security, MHS is already student freedom. capable of handling student As per state regulation, MHS safety for such situations. The has a free lunch pols c ho ol c u r r ent ly icy. W hile the free has several security lunches are available guards around camto all, the increased pus who patrol exits, crowd at the few with guards posted lunch lines caused at the student parkmany students to ing lot during lunch. avoid getting lunch Additiona lly, MHS from school. Addienforces strict tardy tionally, the vending and absence policies machines at MHS are that hold students acunreliable and tend countable to return ZAYNAH to run out. Because to school after lunch.

TURABI of these situations, Of f-ca mpus lunch students should have could be limited to the option of leaving upperclassmen to recampus to get lunch. duce the number of students Allowing students to leave leaving campus. This would be campus would permit them to enforced by checking student get lunches from nearby busi- IDs when leaving and entering nesses, which is beneficial for campus, so only upperclassmen many reasons. For example, could leave and outsiders would while the school offers vege- not enter. The student life expetarian and vegan options, some rience is evolving, and restricstudents find that getting lunch tive policies should be amended from other places is convenient, to keep up with these changes. as they would be able to choose An open-lunch would benefit foods that are suited to their students in several ways, and diets and tastes. Additionally, it is about time that MHS looks an open lunch increases the re- into allowing one.

CON Safety first: On-campus lunch ensures security Lunch has been prepared and to lawsuits; they are likely to be provided by school staff for liable for accidents that may ocmany years, and many changes cur. Schools have a “statutory have been made to the lunch sys- duty” to protect the health and tem to accommodate students. safety of students during the Regardless, some students are school day under California’s tired of school-provided lunch- Education Code. es or their own lunches from Additionally, the danger of home, and believe they deserve intruders on campus would inmore freedom in managing crease. According to School their own schedules. However, Safety Solution, “a growing if MHS allows students to leave number of high-profile school during lunch, administrators shootings in the US over the and security will face problems, past decade” have caused more like more tardies, cuts, and a public schools to take student lack of safety on campus. safety into consideration. With Allowing students to leave a steady rise in reported school campus during lunch will in- intruders, schools need to concrease students sider the potential missing class, a consequences of allowproblem many ing students to leave schools struggle during lunch. Allowing with. An article students to leave within The New York out requiring any idenTimes titled “More tification will increase Pandemic Fallout: the possibility of people The Chronically that don’t attend MHS Absent Student” entering campus. stated that absence For instance, at high is “linked to weakschools in Agoura, CalANGELINA er academic perifornia, upperclassmen BARNES formance and can are allowed to leave predict if a student during lunch. However, is more likely to this leads to a new isdrop out before finishing high sue; how will security and staff school.” Even if they don’t miss be able to differentiate between full periods, students have a upperclassmen and the rest of higher chance of being tardy, the students? This would rewhich can impact their grades if quire school officials to monitor they miss important lessons. each student that leaves and enSafety will become a promi- ters campus, and this takes time nent issue if there is no record that administrators don’t have. of which students leave during Despite the push for more lunch. School officials and ad- freedom, students should not be ministrators are accountable allowed to leave school grounds for the students and their safety in the middle of a school day. Induring school hours. Officials stead, students should take adwon’t be able to account for stu- vantage of on-campus lunch to dents if an emergency occurs talk to their friends and particiand the student needs to be con- pate in clubs and other activities tacted. This opens the school up that can be found on campus.

OPINIONS

NOVEMBER 2022

Integrated math takes students in circles, lacks point “W hen are we ever going to use this?” A bizarre question to ask, but indeed one that is so near and dear to the hearts of many students across the globe. Math in the U.S. typically uses a curriculum that consists of a Traditional or Integrated approach. Both approaches are two different approaches to the Common Core State Standards which are principles students should know by the end of each grade, as stated by the Public Policy Institute of California.

At MHS, the math department now uses the Integrated Pathway after a schoolwide curriculum switch in 2015 to comply with the new (revised) state standards, Assistant Principal Amanda Gross said in an email interview. Despite this switch, I believe both pathways are not effective and students should not be taught using either one. The reason is simple: mathematics follow-

ing the state standards explains Many math teachers use the many trivial concepts with die- “fill-in” style notes which is not hard complexity. It is no sur- allowing students to fully develprise that “more than op as many critical thinking skills. a decade after the One solution is 2010 release of the to take inspiration Common Core state from New Hampstandards in English and Mathematics, shire’s Phillips Exeter Academy, which no convincing evis a custom curricuidence exists that lum grounded in the the standards had Harkness method. a … positive impact This method inon student achievevolves a format that ment,” according to ALBERT The Brookings Instiforces students to FUNG learn by a means of tution. In regards to discussion accordthe Integrated Pathway, a similar case ing to the Nationcan be made as the exact same al Association of Independent standards are implemented; the schools. In return, students are only difference is organization. taking a proactive role in their Moreover, the Integrated education and discovering new Pathway promotes memoriza- concepts as a whole.

Hence, for the sake of pretion rather than problem-solving, as the same old methods serving both the ingenuity of are practiced in spite of a new our past and our present, more curriculum. Students are being should be done to ensure stutaught through an archaic fash- dents are learning the critical ion with an emphasis on mem- math skills for the betterment orization rather than inquiry. of their future.

Relax, recoup, recover: Don’t come to school sick We’ve all done it. Whether it be due to parental pressure to maintain perfect attendance or not wanting to miss work, going to school while feeling sick is something that many students have done at least once. With COVID-19 integrating its way into our everyday lives, people’s concern for the severity of the common f lu has decreased significantly. Many students with flu-like-symptoms go to school without batting an eye because they tested negative for COVID-19, facilitating the spread of the flu.

Recently, Patrick Henry High school in San Diego reported that over a thousand students were out due to flulike symptoms, according to Columbia Broadcasting System. Much of the student population caught the flu after the school’s homecoming dance. While the students did not have COVID-19, they still carried easily transmittable illnesses, leading to a large learning loss. The high school has a student popula-

tion of around 2,600, which is Both proper rest during the day close to MHS’s student popula- and sleep at night are essential tion of around 3,000 students. in fighting off illnesses as they With a student population as both provide your body with big as ours, any sickness can more antibodies and chemicals spread easily. With the recent to strengthen your immune sysfocus on COVID, people have tem and fight the virus, accordstopped focusing on ing to “Why Rest is the recurring issue Impor t a nt W hen of f lu season and You Have the Flu” by the common f lu in primamedicine.com. general. Thus, many W hen you stay at students think going home and rest, your to school sick is okay body can use these as long as they do not chemicals to fight have COVID. off the virus instead W hile staying at of using its energy home sounds like a in your day-to-day solution, every stuclasses.

SIDHANT dent knows what Students should BURELA happens when they stay home if they miss a couple of days are feeling sick. It of school: making up is common courtesy tests and quizzes, missing dead- to students and staff members lines, and turning in late assign- to stay at home and rest rather ments. Getting the flu can cause than enduring the extra stress you to miss around five to seven of illness. While going to school days of school, which is a lot of when sick may allow you to stay work to make up. However, by on top of your work, it is still a resting at home instead of go- selfish decision that not only ing to school and causing more puts your own health at risk, damage to your body, you can but also the health well-being allow yourself to recover faster. of your classmates and teachers.

Underprivileged students require greater support “Milpitas High School empowers all students to succeed in and contribute to the global community.” That is the mission that our school has set for itself and proudly displays on its website. As living in the Bay Area becomes more expensive, MHS has done the bare minimum to support its students.

The Bay Area is known for being wildly expensive to live in.

There is a growing difference in earnings that creates a separation between families who rarely worry about their finances and those who battle mounting financial pressure and live paycheck to paycheck. These differences are the cause of recent changes in MHS. At the start of the pandemic, the district offered kids free food. Seven days’ worth of breakfast and lunch was distributed to any child under 18.

This program was a California government initiative done because many people were losing their jobs due to the economic effects of COVID, and more and more people in the Milpitas community were forced to look

for cheaper options for groceries. bus fare is $2.50 daily. In a fourThe government relief helped alle- week month, that equates to $50 viate problems that families were solely to commute to and from still having and allowed them to school. With gas prices still relabudget for other essentials. This tively high, students are more and free food program is still in effect more compelled to take the bus to as of the publication of this news- school, but the school bus lines are paper. The “State Meal not a really viable opMandate” was definitely tion. The two school a step in the right direcbuses in the morning tion to help underprivifit no more than 30 leged students. people comfortably, During the pandemso the buses only help ic, MHS distributed a small population.

Chromebooks and inIf the school wants stalled two-hundred to take on the issue hotspots for students so of helping students they could have access itself, instead of waitto the internet and their ing for another instiERICK coursework at all times. tution to do it, it can JOHNSON It was a helping hand to start by lowering bus lower-income students prices and increasing that live in the rural arbus availability. eas of the School District. It was We should recognize students a good program, but MHS can do who show great perseverance, much more. devotion, and will to improve But how else can MHS help? The their lives and those around them George W. Bush Institute lists “ac- despite their economic circumcess to reliable transportation” stances. For instance, MHS could as another key factor in hurting create an award for students who low-income students’ involve- have proved they embody the Troment in their schools. Even with jan spirit MHS is supposed to repstudent-discounted prices, the resent.

NOVEMBER 2022

EDITOR I A L : The Opinion of The Union

Teachers remain dedicated through hardship With countless new challenges in recent years compounding the already demanding nature of teaching, it has become increasingly difficult for many teachers to continue in the profession. According to Associate Principal Skyler Draeger, amid a shortage of teachers, MHS has had to fill vacancies with individuals still working on attaining their teaching credential. These shortages align with teachers’ attitudes nationwide, as a 2022 Gallup poll found that K-12 teachers have the highest national burnout rate due to comparatively low wages, tensions in school communities, and disruptions that came with the COVID-19 pandemic.

Through all of these hardships, teachers at MHS have continued to remain dedicated to the success and well-being of their students.

During breaks and after school, it is not uncommon for numerous teachers to open their classrooms to students. Many provide tutoring and extra help, spending hours of their own time to ensure students understand class material. Extra support like this has become even more vital after distance learning, when students were found to have learned less in their classes, according to the National

Public Radio article, “6 Things We’ve Learned About How the Pandemic Disrupted Learning.”

Fortunately, there is evidence to suggest this effort has paid off, as most Advanced Placement exam scores increased between 2021 and 2022. While some teachers receive pay for after-school activities such as coaching or school-organized tutoring, teachers are not paid for time spent personally helping students after school hours.

A duty to their students drives them to continue their teaching after the school day ends.

Besides tutoring, teachers also spend their time supporting students’ interests outside the classroom as club advisors.

From offering their classrooms to store supplies to overseeing meetings, teachers make it possible for students to gather and pursue their passions. MHS boasts more than 80 clubs and organizations, covering topics from culture to computer science, and every single one requires a teacher to sign on as an advisor. Without teachers willing to extend their time, it would be significantly harder for students to find their place on campus.

More broadly, teachers on campus continually seek to recognize and uplift their students

as individuals. While seniors are applying to colleges, many teachers do the painstaking work of reading students’ college application essays or crafting personalized recommendation letters.

Beyond that, teachers find various ways to connect personally with each student in classrooms full of dozens of people.

By initiating conversations about students’ lives, sharing advice and stories about various struggles, or even personally funding snacks for their classes, these teachers display genuine care for their students.

On their own time outside the classroom, some teachers also choose to watch students’ performances or sports. It is uplifting to see that so many teachers are willing to weather the stresses of teaching out of a love for their students.

It is undeniable that teaching is an essential job, but it is too often undervalued. Teachers are often not paid or appreciated enough for the many responsibilities they undertake every day. They need to be supported, now and always, because, perhaps more than any other profession, teachers hold an immense power to shape future generations and the trajectory of the world.

EDITOR I A L : The Opinion of The Union

Lunch lines require consistent management The food lines at our school are some of the most unpleasant places on campus—wait times, overcrowding, and most irritating of all, line cutting. One would think the process to get lunch was simple, however line cutting is an issue that most students experience. Does getting lunch have to feel like a game of survival? We believe MHS must take a firm stance on line cutting to promote the inclusive environment we normally take pride in.

On one hand, students are aware of the fact that line cutting occurs, but are powerless in enacting a large-scale remedy. In an online survey conducted by The Union, 85% of the 233 students who responded felt that there were problems regarding wait times, overcrowding, and cutting. Of those students, 39.8% said that line cutting was the top issue. As a consequence, students have to come up with their own measures at a public cost. A common way students cut is by hav-

ing friends save a place in line, which causes longer wait times for everyone behind them. Normalizing such behavior encourages previously moral-abiding students to take shortcuts.

Teachers who are on break or lunch duty may not always be able to catch cutting students.

However, that ’s where the school administration should step in to bolster measures they give their teacher monitors, such as training or communication techniques to use during scenarios where students may be uncooperative. A good example of breaking these habits occurred last school year, when teachers used whistles to call out students cutting and moved them to the end. Not only did this reward those using the lines appropriately, but also established efficient line flow.

This year, however, administration is using a hands-off approach. Considering how widespread the issue was last year, it’s worth noting that nowhere in this year’s Parent/Student

Handbook is line etiquette mentioned. During the handbook presentations at the start of the year, discussions on how to treat the campus would’ve been a helpful reminder for lunch line manners, despite how commonsensical they may seem.

W hile teachers are already rotated to supervise the main cafeteria and satellite kitchens during brunch, personnel should be placed to oversee the same areas during lunchtime; an expansion effort that leads to a more uniform standard of monitoring. Regardless, the current policy is the epitome of inconsistent enforcement.

Out-of-control lunch lines don’t have to be the norm, nor should we accept them as so. It’s only right for the school to treat this situation as the headache that it is for those who simply want lunch without the hassle of sacrificing recreational time.

With greater enforcement, we would be a step closer to fulfilling the campus we all deserve and know is within our reach.

L ETTER TO TH E EDITOR Fencing plans pose problems An article in the September 2022 Union mentioned that MUSD is planning to put fencing around the MHS campus to increase safety. Judging by the mention of reducing access points, I think this proposal is mainly concerned with possibly-dangerous people entering the school during school time as opposed to just regulating cars further.

Much of the front-of-school area is completely connected to the Escuela Parkway sidewalk, so I’m curious how fencing to restrict access points would be done in that area, especially with a lot of people traveling to and from the SJECCD extension and leaving/entering “campus”

at different times depending on their previous or next class. I’m also curious about how fencing would work with regards to the visitor parking lot.

The article says that the school plans to reduce access points to the school (presumably so it can patrol all of them) while keeping the school’s open feel. I wonder how this would materialize itself and how it would deal with actual visitors (who are headed to the office to get a permit) or, if fences are not completely temporary, with after school CLOG activities and people who come in to dog-walk on weekends.

I wonder how effective fencing is in keeping out people with possibly bad intentions. I wonder how much more effective it would be than just having more

THE UNION

EDITORIAL

signage about not entering MHS given that fences could be jumped by anyone who wants to go in enough (unless they’re the scary immovable ones by the PE complex), which would probably include most people who would “pose a threat to the school.”

I understand that this is planned by experts who probably know more about MHS and fencing than most of us combined, probably already addressed these concerns and would streamline the fencing as much as possible, but I hope that there’s at least a public comment session, or something similar, so our school’s practices don’t get unknowingly crushed.

Shrey Chaudhary Class of 2023

U NION The

S T U D E N T V O I C E O F M I L P I TA S H I G H

The Union is published by the Journalism class of Milpitas High School.

The views in The Union are those of the writers and do not necessarily reflect those of the school, students, administration, or Milpitas Unified School District.

3

ADVERTISEMENTS

Those who would like to advertise in The Union can contact the Ad Manager at milpitashightheunion@ gmail.com. Ads are available in full page, half page, quarter page, and business card sizes. Inserts are also accepted. Upon request, The Union staff will customize and design your advertisement.

SUBSCRIPTIONS

C O N TAC T U S

Yearly subscriptions to The Union are available for $25. Contact the Business Manager for more information.

1285 Escuela Pkwy, Room E-9 Milpitas, CA 95035 Email: milpitashightheunion@ gmail.com

S TA F F Riya Vyas • Editor -in -Chief Anannya Bhuskat • News Editor Stephen Huang • Asst. News Editor Satvika Iyer • Op-Ed Editor Deeksha Venkateswaran • Asst. Op-Ed Editor Tiffany Lieu • Features Editor Savan Bollu • Asst. Features Editor Sidhant Burela • Sports Editor Erick Johnson • Asst. Sports Editor Zaynah Turabi • Lifestyle Editor Albert Fung • Asst. Lifestyle Editor David Rendon • Entertainment Editor Varun Ravuri • Asst. Entertainment Editor Sanvi Durbha • Spread Editor Ruby Bui • Asst. Spread Editor Angelina Barnes • Copy Editor Sanvi Parvatikar • Web Editor Adrian Pamintuan • Photo Editor Kevin Ting • Business/Ad Manager

Sanjit Roy

Journalism Advisor

H AVE A N OPINION? HAVE A GRIPE WITH THE SCHOOL? WANT TO PRAISE THE SCHOOL? WANT YOUR VOICE TO BE HEARD? WANT TO REPRESENT THE STUDENTS?

SUBMIT ALL LETTERS TO MILPITASHIGHTHEUNION@GMAIL. COM DO NOT FORGET TO WRITE DOWN YOUR NAME AND GRADE

FOR MORE STORIES, VISIT US AT MHSTHEUNION.COM

4

THE UNION

FEATURES

NOVEMBER 2022

Students navigate multiracial identity

By Deeksha Venkateswaran

Biracial people living in America and in our community experience a unique lifestyle, from facing assumptions, to navigating parents of different races, and reacting to how the media portrays their experiences.

Jada Roper, a senior who currently attends Milpitas Middle College High School, is African American and white. Most of her childhood as a biracial person was normal, she said.

“There were some things that people thought were okay to do.

People would touch my hair,” Roper said.

One common misconception is that she is half Black and half white, which is not true, Roper said. She said that, when people assume you are multiracial, they usually believe you are half of two races. This gave people a sense of entitlement when it came to excluding her from being one full race, she added.

“No one looks at you as though you’re full Black in the Black community, but from everywhere else you are,” Roper said.

“People will approach you because of your skin color rather than just their attraction to you,” Roper said. Her mixed race is often fetishized in relationships, she explained. She said she is not completely sure why someone is attracted to her, and she questions, “is it because they are attracted to me, or is it because they are attracted to the fact that I’m mixed?”

Moreover, biracial people tend to identify with the race they physically look like, Roper said.

“I’m more connected to my

Black side, because I don’t look white,” Roper said. At the end of the day, I’m going to be seen as a Black person. I’m going to experience the struggles that a Black person has. So that’s my culture, that’s what I identify with.”

Senior Elle Leabres, who is Chinese, Filipino, Dutch, and Indonesian, said he doesn’t look very “Asian” and identifies more with his white side. Furthermore, he believes the media sheds light on different perspectives of the biracial experience, he said.

“I think media shows biracial people in very different lights, depending on the person because each experience is different,” Leabres said.

Roper, however, said that the media’s representation of biracial people is dramatized, using the Netflix show “Ginny and Georgia” as an example.

“I think TV shows love to make it like this huge battle between white and black, and it’s really not that serious.” Roper said. The media portrays biracial woman as overly attractive and alluring, which as a whole is no the best for people, she said.

Freshman Jennifer Rokita, Chinese and white, said that she has never felt out of place as a biracial person.

“I don’t think anyone really cares,” Rokita said. She does not resonate or identify more with either of her races and overall feels accepted in her community, she added.

“I think there is a lot of different a lot of diversity here. And I feel like everyone is included, no matter their race, gender, background, sexuality, etc.” Leabres said about MHS.

Courtesy of The Washington Post

Students Roper, Leabres, and Rokita shared experiences with race.

Courtesy of Savannah Martinez

A venue in San Diego paid all expenses for student Savannah Martinez to fly out and perform at an event.

Martinez sings her way to noteworthy achievements

By David Rendon

What started as messing around on a piano in her room has grown into a genuine career for senior Savannah Martinez, also known by her stage name Savaiah. She released her first single, “Complicated,” on Feb. 26, 2021, on Spotify and Apple Music. More recently, she released another single, “Im The One,” on Oct. 8, on both platforms.

For many students, music is a way to pass the time; they simply pop in earbuds and listen mindlessly to a playlist while going about their day. But for Martinez, music is a way to speak, she said.

“Music is where I feel most at home,” Martinez said. “I guess that’s my way of connecting with other people. I feel like music is such a universal language that you don’t even have to speak the same language to feel something.”

Martinez got her start in music at an early age, she said. She began by singing for her school choir in kindergarten, where she discovered her love for performing, she said. She would do anything to get in front of a crowd, but it wasn’t until high school that she started to make her own music and found her sound, she said.

“Everything I put into my music, I would like to consider it soulful, because everything’s coming from the heart, even all the instruments,” Martinez said when to describe her music. “So I would just say funky, soulful, R&B. But, R&B might not be the

only thing; sometimes I think of other stuff like ‘Oh, what if I want to be a little indie?’”

Martinez recently opened for singer Jessica Domingo in San Francisco, she said. The show was held in San Francisco as a part of the Before The Fame Festival.

The crowd was great, and it was an overall beautiful time, Martinez added.

“I recently got back footage from the show, and it made me realize how fun that experience was,” Martinez said. “I can’t wait to do more with that. The fact that people want to work with me and are interested in me — it’s showing that I’m doing something right.”

Daniela Huitron, a senior at Independence High School, Martinez’s drummer and close friend, called Martinez’s journey as an artist inspiring. Seeing Martinez’s growth and success helps motivate her and makes her look forward to her future, Huitron said. She also said seeing her friend in concert was amazing.

“She is really confident with herself and really genuine with everyone,” Huitron said. “Some artists always have to act a certain way and not really be themselves. … She’s always trying to make everyone feel in a safe place and just being herself. And I think that’s why everyone likes her, because she’s really genuine and doesn’t have to put up an act.”

Martinez said a lot of her influence comes from retro sounds, like Stevie Wonder’s music. But she also cites modern-day R&B

singers like Kehlani and Frank Ocean as inspiration. Her father, who passed away when she was young, also inspired her, and part of her sees her music career as finishing what her father started.

She looks forward to the growth that is to come for her, she said.

“It’s really crazy how we’re growing because, before, we wouldn’t really get that many gigs,” Huitron said. “Now we’re getting acknowledged by producers that produce for SZA or Rico Nasty, and it’s just amazing how we’re getting way more opportunities now.”

Social Studies teacher Rylie Zea is a fan of Martinez’s music.

Zea was introduced to her music when Martinez asked if it could be played in her classroom during lunch, she said.

“I was very pleasantly surprised,” Zea said. “This was like a fully produced song. And we get halfway into it, and I’m fully just working, and I realized I didn’t even remember it was her song.

I was like, ‘This just feels like a playlist I would put on,’ which was pretty awesome. I remember it finishing, and I was just like, ‘Oh my God. When does this come out?’”

Martinez is not worried about whether she hits it big or not because she knows no matter what, she’ll find a place for herself in the industry, she said.

“I’m really grateful that my family supports me,” Martinez said. “Because it is risky. You never know what’s going to happen, but I fully believe in myself.”

Evolution of Trojan experience: Alumni turned teachers reflect on memories, school culture

By Stephen Huang

High school is a time when many of us discover our identities and meet some of our closest friends; where we go through biological changes and experience cementing personal growth. But is the high school experience the same for everyone? Some of our teachers went to MHS too and talked about the differences and similarities they see across generations at MHS. Physical education teacher James Carter graduated from MHS in 2002. When he was in high school, morning announcements were held on television rather than the intercom, and the L building was essentially non-existent, he said. The most noticeable distinction between his graduating class and the current generation of MHS students is school spirit since more people went to sporting events and participated in spirit weeks, he explained.

“I would equate our school now to a commuter university like San José State. People come, they take their classes, and they go home,” Carter said. “Now, you do have pockets of kids here and there that do have school spirit and do support. I’m not going to say that nobody does it. But in the grand scheme of things, people are a lot more involved in themselves at home, versus their community at school.”

Carter, who also played on the varsity football team, said that

MHS had a longstanding rivalry against Los Gatos High School, with altercations often breaking out due to Los Gatos’ disdainful view towards Milpitas. This rivalry helped build a competitive atmosphere for both athletes and sports fans, he added.

“Friday night games were a tradition,” Carter said. “People would pack the stadiums to get a chance to see action on the football field and the stands, especially when going against rival schools. There would be rocks and stuff thrown at the glass windows of our buses, and fights against people who were stealing backpacks.”

Carter said he studied business management at San José State University after graduating from MHS. He then worked at Google as an accounts payable specialist and in the San Jose Parks Recreation Department for a few years before becoming a coach and teacher, he added. However, he said he never expected to work at MHS. “Things kind of just fell into place. Being a teacher and being a coach is not something that I actually wanted to do in college,” Carter said. “I first started coaching here because they needed a coach, and since I was already coaching in that sport somewhere else, I was like, ‘You know, I went to school there. I’ll come and do it.’ … I did it out of necessity to help out the kids. I was going to work at a different middle school somewhere else but due

to certain circumstances, I came back here.”

Two decades before Carter’s class, Milpitas had a similar crosstown rivalry with Samuel Ayers High School, which is on the site of Calaveras Hills High School, according to the varsity football coach and math teacher Kelly King. However, the games were much more civil and could not be held at MHS, he said.

“Because there were no lights on the football field and too many people attended the football games, we had to host at the San José City College stadium,” King said. “They packed 6,000 people there pretty much every game – standing room only.”

After attending Ayers for three years, King had to transfer to MHS because the school shut down; he walked the stage with the first graduating class of the newly established MHS Trojans in 1981, he said. Before then, MHS was known as the baby blue and red Patriots, he explained.

Despite being rivals, the two schools were able to peacefully merge as one, King said. “The transition (to MHS) actually went really well,” King said. “Many people, like me, grew up on the North side of town, so we already had connections with people going to there already. When the two schools came together, it was as if nothing had changed except for the size of the campus itself.”

King said his initial career interest was electrical engineering.

He received his associate degree

in math and science at San José City College and went on to play collegiate football at California State University Hayward, now known as CSU East Bay, where he studied math and computer science, he said. However, he was unable to finish his Master of Business Administration degree because he started teaching at MHS already, he added.

“The superintendent wanted me to become a teacher and take over the football program,” King said. “He said, ‘Can you give me a five-year commitment?’ I said, ‘Okay,’ so I gave him five years …

I’ve been the head coach since 1990.”

English teacher and varsity softball coach Deanna Querubin has been a part of MUSD her whole life, attending elementary school at Spangler, middle school at Russell, and graduating from MHS in 2009, she said. The most significant generational difference she sees is the increase in student workload and pressure on the students to attend a prestigious college, she said.

“I feel like kids now are so fixated on AP tests and SATs all the time,” Querubin said. “Back when I was in high school if you took an AP class everyone would be like, ‘Wow you’re so smart!’, but now you have kids who are taking four AP classes, which I think is insane.”

She also noted that a sense of community was widespread throughout her class. “Everyone knew each other and got along ...

You could walk to any part of the school and join someone from a way different friend group and just start hanging out with them,” Querubin said. “One of the things that really brought our class together our senior year was when one of our close friends passed away. It was a devastating time for everyone ... It’s still something we think about to this day; we still remember him and all the good times we had with him.”

After high school, Querubin went on to play softball for San Francisco State University, where she received a degree in sociology; she then went to Santa Clara University to complete her Master’s degree and teaching credentials, she said. Querubin initially pursued a career as a lawyer, but ultimately followed her heart to become a teacher, she added. Her decision was greatly influenced by her former teacher, Michael Cummins’ ability to connect with his students; she also wanted to defeat the stereotype of Filipino women working as nurses, she explained.

“Growing up there were no Filipino teachers at the high school …

I take pride in the fact that I am a Filipina in the English Department,” Querubin said. “But the reason why I chose to teach at MHS is because I am wholeheartedly grateful for all the opportunities, all the great people, and all the great teachers I had. I love this community, and I always told myself that I could never teach anywhere else.”

NOVEMBER 2022

FEATURES

THE UNION

5

Bridging the pandemic learning gap in elementary schools

By Savan Bollu

In August 2022, 18 students at Robert Randall Elementary School entered second-grade teacher Daisy Gonzalez’s classroom after over two years of learning disrupted by the pandemic, Gonzalez said. The most urgent issue was that her students were underperforming—five of them could not recognize the alphabet, and almost all of them could not add two-digit numbers, a skill they were expected to master by the end of first grade, she said.

“Right now, I’m really struggling with (teaching) reading, writing, and math because we have to fill in so many holes and gaps that they didn’t get to fill in first grade or in kindergarten because of the pandemic,” Gonzalez said.

She explained that students struggled to pay attention during distance learning, and socially-disadvantaged students often had trouble logging into her class despite district-provided Chromebooks and hotspots.

Chris Norwood, Vice President of the Milpitas Unified School District Board, agreed that chronic absenteeism was a large issue because of unstable home lives and disproportionate trauma from the pandemic, especially among special needs students, English-learner students, Latino students, and African American students.

The learning gap caused by these obstacles revealed itself in lower scores on the California

Assessment of Student Performance and Progress (CAASPP) than pre-pandemic levels for certain subgroups, according to MUSD score reports. In fact, the pandemic affected students of all demographics nationwide, as the National Assessment of Educational Progress for fourth-graders showed a decline in math scores in 41 states and a decline in reading scores in 30 states.

To minimize the learning gap in her classroom, Gonzalez separates her students into mathematics and reading groups by skill level, and works with each group individually at school, she said. The teachers at Randall offer intervention for students performing below grade level, with at least an hour of tutoring after school, three to four times per week, she added.

Students at Randall have benefitted from teacher-led after-school tutoring, especially with supplementary, district-funded programs like the Kids’ Club, Young Men’s Christian Association (YMCA) for homework help, and the Folklórico dance group that teaches dance and builds social skills, Gonzalez said. However, teachers still face an overwhelming workload to get students back on track, and high schoolers can help by volunteering, she said.

“Most of the time, I’m staying until 5 or 6 p.m., and sometimes even more,” Gonzalez said. “I have to do so many different differentiations. I have to differentiate for this student. Let me go do this activity with them or let me

go print this worksheet to meet their needs. The lessons that I create have to be well-differentiated, and that differentiation takes time and work to be able to provide students with something that’s going to progress them.”

Beyond academic support, Gonzalez also said her students need help with social-emotional learning, especially when they get frustrated being unable to complete second-grade material.

This social-emotional guidance is just as important as academic support, Norwood said. The ideal tutoring program for a high schooler to start or get involved with would have both mentoring and tutoring at schools “where there’s chronic absenteeism more than not: Weller, Burnett, Randall, Rose,” he said. Students in second through tenth grade are in most need of support, he added. As someone who has tutored before, Norwood said he has seen firsthand the positive impact that these types of tutoring programs can have on students.

“The best tutors are tellers, they’re listeners, and they come alongside the learner to understand their learning style, and to deliver,” he said.

Aiming to support these learners, junior Mallika Ghante became a board member and tutor for the MHS Prepworks Club, which disbanded last year but had participation from over 70 tutors, she said. Prepworks had an untargeted approach to finding tutees, so many tutors ended up teaching new material to already advanced students, and the

Courtesy of Daisy Gonzalez

Robert Randall Elementary School teacher Gonzalez works with students in a guided reading group to build fluency and comprehension.

club failed to reach the underprivileged and below-grade-level students that needed academic help but could not afford professional tutoring, she added.

Over the summer, Ghante chartered the MHS Tutoring Academy (MHSTA) with the mission of reaching those high-needs students. To find tutees, the club contacted elementary school principals requesting that they specifically send the form to highneeds students, Ghante said. She added that the tutee sign-up form asks students to list why they need tutoring. So far, MHSTA has 15 high-needs tutees.

Considering that Prepworks had over 70 tutors last year and MHS has a 20-hour service requirement, there are likely a lot of high schoolers interested in volunteering as tutors, Ghante said. They should consider volunteering for programs like MHSTA that identify and address the

community’s needs, she said.

Gonzalez agrees that high school tutors and tutoring programs should target these highneeds students to prevent the learning gap from spiraling into an achievement gap beyond college. However, she has not heard of any tutoring programs run by MHS students so far, she said.

Such tutoring programs could better reach high-needs students if they directly reached out to and partnered with teachers, she added.

“Imagine yourself being in the shoes of somebody that’s below grade level—maybe you’re that type of student that was below grade level, and a teacher or your school really supported you and helped you out like we’re trying to do with our students,” Gonzalez said, addressing high school students. “Think about it that way.

Maybe you can help out with this cause too.”

Former teacher Dinh adapts to role as assistant principal

By Albert Fung

Courtesy of Eagle Rider

Henstchke previously traveled across Europe to Asia on a motorcycle.

Henstchke recounts life before teaching

By Anannya Bhuskat

After traveling throughout Europe, Asia, and North America, and experiencing many cultures and interacting with various peoples, MHS alumnus Sheldon Hentschke has found his way back to his home town, Milpitas, as a English student-teacher under English teacher Ginger Roy. After graduating from high school, he attended San José State University, but had always wanted to leave the Bay Area and explore what was outside, Hentschke said. Thus, he obtained a working holiday visa and moved to Ireland for two years, where he worked as a teacher, he added.

“I had a lot of really cool co-workers and a lot of really cool students,” Hentschke said. “It was generally a really good time of my life. Eventually, my Visa expired, and I had to leave. I bought a motorcycle … and took it from Dublin, across Europe — through Turkey and to Central Asia.” The whole journey “was about 11,000 miles and took a little over two months to do,” he said.

Once reaching Asia during hiring season, Hentschke taught English in Vietnam for about three months, and then later moved to Vancouver Island, in the province of British Columbia, around the time COVID-19 started, he said.

“I was in a new city during COVID, didn’t know anyone, and had a job that was really awful,” Hentschke said. “Once I came back, I was in Philadelphia for a while, working for some immigration lawyers.”

Despite having a good job in Philadelphia, Hentschke said he missed working with diverse and interesting people in the classroom and wanted to return to teaching. Thus, Hentschke moved back to Milpitas and started working as a student-teacher for Roy, he said. His parents previously worked at MHS, he added, so he was connected to it in more ways than one.

“I am familiar with the culture here,” Hentschke said. “I know that it’s a good school. I knew I wanted to come back somewhere where I trusted people. I know I can trust Mrs. Roy to be a good mentor as I go through the student teaching program. It is funny being back, but comfortable as well.”

Although he thinks MHS is a good place to stay, Hentschke said he eventually wants to go back to Ireland in the long-term, and get an English and Language Arts teaching job in international schools, where the curriculum is based on an international framework, and is usually different than that of the nation’s school.

He is still restless and eager to travel and explore the world more before settling down, he said.

When asked to describe him and his teaching, Rhea Karanwal, one of Hentschke’s and Roy’s AP Literature students said “Mr. Hentschke is an incredible teacher. He tries his best to make the learning environment the best for all his students and takes into account what his students think as well. He is flexible, while also having a great passion for literature.”

At the beginning of the school year, several new staff members began working on campus, according to an email sent out to guidance counselor Crystal Beltran and student Osborn Wang.

However one face stood out in particular — Assistant Principal Andrew Dinh — whom many students may recognize as their middle school English teacher.

Coming in with 12 years of experience in education, and nine of them spent teaching at Thomas Russell Middle School, this will be his first year working at MHS, Dinh said. He explained that he wanted to take on a new challenge in an effort to grow more as a person. ”Something you always want to do is always to be challenged,” Dinh said. “You always want to learn new things. You always want to try new things. That’s what makes life great,” he said.

“It’s how you become a new person, better than you were before.”

With his new role, Dinh’s initial attitude towards working as an administrator has not changed, Dinh said. He still believes it is a challenge at heart, he added.

“I’d like to think that the challenge is what I thought it would be.” Dinh said. “It’s very much like you’re juggling 18 plates at

once.”

As with any career change, Dinh has experienced many changes in his work duties compared to his past role as a teacher, he said.

However, he notes that many of the skills he applies in his day-today work are very similar.

“In some ways, it’s very much an extension of teaching.” Dinh said.

“It’s very much people skills. It’s very much being organized. It’s very much community-focused.

You’re part of the community, and now you’re the leader of the community.”

However, Dinh’s day-to-day duties are much more than “people skills.” Dinh is involved with student attendance and discipline, and is also currently managing both the English and English Language Development departments, providing assistance to any staff members as needed, Dinh said.

His schedule also regularly includes meeting with parents and giving teacher evaluations on a rolling basis, he said. Despite facing challenges with taking on so many new roles, Dinh has received much positive support from the school community.

“Everyone has been very welcoming,” Dinh said. “I’m very fortunate to be at a school site where people have this kind of thing open to me to share how the school is run, the culture of the

school, all the little operations and processes in place.”

According to a Social Science teacher at Russell who worked with Dinh, Stephanie Woodhams, he is hardworking and a great mentor to his students.

Outside of his work life, Dinh enjoys playing Dungeon and Dragons with his friends, playing video games, spending time with his dogs, and exercising, he said.

In fact, he created a club during his time at Thomas Russell to play video games with students.

“He created the Smash Bros Club, where students could go after school (to) play or watch others play Super Smash Bros and, believe me, it was well-attended and often heated,” Woodhams said.

Junior Ela Aquino said that some of her favorite memories of the Smash Bros club included building more connections with people who shared similar interests with her. Other students also found the club to be enjoyable, she said.

“I remember several TVs and Nintendo Switches being set up, and there were also regularly hosted tournaments that were a lot of fun,” Aquino said. “Even if you weren’t into Super Smash Bros, anybody who was into video games, in general, was welcome,” she added.

Courtesy of Andrew Dinh

Assistant Principal Dinh, who previously taught at Thomas Russell Middle School, poses with his niece.

6

THE UNION

FEATURES

Courtesy of Brian Knitter

Social studies teacher Knitter is a professional bass guitarist for the bands Thünderhüg and Age of Reason.

Musician, traveler, teacher Brian Knitter discusses passions

By Riya Vyas

The first thing that might catch your eye walking into E05 is the art on the walls — renaissance paintings and historical posters cover nearly every inch, giving the classroom warmth and intrigue.

Like his meticulously organized bright blue desks that provide a fun and striking contrast to the warm-toned decorations, social studies teacher Brian Knitter’s past and present careers couldn’t be more different.

“I’ve always wanted to be a teacher. But when my wife and I got married, we decided one of us should be a teacher because one of us should make money,”

Knitter said. “So my wife became a teacher, and I became an engineer.”

For 25 years, Knitter worked as a semiconductor engineer and manager after getting his bachelor’s degree in industrial engineering, he said. However, he decided to go back to school and get his master’s degree in art history, which came much closer to what he teaches in the classroom.

“The older I got, the more history made sense to me,” Knitter said. “I travel all over the place, and travel and history just go hand in hand.”

Knitter started traveling as a child because his father was in the Navy, he said. Five years of his

childhood were spent overseas, where he got to tour Asia.

“I just kind of got that bug,” Knitter said. “So when I could finally start affording to travel again, after I got out of college, I did.”

Knitter has traveled all over Europe and Asia, including Switzerland, Turkey, Vietnam, and Thailand, he said. He enjoys eating the food and learning about the people in different countries. Just as he is pleased by the routine of his daily life, he likes observing ordinary life in the countries he visits.

“My favorite day in Europe is trash day,” Knitter said. “I’ll get up at six in the morning and just watch people work and how they

NOVEMBER 2022 do things in their own countries.”

When he’s not teaching or traveling, Brian Knitter works as a professional musician in the bands Thünderhüg and Age of Reason, the latter of which has been around for thirty years, he said. He mainly plays the bass guitar, along with acoustic and electric guitar and drums, he said.

“We usually play rock ‘n’ roll for 30- to 60-year-olds, like ‘70s, ‘80s music,” he said. “But I like the more technical stuff, which is progressive rock.”

Knitter lives with his wife, Barbara Knitter, who teaches the Quest class at Thomas Russell Middle School, he said.

Barbara Knitter described her husband as a “renaissance man” because he’s good at a variety of things, including art, history, math, science, music, and cooking.

“When I was teaching fourth grade, he actually came into my classroom to teach art,” Barbara Knitter said. “He really always knew how to relate with students.”

The couple met because he was her Sunday school teacher, and they got married in 1988, Barbara Knitter said. They have two kids: Jeffrey Knitter, who attends college and works in a repair shop in Australia, and Courtney, who is working on getting a doctor’s degree from the University of California, Irvine.

“Outside of school, he’s actually kind of shy,” Barbara Knitter said. “As a teacher, he’s out there and he has to interact with the students, so they probably don’t

Squats, rows, curls: Students explain why exercising works out for them

By Angelina Barnes

Whether it’s grunting heavy-lifters, active runners, or health-conscious dieters, today’s gym-goers all go to the gym with the intention of improving some aspect of their overall lifestyle. Many students at MHS have found newfound passions through working out regularly, whether it be lifting weights, benching, or simply exercising and toning their bodies.

Senior Aarush Arora has been working out regularly for over a year and goes to the gym approximately four days a week. According to Arora, he has a workout schedule that he follows depending on the type of muscle group he wants to focus on.

“I go push, pull, and legs, usually in that order. On push days, I focus on my chest, shoulders, and triceps, and on pull days I focus on back and bicep workouts,” Arora said.

He decided to change his eating habits after he began going to the gym regularly in order to maintain a healthier lifestyle and see progress from his workouts, Arora said.

“If I’m trying to become more lean, this involves losing weight, so I’ll decrease the calories I intake, which involves a calorie deficit. On the other hand, if I’m trying to (gain) weight, I increase my intake,” Arora said.

He noticed a significant decrease in his overall weight after he began consistently working out, Arora said.

“Back when I started, I used to weigh a lot more … and it’s always going up and down depending on what I have to do for wrestling, but aside from that I’ve seen a lot of muscle growth,” Arora said.

Senior Armaan Bhardwaj has been working out using similar techniques since his freshman year of high school, and he has also seen a drastic change in his physical appearance, he said.

“I would definitely say I’ve seen

progress. I was looking at a picture that my sister found, and it was me from (my) freshman year.

I feel like my arms have definitely grown a lot bigger, and overall I just look better,” Bhardwaj said.

Senior Madilyn Singharath-Kim uses a rotation for her day-to-day workouts, attending the gym around five days a week.

“I do a lot of compound lifting workouts. Usually, I base my workouts on benching, squatting, and deadlifting,” Kim said.

Kim also stated that she had to change her food intake and the amount of carbs she was eating in order to improve in working out and lifting weights.

“I started eating more and my appetite grew from there,” Kim said. “Now, I focus on how much protein I eat in a day, as well as the amount of carbs I take in so I can eventually lift heavier weights,” she said.

Kim mentioned that she has experienced a large amount of growth since she began working out.

“I can lift a lot more, and also you can see a lot more muscle development compared to before,” Kim said.

Although working on physique is important and a beneficial aspect of going to the gym regularly, the gym can also be used as a space for releasing tension, Bhardwaj said.

“It’s been a mental release because after a long day, after a lot of work and a lot of stuff that needed to get done, you can just go to the gym (and) sweat it all out,” Bhardwaj said.

He also encourages those that are interested in getting a membership or working out in general to pursue a new routine that involves regularly attending the gym.

“It’s definitely benefited me because it makes me feel like I have a very good source to release my stress. So emotionally, it has benefited me a lot,” Bhardwaj said.

Courtesy of Cory Nakamoto

Counselor Cory Nakamoto with his wife and children at the beach.

Nakamoto finds path as counselor, guides students through challenges

By Adrian Pamintuan

Walking into counselor Cory Nakamoto’s office, one immediately notices the pictures of his family on his desk and the numerous posters around the room.

Students walk in and out of the office throughout the year, whether it’s for discussing something academic or personal.

Nakamoto has worked in education for 17 years, two at a Berkeley High School, four at a Millbrae High School, and 11 with MHS since 2011, he said. Although he has spent a large part of his career around students, he said that wasn’t always the plan.

“I did my undergrad at Chico State in psychology, but then I graduated, and … I actually thought I was going to become a firefighter … and realized at the end, I did not actually want to work in that field for the rest of my life,” Nakamoto said.

The experience of bouncing around interests is largely a testament to how experimental figuring out careers or lifestyles can be, and so it’s important for students to not stress over that process, Nakamoto said.

“You kind of get to define independence … the choices you make, the people you meet, the things that you do — it teaches you a lot

about yourself. You have to trust in the process that these things work themselves out over time,” Nakamoto said.

He did not always see himself doing counseling, but reflected back on his own experience when thinking about his role now, Nakamoto said.

“I did not always know I wanted to do counseling. I think that this was always in the back of my head as a possibility,” Nakamoto said.

“I had a high school counselor that met with me once, and asked just a couple of questions, sent me on my way, so I got zero help,” Nakamoto shared.

What largely reaffirms his purpose to the city of Milpitas and its school community is the student population, Nakamoto said.

He notes that something about the city is prideful, so much so that it has kept him here in spite of working at other high schools across the Bay Area, he added.

“I’m in the exact same position, every single minute of every day, but (the) stories and the situations that come through my door keep this job very fresh and new,” Nakamoto shared.

Working with students with a variety of different issues, viewpoints, and questions has ultimately had an effect on how he parents his two sons, Nakamoto

believe it.”

According to Rachael Gunn, vocalist for Thünderhüg and a dance teacher, who’s known Brian Knitter for around 20 years, Brian Knitter is a good type of perfectionist.

“He demands for himself that things be very high quality, if not flawless,” she said. “But he doesn’t put those expectations on others.

He accepts others as they are.”

Both Gunn and Barbara Knitter stressed Brian Knitter’s great memory and ear for music.

“Tell him something once he will be able to recall it forever,” Gunn said. “He can hear a song or play a song once, and then six months later, we pull that song back up. And he’s got it note for note.”

When asked what motivates him in times of hardship, Brian Knitter explained that he is resilient and has faith in God. “My dad’s a pastor, among other things. He was a Navy chaplain, and I am definitely a churchgoer. That’s a big part of me and my wife’s life,” he said. “But I also just don’t let things get me down.

I think a lot of positivity goes a long way.”

Brian Knitter added that he enjoys the routine of everyday life — coming to school, teaching different subjects, and going home. His main piece of advice to students is to do what makes them happy.

“Everybody will chase after the money, but in the end, happiness wins. If you do something you love, the money will come,” he said. “You’ll live longer, you’ll be happier. Life’s too short for a bad boss or a bad job.” added.

“Seeing the struggles that students have been through, and how they overcome (them) and how their parents parent them … has made me reflect on my role as a father,” Nakamoto said. “It’s opened my eyes a ton. When I see students that are really thriving and succeeding … I take note of those things as well. I want nothing but the best for all (of) my students, and a lot of the same things that I tell my kids at home are the things that I tell my students here,” he said.

Ever since Nakamoto’s sons came into his life, it has redefined the role he plays in the world, Nakamoto said.

“It’s the most rewarding thing to me. So a lot of my time goes to spending time with my boys and my family … Whether it’s driving them to and from sporting events, or just hanging out in our backyard,” Nakamoto said.

Senior Kaden Nguyen, who has Nakamoto as his counselor, said that his counselor meetings often last through whole class periods, and added how important Nakamoto is to his personal life. They discuss a range of issues, such as college applications, paths towards success, and problems at home, said Nguyen. After seeing his personal improvement from counseling, Nguyen said that the broader student body should try building a relationship with their own counselors.

“It’s really worth it because you leave these counseling appointments with a very optimistic standpoint … And just (for) people who haven’t really built that connection with their counselors, do that as soon as possible,” Nguyen said.

Julie Cler, guidance counselor at MHS, reflected on what Nakamoto is like within the “tightknit team of counselors”; that he shares the same goal as other counselors on campus, which is to support the student body, added Cler.

“He really cares about the kids … I think his main goal is to make sure that you guys as students are able to manage high school and reach your potential,” Cler said.

NOVEMBER 2022

Erick Johnson | THE UNION

The U.S. flag is raised during the national anthem at a football game.

Teachers offer opinions on school patriotism

By Erick Johnson

Not everyone agrees on what patriotism means, or if there is even a need for it. Staff members from distinct backgrounds and with different upbringings shared their various viewpoints on the ways American values and patriotism should be handled on our campus. The differences in their opinions begins with their different interpretations of what being patriotic even means in itself.

Patriotism does not mean that you support the government, what it does, or has done English teacher Brian McGarry said.

Being patriotic does not mean “blind acceptance” of any form of authority or set of ideals, he said.

“Patriotism, I think, is more about believing in the ideals and the goals that we have set out as a country and celebrating them,” McGarry said. “Patriotism to me is about celebrating the aspirations of what we’re trying to accomplish as a democracy.”

AP American Government and Politics teacher Michael Cummins defined patriotism as love for your country. There is nothing wrong with the school instilling patriotism in its students, he said.

“We should model patriotic values; we should encourage patri-

otic values,” Cummins said. “All countries do this, by the way. We call this political socialization, teaching your kids what they should know about the country.

This is what countries do. They try to teach their young about what is good about the country that they live in. And I think that that’s still a good idea,” he said.

Students should never be forced to be patriotic, but instead, patriotism should be encouraged and modeled, McGarry said.

“We as teachers are here to guide the students through a lot of processes,” McGarry said. “We shouldn’t be imposing our values upon them, but teaching them more about what we aspire to. I think patriotism should be encouraged and taught.”

America has committed atrocities in the past, including the cruel treatment of Native Americans and African Americans and World War II internment camps for the Japanese, Cummins said.

Despite these actions, Cummins still believes that the good things the United States has done far outweigh the negatives, he said.

You can support Black Lives Matter and still stand for the pledge, he added.

“All the stuff that we’ve done as a country, all of the racism which exists everywhere, all of the po-

FEATURES

THE UNION

lice brutality — that’s a human condition, not an American condition,” Cummins said.

Naval Junior Reserves Officers’ Training Corps (NJRTOC) teacher and military veteran Margie Jackson said that she does not believe students understand that their freedoms are the result of sacrifices like hers. Some veterans have even given their lives for these freedoms, she said. Students simply need to learn more about the country and its history in order to fully appreciate it, she added.

“I would like for students to know what it means to be patriotic. And then they decide what they want to do,” Jackson said.

“Because I think a lot of times, we don’t know things, and we may have one opinion about it. And then once we learn about it, we may feel a little differently.”

Spanish teacher Kimberly Marion shared that the word “patriotism” has to do with country and land. She said that it was important to know the etymology of a word, otherwise, it can be easilyused to mislead or manipulate people.

American values include ”the worship of money, greed, oppression of other non-white nations.

What else can I say? Racism, white supremacy. Is enforcing these values going to help relieve inequity? In our school, is it going to help?” Marion said.

Marion said it was important to think about the things we are being taught about our country, to avoid blindly following ideas we have been manipulated into believing.

To force students “to stand up and listen to a pledge that may have no meaning, or may be diametrically opposed to a person’s circumstance, their value systems ­— I don’t see the purpose in that,” Marion said. “It’s tantamount to what Germany did, in the day of Hitler, to try to control people’s thoughts and try to get them to think a certain way.”

Special education department offers diverse range of support for students

By Kevin Ting

MHS has around 200 students that qualify for special education, and these students attend classes at every level, according to special education department lead Kathleen Willinsky.

“The kids are in so many different classes,” Willinsky said. “You wouldn’t even know if they’re in your class or not.”

Although general education teachers are not required to receive any formal training on special education students, they do receive information regarding the student’s accommodations, according to Assistant Principal Jonathan Mach.

Teachers will receive a document called the “Individual Education Plan (IEP) at a Glance,” a document that details the student’s services and accommodations, Willinsky said.

“Teachers can provide extra time on a test, or (students) can take the tests in the resource room,” said Willinsky. “The students just need a little bit more help to equal the playing field,” she said.

Another issue that may arise for teachers is cases of students that may qualify for special education but are not registered, Assistant Principal Jennifer Hutchison said.

To address this, teachers can notify the special education department if they believe a student may qualify for such needs, Willinsky said. From there, the student can receive extra help or, in some cases, even be evaluated to qualify for special education, she elaborated.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide disabled children with adequate care without any charge, accord-

7

ing to the California Department of Education.

“There are 13 primary disabilities that will qualify students into special education, such as autism and specific learning disabilities,” Mach said.

MUSD structures its special education system by dividing students into three distinct categories: Resource Specialist Program (RSP), Special Day Class (SDC), and Community Based Instruction (CBI), according to Mach.

“Students that are in the Resource Program are generally in special education less than 50% of the time of the day,” Willinsky said.

These students take general education classes and also have additional classes such as study skills and career planning, Mach said.

“The (SDC) students are 50% or more of the time in special education classes,” Willinsky said.

Oftentimes, the only general education classes the STC students take are electives, and the rest of their classes are in special education, she added.

CBI applies specifically to students who also need instruction on certain skills they need to be able to live independently, such as getting dressed in the morning or paying for items they purchased, Willinsky said.

“The students are receiving a lot of support so that they can be a functioning part of society one day,” she said.

According to Willinsky, CBI students also go on weekly field trips on Fridays; they learn how to use the bus system and bus routes, as well as other forms of public transportation.

“They’re all smart. They just need extra support to get to that endpoint,” Willinsky said.

Lack of ‘Fem’ in ‘STEM’: Disproportionately low number of female students in physics, economics, engineering

By Savan Bollu

When junior Angie Wang walked into her third-period AP Physics 1 class on the first day of school, she was one of four girls in a class of 25 students, she said.

According to schoolwide statistics provided by MHS staff secretary and data analyst Stacey Ryan, AP Physics 1 is one of the classes at MHS with the largest disparity in female enrollment: out of 75 students, 84% are boys and 16% are girls.

Wang noticed that AP Physics teacher Kathleen Downum had arranged for the four girls in the class to sit together, she said.

According to Downum, the seating arrangement has helped girls feel more comfortable, and she even gets requests to continue it as she plans new seating charts.

“Some of the girls will write, ‘I really appreciated having a group of girls. I’d really like to stay that way,’” Downum said. “That tells me that there is still something going on there about the comfort level and the interaction that is helping some students.”

“It might have been more difficult if there was a feeling of isolation with just me and a whole table of boys,” Wang said. “It made it more comfortable and easier to find someone to talk with.”

Girls have historically been discouraged from pursuing science, technology, engineering, and mathematics (STEM) because of a lack of role models and the perceived struggle of balancing a STEM career with the traditional household responsibilities

of a woman, science teacher and Science Olympiad advisor Letta Meyer said. Meyer experienced this discrimination in her high school physics class, she said.

“I was one of two girls in my class and our teacher would literally ignore us,” Meyer said. Despite the girls having the highest grades in the class, the teacher would act as if they were incapable and did not belong there, she added.

Meyer has not noticed such overt discrimination against girls in the STEM classroom nowadays, but sometimes notices her male students dominating group discussions and attempts to prevent it, she said.

“A lot of times, our society says that the girl is not supposed to take charge,” Meyer said. “So the guys come in and take charge and just steamroll over. They don’t stop to ask, ‘What do you think?

How do you think this should be?’”

Junior Brendan Tam, an AP Physics 1 student, feels that girls in his physics class are perceived and treated the same way as boys and given a “fair chance,” he said.

He admires the girls for taking physics despite the significant gender gap, he added.

MHS statistics show that there is a disparity of girls in certain STEM fields like engineering, with the worst gap being in physics, but point to something very different in life science classes such as Anatomy and Physiology: there are more girls enrolled than boys.

The National Science Board found a similar trend in 2006:

81% of female scientists studied psychology, social sciences, and life sciences. Elaine Howard Ecklund, Autrey Professor of Sociology at Rice University, analyzed the cultural causes of this disparity in an article called “Why Scientists Think There Are More Women in Biology Than Physics.”

She found that both female biologists and physicists perceive the discrimination against women in physics as worse than the discrimination in biology. She also found that people connect the life sciences to emotion and empathy, qualities that are stereotypically associated with women, and physics with logic and math, topics stereotypically associated with men.

However, physics can be just as people-oriented and “caring” as the life sciences, Downum said. For example, scientists use physics to design infrastructure that filters drinking water and machines to reduce the strain of manual labor, both of which have saved lives, she said.

Meyer is researching the STEM gender gap for her Ph.D., and in her investigation, she found that the Science Olympiad organization’s team-oriented approach, which encourages bonding and co-ed collaboration, has helped build confidence in girls, she said.

Wang, who is a Science Olympiad team member, agreed that Science Olympiad has helped her feel more comfortable in STEM. “Seeing multiple captains being girls really makes me feel like I can be the same way,” Wang said.

Having such female role models is crucial to minimizing the gen-

Savan Bollu | THE UNION

MHS student population is 54.2% male and 45.8% female; classes with this ratio are considered balanced. Data courtesy of Stacey Ryan.

der gap, Meyer said. MHS is taking a step in the right direction because many of its STEM teachers, especially for AP classes, are women, she said. Other factors in the gender gap are girls’ interest in STEM, self-efficacy, performance, and competence, many of which need to be built at an early age, she added.

“Most high school students have already decided whether they hate science or not, and so, at least staying open to science for a while” is important, Meyer said.

However, the single-gender approach of separating girls and boys that some have opted for is not sustainable in the real world, where girls need to know how to collaborate with boys, she said.

Downum believes that seating girls together, at least in her introductory physics classes, is an

important starting point to build “solid support” for the girls and develop their interest in physics, she said. If they choose to pursue physics, they will have a long career ahead of them to collaborate with boys, but to get there, she has to start them off in an environment they feel comfortable in, she added. Even if they are intimidated by the gender gap, girls should at least give themselves a chance to explore STEM, she said.

“You want to get the best society result; you want the best physicists,” Downum said. “It would be horrible if you’re shunting them (girls) over into something they can’t do as well, and you fail to get the brilliant stuff out. And on the personal scale, I’m just hoping that people can get to make the choices that make them the most fulfilled.”

8

THE UNION

SPREAD

Mental health initiatives include new center, counselors

By Satvika Iyer

Social-emotional learning (SEL) has become a focus at MHS with homeroom on Wednesdays dedicated to fostering proper social-emotional wellbeing among students. ASB’s Instagram occasionally posts SEL-related tips, and lunchtime events to raise awareness. Counselors are available for one-on-one talks from school-related to personal matters. However, do these resources effectively address the intricacies of mental health?

Mental health is a personal issue that can benefit greatly from support, so the school works with students to elevate the student support program and meet their needs, MUSD Program Manager of Mental Health, Sandra Quintana said. A mix of the nationwide trend of understaffing and COVID’s impact on the field have made it hard to provide students with the support that they require.

“Everyone’s encouraged to have their first contact be the guidance counselor to connect with the three school psychologists and the four mental health counselors, who work with students around individual counseling.” Quintana said.

Quintana credits School-Linked Services coordinator Nicole Steward for gathering information on the direction of student support services at MHS. “My job is to find any barrier to a students’ education like housing, food, medical, immigration, mental health, and find resources in the city, county, state or federal resources that can remove those barriers so students can focus on their education,” Steward said.

However, many students don’t know where to find help, senior Abira Rehman said. She visits her counselor regularly,

but her mental health is still fiuctuating.

Self-elected programs like counseling or small group listening sessions would be more eective than crass ASB awareness events, Rehman added.

The mental health team is committed to the integration of SEL and provid ing resources to the entire student body through their professionals, and these -re sources are beyond the surface-level SEL options, Quintana said. One of their upcoming projects is the Wellness Center in the library, she said.

Storm McNerney and Mireya Coronado, both Wellness Center liaisons and em ployees for the Santa Clara County Oce of Education, are leading the project. Mc Nerney, a beneciary of the McKinney– Vento Homeless Assistance Act, wasn’t able to access her protections under the act when she needed them in high school.

O “ ur goal is to make students feel so supported and aware of all the resources around them that they always know where to go when they need help, even if the Cen ter happens to be closed at any time” she said.

Student input is key to the success of the center, Coronado said. “For our group counseling, we’ll only talk about what wants to be talked about and that choice for the students makes it a lot more self-selected and a safe space.” Coronado said.

Another resource Quintana stressed is CareSolace.org, a free concierge service that uses an algorithm that uses user- in put about insurance and special restric tions to connect them to a therapist. As mental health care takes a more holistic and self-advocacy reliant approach, insti tutions are adapting from the one size ts all nature of support, Quintana said.

find picture pls

Satvika Iyer | THE UNION

Storm McNerney (left) and Mireya Coronado (right) present plans for the Wellness Center to teachers.

Eat, sleep, repeat: Self-care tips

By Ruby Bui

Mental health problems are an issue among all age groups, and many people struggle to effectively cope with a worsening mental state. However, there are various methods to care for one’s mental health.

Self-care is a basic necessity for an individual but is often the first to be discarded as a waste of time. While completing work is essential, taking breaks and finding time for oneself should not be dismissed. The same trend is found with eating patterns. Nutritious meals provide fuel for the human body throughout the day and putting off meals to finish homework and study is harmful to a student’s well-being. Without proper nutrients and a set eating schedule, long-term health problems may manifest, according to “Why Your Random Eating Schedule Is Risky for Your Health” by health writer Maria Masters.

Irregular eating patterns may eventually lead to obesity, high blood pressure, and type 2 diabetes, Masters wrote. Furthermore, poor physical health tends to lead to poor mental health, according to “Physical Health and Mental Health” by the Mental Health Foundation.

Taking care of the human body overall is vital to a person’s physical and mental health. People with sleep deprivation display drops in moods throughout the day, meaning positive moods and plen-

tiful hours of sleep are closely linked, according to “Mood and Sleep” by BetterHealth. In addition to nurturing your body, exercise is an effective way to help you feel confident and refreshed. There are many forms of exercise, whether that be going to the gym, doing yoga, or playing sports. Reading a book, watching your favorite movie, and practicing arts and crafts are other ways to relieve stress and maintain strong physical and mental health.

Talking about how you feel is also important to your betterment, which is why having a trusted person to confide in can be helpful. However, if talking to someone causes you discomfort, journaling and writing in a diary daily are alternate options that are just as effective for releasing bottled feelings.

Maintaining positive mental health is necessary for an individual’s personal growth and performance. Having a positive state of mind especially benefits students, considering how stressful school can be. According to “Why Good Mental Health Is Important for Study” by health, well-being, and injury consultant Meagan Miskin, “High levels of mental health are associated with increased learning, creativity, and productivity.” Thus, practicing ways to take care of mental health is beneficial, not only for a person’s overall emotional and social well-being but also for their academic performance as well.

NOVEMBER 2022

NOVEMBER 2022

SPREAD

THE UNION

9

Teachers challenge burnout with balance Student voice: Personal mental health experience

By Annanya Bhuskat

Ever since the COVID-19 pandemic, teachers’ mental well-being is becoming increasingly important. With the widespread learning loss and a lack of student motivation due to the pandemic, teachers around the country have expressed feeling “burnt out” and in need of a better worklife balance, according to the National Education Association.

In order to combat burnout, managing a good work-life balance is important, math teacher Ivy Nguyen said. The biggest contributors to her workload have been picking up multiple periods of an Advanced Placement (AP) class as well as learning to manage the extra time commitment outside of school, Nguyen said.

“I’ve just learned that it’s not the end of the world for me or the kids if some work that I need to do or grading by me is slightly delayed for just the betterment of my own health,” Nguyen added.

Last year, teacher burnout felt real due to the shortage of substitute teachers, as many teachers had to spend their preparation periods supervising other classes, Nguyen added.

Music teacher Emily Moore said the specific event that causes more stress or burnout than any other is Music in the Parks. “It is a ton of work and it’s five straight weeks in a row, but it raises money for the music programs, which is the

reason I do it,” she said.

Moore added that online teaching was a lot more work than expected, especially for subjects that do not translate well virtually, she said. However, coming back in person from online learning allowed her to develop clarity on her priorities, Moore said.

“I used to have a very generous late work policy,” Moore said. “It ended up making a lot more work for me because I would get students who would do everything right before the grading period ended. So I’ve now made it a little tighter,” Moore said.

First-year teacher Ana Hahs, who teaches English IV and English Language Development (ELD), said though the workload can be a lot, the pressure she feels is what she expected at the beginning of her career.

“You’re still trying to figure out your classes; you don’t have anything prepped from previous years. And so it’s very easy to burnout when that happens,” Hahs said.

One of the biggest factors that impacts motivation is knowing that the staff is appreciated and supported by the administration at school, Hahs said.

All teachers should “learn the power of saying ‘no.’ You may feel like you need to do all these extra things to show that you’re worthy of your place here, but all you really need to do is show up for your students and take care of yourself,” Nguyen said.

By Jasroop Klair

I was told to write a narrative about my mental health, but narratives usually have a beginning, a middle, and an end.

My brain doesn’t work that way. The negative thoughts are constant and tumultuous and they don’t go away. Some days it’s just barely noticeable, and some days it is the only thing in my brain. Healing isn’t linear, so it’s extremely difficult to figure out where I am and assess if I’m even doing better. Self-reflection and self assessment are essential, yet can be suffocating.

Self-awareness can quickly turn into an obsession with self-image. Recognizing something is wrong is difficult. I had no idea there was something wrong until my doctor handed me a little pill bottle labeled “Paxil.”

I guess the way I would explain it to someone would be that your brain is covered in fog. All your memories and emotions are hazy, and you can’t really remember what you’re supposed to be doing. Or feeling. There is this tar stuck on your skin and it has leaked its way into your body, so much that you think you yourself are made of tar. You can no longer differentiate yourself from the tar, and you’re not sure if the thoughts you’re having are really your own, or if they’re just

covered in tar.

Okay, the tar metaphor is over. The point is, it can be really bad but it doesn’t have to be that way. Of course there’s no cure or way to be happy instantly, but there are things that I’ve found help me deal with it, even if it is just momentarily.

Keeping things bottled up will definitely worsen it, yet sharing isn’t easy either. It used to annoy me when people would tell me to share because most times I would just get into awkward conversations and people wouldn’t know how to comfort me.

So I would say that if you don’t have someone close to you whom you can share with, share with yourself via writing. As elementary as writing down your emotions may sound, I’ve found it helps a lot.

Whenever it gets really bad, I journal my thoughts. The writing will be inarticulate and maybe vile, but it gets everything out of my system. When I’m in a clearer headspace I look back and read it, sometimes feeling embarrassed or even disgusted with the things I wrote. However, that helps me realize that the tar isn’t really me. And the thoughts produced by it are not me. (I lied about the tar metaphor being over).

We often suffer more in our imagination than in our reality. Happiness is fleeting, yet so is despair. Everything passes.

Ruby Bui | THE UNION Junior Ruby Bui browses TikTok and stumbles across a video regarding Bipolar Disorder symptoms.

Self-diagnosing offers solace, presents problems

By Sanvi Durbha

Social media has played a large role in the gradual destigmatization of mental health issues, but it has also led to an influx in self-diagnosing among teens, which may be beneficial, but has its drawbacks, according to “A Challenge with Social Media: Self-Diagnosing Mental Health” by Meaghan Warner.

For people who don’t have access to proper healthcare, social media can be a useful tool for awareness of different disorders and how to address their symptoms. According to “Why Many Women With Autism and ADHD Aren’t Diagnosed Until Adulthood – and What to do if You Think You’re One of Them” by assistant professor in Neurodevelopmental Conditions at Durham University Alokananda Rudra, many women are turned away from professional diagnosis because of misogyny and stigma surrounding women’s mental health. In turn, these women look to self diagnosing with the help of social media and the internet. Self-diagnosing is an accessible method of diagnosis that can at least steer someone in the right direction on their mental health journey.

Many people also turn to self-diagnosing to answer questions about what they’re experiencing and find solace in a community of people online that relate to their experiences.

However, it is necessary to consider the downsides of self-diagnosing as well.

While it may seem like doctors just tick off boxes on a checklist of symptoms, diagnosing is a little more personalized than that according to mental health counselor Micheline Maalouf in “Self-Diagnosis in a

Digital World” by Lindsey Phillips. Individuals are affected by mental disorders differently and symptoms manifest themselves uniquely from person to person, she said. Certain symptoms displayed by someone with a mental illness on social media may be easy to resonate with, but those same symptoms could be a result of a different illness or not signify illness at all.

“We probably all have traits from different personality disorders, but it takes certain criteria to have an official diagnosis, which people don’t often understand,” Tristan Collazo, a resident in counseling, said in the article by Phillips. They may experience a trait or symptom from a specific personality disorder, “but that does not mean they have that disorder,” he said.

Another downside to self-diagnosing that stems from social media is the frequency with which misinformation circulates, especially around online communities according to Phillips. It’s easy for young people searching for answers to latch onto the first disorder that seems to fit what they are going through, especially when this information comes from fellow teenagers on online platforms.

The first step to take when encountering worrying symptoms is to contact a health professional and then conduct thorough research from credited sources written by doctors and other medical specialists, according to Dr. Ravina Bhanot in “Does self-diagnosis work and what are the dangers?” by Emily Bashforth. While looking to online platforms in times of worry may be comforting, it’s important to remember that social media shouldn’t be one’s only source of information.

10

THE UNION

NOVEMBER 2022

LIFESTYLE

Got no milk? Scoop on dairy free ice creams

By Satvika Iyer

Nothing feels better than curling up with a bowl of ice cream, but there’s no downer to the momentary bliss like the stomach ache that comes afterwards. Due to the widespread environmental impact of dairy, animal rights movements, increasing popularity of plant based diets, or just stomach aches, the dairy industry and consequently ice cream, are evolving to meet a new demand.

Mint Chocochunk: 5/5 Milk substitute: Coconut milk and sorbet Baskins Robbins offers both affordability — $4 for a scoop — and thoughtful service. The Mint Chocochunk has a base of mint chocolate chip paired with a gooey fudge swirl and bits of solid chocolate for added flavor and texture.

The coconut milk was imperceptible under the decadent chocolate fudge and refreshing mint. The texture was smoother than regular ice cream, almost gelato-like.

Overall, each spoon was flavorful yet light, and it left me wanting another scoop.

Daiquiri Ice: 4/5 Milk substitute: Sorbet Daiuiri Ice is a simpler dairyfree alternative since it is a sorbet.

The sample itself was enough to make me pucker from the lime, while the aftertaste of rum was so strong that I had to check that the sorbet was indeed alcohol-free. It had no hint of the grit of ice crystals, the smooth texture a hall-

mark of a well-made sorbet.

Mango Pineapple Coconut Rating: 4/5 Milk substitute: Sorbet Sugar Mama’s Desserts is a quaint local caterer in Milpitas Square. Known for their fresh plant-based options and unique flavors, I had high expectations going into the store for their dairy free line. I tried the mango pineapple coconut sorbet, which was the only vegan flavor available and was informed that the vegan ice cream options switch out almost weekly, while the rest of the inventory is seasonal. The sorbet itself tasted like a pure mango concentrate, leaving the pineapple and coconut a feeble afterthought. While the sorbet was a tried and true classic, and I felt like I was biting into a fresh alphonso, I was left wanting some of the more unique flavors the store is known for. If your heart is set on trying eccentric and familiar flavors, then this is the place for you.

Strawberry with Almond Brittle and Candied Strawberries: 3/5 Milk substitute: Coconut milk Trader Joe’s is admittedly my happy place, so here’s a disclaimer for my existing bias. The franchise has a serious case of fall fever, but I was surprised to find no dairy free counterpart to most of their autumnal desserts. Regardless, the standard but vast selection of plant-based ice creams did not disappoint. I tried a pint of strawberry with almond brit-

tle and candied strawberries. The sickeningly sweet strawberry lasted for about 30 seconds before a full-throttled offense of cardboard from the packaging hit my taste buds. This is a common trend I found in most oat milk ice creams.

Oat milk as a base is absorbent and an inherent sweetener, so the mix-ins determine the entire experience. For the strawberry ice cream, the artificial flavoring and chunks of strawberry and almond dictated the final product. The ice cream texture was one of best thus far, but the taste was not enjoyable after two spoonfuls.

Vegan Cookies and Cream Vanilla Bean Bon Bon: 5/5 Milk substitute: Oat milk Next, I tried the cookies and cream vanilla bean bon bons.

The dessert cased a soft coconut-milk-based ice cream scooped over a layer of rich cookie with an ambrosial dark chocolate coating.

A slow motion shot of anyone biting into this dessert belongs in a commercial—it’s just that good.

The new age of ice cream is fast approaching, and with it, new favorite guilty pleasures. Taste testing your way through ice creams is admit.

The new age of ice cream is fast approaching, and with it, new favorite guilty pleasures. Beyond tasty desserts, the choices we make, down to our food, can have an immense impact on the planet.

So plow your way through some delectable dairy free ice creams this weekend, for you and the planet!

Satvika Iyer | THE UNION

Baskin Robbin’s dairy-free Mint Chocochunk uses a coconut milk substitute to get its creamy, smooth texture.

Thanksgiving dishes in various cuisines provide gourd-geous flavors to gobble up

By Angelina Barnes

For many, Thanksgiving is one of the best times of the year: families gather together, share delicious dishes, and spend time with one another. It may bring images of a glistening stuffed turkey and gravy poured over mashed potatoes to mind, but with the United States being home to immigrants, it is no surprise that many families prefer fixing foods native to their own countries and cultures.

Italian cooking is known worldwide for its use of pasta and savory sauces, both of which are incorporated into Thanksgiving dishes.

A popular choice for people all across the world is lasagna, a dish that even picky eaters can enjoy.

Ricotta, parmesan, and mozzarella cheeses, along with ground beef and sausage are found in many Italian dishes, and they all play a key role in what makes these dishes so enjoyable. Not only are these ingredients extremely versatile, but they also provide a healthy and filling meal to guests.

Latin dishes are also a popular choice for many. Pumpkin empañadas, a perfect blend of American tradition with Mexican roots, are made in place of pumpkin pie.

Many families enjoy incorporating chile into their turkey rubs, adding ingredients like cilantro and lime before marinating the turkey overnight.

Asian cuisine is also known to incorporate a large variety of spices and oils. Pork ribs can be braised and soaked in vinegar in place of the traditional American turkey. Crispy chicken wings drizzled with soy and sesame sauces are also popular. Vegetarian options include kabocha squash and roasted cauliflower, both of which can be turned into side dishes.

Noodles are an essential part of many main dishes, such as garlic noodles served with napa cabbage or red curry paste.

Despite the many different cultural dishes and foods from around the world, many still appreciate the traditional American foods that this season brings

to the table. Several dishes even vary from state to state; Arizona and New Mexico residents prefer to make more rice-based dishes, while those that live in the Southern states tend to fall back on sides such as creamy mushroom gravy or macaroni and cheese.

Similarly, desserts tend to vary across the United States, with key lime pie being a Florida favorite while Kentucky favors derby pie, made with chocolate and walnuts.

Indigenous families also enjoy their fair share of Thanksgiving dishes, although they might be different compared to the traditional dishes one might suspect, with ingredients like squash, wild rice, and turnips more commonly used. Indigenous dishes also opt for seafood, such as roasted trout and baked salmon, and bison meat rather than the traditional meats offered at most American dinners.

Regardless of what foods one enjoys, Thanksgiving is the time to gather together with family and friends to enjoy traditional favorites or add a new dish to the mix.

Courtesy of Kimmie Derose

Deroze exemplifies 2000s fashion with low-rise jeans and graphic tank.

That’s so fetch! 2000s fashion takeover

By Sanvi Durbha

You might feel as if you’ve been transported to the 2000s recently as more and more people sport low rise jeans, wired headphones, and cargo pants. This phenomenon of the resurgence of decades-old fashion trends is also known as the 20 year cycle, according to Thread.com. In this cycle, styles and trends from two decades ago are revitalized and incorporated into current fashion.

Nowadays, many teenagers prefer to draw from various subcultures such as Y2K, skater, and even the Japanese “gyaru” which is Japan’s spin on the classic Y2K look.

Y2K originates from the name of a widespread fear that computers might fail to record dates properly during the months approaching the year 2000, according to “Y2K bug” from National Geographic.

It is arguably the face of the 2000s style resurgence and has been used to describe a style of clothing that consists of velvet tracksuits, shades of pink, Juicy Couture, and, of course, low rise jeans. The assimilation of this style can be seen in everything from high to fast fashion with pieces like Miu Miu’s SS22 low rise mini skirt set gaining popularity all over social media to the popular online store SHEIN carrying bejeweled flared jeans and velvet tracksuits. It isn’t a stranger to MHS either, with more and more students around campus donning this iconic style.

“I mix a lot of modern trends like streetwear with low rise jeans, … bedazzled tops and a lot of velvet material,” senior Yadhira Gomez said about her style. 2000s style is unique, fun, and something she feels comfortable in, she said.

Another popular style that’s seeing a revival is skate fashion and street style, which are recognized by their effortlessly cool, comfortable, and oversized fit. These styles first came about in the ‘80s as practical clothing for skaters that allowed them to perform tricks without the restrictions of tight clothing, but beginning in the ‘90s, skate style was slowly

adopted by non-skaters and the fashion industry as a whole. The modernization of classic items can be seen through platform Converse shoes, band t-shirts, and cargo pants around MHS. Senior Isaac Farria described his style as a combination of 2000s skater style, inspiration from social media like Pinterest, and his own added flare. “I would say I lean more towards the skater vibe even though I don’t skate anymore because I enjoy the baggy clothing,” Faria said.

For those wanting to integrate the 2000s into their daily wardrobe, thrift stores are the place to go. Whether you’re looking to incorporate Y2K, skater, or any other style into your closet, stores such as Goodwill, Salvation Army, and Moon Zoom,which specializes in vintage clothing, are good sources for finding original pieces from that era.

Although 2000s fashion is currently trending, it may not stick around for long due to the rise of microtrends on social media.

Platforms such as TikTok and Instagram have begun to wear out trends quickly since people get bored of seeing the same thing for too long. As a result, 2000s style may only have a year or two left in fashion before it gets replaced by the 2010s. In fact, 2010s trends have already begun to resurface with peplum tops getting their own modern twist, and characters like Elena Gilbert from “The Vampire Diaries” and Bella Swan from the “Twilight” saga becoming style inspirations.

Regardless of which trends come and go, cultivating a personal style is a good way to draw from various styles, avoid falling prey to microtrends, and staying confident.

Junior Kimmie Deroze incorporates 2000s fashion into her personal style which she said has allowed her to express herself. “I wear a lot of jewelry and colorful stuff and it makes me feel confident. If you want to try a different style, just go for it. Just express yourself,” Deroze said.

NOVEMBER 2022

ADVERTISEMENT

THE UNION

11

12

THE UNION

NOVEMBER 2022

ENTERTAINMENT

‘Derry Girls’ fuses joy, heartbreak, hilarity in enjoyable final season RATING: 4 out of 5

effective because they are realistic. People go on living their daily

By Riya Vyas lives, worrying about crushes and high school reunions, even as the Set in the politically tumultuous world around them comes crashNorthern Ireland of the 1990s, the ing down. third and final season of “Derry The season’s emphasis on huGirls” provides a humorous and man emotion and personal expeheart-wrenching exploration of rience drew me in and kept me inthe intricacies of adolescence, set vested. The stakes of each episode against the backdrop of the coun— will they manage to escape from try’s fight for independence. police custody? Will they make it The show follows five to the Fatboy Slim concert? teenagers who attend a — were made astronomicalCatholic high school as they ly high through the actors’ navigate friendships, rogenuine portrayals of the joy TV mance, and emerging adultand distress of adolescent hood — consistent themes REVIEW life, when each new struggle include the five attempting appears to foreshadow anto gain more freedom from their other Armageddon. Mundane stofamilies and avoid the school’s rylines contrast with outlandish deadpan headmistress, Sister Mistakes, creating an enjoyable and chael (Siobhán McSweeney). The humuorous irony reminiscent of third season takes darker turns the best sitcoms. than previous seasons, peppering That is not to say that the show warm-lit scenes of mundane life or the characters shy away from with gritty footage of Bloody Sunpolitical topics: the finale includes day — when British soldiers shot Grandpa Joe (Ian McElhinney) 26 civilians at a civil rights proproviding a layman’s explanatest — and killing off a minor chartion of the Good Friday Agreeacter. Though the rapid shifts in ment, which declared a ceasefire tone, which often occur without between Ireland and the United the characters’ acknowledgment Kingdom. We see the characters of major historical events, can for the last time as they leave the cause intense whiplash, they are voting booth, all having voted in



favor of the referendum, while a newscaster’s voice announces the results of the vote (over 70% in favor) over swelling music. Despite my complete ignorance of Irish history and the referendum prior to writing this review, the ending nearly brought me to tears.

Notwithstanding its discussion of several somber topics, the season continues to be defined by its steadfast comedy. Whether it’s the absurdity of Orla (Louisa Harland) and Erin’s (Saoirse-Monica Jackson) 18th birthday party being combined with young childrens’ first communions, or their mother Mary’s (Tara Lynne O’Neill) treacherous decades-old secret being an illicit tattoo, jokes remain the beating heart of the show. The tension build-ups are hilarious, especially with the show’s generous use of slow-motion sequences, and punchlines never fail to elicit laughs. Overall, “Derry Girls” season three presents an educational, eclectic, and endlessly entertaining combination of internal and external battles, woven with juxtaposition between humor and solemnity.

Viewers looking for a few hours of funny, emotional entertainment should undoubtedly give it a try.

COURTESY OF BETH GARR ABR ANT

Taylor Swift lays on a couch in her “Midnights” album promotion photo.

‘Midnights’ captures emotions of late nights, leaves out stories RATING: 3.5 out of 5

Swift’s command of her craft.

Many songs on “Midnights”

By Tiffany Lieu again cement her as the powerful storyteller she revealed Taylor Swift’s newest album, herself to be in her albums “Midnights,” tells the story of “Folklore” and “Evermore.”

“13 sleepless nights” through- The song “Maroon” describes out her life, according to Swift’s a story of long-lost love with social media. Released on Oct. vivid imagery in lines such as: 21, 2022 at midnight EST, the “The rust that grew between album features a distinctly telephones”. “You’re On Your modern sound. Additionally, Own, Kid,” heavy with nostalto the surprise of fans, Swift gia, paints a detailed picture of released “Midnights (3am Edi- longing and isolation in a small tion)” — a version of the album town. However, other songs with seven additional songs felt lacking lyrically in comparthat did not fit with the final 13 ison. For instance, “Midnight — just three hours later. Aside Rain,” still a personal favorite from “Taylor’s Version” re-re- from the album, never seems leases of her albums “Fear- to fully delve into the narrative less” and “Red,” “Midnights” is it creates. Swift’s songwriting Swift’s tenth studio album and remains admirable, but does not quite reach the level of her first since 2020.

The album is an unexpect- some of her best works.

Although much of the album ed break from the indie folk sound of her previous sister does fall into Swift’s traditionalbums “Folklore” and “Ever- al pop mold, the tracks still more.” The contrast between span a large range of themes the records provides a reflec- and emotions. Incorporating tion of the past few years: many different styles, she provides people stuck at home during her take on the warmth of rethe pandemic searched for es- lationships, past regrets, and capism in cottagecore during self-loathing — feelings that the peak of the pandemic, but certainly encapsulate many of are now being drawn back our midnight thoughts. Howinto fast-paced modern life. ever, without context, the connection back to Swift’s Throughout the album, theme of 13 nights Swift and producer Jack throughout her life is Antonoff experiment with not entirely clear. With synth tones, reverb, and the introduction of the effects that warp her voice MUSIC album concept prior into a lower pitch, conREVIEW to the album release, I tributing to the contemwas given the impresporary sound. The result of these differences is mixed, sion that each song would give with some songs that utilize clear insight into the story of these elements in intriguing each of those moments. Inways, and others that feel more stead, many of the songs felt focused on a general feeling empty.

“Midnights” is also highly and lacked the crucial intimareminiscent of Swift’s pre-pan- cy and vulnerability that chardemic music, with upbeat acterize late nights.

Beyond storytelling, Swift choruses and rhythms. Songs like “Karma” channel the has the impeccable ability to themes of revenge found on create music that grows on the “Reputation,” while the song listener. At first listen, “Mid“Lavender Haze” calls back to nights” may feel like an underthe swooping melodies in the whelming set of pop songs with song “Lover.” Songs off of the generic lyrics. And while not all extended “Midnights (3am of the tracks on this album are Edition)” even have similari- showstopping, they can all still ties to Swift’s earliest releases; be fun to listen to. Like many of instrumentals on “The Great Swift’s greatest hits, the songs War” seem influenced by the of “Midnights” may one day country music of Swift’s self-ti- become favorites to belt out at tled debut. Different eras con- karaoke, or the soundtracks to verge on the album, displaying our late nights.

¯

COURTESY OF BIG HIT MUSIC

Jin and Chris Martin perform “The Astronaut” at the Coldplay concert in Argentina, surrounded by cheering fans.

BTS’ Jin’s ‘The Astronaut’ shoots for moon, misses RATING: 3 out of 5

By Savan Bollu

Fans of superstar K-pop group BTS were devastated when South Korean record label Big Hit Music announced in October that the members would take a break to complete their 18 months of required military service in South Korea and reconvene in 2025.

As a goodbye-for-now to fans, Jin, who Big Hit said would be the first BTS member to enlist, released a solo single on Oct. 28 called “The Astronaut,” co-written with Coldplay. The song is a beautiful gesture of Jin’s love for BTS’ devoted fandom, also known as ARMY, but falls short musically.

At a Coldplay concert in October in Argentina, lead vocalist Chris Martin explained that Jin had called him in April to ask for a favor. “I have to leave the band in December for two years,” Martin said, summarizing Jin’s words. “I have to join the army in Korea because that’s the rule. I need a song that says goodbye to everybody for a little while.”

The idea of a goodbye song inspired “The Astronaut.” In a blend of Korean and English, Jin sings about how ARMY gives him pur-

pose and builds to the chorus: lyrics, the song contains nothing “When I’m with you/ There’s no unique to Jin. one else/ I get heaven to myself.”

On the other hand, the music He ends with an “I love you.” video for “The Astronaut” has a The theme of love for his fans lot of beautiful, hidden symbols. makes the song original and dif- In the video, Jin is an alien that ferent from romance songs with crash-lands on Earth, forms a similar lyrics. However, for a song special connection with a young that is supposed to mark a pivotal girl, and ultimately decides to remoment in BTS’ history, it does main on the planet. One touching not meet expectations with its interpretation is that the girl Jin cliché and repetitive lyrics. Also, befriends represents ARMY, and collaboration with Coldplay when he teaches her how to would have been fine in any ride a bike without his help, other situation, but for an Jin is saying that the fandom emotional goodbye song to is strong enough to persecapture the bittersweet and past the members’ upMUSIC vere intimate parting between coming absences. When Jin REVIEW chooses to stay with the girl, Jin and ARMY, he should have written this song on he reassures ARMY that he his own or with the other BTS and BTS will reunite with them in members. Jin has already proven the future. his songwriting prowess in songs In this way, the song was emlike “Moon,” one of my personal powering and a much-needed favorite BTS songs, so his ver- parting gift. Fans reacted with sion of “The Astronaut” without tear-filled support at the Coldplay Coldplay would have undoubtedly concert, where Jin debuted his been successful. live performance of “The AstroAs a positive, the uplifting back- naut.” He was met with a stadium ground music paired with Jin’s of fans wearing purple, BTS’ sigbeautiful vocals and high notes nature color, and waving supportand Coldplay’s harmonization is ive signs like “ARMY will wait for stunning. Unfortunately, every- you.” thing about the song’s style, from Ultimately, the most compelling its slow melody to its character- part of “The Astronaut” is not the istic drum beat, screams “Cold- song itself, but the artist and inplay.” Besides the vocals and a few tent behind it.

¯

RATING KEY Apple Pie PUMPkin pie Lemon meringue pie Peach Pie Key Lime Pie

NOVEMBER 2022

THE UNION

ENTERTAINMENT

13

‘Amsterdam’: Big budget, little substance RATING: 3 out of 5

the high budget and additional $70 million spent on globBy Zaynah Turabi al marketing, “Amsterdam” made a mere $6 million when “Amsterdam,” released on it opened domestically, and is Oct. 7, 2022, and directed by predicted to have upwards of a David O. Russell follows doc- hundred-million dollar loss in tor Bert Berendsen (Chris- profits, according to The Holtian Bale), nurse Valerie Voze lywood Reporter.

The largest drawback of (Margot Robbie), and lawyer Harold Woodsman (John Da- the movie was the writing, in vid Washington) in a come- terms of both story and script. dic murder mystery set in the The plot is slow, unoriginal, 1930s. The film follows the and peppered with predictable trio’s past, from when they met twists. The attempt to combine an elaborate murder fighting in World War mystery with a wacky, I and their subsequent comedic tone was exebonding in Amsterdam cuted poorly and ended to their present lives in up hurting the overall New York City. The maMOVIE plot, leaving it feeling too jority of the film revolves around their attempt to REVIEW muddled and inconstant.

The dialogue was simuncover the convoluted mystery behind the murder ilarly drawn out, with every they witness and are later sus- conversation feeling too borpected for. The plot is based on ing or confusing. Though funthe 1933 Business Plot, which ny at certain moments, the dry was a supposed political con- humor often led to characters spiracy to overthrow President sounding almost nonsensical when bantering. Additionally, Roosevelt.

The premise of this film was the two-hour run time was too interesting enough, and with long for the story, which could the $80 million budget and allow the audience to easily star-studded cast, t seemed become uninterested after the to be a solid Oscar contender. first hour.

The production was visually However, with the poor critical reception and controversy impressive, with realistic sets surrounding Russell’s sexual and well-executed costuming. assault allegations, the film The cinematography was adfailed to draw an audience and equate, save for the recurring became a box office flop on its extreme closeup shots that opening weekend. Despite proved to be slightly distract-



ing. The inconsistent voiceover narration felt unnecessary and ended the film with a cheesy moral that came off as superficial and misplaced. But in the end, the visuals didn’t disappoint, and it was clear that more effort was put into the visual production than any other aspect of the film, even if the style wasn’t novel.

Though the script lacked intrigue, the cast was able to salvage the film with acting.

Considering how little they had to work with, the actors performed the characters well enough to keep the audience engaged. It was easy to root for the more eccentric characters like Berendsen and Voze because they were played with enough charisma to mask the fact that their dialogue was terribly uninteresting. Ultimately, the entirety of the experience boiled down to watching conventionally attractive actors in vintage costumes do absolutely nothing, which begs the question of whether the film was made to provoke audiences or to offer mindless entertainment.

The failure of the movie lies clearly in its budgeting, seeing as the filmmakers decided that an all-star cast was more important than skilled writers were. While “Amsterdam” is not a bad movie, it will definitely be forgotten quickly.

COURTESY OF NETFLIX

Agatha (Sophia Wylie) and Sofie (Sophie Anne Caruso) leave the magical world to go back home at the end.

‘The School for Good and Evil’ more good than evil RATING: 3.5 out of 5

By David Rendon

“The School for Good and Evil,” released on Netflix Oct. 19, follows Sophie (Sophia Anne Caruso) and Agatha (Sofia Wylie) as they are introduced to a world where the fairy tales from their childhood turn out to be real. Based on the popular book series by the same name, the film introduces a world where heroes and villains must go to the School for Good and Evil before their stories are told.

“The School for Good and Evil” is silly and it knows it; it’s a movie meant for a good time. While the story is nothing groundbreaking as another young adult story where outcasts find themselves shoved into a magical world and have to find a way to fit in, it still manages to charm its audience. The film relishes in all its campy glory, with fight scenes straight out of a Disney Channel original movie. The story pulls out all the stops by engaging in every trope in the genre, from an unwilling protagonist to true love’s kiss.

The cast of the film is sur- absolutely stunning backprisingly star-studded, tout- grounds, like the schools graning names like Michelle Yeoh, diose grand hall and its grim Laurence Fishburne, Charlize classrooms.

The biggest weakness “The Theron, and Kerry Washington in relatively minor roles. School for Good and Evil” has However, Wylie, as Agatha, un- is its story and the message it doubtedly steals the show by is trying to tell. The film tries carrying a majority of the sto- to convey that people can’t be categorized as good ry’s emotional beats and or evil because they are playing a loveable protagmore complicated than onist who has to accept that, but it spends shockher place in a world she ingly little time actually never wanted to be a part MOVIE the systems of.

REVIEW critiquing that keep this harmful Where the film really mindset in place, like the shines is in its visuals.

While the directing style is school. The film tends to have nothing noteworthy, being in- so much going on at any given distinguishable from any oth- moment that it often muddles er Netflix movie, the costum- its own message, never giving ing and scenery are beyond viewers a moment to think impressive. Each character about the intended message. has multiple costumes, and On top of its 147-minute run all of them are well-designed time, the film often feels like it and stunning to look at. “The wanted to be too many differSchool for Good and Evil” ful- ent things — a social commenly embraces the genre whole- tary, a fairy tale, a coming-ofheartedly and make sure to age story, and a satire — all at show off its fairy tale trappings, once and ultimately ended up from extravagant ballgowns to putting too much on its plate.

But, if you’re looking for a grimy, villainous looks. The film is primarily set in a castle, film to kill some time and to but its indoor setting doesn’t give a good laugh with friends, stop it from being a visual “The School for Good and Evil” spectacle, as each scene boasts is the perfect watch.



COURTESY OF NETFLIX

“Blonde” paints Marilyn Monroe as a defenseless damsel in distress.

‘Blonde’ disappoints, fails to showcase Monroe’s true legacy RATING: 1 out of 5

rape.

Throughout the movie, there

By Sanvi Parvatikar is a constant theme in which Dominik tries to expose the “Blonde,” a biopic on Mari- dark side of Hollywood while lyn Monroe or ‘Norma Jeane overshadowing Monroe’s acBaker’ directed by Andrew tual accomplishments. It’s Dominik and based on the incredibly sad how we were book “Blonde” by Joyce Car- robbed of the witty woman ol Oates, came out on Sept. who owned 400 books, and of the independent business 16, 2022, with a budget of woman who created the $22 million. In the film, Marilyn Monroe corpowe see a grossly misconrations. There is no menstrued Monroe (Ana de tion of any female friends, Armas) go through several MOVIE such as Ella Fitzgerald, or tragedies, from her childREVIEW Amy Greene, as the film hood abuse to her marital mostly centers on her reabuse. Dominik creates the image of a helpless victim, lationships with her lovers. Inand for those 2 hours and 46 stead of an ambitious woman, minutes, the audience can only we see a “little girl” dressed in helplessly watch as Monroe is the wardrobe of a Hollywood superstar. Marilyn Monroe is constantly exploited.

The movie is nothing short much more than the constantof continuous trauma, and ly repeated image of the pasthe image of Marilyn Mon- sive victim.

In spite of de Armas’ acting, roe as a defenseless damsel.

The audience is given an ugly the film reinforces the sexist view of a rape scene featuring idea of men claiming ownerJohn F. Kennedy, and secret ship of Monroe. Whether it service agents drugging her. is her leering fans from the Monroe was closely linked to famous “Dress Scene” or her the Kennedy family, especial- husband, Joe Dimaggio (Bobby ly the president, but the affair Canavale) trying to control her was mostly speculation, with acting career, Monroe has no James Spada, her masseuse, autonomy. The film critiques even claiming that he was told and succeeds in the reduction “it happened once, that week- of her to a sex symbol. In a way, end, and that was that.” In ad- the director simply reinforces dition to a horrific rape scene, the status quo and continues to Dominik goes on to portray an perpetuate it under the guise anti-abortion stance through of exposing the dark sides of the plotline in which Monroe vintage Hollywood.

“Blonde” seems to suggest gets three nonconsensual abortions, something which pro-lif- that the only time Monroe was ers have always been claiming happy was in fictitious relaas a reason to ban abortion. It tionships with Charlie Chaplin was very disturbing to watch. Jr. and Edward G. Robinson, The film even goes as far as to nicknamed Cass and Eddy. show a creepy CGI in which While Monroe had dated both a fetus starts asking Monroe men, both affairs were sepawhy she killed it, with a child’s rate, and unlike the film she voiceover to match. This can never announced any pregnanonly be described as distaste- cies during that time. These inful in light of the overturning accuracies, especially regardof Roe v Wade, and disrespects ing important aspects of her the miscarriages the actual ac- life, are what continue to make the movie feel so alien. tress had to face.

Overall, “Blonde” is a preThere are many false events that primarily portray Mon- tentious, unnecessarily sexual, roe in a negative light, starting and disrespectful fanfiction of with the opening sequence of Marilyn Monroe’s life. There the film in which she gets raped are many false events that by a studio executive, whisper- primarily portray Monroe in ing a mantra herself to dissoci- a negative light and the film ate. I was only left shocked and does not fully grasp her inner disturbed at how easily they thoughts and perspective on tarnished her image. Not only life. It is a caricature of her life, was it disrespectful to imply straight out of a male fantasy that Monroe could only rise to with the only positive being fame through these means, it beautiful cinematography. The was highly ironic since Mon- main character cannot accuroe herself had co-written an rately be described as either article called “Wolves I Have Marilyn Monroe nor Norma Known,” in which she men- Jeane Baker. Monroe once tioned an event involving a said, “Please don’t make me a casting couch and a director joke,” and this movie has gone that had harassed her. How- above and beyond to portray ever, there was no mention of her as just that.



14

THE UNION

NOVEMBER 2022

SPORTS

Courtesy of Trojan Athletics

Coach King wins second CCS Honor Coach award in his 37 years of coaching.

Courtesy of Katie Leng

Boys’ cheerleading gets ready to cheer for the first powerpuff football match of the season, juniors v. seniors, on Sep. 20

Boys’ cheerleading breaks barriers, stigma

By Sanvi Durbha

While girls took the football field by storm during powerpuff football, boys from all four grade levels cheered them on for the season, which spanned September and October.

In previous years, powerpuff consisted of only the players and audience, but this year boys cheerleading was incorporated into the biweekly games as well.

“It was an idea that was brought up last year, but it wasn’t that successful because of lack of interest,” co-lead of the team, junior Katie Leng said.

A cheerleading team for each grade level was originally planned, but a lack of participation led to one combined team of around 15 people, according to Leng.

“I feel like people think that it’s

not masculine to cheer, and a lot of people didn’t join because of that reason,” senior Sahil Raj said.

Despite these preconceived notions, members of the team and the cheerleaders who led them worked hard to make sure everyone involved took cheerleading seriously and didn’t play into stereotypes about the sport, Leng said.

“I feel like a lot of other schools, when they do this event, the moves they do are supposed to be funny and girly, and I really tried to avoid that and make it what cheerleading actually is so we actually did stunts,” Leng said.

For the students who participated in cheerleading, not only was it an opportunity to cheer on their fellow classmates on the field, but it was also a learning experience that allowed them to see

cheerleading in a new light, junior Davin Jeng said.

“I know a lot of people, they were like, ‘It’s not that hard; it’s not that impressive,’” Jeng said. “But actually doing it, it’s really tiring and sometimes nerve wracking, having people watch you do dances and cheers,” he said. “You have to make sure you’re on beat, but overall it was really fun and a good experience.”

With the success of boys cheerleading this year, Leng wants to see it continue in the future, but improve upon it by having more participation and hopefully reducing the stigma around cheerleading, she said.

“At the end of the day, you’re just cheering for your classmates and girls playing football which is already a step in the right direction,” Raj said.

King wins Honor Coach award

By Kevin Ting

Varsity football coach Kelly King won the Central Coast Section (CCS) Honor Coach of the Year award after coaching the team for over three decades, making it his second time winning the award, according to information provided by Athletics Director Joanna Butcher. According to the California Interscholastic Federation, King was recognized with the award for his involvement in community programs and his leadership under pandemic guidelines.

Although King appreciates winning the award, it is far from his current focus, he said.

“Someday, I guess I’ll just sit down and look at all the things I’ve done, but it’s not today, and I’m more worried about what we’re going to do today,” King said.

After playing football in high school and college, King decided to return to coaching after one of his former coaches asked him to, King said.

King admits that his coaching program isn’t easy, but to him, hard work is the most crucial aspect of the team, and even in life in general, King said.

While King can be strict at times, he only does so to empower the team, varsity player Malachi Jackson said.

“It’s like anything in life — you

want to get something in life, you’re going to have to put in for it,” King said.

“I believe he’s a great person and a great coach. He treats us with respect,” Jackson said. “If there comes a time when he is yelling at us, it is because he truly sees potential in us, and hates that we aren’t using it.”

Varsity player Demien J. Young improved as a player under King’s guidance, he said.

“He has a lot of passion for football; he takes it seriously,” Young said. “He always makes sure you know what you are doing and that you are doing it right.”

King brought two state championships to MHS just a few years ago, but a lot of the success is due to his players, King said.

“I didn’t throw a touchdown pass the whole year,” King said.

“So it was a great effort by those young men that were there.”

While King does take pride in the successes of his players, he takes more pride in how their character develops and how they give back to the community, he said.

“Well, I’m pleased when my kids have some sort of impact or a little bit of impact on their community,” King said. “A lot of our guys go into police work, we’ve had firefighters, and even the mayor of Milpitas played for me,” King said.

Erick Johnson | THE UNION

Senior wide reciever Isaiah Deluna (center) tries to catch the football at the Homecoming match against Mountain View.

Football fumbles at Homecoming game

By Erick Johnson

The boys’ varsity football team lost to Mountain View High School by a score of 43-23 at the Homecoming game on Oct. 14.

The Mountain View Spartans started off by scoring a touchdown on the first drive of the game. The score gap grew slowly but surely as the night went on, with Mountain View sustaining their lead.

“Our weakness is our passing,” Offensive Lineman Fabrizio Rangel said. “Sometimes the ball is out of range, and I am supposed to jump out and grab it. Speed is also another factor.”

The MHS team is still looking to improve. After a loss, Rangel add-

ed that the team thinks about next week’s game because the future is more important than the past.

“Improve on containing the outside because they’re really fast on that – that’s really where they got most of the points and yardage,” said Rangel.

“Our strengths are our catching and our defense,” he added.

Wide Receiver Tyberius Egorerua returned a kickoff for a touchdown early in the game. He was injured in the game but returned later and scored a touchdown on an 83-yard punt return.

Quarterback Zae Mims was injured in the fourth quarter, causing the game to halt as medical staff attended to him.

He was taken off the field on a cart and the game resumed. “(Zae) is back on the team,” Rangel said. “He played a couple of plays last game, but he didn’t start the whole game. I’m pretty sure he’s going to play more and more throughout the season.”

The varsity team had 2 wins and 8 losses this season, and they are the only team in the De Anza league not to qualify for any playoff division, according to MaxPreps statistics.

“Giving it your all,” Rangel said about what his coach has taught him this season. “Don’t be scared to do anything. We don’t have that much time left in high school so just give it your all.”

MHS Football takes final place in De Anza Football League Standings with two wins.

NOVEMBER 2022

SPORTS

THE UNION

15

Niche athletes gallop to finish line, shred new paths, smash expectations

By Stephen Huang

High school sports are the catalyst for many professional athletes’ careers. Athletes can accelerate their potential to the next level by joining the varsity and junior varsity programs provided by schools, but as all-encompassing as our Trojans athletics roster is, there are certain sports that are unable to take part in this opportunity. According to the Medium, these sports are categorized as “niche,” meaning they are restricted to specific demographic interests and accessibility to geographic locations, and do not captivate the general audience. Three niche sport athletes share how they were able to professionally develop their unique games outside of MHS’ athletic programs.

Snow can be an instant red flag for those who struggle with cold temperatures, but junior Stacey Chi embraces it. Chi started skiing in the second grade when her uncle brought her along with her cousins for lessons, but after growing bored of its basic “pizza” and “french fry” techniques, she switched to snowboarding lessons and instantly became allured to its complexity, she said.

“My mom was like, ‘Oh, maybe you should try something more challenging.’ And so I went to snowboarding lessons instead,” Chi said. “There was a lot of falling and bruises at first, but I was eventually able to balance my board.”

Now, Chi effortlessly shreds the slopes at Palisades Ski Resort in Lake Tahoe every winter and can do a variety of snowboard tricks in the halfpipe and off rails and ramps, such as nollies and 360s, she explained. These tricks not only give her thrills, but they also provide solitude and tranquility in times of discomfort, she added.

“Last time I went snowboarding, it was during my finals week, which was pretty stressful, but looking back on it now, it gave me a lot of motivation to work in school before going up to the hills,” Chi said. “I really do enjoy snowboarding. I feel like it’s a way for me to set everything aside and just focus on the moment … it

Courtesy of Olivia Chu (left), Stacey Chi (center) , and Riya Navani (right)

Chu (left) rides her Westphalian horse, Griffin, at Five Star Equestrian; Chi (center) chills while snowboarding; Navani (right) volleys squash ball.

makes me really happy.”

In a much milder climate, Senior Olivia Chu practices horse back riding with her hazelnut-brown Westphalian horse named Griffin at Five Star Equestrian, she said. She competes in a particular branch of horseback riding called “show hunter,” she added.

Originating from the European tradition of horseback hunting, show hunter consists of the horse and its rider navigating through a specific course with hurdles to jump over, Chu said. The judges then evaluate the speed and accuracy of each jump, the appearance of the horse and the rider, and the overall elegance of the performance, she said. To meet the criteria, it is important for her to regularly train with Griffin, she explained.

“Relationships with horses are certainly different from those of domestic pets,” Chu said. “Cats and dogs are more like your friends. But horses, since you’re riding them and you’re showing

them off, it’s more like you are working together in a partnership.”

Griffin’s show name — the label used by official show horses — is Parasido, Chu said. He was passed down to her from her brother, who leased the horse before her, she added. Chu’s brother, Nicholas, is also a horseback rider, and although she is glad to be following in his footsteps, she stresses about the cost of competing in shows and maintaining Griffin, she said. “(Horseriding) is very hard to sustain,” Chu explained. “There’s your lease fee, … your housing fee, … your farrier’s fee to clean hooves. … There’s also show fees.

I feel like it’s kind of pay to win because the more money you have, the better horse you can get.”

Squash may just seem like an ingredient in Griffin’s diet, but to junior Riya Navani, it is the sport that molded her to the tenacious person she is today. According to the Squash Revolution website,

“Squash is a racket and ball sport played by two or four players in a four-walled court with a small, hollow, rubber ball.”

Navani is one of the 10 squash professionals who play for Team USA. She represents the United States by traveling to tournaments around the world, including Birmingham (UK), Paris, and Amsterdam, she said. She is currently ranked number one in the Team USA junior girls U17 bracket, she added.

“My favorite memory of squash came from the 2022 Dutch Open final,” Navani said. “I had to stay an extra day to play in the tournament. I was there all alone, which was really tough because having my team behind my back is a lot easier. But after I won, all the emotions and feelings I held onto in that high pressure environment just released. It was the first time I cried after winning a match … I saw videos of my team watching the match on stream at the airport and seeing them cheer for

me was probably the most special moment I’ve ever experienced in my life.”

Navani said she started squash at the age of seven after being inspired by her brother, who played professionally in college. Now, she is in the recruitment process to compete at the intercollegiate level but is unable to disclose the school, she said. Although she does not plan to devote her entire life to the sport, she will forever hold a strong affection for it, she added.

“Playing a sport has definitely changed my life,” Navani said.

“That’s one thing I don’t emphasize enough. I wouldn’t be half the person I am today without finding such a deep passion for squash.”

“On one hand, I am grateful for my athletic abilities, but on the other, squash has taught me so much off (the) court,” Navani added. “Going on this other journey where you have a separate life of constant travel and school makes me more appreciative of both.”

Girls’ varsity volleyball serves up spectacular performance, sets new records

By Satvika Iyer

Varsity volleyball went 8-5 this season, a feat that has not occurred since 2006. On the team’s senior night, the girls beat Homestead 3-2, putting

them in a position to qualify for the 2022 CIF Central Coast Selection (CCS). The Lady Trojans charged to CCS and ended their record breaking season falling to Wilcox in the quarterfinals 1-3 and third of the seven

teams in the El Camino League according to MaxPreps.com.

The secret to the outstanding season was the combination of clear goals and team bonding, varsity volleyball coach Marissa Canez said. “They were

Courtesy of Marissa Canez

Varsity volleyball huddles up to strategize with Coach Canez and Jeff Lamb during their first CCS match against Cupertino.

collectively like a team, like sisters, like a family,” coach Canez said. “I think that had a lot to do with their success.”

Since it is her second year coaching varsity, Canez trusted her decisions more because experience taking a club team to nationals over the summer taught her to emphasize the team’s drive and communication this volleyball season, she said.

From as early as tryouts, Canez prioritized looking for players whose attitudes would mesh well together, because, beyond skill level, work ethic is what determines a team, she added.

“Compared to my other seasons here, I feel like we had more fun off the court and that translated on the court,” team captain Jade Crum said. After taking on the role of team captain for the first time, Crum’s responsibility was easier than she imagined because the team always kept the season lighthearted, and that contributed greatly to their performance, Crum said.

During tournaments, team parents would organize potlucks and stand on the court before the game for high fives, a new tradition that Canez said was one of her season highlights. Even after the season, Canez’s room remains the team’s unofficial meeting place, a testament to the lasting connection, she added.

The team dynamic notably strengthened with the addition

of two powerhouse freshmen, Sara Svihovec and Julia Grigorescu, Canez said. The two served as a strength and learning point for the team, she added.

“The effect they have on the team is incredible,” Canez said.

“They brought out everyone’s sense of fun and their inner kid, even mine,” she said. Getting the girls up to speed on the program was daunting, but it only took one team talk to bring the athletes up to speed, Canez said.

Grigorescu led the team with 127 kills and 142 digs, and Svihovec followed with 97 kills and led the team with 26 aces, according to MaxPreps.com.

“I didn’t expect to make so many new friends,” Grigorescu said. “I’ve bonded with my club teammates, but this team was different,” she added.

This season, Svihovec learned to stay focused and concentrate because her teammates ingrained it in her, she said. Both Grigorescu and Svihovec are awaiting the next season and have goals to beat Wilcox, the current league champions, as well as keep up the same team energy, Svihovec said.

“A lot of history was made this season,” Canez said. For next year, Canez is looking forward to progressing past third in the league and moving past the second round of CCS, she said.

“Those are some lofty goals, but I know this team can do it!” Canez said.

NOVEMBER 2022

NEWS

Homecoming reaches olympic heights in ticket sales FROM PAGE 1 last year while offering more activities at the dance.”

Aside from the activities and pricing, COVID-19 precautions caused uncertainty and restrictions in planning last year’s event, giving less room for creativity, Lieu said. The 2021-2022 school year was the return to in-person learning from the pandemic, making safety measures more strict, she added.

“It was the first year coming back from COVID. We had to have the dance outside, which we’d never done before, but now we kind of have that basis. We know what is allowed on tennis

courts, how the DJ and the dance floor are going to work,” Lieu said. “(This year) was more smooth. ... We were able to go inside the gym this year, which I believe we weren’t allowed to do last year.”

Attending high school events was a first-time experience for many students last school year as they returned from online learning, according to Kathy Nguyen, ASB junior class commissioner.

“Last year, no one really knew what was going on, especially freshmen and sophomores. The sophomores, it was kind of their freshman year too,” Nguyen said.

“I think this year, everyone has a better idea of what’s going on and what to look forward to, so

they’re more excited about it.”

However, there were still some downsides such as longer wait times in lines, especially since this was only the second year coming back from sheltering in place, ASB junior class president Davin Jeng said.

“There were so many people with few workers that could check everyone in, which made it so slow. We don’t want to waste people’s time waiting in line, so, hopefully, for next year’s Homecoming, or future events in general, we can find ways to speed up check-ins,” Jeng said.

There is always room for improvement when planning annual events, Lieu said.

Sanvi Durbha | THE UNION

COVID-19 cases oscillate, precautions recommended

By Tiffany Lieu

sending these messages out to families, Hutchison said.

“There were complaints from families saying that they were being inundated from all the different school sites, and at this point, they just assume that their students are exposed,” Hutchison said. “We were doing it based on recommendations, not requirements, from the county.”

However, close-contact testing is still “strongly recommended,” with Covid Clinic testing stations on campus which are open weekdays to students, staff, and community members, Hutchison said. While testing has been compulsory for individuals such as student-athletes in the past, it is no longer a standard procedure, she added.

“The best prevention is regular testing, and test kits are much more readily available than they were last year,” Hutchison said.

“We ask for you to test as often as necessary, so we don’t have a need to necessarily be testing individuals once a week to prove whether they’re carrying it or not.”

It has become easier to manage the obstacles that come with COVID-19 after having a year to adjust back to in-person learning, Director of Bands Moises Fagundes said. He believes that the school has been effectively distributing COVID-19 test kits this school year, Fagundes added.

“They have been doing a lot more take-home tests,” Fagundes said. “Obviously, we’ll probably be seeing more spikes when we do those COVID tests, but it is a good way to track positive cases and

keep everyone safe.”

Junior Allyza Semana, who contracted the coronavirus during this school year, said that it was more difficult to keep up with schoolwork while in self-isolation. She was required to report her initial positive COVID-19 test to the school, and was required to test for COVID-19 again before returning to school, she said.

However, she decided to stay at home for an extra two days to ensure that she had recovered fully, she explained. She added that she believes more people should wear masks to help reduce the spread of COVID-19.

“I really do hope, as we are coming up to these holidays, that people do keep in mind we are still dealing with COVID to make good decisions and be safe,” Hutchison said.

Iyer stands against starvation, demands diverse food options FROM PAGE 1 program manager Chloe Waterman reached out to her, Iyer said.

She was interviewed President Biden’s White House Office and Agricultural Committee, and she answered questions about her work fighting local food insecurity and promoting vegan lunches in the school district, she added.

Iyer was ultimately offered the spot, and her trip to Washington D.C. was sponsored by Feeding America, she said.

Getting to interview “felt like an accomplishment already — that I was being considered. I had an opportunity to showcase the work I’ve been doing, and it didn’t feel like this was the end goal.

It sort of felt like it was the next

step,” Iyer said.

Iyer’s work began two years prior, when she was concerned with the school’s management of lunches due to the limited vegetarian and vegan options for students with dietary restrictions, she said. She worked with MHS alumni Sarahjeet Dosanjh, Friends of the Earth, the nonprofit Factory Farming Awareness Coalition, and the MHS Environmental Society to add vegan items to the lunch menu, she said.

When speaking about working to comply with the United States Department of Agriculture (USDA) standards when bringing vegan options to MHS, “It felt like we were working against the (USDA) because they had so many guidelines in place for how

something should be presented,” Iyer said Because of this work, Iyer was able to apply for the Friends of the Earth Youth Steering Committee to lobby a bill called the Healthy Future Students on Earth Act by speaking with congressmen and representatives, she said. This act has been introduced to the House of Representatives and is yet to progress, she said. It would begin the Healthy Meals for Healthy Kids pilot program, which allows for $370 million in funding for school cafeterias and lunch menus, she said.

“We have the Gross Domestic Product (GDP) that’s enough for no one in America to go hungry,” Iyer said. “Our entire way of life needs reform.”

THE UNION

16

Disciplinary changes bring back detentions, tardies decrease

By David Rendon

After the 2021-2022 school year, in which there were only five detentions, MHS has issued 279 detentions as of Nov. 3, Assistant Principal Jonathan Mach said. Part of the reason there were so few detentions last year was due to concerns of spreading COVID-19, he added.

COVID-19 disrupted the procedures put into place, leading to restarting and the decision to take detentions away last school year, Associate Principal Skyler Draeger said. Students were taking advantage of a perceived lack of consequences, thus detentions were brought back to establish boundaries, he added.

“There is a certain group of students that will push a boundary until they come up with a consequence,” Draeger explained. “And so we found that when we realized, ‘Oh, these detentions aren’t serving a great purpose right?’

We pulled them away completely last year.”

By Nov. 3 last year , there were 12,973 tardies, while this year has had 10,755, Mach said. While it cannot be determined if this decrease in tardies is due to detention, he is hoping that it is lessening it as people do not like detentions, he said.

“What that (lack of detention) did is a whole group of students that really hadn’t had that many tardies in the past, were like, ‘Oh, there’s no rules,’” Draeger said.

“So they all of a sudden amp their tardies up, and we realize ‘Oh, okay, so we need a little … boundary to stop that group.’”

The 2022-2023 Handbook lists detentions as a level two consequence, seeking to address behaviors such as persistent tardies, harassment, and engagement in

obscene acts. Administrators know that consequences do not always stop behaviors, but some level of consequence is needed, Draeger said.

“It’s less about punishment … and more about righting a wrong,” Draeger said. “What we’re aiming for here is consistent policy so that we do set boundaries. We want to make sure students know where they are. There are consequences to those boundaries. …

But we don’t want those consequences to become meaningless.”

Assistant Principal Jennifer Hutchison noted that there are two types of detentions held: teacher detentions and detentions. Teacher detention, a level one consequence, is no longer than 15 minutes and does not require parents to be notified, Hutchinson said.

English teacher Ryan Payne, who has been holding detention during October, said he typically has around 25 students in the room. “Students are supposed to be doing schoolwork … They get in at 3:45. You keep them in here for an hour, and then they go home.”

Payne did not receive many directions from the school on how to run detention, he said. He noticed that the detentions at MHS are more crowded than the detentions at other schools. The schools he had taught at usually had five or six students, though this could be due to MHS’s size, he said.

“Things feel more under control; things feel a little calmer, a little happier,” Draeger said.

“That doesn’t mean that everything is perfect. We are in a high school campus, and those things take time and we’re a large school. … I feel like overall the atmosphere ... has been an improvement this year.”

Teacher salaries increase FROM PAGE 1

everyone’s lives, Yang said.

“I almost wish that our union wouldn’t have to fight that hard, (that) these individual teachers wouldn’t have to come together ... to put in that much effort for the profession to be respected,” Yang stated.

Math teacher, Mimi Nguyen, said that she and her colleagues were appreciative of the increase, noting its rarity.

“I was pretty excited. I tried to calculate how much that would mean for me, like how much I

would be making a year … I think this was the first time we’ve heard 9%, so that’s why we were really thrilled about it,” Nguyen said.

The Bay Area is still a region of high prices, which continues to affect Nguyen’s personal life, she said.

“Everything has gotten so expensive recently. … It would be so hard to afford an apartment on my own in the Bay. For me, I’m always more fortunate than someone else, you know? Who wouldn’t want more, right? But also at the same time, I’m happy with what I have,” Nguyen said.

Eye on Campus:

Rainfall floods parking lot

Varun Ravuri | THE UNION

Heavy rainfall on Nov. 8 created sizable pools of water in the front parking lot.