The trial between e-cigarette giant Juul Labs and Minnesota began on March 27, with the state seeking over $100 million in damages for the supposed role the company played in the rise of youth vaping. The lawsuit, originally filed in 2019, alleges consumer fraud, creating a public nuisance, unjust enrichment and conspiracy. Minnesota added Altria Group, a tobacco industry giant which owned a minority stake in Juul, as a defendant in 2020.
For Juul, this is just a part of the increasing number of legal suits the company has become entangled in. Recently on April 12, six U.S. states and Washington D.C. announced a $462 million settlement regarding the vaping crisis, adding onto the previous $1 billion in settlements the company has already paid to 45 states
since 2019. Minnesota is the first state to take Juul to trial instead of settling.
“Big Tobacco is back with a new name — but the same game,” said Minnesota Attorney General Keith Ellison in his opening statement, referencing Minnesota’s former landmark $6.5 billion lawsuit with the tobacco industry in 1998.
Ellison argues that Juul and Altria intentionally marketed their products to minors, using social media influencers and flavored products to entice young people. He also accuses the two companies of downplaying the addictive nature of nicotine and misrepresenting the health risks associated with their products.
Juul Labs has denied the allegations and argues that it has taken significant steps to prevent youth vaping. The company has removed flavored products from the market and has implemented age verification on its website and in retail stores. It also has said it supports raising the minimum age for purchasing tobacco and vaping products to 21.
However, critics argue that such measures are largely ineffective. According to the Centers for Disease Control and Prevention, approximately one in five high school students in the U.S. used e-cigarettes in 2020, making them the most commonly used tobacco products among teens.
With the rising influence of vaping, many people question the effect it will have on the livelihood of young students. “Once they’re hooked they can’t stop and even end up vaping in the school bathrooms,” said senior Theo Moller, a student advocate for The Association for Nonsmokers. “It has such an impact on their focus in school causing a larger impact on their future in the real world.”
Due to marketing techniques used by e-cigarette companies, many teenagers often see vaping as a safe alternative to traditional tobacco. However, with an increase in vaping-related health issues in youth, that narrative could change after the trial, according to junior Siham Abdi. “We [teenagers] don’t know as much about vaping. So, we don’t know, like, the effects and harms of it the same way we do about cigarettes and other substances,” said Abdi.
Health professionals and educators alike look to the trial for a way to ensure that the tobacco industry has a weakened grip on the youngest generation, preventing them from future ailments. “There’s nothing else like it [nicotine],” said Ross Fleming, health teacher. “That’s why you have people who are smokers for 30, 40 years before they finally die — because they can’t get off.”
On April 17, Minnesota finally reached a settlement in its lawsuit against Juul Labs, but the details of the settlement will not be available for 30 days. While it remains to be seen what impact the lawsuit will have on the e-cigarette industry and on the broader public health debate around nicotine addiction, the results of the case could set a new standard for the industry.
by Khadra Abdulahi staff reporter
On March 31, the Minneapolis City Council unanimously voted on a new plan that will change how the city’s police department interacts with and arrests citizens, investigates crimes and punishes officers.
The plan was introduced following the murder of George Floyd in 2020, an event that sparked increased fear of police among citizens in not just Minnesota, but all over the country. After months of negotiation between the city and the Minnesota Department of Human Rights, the plan has been approved.
The agreement will mandate the city and the Minneapolis Police Department to set and enforce clear policies and prioritize organizational culture change to strengthen public safety by providing training, engagement, accountability and data collection for all policy changes. It will also ban searches based on the alleged scent of cannabis and require officers to de-escalate situations.
Officers will also be prohibited from using force to punish or retaliate, prevented from certain pretext
Maya Betti
Tyler Quattrin
Maya Betti, Tyler Quattrin
Sarafina Dillon
Michael Wang
Maya Gjelhaug
stops, and limits how and when officers can use chemical irritants and tasers. However, the release states it does not prohibit an officer from relying on “reasonable articulable suspicion of criminal activity to enforce the law.”
Some Mounds View students see the ruling as a change for the better. “The good thing about this change is if one police [officer] is racially targeting a person then the other cop can interfere,” said junior Sriti Maripally.
Junior Linnea Valentine acknowledges both the possible positive and negative effects it could have. “I think it’s really good because more diversity has risen over [the] years and past history has impacted it. This
Ariana Eschenbacher, Rachel Zou
Maya Gjelhaug, Rachel Zou
Maya Betti
Maya Betti
Morghan Larson
will lead to less brutality,” she said. “The negative is [that] this change will cause some issues like a rise in tension.”
Others believe that this decision could cause unintended consequences. Social studies teacher Aaron Oseland is concerned that these reforms may not address bias against those with lower incomes or people of color. “This change is good if it allows police to focus [on the] core job which is to maintain peace and to protect others,” said Oseland.
This reform will bring big shifts to the city of Minneapolis and may set a precedent that will influence decisions across the nation.
Sarafina Dillon
Shivam Vashishtha
Michael Wang
Sarafina Dillon, Ariana Eschenbacher, Morghan Larson
Khadra Abdulahi, Alexander Bi, David Anton Golridge, Charlotte Krum, Nikhil Kulangaroth, Isabella Kunc, Isabel Li, Gloria Liu, Owen Schwalm, Ahmed Sharara, Gao Zhong Tha, Kia Yang
“Typically they’re [selling] flavors that you would think kids would want.”
Ross Fleming, health teacher
“I think [the reform] is effective if it helps focus on the main goal, helping addiction, violence, mental crisis, poverty and more.”
Aaron Oseland, social studies teacher
Many students enter high school thinking about college. They may begin their college lists sophomore year, refine them throughout their junior year and finally start applying to colleges senior year. But when it comes time to truly pick what to do after high school, there are so many choices it can be hard to know what works best for each student.
Some students choose to take a year off or go straight into the workforce. Others pick between a small, local university or a technical college. A very small number of students decide upon attending a prestigious college, such as Princeton University, which is currently ranked first in U.S. News Best Colleges list.
Because of its ranking, many students might go for Princeton or other highly ranked universities while missing other schools that would better fit the student’s interests and have lower tuition. The outdated system of ranking colleges that leads to such issues not only judges colleges based on arbitrary and biased criteria, but it also produces a sense of superiority in those who get accepted to “top 10” schools. Furthermore, the ranking system only results in more competition and higher tuition because it inflates the demand for a “prestigious” education.
The U.S. News Best Colleges list first came out in 1983 as a ranking tool to help students pick colleges, but over time it has just become a way to judge colleges based on a small and specific criteria list. According to U.S. News, 20% of the rankings of a college are determined by college administrators, which does not measure how well a college performs, but how well others see it.
In addition to inflating the demand of prestigious universities, ranking systems worsen the learning envi-
ronment of a school. In order to have their schools receive a higher ranking, some colleges may also choose to only emphasize areas that are specifically judged on the lists, which can have consequences for students. Schools will often cap classes to keep the average class size at a number that will help them rank higher on U.S. News rankings, which can make it harder for students to take those classes.
In addition, since average college-entrance exam scores are a part of the criteria, colleges desire students with higher test scores. This leads to wealthier parents spending more on test prep, which in turn means that wealthier students are more likely to be accepted at top universities. This ends up creating a socioeconomic gap in access to higher ranked schools.
This single vision that people see of what a “good college” is can be harmful in how students pick schools. The ranking system focuses on things like class size and alumni donations, but it is unable to show students what colleges fit them and match their interests, as the ranking system does not take into account a university’s majors or even the quality of education.
Also, the U.S. News rankings leave out specialty undergrad schools that focus on degrees like business, arts or engineering, leaving students who look for “good schools” unable to accurately explore all options. Also, by perpetuating the idea of ranking colleges and pushing for the so-called best ones, people tend to look down on the other perfectly viable options that students can choose.
While college ranking systems can be helpful to students and provide them with more information about potential schools, there are better ways of comparing, not ranking, different colleges. Students at Mounds View can utilize Naviance, a database that provides students with a plethora of information about colleges, careers and other post-secondary programs, and com-
pare colleges using filters that sort colleges by criteria relevant to their own interests.
In the end, it is important to realize that college rankings have more drawbacks than benefits. This system might have worked in the past, but with students today having more choices than ever before, the information presented to those students should reflect what will fit them best.
In today’s society, women face many hardships, one of which is limited access to period products. With the lack of menstrual products, such as tampons and sanitary pads, resulting in a loss of education and period poverty, period products must become free and accessible to women of all socioeconomic backgrounds.
Menstrual products should be available in restrooms everywhere, especially in school bathrooms. The unavailability of period products in schools leads to a bigger problem, which is inhibiting a student from getting their education. Whether it’s being late to class or missing class completely, when students are unable to access feminine hygiene products efficiently, they must take out extra time from class to make sure they’re taken care of. According to Healthier, an online nutrition newsletter, the lack of access to period supplies can have an impact on student education. Without these supplies, students may miss class or not even try to participate for fear of embarrassment.
The lack of access to period products is especially detrimental to lower-income girls and women. In fact, a 2021 State of the Period report found that 23% of students have struggled to afford menstrual products. This can be explained by the expensive cost and taxes associated with period products. According to the National Organization for Women, in 2021, women could expect
to spend $20 per cycle and $200 to $300 per year on menstrual products.
Rising inflation has only exacerbated these issues. From July 2021 to July 2022, the average price of tampons rose 10.8% and the average price of pads rose 8.9% according to NielsenIQ, a site that tracks consumer buying behavior. This means that in the span of a year, a woman could expect to pay around $50 more per year on menstrual products. Providing free period products in women’s restrooms could help to alleviate the financial burden that these products place on lowerincome girls and women.
If schools like Mounds View can provide soap and toilet paper, they can provide feminine hygiene prod-
ucts in bathrooms as well. The walk to the nurse’s office singles females out and can be intimidating, as students often have to walk across school while bleeding through. This issue could be easily solved by providing pads and tampons in bathrooms.
Cost is an oft-cited rebuttal to providing free period products in school bathrooms, yet most estimates invalidate this claim. Free the Tampon, an advocacy group working towards getting menstrual products in state budgets, estimates that it would cost $5 to $7 per year per student to provide accessible period products in schools. This is significantly less than the $200 to $300 per year it would cost female students to purchase their own products.
Furthermore, the costs are justified by the benefits accessible pads and tampons provide female students. For example, a program in New York City found that attendance of female students increased by 2.4% at a city high school after providing tampons and pads in its restrooms.
Currently, only three states in the U.S. require free period products in school restrooms. This is something that must change. It is completely inequitable to withhold free period from female students, and when a school does not provide something that is as essential as toilet paper, it sends the message that the needs of female students are not important.
Kati Belina was like any other student, until she was called on to save a life.
On March 22, Belina participated in a ride-along with the New Brighton Police Department, which was set up through the Spring Lake Park Opportunities in Emergency Care (OEC) program. As her 6-10 p.m. shift came to a close, Belina and her assigned officer received a call for cardiac arrest from a residential home and arrived at the scene less than two minutes later.
Belina, initially anxious, found herself more relaxed once she arrived on scene. “In the squad on the way there, I think I was a little freaked out, like my heart was racing and I was trying to remember all the steps for CPR management. But when I got on the scene, I was a little surprised at how calm I was… everything
stupid question or something and [have them] be like ‘oh, you should know this,’ you know? But they were all super understanding, and they were all like, very open about everything, and anytime I had a question they would just answer,” Belina said.
The officers with the help of Belina continued chest compressions and ventilations until the paramedics arrived. She was then given the opportunity to ride alongside the victim and paramedics to the hospital. Belina ended up staying there until 11:30 that night.
Afterwards, when everything started to sink in, the experience started to freak her out. “I called my mom and I was like screaming in my car. ‘Oh my gosh, you will not believe what just happened,’” she said. “And when I got home, I called my friend, who’s also in OEC, and I was just like yelling at my phone like ‘bro, you’re not going to believe this.’”
While she saw a lot that night, there is one thing that stuck with her: the man’s face. “I’m never gonna forget that guy’s face. I was staring at him the whole way to the hospital, like I was trying to get him to open his eyes, you know, just like wake up, but obviously that didn’t happen,” she said.
cause of the HIPAA privacy rule, the experience has greatly impacted Belina in many ways, including her passion for healthcare. “Personally, I think it just really made me want to help people more,” she said. “It’s definitely made me lean more towards medicine. Like I’ve always kind of thought about the medical field, but it kind of solidified that for me.”
just kind of went quiet,” she said.
Belina quickly sprung into action, immediately getting out her pack and helping with CPR. She was then asked to insert an i-gel into the victim’s throat, which is a plastic tube used to secure an airway. She was not expecting to have that responsibility, but she inserted the tube with no issues. To her surprise, even the police officers had never inserted one, she explained.
While Belina was calm, she also explained how things moved really fast. Trying not to be nervous, she found the police and paramedics very helpful. “I was really nervous to do anything wrong and to also ask a
She attributes her impressive response to her training and education from her teacher Bill Neiss. “In class, we’ll run scenarios. So basically, like we go off of a skill sheet,” explained Belina. “He thoroughly trains us and he will not allow us to go [on ride-alongs] unless you have, like, a certain grade, all of your skills are passed [and] you have enough hours.”
Reflecting on the experience, there are many takeaways for Belina. “I think it just made me less hesitant if that makes sense. If I see something, I’m going to do something because like, I know that that guy has a good chance to live now because like we were so fast,” she said.
While the man’s condition cannot be disclosed be-
The Muslim Student Association (MSA) is a club at Mounds View which offers a community and a safe space for Muslim students. The club is run by junior co-presidents Sana Ahmed and Suhaib Aden as well as vice presidents freshman Maryam Shahkhan and junior Amro Abu-Atieh.
They hold weekly meetings in Lisa Zito’s classroom, as well as prayers weekly in the ILC. “At Mounds View, through various events and meetings, we hope to achieve a welcoming, nurturing, supportive environment in which all Muslims feel that they belong, are included and respected,” said Ahmed.
Aden helped start MSA last year with a few previous Mounds View alumni. “It was just because we wanted some more organization. We were already doing Friday prayers together but having structure and having meetings and things like that we wanted [to do as well],” he said.
Their meetings consist of different activities and sharing experiences. “We do ice breakers, games and stuff like that but mainly reminders and teaching people about Islam,” said Aden. They start off their meetings by talking about how their week went, how they feel and challenges or experiences they have had.
Since last year, the board has established new goals for MSA and have been working on many differ-
ent projects. So far, MSA has held its first two meetings of the year in the past two months. In this time they have scheduled specific times to pray together and organized a few events.
On April 5, the association invited speakers to talk to students about Palestine. “We recently had the American Muslims for Palestine Organization visit our MSA last Wednesday where they shared the struggles Palestine is facing and educated us about the struggle of Palestineans,” said Shahkhan. Through this, students grew their understanding of the hardships faced in other parts of the world.
MSA also provides students an outlet to learn as students are able to continue their learning outside of classes. “At Mounds View MSA, we want to learn and grow as human beings so we can be better students, siblings, daughters and citizens,” said Ahmed. It is important for students to be educated on history as well as current events relating to aspects of their own lives such as religion.
Prayer is a large focus in MSA. As members of the club are united by Islam, having a community like MSA allows for them to strengthen their relationships with God. “Prayer is one of the five pillars of our faith, and for our noon prayer, praying it together is what makes our religion so special,” said Shahkhan. Praying allows students to come together through their faith and practice.
In the future, MSA hopes to create more projects, host more events and invite more organizations. They are currently setting up an event for the end of Ramadan. They are planning an interfaith event in collaboration with Irondale, for students Muslim and Non-Muslim, to learn more about Islam as well.
MSA has demonstrated the importance of having a club like this at Mounds View. “Mounds View has a minority of Muslim students and as important as education is, we believe that there are other aspects to school like networking, learning new skills and also knowing about the second largest and growing faith
in the world should not be as foreign to our students,” said Zeynah Abdulrazak, the club’s advisor and Mounds View’s Somali liaison.
For many, MSA is a beneficial and impactful club that provides students with a supportive environment to progress their learning while feeling connected to the Muslim community. As the club moves forward, they look forward to expanding upon the ideals they have set as they grow closer to their religion.
“But when I got on the scene, I was a little surprised at how calm I was… everything just kind of went quiet.”
Kati Belina, ‘23
“It was just because we wanted some more organization. We were already doing Friday prayers together but having structure and having meetings and things like that we wanted [to do as well].”
Suhaib Aden, ‘24
by Ahmed Sharara staff reporter
Class pets hold a special place in school culture. From reptiles to rodents, class pets foster a sense of entertainment, responsibility and empathy amongst students. Within a short period of time, a class pet becomes a member of the class just the same as any other student. Mounds View High School is no stranger to class pets; however, one of the most revered was Carl the hamster.
acknowledge how in Carl’s last few days he was no longer his usual energetic self. “He was acting very strangely in the morning with our bio class. I could sort of tell something was off. And then at the end of the day, I was very shocked. He was very still and wasn’t breathing very well,” said Elledge.
Despite the tragic loss, students have decided not to dwell on Carl’s death, but instead celebrate his life and the impact he had. Some students have started telling stories of their fond memories of Carl. “My fondest memory of Carlis spending a physics class with him or crawling around on my desk so I don’t get bored,” said Renstrom.
Other students also recalled memories of feeding as being their favorite memories of Carl. “My fondest memory of Carl was when I fed him a bit of an orange slice,” said senior Ali Habisch.
While some were fascinated by Carl and his playful demeanor, Cartwright was most fond of Carl for the
there was curiosity about some of Carl’s behaviors. And so I think one of the things in science is that you have to be a good observer. And I think a lot of students would observe Carl’s behavior and that was educationally appropriate,” he said.
As Carl’s death has left Cartwright’s classroom missing its star pet, many students have started to suggest a replacement. Some have suggested gerbils and ducks, while others have suggested another hamster. There are also those who have called for replacing Carl with a hedgehog. Cartwright has seemed intrigued by the idea of a hedgehog. “I think the leading contender other than hamsters or gerbil would probably be the possibility of a hedgehog,” he said.
However, students shouldn’t expect another class pet anytime this school year. “I don’t want to replicate it [class pet experience] this late in the school year, because then I have to be concerned about the summer care for this pet. And so it might be something that I started in the fall,” said Cartwright.
So, although this year will likely close out without a new class pet in Cartwright’s classroom, the memories of Carl and the impact he had on his classes will continue to aid students during stressful times. Students can also look optimistically to the fall as Cartwright’s class will be the home of a new class pet.
Carl, named after the famous astronomer Carl Sagan, was the class pet of science teacher Michael Cartwright.
Carl was greatly adored by the students of Cartwright’s classes. He provided students great comfort and escape from the stress of school. Many felt that Carl helped foster a more motivating environment. “Carl made a lot of people more interested in actually getting to physics or like actually going to physics because then there was like something to see... [Carl] made people happy to go to physics,” said junior Katie Renstrom.
Renstrom is not the only student who appreciated Carl for the positive atmosphere he brought. “He was fuzzy and innocent. Whenever students would get stressed about physics or school in general, they would often go play with Carl,” said junior Annabelle Huang. Unfortunately all good things must come to an end, as Carl died on March, 28, 2023. Many, such as Gwen Elldege, a student teacher in Cartwright’s class,
“The beginning of class feels different because there are no more people gathering around his cage.”
impact he left on students. “Just the excitement that some students had to see Carl and to get Carl out and interact with Carl. So the student responding to Carl was what I enjoyed the most,” said Cartwright. Cartwright was also glad that students were learning empathy and observation skills while tending to Carl. “Students really learned about empathy and treating other living things appropriately. And I think
“During labs and worktime he was a welcome distraction that helped all the students de-stress.”
“It feels weird not seeing him and hearing him run around on the hamster wheel.”
“He’d always climb to the top of his little wheel and end up falling off with a thump and our whole class would burst out laughing.”
“[Carl] made people happy to go to physics.”
“My fondest memory of Carl was when I fed him a bit of an orange slice.”
Special education at Mounds View High School includes a variety of programs that tailor to each student’s individual needs. These range from accommodations in the classroom to attending school at a separate learning center with smaller class sizes and teacher-tostudent ratios.
Each student in the program has an Individualized Education Plan (IEP), which the student, their parents and staff members develop together. The evaluation process for these IEPs consists of a test for IQ, information processing, behavior assessment and autism, as well as referrals from doctors according to Principal Rob Reetz.
Mounds View’s special education department has 27 staff members who specialize in different areas. Some, like Kaitlyn Miller, are paraeducators who work with special education students one-on-one or in groups to support them in their schoolwork and day-to-day endeavors. Others, like Avery Colwell, teach classes — such as Academic Skills (a class that helps students develop their organization, note-taking and study skills) or Communication Skills (a class that works on social interactions and self-advocacy) that help students develop specifc skills they may struggle in.
from others. So they’re all learning from each other.”
to prepare them to be more independent,” said Miller. “[It teaches] them life skills so that they can maybe someday move to a community where they are inde- “We
Colwell is also one of several teachers who coteach, which is when a special education teacher joins a general education classroom and shares the load of teaching with another teacher to accommodate students on IEPs. “I’m in the general education classroom, and there’s four to 10 students [on IEPs] in that general education classroom,” she said. “I teach alongside the science teacher, and I think that’s great because I don’t think students should have to go to a separate part of the school and get different instruction.”
Both students on IEPs and students without IEPS beneft from interaction with one another. “Students that are in general education are gonna go out into the world and they are going to be with people that have disabilities,” said Colwell. “I think it’s a lot for those students that are in general education too, to learn a lot
A school’s main focus when it comes to their students is making sure that everyone is treated equally and every student is protected. A 504 plan helps ensure the protection of students with physical or mental impairments that substantially limits their ability to do one or more major life activities.
Academic 504s were the result of the passage of the Rehabilitation Act of 1973. This act laid the foundation for future legislation that protected disabled Americans, such as the Americans with Disabilities Act in the 1990s, and ensured that students with impairments that limit their academic experience could not be discriminated against. Section 504 of the Rehabilitation Act applies to all public schools, as well as private schools that receive federal funding.
This plan helps qualifed students get the general education they need and participate in other school activities. In order for a student to qualify for a 504 plan
The special education curriculum is far more similar to a traditional high school curriculum than most would expect. Students still go through a six period schedule and have all of their core classes, including math, English, science and social studies. However, there are many variations as to how students at tend these classes. “Some students par ticipate in algebra classes, English class es [and] grade level [classes]. Others maybe do some of those core classes in a special ed room, and they are in choir, phy ed, culinary arts [and] art class,” said Paraeducator Glenn Thomas.
One student, for example, has one period in the morning where they get ready for the day and receive support from a special education teacher. “It’s a spot where I can plan out my day, organize what I need to do, get help with work and just support of really any kind,” said the student. “I can get accommoda- tions in [my regular] classes if I need, but usually I’m not using those. So the rest of my day is pretty [much] just like a ba sic school day. But I think the most important part of my day is probably being here in the morning.”
Besides the six period school day, the special edu cation program also gives students many opportunities to do activities that give them real-world experience. For example, some students go on outings every Thurs day. “We go to parks. We go to libraries. Sometimes we go shopping in the mall. We go to Cub Foods and buy food for our kitchen,” Thomas said. often help the kitchen staff cook school lunches using those ingredients.
Ultimately, the goal of these programs is to pre pare students for lifelong success. “Some of them go to college, but a lot of them go into another program
the student’s parents or guardians must request an evaluation.. This evaluation may involve assessments by school personnel, as well as input from the student’s healthcare providers. If the student is found to be eligible, the school will work with the parents or guardians to develop a 504
This spread features the diversity of programs to Mounds View students, including Individualized Area Learning Center. Each of these programs that caters to their
All students mentioned in this article are associated with
Student with a 504
plan that outlines the accommodations and services that the student will receive.
Some common disabilities that guarantee eligibility for a 504 plan include Attention Defcit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD),
diabetes, epilepsy, hearing or vision impairments, chronic health conditions, such as asthma or allergies and mental health conditions, such as anxiety or depression. “For me, I think I’m pretty sure I had to show an actual doctor’s note for approval [stating] that I was diagnosed with ADHD,” said a student with a 504 plan.
A 504 plan is different from an Individualized Education Plan (IEP) in that a 504 plan focuses on providing students with modifcations to their regular sched-
by Kia Yang staff reporter
“I think it’s a lot for those students that are in general education too, to learn a lot from others. So they’re all learning from each other.”
Avery Colwell, special education teacher
“For me, I think I’m pretty sure I had to show an actual doctor’s note for approval [stating] that I was diagnosed with ADHD.”
go to parks. We go to libraries. Sometimes we go shopping in the mall. We go to Cub Foods and buy food for our kitchen.”
Glenn Thomas, paraeducator
The Area Learning Center (ALC) is a school a part
District for students with classes, and if you’re someone that learns better
way, ALC might be the way to go,” said senior LJ Davis.
For senior Ariel Certa, the class sizes of only to fve students is extremely helpful. “It makes it easier to speak with anyone and then connect,” said Certa. According to research by Elevations RTC, a foundation centered around providing students with support and guidance, smaller classrooms allow students with social anxiety to form better relationships with peers in and out of the classroom.
There are many differences between the ALC and normal public schools. One of these differences is the ALC’s emphasis on fulflling credit requirements quickly. “I feel like ALC is kind of just ‘get your credits [and] stuff’ but [is] also more [of a] smaller school for people who deal with anxiety or have other stuff going on in their life,” said Certa.
She believes that the ALC is a great place for students to continue their education while also managing mental health issues. “[If a student] fails to deal with other mental health issues, they could just come here, and they have more opportunities to
ceive a college degree by age 30 according to StayTeen, an organization focused on preventing teen pregnancy. The ALC is currently working to give these teen mothers a chance by working with Silverview Childcare. Silverview Childcare partners with the ALC to provide students with children an opportunity to continue their education while also having a safe place for their children.
The ALC also provides students with the opportunity to get out of the classroom and explore the real world. Students in the ALC are able to go on a feld trip every Friday and experience new things. “We could go
to colleges or we go to museums or different places to work at,” said Certa.
The ALC provides a unique and valuable educational experience for students who may have different needs or desires than those in a typical public school setting. While some may view the ALC as solely for credit recovery, it also provides resources for teen parents and opportunities for students to explore the real world outside of the classroom. Overall, the ALC serves as a vital educational option for students who may not thrive in a traditional public school setting, and can be considered as a viable option for those seeking a more personalized and supportive academic environment.
be able to graduate or be able to stay on task with their education,” said Certa.
The ALC also offers resources to teen parents looking to complete their high school education. More than 50% of teenage mothers will never graduate from high school and less than 2% of teen mothers will re-
programs and special education opportunities offered Individualized Education Plans (IEPs), 504s and the programs offers students and individualized experience their own needs.
are kept anonymous due to privacy concerns special education.
ule rather than restructuring a student’s learning environment. A 504 provides students with accommodations that ft their needs, such as allowing students a break from class when they feel overstimulated, granting more time on tests if they struggle to take tests under timed conditions or arranging another room for testing if a student struggles to complete tests in a normal setting. “I prefer to test in a separate area because I get testing anxiety,” said the student. Essentially, a 504 seeks to provide stu-
Student with a 504
dents with equitable access to the traditional learning environment, while an IEP provides qualifying students with educational benefts, such as speech and occupational therapy.
Students who qualify can see exceptional benefts from enrolling in a 504 plan. 504 accommodations ft the unique needs of a student and are, therefore, fairly versatile. Furthermore, a 504 plan is a legally binding document, so teachers and school staff must comply with the provisions. This ensures that a student with a 504 plan is
receiving the accommodations they need to be successful.
However, some students may feel reluctant to partake in the 504 accommodations due to the stigma that surrounds 504 participants. “I do believe there are stigmas around 504s,” said the student. “There could be people that look down on those with 504s [with] judgment because they need extra help, or people might not think someone needs a 504.” Yet, most of the people who question the necessity of 504s lack a general understanding of their purpose. The main goal of 504s is to provide students with the tools they need in the moment and prepare that student to eventually outgrow those accommodations in the future.
504s are an important program that ensures that students with disabilities have access to the education they need to succeed. By providing reasonable accommodations and services, schools can help these students overcome the barriers they face and achieve their full potential.
of the Mounds View Schoolreporter
“There could be people that look down on those with 504s [with] judgment because they need extra help.”
“It’s not as bad as people make it seem because it’s just like school but it’s just smaller.”
LJ Davis, ‘23
“[If a student] fails to deal with other mental health issues, they could just come here, and they have more opportunities to be able to graduate or be able to stay on task with their education.”
Ariel Certa, ‘24
““I feel like ALC is kind of just ‘get your credits [and] stuff’ but [is] also more [of a] smaller school for people who deal with anxiety or have other stuff going on in their life.”
Ariel Certa, ‘24
As many students know, Mounds View has seen many new changes this year. While these rules were set in place in order to ensure students’ success, the question arises if this is truly the most constructive way to foster a healthy learning environment. While tightening the reins seems like a worthwhile solution to possible intruders and other acts of violence, the solution to truly protecting students does not lie in excessive rules and regulation, but rather examining the root of the problem.
Controversially, Mounds View administration decided to restrict students to only enter and exit from the front entrance to prevent intruders from accessing the building. While not exactly the strictest of rules, the logic of it is questionable. In any scenario, an unauthorized person could simply enter the building before school, covered by the incoming morning rush. Additionally, it is most likely they would be completely undetectable, as many school shootings are done by younger people. In fact, six of the nine deadliest mass shootings in the United States since 2018 were by people who were 21 or younger based on data from The Violence Project. Suddenly, the new rule stands more as an inconvenience to students than a necessary protection.
School settings with stricter rules for students is certainly not the most effective way to better students. In fact, students at high schools with prominent security measures have lower math scores, are less likely to attend college and are suspended more compared to students in schools with less surveillance, according to a 2022 Johns Hopkins University study.
However, there are alternatives to preventing tragedies like mass shootings. Instead of upping the security and increasing police supervision, Mounds View should change the direction more towards mental health and the wellness of the students. According to the U.S. Government Accountability Office, over half of school shootings occur from current or former students. In order to prevent school shootings, the answer then lies in tracing it back to what is taught in school. While Mounds View is already implementing this, like the Mental Health Awareness days, a heavier focus is needed.
While new rules and regulations may seem like a necessary solution to ensure student safety, it is clear that they often do more harm than good. Focusing on mental health and education is the more effective solution to safety concerns.
by Gao Zhong Thao staff reporter
Since the uptick in school violence, many schools have found new ways to increase security, such as more cameras, hall monitors, closed campuses. This year at Mounds View High School, several new rules have been implemented in favor of student safety, even if they aren’t in favor with the student body. However, precautions such as these actually guarantee a safe and healthy learning environment. First and foremost, the safety of students and faculty should be a top priority for any school. With the rise in school shootings and other violent incidents, it is critical that schools take measures to protect their students and staff, even if every change made is met with cries of upset from students.
Effectively, there are many measures Mounds View has taken that, despite what some say, have been in the interest of student safety. Recently, Mounds View announced that students will only be allowed to enter and exit through the main entrance, Door 1 and all other exterior doors are not for student use during the day. While this may just seem like unneeded detour for students to take, a decision such as this is crucial to preventing an intrusion. Last year in the Uvalde school shooting, which led to the death of 19 children and two teachers, the gunman gained entrance to the building through an opened door. By limiting the entrances a shooter could have access to, Mounds View has actually taken an important step to providing a safer campus.
As well, it is important to consider that these safety measures were put in place to make sure students could do what they come to school to do: learn. Things like assigned ReFLECT rooms, digital hall passes and restricted spaces for students with free periods or online classes all contribute to reducing foot traffic in halls, which thereby makes it easier for staff to identify intruders and handle school fights. Additionally, labeling Mounds View as “strict” is hyperbole, especially considering the lengths schools in more dangerous districts must go through. Increasingly, some schools are resorting to metal detectors and regular bag searches to ensure their student’s safety. In fact, The Dallas Independent School District, a district with about 153,861 students, started to require students to carry clear or mesh backpacks to school in the aftermath of the Uvalde school shooting. While some of Mounds View’s new updates might seem authoritarian, in comparison they are simply basic steps to creating a safe environment.
While some students may feel inconvenienced or even frustrated with the new safety measures implemented at Mounds View, it is important to remember that these measures are in place to ensure the safety and wellbeing of everyone on campus.
After every school day, custodian Scott Rolfs goes into each classroom and collects the trash and recycling bins, ensuring that cans, paper and other recyclables are reused in another form. But too often, he finds trash and liquids in the recycling bins. “[Finding garbage] wrecks the whole recycling culture,” said Rolfs.
The iconic blue bins have become symbols of sustainability and environmental friendliness. From conserving resources such as water and timber to reducing greenhouse gases, recycling has become a way for every individual to fight against climate change. At Mounds View, recycling bins are distributed everywhere — from under drinking fountains to the cafeteria corners — as a way for students to dispose of recyclable materials. However, this function isn’t reflected in Mounds View’s recycling procedures.
Recycling at Mounds View has always been implemented, but the main problem is inconsistency. “As long as the recycling is separate from the garbage, they collect in a separate container, and they put it in the recycling out behind up by the dumpster,” said Associate Principal Benjamin Chiri. “But if there’s garbage mixed in or the recycling, they don’t have the capacity to separate garbage from recycling. So then they just put it in the trash.”
This problem has become prevalent across the school, with trash and recyclables being mixed together. “I see people chuck garbage into recycling, and I see people chuck recycling into the garbage even though they’re right next to each other,” said Chiri.
The issue is eventually left to the custodians, who face a dilemma: They can trash recyclable materials or send off trash to be recycled. “It’s always really frustrating,” said Rolfs. “[The recycling company] could negate our contract if we’re doing that.” Hence, the school goes with the safer option and throws away everything, even if most of the recycling bin’s contents are recyclable.
Attempting to manually sort the waste is not possible either, according to Rolfs. “We have a lot of employment issues and a huge area to cover,” said Rolfs. He states that the process of sorting waste is tedious and not worth the time, especially when there are so few custodians available. It also doesn’t address the source of the problem: the culture.
Chiri believes there needs to be a change in the
those things, and it makes it really hard [to recycle],” he said.
“As long as the recycling is separate from the garbage, they collect in a separate container, and they put it in the recycling out behind up by the dumpster.”
BenjaminChiri, associate principal
One way that Mounds View has tried to solve this problem is through student-led programs. The Environmental Action Club, formerly known as Synergy, has run a recycling program in the past. “The environmental club students would often go around and they would be the ones collecting the recycling,” said Chiri. “But we don’t have that at this point.” However, the Environmental Action Club (EAC) has plans for the future.
The EAC plans to implement a multi-year initiative to address the lack of recycling at Mounds View, starting with an advertising campaign and hopefully culminating in safe and efficient recycling processes. “Changing the way an entire school recycles is a difficult challenge,” said junior Brian Kim, EAC president. “But we believe that this is something that cannot continue and needs to be addressed.”
recycling culture at Mounds View. “I think that a lot of people say that it’s important. Yet their actions don’t always reflect that,” said Chiri. He urges students and staff to be more consistent when they recycle.
Mounds View wants to do better for the environment, explained Rolfs. However, all of the non-recyclable plastics in the recycling bins doesn’t show it. “The issues are sometimes people putting garbage on
Recycling at Mounds View has mostly been in name only, and changing that starts with each individual. “I think it’d be really good to have a stronger, more sustainable, long-term commitment to doing these types of things,” said Chiri.
by Shivam Vashishtha online editor-in-chief
In response to the COVID-19 pandemic, many colleges and universities across the United States enforced a test-optional policy that relaxed the testing requirements for admission, meaning that applicants would no longer be required to submit an ACT or SAT score for admissions.
“According to research conducted by the Common App, this year, more than 80% of Common App member institutions did not require test scores from their applicants.”
According to research conducted by the Common App, this year, more than 80% of Common App member institutions did not require test scores from their applicants. In addition to that, fewer than half of the students who applied this past fall submitted their standardized test scores.
While there are many different test-optional policies, students may wonder what each policy really means for them. In general, when a school claims to be test optional, this means that students can choose whether or not to submit ACT and SAT scores. If a student opts to include their scores in their transcript, it will be considered during the admissions process. If a student opts to withhold their scores, however, admissions officers will focus on other parts of their application such as a student’s GPA, extracurriculars and letters of recommendation.
It is important to note that opting to include or withhold standardized test scores will not give a student an advantage or disadvantage over other students who do otherwise. This means if a student opts to not include test scores in their application, admissions
officers will give more weight to other admissions categories. For example, if there are eight categories in which students are judged, and one of those categories is test scores, then a student who chooses not to submit scores will be judged in the remaining seven which will each be worth more.
This means that students should understand the strength of other parts of their application before deciding to not submit scores. “Students who submit their applications without test scores have to make sure that their GPA, class rank and extracurriculars are good enough to compensate for test scores,” said Christopher Hagel, math teacher.
There are still some advantages to submitting test scores, and strong test scores can help to make up for deficiencies in other categories. Typically, it is recommended that if students have test scores higher than 75% of students that attend a particular college, then they should submit their scores. If a student has test scores below 50% of students that attend a particular college, then it is not recommended to submit scores.
Although some students may be concerned about whether schools would penalize them for not submitting test scores, rigorous policies are in place to ensure the selection process is fair and equal between applicants, irrespective of whether they submitted scores or not.
“Students who submit their applications without test scores have to make sure that their GPA, class rank and extracurriculars are good enough to compensate for test scores.”
Christopher Hagel, math teacherSince 2020, more colleges are becoming testoptional as a way to maintain diversity, not penalize students who don’t have the resources to prepare for standardized tests and to account for any disturbances that might’ve been caused to the students’ schooling by the pandemic. Whether or not submitting a test score is a better option varies from student to student, and there are many different aspects to consider.
by Rachel Zou features editor
Little Szechuan Hot Pot in Saint Paul offers an authentic look into one of the most unique Chinese cuisines. Claiming to be the first and only 100% authentic Szechuan hot pot restaurant in the Twin Cities, Little Szechuan hosts a wide variety of traditional and cultural foods.
lot itself was difficult due to the abundant number of potholes. However, my initial lack of interest ceased when I left the car and smelled the delicious scent of cooked meat.
While it may look small, the interior is spacious, with plenty of room for large parties. Throughout the time I was there, two groups of around eight to 10 people showed up, yet the restaurant did not feel crowded.
Customers have two hot pot options when ordering: a la carte style or the all-you-can-eat buffet. The buffet includes a soup base, ingredients to put into the broth and barbeque skewers. The price per adult is $35.99. While this is a high price tag, it is also sensible, especially with the addition of the barbecue skewers and the large number of different ingredients available. On the other hand, the a la carte menu allows customers to pick and choose what ingredients they want in the broth and then pay for each individually.
I decided to go with the buffet because of the unique options it offered. The order came with octopus, clam, muscles, fried tofu, chicken gizzard, calamari and my personal favorite, barbecue skewers. The skewer options include chicken gizzard, standard lamb, beef and calamari. While they are all great, I highly recommend the shrimp skewers, which have a perfectly crunchy shell, yet a tender inside. The only menu item I had an issue with was the fish balls, which were relatively small and not chewy.
When arriving at the restaurant, my first impression was: unimpressed. The parking lot was flooded due to the lack of storm drains and a worker was sweeping water onto the street. As well, driving in the parking
While Little Szechuan Hot Pot is small, it sure comes with big reasons to like it. With many options to choose from, there is undoubtedly something for everyone. It’s a perfect spot for any occasion, whether with a large party or a small group of friends.
by Sarafina Dillon sports editor
Released on March 24, “Did You Know That There’s a Tunnel
Under Ocean Blvd” is Lana Del Rey’s ninth studio album. Consisting of 16 tracks, the lengthy album is about the very heart of relationships and the emotions she experienced. The album name was inspired by the historical Jergins Tunnel on Ocean Boulevard in Long Beach California. The tunnel, which has been closed since 1967, is intended to be symbolic of the feeling of being forgotten.
The album starts with “The Grants,” a song that is almost five minutes long. In this heartbreaking ballad, Lana relates cherished memories with her loved ones while featuring her vocal talent with gospel inspired singing. The impressive and unique vocals make it one of the best on the album.
Another song that is important to mention is the third track, “Sweet,” which is my clear favorite on the album. With a beautiful piano ballad that once again showcases her amazing voice, “Sweet” ponders many questions to her current lover that need to be addressed. “Not talking ‘bout the stuff that’s at the very heart of things,” Del Rey sings. I really love how the slow paced rhythm and touching lyrics combine to make a perfect song.
Because the majority of songs are slow-paced, the ones that are upbeat stick out. “Peppers,” the fifteenth song on the album, is one of the fun upbeat tracks,
which is also one of my favorites because of the unique feel and catchy lyrics. The background vocals give it a personal touch and the Tommy Genesis feature is another one of my favorite parts of the song. While there are many mastery aspects, I was not impressed with the interludes. Both “Judah Smith Interlude” and “Jon Batiste Interlude” don’t contribute much and most listeners skip them since there’s no singing. They consist of a man talking to a woman
which feels irrelevant to the story.
The conclusion was another let down. The last song is “Taco Truck x VB.” While I really enjoy the song, I feel like it would have been more appropriate to place it in the middle of the tracklist, leaving listeners with another slow ballad.
Overall, “Did You Know That There’s a Tunnel Under Ocean Blvd” was worth the long wait. It is easily comparable to her other albums as it similarly includes her traditional “world building.” As she continues to release music, it is clear that her discography only continues to improve, and I’ll continue to eagerly await new projects.
by David Anton Golridge staff reporter
The Mounds View boys lacrosse team gears up for the spring season with new goals and some new players.
One of the largests goals the team plans to achieve is building upon what they had last year. Last season, the team had some difficulties getting into action. “We had a young team this past season, and the record is not a good indicator of the growth and improvement our team made,” said Coach Sam Hnastchenko.
Q: How and when did your passion start?
A: I’ve played tennis for about eight years.
Q: What is your favorite thing about tennis?
A: My favorite thing about tennis is probably the satisfying feeling of hitting a good shot, especially after winning a long point.
Q: What is the most difficult part of tennis?
A: The most difficult part about the sport is definitely the mental aspect. During important matches it’s really easy to get nervous and being able to overcome that can be very difficult because it can cause you to play much worse.
Q: What do you do to prepare for a match?
A: To prepare for big matches it’s important to just have everything ready — have your bag packed, rackets strung, stuff like that. The less things you have to think about the day of the match, the more relaxed you’ll be and probably play better.
Q: What does your season look like?
A: Our season is pretty short. Being in the spring makes it really hard to start off because of the bad weather. Unfortunately, tennis is one of those sports where we can’t play even if the courts are a little bit wet because it makes them a lot more slippery. Once we do get out on the courts, we practice six days a week (unless we have matches) and [also] stuff with the team like carboloads, which are always fun.
However, he also acknowledges that this season will be better because of the improvements made last season. “We are returning many of our important players and they are expected to make the next step and get to the next level,” said Hnastchenko.
Senior Kenneth Guerrero feels that their relationships with each other will be a key factor for their performance. “I feel like our chemistry is better this year, and we have been improving,” he said. “I think the players have a big responsibility in many ways like making sure everyone is heard and supported, and they have to make it known that they’re there to support everyone.” With this mentality, Guerrero hopes to make it to state next year.
Even if lacrosse is a team sport, individual performances from players are really important and they set personal goals for themselves which they want to achieve.
“My personal goal right now is to step up this season… Make some saves that I couldn’t save during the last season and generally step my game up as a varsity goalie,” said junior Tommy Asch.
A major challenge every season is dealing with player injuries. Because they can be such an obstacle, Hnastchenko makes conditioning a priority. “We work to be conditioned and in shape for the season which reduces injuries. We also make sure we are warmed up and prepared for whenever we enter the field,” he said.
Players and coaches alike feel that if they take these steps to success, they will stand as tough competition in sections as they aim for state.
As spring brings the beginning of the new sports season, the Mounds View girls golf team prepares for another exciting year of competition.
This season, there are many new faces on the team. Many players look forward to the new relationships and experiences that come with new teammates. “I am super excited to get to know them [new players] and to reconnect with girls who I have played with for a long time,” said senior Erica Ganske.
“I’m looking forward to getting to know all of the new girls on the team and making new memories with each one of them,” said freshman Olivia Matthies.
An overlooked aspect of golf, as pointed out by Ganske, is the unique athleticism it takes. “It [golf] doesn’t have high amounts of physical exertion. While this is true, it makes up for the logic and player IQ necessary to effectively play the sport,” she explained. “In other sports you work alongside a moving ball to score a point. In golf, you have the power to not only strategically decide where the ball needs to go but also how best to get it there.”
Moreover, while golf is usually thought of as a game played in good weather, the team often has to endure poor outdoor conditions. “I have played matches in rain, snow, sleet and hail; it is safe to say that the show goes on rain or shine in the game of golf,” said Ganske.
The weather can heavily impact player performances. “It affects everyone, even the pros. If it is very windy or rainy it will affect your performance. You have to be able to quickly adapt to the weather you are playing
in,” said Matthies. To perform well even in unfavorable weather, junior Mabel Chen stresses that having a strong mentality is incredibly important. “Even if the rain is pounding and the wind is crazy, maintaining a positive mentality will boost your mood and thus your performance.”
“I hope to inspire the younger girls on the team to continue to pursue this sport and to gain confidence in their abilities as a player.”
Erica Ganske, ‘23However, for some, keeping a positive attitude can be difficult, especially during a stressful or competitive match. To combat that, Ganske explains that players must play the game hole by hole. “Some holes may be better than others, but the important part to remember is that once you finish a hole, you have the opportunity to reset and try again on the next.”
While the team’s main goal is to place first in their conference, Ganske stresses there are other things just as important as placement. “I hope to inspire the younger girls on the team to continue to pursue this sport and to gain confidence in their abilities as a player,” she said.
Matthies especially is focused on selfimprovement. “I want to do better this year
than years before and work the hardest I have,” she said.
A favorite part of the season for the team is the tournament at Brookland Golf Park. “There’s a bunch of teams at only nine holes, so the match takes all day, but they grill hamburgers and hot dogs during the day, so we can stop by the grill whenever we want to grab a bite to eat. This match is also more relaxed since there are so many teams, so we always talk with each other while we’re waiting for a hole,” said Chen. The tournament is scheduled for May 17. With the team’s next match April 24, the team looks forward to hopefully playing in nicer weather this season and working towards placing first in the conference.
“My personal goal right now is to step up this season.”
Tommy Asch, ‘24photo courtesy of Kenneth Guerrero photo courtesy of @moundsviewgirlsgolf
3. To overcome player injuries, the boys LAX coach makes this a priority
5. School that is a part of the Mounds View District for students with different needs than “typical” students.
6. Where Staff Reporter Gloria Liu argues period products should be available
8. Teacher who experienced the loss of a class pet
10. Style of Chinese cooking
13. Golf park which holds a favorite girls golf tournament
14. “Reduce, reuse, ______”
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1. University currently ranked first on the U.S. News Best Colleges list
2. Muslim holy month that recently came to an end
4. Police department where OEC students can go on ride-alongs
5. One of the most common neurodevelopmental disorders of childhood
7. Minnesota city that recently passed police reform
9. Plan developed to ensure that a child who has a disability receives specialized instruction and services
11. E-cigarette company sued by the state of Minnesota
12. Third track on “Did you know that there’s a tunnel under Ocean Blvd”
