The Claw, Issue 3: An American Summer

The Claw

Campolindo High School

300 Moraga Road

Moraga, CA 94556

Issue III

Volume LXXI

ONLINE AT:

www.thecampoclaw.com & @thecampoclaw

Editors in Chief

Yasmine Chang (she/her)

Maggie Doolittle (she/her)

News Editor

Isabelle Katz (she/her)

Lifestyle Editor

Molly Stephens (she/her)

Opinion Editor

Dara Kashayar (he/him)

Sports Editor

Erin McDonald (she/her)

Visual Media Editor

Sophia Lohman (she/her)

Layout Editor

Dara Kashayar (he/him)

Buisness Editor

Raena Chan (she/her)

Photography Editor

Ty Sofman (he/him)

Staff

Parker Blau (she/her)

Mak Crosson (she/her)

Zoe De La Cruz (she/her)

Isabella Domingo (she/her)

Oliver Fetzko (he/him)

Elliot Frick (he/him)

Harrison Fuller (he/him)

Anya Houston (she/her)

Owen Ludwig (he/him)

Lucy Maguire (she/her)

Sarah Moses (she/her)

Indira Naylor (she/her)

Lily Qin (she/her)

Olivia Seelig (she/her)

Venus Senanayake (she/her)

Alex Shrauger (he/him)

John Weaver (he/him)

Katie Welch (she/her)

Sebastian Whitfield (he/him)

Hailey Wilson (she/her)

Adviser

Lauren Henson (she/her)

From the Editor

Summer is finally upon us, marking the end of another eventful year at Campo. From our cereal-themed homecoming to the final performances of Newsies, our community has become bonded in ways that we have never seen before in our four years here. We’ve reached the end of our high school journey and are ready to head into the next chapter of our lives. For our final issue and Letter from the Editors, we want to focus forward on our summers that impatiently await us.

MAGGIE DOOLITTLE & YASMINE CHANG EDITORS-IN-CHIEF

Summer is the crown jewel of all seasons in America. Movies and shows like High School Musical 2 or The Summer I Turned Pretty add to this ideal of the American summer: pool parties, backyard barbecues, firework showings, and having a general sense of togetherness — whether it be with friends or family. However, if we look past the smiles and fun times of those starring in the more popular stereotypical depictions of an American summer, there’s a common trend of not representing the whole. America. A country historically described as a “melting pot” should have its favorite season be representative of all people who live there. Our summers that are supposed to be centered on being together somehow make it feel as if we’re farther apart from one another.

There’s always room for improvement and progress, which is why we urge everyone to engage with different cultures this summer, whether that be vacationing to another country, trying new foods, or finding yourself in one of San Francisco’s various markets or museums. For too long, we, as a community, have been divided by our differences, but together we share an identity that transcends all that — we are all Americans. Our country is the pot that mixes us all together as one, where so many of our different cultures mesh together to add diversity to our larger community.

Don’t be afraid to open yourself up to new ideas this summer, embrace the inevitable change that comes with the seasons. Roll with the punches and maybe even discover something new about yourself in the process. Visit a place that you’ve never been, dare to talk to someone new, and live life to the fullest (as cheesy as it is, it’s a good expression). If we all wanted to stay in our comfort zone, then nothing would ever progress and we would never grow as people. Be the driving force this summer, with both hands on the wheel (although to our new underclassmen drivers, please be safe for the sake of all of us on the road).

Wishing you all the best this summer, and farewell,

XOXO Maggie & Yasmine

COVER ART BY KATIE WELCH

If you have a story idea, would like to write a Letter to the Editor, or have other comments/concerns, please submit them to the form at https://thecampoclaw.com/submit-a-letter/. The Claw staff will respond as soon as possible.

Spring Instrumental Mu- sic Concert Showcases Campo’s Musical Talent

On April 27, Campo hosted its Spring Instrumental Concert. Highlighting the award winning Orchestra and Symphonic Band, the music groups performed a wide sweep of repertoire ranging from Orchestra performing selections from the Wizard of Oz to Symphonic Band’s renditions of music from Pirates of the Caribbean: The Curse of the Black Pearl.

Much preparation went into this concert, as each group performed numerous pieces ranging in musical style. “The symphonic band has been rehearsing for our concert since January, when we had our band Festival at CMEA,” said senior Calvin Chen. Further, the composition was altered to be even more difficult. Chen stated that “[Scott] Souza added a few more songs to the set that were pretty challenging” which made the preparation exceedingly more intense.

Both groups have section leaders that help to assist instrument groups in preparing for concerts. “Section Leaders were always working with the players in our section to get the techniques down right.. and we always provided technical help,” said senior Philip Mun

Projoto Bhattachrya and AP Music

Theory and Band member junior Joshua Larson had their own feature compositions performed.

Overall the concert was a successful way to end the year and illustrate the hard work Campolindo instrumental musicians have put into improving themselves throughout the year. Chen said that “I think what really matters…is that the concert isn’t everything. It’s not this one culminating experience where everything matters, it’s the steps you took to get to that point are more than half the journey.

- Indira Naylor and Isabelle Katz

Campolindo Debaters Deliberate Over Results At Nationals

Four members of Campolindo’s debate team qualified for nationals and competed over the weekend of April 1. The members consisted of two teams of two; juniors Abigail Chen and Kylie Wang and seniors Neha Ravikumar and Ava Spalding.

The preparation and work the team did all year was intense, but it paid off since four Campolindo debaters qualified. Chen said that in the days before the competition she felt “super excited because [they had] been working super hard all year to go to Nationals, but also a little bit nervous and scared because [they were] going up against the best teams in the entire nation.”

The competition is structured with “seven preliminary rounds and each round is about one and half hours,” said Chen. The debaters that qualify then move on to elimination rounds. Partners Ravikumar and Spalding got to Octo finals and placed seventh in prelims.

competitions early on. At a certain point the duo ranked “third in the nation,” she said.

Along with the impressive achievement of their qualification for and participation in Nationals, Campo’s debate team also has very promising prospects for the future. Spalding said that she and Ravikumar “have been training who are going to take [her] and [Ravikumar’s] place next year,” and they are “very confident in their ability to continue to run the club.”

- Indira Naylor

Earth Week Emphasizes Importance of Sutainable Initiatives

Every year, a week in April is committed to celebrating the Earth, formally known as Earth Week. From April 16 to April 22, the purpose of Earth Week is to emphasize, inform and reflect the importance of environment and sustainability.

senior Mia Jiang.

For next year, the sustainability board has a lot of innovative ideas to keep Campo more sustainable; they are working hard along with Brent Rubey to bring more sustainable initiatives to campus.

“Rubey and the sustainability board next year have a lot of plans to bring sustainable initiatives onto campus like new bike racks… I know that a club member wants to do a recycling plant that would take soda cans and plastic cans... Hopefully we will bring more Campo sustainability for the future.”

-Isabella Domingo and Isabelle Katz

Academic Decathlon Succesful at State Competition

Campo’s Academic Decathlon team was very successful at both rounds of State that happened in late March. They placed first in the objective competition which consisted of multiple choice questions concerning a variety of topics. They then moved onto the speech and interview portion of the competition where they placed fifth.

Feelings leading up to the concert were a mixture of nerves as well as excited anticipation for the last instrumental concert of the school year. Leading up to the concert was especially bittersweet for the senior instrumentalists, as it is the last Campo concert they will ever perform in.

The concert highlighted a lot of solo performances as well as student compositions. Cello instrumentalist senior Sam Herzig as well as trombone instrumentalist senior Calvin Chen, and Concerto Award winner sophomore Grace Liao all had their own feature performances, and Orchestra member freshman

Partners Chen and Wang “did not do so well” at this competition, but they enjoyed the amount of “domestic policy…and value resolutions,” said Wang. The debaters have not been deterred from the program, however Wang said she “[thinks] it’s very fun” and she’s “going to debate next year.”

Despite some disappointing results, the debaters had an overall good feeling about the results of Nationals and the way they performed over the course of the school year. Spalding said “it was a good way to end debate” because “it was [her] last tournament.” Further, the debater was consistent throughout the season and did very well in

In order to celebrate this week, Leadership’s Earth Committee set several activities for students to participate in including chalk activities, a clothing swap, alternative ride to school days, and garden work day.

On Tuesday and Thursday, the committee focused on different ways to ride to school with carpool and bike to school days- according to the US Environmental Protection Agency car transportation alone emits 4.6 metric tons of CO2 every year. Freshman Nicole Ruffalo who walks to school said, “Greenhouse gas emissions are a big problem and so is climate change. Alternative ways to enter school is one way to... and aid that problem.”

On Wednesday an earth-themed chalk day was set up in the quad for students to draw and create with others.

“A lot of people showed up [for chalk painting] which was really really cool and a lot of the amazing designs that we saw were a bunch of different stuff… some intricate detailed drawings… It was really great to see a lot of Campo people show up,” said senior and sustainability Leadership board member

The team qualified for State after regionals. Only “the Decathletes or the top three people in each division (Honors, scholastic, varsity) did speeches and interviews, since there are so many contestants,” said Communications Coordinator senior Tawoo Kim. Kim stated that “the team usually does pretty strong” and this year was no exception.

Co-Captain senior Sehej Johal said that the team “landed on the top 10th percentile” with an average of “900 out of 1000 from all three divisions.” This performance is impressive, especially since the competition is very competitive and nerve-wracking. “State is really surreal..there are more than 500 students and that’s not including the parents and spectators who are watching,” said Johal.

Despite the nerves the environment creates, Acadeca was still successful. They won a few medals including “silvers in math, interview, and literature” and “all nine of the decathletes” along with “five or six of the Heptathletes or people who did not go to in-person state” qualified for Nationals stated Johal.

The team prospects for the future are promising. Junior Isaac Jai said that “a lot of student members are joining and have a lot of potential for Academic Decathlon.”

- Indira Naylor

ISABELLA DOMINGO/STAFF

ISABELLE KATZ/STAFF

Juniors Dazzled by Night Under the Stars

BY INDIRA NAYLOR

The junior class celebrated at their starry night prom on April 22 at the Sequoyah Country Club. After months of planning, the event finally came together and students reported back that it was a huge success. Parents, teachers, and students were involved in the process of planning Prom.

Junior Zoe Seaman said that much of the event was planned far in advance and student officers “worked alongside [their] advisers to decide on details like food, decorations, activities, and DJs.” However, the planning process was mostly in the hands of the students. They worked out “the reveal, the buses, and the teacher chaperones on [their] own,” said Seaman. Further, those in charge of planning drew inspiration from multiple places to ensure a successful night. For example, Seaman said they “used Pinterest” and “drew some inspiration from old proms.”

Though it took much planning and time, the general consensus of the junior class was that the expenditures were worth it. Students were particularly taken aback by the venue. Junior Audrey Zhou said that she thought the “venue was

gorgeous.” Said venue, a private golf course and country club in Oakland, allowed students to enjoy their Prom both in and outdoors.” Zhou said that she even “got to see the sunset.”

The event had a multitude of activities that students enjoyed, including poker and dancing. Junior Cale Anderson said that “there were a lot of options for things to do” and he thought “the photo

booth was pretty cool.” Further, students had the opportunity to play rounds of poker and gamble to win prizes. Junior Katie Feldman said she thought “the black jack was fun and the dealers were nice.”

The dance was also accompanied by quality music that helped make it more enjoyable. Junior Daisy Penney said that she “really enjoyed it” and the music only “got better as the night progressed.”

Further, many students found the dancing to be the most enjoyable part of the night. Junior James Erikson said that he “definitely put his heart and soul into the dance floor.”

The food also helped add to the experience. Students were given options of either steak, chicken, or pasta and most enjoyed their meal. Junior Michael Tague said that the “chicken was good” and “there were a lot of drinks available,” however he “heard the steak was mediocre.” Further, the waitstaff was quick and accommodating. Feldman said that “the service was impeccable.”

The atmosphere of the event seemed to be overall positive and students reported back that they enjoyed seeing their friends in such a formal setting. Zhou stated that “it was really interesting to see what everyone chose to wear.” Further, Tague said that he thought Prom “was amazing” because it had “such a great environment.”

Overall the night was fun and enjoyable for everyone. “You could tell a lot of effort was put into it and a lot of money was spent,” said Anderson.

Seniors R eady for a Night Under the Spotlight

BY RAENA CHAN

Saturday, May 6. The theme pays homage to old Hollywood glamour, and was organized by the seniors in Leadership.

Senior Ball is tomorrow! After months of preparation by senior leadership students, seniors are excited to experience a dazzling “Night Under the Spotlight,” on

Much effort was put into the preparation of Senior Ball by the students, as it is an important event for the graduating class. “We all collectively worked together to organize ball. We took time out of our already busy schedules to taste food, coordinate rides, and find decorations. We have a decor team, but we still have to choose which ones we think will fit the theme the most,” said senior Blake Webster.

Many students are excited for

the Ball to be held at The Hibernia, a bank located in San Francisco. “The venue location was already decided by our class advisors 2 years ago. “We’re actually very lucky to get this venue because it’s usually very hard to book,” said Webster. The venue will be decorated in roaring 20’s old Hollywood style. Initially leadership members wanted a 007 theme, but settled for “A Night Under the Spotlight.”

Leadership was initially worried about providing enough food options for students with dietary restrictions, but they were able to solve this issue through a buffet style dinner. “Everyone has their table and their table assignments. So we are planning on calling tables one by one to be called out to the buffet. I think it’s going to be more efficient than being served and students will be able to choose what they want to eat,” said senior Anneliese McKenzie.

Senior ball is a rewarding expe-

rience for students to have fun and celebrate. Teacher chaperone Dino Petrocco says he thinks it’ll be, “a fun night for students to dress up, dance, and…a perfect night for students to just have a good time.”

Seniors are incredibly excited and very much looking forward to Ball. They have expressed their intrigue in the event especially because of the San Francisco venue as well as the theme. “I am incredibly excited for Ball. It is definitely a pretty big step up from last year, since last year’s Prom was just outside at Saint Mary’s. I also think it is kind of mysterious that it is in an old bank that has been renovated, so the venue will probably be very aesthetic and pretty,” said senior Aditya Murthy.

Leadership urges students to read the Senior Ball FAQ on the Campolindo Class of 2023 Instagram page (@campolindoclassof23) or to reach out if they have any questions.

SEBATSTIAN WHITFIELD/STAFF

CAMPOBALLPROPOSALS/INSTAGRAM

Senior Assassins Game Poses Threat To Community

that seniority over me and I don’t want to disappoint them, but it’s [just] a game that I have to follow the rules for.”

Although this year’s game hasn’t been shut down, in past years the game had to be stopped due to student behavior. Dougherty urges students to be more careful with their actions, noting that organizers have already gotten numerous complaints regarding blocking, honking in neighborhoods, and the disturbance of neighbors. “There have been some close calls. There was one [car] accident that did happen because of the game,” she said.

Amidst all this, the players who managed to make it to the third and final round have expressed feeling “burnt out.” According to finalist senior Brianna Rose, “It’s been 5:30 [a.m.] wake-up calls and out until 7:00 [p.m.] everyday… It’s really competitive. This round everyone’s on edge.”

BY YASMINE CHANG

The yearly, unofficial Campoled tradition of Senior Assassins started on April 10, lasting until the night of April 28. In the game, groups of four aim to hit their assigned targets with water guns while protecting their own teammates in order to advance to the next round — all for a Grand Prize of 1828 dollars. Despite the festivities, an increasing number of rules have been tacked on each round in order to stop students from participating in reckless behavior.

Numerous businesses have expressed their disdain of the game, to the point of banning activities on their properties. Senior Derek Lee recalled a time where before practice at Oakland Strokes, a group of ‘assassins’ were found by his coach. “She just yelled at them for quite a long time, about how it’s not safe to hold water guns in Oakland… Last year they said if we played assassins at the boat house we would be banned for a week… It’s also on the list of banned locations for Campo’s [game],” Lee said.

These banned locations include CAPA, Oakwood Athletics, 24-Hour Fitness, Oakland Strokes, and the Soda Center — most places whose management have expressed frus-

tration with the game.

Besides disturbing practices, many other instances have taken place where the organizers had to intervene and clarify rules. These include situations involving the blocking of public roads, boxing unprotected individuals in with vehicles, threatening to call the police, and verbally harassing players and organizers.

SOPHIA LOHMAN/STAFF

“It’s even come to the point where people are harassing the organizers over the rules,” added the anonymous senior. “People get way too into it.”

According to game organizer junior Molly Dougherty, the harassment “hasn’t been as bad at school but on social media, the DMs have just been filling up with complaints of like ‘this rule should be made’

Rose noted how due to the competitiveness, the bracket was immediately figured out. With that, she commented on the aggressive nature of many teams: “Let’s just say people will do a lot to get someone out or stay alive.”

As of April 29, team Charlie’s Angels consisting of seniors Charlie Hansen, Samantha Davis, Hailey Hiett, and Natalie Lau, have officially won this year’s assassins game and the Grand Prize of $1828 dollars.

Among this, an anonymous senior commented on how distracted driving has occurred for players involved in chases. “My team ended up trying to lose our assassins on the freeway… I’ll definitely say some reckless driving occurred and some laws were broken. People can get very serious with this game, it’s a bit unhealthy,” they said.

and ‘that rule shouldn’t be a thing.’ It’s been mostly the people who are trying to dispute the kills, and then they are pulling up information that hasn’t been said or wasn’t a rule, and so they’re trying to prove themselves right.”

Dougherty said she feels it’s “hard being a junior running a senior game… because they have

To win, Davis’ group needed to master multiple tactics in order to progress. “I woke up really early and I always had people go out and check under my car, check all around, and we’d be in communication with other teams… [Communication was] probably the biggest thing,” she said. According to Davis, it was stressful. “It was…intense because everyone was so good,” she said. “It’s scary to play against such dedicated people.”

While Dougherty still plans on participating in the game as a senior, she urges other current juniors to be more mindful this time next year — both for the wellbeing of the organizers and the community.

“My team ended up trying to lose our assassins on the freeway… I’ll definitely say some reckless driving occurred and some laws were broken.. People can get very serious with this game, it’s a bit unhealthy.”

Anticipated PE Swim Unit Returns Post-Covid

BY OLIVIA SEELING AND ISABELLA DOMINGO

After a three-year pause, the class of 2026 is set to be the first class to resume the Physical Education (PE) 9 swimming unit after most COVID-19 restrictions have been lifted. While it was planned to happen the week of April 17, the unit has been temporarily delayed due to a broken heater in the pool students would be using. Despite the delay, the new start date is currently May 1. There have been rumors that the pool heater will not arrive until late May, when the school year is already over, so there is a small chance that this year’s freshman might not participate in this unit after all.

Throughout the swim unit, Campo freshmen will learn how to tread water, swim laps in freestyle and backstroke, and learn about the signs of distress and drowsiness while in the water. The unit is meant to include all levels of swimmers. Beginners will be paired with advanced swimmers and flotation devices will be provided.

The swim unit will happen

throughout the day as different periods take P.E., meaning that P.E. students will be changing in and

unit but in general I don’t think it should be too bad.”

Freshman Luca Potts added, “I

Freshman Sophie Tang said, “At the beginning I was super excited, but the more it has been delayed, I’ve realized that I don’t want to swim again, especially since I have swim practice after school…I don’t want to swim twice a day.”

Freshman Lucy Kao, another Campo swimmer, also agrees to cancel the unit: “I think the P.E. teachers are a little unaware of the situation of the pool right now, as the pool heater has been broken for a couple months…I don’t know why this is a recent revelation for them, but I think we should move on to our next unit.”

out of their swimsuits throughout the day.

Freshman Kai Iwasaki said, “I understand why they would do it for safety reasons, but it could definitely be changed and improved…

I’m not super excited for it and I would prefer not having a swim

think it seems fun, and since it’s hot out it’ll be good, but I think that we should do more fun things than just sit in the pool and have to do laps.”

While certain students like Iwasaki might enjoy taking a swim during the school day, some Campo freshmen have voiced against it.

P.E. 9 teacher Coach Allison Adams has said that she was not informed about the broken pool heater until the week before the unit had started, and is not aware of when the heater is planning on arriving at school.

While students await the start of their swim unit they have been participating in other activities, such as street hockey, basketball and ping pong in the big gym.

Blood Drive Encourages Students to Donate

medicine by advancing science and technology, and enhance lives by connecting donors to patients every day.”

Leadership student sophomore Avery Jules said, “It was a lot of planning from our Philanthropy Board. They have been really hands on with everything and getting it all organized, working with the Stanford Blood Center to make it all possible.”

BY HAILEY WILSON

Campo encouraged students and staff to donate blood and help a good cause in the annual blood drive on April 14. Students were required to be at least 16 years old and had the opportunity to donate blood throughout the day. Many students participated in the event. This year Campo worked with a new vendor, the Stanford Blood Center, which is associated with

Stanford University Hospital. The Stanford Blood Center was first created in 1978, and has grown rapidly ever since. The center differentiates from many other organizations, being the first blood center organization in America to screen donors for a type of virus believed to cause Adult Leukemia, T-Lymphotropic Virus Type. Stanford Blood Center’s Mission is to “lead the fields of transfusion and transplantation

The Leadership class worked with the school nurse Karen Thornberg, as well as medical professionals from the organization and various others to make the blood drive possible. The checking-in process for blood donors took around an hour, but drawing blood only took ten minutes. Leadership sent out the sign-ups and reminders, while the medical professionals handled the questionnaires and most of the actual blood drive.

Freshman Rhett Hollyfield on the Philanthropy Board said, “About two months ago, we first got in contact with the Stanford Blood Center and a few weeks later, they sent a representative to talk to us about what was going to happen. The month after that was just us recruiting people to donate their blood, meet the requirements,

making sure they filled out a time slot, got spreadsheets organized, and made sure the blood center was on board.”

The blood from the drive can help people, ranging from burn victims, those awaiting surgery, and to those who are battling cancer.

Leadership adviser Lindsay Webb-Peploe said, “The blood goes to all of the hospitals that Stanford University is in contract with, and one donation of blood actually saves four separate lives. There is a very high need for people to donate blood because people have become much more scared, or conscious because of the COVID-19 pandemic, so less people are signing up to donate blood which means both life-saving surgeries as well as elective surgeries are not able to be done.”

Many students came together to donate blood. When asked why she donated junior Ruby Cutler said, “I knew it was a really good thing to do, and my mom donates her blood a lot and said it wasn’t that painful. I was a little nervous because I had never donated blood before, but it was really easy and didn’t take long. I think they were pretty efficient with it and I would definitely donate my blood again.”

ELLIOT FRICK /STAFF

SOPHIA LOHMAN/STAFF

Cheer Camp Strengthens Community Bonds

BY HAILEY WILSON

The Competitive and Sideline Cheer teams hosted a youth cheer camp with almost 70 attendees from March 20 to 23. The ages ranged from kindergarten to 8th grade. The upcoming cheerleaders learned a new routine that included a dance and stunts.

The cheer teams created the material for the camp, teaching the various age groups the ins and outs of cheerleading. In the fall, the camp is centered around football, while the camp in the spring follows a similar format to competitive cheer.

When asked what makes the camp possible, Competitive Cheer Head Captain senior Emma Helber said, “It is the cheer team itself and the dedication they have to making an impact on the future of the cheer program.” One of the main purposes and hopes of the camp is to inspire the younger generation to want to join the cheer team when they get to high school.

Instead of performing at a football game or scrimmage, each age group performed in a showcase for their friends and family. The showcase consists of not only the performances, but also interactive activities and fundraising opportunities. There was a parent jump-off, a t-shirt toss, and various other cheer-themed games.

Helber added, “My favorite part of kids camp is watching how much fun the kids have, watching how excited they are about cheer, and how much they look up to the older cheerleaders.”

The kids camp is an ongoing tradition for

the cheer teams, and is something many of the cheerleaders look forward to. The funds from the camp contribute to the following season, aiding to the costs of team equipment like mats and uniforms. Both cheer teams hope to raise enough money to improve many aspects of their teams.

Freshman Isabelle Porcella said, “My favorite part of kids camp is watching my 1st graders run off the mat with the biggest smiles on their faces. They improved so much from the first day I worked with them and I was so insanely impressed with how sweet and talented every kid was. It truly blew my mind to see all the amazing work from every category. Seeing how excited the kids were to show their parents all their hard work felt so rewarding.”

On Thursday evening after the last practice of the camp, the families and friends of the attendees gathered in the gym to watch the showcase. The bleachers were filled with supporters, all cheering on their athletes. The event incorporated the parents in games, showcased both Sideline and Competitive cheer skills, and revealed what the kids had been learning throughout the week.

Freshman McKenzie Khan

added, “My favorite part of kids camp was watching how proud the kids were after they nailed their routine. They were so happy and their excitement was infectious.”

The camp was organized by coaches, captains, and cheerleaders from both teams. Many parents supported the camp as well, helping to set up activities such as bow-decorating. By the end of the week, the camp-attendees had learned cheers, a dance, tumbling, stunting, and how to be a cheerleader. Many of the eighth graders from the camp attended tryouts for next season in the following weeks.

Cougs Dominate Broncos For Much Needed Win

getting two outs on five pitches, but soon ran into some command issues. He hit each of the next two batters, allowing Northgate to get an early scoring opportunity. After a quick mound visit, Schlicht took control again, striking out the next batter on five pitches.

BY JOHN WEAVER

Campolindo Boys Baseball beat Northgate with a score of 9-2, improving their DAL league record to 3-2 and overall record to 10-7.

Going into this game the Cougars had been struggling, losing two league games to a strong Clayton Valley team in the previous weeks. Oppositely, Northgate was coming off of a huge rival win against Las Lomas.

Stanford commit and pitcher freshman Graham Schlicht took the mound for Campolindo. He started off strong, forcing weak contact and

The Cougs started off hot, with leftfield freshman Blake Robison drawing a walk on a full count, stealing second. Then, center fielder senior Nick Rogers hit a grounder into right field, sending Robison home from first. Clemson commit and catcher senior Hideki Prather did not waste any time to contribute, lining a first-pitch fastball into left, setting up first and second. After a fly out from senior Greg Palamountain, sophomore Miles Clayton blasted a hanging curveball all the way to the wall, knocking in Prather and Rogers and giving the Cougars a 3-0 lead. This early success came from working deep counts and taking advantage of mistake pitches.

“It was super important because not only

does that get runs on the board, but that gets the pitch count up of the other team starter and gets him out of the game and good things happen when you get deep into teams, pitching rotations,” said junior Andy Moon.

Over the next few innings, Schlicht got into a groove, commanding the strike zone with all three pitches and forcing weak contact. On top of this success on the pitching mound, Campolindo’s defense remained solid, not committing an error until the top of the fifth.

Campolindo’s offensive momentum slowed, however, only scoring one run over the next two innings: both from Palamountain doubling it down the line, scoring Rogers and giving the Cougs a 5-0 lead.

The Cougs were not yet satisfied and kept their foot on the gas, keeping the pressure on Northgate with senior Dylan Rusconi walking and then, with two outs, Prather doubled him in. Northgate dug themselves even deeper into the hole, committing another error on a Clayton grounder, scoring Prather, and extending the Cougar lead to 7.

After running into some trouble in the fifth inning, Schlicht retired the next 2 batters with ease, finishing his solid outing.

After Schlicht’s solid performance, senior Adrian Blumberg came in to shut the door, only allowing one hit over the next two innings, closing out the game for a much needed Campolindo win.

ISABELLA DOMINGO/STAFF

Athletes Commit on Spring NLI Signing Day

BY ERIN MCDONALD

17 student athletes were celebrated for NCAA’s National Spring Signing Day in the quad during lunch on April 28. These students all signed a binding National Letter of Intent for a collegiate sport with a school that is a member of the National Collegiate Athletic Association in the United States, a tradition that Campo treasures every year to honor its prestigious athletics.

Despite the sweltering heat, the quad was packed with students, friends, and family who showed out to support these athletes. Surrounded by loved ones, these students made their commitments official to the impressive schools of their choosing.

The event was hosted by Athletic Director Ray Meadows and Director of Student Affairs, senior Bella Montero. Meadows started the event off by congratulating the athletes with a short speech and then handed the announce-

ments over to Montero. She then went on to introduce each athlete, noting their individual accomplishments and the college that they were committing to.

Each athlete then had time to give a speech of gratitude, thanking everyone that helped them earn this level of achievement. “Hearing everyone’s speeches and their [gratitude] was really cool because everyone had been working so hard for this moment.

It was nice to be together because it felt like we were all a part of a community,” said senior Meagan Kennedy, who is committed to UC Santa Barbara for track and field.

Signing day is an important opportunity for athletes to gain recognition for the accomplishments they have made throughout their high school athletic careers. Coaches, students, and teammates all showed out to support their friends and fellow athletes. Senior Thomas Colpo, who committed to the University of Pacific for water polo, said, “Seeing all the people who I have known my whole life going to all these different places and just seeing everyone becoming so successful made me very happy.”

This day is also a way to excite these departing senior athletes about their future in their sport, allowing them to finally make their commitment official. “It was a really nice way to end the year and season, and to just recognize everything that we have been working so hard for. Overall it was just super fun and fulfilling,” said Kennedy.

This signing day has been a tradition in place at Campo for years, highlighting the rigor of its athletic program. “Campo is known for having a strong athletic organization, so being a part of it, and seeing everyone else be a part of it, was really cool,” said Colpo.

The senior athletes that were honored in this ceremony included: Reid Thorson (Fordham University), Thomas Colpo (University of Pacific), Logan Robeson (University of Hawaii), Josh Myers (Xavier University), Mari Testa (UC Berkeley), Meagan Kennedy (UC Santa Barbara), Blake Webster (Chico State), Connor McGhee (Saint Mary’s College), Caroline McCool (Brown University), Robbie Mascheroni (UC Davis), Dashiell Weaver (San Jose State), Charlie Murrin (Lewis and Clark), Olivia Wiseman (Rhodes College), Justin Rodriguez (Carleton College), Audrey Le-Nguyen (Drexel University), Nate Levy (Pomona College), and Prestmann Agraz (Syracuse University).

TY SOFMAN/STAFF

“It was a really nice way...to just recognize everything that we have been working so hard for.”

TY

SOFMAN/STAFF

Commitment Season:

BY HARRISON FULLER AND ERIN MCDONALD

As her final season with Campo lacrosse comes to an end, midfielder senior Catie McCauley has announced that she will be bringing her talents to the collegiate level next year. McCauley has committed to the University of California, Davis, where she will be playing lacrosse for their D1 program.

With his final season with Campo waterpolo behind him, utility senior Grant Roesch has announced that he will be bringing his skill to the collegiate level next year. Roesch has committed to Santa Clara University, where he will be playing waterpolo for their D1 program.

With his final season with Campo baseball coming to an end, catcher senior Hideki Prather has announced that he will be bringing his skill to the collegiate level next year. Prather has committed to Clemson University, where he will be playing baseball for their D1 program.

With her final season with Campo track and field behind her, senior Mari Testa has announced that she will be bringing her talents to the collegiate level next year. Testa has committed to University of California, Berkeley, where she will be running track and field for their D1 program.

Season: Wrap-Up & Recap

With his final season with Campo lacrosse coming to an end, senior Harrison Leenhouts has announced that he will be bringing his skill to the collegiate level next year. Leenhouts has committed to Colby College, where he will be playing lacrosse for their D3 program.

With her final season with Campo waterpolo behind her, senior Kaia Levenfeld has announced that she will be bringing her talents to the collegiate level next year. Levenfeld has committed to the University of Michigan, where she will be playing waterpolo for their D1 program.

With his last season of Campo football behind him, wide receiver and free safety senior Robbie Mascheroni has officially announced his commitment to continue his academic and athletic career at University of California, Davis, which has a top- rated D1 football program.

With his final season with Campo football behind him, running back senior Brendan Comerford has officially announced his commitment to play football at Kenyon College, a Division III school in Gambier, Ohio.

MAXPREPS/ORG

NCSA/ORG NCSA/ORG

HARRISON FULLER/STAFF

Aesthetic Matcha Spots In the East Bay

BY RAENA CHAN

Matcha lattes are a popular beverage made from finely ground green tea powder and steamed milk. Originating in Japan, matcha has become increasingly popular at Campo and around the world due to its unique flavor and reported health benefits. With their beautiful green color and rich taste, matcha lattes have become a popular alternative to traditional coffee drinks. In The Claw’s opinion, here are some of the cafes in the Lamorinda and Berkeley area to visit that offer matcha lattes, listed in no particular order.

Caffè Strada

Tea House was well worth the higher price point. The quality of the matcha and the creaminess of the milk were exceptional, and I would definitely order it again on my next visit.

Bondadoso Coffee and Tea Collective

2195 N Broadway St, Walnut Creek, CA 94596

Bondadoso Coffee and Tea Collective is a small and cozy cafe that provides a welcoming atmosphere for visitors. Despite its small size, the cafe is well-designed and offers comfortable seating options for those looking to relax with a

art was still spectacular and looked stunning.

One Plus

2161 Allston Way, Suite C, Berkeley, CA 94704

One Plus is a popular boba shop located on the West end of the UC Berkeley campus. The atmosphere is quiet and peaceful, making it the perfect spot to study, catch up with friends, or simply relax after a long day.

2300

College Ave, Berkeley, CA 94704

Caffè Strada, situated on the picturesque UC Berkeley campus, is a charming and intimate café that exudes a warm and inviting atmosphere. Upon arrival, I couldn’t help but appreciate the café’s outdoor seating area, which is surrounded by lush green plants that imbue the space with a natural ambiance. The patio, in particular, is a great spot to unwind on a sunny spring afternoon, with an ambiance that’s perfect for studying or simply relaxing.

During my visit to Strada, I decided to order an iced matcha latte, a personal favorite. I was impressed by the speed with which the barista made my drink, but unfortunately, the taste didn’t quite live up to my expectations. The latte tasted watery, with a flavor that was notably weaker than what I had hoped for. The matcha’s powerful taste felt diluted, while the milk seemed unusually thin.

Asha Tea House

2086 University Ave, Berkeley, CA 94704

Asha Tea House is a charming and trendy café that has become a popular destination for tea lovers and coffee enthusiasts alike. Located in a vibrant and lively downtown Berkeley neighborhood, this tea house offers a warm atmosphere that invites visitors to come in and enjoy the vibes.

As a tea enthusiast, I was excited to try the original matcha latte at Asha Tea House. While the price of the latte was on the high end, I was eager to see if it would live up to the hype. When my latte arrived, I was immediately struck by the vibrant green color of the matcha powder on top of the frothy milk. The latte looked and smelled amazing. The tea flavor was bold and robust, yet still smooth. The creamy milk balanced out the bitterness of the matcha, creating a perfect ratio of tea and latte.

I felt that the Original Matcha Latte at Asha

hot cup of coffee or tea.

I ordered their matcha latte, excited to try their highly rated drink and see the latte art for myself. However, upon trying the matcha latte, I was disappointed to find the drink tasted watery and plain. The latte art was visually impressive, but it seemed that the café may have prioritized the appearance of the drink over its taste and quality.

It’s unfortunate that the matcha latte at Bondadoso Coffee and Tea Collective did not meet my expectations in terms of flavor and taste. However, it’s worth noting that the café’s latte

When I visited One Plus, I decided to order matcha milk tea. The drink looked stunning. However, upon my first sip, I was slightly disappointed to discover that the drink had a strong herbal flavor that was not solely matcha. While the drink did have a noticeable matcha flavor, it was mixed with other herbal teas like jasmine, which I personally am not a fan of. The flavor was not as smooth and balanced as I had hoped for, and the mixture of different teas created a slightly bitter aftertaste. Despite the herbal taste, I must say that the drink was still enjoyable, especially for those who appreciate a more complex tea flavor profile.

Peet’s Coffee

3518 Mount Diablo Blvd #E, Lafayette, CA 94549

Peet’s Coffee is a wellknown coffee chain that has been serving high-quality coffee and tea for over 50 years. The store was clean and well-organized, and had a welcoming atmosphere.

At Peet’s, I ordered their iced matcha latte. I wasn’t sure what to expect from a chain that specializes in coffee, but the matcha latte was surprisingly good. The matcha flavor was rich and earthy, with just the right amount of sweetness to balance it out. The latte also had a beautiful green color that looked great in the cup.

I would definitely recommend giving Peet’s Coffee a try, especially if you are looking for a great tasting matcha latte at an affordable price. Their quality and atmosphere make them a standout choice among coffee and tea chains.

Living in the Bay Area, there are many different cafes to choose from. After reviewing 5 cafés in the Lamorinda and Berkeley area that offer matcha lattes, and while the quality varied, each had its own special charm. Asha Tea House’s original matcha latte stood out for its vibrant color and impeccable quality, while Peet’s Coffee surprised me with their rich and earthy flavor. Whether you are a matcha enthusiast or just curious to try something new, there is a matcha latte out there for everyone in the Bay Area to enjoy.

RAENA CHAN/STAFF

10,000 Lunches: How Students Give Back

BY OWEN LUDWIG

10,000 Lunches is an ongoing community service project where volunteers make sandwiches and then deliver them to homeless shelters in Oakland. The club meets every other Friday in F6.

The club was originally started by Joaquin Moraga Intermediate School (JMIS) teacher Brett Lorie. Students meet every Friday in the food room to make lunches. On weekends, Lorie and other kids drive to Oakland and deliver them to people in need.

This club that originated at JMIS has inspired students to continue its legacy at Campolindo.

One of these students is club president and founder, junior Cale Anderson. When asked about what inspired him to start the club he said, “10,000 lunches was created by Mr. Lorie at [JMIS] and him along with my mother helped facilitate the club there and deliver the lunches so I was pretty involved throughout my middle school career along with some other students.” He added, “A lot of us thought that it would be a good idea to bring that over to Campo.”

The COVID-19 outbreak forced the club members to halt the extension of the club at

Campo in order to keep everyone safe. It was postponed until a later date.

Anderson said, “When [the] COVID[-19] procedure ended, we were really looking forward to starting up this club. We find it really fun not only to create lunches, [but also because] it is a good cause helping out those who are less fortunate.”

Co-founder of the club junior Cole Hickey said that he attends the meetings because “[he] think[s] about all those people in San Francisco and Oakland who don’t have food.” He added, “I think we’re fortunate here to have free lunches, and it’s really important to get them food too. It makes me feel really good knowing that we’re doing the best we can to help everyone, especially with the amount of people and support we have.”

Students expressed the fact that community service is a great way to feel good about yourself and help out other people which motivates a lot of students to attend the meetings to help make the lunches.

Sophomore Jack Braun explained, “Making lunches makes me feel good about helping the

community…everyone loves sandwiches and why not help some people out who are hungry.”

Anderson said that at a typical meeting, “everybody is involved in putting the sandwiches together… get[ting] them bagged, and then bring[ing] them back down to the car. Then they are given to Mr. Lorie...who drive[s] them out to Berkeley and drop them off at various homeless communities.”

Anderson explained that in order to get involved with the club, students can pop into meetings that occur every other Friday. “If you really want to get involved, we have a communications channel run by our secretary [Hickey] which you can use to just get in contact with [him],” he added.

Hickey encourages other students to try out the club because, “It gives you all the community service hours for a Community Service Award… In addition, you should just do it to help the community.”

10,000 Lunches continues to meet every other Friday in F6. They encourage more Campo students to try it out if they are interested in community service that is both fun and fulfilling.

The Clawdcast: Campo’s First Student Podcast

Hosted by editors Erin McDonald and Molly Stephens, ‘The Clawdcast’ is Campolindo’s first student-run podcast. On the air, our hosts feature interviews with students, administrators, and other members from across the community. Each episode focuses on different topics, ranging from current events to pop culture to school activities.

‘The Clawdcast’ gives listeners a glimpse into life on campus, and is a great way for students to stay connected. From the admissions process to college sports, listeners are sure to be informed about what’s happening here at Campo and beyond.

The hosts bring their unique perspectives and personalities to every episode, where their fun discussions make for an engaging listening experience. Whether you’re a student, a teacher, or just someone interested in hearing from young voices, ‘The Clawdcast’ is definitely worth a listen. Listen to the complete archives only on Spotify. Also, you can check out thecampoclaw.com and @thecampoclaw on Instagram for more!

Student and Faculty Perspectives: Chat GPT

BY SARAH MOSES

ChatGPT is a recently developed artificial intelligence program that simulates human writing, developed by OpenAI. Students using it can input a variety of prompts, such as “600-word essay on love in Romeo and Juliet,” and ChatGPT will scan the internet for websites that relate to the prompt to create an answer. For students, it has become a way to easily finish writing assignments. However, not many have considered its effect on teachers and professors.

First of all, counter-measures to artificial intelligence (AI) usage aren’t always the most reliable. Teachers use websites that scan for ChatGPT in essays. However, Professor Johannes van Gorp from Santa Rosa Junior College stated that “If you’re scanning for AI, the best [these websites] can do is give you a probability, and so you can’t even be sure that the answer that was flagged was actually AI generated.”

The websites give probabilities in percentages. Even in essays that are flagged as 80-90% likely to be made by ChatGPT, there is still that 10-20% chance that the essay was made by a student. Those small percentages are something students are able to grasp at in the event they do get caught, because it’s only a probability, and there’s no concrete way to “prove” that an essay was made by AI.

Despite these probabilities, teachers are still mostly able to tell when an essay was AI generated. This is due to the fact that, as Jake Donohoe argues, “the great flaw in ChatGPT is that it doesn’t sound like you guys. It has a ridiculous over-thetop SAT vocabulary, and it doesn’t write the way we teach you to write…it’s pretty easy to see.” Significant differences in the structure and vocabulary of two different essays made by the same student is a large indicator that that student has been using ChatGPT.

Second, teachers are having to revise their curriculums in order to lessen the chances that a student would be able to use ChatGPT on assignments. For example, Donohoe has gotten rid of online quizzes as a whole, instead opting to have students hand write their essays. It is very tempting to cheat with ChatGPT when using a computer for essay tests, so putting students in a technology-free environment where they won’t feel inclined to cheat has become a critical point for adjustment.

Additionally, teachers are opting to give prompts and books that give students a different perspective and are unique. Offering material one wouldn’t normally expect to find in an English class lessens the chance that a student

would find any online works to cheat off of. This pushes a student to think critically and try to give a perceptive analysis rather than cheat. “If everybody’s asking kids to write an essay on The Great Gatsby, it’s easy to find one online, but if I’ve asked you to look at it in a different way, [ChatGPT is ] less likely to be able to help,” said Donohoe.

Cheating prevention has allowed teachers to revise what they are teaching and offer students new prompts and insight. This can be considered a good thing as it allows teachers to align their curriculum with more current issues, but teachers who are less innovative at combating cheating by offering different insights or teaching techniques may struggle with cheating in the near future as students are becoming more aware of ChatGPT’s abilities.

Although high school teachers have found

saying you cannot use ChatGPT for answers.” With all these warnings in place, one would think students would get the message and not use ChatGPT on their assignments. Still, according to Van Gorp, “a lot of students still do.”

“The first time I caught it was on my final exams. There were six students who used it,” said Van Gorp. Out of those six students, three of them failed the class. Their failure was mainly because they had already scored bad on previous assignments. “The students that are using those programs right now are also the least likely to have done the reading” he claims. When he asked to have meetings with those students, they refused to meet. Two of the students who were caught dropped the class right away.

Despite all of ChatGPT’s hindrances to education, there are some ways teachers can utilize it to their advantage. Many curious teachers have been exploring the chatbot, trying to discover its capabilities. One example of this would be finding how well it answers questions that teachers would normally ask students, giving it different questions until it reaches what would classify as an A or B+ response.

ways around their student’s cheating habits, cheating via the internet becomes more prevalent and increasingly less manageable in online college courses, which are becoming progressively more popular.

To combat this, Van Gorp has taken many precautions: “The [education] institutions themselves are still very much behind the curve when it comes to [identifying] academic dishonesty,” he claimed. School boards have yet to find ways to counter the use of ChatGPT in classrooms. Therefore, Van Gorp has taken it upon himself to write a policy statement in his syllabus for his classes regarding academic dishonesty, especially concerning ChatGPT. This is to ensure a student doesn’t try to claim they weren’t aware usage of ChatGPT wasn’t allowed for assignments.

Van Gorp has also verbally informed his students that the usage of ChatGPT and other AI is prohibited, and that he scans for ChatGPT usage in his assignments. Additionally, Van Gorp discloses that “each assignment has a statement

Another way teachers could use ChatGPT is to “ask it to come up with an essay and then critique it,” said Intro to Psych teacher Ryan Boyd. If given as an assignment, this could help students practice their revision skills, allowing for better peer reviewing and critiquing of their own essays. Boyd also said that he “found it was really good at creating discussion prompts for different topics.” Teachers have found ways that ChatGPT can help them teach, utilizing it in the exact opposite way students do.

However, not all students use ChatGPT for deceitful purposes. Sophomore Matthew Sugiyama has identified the ways ChatGPT has helped him with his essays: “it’s [good] for developing ideas in order to make an argument with other resources.” Instead of having it write his essay for him, he uses it as inspiration and a way to kickstart his research.

There is no doubt that AI chatbots pose a threat to student’s learning. As Sugiyama expressed, “ChatGPT can be used to…cut edges, which in the real world, you can’t do.” However, there are certainly ways both teachers and students can work around ChatGPT usage in classrooms, and even find ways to use it to aid learning. ChatGPT can be both harmful and beneficial to learning, it just depends on how you use it.

VENUS SENANAYAKE/STAFF

Frank Ocean Sparks Controversy at Coachella

BY DARA KASHAYAR

Artist Frank Ocean caused much controversy with his Weekend 1 Coachella performance on April 16. The performance was the elusive artist’s comeback after years of staying outside the limelight, and according to many critics, he fell flat.

According to inside sources, just hours before his show, Ocean made sharp changes. First, he decided he would not perform with a planned Youtube livestream. He had to make drastic adjustments to the performance set, seeing as his original ice rink platform had melted.

These last minute modifications caused his set, which was due to start at 10 p.m., to start around 30 minutes late. In multiple videos of the show, Ocean isn’t even seen singing as a pre-recorded track plays in the background. For much of his performance, he stayed behind the

stage, and was only seen via projector.

The following Tuesday, Ocean canceled his Weekend 2 performance because of an ankle injury. This debacle left many fans feeling betrayed. Ocean has not released an album since 2016 and new music since 2019. Many attendees also spent thousands of dollars between airfare, tickets, and hotels with the expectation that Ocean would sing.

Fans at Campo had mixed opinions about his show. They both sympathized with Ocean and his detractors.

“It’s a little annoying for all the people that bought tickets for Weekend 2 that he decided to cancel. I feel like that’s really disappointing. I know a lot of people are upset about that,” said senior Miles Shellen. “I do think that people

were a little over rude about his set,” Shellen continued.

Many fans continue to support Ocean and justify his lackluster performance by making light of his ankle injury and his brother’s death in a car crash that happened late 2020.

“I feel for Frank, especially because of what he’s going through with his brother,” said senior Kian Kashayar.

Despite the controversy, there is no doubt that the public will continue to listen to his music. “I will always listen to Frank Ocean’s music, no matter what. I don’t know what people expected out of him. They should be lucky that he even showed up, especially since he’s grieving the loss of his brother. So I think people should give him a chance,” said senior Charlie Hansen

What Your Brunch Order Says About You

BY YASMINE CHANG

The mad dash for brunch every morning is chaos. Students can be seen rushing from their second period classes in an effort to grab a snack that will last them until lunch. Unbeknownst to them, their brunch choices can say a lot about who they are inside. Here are The Claw’s impressions of you based on your brunch order.

Breakfast burritos: You love food. Your favorite grocery store is probably Trader Joe’s, and every time you grab the Chili & Lime Flavored Rolled Corn Tortilla Chips (Takis, but healthy) as a snack. I like you! You’re me.

Muffins: You probably can’t handle spicy foods and you most certainly prefer the chocolate muffin. In college you want to study business, and you’re in at least two clubs. You’re a mediator in your friend group and you love going to Campo sporting games.

Parfaits: You’re a gym rat. You probably go to bed early and are obsessed with eating the most protein. You probably watch TikToks in class when there’s free time, and spend your Saturdays working out with friends.

Zombies: You wear pajama pants to school and always go off campus for lunch — either Starbucks, Nations, Subway, or Chipotle. You probably cut your bangs at home, and you tend to be pretty impulsive. You took/are taking AP Art History, and your favorite season is summer.

Lemon loaf: You wish you were at Starbucks right now, and you love all yellow foods. Bananas, boxed mac & cheese, tortilla chips, and Goldfish are your go-to snacks. You probably take AP Psychology and you’re definitely the mom friend. I want to be your friend!

Cereal: You’re most likely in Leadership

probably taking statistics. You seem pretty cool, and you tend to be laid-back. You’re most likely an extrovert, and every Friday night you can be seen in the In-N-Out drive-through.

Benefit Bars: You don’t actually want this, you just don’t want to wait in the lines. You’re pretty easy to please, and there is a 99% chance you do a Campo sport. Go Cougars!

Fruit: You try to be healthy, and you probably shop at Whole Foods. You’re in AP Art and like Extra Speamint Gum more than anything. Also anything mint flavored. You love indie-pop and make Spotify playlists in your free time.

Bagel: You’re indecisive, you do a distance sport, and you probably have an “old soul.” You probably head to Jamba Juice every week, and your car is decorated with a myriad of car magnets and stickers.

(hint: this year’s Homecoming theme), and for some reason you don’t drink milk. You only drink coffee and every morning you show up to school in the carpool line with your friends. You prefer the humanities courses offered at Campo, and you participate in all dress-up days.

Pizza Bread: They were out of burritos. Or, if this is actually your brunch of choice, you’re

If you don’t get school brunch, you’re either extremely lazy and don’t care, or you bring your own.You proably have a 4.0 unweighted GPA while simultaneously taking a schedule of all AP classes.

Whether you found your brunch prediction accurate to yourself or not, next time you reach for a bagel, parfait, or zombie, pause and think for a moment. You’ll realize your brunch order does reveal more about you than you may have originally thought.

SOPHIA LOHMAN/STAFF

Campolindo: Looking Back at the Past

BY MAGGIE DOOLITTLE

We’re always focusing on the future at Campolindo. How can we improve Campo for the better? How can we make it more oriented towards diversity, equity and inclusion? These are questions frequently asked by students, staff, and administrators. With this mindset, it can be easy to get lost focusing on the negatives. Campo is so big, with so many parts and people attached to it, how could anyone make even a small difference? But if we take a moment to focus on the smaller parts that make up Campo, if we look back on the past, we can all see that Campo and those who are a part of it have changed, for the better.

Our yearly musicals are a great example of this. This year’s Newsies production brought together the largest number of students who “audition[ed] and follow[ed] through with the show” in all of Choral Director Mark Roberts’ years at Campo.

“Something I’m super proud of is the diversity of kids that the musical brings together, whether that’s in the characters who are acting on the stage or [in] the pit and the tech [crew]. There’s close to 200 people that are involved in the show,” said Roberts. 200 different people, with different lives and with different talents all come together to put on one show.

“Sometimes I simplify it [to]:

What do people think of as your number one [activity]? Maybe your number one is lacrosse, or maybe your number one is basketball, or swim, or being academic, or this [or] that, and I feel really proud about the ability to bring [different] people together for an experience [that] is maybe [students’ number] four through nine in terms of their priority or the things that people would think of them as.”

Sports, the area of Campo that the majority students are a part of, have also experienced boosts of improvement not only in scoring and placement, but also in camaraderie and team morales. Some example teams are cheerleading and swimming.

Just four years ago, the Campo cheer program had only five cheerleaders on the sideline of football games and only nine competing at Nationals. There was very little mingling between the two teams as the competitive cheer team didn’t attend football games and the sideline cheer team didn’t compete. This year, however, the teams hit a high of 28 cheerleaders on Sideline and 23 cheerleaders on Comp. Along with this increase in athlete numbers, Sideline also went to their first competition ever and Comp entered their third year of cheering on the sideline of football games, allowing far more interaction between the two teams.

Head Captain of the Competitive Cheer team

for people who are new to the sport to be introduced to it,” Helber added. “It’s crazy because my freshman year, there [were five] girls on the sideline. Now with both teams, there’s almost over 60 people standing there. So I think really, there’s just been a substantial growth point that I hope will continue to keep going.”

Campo’s Swim team has also experienced some changes over the years. Typically for swimmers, only swimsuits that fit the binary view of gender are offered for meets, which can exclude nonbinary students. However, more and more frequently over the years, students have been able to wear suits that are more comfortable for them and their bodies. One example student is freshman July Tringe, who wears a suit that affirms their gender. Tringe said, “In practice, we can wear whatever suits we want. So I found one that I feel comfortable being in. At meets, they do only offer a boys option and a girls option which aren’t very gender inclusive I feel like, but I am allowed to wear a suit that I feel more comfortable in which has shorts on the legs. I am allowed to do that, which I’m really grateful for.

I’m not sure if that would have been possible years ago.”

Student comfortability is a key part of feeling accepted and safe in sports and other extracurriculars.

senior Emma Helber, who has been doing cheer since her freshman year, said, “There has been some substantial growth in the cheer program at Campo…This year alone, there’s been more people than there [were] in the entire program my first year…We’re seeing an increase in numbers as well as an increase in diversity.”

An example of this increase in diversity given by Helber was how “a lot of athletes [are] coming from all different age ranges [and]...there’s a nice balance between all [the grades].”

Cheerleaders this year have “a lot more experience [and also] a lot more different skill levels. [There are] more people who are a little bit more experienced with the sport and also it’s a place

Tringe added, “[A gender-affirming swimsuit] makes me a lot more comfortable. I probably would have quit swim if I couldn’t wear a swimsuit I’d be comfortable in.”.

Another big part of student involvement at Campo is in student-run clubs. This year Campo students created and continued over 110 clubs, covering topics including academics, affinity groups, athletics, hobbies, and more. Affinity groups in particular have seen an increase in membership this year and in student involvement, according to Commissioner of Student Affairs senior Bella Montero. “I think [affinity clubs] play a really important role on campus. I think people are starting to realize that you can join them if you’re a member of that specific affinity group or if you just want to be supportive

While it is important to focus on the future, it is also important to realize the progress made from the past.

LILY QIN/STAFF

Past to Move Forward to the Future

of that affinity group. And I think people have started to realize that joining those clubs is a good idea,” she said.

Membership for affinity clubs has increased with this. “ACAC, [or] the Asian Culture Appreciation Club is one of the biggest clubs on campus. There’s definitely increasing participation in that club, as well as BSU [or Black Student Union], JSU [or Jewish Student Union], all of the affinity clubs, there’s definitely more members than I think people realize,” Montero said.

Leadership, our student representative body that puts on school-wide events, has also experienced a major change in terms of diversity over the years. The class doubled in size this school year after combining with the Leadership Equity Council, bringing in a larger pool of students and allowing leadership students to have an even greater impact on the community. Leadership Adviser Lindsay Webb-Peploe believes the diversity in leadership can be attributed to “the work of students really working hard to make sure that it is [diverse]. Every group no matter what board they are on is supposed to think about how they can reach out to different groups of people over the course of the year, obviously. And so, for example, to give a tangible idea, I was interviewing somebody for one of

our positions in the class, and I was asking them because it’s an interview question, ‘What is your commitment to diversity, equity, and inclusion?’ And they were like, ‘I’ve never not thought that leadership is about equity and inclusion and belonging,’ which was most definitely not a vibe here at Campo six or seven years ago. So I think that’s really out of student work.”

In addition to this, Leadership has also diversified the rallies over the years by trying to include every group on campus in them. “So when we first started having rallies six or seven years ago, it was always the same people who volunteered to be in the games. They weren’t in leadership. They didn’t necessarily represent sports or any group or club on campus. Now over the course of the year, if you look at it, we try to acknowledge fall sports, winter sports, spring sports, clubs, organizations such as publications, things like ACA Deca or Mock Trial that are really important parts of our campus, [and] diversity clubs. They’ve all been in the rally. And so the goal is not that every rally you’re going to see every different group of students but that over the course of the year, people see something that they’re involved in [or] somebody that they know, out there on the

gym floor,” Webb-Peploe said.

Even The Claw staff itself has become larger and more diverse, which allows the content published within it to reach a greater audience. Third year Journalism Adviser Lauren Henson said, “In the first year, we became more diverse by changing our name. We went through a whole process and involved all of the students, going from La Puma to The Claw in order to be more culturally sensitive and to listen to different parties at school that had concerns about the previous title, as well as for us to be able to create our own new identity. And then additionally, we have an art staff, which I think brings in a whole new group of students that are able to participate in journalism. And we have a more diverse group. I think that our 28 students better reflect the campus as a whole than in previous years.”

Campolindo has come a long way if we compare ourselves, our representatives, and our school to the past. There’s so much that has been accomplished in so many different areas. Even with this, there’s always more to improve upon. We’ve made great progress here at Campo in terms of diversity, equity and inclusion, and we still have a ways to go, which is okay. Change takes time, and with the effort of everyone, we all can make it come a little bit faster.

MAGGIE DOOLITTLE/STAFF

What to be When We Grow Up?

BY ANYA HOUSTON

“What do you want to be when you grow up?” is the question frequently asked of youth ranging from newly-walking toddlers to maturing adolescents as they attempt to navigate society. Such a question is embedded with endless pressures and standards.

Since ages where being a queen or a transformer are attainable life choices, these standards are being integrated into children. At first, being a “grownup” is the epitome of excitement. It is the horizon that they strive to reach. However, soon the dreams of crowns and wings disappear to make room for white lab coats and stethoscopes.

In our own Lamorinda bubble, so many students have been subjected to this treatment whether it is consciously or subconsciously being administered. Senior Elizabeth Chien first remembers thinking about and being asked about her future plans at age six. “I always said ‘I want to be a doctor when I grow up’ when really now that’s not going to happen.”

Parents, teachers, counselors, relatives, and even strangers all influence a child’s answer to this question.

The influencers themselves most likely couldn’t escape being affected in the same way.

This influence comes from expectations formed by parts of society such as high achieving areas like Lamorinda that state any successful person must attend a private college, must attend a graduate school and receive an esteemed degree, and must be involved in a traditional career such as a doctor or lawyer in order to reach their success. It feels that society says many can’t succeed in the arts, on a stage, with a brush or a pen, that such careers aren’t careers at all, but merely directionless hobbies. Senior Ashley Cloza has experienced this first-hand. Cloza first wanted to be a graphic designer, but “[her] parents have always been encouraging [her] to be in the medical field so [she] always thought an art path wouldn’t be in their wishes.”

College and Career Center counselor Joan Batcheller said, “I think part of [parent pressure] is

a lack of education of how [applying to colleges] is today. A lot of parents don’t know how super competitive it is to get into [UC’s and ivy league schools].” People can have “unrealistic expectations and at the end of the day you have to consider is it really the best education [going to the UC and ivy league schools]? Probably not.”

At Campo, while staff members may work hard to admonish these expectations of spending a decade and a fortune in private institutions, or slaving away in an office, their work is sometimes in vain. Providing students with alternative pathways is incredibly beneficial. However, the stigma that has been formed around people not following traditional pathways has existed for far too long

and take classes outside of school,” Chien said.

We can’t escape society’s influence because it is omnipresent. Society illustrates figures such as businessmen, surgeons, and attorneys as the ones with the most devoted media and wealth. “I feel like you’re more looked up to if you have a successful job,” Cloza said. When one views a commercial promoting a product seeing someone with a put together, traditional life, it makes consumers more likely to indulge in a purchase.

This is because those lifestyles are attractive. Why? Because we are told by counselors, by family members, by posters in the school hallways that those lifestyles bring the greatest success. No matter how many times one says “money can’t buy happiness,” we still all want money, because money is associated with success. In America, success is usually seen as the epitome of our human existence.

“A lot of family members say ‘oh as my child I want you to be able to support yourself’ so people tend to gravitate towards jobs that will get them money, even if they’re not passionate about it,” Chien said.

This means in many minds, a courtroom or a heavily sterilized pediatric office still looks picture perfect even while a watercolor canvas or a polished violin may bring more excitement.

for these alternative options to be easily viable and seriously considered.

“We’re getting off track,” Batcheller said. “We’re too focused on the branding and the naming [given by prestigious private schools]. Really it’s about discovering who you are in the best environment that fits you.”

AP Psychology teacher Diane Bessette added, “What concerns me as a teacher is when there’s an idea that there’s only one kind of category of [a] good school. I think that can be pretty unhealthy. I always tell students they should have three dream colleges and that one of them should be one that they know they’re going to get into because college admissions are very unpredictable.”

Even when students believe they aren’t being influenced by society’s standards, they are. “There’s high amounts of stress in terms of ‘oh colleges expect you to be starting a nonprofit, getting all A’s on your transcript, start a business,

“What do you want to be when you grow up?” This question is so daunting. Some choose to utter “I don’t know” so they don’t have to face an awkward silence or raised brows. We see a right answer and a desired one, and unfortunately for the majority, they are not the same.

Anxiety, depression, loss of self, lack of confidence can stem from all of this. Mental health becomes the victim. “Students are definitely negatively affected,” Cloza said. For the current generation what’s vital “really more than anything is mental health and wellness,” Batcheller added.

Everyone needs to be mindful, to stop asking this question so frequently, stop implying its hidden meanings, stop addressing it towards sixyear-olds climbing trees. This doesn’t mean don’t look towards the future, it just means appreciate the growth in the moment more. Value the identity revelations, value the developing passions, and value the time with friends. Reflecting on the day in our fast moving Lamorinda climate needs to be a greater facet of youth lifestyles.

ISABELLA DOMINGO/STAFF

Math Lacks Real Life Use, Needs Reform

BY LILY QIN

In the Acalanes Union High School District (AUHSD), at least three years of math and at least one year beyond Algebra I is required for graduation. There are a wide variety of math classes to choose from including Algebra, Pre-Calculus, Calculus, Geometry, Math Applications, Statistics, and Computer Science.

However, despite the diverse selection of math classes offered, most of the math taught at Campolindo has little to no actual application in real life. Take Calculus, for example, focused largely on derivatives and integrals. Who’s going to be shopping 20 years from now and suddenly need to find the slope at a point to purchase their items? No one, nor would anyone need to write a geometric proof that proves a triangle is a triangle to board a plane.

But outside traditional math classes, basic math is a good skill to have. It’s still important to be able to do basic math skills, especially when dealing with money. It can help you with budgeting, and just generally not getting scammed, but beyond that, math doesn’t have a direct influence in one’s life.

However, people going into STEM (science, technology, engineering, math) subjects would find further math taught to be particularly useful.

Data collected from Georgetown University found that 92% of people working in STEM need to know math past Algebra II, showing how crucial further math is in STEM. For example, going into further fields of physics requires calculus, a field of math that would be considered practically useless for other occupations.

Junior Mia Lawrence agreed, stating “I probably won’t use any of [the math] unless I go into some sort of STEM field in the future because I don’t think they’ll need to find out what the slope of a line is,” giving a general example.

Additionally, many students dislike math because it is dull, as stated by Oxford Learning. One of the reasons for this dullness is the obsoleteness of the content outside the classroom. The symbols become an ancient confusing language that no one speaks, prompting students to disengage from learning, and dislike math as a result.

Teachers attempt to apply math to our lives through word problems. While this is a good attempt and way to introduce math to everyday life, many word problems are barely relevant in our lives. A common algebra word problem is ‘a train going x miles per hour in one direction and another train going y miles in the other; at what time do the two trains meet up?’ Although some would find these types of problems interesting, they are connected to our lives only by a thin strand.

However, applying math is often more complex than solving equations like you would typically do. Math teacher Petro Petreas points to the lack of time in a school year, preventing students and teachers from delving deeply into real life situations. The added layer of complexity tends to cause some to zone out, showing why many teachers choose not to take this route.

Math classes also have a more practical use in everyday life. With the rising tech industry, computer science is becoming more useful to know, but unfortunately many do not take advantage of this class. There is a similar situation with statistics; the skills taught in the class have a much more direct relation to us and many opt to take AP Statistics or Statistics over Precalculus or Calculus.

One possible way to make math more applicable is to start teaching word problems at an earlier age in elementary school and continue with word problems into middle and high school. This way, students are learning math while being exposed to real life scenarios, although sometimes not the most relevant, leading to a better understanding of math in the real world.

The problems present in math classes are not a result of poor teaching or bad classmates. The problem is we are taught to memorize our times tables in third grade, but never given a use for them, a trend that continues into high school.

Why Chess.com Should Not Be Banned

BY ALEX SHRAUGER

The Acalanes Union High School District (AUHSD) has taken measures to prevent the excessive use of the popular chess site, Chess.com. Ever since the release of the hit TV series, The Queen’s Gambit, chess has experienced a significant increase in popularity on streaming platforms and online chess websites. Throughout the 2022-2023 school year, this growing trend has become more than an activity to counter boredom, but an enjoyable pastime activity. Excessive usage of these online chess websites during class has caused the district to block the site on the school website to deter class distraction. While this development makes the district’s intention to enhance classroom focus clear, restriction of chess websites is an counterproductive attempt to accomplish this goal.

Students, including myself, will simply turn to less educational and more problematic sites to fill their desire for personal amusement during class time. Further, such action is a testament to the district’s focus on inconsequential issues rather than ones that matter.

The distracted student population has not been deterred by the chess.com ban. On the contrary, such behavior has devolved into the usage of less academic and arguably more problematic apps. Freshman Taejin Chung illustrates this trend as he has switched from playing chess.com to “The Simpsons Road Rage,” a mindless racing

game based on the hit TV show, the Simpsons. This example, while relatively harmless, shows a trend illustrating the destruction of integrity in student website usage, showing the counterproductivity of the district’s attempt to fight low attention span.

The district has gone further than simply blocking chess.com. Other popular sites that they have chosen to block include lichess.org and chess24.com, which have interfered with the ability to both play and watch top-level chess events. Not only does the district ultimately fail to improve classroom attentiveness, but also prevents the possibility of enjoying chess before, between, and after classes, fostering an environment in which a harmless academic activity has become unplayable for some. Others have found methods to bypass the restriction by way of virtual private networks (VPN), or by wasting cellular data. This may be somewhat inconvenient, but when finding something enjoyable to do during uninteresting school hours, they will not be stopped.

In addition to being a healthy activity to cope with school boredom, chess acts as a means of “relieving stress after completing classwork,” according to freshman Robert Silverman. With the daily pressure of academic performance, applying one’s brain to something academic with low stakes, can really be beneficial.

Most concerning of all is the knowledge that the district has completely mismanaged their priorities. Far more problematic sites than chess.com

have been left untouched. “Sites that promote radical propagation or focus on less educational content should be at the forefront of the district’s agenda,” noted junior Christopher Seo Political content and multiple social media platforms that promote problematic school culture have been essentially ignored by the district, whereas sites that are arguably beneficial have been undermined. While it’s clear that the district intends to counter classroom distraction, “it’s clear that people will remain distracted and their efforts would be better suited towards something more productive,” Seo added. Improving the inclusivity and campus culture are more impactful changes that require the administration’s full attention; focus on banning educational websites simply should not.

The fact is that we as a community shouldn’t turn small things into a large problem. Focusing on larger issues to promote communal improvement needs to be our priority. Nothing will prevent people from being distracted in the classroom; I can definitely attest to that. I must admit that I have focused my in-class distraction into gaming sites (which I will not name for fear of them being banned) rather than more educational and enjoyable chess sites. This district should band together in a beneficial way that goes beyond inconsequential factors and focuses on the whole community.

LILY QIN/STAFF

Teachers Should Give More Notice For Tests

BY OLIVIA SEELIG AND MAKENNA CROSSON

With tests being a big chunk of our grades (ranging from 35% to even 80%), testing can become stressful if students aren’t given enough time in advance to study. If some tests are worth a lot of points or more than usual, it’s especially important for students to take an adequate amount of time to make sure they can understand the concepts and do well. Many Campo students play sports and do extracurricular activities on top of their school work, which can give little time to study at the end of the day. When teachers give little to no time before a test, it puts extra stress on those students who now have to balance studying for that test on top of all the activities they have that week.

It’s common for teachers to spring tests on students with little to almost no advanced notice. While we do understand that it is hard for teachers to know how the class’s schedule will go, we feel like it would be easier to give at least a week’s advanced notice to give more time for studying.

Having a full schedule outside of school can conflict with studying. For us personally, with everything we have going on outside of school, there are some nights when we get home, eat dinner, shower, and then fall asleep right away. It’s difficult to fit in other stuff besides what we know we’ll already have to do. If we have long-

term projects, most of the work we do is on the weekend, and rarely gets done during the week.

Freshman Isla Fitzmaurice said, “It’s very annoying. When I’m studying for a test, I’m expecting certain things [to be on it], but when they put new things on the test that we’ve just learned, it’s a little unfair.”

New information arises during class lessons that are vital to the understanding of the lesson. However, if teachers are planning to give a test that week, then the new information should not be on the test. Personally, we like a full week to study for an upcoming test with all the information presented a week before.

Science teacher Rene Gillibert said, “I think students should have at least a week in advance for unit tests, but not necessarily for every quiz.”

We feel like having weekends to study or work on projects is helpful. While yes, some people wouldn’t take the weekends to do something productive, there are others (like us) who would jump at that opportunity. It is so beneficial to have just 2 days when we’re not doing much. It gives us time to make flashcards or review lessons, notes, and any other material. After those weekends, it makes it a lot easier to study during the week; it seems less daunting.

Freshman Izzie Ramsay-Leavitt said, “If they tell us [that we have a test] on Monday, they’re also going to give homework due the next day, I’m focusing on that homework, I’m focusing on other tests I may have throughout the week, and it’s just a lot of work to then add to the studying of another test right away.”

With the knowledge that a test is coming a week prior, it gives students the ability to manage their time wisely, and plan their week out. When teachers assign tests the week of, studying not only interferes with what they already have planned, but can add additional unnecessary stress.

Having more time to study can also help with other classes. For example, if we have a math test on the same day an essay is due. We’ve known about both of these things for a while so we can plan ahead of time. But if we randomly find out on a Monday that we have a quiz on Friday and we’ve already had other things going on that week that we’ve planned for, it’s going to be difficult to fit more stuff into our schedule.

Ramsay-Leavitt continued, “Trying to know all the information is stressful. Trying to know all the things you’ve learned and what could be on the test.”

Teachers always say they want students to succeed in the class, but if they’re only giving them a couple days to study then they aren’t really helping them succeed. They are adding more stress to an already stressful situation. Teachers should give their students at least a week to study before the test.

Sophomore Claire Birdsey said, “I feel like it happens a lot. A lot of times teachers give you two days’ notice which isn’t really enough [time] to study especially if you have other tests too. I like to plan out when I’m going to study for tests, so if I know a week in advance I think teachers need to give a week’s notice.”

Lack of Community Deters Women from STEM

BY LILY QIN

It’s no secret that advocacy for women in STEM (science, technology, engineering, and math) has risen in the recent decades, but there are still gender biases deterring women. At a Girls Who Code club meeting last month, I experienced at least three Campo girls talk about the STEM related discrimination they experienced, mostly here at Campo. This frustrated me and showed that despite promises of belonging, biases still slip through the cracks.

According to the American Association of University Women, women only make up 28% of the workforce in STEM despite women making up 49.6% of the population and 46.6% of the general workforce in the US, according to Zippia. One of the reasons women tend to steer away from STEM subjects during school years is because of the lack of a supportive community they face, making women feel like they don’t belong in the field.

Having a supportive community is important for social change because it establishes a sense of belonging, which is crucial in scenarios like these. Once someone has a community they are a part of, it becomes less tempting for them to leave, which translates to more women in STEM.

It is important for there to be more women in STEM because improving the diversity in the workforce increases the perspectives and ideas introduced, which gives a company a competitive advantage in their respective market.

STEM fields have traditionally been dominated by men, which creates an invisible barrier for women that blocks them from entering. Combined with a lack of role models and implicit biases, again from the history of male domination, it becomes obvious why there aren’t many women in STEM.

And for the women that do make a career in STEM? 40% of them leave that occupation within the first 5 years and of those, 69% blame it on a toxic work environment, as cited by Landmark Ventures.

A study by First Citizens Bank found that 91% of women in STEM careers face gender discrimination during their careers and 73% ex-

perience sexual harassment. This type of behavior, probably from other colleagues and managers, is harassment no woman should ever face, whether in STEM or not. If you were a young girl hearing about this, wouldn’t you want to steer away from STEM as well?

Amelia Gulling, working with Battle Bots Foundation and the Robotics Education & Competition Foundation, recalls in board meetings from her previous job how she was asked by the other members, men, to take notes or get coffee. She was presumed to be the secretary, despite having more power than half the people in the room, primarily because she was the only woman. This is only one example of subtle discrimination, but hurts just as

from the rest of my peers and decreased my motivation to get involved in the class, which ties into the broader theme of a lack of community.

In order to create a welcoming environment for STEM starting in the early ages, women need to have a community they can rely on. Gulling recalls a time when she sought advice from other female and even male mentors to help her navigate the path of how to be a woman in STEM, showing just how impactful a community can be for someone young. And if she hadn’t sought that advice? Perhaps Gulling would’ve joined the 40% who left STEM. But we’ll never know what would’ve happened, because she was able to find people she could rely on.

Gulling also thinks it would be better to get girls and other underrepresented groups involved in STEM from a younger age because by showing them they belong in the space, they are less likely to doubt themselves later, translating to more women in STEM.

much, if not more, than outright harassment and ruins relationships between colleagues, also ruining any sense of community.

But the discrimination against women isn’t just in the corporate world; it stems from the educational level. Junior Anna Chen who is interested in computer science found that “one thing I struggled with was really connecting with my peers.” Chen explained that “in my APCSA [AP Computer Science A] class, there was a really big gap between the girls and the guys…there were three girls in our class and 20 guys, and it was really disheartening for me.” Chen stated that she felt empowered after attending a Girls Who Code summer program where “everyone there was a girl or non-binary,” showing the importance of having peers like you.

Another example is in my AP Physics 2 class, where out of around 20 students, only 3 are girls, including myself. While this isn’t an outright form of discrimination, it made me feel disconnected

Chen expressed that younger girls in STEM shouldn’t “be afraid of the other people in your class and not to feel inferior… you are just as deserving of a good education as everyone else is and so if you are ever turned down because a teacher doesn’t think you’re fit for a class, prove them wrong, and be in that class.”

Similarly, Gulling recalls a piece of advice she received recently to “stop thanking people for a seat at the table because that seat belongs to you and you deserve to be there.” Gulling expressed how she was “just so grateful to have a seat at the table,” that she didn’t think she really deserved to be there, indicating unconscious biases even in women, which is what made those words resonate.

I know I’m not the only person who is frustrated by the charts showing the percentages of men vs women in the STEM workfield, but this issue with discrimination in STEM is not just against women. It’s against all underrepresented groups, people of different races, backgrounds, socioeconomic statuses, and more. The invisible barriers preventing them from being in the STEM field must be broken down, not just for diversity but for the well being of the field, and one way to do that is to form a supportive community.

DARA KASHAYAR/STAFF

Waving Goodbye to Our Seniors

“I’ve taken Journalism since my freshman year. Through this class I feel I’ve gained interpersonal skills that I wouldn’t have otherwise, and have been able to tap more into my creative side with the help of the whole staff. Next year I plan on continuing my journalism education at Boston University. Go terriers!”

“Taking Journalism for three years has been a high school highlight. I have learned so many life skills and have met so many amazing people through my time in this class. Next year, I plan on attending UC Berkeley minoring in journalism!”

“I’ve been a part of Journalism for two years, wishing I had started sooner. I have found my passion through taking this class, and will be continuing photojournalism at the University of Oregon!”

“Joining The Claw my junior year is definitely one of the best academic decisions I’ve made. Through this program, I was able to explore creativity in writing and become more involved in the Campolindo community. Next year, I will be attending UC Davis as an Economics and Biology major. Go aggies!”

“I have loved my four years on The Claw. Getting to know Campo through journalism has been a highlight of my high school career and I will always cherish my experience here. My favorite part was getting to read the finished magazines.”

“Signing up for Journalism was probably the best decision. Next year, I’ll be attending USC, majoring in Data Science and International Relations with a Global Business emphasis. Fight on!”

“I have been on the journalism staff for two years. I have had an amazing experience being apart of the staff. My favorite part is seeing the finished magazines and being able to show them to the student body. I am planning on attending the University of Delaware!”

Maggie Doolittle - Editor-in-Chief

Isabelle Katz - News Editor

Dara Kashayar - Opinion Editor

Yasmine Chang - Editor-in-Chief

Ty Sofman - Photography Editor

Sophia Lohman - Visual Media Editor

Raena Chan - Business Editor & Social Media Manager

The Editorial Board: 2023-2024

Erin McDonald Editor-in-Chief

Alex Shrauger Opinion Editor

Anya Houston Jr. Opinion Editor

Indira Naylor News Editor

Molly Stephens Editor-in-Chief

Katie Welch Visual Media Editor

Lily Qin Business Editor Parker Blau Social Media Manager

Owen Ludwig Jr. Photography Editor Sebastian Whitfield Photography Editor

John Weaver Sports Editor

Harrison Fuller Sports Editor

Isabella Domingo Jr. Lifestyle Editor

Hailey Wilson Lifestyle Editor

All Staff photos taken by senior Ty Sofman.