The Union - Milpitas High School - October 2021

FREE LUNCH YAY OR NAY? (2)

PERFECT PUMPKIN SPICE SCONES (4)

SQUID GAME REVIEW (5)

ALBRECHT’S AMAZING ART (6)

STAR ATHLETE FORREST GRAY (7)

THE

October 2021 VOLUME XXXIII ISSUE I

UNI N

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STUDENT VOICE OF MILPITAS HIGH SCHOOL

Majority of MHS student body vaccinated for COVID

By Brian Dinh

Courtesy of Ryan Teoh

A sign indicates the upper L building bathroom is closed and references the Tik Tok trend.

MHS faces $9,000 in damages due to new ‘devious licks’ TikTok trend

By Ryan Teoh

Restrooms at MHS were temporarily closed due to students stealing soap dispensers, toilet paper, paper towel dispensers, and light fi xtures. Over $11,000 in damage has been caused district-wide, including $9,000 dollars in damage at MHS, according to the Sept. 22 Board of Education meeting.

During this meeting, district leaders met to discuss the effects of social media on students and the reasons students choose to commit acts such as vandalism at their schools, Superintendent Cheryl Jordan said.

MHS Principal Francis Rojas announced in an email on Sept. 16 that all restrooms except those in the lower L building and K building would be closed until further notice due to vandalism, and all students found to be stealing, possessing stolen items, or damaging school or personal property will be fined and suspended from school.

For the restrooms that have stayed open, custodians have had to replace soap, paper towel rolls and toilet paper every day due to theft, Rojas said in an interview.

“I received emails from students, saying ‘Why are you punishing all of us?’” Rojas said. “It’s not a punishment; there is just no way that I can keep refilling

all of our restrooms for only that stuff to be wasted. We only have two custodians, and we’ve actually brought in a third custodian during the day to help.”

He thinks that parents understand, and none have complained about the restroom situation, Rojas added.

“My administration has also entertained the idea of bringing in porta potties, but I don’t think that’ll change the situation,” Rojas said. “Bring in a porta potty, and I think toilet paper would still be thrown away, and soap wouldn’t be available.”

Along with items from the restroom, locker doors have also been stolen, according to Rojas.

Two of the three locker doors stolen have been retrieved, and students were suspended and ordered to pay for repairs, he added.

“I think you have to ask yourself who this hurts,” said AP computer science teacher Charles Castleman. “I’m going to tell you this: [teacher] restrooms are locked.”

He takes his personal items home every night and doesn’t have a locker at school. All of his other belongings are in his classroom, which is locked, Castleman added.

“We’ve got two choices,” Castleman said. “Number one, we go soft on the people who are doing this; however, many people are doing it, and then what happens

is they do it again. Or, we can take that small group of people, we can turn them in, and we can charge them with crimes. We can come down hard on them. Then, we can open up the bathrooms to everybody again.”

The school is currently going on the right track. Unfortunately, taking away restrooms to have more supervision does affect more students, but it is a smart start, said Band Director Moises Fagundes.

“Before, we have had some theft of student belongings inside the locker areas, and how we’ve handled that is locking up areas,” Fagundes said.

The money and time that it costs to replace damaged or stolen items take away from funding, chemistry teacher Letta Meyer said.

“Honestly, it should come out of funds going towards proms, going towards all of that stuff, because maybe that’s what will finally get the message [across], ” Meyer said.

Because this vandalism is happening at schools nationwide, the school can’t even order replacements, Rojas said.

“There’s not a warehouse that has thousands or tens of thousands of soap dispensers, so things are on backorder actually, from vendors that supply this equipment to schools,” Rojas said.

Shortage of lunch options at MHS due to free lunch policy and understaffing

By Ryan Teoh

Cafeteria food choices have been limited due to the higher than usual demand, as well as understaffing in the cafeteria and snack shacks, according to MHS cafeteria lead Cathy Lapena.

The nation as a whole is experiencing employment issues due to a lack of interest in jobs, especially cafeteria workers, according to Superintendent Cheryl Jordan.

“Right now, because we offer free lunches, our [meal] count is really high. It goes up to 1,100, which is the highest it’s been,” Lapena said. “A couple of years ago, the most would be up to 900, including shack 1 and shack 2.”

Due to the pandemic, everyone that comes into the cafeteria has to sanitize their hands, and that has delayed the time it takes to get in, Lapena said.

“I feel bad when the kids are

looking for the burritos, and by the time they get there, there’s no more,” Lapena added. “The fact that there’s only one person actually doing it [wrapping burritos] is the main reason why.”

Each cafeteria worker has their own job, and she is the only fulltime worker, Lapena said.

SEE PAGE 8

92% of MHS students have received the COVID-19 vaccine, Assistant Principal Jennifer Hutchison said in an interview.

MHS collected 2,000 responses from students and parents about student vaccination status through a Google Form, Hutchison said.

84% of MUSD staff members are vaccinated, and 91% of Milpitas residents over the age of 12 are vaccinated, MUSD Superintendent Cheryl Jordan said at a Board of Education meeting. Students that are not vaccinated and test positive will have to quarantine for 7 days, Jordan said.

“We were all hoping that COVID would be under control by now, but with the emergence of the Delta variant, the district has had to work closely with the Santa Clara County Department of Education to determine the best practices,” MHS Principal Francis Rojas said in an interview. “They help us determine the guidelines for identifying students that have been infected, what to do with close contacts, quarantines, and so forth.”

According to MUSD’s COVID-19 website, MHS has had 7 positive cases of COVID-19 for the 2021-2022 school year. The website also states that MHS has implemented health protocols to prevent the spread of COVID-19 at school, which include students not being allowed to eat inside

classrooms during lunch and daily wellness checks.

“Now that we have had some students who’ve been COVID positive, we have this process where you and your parents get an email that there was a case at school,” Rojas said. “Another email goes out if you were in close contact, meaning you may have been in the classroom and within a six-foot radius [of a person who tested positive].”

MHS administration has worked on collecting COVID-related data on its staff and students, but finding complete figures can be difficult, Hutchison said. For example, the number of students quarantining at a time is not quantifiable, Hutchison added.

“It’s fluctuating between when somebody gets sick at school and those who just never come into school,” Hutchison said.

“They report the absence to us, and they’re given the exact same [wellness check] message [to fill out].”

Students will have access to more COVID-19 testing through the service Concentric, Jordan said.

“Concentric is one of the school testing agencies that has been approved by the California Public Health Department, and we’re looking forward to working with them in October,” Jordan said.

SEE PAGE 8

Virtual pathway provides an alternative learning route for MHS students during COVID

By Archanaa Ramakrishnan

Virtual Pathway is an online, independent study program offered to Milpitas High School students for the 2021-2022 school year, the head of the Virtual Pathway Program Karisa Scott said.

Many students opted to continue online after last school year for reasons ranging from COVID-19 to educational flexibility, Scott said.

Currently, 115 students are enrolled in the program, which uses a government-approved curriculum called Edgenuity, Scott said.

The online platform mirrors the classes offered to students enrolled in in-person learning and maintains a flexible schedule for students to follow along at home, she added.

“We wanted to align with some legislation that came out in July, over the summer,” Scott said.

“It’s called the AB 130, and the Assembly Bill 130 kind of gives new parameters to distance learning and independent study.

That’s what our virtual pathway is based on.” Scott explained the legislation further, saying, “They include things like making sure that there is additional support for students trying to do their work online, making sure that

students who are not showing academic progress online are transitioned back to in-person, and just making sure that we have a kind of clear process for how to do that.”

The program, though utilizing a different curriculum, is A-G approved, meaning courses are accepted by colleges for credit, and includes most of the classes one would take in an in-person school setting, Scott said. Students are assigned to an MUSD teacher who checks in on their schoolwork weekly, grading them and ensuring the students stay on progress in their classes, she said.

Other than that, the students are working on their own with video lectures and assignments, she said.

Regarding AP classes, Scott said, “There are some limited AP courses that are available online, though not all of them can be facilitated online. For example, AP Bio has to have a wet lab. That’s one requirement, so students can do that and they can choose to sit for the AP exam.” Scott also advised students, saying, “If you’re looking at taking an advanced placement class, I would highly SEE PAGE 8

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THE UNION

OPINIONS

PRO Free lunch is a great benefit for all California has implemented whose families earn too much to be considered eligible to apply a program for all public school for free or reduced lunches, but students, regardless of family earn too little to afford a school income, to eat school lunch for meal. They end up as food-insefree. This program is the result cure, which means they have no of a budget surplus which Calireliable access to food. The free fornia Governor Gavin Newsom lunch program eradicates this announced in May. The long lunch lines in the MHS cafeteria crisis instantly, lifting a load off and satellite kitchens are testathe backs of families and school ment to this change, as students districts alike. The program also can now eat school food without destigmatizes poverty and crepaying a penny. This universal ates equality, as everyone enjoys the benefits of eating for school meal program free. is a great idea because Though some students it benefits the entire school body. may complain about the Students should be quality of food, school able to eat for free since lunches are made and hunger does not affect provided with nutrition certain income groups in mind. The MUSD only. A student should School Nutrition webnot be denied food for site lists its Wellness not being able to pay for Policy, their guidelines food which is necessary and standards for food VANIA CASTRO to get them through the distribution and nutriday. Though there have tion. In order to improve already been free and reduced the wellbeing of students, vegetables, fruits, milk, and other oplunch applications in previous tions are free for students to take years, extending free food to all along with their entree choice. A allows more students to be able balanced diet is made available to eat, as they will not be deterred by forms to sign or prices for all students for free thanks to to pay. The 2021 Education.org the new program.

Yes, lunch lines may be inconstatistics for school lunch debt veniently long. The time to eat show that about 1,540,000 students cannot afford school meals may be significantly reduced. nationwide. For California, the However, at the end of the day, average meal debt per student everyone who lines up for lunch is about $168, and the number of walks away with something to fill food-insecure students almost their stomachs without having to give anything in exchange. tops 328,000. Students that accrue debt are usually those

MHS adapts to better schedule for the new 2021-22 school year Rolling out of bed — or, for schools from starting the school some, stay ing w ithin their day before 8:30 a.m. Schools must shroud of blankets — and clicking comply with the law by the beginon a Zoom link to join a class is ning of the 2022-23 school year. no longer routine for most MHS The bill has been implemented students. In-person classes are this school year by MHS. This year, being able to have back in session for the 2021-22 school year, but with a revamped this extra time in the morning due to the new schedule is a defischedule.

The 2 0 2 0 -2 1 nite plus (mainly for school year took sleep-related reasons). place over Zoom, Because of the extra following a block half-hour I get in the morning, I feel more enschedule with each ergized and able to foclass meeting twice a week and Wednescus and to concentrate days off. I do not on learning.

Of course, the altered t hin k t hat t his schedule was a good start time does have the consequence of a latchoice for students.

Having only three er end time. For some PRIYA THOREN athletes, this may cause classes per day meant each one was them to leave class eartwice as long as a lier in order to make it normal 50-minute period. Most to a game. However, most of the of my teachers did not teach for time students are able to remain the whole class period, often in the classroom until the end of ending the meeting 30-45 min- the day at 3:26 p.m. Students who utes before the scheduled time. have practices and other extraMy teachers would point out the curricular activities after school number of lost learning days due may also have to adjust to the latto block schedule. I definitely felt er release time. For students with the effects of teachers trying to siblings, the new schedule can eicram so much material into a sin- ther be a hindrance or a help, degle period; absorbing the materi- pending on the various drop-off al, which is the key to learning, and pick-up times and locations.

As for Wednesdays, they include was made much more difficult with the implementation of a time dedicated to homeroom (not block schedule. like SSR in pre-pandemic years) Also, having two hours for one during fifth period and continue class was hard on many students. to be an early release day. CurIt is very difficult to pay attention rently, teachers are expected to to anything for that amount of use homeroom for social-emotime, especially to Zoom classes. tional learning. This, when comPacing of material was definite- pared to previous years’ SSR on ly lacking, and though teachers every day except for Wednesday, tried their best to space instruc- seems to be a better option; there tion out, sometimes the pattern is less wasting time happening. of information just didn’t fit well, Overall, the new schedule that like having two tests for a single MHS has implemented this year subject in one class period. is working much better than If, like me, you’re not a morning the schedules from the previous person, you should be grateful for years. MHS should not return to Senate Bill 328. Signed by Gov- utilizing a block schedule for fuernor Gavin Newsom in the fall ture years, as it is inefficient and of 2019, the bill prohibits high a hindrance to learning.

OCTOBER 2021

CON Free school lunch is poor funding investment for all; harms quality of food and increases waiting times The COVID-19 pandemic has dents from low-income families, not students from middle or caused an increase in food insehigh-income families. curity among school students.

Moreover, for the school year To combat this problem, the 2021-2022, according to Ali TaUnited States Department of dayon, a writer for EdSource, Agriculture (USDA) provided California is paying $54 milfunding for schools to offer free meals to all students till the end lion to subsidize the cost of free of the 2021-2022 school year. lunches and in the following Moreover, the state of Califoryears plans on spending $650 nia passed a bill requiring that million per year. Instead of free lunches, the state could all students from K-12 regardless of income be use this money elseoffered one free breakwhere, such as renovating schools, providing fast and lunch each sports equipment, and school day. While free paying teachers higher school meals help mitwages. igate food insecurity, I am against free lunches Additionally, schools because they have mulonly get reimbursed for tiple disadva ntages, meals they serve, not MUSKAAN which include wasting individual items like MAHAJAN taxpayer money, reduccartons of milk or pizing food quality, and za. According to Carla increasing the length of Javier, a writer for the lunch lines.

LAist, “if we were able to serve Free lunches are a waste that slice of pizza to a student of resources because not everywith an apple …. or broccoli ... then that meal could be claimed, one needs free lunches, money and [schools] would be able to could be used elsewhere, and the majority of meals are not rereceive … full federal and state imbursed. According to Ali Tareimbursement for it.” At most dayon, a writer for ED SOURCE, schools, students do not take the “3.9 million students — 63% of additional items such as fruits or California’s student body — parvegetables that are served, meanticipated in the [free and reduced ing that the school does not get lunch] program.” Since the mareimbursed for the student only taking a single lunch item such as jority of low-income students in California already receive subsia sandwich, a slice of pizza, etc. dized lunches, there is no point Furthermore, the qualin making free lunch accessible ity of food served at schools has to everyone. The only students decreased because of a lack of who need free lunches are stufood supply. Due to the fact that

schools are required to serve free lunch until 2022, the USDA waived multiple national nutrition standards. According to Lisa Heild, a writer for Civil Eats, “one waiver, called the meal pattern waiver, allows schools to serve meals that don’t meet the nutrition standards in instances where the food supply has been disrupted due to COVID-19.”

Thus, due to an increase in demand for food lunches, students are being served less nutritious meals compared to pre-pandemic meals. One example of this is the salad bar that was offered at MHS pre-pandemic. With the option of a salad bar, students are offered nutritional value in their lunch menu, expanding the diversity of food alternatives. This provides students with a healthier lunch alternative to free lunches, which decreases in health.

Lastly, the length of lunch lines has increased because of the higher demand for school lunches now that all students are eligible to receive free lunch. Moreover, because of this increase in students wanting school lunches, popular items such as chicken sandwiches tend to run out faster, so most students do not get their desired lunch option.

Free school lunches have only worsened the overall lunch experience for students. Now, you have something to consider the next time you stand in line for what feels like eons to receive a subpar lunch.

VANIA CASTSRO | THE UNION

MHS community service requirements limit productive volunteering at school Community service is a graduation requirement at many high schools, including Milpitas High School. At MHS, students are required to complete 20 hours of community service by graduation, and current seniors need to complete 100 hours to receive the maroon cord. Hours can be gained both on-campus and off-campus; there are no restrictions. On-campus volunteer hours include involvement in clubs, working concession stands, assisting MUSD staff, etc. While community service is an important part of graduation, I believe that community service should have stricter requirements because it does not fulfill its original purpose.

Community service provides an opportunity for students not only to improve the community but also to better themselves.

It connects us to our community by showing volunteers the importance of improving the community by helping those in need. Moreover, community service broadens people’s horizons by helping one understand the needs of others in society and the social-dynamic of the community. It also serves as a medium to meet new people, create new friendships, explore new interests, and navigate possible career paths.

However, at MHS there is a low bar for what is considered community service. According to the MHS College and Career website, only “events or service work for religious purposes …service work for political campaigns... [and] service work for businesses that

generate revenue for personal experience on a resume boosts profit will not be accepted” as chances of finding a job by 27%.” community service. By having Studies have also found that students who volunteered such few restrictions, scored better on core students can receive subjects such as hiscommunity service for tory, reading, science, activities that do not and math and were help or improve the more likely to complete community. These achigh school. Moreover, tivities include makhumans tend to feel ing posters for school happier after helping events, helping with someone. class f loats and decoMUSKAAN Community service rations for homecomMAHAJAN helps students develing, and attending club meetings. Participating op the skills, qualities, in school spirit activiand experience socities and helping peers are things ety should expect young adults that students should be expected to have, but since the process at to do—not something that they MHS has been watered down, should be given credit for. More- students are cheated out of these over, all of these tasks do not lifelong lessons. In order to reesinvolve improving or learning tablish the value of community about the community and should service, I propose some changes not be considered community to the program. service.

First, MHS should limit the Furthermore, MHS students number of community hours are not required to volunteer at that students can earn can from different places to receive their on-campus related activities. hours. They can volunteer at the This change would ensure that same organization and receive students volunteer at community all 20 of their community service locations such as food pantries, hours. If students can receive all soup kitchens, homeless shelof their required hours from one ters, senior centers, etc. Also, the place, they are unlikely to volun- Community Service Coordinator teer at different organizations or should pre-approve all agencies. help other parts of the communi- This action will help to ensure that students are volunteering ty in need.

Community service may seem their time for an agency that imunimportant to teenagers, but it proves the community. Lastly, can contribute to future success MHS should require that stuand personal growth. According dents at least volunteer at 3 difto Aaron Heldt, a writer for the ferent organizations, which will Bridge Teen Center, “One study give students the opportunity to conducted by the Corporation for learn about different aspects of National and Community Ser- the community they are intendvice found that having volunteer ing to improve.

EDITORIAL

OCTOBER 2021

Too many clubs at MHS; regulations needed Every September MHS hosts distributed evenly each club will CLOG Rush, an event where stuonly get seven members. Howevdents learn about the many clubs er, if only one coding club existed, they can join on campus. These they would receive 50 new memg roups range from bers. Having a large Dungeons and Dragons number of contributing to robotics. While havmembers is crucial to ing variety is good, I behaving a successful and lieve that there are too dynamic club; the fewer many clubs on campus. members a club has, the The majority of clubs fewer things get accomdo not provide anyplished. thing unique to the alOne of the main reaready vast club number sons students star t of clubs. For example, their own club is beMUSKAAN at MHS there are over cause they want to emMAHAJAN 6 medical societies and bellish their resumes 7 computer science-rein order to impress collated clubs. They inleges. Most colleges like clude Bio-Olympiad Clubs, Code to see leadership in an applicant.

Med, MedPath, Medical SociThus, students create new clubs ety, Leukemia and Lymphoma to demonstrate their leadership Society, Health Occupations of skills. Starting a club may seem Students of America (HOSA), like an impressive Many of these Collaborative Computer Science clubs do not have any active Club, Artificial Intelligence Club members other than the core (AIM), All About Algorithm, officers themselves. Another Collaborative Computer Science reason for the excess of clubs is Club Society​, Milpitas Computer that some students feel socially Science Club. At the end of the awkward, so instead of joining day, a very minuscule portion of an existing club, they create a clubs are unique. new one with their friends. This Moreover, with strikingly simcreates an awkward situation for ilar clubs, a conf lict is created new members because the club among the student body about mainly consists of the core offideciding which club to join. More cers and their friends. similar clubs lead to fewer new Additionally, the chartering members joining since there are process for a new club is relativeother alternatives. For example, ly easy. According to the MHS if there are 50 students interestCLOG website, to charter a club ed in joining a coding club, they you need to find three other core are provided with over seven officers and a teacher advisor, options, and if the members are make a constitution, and fill out

the New Charter Form which requires signatures of the officers and advisor only. Also, the Clog Committee does not place any restriction on the number of clubs that are approved in a year or semester, making the process of chartering obstacle-free.

The inadequate club chartering process and students’ ambition of pleasing colleges have led to a 74% increase in clubs since 2015.

I propose two major changes.

My first suggestion is that ASB should have a more rigorous process of approving cubs.

They should not approve clubs for interets that already exist on campus and should have a more detailed application process about what the CLOG hopes to accomplish.

My second suggestion is for the students who are worried about making an impression on their college applications. Students should join existing clubs and become active members of those clubs. Thus, they can gain the opportunity to move up the leadership ladder and make changes to the clubs, all while having authentic experiences to include on their college applications, instead of scamming colleges with their fabricated leadership positions. Colleges care more about what you do as a leader instead of the title itself. When students join current clubs instead of creating new ones, not only do they achieve more, but the quality of clubs grows more as well.

THE UNION

U NION The

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EDITOR I A L : The Opinion of The Union

MHS addresses period poverty; puts feminine products in girls’ restrooms Milpitas High School has made life easier for girls by providing menstrual products in the girls’ bathrooms. Walking into the bathrooms and seeing tampons and pads available is a comforting sight.

In our society, menstruation is still a taboo topic, and if it is brought up, people often speak about it with hesitant voices and uncomfortable demeanors. Even among those who have periods, the topic is more than likely ignored, and the pain and discomfort that comes with it are covered up as well. But why is it something to hide? Why is it that people force themselves to go about their day, hiding their pain and discomfort from others? The availability of menstrual products in the girls’ bathroom is long overdue, and we, The

Union, applaud MUSD and MHS for making this important progress.

Placing these products in the girls’ restrooms is vital to addressing period poverty, which is the lack of access to sanitary products. Girls who experience this often use other, unsafe replacement items which could lead to infections and other illnesses. Not only is this depriving girls of their sanitary needs and taking a toll on their mental well-being, but it risks the health of young women who are unable to obtain menstrual products.

Period poverty is a real issue that schools are finally combating since many low-income students may not have access to the sanitary items they desperately need.

Menstrual products are a necessity in women’s restrooms, just as

much as soap or toilet paper. The accessibility of these sanitary products changes the conversation around menstruation, making it a more socially acceptable topic and something that people can feel comfortable experiencing. The fact that the school has installed these products in the girls’ restrooms creates a more pleasant and period-friendly environment, taking away the panic of not having pads or tampons when the time comes. A lack of menstrual products puts a strain on education as well, since menstruating students face the fear of leakage during school hours.

By placing sanitary items in the restrooms, not only has the high school helped ensure the health and safety of students, but it also addresses the need for menstrual products to be easily accessible.

Muskaan Mahajan Matthew Nguyen Archanaa Ramakrishnan Devid Rendon Thea Seeberger Vyomi Seth Sarvesh Shanmugam Sharon Talaia Ryan Teoh Priya Thoren Riya Vyas

LETTER TO THE EDITOR Student remarks on unequal dress code standards at school Throughout the country, there have been numerous outrages coming from women who have been long forced into sexist rulings pertaining to their clothing.

All over social media, numerous woman are taking a stand against sexist dress codes, allying with common hashtags such as #MeToo and protesting against something that promotes rape culture and focuses on the condemnation of women. A majority of any dress code pertains to clothing that have been traditionally worn by women and dictates what a woman can or can not wear. Children being brought up in these environments are often told to abide by these codes in order to “limit distractions” or “allow for a work environment,” implicitly signifying that giving a woman their full choice in their clothing would re-

sult in sexually appealing clothing. Not only does this provide the basis for women to think that they are simple objects to be sexualized, which deteriorates their mental health, but also hints that this is society’s opinion of them.

Such thoughts may have been prevalent in earlier years; however, a changing time demands the equality and modernization of society.

Furthermore, oftentimes, girls under these circumstances become self-conscious and insecure about their body and how others perceive them. In my personal opinion, anyone who is “distracted” simply by someone’s spaghetti straps or shoulders should not be near that person in the first place. The school system should be correcting those people’s mindset instead of forcing the victims to change. Furthermore, wearing what you want and feeling good about yourself adds to an overall happier and

better mental health. When you look in the mirror feeling really good about your new outfit, you already are starting your day jubilant, an emotion that should remain adamant throughout the day. It simply is unfair to anyone to be told that their appearance is worth being condemned and adds to the aspect of insecurity that I previously mentioned. No one should be told that they should act in accordance with someone else’s personal desires without tending to their own. With these dress codes, the schooling system is simply indoctrinating young children into thinking that their body and their choices with it are harmful to others.

Never in my life have I ever seen someone measure the length of a boy’s shorts, what gives anyone the right to do the same for a woman?

Navya Kadalayil Class of 2023

SANJIT ROY

Journalism Advisor

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LIFESTYLE

THE UNION

OCTOBER 2021

ARCHANAA RAMAKRISHNAN | THE UNION

Prevent glasses from fogging; tips and tricks to stay clear

By Archanaa Ramakrishnan

You are sitting in class, watching your teacher give a presentation you can barely read from where your seat is. And suddenly, the world goes gray, your face burns up, and you realize you cannot rely on your own sight anymore. If this sounds familiar, you are one of many who suffer from foggy glasses.

Since the pandemic started masks have become a requirement for daily life, disrupting the use of glasses due to fogging. The clash between the two becomes an annoyance, making some have to choose between wearing the foggy glasses or going partly-blind.

But what if there is a way to stop glasses from fogging up?

For starters, a reason why glasses fog is because there are many gaps between the mask and the lenses of the glasses. One way to fix these gaps is to purchase a nose clip, which secures the mask to your nose and allows the air to circulate from the sides of your mask. If you are unable to purchase a nose clip, another way to seal these gaps is to pinch the front of your mask right at the bridge of your nose and pull away from your face slightly, so that the gap at the top of the mask is shut and there is adequate space to breathe. Then, place your glasses at the start of your mask, allow-

ing the bottoms of the lenses to go over your mask.

If that method does not work, try using a solution, either bought or homemade, to coat your glasses lens with. One trick is to wash your glasses with soap and water and wipe them thoroughly after, which creates a fine coating along your lenses, acting as a fog barrier.

Another solution is to rub toothpaste lightly around the inside of your glasses lens, and wipe it off with a wet cloth, creating the same fine layer to prevent fogging.

However, with toothpaste, make sure to use one without grains of charcoal or baking soda, since that could scratch the lens.

Finally, a cause of glasses fogging is the excess moisture that comes from one’s breathing that vents upward onto the glasses lens. An alternate solution that does not require tampering with the glasses is to take a soft tissue and place it inside your mask, which will capture all the moisture from your breath and stop the fogging. By either lightly taping the tissue to the inside of your mask, tucking it into your mask, or even wearing a disposable mask under a cloth mask, the moisture will be captured by the tissue, filtering out the potential fog that coats one’s glasses.

With these small solutions, the discomfort that comes with foggy glasses will be eradicated, leaving you with clear eyesight.

Pumpkin spice scones excite your tastebuds

By Angelina Barnes

VYOMI SETH | THE UNION

Fall treats have begun to reemerge all over the internet as the season of autumn has made its appearance through the slight dip in temperature we have experienced recently. Those that enjoy the colder weather have taken this opportunity to warm their households with the aroma of numerous baked goods. From ginger and cinnamon to maple glaze, the buttery treats are ultimately irresistible.

While surfing the internet, I found numerous recipes for a popular baked good: pumpkin scones. I decided to recreate this pumpkin-based treat using a recipe on Martha Stewart’s website.

The recipe calls for flour, granulated sugar, ground cinnamon, ground ginger, heavy cream, an egg, maple syrup, and pumpkin puree.

After whisking together cream,

egg, and pumpkin puree, and baking the dough, I was finally able to accomplish a nice, golden brown look on my completed dish. I added the maple syrup by drizzling it over the top and decided to plate it with a glass of milk on the side.

Texture is an important aspect of baking a scone. If it is too airy or soft, it will not crumble when it is broken apart and will have the texture of bread. On the other hand, a scone that is too hard is difficult to enjoy. However, this recipe did not disappoint; the scones came out soft and crumbly.

Even without the maple glaze, the scones themselves were buttery and subtle in taste, and there was a slight hint of pumpkin puree.

Compared to the original, unaltered taste of the scones themselves, the maple glaze definitely adds the flavor and sweetness that most crave when it comes to sweets. The maple glaze complimented the flavors of the pump-

kin and cinnamon in the scones nicely, and the aroma of the glaze itself was a nice addition to the overall treat.

One thing I particularly liked about this recipe was its versatility. After following the original recipe, I decided to try my own variation on these scones by adding cranberries to the baked ingredients. In the maple glaze, I decided to add chopped pecans.

Both of these ingredients really added to the texture of the scone and the glaze.

The cranberries added a tanginess that I was lacking, and the berries provided a more distinct flavor without being overbearing and taking away from the pumpkin. The chopped pecans gave a crunchy texture to the glaze that nicely balanced out the sweetness of the maple.

I definitely recommend Martha Stewart’s recipe for these pumpkin scones and maple glaze.

Scary creatures from all around the world

By Vania Castro

VANIA CASRTO AND PRIYA THOREN | THE UNION

Zombies and vampires, ghosts and werewolves, mummies and witches, Frankenstein and Dracula… the list goes on. The mere mention of Halloween brings images of these monsters to mind, and they universally symbolize the famous spooky holiday.

However, each country and culture also boasts its own mythical monsters that many may not know about. Here are a few: Vietnam- Ho Tinh The Ho Tinh is a nine-tailed fox monster who lives in a deep cave in Long Bien, according to the Culture Trip website. Legend says this fox would disguise himself as an attractive woman and trick passersby into following him into the mountains, where he would eventually trap them in a cave and feed on them. This mythical monster has origins in Chinese folklore due to a millennia of Chinese rule in Vietnam.

Philippines- Tiyanak A tiyanak is a vampiric baby who wails to attract wanderers in the forest. When it is picked

up by an unsuspecting traveller, it transforms into its true form and kills them, according to a Vice article. These tiny demons are said to be the spirits of children whose mothers died before giving birth. However, after the Spanish colonization of the Philippines, the story changed to fit a more religious frame: the tiyanaks are supposedly spirits of babies who died before baptism.

Africa- Grootslang A mythical monster from South Africa, Grootslang is the Afrikaans word for “great snake,” according to an article from Mental Floss. The original Grootslang was deemed to be too powerful, so the gods divided the animal into the elephant and the snake.

However, these two creatures escaped their fate and reproduced, creating the half-elephant, halfsnake beast. The Grootslang can supposedly grow up to 60 feet, and it lives in a cave full of diamonds.

Iroquois (Native American) Kanontsistóntie’s Kanontsistóntie’s are floating heads with tangled hair and bright eyes who hunt for humans

to eat, according to an article by All Things Interesting. The exact origins of the floating head are unknown, although several stories offer an explanation: one version is about a murder so brutal that the victim’s head comes back to life to seek vengeance.

Another tells of young men who murdered tribal elders after a major disagreement following a terrible famine. The elders’ heads were said to have fused together and promptly to have killed the men and the rest of the tribe.

Mexico - La Llorona Also called The Weeping Woman, La Llorona is a white ghost who appears near the water and mourns her children whom she drowned. Though there are many versions of La Llorona’s tragic story, the gist of the stories is the same: a beautiful woman abandoned by her husband drowns her children either out of grief, or to spite her husband. According to a Remezcla article, her wails can be heard late in the night.

These monsters are only a few of many mythical monsters stories you can share with your family.

OCTOBER 2021

ENTERTAINMENT

5

OCTOBER 2021

RATING KEY SOUR PATCH KIDS KIT-kATS SNICKERS black licorice CANDY CORn

COURTESY OF NETFLIX

Players are ushered into the twisted dystopia of deadly childrens’ games for a chance to win millions.

This is your green light to watch ‘Squid Game’ number on their left breast. Every player in the room is shown to have encountered the suited man as well and are just as financially

By Vania Castro desperate as Gihoon.

Clothed in red body suits and The Netflix drama “Squid Game” has captured the world by black masks bearing either a cirstorm, enjoying massive fame and cle, triangle, or square, the attendpraise from viewers worldwide. ing game staff speak in muffled The story, reputed to be violent voices and remain impartial to evand disturbing, follows a group of erything. One of the staff explains players competing against each the situation to the confused playother in a series of games to win ers who are later ushered into the venue of the first game. an enormous amount of money.

The first one is a chilIt starts off by showing the dren’s game called “Red life of the protagonist, Seong Light, Green Light” which Gihoon, who is in deep finanrequires the players to move cial trouble. He relies on his elderly mother, his job as a TV-SERIES across the field in five minREVIEW utes without being detected chauffeur, and horse-betting by an “it.” Suddenly, the true for cash while he is hunted down by vicious loan sharks. De- nature of the games is revealed, spite all of these obstacles, he tries and with no warning whatsoever, to be present for his only daughter chaos breaks loose. Judging from who now lives with his ex-wife. what I heard about the show, I The first episode focuses on his already had a hunch of what was desperate situation and dire need going to happen. Even so, I held for money to pay off his debt and my breath, and my heart raced as I watched the carnage ensue. This to gain custody of his daughter.

Then, Gihoon has a mysteri- pattern repeats as the players play ous encounter with a suited man different children’s games.

Throughout the show, the auwho offers to play a Korean game called Ddakji in exchange for dience is introduced to the other cash. When Gihoon finally wins, key characters: Cho Sangwoo, Githe man offers Gihoon a chance hoon’s childhood friend; Ali Abdul, to play for higher stakes. Gihoon a Pakistani immigrant; Oh Ilnam, jumps on the opportunity and an old man with a brain tumor; ends up in a large room with hun- Kang Saebyeok, a young North dreds of other people. They are Korean defector; Jang Deoksu, a all wearing the same green sweat- violent gangster; Hwang Junho, a pants and jacket, and each has a detective searching for his missRATING: 4.5 out of 5



ing brother; and the mysterious Front Man, the leader of the staff who wears a distinct black mask and black clothing. The show also gives background information on most of them, exploring the reasons they decided to compete for money.

With a handful of main characters and an even larger number of extras, it was impressive to see the high caliber of acting they show, whether they are part of the main cast or an extra. Another strong point of the show is the constant suspense. It isn’t the rinse-andrepeat type; instead, they show it through different scenarios and character actions: infiltration, betrayal, daring combat, buzzer-beater victories, plot twists, and so much more.

However, as enjoyable as the show is, I still have some critiques about it. Although the majority of plot twists are still significant revelations, a few were predictable. With plot armor in play, I was right about who wins in the end. A scene leading up to the finale was also disappointing.

It ends on a loose thread, even though the characters involved in the scene show constant wit and quick-thinking. Finally, the finale itself is lackluster and frustrating.

Overall, if you are looking for a thrilling, suspenseful watch, Squid Game is a unique and unforgettable experience that will keep you glued to your seat.

Deltarune Chapter 2, a pixel-perfect sequel RATING: 5 out of 5

Spamton, a fan favorite, resembles an internet scam bot. The line between friends and enemies is thin.

By Vyomi Seth The release of “Undertale” “Deltarune” Chapter 2, “A Cy- in 2015 changed the future of ber’s World”, is the newest ad- role-playing games, offering opdition to Toby Fox’s seven-part tions to spare, befriend, or even series. Characterized by lovable date monsters, as opposed to just characters drawn in pixel art and killing them. However, in the an upbeat electronic soundtrack, “Deltarune” series, players must fans of the franchise have been defeat monsters in order to progmore than pleased after a three- ress in the game. Players still have the choice on which monsters year wait. they wish to defeat. Other The game follows the same than the spare option, “Decharacters from Chapter 1: latrune” Chapter 2 introKris, the character controlled duces the option to recruit by the player; Susie, a large GAME monsters to your side. In orthug with anger issues yet a REVIEW der to recruit a monster, the soft side; and Ralsei, a kind player has to use the correct prince with magical powers.

Kris and Susie, who return home spells and actions in order for it to at the end of Chapter 1, visit the happen. Once they are recruited, Dark World to confirm it was real the new friends become a part of and see their friend Ralsei, who the player’s town.

The gameplay features the same urges them to return home. However, they are sent back to a differ- classic menus, clever dialogue, ent, new world after returning to and is littered with easter eggs.

When faced with an opponent, the school.

While Chapter 1 took place in an player is offered multiple choices underground castle area, most of and is required to dodge special Chapter 2 is spent in a cybercity abilities, which can be difficult. filled with eccentric characters, Beautifully animated cutscenes some new and some old. Noelle are displayed from time to time. is a classmate and a friendly deer The game shows a plethora of monster. The main antagonist is details and expressions despite Queen, who loves drinking battery being in a pixel art style. While acid, saying “lmao”, and swapping Chapter 1 was located in the dark characters’ faces for robotic ones. underground, Toby Fox sets the



mood of Chapter 2 with hilarious dialogue and plot, even a budding romance, to match the bustling cyber city. Something new in “Deltarune” is a change to the iconic 8-bit soundtrack, the inclusion of lyrics. The track “Never Forget” features vocals by Laura Shigahara.

“Deltarune” Chapter 1 starts with the theme that your choices do not matter by asking you to create a character and swiftly discarding it. In contrast, Undertale had multiple routes and endings.

In a way, this theme is carried throughout Chapter 2, since there is supposed to be only one ending.

However, there is a secret, dark alternative route called Snowgrave involving betrayal and atrocious acts, which leaves a sinister tone for a wholesome indie videogame.

This route, though not easily accessible, offers a sense of complexity to the game, another one of the many secrets of the “Deltarune” games.

If the series keeps its pace, Deltarune will be an exceptional experience when all seven chapters have been completed. Each part of the game is well-crafted, with music, dialogue, and gameplay immersing the player into this fantasy world. Like its predecessors, “Deltarune” Chapter 2 offers a warm escape in this masterpiece of a franchise.

COURTESY OF DISNEY

Shang-Chi (Simu Liu) prepares for battle in a secluded forest village.

‘Shang-Chi’ introduces first Asian superhero to Marvel

main villain, he is relatable and fans tend to sympathize with him despite him fighting for the wrong side. Katy, played by Awkwafina,

By Matthew Nguyen is also a great character addition On September 3rd, Marvel Stu- to the film. Although comic relief dios introduced its first Asian su- characters are sometimes overperhero to the Marvel Cinematic used, Awkwafina’s character is Universe (MCU) with the release hilarious in the movie and is not of “Shang-Chi and the Legend of overly annoying or overbearing. the Ten Rings.”

One character I wish was exThe first thing that comes to plored more, however, was Shangmind after the release of “Shang- Chi’s sister, Xu Xialing played by Chi” is its cultural impact on the Meng’er Zhang. Although Xialing Asian community that is reminis- is introduced as an important cent of that of “Black Panther’s” character through her exciting impact on the African-American fight scenes at the beginning of community. “Shang-Chi” includes the movie, her influence declines long stretches of dialogue in an as the film progresses. At some Asian language (Chinese), con- points, it appears as if the creators sists of predominantly Asian of the film forgot she was actors, and is even directed even there.

by Asian-American director “Shang-Chi” also suffers Destin Daniel Cretton. The from problems that alintense, yet elaborate, marMOVIE most all superhero movies tial arts scenes also pay homdo: predictability and unREVIEW age to Asian culture as well. originality. Although the As an Asian-American myself, I first half of the movie introduces feel pride for my Asian heritage unique and diverse characters because of “Shang-Chi,” and I am and storylines, the second half of sure that other Asian-Americans the movie felt like any other Marshare similar feelings - especially vel movie. While the first half of considering the surge in racism the movie mainly consists of mardirected towards Asians during tial arts scenes, the second half the pandemic. of the movie focuses on Marvel’s Cultural impact aside, “Shang- dependable concepts: computChi” really shines in its fight er-generated magic and supernatscenes, which primarily consist of ural abilities. martial arts and are not only acOn a better note, the soundtrack tion-packed but also surprisingly in “Shang-Chi” is superb. Almost beautiful. One fight scene that re- all songs in the movie were proally stands out is when the main duced by popular Asian artists antagonist, Xu Wenwu, played by such as JJ Lin, NIKI, and Rich Tony Leung, gets into his first bat- Brian - thus, furthering Asian extle with his wife, Ying Li, played cellence and appreciation. Songs

by Fala Chen. The choreography like “Act Up” by Rich Brian and of the scene is an elegant blend of EARTHGANG add to the fervent fighting and dancing - something intensity of the movie while othnew and refreshing compared to er songs like “In The Dark” by all other Marvel action scenes. Swae Lee show the soundtrack’s Furthermore, the scene in which versatility and grooviness. OverShang-Chi, the main character all, “Shang-Chi’s” soundtrack is that is played by Simu Liu, fights one of the best in the MCU, not several assassins while he is on falling far behind those of “Black a bus includes some of the best Panther” and “Guardians of the martial arts choreography I have Galaxy.” ever seen in a movie.

There is no doubt that “ShangFor the most part, the charac- Chi” is an amazing movie that ters in “Shang-Chi” are fleshed has had a huge cultural impact out well and have lots of depth to and continues Marvel’s cinematic them. The main antagonist, Xu domination. However, the movie Wenwu, is one of the best char- is very similar to other superhero acters in the entire film. Wenwu films and lacks in depth in comcaptures the audience’s attention parison to other Marvel movies whenever he uses the power of his such as “Avengers: Endgame.” As main weapon: the ten rings. Fur- a result, “Shang-Chi” receives a thermore, although Wenwu is the rating of 3.5 out of 5.

RATING: 3.5 out of 5

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6

FEATURES

THE UNION

OCTOBER 2021

SHARON TALAIA | THE UNION

Albrecht adds finishing touches to a ceramics piece.

PHOTO COURTESY OF RACHEL YEN

Color guard members aim high in rehearsals while marching band stands ready.

Marching band gets ready for competitions

By Muskaan Mahajan

Every year, marching band prepares for its year-round performances at concerts, football games, and competitions. After taking a hiatus during the COVID-19 pandemic, marching band is ready to get back into competition season.

“My main role is to set everything up,” Band Director Moises Fagundes said. “I help decide what shows we are going to perform, and I get all the kids lined up. I [also] get our staff together, make sure everyone’s on the same page with what we’re doing… and [purchase] any items or equipment that is needed.”

To recruit students during the pandemic, Mr. Fagundes visited band classes at Russell and Rancho Middle School on Zoom and urged students to join band so that they could continue their musical journey, Fagundes said.

Compared to past years, there is a larger proportion of inexperienced students; out of the 113 marching band students 67 are inexperienced, he added.

“Everyone in the leadership team was in marching band two years ago,” Fagundes said. “I knew their work ethic from previous seasons … and through a pandemic year,” he stated. “Then we did the process of interviews and selected the leadership team….

That’s pretty much how we picked the section leaders.”

In order to help students polish their skills this year, band camp started in July instead of the usual two weeks before the school year starts, Fagundes said. There were three weeks of summer rehearsals when all the students came two or three times a week, he explained.

Senior Siddharth Hardikar is one of three drum majors. “I’m basically ... the head of the whole band, and my job as drum major is to keep tempo, or how fast the band’s supposed to be playing, and everyone supposed to be moving,” Hardikar said.

As drum major during the pandemic, he planned events where alumni discussed how marching band helped with their future goals, he said. He also focused much of his time on recruitment for the following year, which helped since the MHS marching band size remained approximately the same compared to neighboring schools whose numbers decreased, he added.

“I learned most of my skills through workshops,” he stated.

“My sophomore year we had an application for drum major for junior year and, so I had in-person auditions and in-person workshops. How to conduct the band was one thing that we would have workshops for before applications. And then we had another drum major from DCI, which is like a professional marching band, give us a workshop and teach technique.”

Senior Rachel Yen is the section leader for the color guard.

“Before I was section leader, I was on flag, dance, rifle and Sabre line, which meant I had a lot of experience with color guard,” Yen said. “During the pandemic, they would let us take equipment home to practice and sometimes we had zoom lessons once or twice a week.”

Yen had to lower the level of the entire color guard as a whole this year so that everyone could learn the basics all over again, she said.

She also stated that in previous years they would pair a novice and experienced performer, but since there are only five veterans on the color guard team compared to the fifteen novices they are not able to do so.

“Before, we would have members interacting with each other in … big groups, but this year we only have partner work with two people because of … social distancing,” she said. “ As a group, we have decided to wear masks when performing.”

Senior Gina Huss is the section leader of drumline.

“During the pandemic, we had weekly playing assignments,” Huss said in an interview. “I would do those, but for the most part... a lot of my ability tapered off because I was not playing with other people. While I could practice playing individually, my ability to sort of listen and match with other people really declined.”

MHS pilots two new ethnic studies courses

By Matthew Nguyen

Two different semester-long ethnic studies courses, “Intro to Ethnic Studies” and “Ethnic Studies: Multicultural Literature,” are being piloted this school year, Principal Francis Rojas said.

According to Rojas, the two ethnic studies classes were approved by the district last spring. Rojas is in full support of making ethnic studies a high school requirement, he added.

“In our instructional leadership team, we’re looking at MHS’s graduation requirements and reevaluating what counts in the 3.5 years of social science requirement,” Rojas said. “We are going to ask ourselves if ethnic studies can fit into that half a year of social science.”

Both ethnic studies courses are UC, CSU, and A-G approved, Intro to Ethnic Studies teacher Audrey Yang said. However, “Intro to Ethnic Studies” counts as a social studies elective while “Ethnic Studies: Multicultural Literature” counts as an English elective, Yang said.

“The multicultural literature course taught by Mr. Lorenzana is, as the title suggests, based in literature,” Yang said. “They read a variety of different literary works from people of different cultures, worldviews, and experiences to analyze ethnic studies from a literary standpoint. The course I’m

teaching, ‘Intro to Ethnic Studies,’ on the other hand, is a much more theoretical course that’s based on the theoretical framework behind ethnic studies in modern day society.”

The main goal for both ethnic studies courses is to highlight how everyone has a unique story to be told, Multicultural Literature teacher Tonichi Lorenzana said. By the end of an ethnic studies course, students should have gained a sense of empathy about the stories of other people and their own story as well, Lorenzana added.

“Although it’s important to study the classics, it’s important to look into more relevant stories of people who look like us, who have experiences like us, and come from various backgrounds,” Lorenzana said. “That’s what the multicultural literature course is all about: giving students a sense of pride in where they come from through literature.”

An obstacle that an ethnic studies class has to face is covering sensitive topics, Yang said. In order to combat this obstacle, Yang makes sure to establish a community where all students respect each others’ different opinions and experiences, she said.

“It’s important to acknowledge that there are a lot of sensitive topics out there,” Yang said. “Ul-

timately, covering those sensitive topics is the purpose of my ethnic studies class. It’s important for us to not shy away from things that are controversial and acknowledge the two sides to every story instead.”

According to Senior Nathan Gorospe, the ‘Intro to Ethnic Studies’ class helped him grow tremendously. Gorospe has become more open to new perspectives and ideas, he added.

“Recently, we just did an identity project where you explain your identity creatively,” Gorospe said.

“I did a video in which I explained where I come from and how I grew up as a first generation Filipino in the bay area. The project really helped me understand myself and watching other students’ projects helped me understand their backgrounds as well.”

The multicultural literature course allows students to understand various cultures and appreciate the differences and similarities between those cultures, Senior Justin Moreno said.

“Multicultural literature is an amazing class,” Moreno said. “I’m taking it this semester and it has taught me a lot about myself and who I am as a person. The class makes you feel more open and comfortable about sharing feelings about sensitive topics like racism.”

Albrecht pursues passions in the classroom and art

By Sharon Talaia

For many artists, thoughts of how to make money and have a lasting career plague their minds.

MHS art teacher Jeff Albrecht has carved a path for himself as a professional artist and ceramics teacher. During his unique journey into the art world, Albrecht has found a way to balance both careers at the same time while neglecting neither his passions nor students.

Albrecht became interested in art at a very young age, around age 3 or 4. After starting with colored pencils and crayons, he expanded into other fields of art like painting and silkscreen when he started high school at MHS, Albrecht said.

He later got a BA in general studio art at San José State University, but Albrecht said he did not necessarily want to pursue an art career.

“I was going to be a computer science major,” Albrecht said. “I could do it, but I could tell the first two or three days that even though I comprehended it, if I look 10 years down the road, I wasn’t going to enjoy what I was doing. No amount of money is worth that.

So I decided I really enjoyed doing art, and I should just focus on that and then find some way to make a living outside. That’s how I went into sales and business.”

Albrecht then worked in the sales departments of various Silicon Valley companies, he said.

Soon, he realized he was doing exactly what he had tried to avoid in college—working only for the pay.

Around that time, MUSD reached out to him about a teaching position, he added.

“After a while in sales, I enjoyed doing all the sales work, but there were a lot of things I didn’t respect about it,” Albrecht stated. “I said no [to the school district’s offer], I can’t afford to be a teacher, and that’s when I realized I was only doing [business and sales] for the money because to come here, where you grew up, to teach art would have been the dream job.”

After finally accepting the school district’s offer, Albrecht taught during the day while working on art and his teaching credential at night, he said. Starting off on mural projects, his career as a mainstream painter really began when he walked into an art gallery in Hawaii one day, and the owner saw paint on his pants, he recalled.

That gallery, Wyland Galleries, liked Albrecht’s artwork and decided to showcase it. He later worked with the largest art dealer in the world, Park West Gallery, Albrecht said.

“The reason I’m doing artwork, really always been to connect with people,” Albrecht said. “The reason I teach is to connect with people. I love seeing people’s faces light up with art. So, if my reason is to connect with people, then I want to be able to create stuff that reaches everybody. So, in view, I’ve got collectors in Japan. I’ve got collectors in Australia. I’ve got collectors everywhere. I have artwork in government buildings in China; you name it, I’ve got artwork there.”

Due to both practical and personal reasons, Albrecht does not sell his ceramic creations and sticks mainly to canvas paintings, he said. Ceramics have to deal with more shipping and handling issues, as well as time issues, compared to paintings, Albrecht stated. In addition, he would not feel comfortable selling the ceramic creations he made during the school day while he was teaching, he added.

“I feel like I’m working two funky jobs during the day with students, instead of keeping them separate,” said Albrecht. “I didn’t think it was fair to students for me to be teaching them how to draw during the day, and then go home and draw some more when I’m feeling burnt. I’m going to feel burned out during one of those jobs, and if that’s with the students that’s not fair to them.”

Q: What are you excited for this school year?

Cindy Ung

English Teacher "I'm excited to further bond with my students!"

Kristen Orlowski English Teacher

"This school year, I am excited to learn about Milpitas High School!"

Liza Shannakian

Emotional Support Program Teacher

Tiffany Lieu

"I am excited to be at MHS this year, and I am excited to see students in person after almost two years of online distance learning."

TIFFANY LIEU AND VANIA CASTRO | The THE Union UNION

OCTOBER 2021

SPORTS

THE UNION

7

COURTESY OF JACKY THAI

Freshmen and Seniors clash in an intense match on the football field during lunch on September 28.

From Powderpuff to Powerpuff: All about 2021 girls’ flag football at MHS this fall

By Vania Castro

Powerpuff Girls’ Flag Football is an annual tradition for girls in MHS to represent their class and compete for the championship title. The games are held on the football field during lunch; the freshmen and sophomores faced off for the season’s kick-off game on September 21st.

This year’s Powerpuff Football experienced a number of changes in comparison to previous years.

The games were originally named “Powderpuff;” however, because of the negative connotation of the word, it was changed to “Powerpuff.”

“Powerpuff captures the strength of the competitors while acknowledging the positive portrayal [of ] the female cartoon heroes, the Powerpuff Girls,” MHS Activities Director Jerell Maneja said in an email interview. “We were able to keep the strongest traditions that align with our school culture goals while eliminating inequitable traditions of the past.”

The girls flag football tournament was meaningful and it encouraged girls to represent their classes, but the name “Powderpuff ” seemed condescending and demeaning, Maneja added.

“Mr. Maneja and I felt that it was

sexist, so we changed it to ‘Powerpuff,’ but the concept is still the same,” said junior Gavin Heraldo, the organizer of this year’s games.

“I saw it as more of a fun class competition because you could tell there’s a huge audience, and I doubt that audience is there to put the girls down,” Heraldo said. “I didn’t want to lose Powerpuff and what it brought. It should stay as ‘Powerpuff ’ if we wanna keep that non-sexist vibe.”

Another significant difference is that this year’s Powerpuff sees two classes experiencing the games for the first time: the freshman class of 2025 and the sophomore class of 2024, with the latter missing out last year due to the year-long lockdown.

“It’s really nice to see underclassmen participating, especially since sophomores and freshmen weren’t on campus last year,” senior team member Audrey Tran said. “This is their first year. I’m glad to see that there’s a lot of them that are participating and enjoying it.”

Junior Justin Barillas, a football player and one of the coaches for the freshman Powerpuff team, said that he had to teach the basics to them, and the freshmen picked them up well. They also played well in their first game against the sophomores, but in their second

game against the seniors, they made some minor mistakes that they had to continue working on, he added. “[Coaching the freshmen] was hard at first until I got closer with everyone,” Barillas said in a phone interview. “So at this stage we’re doing pretty good. It feels like I’m actually a real coach, and I’m having fun with them.”

All the Powerpuff coaches come from the boys’ football team, and they each signed up for the coaching positions, Tran said.

“I had a meeting with [the football team], actually, and I recruited them,” Heraldo said. “I went to one of their practices.”

Players are required to wear masks at all times which makes running in the heat difficult at times, Tran said. However, she is still glad that she is able to play as she and a lot of other girls enjoy the games, she added.

The consolation game is set to take place on Oct. 19, followed by the championship game on Oct. 20, Tran said. “[The games will] go until the week of Homecoming,” Heraldo said. “The last game I have planned is October 20th, but I know that [the] staff wants to have a game against the winning class, so that might be a thing on the Thursday before Homecoming.”

COURTESY OF FORREST GRAY

Gray winds up to make a goal for his team during the 2020-2021 Water Polo season.

Forrest Gray makes a splash in Water Polo

By Priya Thoren

MHS senior Forrest Gray is no stranger to the world of sports.

As 2020-21 Junior Athlete of the Year, Gray looks forward to exercising his talents in water polo and baseball for another year at MHS. The meaning of being an athlete is different for everyone, but the values can be universally applied and shared, Gray said.

“To me, [being an athlete] means having the ability to work hard and persevere,” Gray said.

He said that he first became interested in sports when he was around 6 or 7 . His mom started him out with soccer, and then he moved on to tee-ball in third grade, he added.

“Until middle school, we played

tee-ball, and then my brother and I started running,” Gray said.

“Then, I didn’t want to run anymore, so I started doing water polo. So, I pretty much started with baseball.”

Growing up, Gray was competitive with his brother. If his brother did something, he would want to do the same, he said. His brother inspired him to do sports, he said.

Asked about the MHS water polo team, he said, “The group of guys is really good. Everyone really works hard, which I think is really good.”

Sports and school can be a lot to juggle, Gray said. He usually tries to get his homework done right after he comes home from practice, he said.

Last year, the MHS sports

schedules were chaotic due to the pandemic. “[To stay in shape,] my sister and I bought a bench press.

We had this garage that we... cleaned out and we started working out there. We would go for runs, and we’d get back and work out,” Gray said.

After high school, Gray plans to attend college, where he would like to continue pursuing sports.

His main goal is to play on the water polo team, but he may possibly try out for baseball, he said.

“I think it’d be really cool to go to San Jose State, or Long Beach; that’d be really good. Or West Valley, and play for them, then transfer,” he said.

His message to future student-athletes at MHS is that being committed to one’s chosen sport is most important, Gray said.

COURTESY OF MALCOLM SLANEY

Raj dashes to ninth place at a cross country meet at Crystal Springs.

Junior Sahil Raj sprints his way to the top of MHS Cross Country

By Matthew Nguyen

After only joining cross country during last year’s shortened sports season, junior Sahil Raj has already won four cross country meets, including placing top three in the first three cross country races this year.

“What makes me so passionate about running is that it’s something I truly enjoy and don’t do for other people,” Raj said. “I used to play basketball because it was what my friends were doing, but now I found that running is what I truly enjoy doing.”

Running is more than just an extracurricular activity, Raj said.

It is a lifestyle, and he has incorporated it into everything he does, he added.

“Running is my way of dealing with stress,” Raj said. “It’s my outlet. It’s a way that I can just go out and think. It’s the way I can be the most ‘Sahil.’”

According to Raj, MHS cross country coach, Yohannes Estifanos, has been a big part of why he is so passionate about running.

At MHS, Estifanos, who ran cross country and track and field at the University of California, Berkeley, had a legendary athletic career as a two-time Cental Coast Section (CCS) cross country champion, CCS track and field champion in the 3200 meter dash, Most Valu-

able Runner award recipient, and Student-Athlete for all four years, according to Cal Berkeley’s Official Athletic Website.

“Coach Yohannes is a legend at MHS,” Raj said. “Making him proud is what keeps me going. The reason I keep going is for him and also so that I can make my teammates better. They mean a lot to me. They’re the reason why I’m where I’m at right now and why I’m going to continue to keep going.”

Self-discipline is one of the most important traits, not only for a runner, but for any athlete or student, Raj said. He personally practices self-discipline by also training outside of regular practices to be the best runner he can be, he said.

“During the summer I put a lot of work in,” Raj said. “My longest run was 21 miles and I was able to finish it in under two and a half hours because I have people around me that support me. For example, my uncle was pacing on a bike right next to me.”

Currently, Raj’s main goal is to qualify for the CCS, he said. Ultimately, however, Raj wants to break one of Coach Estifanos’s cross country records, Raj added.

He knows he has to put in a lot of hard work to reach his ambitious goals, but he knows he can achieve them, he said.

8

NEWS

THE UNION

OCTOBER 2021

Brian Dinh | The Union

The COVID testing tent is laid out in front of the attendance offices.

Vyomi Seth and Sharon Talaia | The Union

MHS sees general decline in AP scores in most classes

By Sharon Talaia

Milpitas High School’s 2021 AP test results show that in most classes the average scores on AP exams decreased in comparison to 2019 AP results, according to data given by Assistant Principal Jennifer Hutchison. In addition, the data shows that the percentage of students who passed AP exams decreased in a majority of AP classes.

The 2019 AP exams were the last full, in-person exams before the pandemic, according to College Board. While the 2020 AP exams were modified and shortened, the 2021 AP exams were, for the most part, full exams, according to College Board. MHS still outperformed both the state and national averages in AP exam scores, Hutchison.

“When we’re looking at the data about AP exams this year, there were so many extreme variables that we don’t have for other years

… It’s going to be hard to analyze exactly what made [AP scores] better or worse, ” Hutchison said.

The main issue contributing to the dip in 2021’s data was time, said AP Physics I and II teacher Kathleen Downum. Even after taking into account asynchronous hours, she had less time to teach her students, she said. With students also having to use asynchronous time for learning and doing classwork, students had difficulty resisting multitasking while listening to video lectures or Zoom meetings, Downum added.

“I think that it’s also the same for non-AP classes,” Downum stated. “It’s really hard to ask high school students, ‘Please discipline yourself.’ Whereas, if you’re in the classroom, and I’m telling you, ‘Make sure your phone is put away,’ [paying attention is] just more automatic.”

AP English literature teacher

Ginger Roy said that it was hard to adjust to online learning as she had already established routines in person. However, with block scheduling and quarantine, Roy said that her students had more time to read asynchronously and critique essays in-class.

“Block scheduling coupled with distance learning did not go as well for my other classes, but my AP kids were able to make that work,” Roy said. “I had more students take the test and more students score higher on the 2021 test.”

Roy said she is unsure if AP scores and averages will go up during this in-person school year.

Downum said she is optimistic that the AP results will trend upwards for future AP exams.

“I don’t know yet whether it will go back all the way to regular,” said Downum. “We’re going to have some recovery time. We’ll just have to wait and see.”

Shortage of lunch options at MHS due to free lunch policy and understaffing

FROM PAGE 1

A line of students wait to get school food from the MHS cafeteria.

She is working with the same people as before the pandemic, but right now the cafeteria lacks the substitutes they need, especially now that there is increased demand, according to Lapena.

“This is not a problem that just Milpitas Unified is experiencing.

It’s actually nationwide with all the school districts needing to hire more staff,” MUSD Director of Student Nutritional Services Sandy Huynh said.

Nutritional Services is constantly working with HR to advertise more open positions, as well as to hire substitutes to assist with lunch preparation in the meantime, but unfortunately not a lot of people are applying or responding, Huynh said.

“Yes, great, everyone gets free lunch,” Principal Francis Rojas said. “But again, you have to remember when lawmakers make these decisions, they’re actual-

ly not thinking about--yeah the principle is great, feed the kids-but you have to remember what does it actually take to feed kids.”

At the beginning of the year, the school could barely open all lunch lines up due to a lack of staff. Because of that, they had to adjust the nutrition services, limiting meal choices, Rojas said. “[The snack shack cafeteria worker is] the only one in there.

She can’t run the windows all at once, so she has to wait for the kids to actually come in and help her,” Lapena said.

Usually, students are supposed to be released from classes 5 minutes before the bell to get to the shack and help out, but a lot of teachers are not letting them do that anymore, causing a delay in line openings at the shacks, Lapena added.

Student Nutritional Services looks at historical data of how

Sharon Talaia | The Union

much of a food course is made, and how much is leftover every single day, and based on this information we decide to make more or less of certain items, Huynh said.

“There might be times that choices do run out, and especially during this time, we are in a national supply chain crisis,” Huynh said. “We are nationally having to deal with a lot of product discontinuation and substitutes being brought to us.”

California will be extending free lunch policy for all for the 2022-23 and possibly the 202324 school year as well, Jordan added.

Right now, the district is working to create a new menu selection, inviting students to give input. They want to make sure to represent different cultures and have more variety and vegan options, Jordan said.

92% of MHS students vaccinated FROM PAGE 1 “Unlike the current provider, [Concentric] will do the testing on site.”

MHS administration has investigated reports of students being uncomfortable because of staff members not wearing masks at school during class periods, Rojas said.

“We visit the teacher and ask how we can help make sure their masks are on or if we could provide an alternative face shield with a scarf,” Rojas said. “It is district policy throughout the district, all levels, that masks must be worn inside at all times.”

MHS’ high student vaccination rate has helped with crowded outdoor eating areas during lunch, Rojas said.

“Vaccinations have actually really helped us here during lunch because we are such a large school,” Roja said. “It is even more

crowded than before because students can no longer eat in classrooms. It is very different for elementary schools, where students are not eligible for vaccination.”

MHS has had to consider conflicting community views on COVID-19 regulations, Rojas said.

“There has been a lot of division in our communities about COVID-19 guidelines,” Rojas said. “Scientific research and facts have become politicized, and as a former scientist, I trust science more than Google self-research.”

According to a press release from the Office of California Governor Gavin Newsom, Newsom announced a COVID-19 mandate for schoolchildren that will take place once the Food and Drug Administration (FDA) approves the vaccine for middle and high school grades.

MHS students learn with new virtual pathway program FROM PAGE 1 recommend that you consider doing that in-person because students don’t learn in silos. If you want to get the most robust learning experience, you would be in a classroom with other students who are learning the same material, so you have opportunities for collaboration.”

Currently, fifteen students are taking AP classes such as AP Environmental Science, AP Psychology, AP Statistics, and AP World History.

MHS counselor Beth Harke oversees Virtual Pathway enrollments and the transferring process. She explained what students did during a wait-list period at the beginning of school.

“They were highly encouraged to continue attending their classes here,” she said. “If they were not comfortable with that, then they were working with their teachers, and Miss Scott was also trying to support them.”

Harke also explained how there are minimal to no discrepancies when it comes to inputting grades into students’ MHS transcripts, since the Edgenuity curriculum is A-G elective approved. On a student’s transcript, it would not include that they were in the Virtual Pathway Program, Harke said.

In terms of how students are still connected to the Milpitas High School community, Harke said, “Even though they’re in Virtual Pathway, we’re still their counselors, so they can meet us and I think it’s good if they’re able to come onto campus and utilize us. They still have access to all the resources that MHS students have. It’s just their comfort level. The flip side of that, though, is they are working one-on-one with a teacher. So they’re getting support.”

Senior Disha Yadav opted for the Virtual Pathway Program back in early May, when the option for the program was offered to high school students.

Due to health reasons as well as COVID-19 concerns, she decided to stay in online learning and started the 2021-2022 school year in the program, she said.

Yadav is still connected to the MHS communities in many ways, including her involvement in clubs and organizations, she said.

“I am still part of the clubs on campus as well,” Yadav said. “The only problem would be that I can’t attend in-person meetings, but all the clubs that I am an officer in, we’re doing online, so it’s all working out okay.”

As for AP classes, Yadav is enrolled in AP Environmental Science and AP Psychology, which she learns through lectures from the College Board and the Edgenuity curriculum, Yadav explained.

Disadvantages to the program include the lack of social interaction and the implementation of AP classes, Yadav said. “It might be a bit more difficult if you’re unable to do things on your own and you require a lot of help. I feel like Virtual Pathway is a bit better for people that can study on their own and still succeed,” she said.

“But if you’re more inclined to need teachers’ help, it might not be as good for you.”

However, Yadav explained that a positive aspect of the Virtual Pathway Program is that she can work at her own pace and get work done without the stress of a school setting.

The Virtual Pathway Program is open for anyone who feels they are more comfortable with online learning for the 2021-2022 school year.