Volume 52, Issue 5 (December 2018) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 52 • Issue 5 • December 2018 • Shevat 5779 • the-rampage.org

Legally Blonde: A Pink, Wednesday A-Day Posh Triumph for Ramaz Transforms into PJ Day Rebecca Massel ’21

A pink backdrop. Pink shining lights. Girls in pink singing and dancing. And then the star comes out: a pink-dressed, sorority girl flipping her blonde hair! This year’s fall music of Legally Blonde was a hit.

On Tuesday, December 11, the Ramaz students, faculty, and parents travelled to a very pink, very posh version of Harvard Law School, the setting of Legally Blonde: the Musical. The production Legally Blonde: the Musical on Broadway was written by Laurence O’Keefe and Nell Benjamin, with the book by Heather Hach. The musical is based on the novel, Legally Blonde by Amanda Brown, and the 2001 film of the same name.

Lia Michel ’19 starred as Elle Woods, the ditsy college student who is dumped by her boyfriend, Warner (Avi Blitzer ’19). In order to prove herself to Warner, Elle attends Harvard Law School. On the way of this seemingly impossible adventure, Elle faces challenge after challenge, including meeting Warner’s new girlfriend (Naomi Levy ’19), being underestimated by Professor Callahan (James Auerbach ’20), and defending fitness instructor Brooke Taylor-Windham (Elizabeth Newman-Corre ’20) in court. With the help of her three sorority sisters (Taylor Roslyn ’21, Hannah Dubroff ’21, and Noah Biton ’21), her manicurist Paulette (Maxine Pravda ’20), and her friend Emmett (Hadley Kauvar ’19), Elle learns how to succeed in her own way.

The production could not have taken place without the hard work of the cast, directors, and crew. Jason Robinson, the director, worked hard to

Esti Beck ’19

On Wednesday, December 12th, the senior class decided to celebrate a gradewide pajama day without consulting with the school for permission. Many boys showed up in robes or sweatpants, and girls wore matching pajama sets or onesies, with a handful taking off the skirts they wore on top after davening. Pajama day is known to be a senior tradition, and is often seen as a symbol of senior culture, gradewide unity, and spirit. That being said, in previous years, the school has expressed displeasure at how the festivities were handled, particularly since pajama day often means a violation of the official dress code. For example, boys are not permitted to wear sweatpants or t-shirts- staples of any pajama outfit- and must wear button-down shirts, which do not usually make an appearance in sleepwear.

While, in theory, pajama tops would not be an issue for girls, this year the school banned wearing sweatpants under skirts in an effort to create a more formal school environment.

This year’s pajama day was coordinated through the grade group chat, where students expressed excitement at the prospect of participating in a senior tradition.

However, when students showed up to school in pajamas, they faced an immediate backlash from members of the faculty because of their unsanctioned evasion of school policy. In some cases, the administration’s reaction led to raised voices heard across the joint junior/senior minyan. Confusion ensued over the following few periods as students tried to gauge what, exactly, had occurred. Members of the GO met with the administration, which requested that the students change back into appropriate outfits or leave school until they could do so. Many students complied, but others who did not immediately find changes of clothing- which not everyone hadwere called to the sixth floor office to discuss their infractions of the dress code.

The administration stated that the students should have sought permission to engage in such an activity, particularly since it involved a blatant violation of school policy.

Many of the students, in turn, felt they were being penalized for participating in a longstanding senior tradition and that the school could have reacted differently, rather than just calling it off. GO representatives sat through several meetings to act as middlemen, communicating the positions of both the seniors and the administration to the respective sides.

Ms. Krupka, one of the administrators involved, discussed the day’s events with her 12th grade Megillot class. She pointed out that without consulting with the administration first, seniors could miss some of the factors which came into play. Often, the school hosts important visitors, and on one of those days, having a quarter of the student body walk-

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GO Initiates Temporary School-Wide Lounge

As part of the student government’s initiative of this year and

to honor the celebration of Hanukkah, the G.O. put together various special treats for the student body. The G.O. kicked off the holiday with gifting the students with RMZ gloves as they walked through the door in the morning to warm their cold hands from the harsh winter outside. Later that day, during student lunch periods, students noticed a new lounge set up in the lunchroom.

The lounge consisted of ping pong tables, pop-a-shot, giant jenga, and other games. Another particularly exciting section of the lounge for gaming addicts consisted of a bunch of bungee chairs surrounding an Xbox, where students could play Fortnite. The G.O. lounge was open all week for students to enjoy during their lunch periods.

G.O. Vice President Avery Sholes ’20 gave the inside scoop on what it was like to plan the lounge. “While it

may seem easy to some, the GO lounge [was] actually a lot of work to organize.” “Calling up venders, ordering games and chairs on amazon, and finding space was no easy job,” Associate Vice President (AVP) Ayelet Monas ’19 added.

AVP Paola Mattot ’20 envisions taking the G.O. lounge step further. She hopes “for it to become a permanent thing that can move to the terrace during the warm weather for students to enjoy.” Sholes added, “In [the G.O.’s] eyes, the students liked having it, and it added another facet of enjoyment to their lunch periods. If we get more positive feedback, we might just bring it back.” President Becky Tauber ’19 looks to the future of the lounge: “The goal is to move all of the chairs onto the terrace so people can hang out there when it gets nicer outside. As for the other stuff, I would love to leave it in the auditorium but it’s definitely a lot more complicated since there are events in the building all the time. I would love to add stuff if people gave ideas, even if it’s just temporary I think people like seeing different things happen on occasion even if it’s not permanent.”

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Sophia Kremer ’18

Student body feedback was very positive.“A school lounge to me is a space where all the grades and groups of friends can hang out socialize and relieve stress while still being in school,” said Yael Webber ’20, “ and the G.O. lounge definitely accomplished that goal.” Ryan Sands ’20 said, “I was very happy to see the Fortnite setup because I was able to promote my yeshiva league Fortnite competition that I have been promoting through social media.”

Lastly, in response to those who wondered why they did not simply utilize the lounges on the 4th and 6th floor, President Tauber added, “I was really opposed to just distributing things to the existing lounges because I wanted it to be a united lounge for the time it was up.”

Inside this issue...

So long, farewell... A tribute to President George H.W. Bush and his contributions to the USA Finals’ Preferences...Catch the logistical statistics of the Ramaz student body’s favorite way to take finals ‘Tis the College Season .. An examination of the college environment during decision time New Year’s Crossword .. Make sure you’re all set for 2019 with your random trivia

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December ber 2018/Kislev 5779

Students Embark on Chanukah Excursions Hannah Doft '20

Each year, the GO and the administration plan three schoolwide excursions. This month, Ramaz students had the opportunity to venture on the Winter (or Chanukah) Excursion. Unlike the earlier Fall Excursion, each grade experienced a different trip or activity. The Freshmen travelled to the American Natural History Museum, where they were able to explore the different exhibits on their own. The Sophomores had the option of either going to the Metropolitan Museum of Art or the Hayden Planetarium. Juniors went to High Exposure, a rock climbing facility located in Northvale, New Jersey. Most Seniors stayed in the Upper School, which was transformed into a real-life arcade featuring laser tag, bubble soccer, and a game room. Moreover, students from all four grades had the option to visit the MC Escher exhibit in Brooklyn instead of embarking on their respective grade trips.

Freshmen were given periods five through nine free to go to the American Natural History Museum. Once they were at the museum, they were given the chance to participate in a scavenger hunt, view the Butterfly Conservatory, or navigate the Unseen Oceans Exhibit. Freshman seemed to enjoy the museum very much. Caroline Schwartz ’22 said, “I liked how I was able to go to more than one exhibit, and I particularly enjoyed the Butterfly Conservatory. Most of all, however, I truly appreciated all the freedom the administration gave us on the trip: it allowed me to catch up with friends that are not in my classes.”

Similarly to the Freshmen, Sophomores were also given periods five through nine free to go to either the Metropolitan Museum of Art or the Hayden Planetarium. Those who chose to go to the Planetarium were

treated to a viewing of the IMAX movie Nature in the Backyard. Those who chose to visit the MET had the opportunity to sample the museum's vast art collection.

Sophomores seemed less pleased with their excursion than the Freshman. Emma Stonehill ’21 noted, “the excursion was a nice idea, but honestly I saw so many kids wander away from the group and go do their own thing instead of what they were supposed to do. I think more kids would have enjoyed the trip if it was not as learning-oriented.”

Unlike the rest of the students in the Upper School, Juniors were given a class-free day in order to go to High Exposure. Junior Class President Gabi Potter ’20 said on behalf of himself and his Co-President that the daylong trip was planned with the intention of reducing stress.

“We wanted to make the trip as stress free as possible,” said Potter. “We know it’s a busy time of year for juniors, and we just wanted to plan a trip that focused solely on having fun and bonding.” Perhaps more so than any other grade, the juniors seemed to truly enjoy their trip. Debbie Gad ’20 said, “The trip was so much fun. Everyone who came on the trip really bonded with one another.” Gad expressed a hint of disappointment, however, over the limited attendance among members of her grade. She said, “It’s just frustrating how so many kids didn’t even show up and just used the day to do work. The school tries to do nice things for us, but if half the grade doesn’t even come to school, then they are eventually just going to stop trying in general.”

Seniors were given periods seven and eight free to enjoy “lunch and games in the building.” The gym was turned into a laser tag arena as seniors brawled with one another.

Additionally, the auditorium was transformed into a court

for bubble soccer, a version of soccer in which each player is stuffed into an inflatable bubble suit. Bubble soccer seemed to be the most popular activity in the building, with student lining up outside the auditorium for a turn on the court. Additionally, room 201 was converted into a game room equipped with an X-Box, PS4, and Nintendo Switch. The seniors seemed satisfied with the in-building excursion, but there were also some complaints about the fact that seniors were given less free time than any other grade. Jack Ottensoser ’19 said, “I thought it was a smart idea to have games inside the building, but they barely gave us any time. I think it’s pretty ironic that the seniors (who typically get the most free time) were given the least free time during the Chanukah Excursion day.”

Another option open to anyone in all four grades was the MC Escher Exhibit in Brooklyn, which showcases the work of Dutch graphic artist MC Escher.

Those who attended the exhibit seemed extremely enthusiastic. Yola Ashkenazie ’20 said, “At first, I only signed up to go to the exhibit because I live in Brooklyn, but I was actually pleasantly surprised because I really enjoyed the exhibit. I recommend it to anyone: it was extremely fun and interactive and I got to take some great pictures.”

Overall, most students seemed to appreciate and enjoy the excursions and trips that were planned for them.

In the words of GO member Sophia Kremer ’20: “It was nice that they gave us almost a full day off to hang out with our friends. Other schools typically give their students entire days off during Chanukah, but I think the day of activities the school planned for us was a better alternative.”

Ramaz Hosts Sanders Music Symposium

On November 29, 2018, Natalie Kahn ’19, Sammy Henkin ’20, and I had the incredible opportunity to participate in a Masterclass program, sponsored by The Martin and Susan Sanders Family Foundation for Classical Music Enrichment at Ramaz. Three professional musicians, each one paired with the musical abilities of each of the students involved, were invited to work with the students individually. I worked with cellist Yves Dharamraj, Kahn with tenor Robert White, and Henkin with pianist Philip Edward Fisher. All the “master-teachers” had attended Juilliard, either as a teacher, student, or both, and have dedicated lives as professional musicians in their respective fields of choice. In an interview, Oded Lev-Ari, Upper School Band and Chamber Music Ensemble Director, who coordinated the program with master musician Robert White, explained that he selected each of the student musicians “based on my personal knowledge of what you do and how you do it.” Mr. Lev-Ari explained, “I wanted a variety of instruments to make the program interesting.” But most importantly, he said, “I wanted the three of you to experience what it was like to work with a master. You all have excellent teachers, but I wanted you to experience a different flavor of instruction.” Each of the three students involved truly had an individual experience with their respective masters, learning new techniques from a new perspective about the pieces that they prepared.

For my masterclass, I performed Rondo from Jean-Baptise Bréval’s Cello Concerto No. 2 in D Major.

I very much enjoyed this piece and had been working on it with my teacher, Reenat Pinchas, so I felt it was an appropriate selection to play for the masterclass. After performing the piece, Mr. Dharamraj explained to me that while my physical technique and performance were good and I played all the notes correctly, the main thing to work on was “telling the story” of the piece. He proceeded to ask me to play each section of the piece again and think about “how that section makes me feel.”

Whether this was “skipping,” “sorrow” or “excitement,” the terms I used to describe my emotions during the distinct sections of the Rondo helped me tell the story of the piece and changed the way that I now play the piece.

Mr. Dharamraj showed me a useful technique to portray the feeling of “skipping” in the Rondo section of the piece. He explained that rather than moving the bow lazily back and forth across the strings, actually “skipping” with the bow by lifting it up and down ever-so-slightly as I played the music would have a massive effect on the

Zach Buller ’20

sound quality and “telling the story” of the piece. After following his advice, I realized how true his statements were. As I continue my cello-playing career, I will always remember Dharamraj’s advice to think about the story that the composer is trying to tell through his music and internalize it in order to elevate the quality of my music.

Natalie Kahn worked with tenor Robert White on her piece Deh Vieni, Non Tardar from W.A. Mozart’s Le Nozze Di Figaro. Given that her instrument was her voice, her instruction focused mostly on the way that she moved different parts of body as she sung to minimize tension and maximize vocal output. Natalie chose to sing this piece at the masterclass both because she had been working on the piece with her teacher at the time and because “an aria, rather than an art song, has more context and leaves more room for interpretation.” Further, explained Kahn, “Susanna’s aria is an aria that’s age appropriate. A lot of young sopranos sing it.” White guided Kahn to elevate the quality of her voice by asking her to sing sections of the piece while moving her arms in all directions and while pressing her fingers on her larynx. They worked on “supporting, but not pushing”: rather than pushing on your abs to try and create support (which is what many singers erroneously do), using your entire body to create support for you voice whenever necessary. However, Kahn appreciated that her masterclass with White was not only focused on technique but also focused on interpretation.

“What made Mr. White so great was that he achieved a good balance between technique and interpretation,” said Kahn. “A lot of times, masterclass teachers get very caught up in technique, which is important, but not as interesting for the singer or the audience. The singer (hopefully) gets technique during lessons and wants the masterclass [to be centered around] more interpretation-based feedback.”

Finally, Sammy Henkin worked with virtuoso pianist Philip Edward Fisher on his piece, Prelude in F# Minor from J.S. Bach’s Das Well Tempered Clavier, Book II. Henkin has been playing the piano from an early age, but (just like me) has never participated in a masterclass program before and this new experience was very exciting for him. Fisher showed Henkin how to sit on the piano stool in a way to best play the instrument with ease and produce the greatest quality of sound. The main idea that Fisher worked on with Henkin, however, was intentionality. Henkin learned that “playing the notes with the correct intonation isn’t the only factor when presenting or being on stage - it is the expression of inner feeling,

and the transfer of emotion from me (the player) to the piano to the audience.” Fisher asked Henkin to replay different sections of the piece over and over again, each time thinking about the emotions that he feels when playing the piece. Rather than just pressing down on the piano keys, Fisher instructed Henkin to “really feel the music” that he is playing. There was a noticeable difference in the quality of sound before and after the instruction that demonstrated how useful and applicable this type of program really is. “I enjoyed the masterclass for two reasons,” said Henkin. “First, because I benefited musically from it, and second, on a broader scale, it was a humbling experience. This masterclass exposed me to direct criticism and critique, and internalizing it will not only further develop my music but also be applicable to life circumstances.”

The students, masters, audience members, teachers, and administration all agreed that this program was a tremendous success. Lev-Ari noted, “I think it was successful because you all got something out of it. It illuminated something that you weren’t aware of.” Additionally, the audience was riveted by the individuality of each of the performances and the advice that the masters gave to each of the students. “When designing the program, I wanted the audience to experience what it means to be a musician - to be able understand the process. People like to think of musicians as ‘miracle-workers’ - that there is something effortlessly bestowed onto them. This, of course, is false, and this program gave the audience a chance to see the hard work that actually goes into studying an instrument and making music.”

Personally, many audience members approached me after the performances to thank me for giving them a glimpse into the world of an amateur classical musician.

They all loved the intimacy of the instruction and the satisfaction of being able to see the “before” and the “after”; they were able to witness the culmination of hard work and further development of the piece after master-instruction. Lev-Ari highlighted the power of the masterclass on him: “When I grew up in Israel, there was a series of masterclasses on TV held at a music center in Mishkenot Sha’ananim. Watching these classes as a kid left such a strong impression on me that I still remember to this day. Even more than watching a masterclass, being in a masterclass, should have an even greater impact on you.”

December 2018/Kislev 5779

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Omigod, You Guys! Students Shine as Legally Blonde Comes to Ramaz

continued from cover

stage and organize all of the elements of the play, from the script to the singing and dancing to the props and costume changes. Mr. Robinson said, “The hardest thing about music performances and musicals is all the parts. I always try to be at the helm of the ship and steer it through the rocky waters.”

Mr. Robinson worked with Assistant Director Hadley Kauvar ’19, Product Manager James Auerbach ’20, and Production Designer Barbara Abramson.

The playbills were compiled by Hadley Kauvar.

The Ramaz musicals are so special because they highlight other elements of the arts, in addition to acting. The music was only possible with the help of Musical Director Oded Lev-Ari, head of sound Rami Yadid, and the Ramaz band. Michal Seinfeld said, “My favorite song was ‘Omigod You Guys.’ It was so catchy!” Students sang that song for weeks after the production. The dancing was “phenomenal,” according to Daniella Norman ’21. The dance competition scene and general excitement on the stage was choreographed by Mr. Robinson and the assistant choreographers: Naomi Levy ’19, Maxine Pravda ’20, and David Rahabi ’19. “It fit so perfectly to the music,” said Norman. To bring the whole show together, Light Director Sam Gordon and the lighting crew

lit up the stage with pink, purple, and so many other colors, as well as the spotlight on star Lia Michel.

Another main component which brought Legally Blonde: the Musical to life was the backdrop.

Led by Tse Levy and Jeanette Grinberg, the stage crew used paint to transform the stage into the sorority house, beauty parlor, courthouse, and most

Mr. Robinson said that he chose this play because “a lot of it is about relationships and the choices we make, which seems to resonate with students. Also one of the themes is challenging stereotypes. of all, the pink, classy Harvard quad. Lauren Lepor ’21, who helped paint the backdrop, explained, “We were inspired by Elle’s signature color -- pink.”

Even with all of the choreography, set, and lighting, the play would not have been the same without the cast’s hard work, energy, and spirit. Most cast members were able to connect with their characters or parts of their roles. Maxine Pravda ’20, who plays the eccentric manicurist, said, “I connected with her passion and growth. Paulette really grew as a character throughout the play. In the beginning she was dreaming about the life she wants and by the end, she fights for her dog and marries the man of her dreams. I also loved her accent!” However, not all of the cast found connecting to their character as easy. James Auerbach ’20, who played the professor who turns on Elle when she does not give up critical information, said, “It is difficult because I don’t like to be strict.” Naomi Levy

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’19 had a similar experience as “I played Warner’s girlfriend who then dumps him and supports Elle. It was hard to make the switch from hating Elle to loving her.”

Avi Blitzer ’19, who played Warner, joked, “I learned that people don’t like when you break up with them!”

Students raved about Lia Michel’s performance.

Taylor Roslyn ’21 said, “She was great and super upbeat!” According to Mr. Robinson, “Lia is Elle Woods. Elle is a joyful, warm, big-hearted person and just wants to be happy and spread love. That is Lia.”

Even though Legally Blonde was humorous and the characters are lovable, both the actors and the audience learned from the deeper meaning it has to offer. Mr. Robinson said that he chose this play because “a lot of it is about relationships and the choices we make, which seems to resonate with students. Also one of the themes is challenging stereotypes. Almost all of the characters turn out to be different than they initially seem.” Many students agreed. Aviva Lehman ’22, an actor in Legally Blonde, said that the show emphasizes that “just because you are pretty does not mean you can’t be smart.” Others felt the show taught them that “you can’t judge a book by its cover,” “what you think will turn out one way can turn out totally differently and for the better.” Overall, the students believed that the show came together in a really spectacular way. The cast and crew blew them all away.

A Disregarded Rule, then Pajama Day Gone Wrong continued from cover

ing around in onesies might not project the best image of Ramaz. “To my knowledge, the administration was not consulted [about] it. This was not done in a way that reflected well on you guys [the senior grade].” Ms. Krupka said. “There is definite tension between the administration and your [12th] grade. I would propose there are things on both sides that have contributed to it.” In particular, she mentioned that “we [the administration] don’t message enough what we love and appreciate about your grade. I know that sometimes it feels like it’s only our critiques.” Ms. Krupka repeatedly called for an increased dialogue between the seniors and the administration in order to resolve perceived differences over their last months at the school.

Isaac Merkin ’19, who served as the 11th grade class president last year, tried to explain the rationale behind the day the seniors had chosen. “We wanted it before winter break, we didn’t want it on Thursday because of Career Day, and we wanted it before everyone left next week.”

Rabbi Sklarin, the senior grade dean, said that this was the first time in four years that the senior grade had neglected to ask permission to run pajama day. “Usually there’s a request by the students and then the administration says, ‘Yeah, okay, can we give you some guidelines for student dress.’” Rabbi Sklarin became frustrated after he started telling students that they needed to be in dress code. “The reaction from students was ‘We’re really stressed out, we should be allowed to do this.’ And I don’t understand how breaking the rules is a reaction to being stressed about college. If you would have come to us and talked to us, it wouldn’t have necessarily have been breaking the rules in an egregious way.” When asked why, once students had already come

to school in pajamas, they were not simply allowed to stay that way, Rabbi Sklarin said, “We did do that last year, but last year, we kind of expected it. They asked us in advance, and we said no, but they did it due to a miscommunication – so we allowed them to stay in pajamas, with some constraints. This year everyone knew that nobody asked permission. And I felt like it wasn’t nice, and it was a lack of proper interactions between students and teachers.” Rabbi Slomnicki, Dean of Students and former grade dean for the Class of 2019, echoed Rabbi Sklarin’s sentiments. “The main issue at play was the students not asking for permission to collectively and publicly violate a school rule.” When asked

...Despite being viewed as a mistake by some faculty members, the senior pajama day was actually meant to be a well intentioned display of school spirit and pride. if he had a message for the senior grade, he responded, “My message is and always will be that we care for you and want you to be successful in all areas of life.”

Many of the seniors were frustrated over the way pajama day played out. “In my opinion, despite being viewed as a mistake by some faculty members, the senior pajama day was actually meant to be a well intentioned display of school spirit and pride. While I was originally wary of the idea, as I thought that it was just an excuse for kids to break dress code, I was very impressed to see dozens of seniors in onesies, silk pajamas, and full out costumes showing off their school pride,” said Nathan Haron ’19. He, along with many other seniors, felt that pajama day was intended to be an innocent display of school spirit. “I think that what the students were trying to achieve from pajama day was something light and fun; however, it went a little too

far when the grade was yelling,” agreed Suzi Dweck ’19. She didn’t wear pajamas, but understood the seniors’ desire for the day. “I also think that some teachers got extremely and maybe too upset over the fact that the grade did not ask permission.

Other teachers even saw it as a playful thing, not egregious enough that it should have led to kids being sent home until they could get back into dress code.”

In further attempting to explain what she saw as the grade’s reaction, Elizabeth Aufzien ’19 said, “The idea for pajama day came from seeing past seniors do the same. Our grade acknowledges that we violated the dress code, however, the administration’s response to this specific dress code violation seemed disproportionate. It’s in the interest of the student body and the administration to have an open dialogue and implement a compromise - involving things from both parties - so that the students feel like they have some autonomy and freedom and that the administration knows what’s going on, a concern that they voiced in response to our pajama day.” Isabelle Kahan ’19 added, “I think the panic on both sides could have been avoided by better communication between the two parties.”

Overall, the senior class and administration both acknowledge that there’s definite ground they need to make up in terms of establishing a trusting and secure relationship. The conversation surrounding Pajama Day leads to a deeper discussion about the boundaries of school rules and spirit days, one that will continue into the second semester as the seniors face their last months at Ramaz.

4 News

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December 2018/Kislev 5779

Judaic Studies Paper For The Juniors

Josephine Schizer ’20

This year, a new addition has been made to the junior year Talmud curriculum: a Judaic studies paper. After selecting a topic relating to Halacha, Talmud, or Tanach, juniors conducted research and developed a thesis, which they then proved in their papers. Students’ topics included kitniyot on Pesach, the obligation of shomer negiah, the customs of baalei teshuva, human superiority over animals, the halachic status of Israel’s government, and many others. A fair amount of creative freedom was extended to each student, enabling him or her to tailor the paper to fit his or her specific interests.

According to Rabbi Schiowitz, who serves as Chairman of Judaic Studies at Ramaz, the goal of the paper is twofold. Firstly, it is part of an effort to integrate more writing into the overall school curriculum. (As a parallel initiative, sophomore students are now required to write a Dvar Torah in their Talmud classes). Secondly, the paper aims to allow “more individual initiative in learning,” said Rabbi Schiowitz. Generally speaking, the goal of the paper, according to Rabbi Schiowitz, is to help students become “more sophisticated in [their] learning, [rather] than just respond to questions on a test.”

Overall, many juniors appreciate the opportunity to write such a paper, seeing it as an opportunity to investigate topics that they are passionate about. “I think most of us have religious topics that we wonder about, and this is a good forum for researching them,” said Daniella Feingold ‘20. “I found my research very beneficial to the way I observe Jewish law,” said Sophia Kremer ‘20, who wrote a paper arguing that Jews who visit Israel during the Shalosh Regalim must observe two days of Yom Tov, rather than the single day traditionally observed in Israel. The paper “allows us to blend our Judaic and general studies skills in ways we haven’t necessarily been granted the opportunity,” said Elizabeth Newman-Corré ‘20.

Other students believe that adding work to the Talmud curriculum deducts from the students’ secular learning. “The school is focusing way more on Talmud than they are on the secular subjects,” said Rina Marlowe ’20. “We’re told to channel more of our effort into Talmud than we

are into our history paper.” Marlowe’s stressful sentiments, which she shares with many members of her grade, was magnified by the fact that a historiography assignment for the Junior history paper was due the same week as the final draft of the Talmud paper, forcing students to decide which to prioritize over the weekend before the dual due date.

There is a consensus among the class of 2020 that adding the paper to the junior year curriculum specifically was a mistake. “Our year is hectic already, with ACT/SAT prep, tests, assignments and on top of that a history paper as well,” said Rachel Guidanian ’20. “I just don’t think it was a good idea to incorporate it this year.” An anonymous student described the addition as “another sadistic method of torturing us this year.” Elizabeth Newman-Corré explained that “Instead of the Talmud paper being viewed as an opportunity to expand our minds, [the stress of junior year has made it] another box to check with as little effort as possible, which is unfortunate because it has so much

There is a consensus among the class of 2020 that adding the paper to the junior year curriculum specifically was a mistake. potential.” Rabbi Schiowitz suggested that juniors might have felt overwhelmed by the paper because they were surprised by it. Indeed, juniors have never had to write a Talmud paper before. “Before you start, it’s overwhelming” he concluded, but “you have to assess it after it’s finished.”

Students made suggestions about how to improve the paper in future years. “It should really be given as extra credit, considering the amount of work we already have,” said James Auerbach ‘20. Rina Marlowe ‘20 explained that many students had trouble choosing a topic.

She suggested that students should be required to “have an individual meeting for a whole period with their teacher to come up with ideas and find something that’s interesting to them. There’s no point of doing the paper if it’s not something that you are actually interested in doing.” Additionally, Rabbi Schiowitz suggested that in future years,

Sophomore Shabbaton

Gabby Ostad ’20

Every grade is prone to be excited before embarking on a Shabbaton, and that was certainly the case for the Sophomore grade. On November 30th, tenth graders arrived to school as they always do at eight o’clock, but instead of carrying backpacks into the building, they were lugging overnight duffel bags. Unlike last year’s Freshman Shabbaton, all nerves were parked at the door as students exhibited excitement for the weekend. Avigail Dupont ’21 noted, “This year’s shabbaton was different because everyone was familiar with the scheduling and each other, which made the weekend more enjoyable and allowed for more quality time to be spent with the grade as a whole.”

Like every Shabbaton, the weekend began on Friday morning with a gradewide davening. Afterwords, sophomores traveled on two buses towards the Berkeley Oceanfront Hotel in Asbury Park, New Jersey. Their first stop was the Jersey Shore Arena, where sophomores had the chance to go ice skating and eat pizza. After ice skating, the sophomores made their way to the hotel. As expected, the girls headed to the lobby after doing their hair and makeup to take pictures before the start of Shabbat. As the sun began to set, sophomores had the chance to flaunt their a pre-shabbat ruach by participating in an Oneg. After singing and dancing, the sophomores davened Kabbalat Shabbat and ate a delicious Shabbat dinner.

The theme of the this year’s Sophomore Shabbaton was “choice.” Sophomore Grade Dean and biology teacher Ms. Dashiff explained the different levels of decision-making that occur inside the human mind, as well as the importance of making rational decisions by not letting old fears take root. Sophomores seemed to appreciate the chosen theme, noting that it felt especially relevant to their lives. Samantha Sinensky ‘21 said, “I thought the theme of the Shabbaton was very appropriate. Ms. Dashiff touched on a very relatable topic that resonates with kids in high school.”

After Ms. Dashiff introduced the Shabbaton’s theme, the sophomores split up into their session

students will ideally be given more help with the research component of the paper, given that many students seemed to struggle with it more than he has previously expected.

For most of the junior class, the Talmud paper was due the week before winter break. However, two classes Talmud classes (Rabbi Stochel’s honors class and Rabbi Sklarin’s general class) had their deadlines extended and don’t yet have a due date. “It’s better that we’re not on same schedule because our paper has a more flexible deadline,” said Ben Silverman ‘20, a student in Rabbi Stochel’s class. Rina Marlowe ‘20, also in Rabbi Stochel’s class, disagrees, stating, “I think it’s unfair to the honors kids because they’re going to have to cram the paper in a shorter amount of time. I also think it’s unfair to assign a paper to the honors kids at all because it’s just so much more work than the other classes, and so much harder.”

According to Ethan Morali ‘20, a student in Rabbi Sklarin’s class, the extended due date “made life easier,” allowing him and his fellow classmates “to focus on other subjects.”

Morali went on to say that the extended due date granted him “much more time compared to [his friends] who actually had to write the paper [by a specific deadline].”

The junior class presidents sent a poll to the junior class about the Talmud paper. Of the 25 students who responded, 48% of their classes had their class’s due date extended and haven’t written their paper yet.

20% said that they spent about two hours on their paper, 20% spent two to five hours, 3.5% spent 1 hour or class, 3.5% spent 5-10 hours, and 4% didn’t write it.

Overall, many students are excited about the opportunity to expand their Judaic studies knowledge by writing a research paper. However, many classes haven’t yet written their papers, and most juniors resent the additional work. Indeed, adding another time-consuming assignment to the already packed junior year course load was bound to be met with backlash. In future years, if the Talmud department wishes to keep its Talmud paper, it will need to work with the student body in order to ensure that writing such a paper is manageable and practical.

groups. The first session meeting focused on comparative decision making. After individual sessions, all the groups joined together to play a modified version of the game “two truths and a lie.” There were four teacher on the stage each telling a variation of the same story, but only one of them was telling the truth. Three students questioned the teachers to find out which one of them was telling the truth. After a few laughs and lies, sophomores were able to, play board games, hang out, and enjoy dessert. The night ended with a midnight curfew.

The following morning, teachers woke students up for Shacharit. The whole grade prayed together and heard two beautiful Divrei Torah. Afterwords, the students broke out into their second session. The second session focused on trying to connect Parshat Vayeshev with other sources. The purpose of this activity was to give students the necessary material to craft a Dvar Torah. This culminated in a Dvar Torah Competition, in which each group chose one representative to present his or her Dvar Torah before a panel of judges.

After lunch, the sophomores were able to hang out with one another or go on a beachside walk with Dov. As Shabbat came to a close, the grade sat in a circle and sang songs in unison. The singing continued into Motzei Shabbat and finished with Havdalah, during which the grade danced together one more time.

That Saturday night, the sophomores ventured to Bounce, an indoor trampoline park located in Deal, New Jersey. Adorned in glow in the dark shirts, the sophomores bounced enjoyed jumping off walls covered in trampolines, playing slam dunk basketball, and scarfing down pizza. The Shabbaton-hype came to an end after the buses departed from Bounce and began to make their way towards the Upper School. All in all, it is clear that the Sophomore Shabbaton was an astounding success and a weekend to be remembered by the entire grade for years to come.

December 2018/Kislev 5779

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Annual Alumni Career Showcase Harry Shams '19

On Thursday, December 13th, the Ramaz Upper School hosted its annual Alumni-Senior Career Showcase. The program is an opportunity for seniors to learn more about some of the different career paths undertaken by Ramaz alumni. Seniors had the chance to hear from around fifteen alumni of the Upper School, each of whom spoke about how he or she wound up working in his or her respective industry.

The Ramaz Upper School has historically held an alumni career showcase for members of its senior class.

Typically, the showcase is divided into two sections: two thirty minute sessions with an alumnus/career specialization of the student’s choosing and a moderated panel featuring all alumni. Additionally, seniors are given time

chance of getting an offer from one of them. And he was right! He got a job working for Letterman, and now he’s a senior production member for Colbert.”

Seniors appreciated the freedom to select sessions that particularly interested them. For instance, David Gad ’19, who is interested in business and entrepreneurship, chose to attend a session conducted by David Parker ’00. Parker is the CEO and Co-Founder of Yumble, a subscription-based website that delivers healthy and fully prepared meals specif-

Seniors had the chance to hear from around fifteen alum“The most valuable and en- ni of the Upper School, each joyable program of the year.” of whom spoke about how he after the panel to talk to an alumnus of their choosing or she wound up working in over lunch. Moreover, Senior Grade Dean Rabbi Yigal Sklarin noted that seniors often remember the show- his or her respective industry. case as “the most valuable and enjoyable program of the year,” so expectations among seniors were pretty high.

Seniors had mostly positive things to say about their individual sessions. Michael Perl ’19, who attended a session by Neil Goldman ’04, noted that the presentation he heard was “interesting and inspirational.” Goldman works as a talent producer for The Late Show with Stephen Colbert. “Simply speaking, his job is to prepare celebrities before they are interviewed by Colbert,” said Perl. Perl was inspired by Goldman’s decision to pursue his “dream job.” “Neil told us that when he graduated college,” said Perl, “he had two dreams jobs: to work for the NBA and to work for a talk show. He told himself that if he applied to work for both, then he would have a decent

ically designed for kids every week. “I loved hearing from Parker,” said Gad. “Aside from discussing the logistics of managing a start-up, Parker also spoke about his backstory. I found his motivations for pursuing entrepreneurship pretty inspiring. Also, the fact that his company was on Shark Tank only made it more cool!”

Following the two thirty minutes sessions, seniors made their way down to the auditorium for the alumni panel, which was moderated by Instagram personality Claudia Oshry ’12 (otherwise known as @ GirlWithNoJob). The seniors seemed to be less impressed with the alumni panel, with many noting that it was fairly repetitive. “Some alumni were given more time to speak than others, and towards the end I felt

like I was just hearing the same thing over and over again,” said Tom Shemia ’19, whose mother, Sara Shemia ’92, represented the fashion industry during the showcase. Students did, however, enjoy Oshry’s moderation of the panel. Rebecca Douer ’19 said, “Even though Claudia only moderated for the half of the time, I thought she was really funny and engaging.”

Overall, seniors seemed to appreciate the annual Alumni Career Showcase. Aside from affording seniors the opportunity to hear about how and why alumni became involved in their respective fields, the showcase also allowed students to learn more about the necessary requirements to work in a particular industry. Hank Shalom ’19, who is interested in the business of fashion, noted that he “did not know how complex the fashion industry was before the career showcase,” and that Ms. Shemia’s insights really opened his eyes to “details about the fashion industry” that he was not aware of beforehand. As seniors prepare to enter in to the professional world, surely the career showcase will come in handy to those who took the time to network with those alumni who inspired them.

Rams Hit the Rink: New Ice Hockey Team

William Kremer '21

Watch out New York Rangers, here come the Rams-on-ice! The Ramaz bi Slomnicki, Coach Dulney and Kenny Rochlin, for making this all happen.”

Upper School has officially created a new ice hockey team in response to grow- While the new ice hockey team is scheduled to play a game almost every Suning interest among student-ice-hockey players. Thanks to help from devoted day of the season, which began this December and lasts approximately two Ramaz parent and hockey enthusiast Elliot Freilich, this year, the newly creat- months, it does not hold practices often. The team is open to boys, girls, and ed Ramaz ice hockey team will play in the official Yeshiva Ice Hockey League. even a handful of eighth graders from the Ramaz Middle School. The Yeshiva Ice Hockey League itself consists of six Ice hockey players at Ramaz were ecstatic to hear of the newly created team. “For those of us who have been skating for al- teams from six schools: Ramaz, SAR, Frisch, Monsey, JEC, and TABC. The Matthew Gurewitsch ’19, who will serve as the team’s captain, said, “For most as long as we’ve been walking, the chance Ramaz Rams, although a new addition to the league, have already rethose of us who have been skating for to play ice hockey on a Ramaz team is a dream.” ceived extensive coverage in the Jewish almost as long as we’ve been walking, Link, a New Jersey based weekly newspaper that covers the league. the chance to play ice hockey on a Ramaz team is a dream.”

So far, Ramaz has proven itself to be a formidable force in the YeshiFor years, students and parents have petitioned the Upper va Ice Hockey League. The Rams are undefeated, having won their School to create an official school ice hockey team. But for first three games by beating Frisch, JEC, and Monsey. At the end of years, no administration was willing to do so (probably because the season, there will also be a “round robin” tournament in which all ice hockey tends to be more “rough” than other mainstream yesix teams compete against one another to decide who will take home shiva-league sports). And while an unofficial Ramaz ice hockey the league’s Stanley Cup. Last year, the unofficial Ramaz team didn’t team began playing last year, this year, with approval from the so well in the tournament, mainly because the team didn’t have as current administration, the team has been given permission to print the Ramaz name and logo on its jerseys. Mr. Freilich, who spearheaded the many players. But this year, with a team of almost twenty very strong players, the effort to create an official Ramaz team, stated in a letter to team members and par- Ramaz Rams are the favorite to win this tournament. Who knows – with luck, ents that he wanted to “thank the administration, notably Rabbi Stochel, Rab- the Rams may even have a better record than the New York Rangers themselves.

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December 2018/Kislev 5779

In Memoriam: President George H.W. Bush

Charles Spielfogel ’21

After watching some parts of the funeral of George H.W. Bush, who served as the forty first President of the United States, I felt a great sense of attachment to the man. I couldn’t help but appreciate the praise expressed by people who spent time with Bush during his lifetime and who got to know him well. Among the adjectives used to describe his personality and character were honest, humble, loving, charitable, old fashioned, dignified, and good. Watching his funeral, I realized that George H.W. Bush lived his life in accordance with many of the Midot that we are taught to practice at Ramaz.

Bush was born in 1924 in Milton, Massachusetts to a United States Senator. After graduating from Phillips Academy in Andover, Massachusetts (a prep school much like Ramaz), and gaining admission to Yale, Bush chose to enlist in the Navy and fight in World War II. His plane was shot down in the Pacific and two of his crewmen died as a result of the crash. But luckily, he was rescued before the Japanese could capture him. Bush felt a sense of lifelong r responsibility for the deaths of his crewmen, and never fully recovered from the experience emotionally.

He has stated that he chose a life of service in commemoration of his crewmates’ sacrifice to the United States.

After graduating from Yale (which he attended after the conclusion of the War), he married his sweetheart Barbara Pierce and left with his young family for Texas, where he became involved in the oil business. He wanted to succeed on his own rather than follow in his father’s footsteps. He persevered and became a millionaire by the time he was forty years old. He then chose to go into public service, eventually losing his first Senate election. In 1967, he was elected to the House of Representatives by the state of Texas.

Bush was hardly one to let defeat define his life or compromise his dedication to serving the United States. He went on to become an ambassador to the United Nations and the head of the CIA. He was chosen by Ronald Reagan to be his Vice President in 1980. After serving

two terms with Reagan, he was elected as the forty-first President of the United States in 1989. Bush constantly aspired to greater heights in his life. Ramaz is said to prepare its students to accomplish great things and change the world through hard work and service. President Bush, although not an alumnus of our school, is a shining example of everything Ramaz prepares us to do in our professional adult lives.

Bush also exemplified many of the Midot we learn at Ramaz in his personal life. He was married to Barbara Bush for seventy three years and showed her great love and respect during that time. He was a very warm and affectionate father to his children, two of whom followed his footsteps by pursuing a life of public service. His eldest son, George W. Bush, went on to become forty-third President of the United States, and his second son, Jeb Bush, served as Governor of Florida for eight years.

Moreover, George H.W. Bush was a pretty important player in the formation of Jewish history. He fought for Israel while serving as US Ambassador to the United Nations, urging the Security Council to repeal the Zionism-is-Racism resolution. He also advocated on behalf of Soviet Jews, who were having their religious-rights threatened. Abraham Foxman, who served as National Director of the Anti-Defamation League for nearly three decades, said he felt Bush would go down in history as the president who did more to save Jews around the world than any other president. Bush was also responsible for saving the remnants of the Syrian Jewish community in Aleppo through his diplomatic efforts.

It is clear that President George H.W. Bush is a primary example of one who lives his life with menschlichkeit. As Ramaz students, we all strive to live benevolent and patriotic lives, and that’s exactly how George Bush lived his life. The former president’s favorite motto was “Gently in manner, strongly in deed.” What a perfect way to describe the man who lived his life in service to others.

Environmental Club at Farm.One Samantha Sinensky ’21

Ramaz prides itself as having the city as its backyard. Students can take advantage of the many museums and other cultural activities.

Ms. Benel, the faculty advisor of the Environmental Club, accompanied club members on an excursion to visit Farm.One. Farm.

One is an enterprise that specializes in growing rare exotic herbs, using vertical, indoor farming. Vertical Farming is a method of agriculture that grows produce in vertical layers, and the club got to see this ingenious indoor farming firsthand.

Rob Laing, the CEO and founder, retold how he was visiting a farmer’s market in Santa Monica, California, and came across rare herbs he never encountered before. After returning a few weeks later to find the herbs, he noticed they were only available for a very brief season. This gave Mr. Laing the idea for “creating a space where chefs can have access to herbs that are not easily attainable, without having to worry about seasonality,” said Farm.One tour guide, Dana Facchine. Farm.One grows rare herbs and sells them to restaurants throughout the city where they can be used in cocktails, desserts, and as garnishes. The growing facility is below Michelin 2-starred restaurant Atera, one of Farm.One’s many high-end clients.

Workers harvest the herbs early in the morning, and hand deliver herbs to chefs daily. Much of what is grown is dictated by what chefs would like to include on their menus, changing the menus frequently. Over 500 seed varieties are available at Farm.One, with around 100 of those being grown at any given time.

Much of the herbs grown are microgreens, younger plants harvested after 20 days of growth, which have a different taste than at maturity. Many plants at Farm.One use the hydroponics system, a method of plant sprouting solely using nutrient-rich water, without any soil. New York City tap water is treated for this technique and gets circulated throughout all the plants. The entire Farm.One facility does not utilize any soil whatsoever. Instead, a faux soil growth medium called Rapid Rooters is utilized for certain herbs.

Because all the nutrients necessary for the plants are found in the treated water for hydroponics, the soil is not necessary to enhance the health of the plants. The Rapid Rooters, made from natural materials such as coconut husk and tree bark, “emulate the structure of soil, so the seeds have a place to root down and start to take shape,” said Facchine. In addition, the soil is susceptible to diseases and pathogens that are not wanted on the “farm.” Another growth medium used is called Rock Wool, a stone and clay fibrous mixture.

No chemical pesticides are used on the farm. Instead, ladybugs can be seen all throughout the farm, used as the first line of defense against plant-eating pests that tend to wiggle their way inside the facility.

Throughout the tour, the club was able to taste exotic herbs, such as a type of Italian Mint only grown in Tuscany, and the Acmella oleracea, the “toothache” herb, found in the humid environment of the Amazon, that gives the tongue a tingling, numbing sensation upon tasting.

Ms. Benel noted, “With enough ingenuity and scientific background, food can be grown anywhere, even without soil.” She later added that “we learned that we have to think in 3-D” suggesting, that these herbs are grown in a vertical tier, as opposed to a two-dimensional plot of land.

Through this excursion, the Environmental Club realized that not only is the city Ramaz’s backyard, but also that you do not need a yard at all to help feed our planet.

December 2018/Kislev 5779

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Would You Rather...?

Harry Shams ’19

In preparing for finals, 87 students responded to five questions concerning academic life, particularly the formatting and logistical aspects of finals. These questions focus on some of the more recent changes to the schedule that the school has put in place.

If finals started...

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8

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Community at Work

David Gerber ’21

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December 2018/Kislev 5779

Chanukah at Ramaz

Caitlin Levine ’20

The week of Chanukah was quite exciting at Ramaz, partly because students had the challenge of getting acquainted with a new schedule each day and partly because of the various assemblies and trips to celebrate the holiday.

On Monday, December 3, the second day of Chanukah, students were dismissed at 4:00pm because of a freshman teachers’ meeting. Kira Jacobs ’21 said, “I really appreciated starting the week of Chanukah off with an early dismissal. It made my day!” Although there was nothing planned especially for Chanukah the following day, the day was still unique because it followed a rosh chodesh schedule. Ron Alweiss ’22 said, “Rosh Chodesh schedules are always my favorite! I love the extra time in davening.”

On Wednesday, day four of Chanukah, Ramaz celebrated with a communal candle lighting ceremony. First, Mr. Cannon spoke to the students, delivering a funny and interactive speech about looking at the Chanukah story among many others from multiple perspectives. Then, Rabbi Stochel lit the Menorah and the whole school sang as one. Beth Kahn ’20 said, “Mr. Cannon’s speech was really interesting and had all the students listening. I also really liked the whole school together singing.”

On Thursday, each grade went on a different Chanukah excursion. The freshman class went to the Museum of Natural History, of which Samara Blatt ’22 said, “That was one of the best school trips I’ve ever been on. I really loved looking at the Great Blue Whale.” The sophomore class had a choice to go the Metropolitan Museum of Art or the planetarium. Alex Zemmol ’21 expressed that “I really appreciated Ramaz taking us to such an amazing museum. I loved the Egyptian exhibit and everything about the trip!” The junior class went rock climbing. Gail Haffif ’22 said, “ I really enjoyed rock climbing and hanging out with my friends. I think the whole junior class enjoyed it!” Lastly, the senior class stayed in Ramaz and had activities set up for them in the school. Rebecca Douer ’19 said, “I really enjoyed the Chanukah excursion and loved not having to leave the building!”

The week ended with a lovely Friday winter rosh chodesh schedule, quite a mouthful. Overall, the Ramaz students greatly enjoyed the week of Chanukah and appreciate all the activities Ramaz planned!

Many of my Shabbat dinners are spent with Kevin and Ann Rabbani. Mrs. Rabbani is an amazing cook, and Mr. Rabbani is a great host-- yet, despite all the time we’ve spent together, I never knew how they started a successful cosmetic business.

At many of our Shabbat dinners, much of the conversation revolves around my mom’s friends asking if all cosmetics are the same, which moisturizer is best, and any other “inside” tips the Rabbanis can garner from the team that fills thousands of jars and tubes of creams and oils.

After starting their business in Mrs. Rabbani’s father’s basement in Cresskill, NJ, the Rabbanis now head a company with almost 70 employees,.

Mrs. Rabbani’s father started making cosmetics in his basement almost 18 years ago. Ann would help pour the chemicals and package themt. “Whenever I had friends over or wanted to go out, I had to first finish helping my father, before doing anything else. My friends must have thought my father was like a mad scientist,” she said. Ann Rabbani studied art in college but dropped out and came back to help her father, who by then had expanded the business to a small facility in Northvale, New Jersey, and taken it full-time. Not long after, the business moved to Pompano, Florida.

Mrs. Rabbani met Mr. Rabbani in high school, where they dated and then married young. Just eight years after Mrs. Rabbani’s father moved to Florida, the Rabbanis saw that he was getting older and brought the business back to New Jersey, where they would eventually take it over and start Biogenesis Labs. Mr. Rabbani had just started his career as a lawyer, and he would come to the factory after working long hours to learn the formulas for the products and the logistics of the business.

At this point, it was just the Rabbanis and Mrs. Rabbani’s father filling all of the containers and doing all the packaging by hand. It wasn’t until they started hiring part-time workers to come and help them with the manual labor that the company really expanded. Soon those employees went from part-time to full-time. Some of those pioneer workers who started with them almost eighteen years ago are still with them today.

The Rabbanis attend many trade shows each year to showcase their products and acquire new clients. One of their biggest events is a show in Las Vegas, a trip which Mr. Rabbani loves. While it is crucial for the Rabbanis to get new clients and expand their business, many of their clients actually came from Mrs. Rabbani’s father from before the couple took over the business. Ann mentioned that when the business was capable of expanding, and they had increased their production rate, she and Kevin had called up all of her father’s old clients - many of whom immediately gave them orders, and are still buying from them today.

As the company grew, one of the greatest difficulties it faced was a lack of space, according to Mrs. Rabbani. The company had to move three times within the first five years, difficult because of the heavy equipment. Additionally, it was hard for the couple to get their part time employees to quit their other jobs and join them full time. “We had to make sure we could pay them what they were making at their old jobs - while I wasn’t even paying myself!” Mrs. Rabbani said. Her advice to anyone interested in getting into the manufacturing industry is to “work with a manufacturing facility to learn the ins and outs of manufacturing - no matter what the industry may be.” She emphasizes how important it is to know how to troubleshoot the machines and to know all the potential challenges. “Don’t go into manufacturing without knowing all about it,” Mrs. Rabbani said.

Recently the Rabbanis expanded to a 62,000 square foot factory in Paterson, NJ. They now employ seventy employees. Mrs. Rabbani said “Thankfully things are not done by hand!” Biogenesis manufactures many creams, oils, and lotions for popular cosmetic brands. Some of their most well known clients are Doctor Brandt’s and Sole De Janeiro, two of the fastest growing brands at Sephora. Biogenesis usually creates formulas for the brands, unless the brands come packaged with formulas, which is rare. In any case, these formulas are secret and not to be shared with competitors. Mrs. Rabbani says, “[My husband] routinely has to be in check with his chemistry skills, in case he has to write a new formula or fix problems with an old one.” Luckily, their oldest daughter Sela Rabbani ’18 has plans to join the family business and has already interned for Sole De Janeiro, along with studying chemistry.

What strikes me as remarkable about the Rabbanis is how they manage to collaborate so well. Mrs. Rabbani admits that she does get sick of her husband every so often, but she adds that the two of them are able to work together in the same office space for hours at a time, sometimes not saying a single word to each other. “I have mixed feelings about moving into our new factory, where Kevin and I will have different offices - for the first time in over eighteen years!”

The Rabbanis chose to send their children to Ramaz to teach them the right values. “It is important to work hard and succeed, but it is equally important to hold onto your roots and remember where you came from,” said Mrs. Rabbani. They did, after all, start out in a basement!

Interested in writing for The Rampage? Article suggestions? Email rampage@ ramaz.org to be added to the email list or with any questions or concerns.

December 2018/Kislev 5779

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It’s College Time!

Natalie Kahn ’19

It’s homeroom in the lounge in early December.

Normally, seniors would be lying on the couches, half asleep, while playing loud rap music. But instead, they’re huddled together, backs bent, with serious expressions plastered on their faces. It is hunting season, or that is what it feels like at Ramaz in the month of December. Walking the hallways, especially those on the fourth floor, one can sense the intensity by gazing upon the worried faces of the seniors. The terms “ED,” “Ivy League,” “smart people schools,” and “common app” have replaced the everyday lingo. There is at least one student who begins every class by declaring, “Mr. So-and-So, I’m so stressed,” and then puts his or her head down on the desk in frustration.

While Ramaz does carry a reputation for being the most college-focused of the yeshiva schools, stress exists everywhere, and Ramaz students are no worse (if not better) than other New York City private school students. There is stress at SAR and Frisch, at Brearley and Chapin, and really at any high school with serious academics. The difference may be the extent to which Ramaz students are willing to discuss their college choices. Almost the entire school knows where most of their seniors peers are applying: this number to NYU, this person to UPenn, another person has legacy and is applying to Cornell, there are 20 kids applying to Ivies et cetera, et cetera. The seniors know because the applicants are their friends, classmates, and potential college mates, and the lower grades bite their nails and hope for the best, knowing that in a few years it will be they who are applying, thinking, “If this person doesn’t get in, there’s no way I will.” And likewise, almost the entire school will know the decision results and insist that “clearly, this college doesn’t like Ramaz anymore if only two kids got in.”

And of course, there is the occasional “this person took that person’s spot,” or “no way he or she was rejected.”

Some students feel that sharing college choices is not only okay, but that it even somewhat takes away from the cutthroat environment. “Knowing where everyone applied gives the grade a sense of unity and a sense of competition at the same time,” says Paola Mattout ’19. “Although you might have one of your closest friends applying to the same school as you, everyone is rooting for everyone to succeed and end up happy. If people were to keep it all a secret it would create a feeling of separation and secrecy.”

“Our grade was very open about where we were applying. It was really nice, actually, because it sort of took the competitive aspect out of the crazy applica-

tion process,” adds Danya Jacobs ’19. David Adler ’19 agrees and believes people have a right to share where they’re applying. “It’s harmful if someone goes around telling the entire world where he or she is applying, but if you’re just telling your friend when your friend asks, that’s fine,” he says. “At the end of the day, I didn’t mind, because I knew I had done my best and couldn’t control the outcome once everything was submitted.”

Like Ramaz students, most Frisch students do share where they’ve applied. “People try not to be too obsessed and talk about it constantly, but they’re also

“Although you might have one of your closest friends applying to the same school as you, everyone is rooting for everyone to succeed and end up happy.

If people were to keep it all a secret it would create a feeling of separation and secrecy.” not so stupidly competitive that they don’t share [where they’re applying],” says an anonymous Frisch student.

At SAR, there is more of a mix about how vocal people are about where they’re applying. People respect that sharing is a personal choice. “It really varies student to student if people tell where they applied, but my sense was that most people did,” says SAR student Ariella Linhart ’19. “The reason people told where they applied was because they didn’t want it to seem like college was the be all and end all. I personally shared where I was applying because I didn’t think it was a big deal but it’s not like I went around [telling everyone where I applied].”

Some Ramaz students would prefer an environment more like SAR’s. “The college atmosphere in Ramaz is not a welcoming atmosphere at all,” says Jacob Bengualid ’19. “Knowing where people apply results in students’ comparing [themselves] to other students as applicants, and I don’t like that at all.” Bengualid, who didn’t share where he was applying to his peers during the process, thinks that the school should do more to “relax the environment” by “having successful speakers that didn’t go to ‘elite’ colleges to ease some stress.” Nonetheless,

even Linhart added that “those hours before the decision was released were among the most stressful of my life,” presenting the idea that such intensity may be inevitable.

Still, nearly everyone agrees that sitting down to discuss college can exacerbate stress, even though college is on most people’s minds anyway. “College discussions definitely stressed me out, but I think those conversations are truly unavoidable,” says Jacobs. “However, by mid-December, college really became one of the only things people would talk about, and that was unfortunate.”

There also seem to be fewer college-related discussions among students at SAR. SAR alumna Miriam Liberman ’18 says, “It’s very low key. If you choose to be public about it, you can. I really didn’t care. SAR has this policy about not talking about it, and if you do talk about it, it’s only with your friends. Still, no one posts when people get into college, because there are so many people applying to the same schools who are friends with each other. Celebrating happens with your family and closest friends, not with the school.”

When it comes to college discussion, Frisch appears to be more in the middle of Ramaz and SAR. “Even though we didn’t talk about it excessively, around decision time, the environment was a nervous wreck, incredibly stressful because everything went pretty badly for almost all the top kids early,” says a Frisch senior. “Lots of incredible kids [received] bad feedback.”

On the other hand, it’s important to be happy for friends who are accepted, and one could even argue that prohibiting celebration feeds the mentality taken on by students that this is a decision that makes or breaks someone’s life. It’s difficult to find a balance between supporting each other in a stressful time and obsessing, between letting out stress and letting your stress affect others, and between celebrating and boasting. as Jacobs put it: “Until everyone knows where they are going, the topic of college will always be a stressful discussion to have.”

Ramaz Girls Participate in Ulpaniada Math Competition Josephine Schizer '20

On October 23, thirteen Ramaz honors math students participated in the first round of the Ulpaniada, an all girls math competition for Orthodox high school students. The contest is run

by Michlalah in Jerusalem and consists of three rounds. The first two rounds happen at Ramaz, and the third round occurs in Israel in February.

“Ulpaniada is a high level math contest sponsored by Michlalah in Israel, and it challenges math students to reach their full potential,” said Rabbi Stern, who is organizing the contest at Ramaz. Rabbi Stern stated that the goal of the competition is to make each participant challenge herself and to test if a participant “can try something different, something that she did not know beforehand.”

The first round was lasted one and a half hours and consisted of 14 multiple choice questions. Nine of the fourteen students qualified for round two: Natalie Kahn ’19, Yaara Kaplan ’20, Sophia Kremer ’20, Josephine Schizer ’20, Natalie Trump ’20, Isabel Elmann ’21, Anna Braun ’22, Finley Horowitz ’22, and Sally Neugarten ’22. On December 19, after davening, those nine students sat for round two: a three hour and twenty minute test, with no breaks, comprised of 10 mul-

tiple choice questions and two long answer questions.

“I really enjoyed participating in the Ulpaniada,” said Natalie Trump ‘20. “I only decided to participate in order to get extra credit in my math class, but I ended up really enjoying the first round and even making it to the second round.” Trump stated that “the second round was a lot more challenging,” but that “the

questions were interesting and fun to try and solve.”

Students who qualify for round three will need to travel to Israel in February. Although the results are yet to be released, a number of those who participated in round two have expressed interest in travelling to Israel for round three if they qualify. For instance, Finey Horowitz ’22, who qualified for round two, stated, “I love the idea of getting to participate in a competition with

people around the world and getting to go to Israel.”

The Ulpaniada Math Competition proved to be an intellectually interesting, and even Judaically unifying, event. Natalie Trump stated that she “thought it was really cool to partake in an international Jewish girls’ math competition,” and that she felt like she “was part of something greater than just a math class” while taking the tests. In early January, Rabbi Stern announced that he had received the news that Yaara Kaplan ’20 would proceed onto the next round in February as the third Ramaz student to have done so, following sisters Leora Huebner ’14 and Abigail Huebner ’18.

10

Opinions

The-Rampage.org

Opinions

December 2018/Kislev 5779

Make Your Own Test Schedule Esti Beck ’19

This year, seniors did not receive a set proved to be something of a nuisance. Teachers test schedule at the beginning of the quarter. often won’t tell us they want an exam or paper to Instead, as the year went on, teachers would be due until a week before they need to schedule periodically announce, “We need to have a test next week. What day works for you?”

Now, on the one hand, this is every underclassman’s dream. I can’t even count the number of times we complained about a biology test being on the same day as a vocab quiz, or a history essay due only a day before a Talmud exam. Often, the test schedule seemed like it was being put together by robots who didn’t have much regard for the students’ emotional wellbeing, and the poor class presidents would take

it. “I need to give you a grade before the quarter ends,” one of my teachers explained. This creates a phenomenon I like to think of as the “Circle of Death,” where seniors go weeks without no work at all, and then get hit over the head with five tests or quizzes in a row. Wring out; repeat.

The fact that students are all in different classes also makes scheduling these tests tedious and very, very difficult. “Can’t be Monday--I have Psych,” the brunt of the ire for not being able to effect change. “Not Tuesday...Honors Talmud has a paper,” “I have

So you’d think the “Make Your Own Test an Astro quiz on Wednesday,” and so on and so forth.

Schedule” system would be a blessing. Instead, it’s These debates don’t always stay civil, as teachers who

allow the students to settle a date among themselves often miss the contentious back-and-forths on the class group chat that night. One “Age of Reagan” test date ended up requiring a poll and more than 500 angry text messages to settle. Students have bullied one another for choosing certain sides or dates, and the class is torn up over what day it should pick.

There must be an ideal system, where it isn’t

entirely up to the students or a scheduling system which doesn’t consult them at all. Maybe the students should vote on set schedules, like finals week.

Maybe all the classes in a certain band should be required to give their tests on the same day, so it makes it easier for students to coordinate free days.

Either way, the current system isn’t the answer.

Social Media

Esti Beck ’19

Adults like to tell millenials that social media is evil. I used to roll my eyes just like everyone else, and kept on using Instagram and Facebook as if it didn’t make a difference. I had a Snapchat account for a quick second in freshman year before I decided that close-ups of my face with dog ears wasn’t my thing. However, social media is a big part of any teenager’s social life, and it often seems like adults don’t realize the social hit you take from not being a part of it. Everyone’s connected online, and maybe more than half of interactions teenagers have nowadays happen over chat, FaceTime, DMs, the comments section, or Snapchat. People also interact differently online; you can’t hear lisps or stutters over iMessage, and you have time to formulate the optimal reply. When you’re speaking, oftentimes you’ll walk away from a conversation and think shoot, I just realized the perfect response. Over text, you have the ability to return to a message fifteen minutes or even hours later with the “right” answer.

My point? Anything that hap-

pens online isn’t real. It’s not tangible. I see my computer screen, but I don’t see the zeroes and ones that form the pictures in front of me. Everything is synthetic, the product of refining and filtering. You notice it all the time-- people whose personalities change noticeably online. Shy kids suddenly have a lot to say. As a general rule, most people get bolder. I know I, personally, tend to use a lot more slang online than I do when I’m speaking. (I’ll be caught dead before

How could it be that the internet, which by definition is an ever-changing, completely unique entity, could create such a need to conform?

I refer to someone as “bro” in person, but I use it at least once every five texts.)

It took me a long time to feel this way. I didn’t feel any different about texting than I did about talking. I spent a moderate amount of time on Instagram and Facebook every day, and even more than that Whatsapping. But I gradually started to realize the pressure that social media placed on me every single day. The

pressure to post. The pressure to think of a funny caption. The pressure to make sure nobody is excluded from the picture

or tags. The pressure to post for people’s birthdays. The pressure to get enough likes. The pressure to like and comment.

The pressure to look good. Pressure, pressure, pressure. How could it be that the internet, which by definition is an ever-changing, completely unique entity, could create such a need to conform?

I deleted Instagram a few weeks ago. This doesn’t sound like it was such a big step, but it was. As I’ve said, a lot of our interactions are conducted on social media, and as I clicked the little x-mark on top of the app, I couldn’t help but feel that I was tossing away a good portion of my social life. Other kids I know who have deleted Instagram or Snapchat before--usually so they could focus on their schoolwork, in true Ramaz fashion--lasted no more than two weeks before they reactivated their accounts. They were consumed by FOMO (Fear Of Missing Out) because of the culture we’ve created

based solely on one’s ability to post the perfect picture. I know that in the time since I deleted Instagram, my fingers have moved to the spot where the app used to lie on my home screen unconsciously more than a few times; my brain constantly tries to rationalize re-downloading it again. I haven’t let myself-- yet. The freedom from having to compare myself to everyone else has made FOMO a small price to pay, and my self-confidence and self-image are definitely up.

Now, I don’t want to be that annoying person who says “Delete all your social media! Social media is the devil!” because, let’s face it, you never will, and it’s also not even true. Lots of positives come out of our digital lives, and online networks have created an era of hyperconnectivity and an almost unlimited well of knowledge. But it’s important for everyone to know that social media isn’t an inescapable trap, and if you feel yourself being consumed by it, maybe it’s time to take a deep breath and disconnect.

Ramaz Upper School

The Rampage

New York • Volume 52 • Issue V • December 2018 • the-rampage.org

Editors-in-Chief: Natalie Kahn* Harry Shams* Esti Beck* Online Editors: Becky Tauber Suzi Dweck Faculty Advisor: Dr. Milowitz Contributing Writers: Samantha Sinensky Zachary Buller Josephine Schizer David Gerber Rebecca Massel Sophia Kremer Hannah Doft Hadley Kauvar Charles Spielfogel William Kremer Gabrielle Ostad Caitlin Levine 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 for space and to conform to Rampage style and format.

The opinions expressed in the Rampage are of the author’s alone, and do not represent the views or opinions of Ramaz, the Rampage, or its Editors.

Denotes member of the Rampage Editorial Board. *

The Rampage • December 2018

Arts & Entertainment Had,ey Kauvar ’19

If Aquaman is supposed to be an example of DC movie making at its best, then it is no wonder that the DC Universe is completely dwarfed by Marvel. This movie is a two and half hour mess with both a plot structure that is flimsier than a three-year-old’s Lego creation and writing that is no more advanced than a third grader’s. It is just an endless collection of nonsense, bad writing, mediocre CGI, more nonsense, and a few half-entertaining fight scenes. The film’s half-hearted attempts at giving the movie a deeper and more relevant meaning (namely by including a few brief anecdotes regarding oceanic pollution) fail completely.

Aquaman is a stellar example of everything that could go wrong with a superhero movie.

The film begins with overly repetitive narration by Jason Momoa, who plays the titular character, insisting that “the sea brought his parents together” and how they were from “two different worlds” along with every other cliche in the book. Aquaman’s father, Tom (Temuera Morrison), is a lighthouse keeper, who discovers an injured woman washed up on the shore while tending

Reviewed: Aquaman

to his house during a storm.

The woman is none other than the queen of Atlantis, Atlanna (Nicole Kidman). Eventually, they fall in love and have a

child named Arthur (Aquaman). Their blissful life together, however, is interrupted when Atlantean soldiers attack the couple, causing Atlanna to abandon Tom and Arthur in an effort to save their lives.

Arthur grows up, secretly tutored in the Atlantean ways by Vulko (Willem Dafoe), a friend of Atlanna. Eventually, he becomes Aquaman, and runs around saving ships from pirates while wielding a

five-pointed spear that for some reason is still called a trident.

Meanwhile, Orm (Patrick Wilson), Aquaman’s full-blooded, Atlantean half brother is attempting to unite all the underwater kingdoms so he can wage war against humanity for polluting the oceans. His betrothed wife, Mera (an emotionless Amber Heard), isn’t a fan of Orm’s “human genocide,” so she plans to to seek out Arthur to dethrone him.

From there, the movie enters in to a steep decline. The chemistry between Momoa’s and Heard’s characters is nonexistent, but they inexplicably end up falling in love. Aquaman’s character development follows the path of dozens of previous films: everyone tells him that he destined to be king, he refuses, lucks into an ancient magical weapon, and winds up becoming king. It’s like Aragorn from the Lord of the Ring, but more terrible and less rational. Aragorn’s reasons for not reclaiming his throne were because of his self doubt and fearing that he was not prepared to be king.

Aquaman’s reasons for not reclaiming his throne appear to be that he has more fun as a landlocked celebrity than as an

underwater king. There is the thorny issue of the Atlanteans killing his mother for having a child with a human, but predictably, she ends up secretly alive and well. Eventually, the movie culminates in a lengthy underwater battle between various underwater dwellers, and Aquaman and Orm, who has taken to shouting that he is “the Ocean Master!” Obviously, Aquaman prevails, and all is good in the world. Except, of course, the fact that Orm caused tsunamis to hit every coastline in the world.

The worst thing about this movie is by far the writing.

As good as the actors are, it is difficult to pull off a character with such subpar dialogue. Jason Momoa brings his usual gigantic teddy bear charm to the character, and Patrick Wilson does well as a genocidal maniac.

The best thing I can say about this movie is that the underwater fight scenes were alright, albeit with some cheesy CGI. If for some deluded reason you are thinking of seeing this movie, please spare yourself the pain and go see something else.

Reviewed: The Mule

Hadley Kauvar ’19

The Mule tells the re- comes very wealthy. He is able proves surprisingly humorous, markable story of Earl Stone (Clint Eastwood), an eighty year old drug mule. The film is based on the life of Leo Sharp, a World War Two (Korean War in the film) veteran who tends daylilies in his old age. Stone is distant from his family, his passion being his daylilies. He even misses his own daughter’s wedding to attend a convention of horticulturists, where he revels in his own celebrity. Roughly a decade later, however, he is bankrupt and his farm is foreclosed. Desperate for money, and thanks to his lack of a criminal record and his old age, he is approached by members of the Sinaloa Cartel (Narcos: Mexico fans take note) to be a cocaine mule. Originally, he does not know what the packages he ferries contain, but soon finds out and continues anyway. Due to his success, he is entrusted with more and more cocaine, and be-

to help pay for his granddaughter’s wedding, and slowly begins reconnecting with his estranged family. However, his wealth comes at a cost, as it attracts the attention of DEA agent Colin Bates (Bradley Cooper).

Eastwood has proven himself as both an actor and director. While this is not his best work, it is a superb film. Though slow at times, Eastwood manages to portray a casually racist, or at least politically incorrect, Korean War veteran with a charm and ease few others could ever hope to. Perhaps that is because that was more or less his character in Gran Torino. Eastwood somehow makes the audience root for the character as he rebuilds his relationship with his ex-wife Mary (Dianne Wiest) and daughter Iris (Alison Eastwood), while forging an unlikely friendship with cartel enforcer Julio (Ignacio Serricchio). Stone

mainly because of his lack of a filter and his tendency to say rather politically incorrect statements, which often draws laugh-

ter from his Mexican coworkers.

Throughout his journeys, he offers advice to Julio, telling him to destress and take time to experience what’s around him. He also shares a poignant moment with DEA Agent Bates. The two

run into each other in a diner, and Bates does not realize that he is speaking to the mule he has been searching for for over three months. Bates is frustrated after forgetting his wedding anniversary while chasing Stone, and Stone tells him to always put family before work.

Despite all that is good about his movie, it doesn’t really go anywhere. The entire plot leads up to his eventual arrest.

The film’s emotional crux occurs when Stone, under strict instruction from the new cartel leaders (they had staged a coup that killed the previous, more lenient leader) not to deviate from his route on pain of death, he still chooses to spend time with his dying ex-wife.

The movie just builds towards a somewhat flat, bittersweet ending, where Stone goes to prison but successfully rebuilds his relationship with his family. See it if you can, but don’t be in a rush.

12 Crossword

The-Rampage.org

December 2018/Kislev 5779

December Crossword Harry Shams ’19

Across 3. Mercury 5. Ernest Vincent Wright’s lipogram 7. Israeli President 11. Fear and Loathing in ________ 14. A fear of the sea 15. Turkish Dictator

Down 1.Yearbook Editor 2. The saltiest sea 4. Common, Coalition, ________ 6. “I’m off the deep end” 8. Smallest country 9. Me, Myself, and _________ 10. Famous Free Solo Climber 12. Syn. “agricultural” 13. Slang “for sure” 16. Prolific Hungarian mathematician

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