Volume 54, Issue 1 (Summer 2019) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 53 • Issue 1 • Summer 2019 • Tamuz/Av/Elul 5779 • the-rampage.org

By Sophia Kremer ’20

This year, the first thing Ramaz students will learn is vocabulary. “The Mob,” “Horns up,” and “RamFam” are phrases that will populate school social media accounts and spirit days as the G.O. introduces a new initiative to boost sports and spirit called SPIT (Sports and Spirit). This new branch of the G.O. is dedicated to transforming school spirit at Ramaz by creating an atmosphere in which students will be excited to support Ramaz teams at sporting events, proudly wear RMZ merch, and repost using SPIT hashtags.

After an unprecedented display of school spirit on occasions such as the Glouberman Basketball Tournament in Los Angeles, the Varsity Volleyball’s third straight championship title, and the constant game recaps that were posted on Schoology, the G.O. decided to respond with an initiative that would allow for more opportunities for students to come together.

The G.O. worked with Mr. Eli Katz, the new Director of Athletics, to launch its new campaign. Mr. Katz, whose position at Ramaz includes revitalizing the school’s sports

Welcome to the Mob!

curriculum and programming, will also oversee SPIT. Mr. Katz described SPIT as “the cultivation of spirit around athletics by the students themselves.”

“The way I see it,” he said, “the spirit brought by the student body is

Mr. Katz added, “this is something that many want and are very much looking forward to incorporating into life at Ramaz. I would love, with the help of the student body, to make this happen.”

The campaign will also in-

Students watch the Glouberman Tournament in the lounge. what is key in developing a united and strong athletics department.” Part of the initiative will include electing student representatives from each grade to work on organizing student fan buses, promoting original RMZ chants to ramp up cheering at games, and other spirit activities in and out of school.

clude reframing the Ramaz identity as “The Ram.” SPIT will also introduce a new name for the Ramaz student body: “The Mob,” which means a flock of rams and was inspired by the Los Angeles’ #MobSquad.

SPIT will also have a social media presence. @Ramspitoffi-

cial will post score updates for big games, recap photos and commentary, and introduce new sports apparel.

G.O. President Ethan Morali ’20 said, “I think it’s about time more school spirit is incorporated at Ramaz, and SPIT is a great way to initiate this vision.”

Student athletes agree with this sentiment. “Knowing that you are not playing for yourself, your family, and the school but for the students who are there to support you and cheer you on makes you play even harder and makes the game so much more fun,” said Spencer Rubenstein ’21, a member of the boys’ varsity basketball team. He specified that “our best games are always when we have the most crowd support.” Gabby Schwartz ’20, a member of the girls’ varsity basketball team affirmed that, “it is really important to represent your school, and increasing school spirit will make everyone feel more involved!”

The G.O. has many new anouncements to make this school year involving school spirit. So stay tuned, RAMFAM!

Remodeled Library

By Caitlin Levine ’21

The theme this year at Ramaz is “see different.” Upon returning to school, the student body will do just that. What was once the library is now a communal lounge space designed for group and independent study. The area is complete with comfortable seating and a phone charging locker that was made possible by the G.O.’s leadership. Some of the library’s book collection was pruned to make room for more tables and formal work

stations as well as an area that has a more informal feel for students who prefer not to study at a desk. The new space feels more airy and inviting.

“One of the major benefits is how much more open the space will feel, especially with the increase in light entering from the windows on the south side of the building,” said Rabbi Slomnicki.

In the digital age, as libraries are in danger of becoming obsolete, the Upper School administration and the G.O. collaborated over the course

of several years to make incremental changes to create a space that better responds to the needs of the students.

Two years ago, the interior office once designated for the librarian was repurposed as a quiet room for students. In the 2018-2019 academic year, more significant changes were implemented, removing the librarian’s center table along with the role of librarian. Instead, history teacher Mr. Deutsch was appointed as Master of Books. Many small tables, designed for small study groups, replaced the long

tables where larger groups of students once sat and worked together. This new format allowed for more groups of students to use the library. The school also removed some of the older computers that were not functioning. Many of these ideas came from Rabbi Sklarin and Rabbi Slomnicki who visited several independent schools and brought some of their ideas back to Ramaz.

While students will no longer be able to hide between the ceiling-high stacks of books, they will be able to see more of each other—comfortably.

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Instagram @theramazrampage Facebook @theramazrampage Our Website: the-rampage.org The remodeled library

Inside this issue...

New library charging station

Summer Spotlights.........................................................................................................................pages 2-4 Advice from the Grade Above You.......................................................................................................page 6 Crossword............................................................................................................................................page 6 Memes (New Section!)........................................................................................................................page 8

Summer Spotlights 2

The Rampage

Summer 2019/Tamuz/Av/Elul 5779

Summer Spotlights Girls Who Code: Challenging Sterotypes

By Basia Fellner-Dublin ’20

This summer I had the opportunity to take part in the Girls Who Code Summer Immersion Program at Adobe, learning computer science with nineteen other girls at one of Adobe’s offices in Union Square. These seven short weeks consisted of learning python, HTML, CSS, JavaScript, C, Arduino, and robotics with Behance Software Engineer, Rosa McGee. Girls Who Code is an organization that strives to close the gender gap in the technology industry.

They offer classes and programs for young girls to explore their interests in tech and build a strong female support system and community. The Summer Immersion Program was created for female students entering their junior and senior years of high school to study computer science, join a sisterhood and learn about the many different careers in tech.

When I took my first coding course at Ramaz last year, I fell in love with it and wanted to continue pursuing this new interest. I quickly found Girls Who Code online and knew right away that this was my chance to expand on my basic understanding of computer science. My goal for this summer was to leave the Summer Immersion Program filled with knowledge and ready to take the next steps down the tech path. Little did I know

this program would offer so much more than that.

Walking into the program on the first day was a bit intimidating. None of the girls knew each other, and some completely lacked previous knowledge in computer science. After introducing ourselves and getting to know one another, we became closer. We built a support system and a meaningful sisterhood of girls who love to code. I didn’t expect to gain this community when I first applied to Girls Who Code, but I am glad I did. To have the support of other women is extremely important in the predominantly male-dominated tech world. In addition to meeting these amazing girls, I was able to meet Adobe employees and network with others working as computer scientists. At the Summer Immersion Program, it was important to learn about the different careers in tech and network with others in order to have access to future internships and jobs. In order to learn about the many possible careers, we went on trips to meet the tech teams at Glossier, Control Labs, and Facebook/Instagram.

I had the opportunity to shadow designers, software engineers and product managers as they went about their daily jobs. I was surprised by how much I was able to contribute to problem solving in code during these trips; it showed how much I learned this summer.

During the last two weeks of the program, we were split up into groups to produce a final project. My group built a website that spelled out the benefits and risks of different diets. My team and I wanted to help our users lead a healthy lifestyle, so

we achieved our goal by analyzing statistics of many unhealthy American eating habits. Eating healthy has always been a big part of my life, and I wanted to share my knowledge with others. In less than two weeks, my teammates and I completed a full website filled with different features and information.

At Girls Who Code, I learned that I can explore and create anything with computer code. Computer science isn’t only for my college education and future career; it can also be used as a hobby to create anything from websites to robots. I hope to continue using computer science no matter where life takes me and keep building this amazing community of females in tech. I encourage any female Ramaz students entering their junior or senior year next summer to take part in the Girls Who Code Summer Immersion Program.

The knowledge, experience and friendships I gained in this program are extremely meaningful. I hope to see you become Girls-Who-Code-alumni soon!

Summer Science: How Ramaz Measures Up

By Caitlin Levine ’21

Coding classes, hospital internships, lab research. Ramaz students enjoy a myriad of activities over the summer, with many students deepening their exposure to the sciences by partaking in summer science programs that meet their interests. This past summer I chose to explore laboratory research, an area I knew little about, working in a laboratory with students from various schools in and around New York City.

Throughout my experience, I learned a tremendous amount both from my mentors and my peers, but what impressed me most was the knowledge that my fellow high school students brought with them into the lab. Many of them seemed very well prepared for our laboratory experience, as they were familiar with various laboratory techniques that I was not and seemed to be fluent in the language of scientific research. I decided to investigate how Ramaz compared to the schools of three members of my lab in terms of preparing for scientific research summer programs.

Ashley Cammiso is a rising senior at John F. Kennedy High School in Belmore, Long Island. At the lab, she demonstrated a strong familiarity with bench research, and noted that her school prepared her very well for her summer science program. Cammiso elaborated that her school offered a class entitled Advanced Science Research

(ASR), from which she was able to apply a lot of her teachings to the lab.

“I am so grateful for my ASR class because without it I wouldn’t have had as smooth of a transition to my research lab for the summer,” said Cammiso.

The ASR class is designed to teach students how to find and connect with mentors for science research and show students how to submit research for competitions. Students are also taught how to read and discuss scientific journals, a skill Cammiso found particularly helpful in the summer program. ASR additionally serves as a forum for students to present their research and learn about the research of others. After four years in ASR, seniors present their accumulated research years, and all other students are invited to attend and learn.

In Cammiso’s high school experience, she attended numerous trips designed to expose students to different aspects of science, which, in her words, she “never would have known about.” In

addition to touring the facilities at Rejeneron, a pharmaceutical company that conducts research, she went to the LIU Post and took a tour of a hospital and a tour of the lab, the Northwell Health Spark Challenge to

see an operating room and witness surgical preparation, and a cadaver lab in LIU Brooklyn.

Not only that, but her AP Biology and Chemistry classes, offered before senior year, afforded her exposure to lab techniques which she used in her summer research, including pipetting, measurements, solutions, and even a little coding. Furthermore, JFK High School hosts a STEM and health career fair where different professionals talk about their careers which gave Cammiso the opportunity to hear from a group of surgeons to speak about their careers. Thus, students at JFK High School enter their science programs well prepared to explore.

Isabelle Stemerman, another student in my lab, recently graduated from Greenwich Academy. According to Stemerman, most of her lab experience came from her AP Biology and Microbiology class, where she learned how to use a microscope and conducted many tests on bacteria. Stemerman explained that her school teaches lab techniques as part of the curriculum and ensures that its students feel comfortable in a lab setting. Stemerman worked with worms in a school-run program called Girls Advancing in Stem (GAINS) where students meet during their free time to conduct STEM projects based on their area of interest, and thus felt comfortable working with small organisms in her summer lab. Stemerman said, “In the STEM group there is a forum to talk about your research and hear research from profession-

als. Also, the GAINS network has a conference every year where we hear about women in science.” Greenwich Academy further holds a career day for seniors, where Stemerman was able to observe both an open-heart surgery and a lung surgery. The students spoke with surgeons and learned about a day in the life of a surgeon. Overall, Stemerman feels that her experience at her school has enabled her to thrive in her summer lab.

Morgan Robinson, a rising senior at Mamaroneck High School, was my third interviewee. Like Cammiso, Morgan has an ASR class at her school. She applied her knowledge from reading journal articles in ASR to her lab work this past summer. “I really enjoyed my summer in the lab and I think knowing how to read a scientific journal really impacted my experience and helped me a lot,” said Robinson. At her school Robinson also gets to listen to older students speak about their research throughout the year. There is a symposium at the end of the year, as well, in which all students are invited to present.

The freshmen are influenced by the older students and from their speeches gain an interest in science. The co-curricular activities that Robinson participates in, which also helped Continued on page 5

Summer 2019/Tamuz/Av/Elul 5779

By Samantha Sinensky ’21

The Rampage

Summer Spotlights 3

Nature Worth Writing About

Sitting on decomposing logs and watching spiders walk on tree trunks, would be merely an uneventful scene in the forest, if not creepy and off-putting. Now, I understand that a setting in nature can have meanings that extend beyond what is just seen.

Sitting on decomposing logs, I have learned to consider how these were once strong trunks and massive trees. Now these same tree trunks are returning their nutrients to the earth to once again become part of the great forest. Humans also have their own life cycle, and are just a sliver in the timeline of the natural world and its formations. There have been earthly processes in constant motion long before humans, and these will continue, after humans cease to exist. This more universal and amazing insight into nature was made possible through the guidance and incredible staff at the Kenyon Review Young Science Writers Workshop.

The Kenyon Review Young Science Writers Workshop is a two week program, offered at Kenyon College in Gambier, Ohio. This program is unlike a traditional writing intensive, being that students delve into creative writing, intertwined with the sciences. This program quickly became the highlight of my summer.

P r i or to the Young Science Writers Workshop, I mistakenly viewed science as a completely separate entity from creative writing, or any form of writing in general. Science was usually considered a dry array of factual information, while writing allowed more of a chance to be creative and interpretative. After all, science class and English class are taught separately. The two subjects even utilize different parts of the brain. However, the program instructors completely debunked this concept, insisting that there can, and should, be a synthesis between the two topics.

Throughout the writing sessions, we read science-based

poems with personal life experiences and opinions.

This created a bridge in scientific interpretation between scientists and nonscientists alike. It was unexpected to read poems about nature, astrology, and lab experiment that weaved in metaphors and anecdotes about serious, seemingly unrelated topics, such as child adoption. As we read various pieces in class, I began to realize that “science writing” is a very broad category, and can be as scientifically detailed or vaguely inspired as you would like it to be.

The Young Science Writers Workshop also introduced me to professionals in the field of science writing not affiliated directly with the school. Invited professional writers read pieces aloud from their published books, spoke about their careers in writing, and how they came to be authors focusing on the sciences.

In each class, I felt that my writing and thinking skills were challenged. Instructors assigned difficult and unconventional writing prompts daily. For example, the class was instructed to describe the sounds of the universe, and to depict how natural forms such as waterfalls or volcanoes, were to smell, or even taste. We observed encased butterflies and beetles, paying close attention to their structure and colors, then applied our observations into creative writing. Class time dedicated to writing was followed by workshopping pieces to the class, and giving/receiving constructive feedback. I really felt that I was challenged as both a reader and writer, and I left the program with a new understanding on how we can incorporate facts and accurate information without sounding like a textbook.

The Kenyon campus grounds in Ohio are surrounded by glorious flora and fauna. During the afternoon sessions, we ventured outdoors, going on hikes in the forest to learn about tree identification and examining pollinating bees. On evening hikes, I saw hundreds of fireflies. The class was then given time to write outdoors, and I found it very inspiring to write surrounded by nature in its raw, untouched form. The program

took advantage of the environment we were in, and I felt it easier and more enjoyable to write about nature and science, sitting amongst the trees of the forest.

During evening free time, I often sat outdoors with friends, admiring my surroundings: fireflies emerging as the sun set, their glow blinking in response to one another. Massive trees that have been growing for almost two centuries on what is today the Kenyon College campus. I learned that these trees do not grow isolated from one another, but an entire network for communication, the Wood Wide Web, exists underground. Tree roots obtain nutrients from fungi growing underground, and in return provide sugars. Trees also share resources via underground roots, such as sugar and water, with other trees in the forest. Sometimes trees or flowers growing their roots into the Wood Wide Web might even steal resources to knock out competition from neighboring trees. I began to view a forest not as a collection of trees living side by side, but as a community, much like that of humans, constantly communicating and sharing information with one another.

Furthermore, seeing the fireflies ignite spontaneously made me think of ideas that can pop up in our head instantly. I became inspired to write about these comparisons in a poem. Because the instructors at the program exposed me to the concept of science writing, these connections became more frequent to recognize.

In addition, the program directors and kitchen staff at the cafeteria were extremely accommodating and understanding about my kosher meals prepared by the Columbus JCC and picked up by the college. I really appreciated that the kitchen staff heated up the meals each day.

I cannot imagine a more fulfilling experience.

I was exposed to many like-minded and creative students all the while being mentored by a talented and caring staff. It was a beautifully sublime two weeks.

Memorial Sloan Kettering Internship Experience

By Zachary Buller ’20

This past summer, I was privileged to intern at the Memorial Sloan Kettering Cancer Center (MSK), one of the nation’s top cancer institutions, spending eight weeks working in the Rubenstein Center for Pancreatic Cancer Research in the labs of the Mortimer B. Zuckerman Research Center. This was my second summer involved in cancer research, having interned at a cancer research facility at Hadassah Medical Center in Israel last summer. My experience this year was entirely different. Last year, I worked on developing a plant-based cancer treatment in a lab, whereas at MSK, I worked with patients and their blood and tissue samples both in a lab and in a hospital.

My primary responsibilities were twofold: shadowing a research technician at the clinic, assisting with screening patients via electronic medical records to ensure eligibility for clinical trials and organizing, processing, cataloging, and maintaining blood samples and surgically-resected specimens for use in medical research. Given that MSK is dedicated both to patient care and to scientific research, many patients at the hospital for cancer treatment consent to take part in clinical trials where their blood and/or tissue is used for scientific research.

Researchers in the lab in which I worked, coordinating with scientists overseas, analyze these blood samples to develop methods for early detection of

pancreatic cancer. Two days a week, I worked at the clinic, learning about the sensitivity of patient data and protected health information, and how, when working with patients, a great deal of care is necessary to ensure that their privacy is respected.

I became familiar with the process of “informed

I came in contact with a myriad of medical professionals, all holding different positions within the institution, but each taking necessary steps to achieve the same goal: developing medical advances to improve peoples’ lives.

consent,” or making sure that a patient fully understands the scope of the trial prior to signing up.

At the lab, I was tasked with preparing the blood and tissue samples that were collected at the clinic to use for the research study. The challenging part was pipetting out the plasma and buffy coat separately while making sure not to take in any red blood cells. After multiple rounds of centrifugation, I transferred the blood samples to cryovials and banked them. I had to be more careful with the surgically-resected tissue, slowly cutting up the ampullary and pancreatic tumors and normal tissue to fit them in the 1-mm tubes. I

then created new mapping files of the biobank repository for the larger study, enabling any of the researchers to find specific blood and tissue samples within the thousands stored in the freezers.

In addition to laboratory and clinical work, I was fortunate to work with a talented group of professionals who taught me about pancreatic cancer and active research studies in the field. They allowed me to shadow them at biopsies and surgeries in addition to taking me on valuable tours of the hospital. By the end of the internship, I gained exposure to various pancreatic-resection surgery methods which confirmed my interest in pursuing a career in medicine and medical research.

My incredible experience this summer at MSK allowed me to explore science in a practical manner - not just within my academic coursework.

It was gratifying to combine both the clinical and lab-based aspects of my job: after consenting patients for clinical trials, I brought their blood samples back to the lab and prepared them for researchers working assiduously to treat those patients.

The whole process came full circle. Throughout my time at MSK, I came in contact with a myriad of medical professionals, all holding different positions within the institution, but each taking necessary steps to achieve the same goal: developing medical advances to improve peoples’ lives.

Summer Spotlights 4

The Rampage

Summer 2019/Tamuz/Av/Elul 5779

A Summer of Inclusion

By Rebecca Massel ’21

Imagine walking into a room full of clusters of friends deeply engaged in conversation. Someone looks up and sees you, and there is a quiet murmuring as all eyes turn your way. Suddenly, half the room rushes toward you. “You’re so cute!” someone exclaims as she pinches your cheeks. “Can we be best friends?” someone else asks. “Let’s take a picture!” Five minutes later, the circles have reformed, and again, everyone is engrossed in their own conversations. A moment ago you were the center of attention, but now, you are uncomfortably laughing at a joke you didn’t hear.

We’re all taught to be kind to those with developmental disabilities, but what does inclusion really mean?

Yad B’Yad, a program run by Yachad, brings together mainstream high school students and developmentally disabled young adults on a four-week summer trip to Israel. Yachad’s mission is to ensure that every Jew is welcomed and included in the Jewish community. None of the 79 participants on Yad B’Yad are separated based on his or her mental or physical capabilities.

For the mainstream students, the trip began with a three-day orientation to sensitize us to the experiences of our developmentally-disabled peers.

We read stories while sucking on six lollipops to appreciate the difficulty some people have communicating clearly. Flashing lights and loud noises were used to create the feeling of sensory confusion that some people with autism experience. In another activity, we wore labels on our foreheads that described how we should be treated.

Some labels read, “treat me like my face is disfigured” or “speak to me in a baby voice.” Although this activity didn’t compare to experiencing these challenges daily in real life, the exercises helped me appreciate the hurdles my would-be-future friends deal with all the time. An invitation to join a group and 30 seconds of background about the conversation can change someone’s day.

Over the course of the orientation, we learned about the power of inclusion.

In Israel, inclusion took on many forms. Every hike was wheelchair accessible; songs kept everyone engaged during “boring” moments; our guides used multisensory tools for tours. In each of eight hotels from the Golan Heights to Eilat, we roomed with

different participants, both with and without disabilities. On the trip, the bonds of friendship deepened. We started on a party boat on the Kinneret. With blaring Hebrew music and dancing, we sang “Am Echad, Shir Echad,” or “One Nation, One Song”, and quickly became one group. On Tisha B’Av, we sat together in a tight, supportive circle overlooking the ruins of the Beit HaMikdash. Together, we rafted down the Jordan River, spray-painted walls in Tel Aviv, fell off banana boats in Eilat, rode donkeys and camels in the Negev, slept in Bedoiun tents, and davened at the Kotel. We learned about the horrors of the Holocaust at Yad Vashem and honored Israeli soldiers at Har Herzl.

Yad B’Yad focuses on friendship. At times, it was challenging to befriend some Yachad participants; it took time and effort to communicate with them. Over the four weeks, though, I developed connections with my Yachad friends in different ways than I usually do.

One night, Emily, my roommate, wanted to shut off the lights before the rest of us were ready for bed. We tried to negotiate with her — maybe we could only turn off the main light? But, Emily was adamant — she needed it to be completely dark. That first night, all five of us fell asleep bothered by how frustrated we had been.

The next morning, determined to make amends, I sat next to Emily on the bus. Initially, the conversation was tense as she was upset from the night before. Gradually, we began to talk and were soon writing a story together. As the bus sped through the country, Emily and I were engrossed in a world of brownies and cookies where the pastries saved Israel. That night, we lay in bed and finished our tale as Emily fell asleep.

On another occasion, Michael, a nonverbal participant, and I were writing thank you notes to our counselors. I noticed Michael was scribbling all over his

page and struggled to communicate his thoughts. I gave Michael my phone to type out his words, but it did not work. Eventually, a counselor wrote the note for him. I felt frustrated for Michael. It seemed that he simply could not communicate his appreciation. Later in the week, I was with Michael in the Weizmann Science Park. As we walked through the park, we found a thermographic camera in which we watched our faces turn red, orange, and blue.

Michael and I waved at the camera and laughed as we watched ourselves wave back on the screen.

Through the rest of the park, Michael and I examined different plants, blew bubbles, and played a matching game. On the last day, I watched as Michael hugged our counselor; he did not need to write a letter to show his gratitude. Michael found a different way to communicate.

Yad B’Yad is termed a “Summer of Inclusion.” The truth is, there are times when we have each needed to be included and times when we have each had the opportunity to include someone else. I can think of countless moments when I have been on each side of the equation.

Sometimes, we make assumptions about others, with and without disabilities: they won’t be able to understand our conversation, they aren’t going to have anything to add, they don’t want to be included. Those initial thoughts prevent us from taking a step back and expanding our circle. But, when you take the time and effort to remove the label stuck on someone’s forehead and include them, really include them, by catching them up and opening the conversation, you may have the privilege of finding some of the most genuine people you will ever meet.

(Names of participants were changed to protect their privacy.)

Gadna: An Authentic IDF Experience

By Avigail Dupont ’21

If you’ve never heard of Gadna, don’t worry, because I hadn’t either until I spent three weeks in Israel with a French organization called Yaniv. Over the span of three weeks, we traveled around Israel, starting in the North and making our way down to the South. We enjoyed various activities, such as kayaking on the Jordan River, visiting the water tunnels of Jerusalem, and waking up at four am to watch the sunrise at Masada.

Gadna is a military program in Israel that trains teens from around the world for the IDF. This program has three military bases in Israel: the Tzalmon Gadna base in Lower Galilee, the Joara Gadna base on the Menashe Heights, and the Sde Boker Gadna base in the Negev desert, which is where I stayed. Gadna is actually an abbreviation for Gdudei No’ar, which translates as “youth battalions.” Gadna was established in the early 1940s by the Haganah and offered preliminary military training and classes about the state of Israel for young Israelis entering the IDF.

Upon arrival at Gadna, my group was greeted by two soldiers who led us to an outdoor court where we joined several other groups for the opening ceremony. During the opening ceremony, we were divided into our “tzevets” (units), introduced to our “mefakedet,” the commander who would be responsible for us until the end of our stay, and given our uniforms. We were placed into two equal lines and ordered to stand in “hakshev,” a military position which involves standing upright with one’s feet in a V shape and hands behind one’s back. Our water bottles had to touch the tip of our left foot and girls were ordered to tie their hair back. Whenever we did something wrong, we had to do pushups – three pushups for girls and seven pushups for boys.

It was sunset when the opening ceremony concluded, and the mefakedet of my tzevet took us out for an activity. She lined us up and asked us to hold hands. Then, counting down from five, she told us to run to her water bottle, which she placed fifteen feet in front of us. If the line wasn’t perfectly straight the entire time, we had

to start over. The first time, the line was not straight, and some of the girls were left behind. It took us at least six tries before we started getting the hang of it.

The purpose of this activity, as she explained afterward, was to teach us to care for others and look out for each other. By holding each others’ hands tightly, running at the same pace, and making sure no one was left behind, we were able to run for fifteen feet in a perfectly straight line in five seconds. Once we internalized this lesson, we applied it to every activity we did that week. We shot M16s, we camouflaged ourselves, we cleaned the campsite, and throughout each activity, we stuck together as a tzevet and as friends.

I started the week terrified of Gadna and ended it not wanting to leave. It turned out to be one of the best experiences of my life.

Yes, the physical training at Gadna was hard, and I came back sore and covered in bruises, but the more time I spend reflecting on my summer, the more I realize that it was all worth it because the lessons I learned at Gadna are lessons I’ll never forget.

Summer 2019/Tamuz/Av/Elul 5779

The Rampage

Features 5

Meet the New Rampage Editorial Board!

Zachary Buller Editor-in-Chief

Sophia Kremer Editor-in-Chief

Josephine Schizer Editor-in-Chief

Hannah Doft Layout Editor

Aliza Freilich Layout Editor

Favorite and least favorite school lunch?

ZB: My favorite lunch is hamburgers What was the first article you ever with sweet potato fries and my least favorite is wrote for the Rampage? What was your breakfast for lunch. favorite article you ever wrote?

SK: My favorite lunch is chicken nuggets and my least ZB: I wrote my first article with former Ramaz favorite is deli meat. student Alexandra Orbuch, contrasting her freshJS: My favorite lunch is shawarma, and my least favorite man experience coming from Ramaz with mine hailing lunch is mac and cheese. from a different school. We spent way too many hours on HD: My favorite lunch is obviously chicken nuggets FaceTime coordinating for that article. My favorite article is and my least favorite is baked ziti.

What is your most definitely my most recent, “Hitlahavut: Ramaz’s Best Kept Secret.”

AF: My favorite lunch is chicken nuggets involved club other than SK: My first article covered Freshman Orientation, and my favorite with spicy mayo and ketchup!

My least the Rampage? article is “#MeJew–Is it Time for Women to Speak up in Minyan?” favorite is breakfast for lunch.

ZB: Mock Trial! Let’s get to AlbaJS: The first article I wrote was about Hadar Goldin’s brother coming to

ny this year! speak to the seniors. I remember struggling to write that article because I SK: Coding Club! hadn’t heard the speaker myself and was nervous about talking to the What are your plans for the RamJS: Model Congress! We’re going to a seniors! My favorite article I’ve written is “‘Would You Like to Carry page this year? second competition in addition to our the Torah?’”

ZB: I plan to overhaul the feedback process annual Penn trip for the first time this HD: My first article was about the Freshman Shabbaton and my for articles. Editors should be working more year. favorite article was when I wrote about the creation of social closely with writers by speaking with them on the HD: Yearbook!! Get ready for probation, detention, and citizenship reports during my phone to ensure that writers understand what they the best one yet! sophomore year. need to fix now and work on for the future.

AF: Yearbook! I bet you AF: The first article I wrote was about the 2018 SK: I plan to improve the Rampage reader experience and can’t wait to SEE it!

Freshman class size. My favorite article I’ve writmake the paper more interactive by adding columns and meten is “PSAT 2018: Educational or 'Meme'mes. I also plan to recruit more writers. able?”

JS: I want to get more people to read the paper, both in print and online. I’m working on improving the website and our social media presence (check out @theramazrampage on Instagram and Facebook).

Favorite spot The Rampage is going to be much more active online this year! in NYC? HD: I plan to make the Rampage layouts easier to navigate and ZB: Lincoln Center. ensure that the online Rampage gets the attention it deSK: The Highline. serves.

JS: The Central Park ReserAF: This year, I plan on increasing the exposure and voir. availability of the online Rampage. Additionally, I HD: Hudson Yards. hope to draw more attention to the paper with AF: The MET unique layouts both in print and on social steps. media.

Summer Science: How Ramaz Measures Up Continued from page 2 to prepare her for her summer research, are robotics club and physics club. Mamaroneck brings its students to compete in seven competitions.

To assess how Ramaz prepares students for research programs compared to other schools, I interviewed Alex Zemmol ’21 to see if he felt prepared for his science research program at Baruch College. Zemmol said he felt prepared for his program and especially appreciated the knowledge obtained from his chemistry classroom with regard to making solutions to the lab.

Zemmol also said that in his Ramaz Biology class he used a microscope, so

he had a little bit of knowledge as to how to work with one. Zemmol says that he did not go on any trips involving science with Ramaz, but the Honors Chemistry class did go on a trip to a lab at Mount Sinai. As a member of Ramaz’s PreMed club, Z e m m o l gained some slight perspective. He also acknowledged that Ramaz has a Physics and a Robotics club, where students can elect to gain additional scientific exposure. Zemmol noted, “Although it

did take me some time to adjust to my summer science program, being that I did not have a lot of experience going into it, I still really enjoyed working in a lab setting and don’t think I was that far behind other kids in the p r o g r a m .”

Overall, when compared to science opportunities afforded at other schools, Ramaz could improve somewhat. A class such as ASR would definitely help students adjust to a lab setting and teach more about

scientific research. However, considering that Ramaz offers a dual curriculum, and students already have many extra classes, a class like ASR may not be possible. Additionally, Ramaz does not offer AP level classes before senior year, so students who have taken these higher level classes before may have an advantage in pursuing summer science opportunities. Ramaz does have a very strong science program and offers many co-curricular STEM options.

Perhaps introducing ASR as a senior year elective, offering a career fair, or pushing to include more laboratory preparation work into the science curricula are ideas Ramaz should consider to further improve its continually grow-

Features 6

The Rampage

Summer 2019/Tamuz/Av/Elul 5779

Tips for a New School Year

By Josephine Schizer ’20

Advice for Freshmen • Don’t procrastinate.

• Make friends whenever you can and remember that everyone is new and just as nervous as you are. Take advantage and make some lasting friendships.

• Do work, but also get involved with friends and clubs.

• School is hard, but stay positive and don’t lose motivation.

• Don’t slack off. Even if it seems easy, do your work as if it was difficult.

Put time and effort into it. If you stay ahead on work, you will have little stress.

• Schedule your time wisely so that you can fit everything in and have time for extra events you want to do, not only school work.

• At times, the way tests are scheduled, there are going to be weeks without a test and then randomly two weeks full of assignments and

exams, so don’t mistakenly think high school is always that easy during the period of light work; take advantage of it.

• Don’t sign up for too many clubs.

• Enjoy freshman year!

— The Sophomores Advice for Sophomores • Don’t procrastinate!

• Don’t stress too much!

• Enjoy sophomore year before you become a junior—sophomore year is when you actually become close with your friends & have fun & go out.

• Find a proper balance between social and school life, too much of one isn’t good.

• Enjoy the year and spend time with your friends! Don’t even think about college!

• Make good use of your time, be organized, take good notes, and try to start studying for test 2 or 3 days in advance.

• Work hard.

• Enjoy sophomore year!

— The Juniors Advice for Juniors • Don’t procrastinate.

• Time management is key. If you spend less time stressing out about

school and standardized tests and instead actually do your work, you will probably have time to do fun stuff and hang out with your friends.

•

Try to do as much work as possible in advance!!

• Try not to stress so much, you don’t need junior year to be ALL about work—still have fun and make the most of it!

• Sometimes there are moments that feel awful, but you will get through it. And you’ll feel even better at the end because of all the hard work you have put into junior year.

• Take SAT/ACT studying really seriously in the beginning of the year so your stress levels will be lower later on in the year. The earlier you get it done, the happier you will be.

• Have fun and don’t overwork yourself.

• YOU GOT THIS!!!

— The Seniors

Advice for Seniors • You will need to work hard, and recognize that if you don’t commit to the grind you will fall behind.

• Start your essays early!

• There’s not a lot of work second semester, so stay on top of what work you DO have or the last day of school comes and you have Ws and ton of absence essays to write and that isn’t a good feeling.

• Have a sick time—it’s the best year of your life, so live up to it.

• Take classes you’re actually interested in but MAKE SURE TO READ COURSE DESCRIPTIONS. • Go to class. Do your work. Don’t get senioritis too early.

• Try and remember that the whole college process does not define who you are. If you don’t get accepted to your top choice, it doesn’t mean you aren’t good enough. Sometimes you can be more than qualified and still not get in. That doesn’t define you are mean anything about who you are. Just remember that things will always work out in the end! In the short term, it doesn’t seem like it, but the quicker you realize it, the better off you’ll be!

— The Class of 2019

Crossword

By Ben Silverman ’20

ACROSS 4. Once Upon a Time _____ (Tarantino summer flick) 7. Suicidal multi-millionaire Jeffrey 9. Coastal summer activity 10. UV shielder 11. Sunniest day of the year 12. Fun in the _____ 15. Disastrous HBO show DOWN 1. Marvel dropout 2. Camper caretaker 3. Some rising seniors began them 5. Recently retired Andrew 6. Political showdown 8. Many a summer gig 13. Company that lent its name to both a world and a land 14. Seneca's oriental destination

Finished the crossword?

Send a picture to rampage@ramaz.org. The first to complete the crossword correctly will be listed in the next issue.

Check the-rampage.org for crossword answers once we have a winner!

Summer 2019/Tamuz/Av/Elul 5779

Opinions

Ramaz Upper School

The Rampage New York • Volume 53 • Issue I • Summer 2019 • the-rampage.org

Editors-in-Chief: Zachary Buller ’20* Sophia Kremer ’20* Josephine Schizer ’20*

By Eve Schizer ’22

Layout Editors: Hannah Doft ’20* Aliza Freilich ’20* Copy editor: Elizabeth Newman-Corré ’20

Meme contributor: Avery Sholes ’20 Puzzle contributor: Ben Silverman ’20 Faculty Advisor: Dr. Milowitz Contributing writers: Basia Fellner-Dublin ’20 Avigail Dupont ’21 Caitlin Levine ’21 Rebecca Massel ’21 Gabrielle Ostad ’21 Eve Schizer ’22 Samantha Sinensky ’21 Charles Spiegelfogel ’21 Adam Vasserman ’21

The Rampage

The Rampage is the student newspaper of the Ramaz Upper School.

It is published on a monthly basis.

Letters to the editors may be submitted to rampage@ramaz.org.

Letters must be signed and may be edited to conform to The Rampage style and format.

I remember my horror upon receiving two breaking news alerts about mass shootings within 24 hours.

I wanted to scream, because Dayton was the 251st shooting on the 216th day of the year—that means there was more than one shooting per day.

On that dreadful weekend, the first shooting took place at a Walmart in El Paso, Texas. It was at 10:30 AM on Saturday, August 3rd. The shooter killed 20 people and injured 26 more, two of whom later died of their injuries.

The second shooting took place less than 13 hours later, at a bar in Dayton, Ohio. Nine people were killed and at least 27 more people were injured.

I was horrified. There have been so many shootings over the past few years that my first thought was, “Oh my god, not again!” And so many of them were mass shootings. One potential reason is that technology keeps

Opinions 7

When Will It Change?

advancing, which means not only medicine, phones, and buildings, but also guns.

Both shooters had obtained their firearms legally, both used assault-rifle-style weapons. The question we have to ask ourselves is why civilians have access to weapons designed for war. The Second Amendment declares the right to bear arms, but does it give license to murder?

The right to own a gun is an integral part of our country—it means we can protect ourselves, but it also invites danger. The Second Amendment was written in a time when the country’s army was comprised mostly of militia—people owned guns so they could fight for their county. Those guns were much less dangerous than the ones we possess today. Times have changed, and our legislation needs to adapt with them.

Should people be allowed to own guns? Yes. Should people be allowed to own weapons capable of killing nine people within 30 seconds (like what happened in Dayton)? No.

We want to protect ourselves and

our families, and part of that is ensuring that people who shouldn’t have guns don’t get them. Background checks are required to purchase a firearm, but these background checks only stop people who have already committed an offense. Many of the recent shootings have been committed by younger people. Both the Dayton and El Paso shooters were in their early twenties. If psychological profiling was required to obtain a gun, maybe neither of these shootings would have occurred.

After all that’s happened, especially the Pittsburgh shooting, I would feel safer if someone at my shul carried a gun. But people shouldn’t have to be afraid when going to their place of worship, or going to Walmart, or getting a drink. How many more people are going to die before things change?

May the victims of Dayton, El Paso, Virginia Beach, Thousand Oaks, Pittsburgh, and many other shootings rest in peace. We will never forget.

Summer SAT/ACT: To Study, or Not to Study?

By Adam Vasserman ’21

During the summer, when Ramaz students aren’t getting stuck in elThe opinions expressed in The evators or polishRampage are of the author’s alone, ing off the school’s and do not represent the views or opinions of Ramaz, The Rampage, renowned chocoor its editors. late-chip cookies, they are scattered throughout locations as close as Saba’s on the Upper East Side and as far away as New Zealand. For rising Juniors and Seniors, in addition to all the diverse adventures and opportunities Ramaz students explore during the summer, there tends to be one thought hovering above the rest…the SAT or ACT. Since the beginning of high school, it is drilled into students’ heads that the SAT and ACT hold the keys to the college of one’s choice, and finally being in the midst of the dark cloud that is studying for these tests brings on a new level of discomfort. Eventually, during their junior and senior years, students across the country spend countless hours, days, months, and sometimes years preparing for these exams.

Regardless of which test one takes, the approach to studying is fairly similar. Both tests are administered as early as late August (before junior year),

have countless preparation books available, require a freshening up of grammar skills, and become much easier after extensive dedication and studying.

Summer is a great time to begin, and potentially finish, preparing for either test. Summer studying doesn’t necessarily need to be done 24/7, but reviewing some material or even taking a diagnostic test is a good way to start, depending on how soon one plans to take the test.

This summer, I took an economics course at Columbia, worked as a lifeguard, spent time with friends, and enjoyed a family trip to Costa Rica, in addition to fitting in study time. Along with many of my peers, I felt that summer was a convenient time to break ground in preparation for the big test, as it’s a time free of the stress of school and extracurriculars. I had the freedom to pick a time of day that I felt was productive to study instead of being constrained by the daily routine of class and test schedules throughout the year. My summer study experience consisted of going through my two books and taking the occasional practice test.

Many of this year’s juniors were highly in favor of summer studying in order to alleviate pressure from junior year, “I want to get as much done as possible before school starts so I can enjoy junior year,” wrote David Gerber ’21. It’s a chance to “start earlier and get ahead rather than being confused about how to balance things during the year,” said Emily Mulakandov ’21.

Several members of the junior class shared strategies they used over the summer to maximize their studying. To combat the stress of studying for the SAT/ACT, I found it comforting to designate specific study times to minimize procrastination. Having an organized study

schedule in place helped me study as much as possible.

Also, “it’s important to pace yourself and take breaks when you feel you are doing well so you don’t get too burnt out,” said Lauren Lepor ’21. When studying, it’s also important to target your weakest areas. “I have never had any trouble with math sections on standardized tests, unlike English sections, and my practice tests reflect that,” said one student, “and for that reason, I generally focus on reading and writing when I meet with my tutor.” As for choosing which test to take, it depends on individual preference. One student shared “I’m taking the ACT, and after taking it cold, I didn’t even bother trying the SAT since I had done pretty well for my first time. I’m also a math and science kid, and the ACT includes both of those aspects.”

When it comes to finally taking the ACT and SAT, it’s in one’s best interest to do what feels most comfortable. Personally, I felt studying during the summer put me on the right trajectory to achieve some of my goals and cover a significant amount of material. I am confident that this was a great decision because I now feel much better about the test process entering September than I did at the end of June.

Do We Have Too Much Summer Homework?

By Charles Spiegelfogel ’21

Summer homework typically involves reading one or two books for English class and a Talmud reading assignment. Incoming freshmen have two books, sophomores have one book and are required to learn select chapters of Pirkei Avot, juniors have one book and two articles for Talmud, and seniors are given specific homework for each of their honors classes. Many students and teachers debate whether summer homework is really necessary. Coming off the intense workload of the school year, is it fair to ask students to spend their summers doing more work?

Personally, I think summer reading is a good idea. For students who aren’t self-motivated readers, it helps keeps their minds active before the rigorous school year begins. Summer reading also enables teachers to start teaching immediately instead of having to wait for the students to read

an entire book before they have material to teach.

Rising sophomores and juniors have to read only one book, but rising freshmen have to read two books. In my opinion, every grade should only have to read one book. In the past, every grade had to read two books, but in the past couple of years, the school has changed this because they have not yet come up with a second book that people have liked.

Although many students are opposed to having Talmud homework over the summer, I have found that the assignments don’t take too much time and keep our minds focused on Judaic studies while we are away from school. The tenth-grade assignment of learning Pirkei Avot is interesting because it corresponds to many everyday life issues, which is a good way to ease ourselves back into the school year. Incoming juniors are required to read two essays by Rabbi Aharon Soloveichik from his Logic of the Heart, Logic of the Mind. Similarly, these as-

signments are not too time consuming, but aim to ease students back in the mode of Jewish learning.

Seniors have more homework to do in preparation for the school year. In addition to summer reading, incoming seniors have homework for each AP class they are taking the following year. Seniors must teach themselves some of the class material since there won’t be enough time during the school year to cover everything for that class. Sophia Kremer ’20 said, “I don’t mind the work because I think it is good preparation for the rigorous course load that is yet to come.”

Even if some summer homework is justified, is there too much of it? According to Caitlin Levine ’21, ”No one likes to do any summer homework, but I think the amount we have is acceptable.”

Having summer homework may not be ideal for everyone, but with the intensity of the work during the school year, the amount we get is really manageable and can only help ease us into the school year.

Summer 2019/Tamuz/Av/Elul

5779 The-rampage.org

Getting to Know the New Athletic Director

By Gabby Ostad ’21

The stars are shining bright heading into the upcoming 2019-2020 school year with Coach Eli Katz as the new Director of the Athletic Department.

As students are eager to learn more about the head of the Athletic Department, Mr. Katz, has been working tirelessly throughout the summer to prepare for his new role. He is beyond excited to meet each and every Ramaz student and continue the success and growth of Ramaz athletics.

The Rampage interviewed Coach Katz to learn more about his background in sports since his childhood and new initiatives he has been working on to enhance the Ramaz Athletics experience.

is navy blue—you will almost always see me in navy blue. Lucky for me that is one of Ramaz’s colors!

GO: What led you to this job of being the head of the Athletic Department at Ramaz?

EK: I have always been involved in athletics. Couple that with Ramaz being second to none in the Jewish World. It is an amazing group to be apart of! We were moving to NY soon regardless as my wife’s profession lead me to New York, and Ramaz knew about me from the position I held at Yeshiva University.

GO: Where did you go to camp?

EK: I went to sports-intensive camps—specifically basketball ones. Alongside various sports camps, I went to Camp Shoresh in Frederick, MD and ultimately ended up working there. Also, at the age of 15, I was given the opportunity to coach at Sports Star Academy.

GO: Where did you attend high school?

EK: I attended Beth Tfiloh High School.

GO: What was your main sport in high school?

EK: Basketball and lacrosse. I was the captain of both of those teams. However, during high school I tore my ACL while playing sports.

GO: Did you attend Yeshiva in Israel?

EK: Yes I did. I went to Yeshivat HaKotel for two years.

GO: What college did you attend?

EK: I attended YU for college. Because I tore my ACL, I was not really considering playing ball in college. As time went on, I was lucky enough to join Coach Steinmetz and the YU staff as an assistant coach at Yeshiva University for the men’s basketball program for my third and final year.

GO: What’s your favorite food and color?

EK: My wife tells me I have the palate of a 5 year old. My favorite foods are mac and cheese and pizza.

If I am eating meat, I guess steak. My favorite color

Memes

By Avery Sholes ’20

the Boys Baseball Team for this coming year.

GO: What is some advice you can give to the students both on and off the court?

EK: Two pieces of advice: First, athletics teaches you much about life. My philosophy comes from my dad: Athletics do have rules, and there are high standards and expectations for you which can make you better people if you work and follow the standards set forth by your respective coaches.

Also, anything worth anything requires hard work. If you put in the hard work, you will reap the benefits. If it was easy, everyone would do it.

GO: What are your favorite professional sports teams to follow?

EK: I follow baseball, football, and prefer college basketball.My favorite baseball team is the Seattle Mariners, my favorite football team is the LA Rams, and my favorite college basketball team are the UCONN Huskies. I realize these teams are all over the map—it is a bit of a long story but there are reasons why I like these teams.

Gabrielle Ostad: Where did you grow up?

Mr. Eli Katz: I was born and raised in Baltimore, Maryland.

GO: What sports did you grow up playing?

EK: I come from an athletic family. My dad is a basketball coach and has coached UMBC and Goucher College. Growing up, I would go to games with him and critique the film alongside him. This exposure lead me to know more about sports at an earlier age.

Growing up, I played basketball, baseball, football and lacrosse.

Sports 8

GO: What new initiatives do you hope to bring to the Athletic Department at Ramaz? What sport are you most looking forward to teaching?

EK: The Athletic Department had something great before I came, and I hope I am able to fill the shoes that have been left for me. While I will not be coaching a gym class, my full focus will be making this athletic department the best it can be.

In terms of initiatives, I have created the process of “streamlining” or “ladders” which I feel most students will be excited about. It allows there to be expectations in terms and skills to be known by the athletes on our sports teams at a certain grade/level of play. With this initiative, students finishing eighth grade will have an understanding of every concept they need in high school to comprehend the level of play.

After speaking to students, I have heard that Spirit Night is a student body favorite. I know that over the years, there has only been one spirit night, so I am trying to work with students to implement more spirit nights. We hope to raise funding to make these events possible. I really want to make these nights a special experience both for the players on the team and of course for the fans!

Additionally, I am creating the Sports and Spirit Committee. This committee will be made up of students who will spread the school spirit to other students. When students engage others, it creates a more personal relationship enhancing the spirit overall! These are just some of the many new ideas I am working on. Also, I always welcome any new and exciting ideas from the student body as well!

GO: What sports teams will you be coaching?

EK: I will be coaching Boys Varsity Basketball and

GO: What are your thoughts on the US Women's World Cup Victory? And what are your predictions for the upcoming NBA season?

EK: I think the win of the US Women’s Soccer Team did great things for our country! It is always a pleasure seeing our country succeed in whichever competition they enter. It is no different when it comes to US Women’s soccer. I love when the US succeeds.

The US has been so great to our people, it behooves us to cheer them no matter the circumstance. The US winning is a win for the Jews in my mind! This win also shows how far women’s sports have come which is great.

With regard to the NBA, Lebron and Anthony Davis are a dangerous duo. I think Kawhi and Lebron are the best players in the league. As an aside, I love the way Luka Donjic plays! If I had to say the top teams of the season: I would go with the Lakers, Clippers and Bucks—no surprises here.

GO: What impact do you hope to make on the Ramaz community?

EK: I want to make sure everyone understands how athletics truly do make people better. I want the students to realize that athletics has the ability of accomplishing the Ramaz philosophy of menschlichkeit in a different light. I want people to leave this athletics program better than they came in—both in skills and more importantly as people.

GO: What additional insight would you like to leave the students with?

EK: I am really excited and can’t wait for this year!

I am so excited to meet you guys! I want to see each of you reach your potential and see you guys happy!