Fall 2015 Edition
Should United States Public Schools Close for Muslim Holidays? JULIUS L. ?16
O Rebecca G. '16.
Cheating in School and Society: Do the Ends Justify the Means?
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RYAN S. '17 was five years old the first time I heard the word cheat. My kindergarten teacher led me into a room separate from the rest of the class. She sat me down and told me I had cheated on my spelling test.
She explained that cheated meant I had looked at another classmate?s paper. She wanted to see that I could spell the words ?cat,? ?bat,? ?mat,? and ?chat,? and not necessarily that my classmate could. I didn?t understand why cheating was so bad; after all, it was much easier to copy my friend?s paper, and I wound up spelling all the words correctly. Wasn?t that the goal anyway? Cheating has always played a central role in society and always will. It?s ubiquitous. It?s inevitable. We see it in classrooms (while no major cheating scandals have occurred at Beth Tfiloh, we hear about them from schools nationwide), on professional sports fields, and in corporate settings. This is all for personal gain, for reaching that goal we simply can?t achieve on our own (or so we think). Some say, ?The ends justify the means.? It?s disgusting. We all know that cheating occurs frequently in the school environment. Just four years ago, Sam Eshaghoff, a student at Great North Neck High School in New York, made national news when police arrested him and charged him with fraud and criminal impersonation for taking the SAT and ACT exams for his fellow students. These students paid Eshaghoff thousands of dollars to take one of the most important tests of
their lives for them. Unfortunately, things turned out well for these students. They got accepted into colleges that otherwise would not have even considered them. Believe it or not, by Educational Testing Service rules, universities cannot be notified of any suspected or confirmed accounts of cheating by their students. So here?s a group of students who cut corners in their efforts to attend the colleges of their dreams, denying those who had actually worked for a place in those universities their opportunities. They selfishly bought their way into college. Does this end justify its means? We learn from a very young age that cheating is not only wrong in every sense of the matter, but also leaves those who cheat with blemished reputations, which, for the most part, prove irreparable. Eshaghoff previously was known as a top-of-the-class student, vice president of his school?s investment club and an elite varsity athlete. Add con man to that list. Athletes such as Mark McGwire, Alex Rodriguez, and Barry Bonds will never rid their reputations of using Performance-Enhancing Drugs (PEDs). Even without PEDs, these players were remarkably talented, but the desire for even more homeruns, more fame, and more fortune, reduced them to cheating. Now, they will live the rest of their lives pleading for places in the Hall of Fame. They will perpetually be known not for their accomplishments on the field, but rather for their role in cheating America?s
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n the major Jewish holidays of Yom Kippur and Rosh Hashanah, many United States public schools, located in areas with significant Jewish populations, either close or excuse observant students and faculty members. With an increasing number of Muslim children enrolled in the nation?s public school system, the debate becomes whether schools should also close for Muslim holidays, Eid al-Adha and Eid al-Fitr. As Hannah Shraim, a sophomore at Northwestern High School in Germantown, Md., questioned, ?do they really have to schedule [the PSAT] the day after Eid? They would never schedule a test after Christmas.? Legislation to close New York City public schools for the two Muslim holidays was ratified in March of 2015. Bill de Blasio, 109th mayor of New York City, even added that the decision was a ?common-sense change,? stating that Muslim families should not be forced to choose between attending school versus and religious observances. A Muslim coalition in Montgomery County, Md., where such legislation was stalled in 2014 by the county?s decision to remove all religious references to holidays on the calendar, lobbied from a different approach, arguing that by one count, there are at least 12,000 Muslims living in that county alone. There are now eight mosques in the area, demonstrating continued growth in recent years. When the school system tracked the absentee rate on Eid al-Adha two years ago, officials ruled it insufficient to merit it a holiday. However, this coalition emerged victorious when the county Board of Education voted this November to give a one-day-long holiday for Eid-al-Adha. Muslim families argue that they belong to a religious minority and it is crucial for their children to grow up celebrating as many significant holidays as possible. County boards of education maintain that the number of absences during these holidays must be significant enough to negatively affect class sizes before legislation is passed nationwide. The only solution seems to be either complete accommodation for every religion or no school closings for any religion. Rachel R. ?16 said, ?Public schools should close based on the number of absentees on religious holidays because otherwise, it is an endless debate arguable from either side.? If Muslim populations across the United States can demonstrate a substantial number of absentees on their religious holidays, then perhaps Eid al-Adha and Eid al-Fitr will join other religious holidays on public school calendars on a national scale.
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In Memor y of Ezra Schwar tz, Z"L RABBI MORDECHAI SOSKIL, DIRECTOR OF JUDAIC STUDIES
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was asked to share a reflection on the life of Ezra Schwartz, the 18-year-old American student and a former student of mine from Maimonides School, who was suddenly taken from this world in an act of terror in Israel. To be honest, I'm hesitant to share too much. On the one hand, we all feel connected to this particular story. Ezra was, in so many ways, just like any of us. He went to a Jewish day school like us, he went to a camp that is so similar to camps that many of us go to, and he was spending a gap year in Israel like so many of us and so many of our friends will. And in that respect we all feel connected. And I think that is good. On the other hand, I'm worried that my words change the story from a story about Ezra to one about Mordechai Soskil, and that is certainly a mistake. This is Ezra's story and in that story I play a very minor role. Ezra was a young man with a big personality and a great sense of independence. Sadly, he was taken from us before those attributes would have been the most helpful to him and to all of Klal Yisrael. As you know, those attributes might work well in "real life" but in high school they can be at odds with aspects of my administrative responsibilities as Ezra's principal. So, for better or worse, Ezra's was the first student name I learned at Maimo (the affectionate and common nickname for Maimonides School.) One of the great tragedies here is that just as Ezra was entering the part of life where he had honed his joyous enthusiasm for life and his charm and wit into forces for good, he was taken from us. While in Massachusetts we lived in Sharon, the same small town as Ezra. Sharon has a total population of about 16,000 and the Shomer Shabbat contingent of the town is about 225 families. The vast majority of those families daven each Shabbat at the Young Israel of Sharon. That's where Ezra spent eighteen Purims and eighteen Simchat Torahs and his Bar Mitzvah and the Bnei Mitzvot of his siblings. That's where he
celebrated all his friends' Bnei Mitzvot and that's where he had a pretty predictable spot in shul? in the pew in the row behind me, about five spaces to my right. It was pretty easy to tell when Ezra came to shul because he brought his big smile with him. And he brought all that energy, no matter where in the service we were up to! There were a few times that Ezra was in our home. We had a chance to host a large Shabbat lunch for the teens in town and we hosted Ezra's grade when he was in the 11th grade for Seudat Purim as well. He was Ezra Schwartz Z"L jns.org always fun to be around and a great friend. Ezra didn't love davening. There. I said it. He didn't. He Maybe you were there to give me some comfort, loved singing at Shabbatonim, and he loved sports, and I appreciate that (and I really did appreciate the but davening? not so much. I tell you this not to many hugs I got that day). Maybe besmirch his memory but to you were there because you heard show you he was a real, I think that prayer, that something that touched you and actual, teen. Also, made you feel connected to this mornings? not such a fan. sense of community and death in particular. Maybe you So you can imagine that connection that we felt? that see yourself or a friend in Ezra Shacharit was not his favorite place to be. was something amazing that and that touched you. Maybe you went and you're not sure why, but But when it was Ezra helped us make. And I prayer seemed important that important, when it had to be day. I think that prayer, that sense done right, Ezra was think that is part of his of community and connection steadfast and he could be legacy. that we felt? that was something relied on. I had a chance to amazing that Ezra helped us see that most impressively make. And I think that is part of his legacy. last winter when we took the senior class to the I want to end how I started. This story can not in AIPAC Policy Conference. The students needed to any way be about how Rabbi Soskil's student was be up really, really early each day. Maybe about 5:15 killed. This is the story of how a brilliant and limitless a.m., if I recall correctly. Ezra was there on time and life was taken from all of us in an act of violence. This he was at Shacharit and he was at Mincha. When he is the story of how Ezra loved life and loved baseball, needed to, he got it done. And to me, that is what's and loved the Patriots and loved his family and loved really important and that is the real measure of a and was loved by so many people. It's the story of the man. void in all the lives at Maimo and Young Israel of That, by the way, is what I saw in all of you, the Sharon and Camp Yavneh and Yeshivat Ashreinu. students of Beth Tfiloh, on that unforgettable And, ultimately, it's the story of how we all are less Thursday afternoon. We don't all have to go to well off because we'll never have a chance to be his Mincha, and even when we do have to "go" we don't friend. Yehi Zichro Baruch. May his memory be for a always, you know, daven. But on that day everyone blessing. that could be there was there.
Cheating in School and Society: Do the Ends Justify the Means? From page 1. pastime and deceiving the game?s dedicated fans. Was it truly worth it? We?ve seen that it?s not only individuals who cheat, but also entire corporations. Recently, news broke that Volkswagen, a world-renowned German car company, rigged over ten million diesel cars to cheat on emissions tests. This extra pollution stems from computer software within Volkswagen diesel cars that allows the vehicles to emit ten to forty times more nitrogen oxides than United States regulations permitted. Why did Volkswagen allow this to happen? For one, it enhanced the cars?overall performances, consequently leading to more buyers and more money in the bank. In addition, making cars in this manner proved more cost-effective. When news of the scandal shocked the world this past September, it was uncovered that over 30 corporate executives had not only known about the cheating but also encouraged it. Studies reveal that these cars caused nearly one million metric tons of pollution, and statistical analysis shows that in the last seven years, the pollution has caused approximately ninety-four deaths. What should the punishment be for the executives who sanctioned this behavior? If Mr. Bolenbaugh could dispense punishments he would give them ?the absolute maximum penalty that the law has generated. This should be considered murder in the second degree. In fact, because it was a pre-meditated decision, a good lawyer could argue for these people to be charged for murder in the first degree.? ?The ends do not justify the means if it means compromising your character and integrity
while hurting others in the process,? Alyse M. ?17 stated. That is exactly what the Volkswagen officials did. Their foolish actions have forever tarnished the company?s reputation and not only forced their allegedly innocent boss, CEO Martin Winterkorn, to resign, but also led to anger and bitter resentment from consumers for purchasing cars from the company. Surely, this will cost the company tens of billions of dollars in fines, and will likely result in a lengthy recovery process. How could this have continued for so long? How could so many executives partake in the cheating, with not one stepping forward to try to stop it or deem it unethical? Andrew A. ?17 pointed out that the ends justify the means in situations where all of society benefits. However, in this case, it is ?plain cheating, as no one benefits and the environment is harmed in the process.? Cheating is part of life? but it doesn?t mean we can?t make an effort to stop it. Don?t cut corners. Don?t put your reputation on the line and risk losing the trust of your family, peers, and teachers. BT ONE?Be The One to help prevent others from making poor choices that prove detrimental to the welfare of community. Be moral in your actions. The ends don?t justify the means.
How could this have continued for so long?
In Memor y of Ezra Schwar tz, Z"L
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Unique Fr iday Assembly Provides Students With Oppor tunity to Reflect on Israel and Par is SAMANTHA S. '16
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n the wake of tragedy in both France and Israel, Beth Tfiloh students gathered to commemorate victims during a heartfelt assembly on Friday, November 20th. After a touching Mincha service on Thursday that commemorated terror victim, Ezra Schwartz, Hannah C. '16, a representative of the senior French class, reflected on the Paris attacks, sharing Mr. Fuller?s love for France and how these experiences have affected both her and her classmates. ?Mr. Fuller has always shared with our class his love and affection for the city of Paris,? said Abigail B. '16. ?Since we?ve learned so much about the city from our experiences with him, it was upsetting to hear about the horrible attacks that took place there.? After this short, personal reflection, the assembly shifted focus, providing students with the opportunity to share their thoughts and opinions through three distinct discussion groups. The first, led by Mr. Bolenbaugh and Mr. Monroe, focused on terrorism and how groups utilize or respond to terror attacks. The second, led by Mr. Lavie and Mrs. Lanner, provided students with an opportunity to discuss and compare Paris and Israel, while the third, led by Mr. Pedroni and Mrs. Steinberg, discussed the refugee situation and implications for safety in America. Each group, though different in discussion material, enabled students to reflect on personal topics of importance and hear from others within the Beth Tfiloh Community. ?I think that the sessions were extremely effective,? said Arianna S. '16. ?They provided students with an opportunity to express themselves in a smaller group of people.? An attendee of the Paris and Israel comparison discussion, Arianna also said that ?the group presented diverse opinions? and ?brought out interesting questions regarding terrorism in not only Israel but the rest of the world.?
Mr. Monroe and Mr. Bolenbaugh discuss terrorism with students after the Paris attacks.
These questions include: whether individuals can compare terrorism in Israel to terrorism in France; whether the attacks in Israel should evoke personal feelings as Jews; and what we can do to commemorate and help terror victims. Like Arianna, Daniel G. '16 found the discussion ?eye-opening and thought provoking? in a unique way. ?No one ever thinks about the 'why' when it comes to terrorism,? said Daniel. ?Never does anyone consider why terrorists revert to violence. I attended a discussion led by Mr. Monroe and Mr. Bolenbaugh that attempted to answer this question. Without justifying it, these two teachers explained the perceived logic behind terrorism. It enabled me and everyone else to understand terrorism from an objective perspective and apply it to the atrocities occurring in Israel, Europe and Mali."
Mrs. Rina Goloskov
Through his experience, Daniel said that he can now ?condemn terrorism with an understanding of why it occurs.? Furthermore, understanding the ?why? will help ?enhance [ his] argument[s] against terrorism, if needed on a college campus or life in general.? In many students?perspectives, last week's assembly provided a unique forum for students to reflect on striking topics within American and international society. Mourning, understanding and reflecting on the attacks together promoted a sense of community and togetherness. Gathering together to reflect on this difficult week enabled students to experience the true meaning of Friday assemblies.
Tr ump's Immigration Policy is Bold but Flawed NATHAN F. '18
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ot all that is uttered from Donald Trump?s mouth is about policy, but when he does get to discussing his plans, they are often followed up with widespread controversy and intense media coverage. None of his policies have gained as much criticism as his immigration policy. It started with a quote: ?When Mexico sends its people, they?re not sending their best. They?re sending people that have lots of problems. They?re bringing drugs. They?re bringing crime. They?re rapists. And some, I assume, are good people.? While a CNN fact check states that ?[a] Pew Hispanic Center study found that, of those sentenced for federal crimes in 2007, non-citizen Hispanics were 74 percent of immigration offenders, 25 percent of drug offenders" in the United States, labelling all of the Hispanic population that crosses the southern border illegally as criminals in Mexico seems a tad outlandish. Another point of contention is his plan to deport
all illegal immigrants and their American-born children, and will only allow the ?good ones? back to America. He plans to do all of this within the first two years of his presidency. This policy seems to have some problems, especially in the financial department. MSNBC predicts that the grand total of this forced exodus would be anywhere from 100 to 200 billion dollars. To put it in perspective, police all over America would arrest, detain, process, and transport approximately 11 million undocumented immigrants. However, what is most associated with Trump?s immigration policy is his idea to build a huge wall along America?s southern border and force the Mexican government to pick up the tab. If we are to assume that such a wall would be as secure and impenetrable as Israel?s separation barrier on the West Bank, National Journal estimates it would cost around 6.4 billion dollars to cover the whole border, maintenance costs not included. Not to mention the fact that the Mexican
If we are to assume that such a wall would be as secure and impenetrable as Israel?s separation barrier on the West Bank, National Journal estimates it would cost around
6.4 billion dollars... government has already refused to pay for the wall. Overall, Donald Trump?s immigration plan is flawed, to put it bluntly. Trump constantly claims to want to cut government spending, but his plans often lodge contradictions to that plan, as both his deportation and wall plans encourage spending on a very large scale.
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With Iran?s nuclear progress and the ongoing attacks in Israel, many Americans have been shifting their focus to the upcoming presidential election and the effects it may have on Israel. Our politicians?support is critical for Israel?s safety. We have presented the positions of current top-polling presidential candidates on two major and relevant issues.
Two-State Solution
Iran Deal Calls the deal "the first fateful step toward a frenzied nuclear arms race in the Middle East," explaining that the Iranians' refusal to accept surprise inspections indicates that they plan to continue to enrich uranium in the future.
Supports a two-state solution if it does not threaten the safety of Israel?s civilians, but is ?not sure that [establishing a Palestinian state in Judea and Samaria] makes a lot of sense? because of the region?s violent history and closeness to large Israeli cities.
Carson Denounces the Iran deal as "a disaster in virtually every way," and says that "if anybody attacks [Israel], we have to protect [Israel]." Blames the deal on bad negotiating by the Americans and excellent negotiating by the Iranians.
Has not made clear his opinion on a two-state solution but has often stated his support for Israel.
Trump Supports a two-state solution as the catalyst for peace between Israelis and Palestinians but holds that ?both sides must be represented by leaders who have the ability to uphold the promise made at the negotiating table? something the Palestinian people do not have right now.?
Bush Content by DANIEL B. '17
Feels that "the reported details of the Iran deal include significant concessions to a nation whose leaders call for death to America and the destruction of Israel." Believes that the U.S. should not allow the people who want to destroy Israel to enrich weapons-grade uranium because allowing them to do so would increase tensions in the Middle East.
and ALEX R. '16
Supports the deal, claiming that while it is imperfect, it ?give[s] peace a chance.? Believes that the alternative to negotiation with Iran is war.
Feels that a two-state solution would solve the conflict, saying that a great country "can use [its] strength and [its] capabilities to resolve international conflicts in a peaceful way."
Sanders Believes that a two-state solution is an ?essential concept,? despite the current tension between the Israelis and Palestinians. Feels it is the ?best outcome? for the two sides.
Supports the Iran deal, saying that she "...would not support this agreement for one second if [she] thought it put Israel in greater danger." Counts the deal as one part of "a larger strategy toward Iran" in which the United States would "distrust and verify."
Clinton Views a two-state solution as ?in the best security interest? of both Israelis and Palestinians but supports Israel?s right to defend itself from rocket attacks. Says that negotiations must ensure "a fair and safe and adequate access to religious sites in Jerusalem and elsewhere" for all parties. Photographs from picturingpolitics.com, tbo.com, cnn.com, washingtontimes.com, usofarn.com, and abcnews.com.
O'Malley
Views the deal as a ?step in the right direction? toward preventing Iran from obtaining nuclear capability. Prioritizes ensuring ?that it is in fact enforceable, verifiable, tightly monitored, and that we?re prepared to snap sanctions back into place in the event that the Iranians were to cheat on this.?
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Senior Sur vival Guide: College Applications MICHAEL M. '16
1. Decide which schools you are applying to. By the start of October you should have had an idea of which types of schools interest you. Try and muster up the effort and strength to do a little more extensive research, even if senioritis starts to kick in. 2. Netflix?get rid of it. It is a royal privilege for the deserving few on top of their work: those who submit applications early. So, get off of Netflix and go write those 200-400 word essays. 3. Stay on top of January 1st deadlines. Sending in applications on the 1st poses numerous problems. All January 1st applications should be sent in no later than December 27th to ensure zero complications. Whether it be a January 1st or January 15th deadline, try to follow this four-day rule.
4. Do not be ?that guy?or ?that girl?? John: ?Hey Jim, how many schools are you applying to?? Jim: ?Not too many. Just sixteen.? At this point you should narrow your list down to ten schools in total. With each supplemental essay and application you'll soon realize the added stress which accompanies additional applications. Think of where you see yourself. You don?t need to apply to every safety school in the area. 5. Make a calendar. Procrastination is a beautiful art but a risky game. Don't wait to start working on essays a week before your application deadline. You?ll never win that battle. Form a schedule and spend a little time each night on your college essays. Start a month before to give yourself enough time to speak with teachers and share your essays with others. 6. Pray. At this point what do you possibly have to lose? Good luck to the class of 2016. Wherever we end up, we?ll always be united. Cheers to surviving the college application process and celebrating our accomplishments together.
Humor
Life is Too Shor t to Just Wear Pants MATTHEW G. ?17, ALYSE M. ?17, and RYAN S. ?17
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AC CE PT ED
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hat magical time of year has dawned upon us once again: those few dreaded months when seniors cringe at one more petty question about where they intend to apply. Here are some simple tips to help you survive the college application process.
embers of the male student body at Beth Tfiloh believe in the inalienable right to life, liberty, and khaki shorts. If girls can wear knee-length skirts, then kal v?chomer, boys should be able to wear knee-length shorts. Because of this discrepancy, in the midst of August?s, April?s, May?s, and June?s sweltering heat, boys?legs roast like a crockpot of steaming cholent on a Shabbos afternoon. Some teachers question the professionalism of shorts in the school environment which is immersed in Torah study and the holy teachings of our rabbeim; however, boys?kippot and Sperrys serve as the perfect combination of professional and comfortable attire. When the predicament was posed to Rabbi Stein he argued that ?the comparison between girls?skirts and boys? shorts is totally irrelevant.? We respect his opinion but we cannot stand idly by in the face of this injustice. Life is too short to just wear pants. For more information on stopping gender discrimination in the workplace please contact your SIRI heads. Stay classy, BT.
insight Co-Editors-in-Chief Alex R. '16 and Samantha S. '16 Co-Managing Editors Hannah C. '16 and Amanda S. '16 Photography Editor Rebecca G. '16 Design and Layout Alex R. '16 Staff Daniel B. '17 Jordan C. '17 Nathan F. '18 Matthew G. '17 Julius L. '16 Alyse M. '17 Alyssa M. '17 Michael M. '16 Ryan S. '17 Faculty Advisor Mrs. Rina Goloskov