Volume 78, Issue 4-5 (January/February 2016) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 78 • Issues 4 & 5 • January-February 2016 • Adar A 5776 • the-rampage.org

Dr. Koplon and Mr. Miller to Leave Ramaz

Oren Oppenheim ’16

The Ramaz administration is gearing up to undergo a massive change—and it will have major implications for all of Ramaz. Within a week of each other, Assistant Dean Dr. Koplon and Dean Mr. Miller both announced that they will be departing Ramaz after the 2015-2016 school year concludes.

After this year, Dr. Koplon will be leaving Ramaz because she has been chosen to be the high school principal at Beth Tfiloh Dahan Community School in Baltimore, Maryland. “We are very grateful for all that Dr. Koplon has contributed to Ramaz over her 17 years at the Upper School and thank her for her dedication to our school and to our students,” Rabbi Grossman said in a statement emailed out to the Ramaz student body and to parents.

According to Beth Tfiloh’s website, the Baltimore school is “is recognized as one of the top college preparatory Jewish day schools in the country”—similar to Ramaz. “We provide not only outstanding academics but a wealth of opportunities for students to excel – in the arts, athletics, science, technology and leadership.”

The school extols its mission as being one of “Building Jewish continuity, focusing on the individual, academic excellence, [and] commitment to the State of Israel.”

Less than a week later, Mr. Miller and Rabbi Grossman sent out a joint email announcing the former’s departure from Ramaz after 34 years. Mr. Miller did not reveal a reason for his departure, but in his statement extolled the virtues

ment to the students, and to the school.

My thanks and admiration go to the students who have challenged and inspired me with their idealism, enthusiasm, curiosity, resilience, talent, and creativity.”

Rabbi Grossman also wrote a

of the students and faculty he has worked with. “I am grateful for the support of the extended community throughout the years, and for Rabbi Lookstein’s visionary leadership,” he said in the email.

“I thank the faculty for its tireless efforts, its devotion and professional commit-

message, praising Mr. Miller and his service to the school. “Under Mr. Miller’s leadership, our high school has flourished and attained national and international recognition as the pre-eminent yeshiva high school in the Modern Orthodox world... [We] wish him well in

Fall Musical Review

Gabriel Klapholz ’17

The recent performance of Joseph and the Amazing Technicolor Dreamcoat, was an absolute delight.

Not only were the actors and actresses engaging, but they also exhibited incredible talent. The musical, which recounted the Biblical story of Joseph and his brothers with a modern spin, carried its audience to a foreign time and place in an exciting, lively, and ultimately, beautiful way.

Directed by Mr. Jason Robinson, the musical’s amazing choreography, singing, and scenery added to the experience. The show included actors and actresses from all different grades, and employed an ensemble cast, giving freshmen and seniors alike the time to shine. With a gorgeous background and set, as well as relevant props and lighting

to enhance the performance, the musical brought smiles to those in the audience.

Not only was the musical a pleasure for the audience, but also for those who performed. “Its got great music with a wide variety of different genres and themes. One second you might have this intensely emotional scene, and right after that we just jump right into singing a cool calypso­t ype song,” said Rebecca Araten ’18.

Araten also reflected on the friendships that she developed during the process ,and her feeling of completion once she was able to perform. “I felt like the best part of being in the show was the camaraderie and friendship that was forged throughout the show process.

Putting together a show is not easy; months of hard work and dedication

Sayonara Seneca!

Elianna Schwartz’17

In the spring of 2010, Ethan Stein (GO President at the time) planned the first ever Ramaz trip to Camp Seneca. Little did he know, it would become a well ­known and loved tradition of Ramaz over the next few years. The trip has evolved since Ethan Stein first created it.

It started off as a school­wide shabbaton.

Later it became a two n ­ ight overnight during the week, and most recently a one­night excursion. The trip also varied in terms of its content. While it started off as a Shabbat with meals, prayers, and Shabbat activities, it changed to what became known as a “chill” and “relaxing” trip, where students were allowed to decide in which activities they wanted to participate. One year, the GO and administration even tried bringing Ramaz color­war to camp! No matter what pro-

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Inside this issue...

the next chapter of his life.” He also added in a personal note about his relationship with the dean, saying, “I would like to thank Ira for the wisdom he has imparted and kindness he has extended towards me in my first year at Ramaz. In all of his actions, Ira personifies Ramaz’s virtue of menschlichkeit; he is a wonderful teacher, profound thinker, and exceptional human being.”

Rabbi Grossman mentioned briefly in his statement that he will be showcasing “our leadership transition plan” for the Upper School in “the next few weeks”—and there are two spots in the administration that will have to be filled. As of writing, it is unclear whether the school is going to aim for internal hires and promotions, choosing current faculty members to take on the roles of assistant dean and dean, or whether Ramaz will aim for an external hire as it did with the new head of school. What is clear, however, is that the Upper School is at a crossroads, and whoever fills Dr. Koplon’s and Mr. Miller’s roles will help determine the future of Ramaz.

Stay tuned for more in-depth coverage in subsequent Rampages, and keep an eye on the-rampage.org and the Rampage facebook page for any breaking news as this story unfolds.

Showtime! The Ramaz Annual Dinner delights and entertains page 3 It’s all binary to me... Computer science in the spotlight page 7 What do you think? Introducing a new reader-driven feature, CrowdSource page 16 Rams take Baltimore! Girls Varsity Basketball excels in tourney page 23

gram was planned, the students always enjoyed “the intergrade bonding experience,” said Nicole Aboodi ’17.

The transition from the initial Shabbaton concept of the trip occurred because as Dr. Koplon said, “It had a lot of positives but also a few negatives.” She explained that towards the end of the year, when Camp Seneca opens its doors and Ramaz is able to go, Shabbat is already a very long day. Because of this, it became very complicated to program so many hours for 300­-400 kids. So after two years of having a Shabbat away, Ramaz decided to switch to a school­wide trip during the week. This format lasted for another four years. Now, six years later, the tradition is being broken.

The question on everyone’s mind is: why? The trip has seemingly

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Jan-Feb 2016/Adar 1 5776

Ramaz Takes on Boyar to “Play On” for Israel

Naomi Freilich ’18

On December 9th, Ramaz was fortunate to host many students from The Boyar School, located in Jerusalem.

Throughout the day, students from The Boyar School sat in on many classes. Many teachers opted to break from their normal curriculum in order to engage in more interactive activities with the Boyar students. Not only were Ramaz students able to interact with the Israeli students conversationally, but also competitively in basketball. Just a

few days before the Ramaz and Boyar basketball teams went head to head at Ramaz, they joined many other Jewish day schools at the Weiner Basketball Tournament in Baltimore. The Boyar students came to New York City to close off their trip to the United States. Ramaz students had been anticipating the arrival of the Boyar students, by selling commemorative t-­shirts in the days before the basketball game. The proceeds from the t­-shirt sales went to funds to

Naftali Bennett Visits Ramaz for a Day Gabriel Klapholz ’17

Hearing that one of the most esteemed, accomplished and young Israeli politicians’, Naftali Bennett, was coming to speak and visit us at Ramaz, sparked excitement throughout the whole school. His warm and welcoming, yet confident demeanor made one instantly drawn to him. As he spoke, the entire room was quiet, hanging onto each of the words he said with deep attentiveness. Bennett has run for Prime Minister of Israel, formed his own political party HaBayit HaYehudi, and is the Minister of Economy and Minister of Religious services, yet he was extremely humble and made everyone feel comfortable despite his incredible accomplishments. In addition, hearing that his love and commitment as a religious Jew started not just in New York, but by attending our very own KJ Synagogue sparked a personal connection between the students and Mr. Bennet. Throughout his speech he spoke about his

Julia Levi ’18

process and passion in changing the Israeli education system, his confidence in the fact that the current wave of terror in Israel will pass, and his new-found ideas on forming closer bonds between Jews out of Israel with the land and people of Israel. Speaking so eloquently and passionately about each and every single issue, Mr.Bennet had proven himself to be an incredible example to every single student sitting in the room listening to him. In addition to his amazing speech, when taking questions he perceptively saw that no girls were asking any questions, and encouraged them to ask; the fact that he wanted to make sure that everyone who wanted to be involved was involved is another admiring quality that Mr.Bennet has- amongst many.

fight terrorism in Israel. This generated a lot of hype for the game, and by the time the Boyar boys’ team faced the Ramaz varsity boys team during B­4, everyone was excited.

Julia Levi ’18 said, “The basketball game was a great way to celebrate Channukah. Also, the game brought a lot of positive energy into the school that I have never seen before.” It was a great environment, as players from both teams helped each other out, and even cheered

each other on. Levi ’18 continued, “It was really nice to see two countries from across the globe come together for something as simple and as fun as a basketball game. Students were able to enjoy the basketball game and support Israel at the same time.” With all of the tragedies that have occurred in Israel over the past few months, the coming together of both an American school and an Israeli school was a great opportunity for us to show support for Israel.

The End of a Battle: Color War Cancelled

Yasmine Sokol ’19

At the beginning of this past December, the Ramaz Upper School broke out color war. It’s more or less a time for students to come together in a relaxed program, and have an enjoyable experience while competing against one another. Some of the activities included gaga, volleyball, hungry hippos, taboo, and even some chesed activities. But, what made this year different than past years was the number of students who choose to be absent, late, or left early during color war.

Unfortunately, the lack of interest on the part of many students caused the administration to cancel the event. What was supposed to be two days of fun (Thursday and Friday), ended up being one day of fun followed by a regular school day because of the cancelled program.

Sophie Dahan ‘19 and David Gad ‘19, the freshman class presidents said that, “we are disappointed, but we should not be blaming the school because by the end of the day 300 kids were gone”. They also say that “we are trying to get another fun activity planned for the entire school if all the students are willing to cooperate”. Many students who came and stayed in school throughout the day enjoyed it very much. Violet Allaham ‘19

said, “Even though their was not much real color war, and we never really found out who truly won, I enjoyed being with my friends all day. The team meetings and activities brought me closer to my friends, and since it is my first year here at Ramaz, I found color war helpful in forming closer bonds with my fellow classmates.”

Despite the lack of interest some students showed by not coming to school, or leaving early, it was an enjoyable experience for the students who did show up. Throughout the day on Thursday, it was very hard to find where you were supposed to go and what you were supposed to do. Some students may have felt that the program was unorganized, and some also were upset when they found out it was not battle of the grades. Charles Dweck ‘18 said, “I think that students did not participate in color war due to the lack of competition since it was not battle of the grades, also the day was very unorganized and no one knew where to go”.

A Siyum for the Victims in Israel

In order to mark the recent murder of Ezra Schwartz and Hadar Buchris, both of whom succumbed to the terror that Israel is currently facing, the students of the high school learned Pirkei Avot as a whole. The completing of these mishnayot was marked in a siyum during the B4 period on Wednesday, December 23.

Students were each assigned one or two mishnayot to learn frompirkei avot by their Talmud teachers, and took a couple of days to learn them. “We decided on Pirkei Avot because each mishna in it is understandable even without learning the preceding mishnayot, and we wanted everyone to learn one mishna in order to have learned it collectively as a whole,” said Rabbi Schiowitz. “Also, we chose this tractate because it is unique in that it deals primarily with ethical lessons and it is most appropriate for us to be reflective about refining our character at this time.”

Students enjoyed this learning

as it shifted them from their regular Talmud curriculum and gave them something personal to work on and present to everyone in their class. “I enjoyed taking a small break from our regular curriculum to learn a short, but meaningful mishna for this important cause. It wasn’t a hard task to do, and when our Talmud class came together to present our mishnayot, I really felt that I learned a lot in that period alone,” said Naomi Freilich ’18.

After these few days of learning, students gathered together on the last day before winter break to have a siyum and to commemorate Ezra and Hadar.

The assembly began with the singing of Israeli and American National Anthems, and then Rabbi Schiowitz introduced the siyum. He began with the idea that we learn mishnayot to commemorate the deceased, as the letters of mishna also spell neshama. After him, four students ranging from 9th to 12th grade read and

taught the mishnayot that they had studied for the past few days.

Following these readings, Rabbi Weinstock spoke to the school about Ezra Schwartz, and how there was simply no reason behind his death. He emphasized how close to home Ezra’s death was, as many people knew him or of him, and his father was a Ramaz alumnus. He described Ezra’s death as “really affecting the community.” He discussed going to Sharon, Massachusetts to pay a shiva call with Mr. Rochlin, Rabbi Lookstein, Mr. Miller, and Rabbi Steinmetz to visit the Schwartz family, and how Mr. Schwartz recognized the Ramaz representatives and was happy to see them.

Tal Ullman ’17 then spoke about her cousin Hadar, who was 21 when she was murdered. Hadar had served in the Israeli army and had recently taken a post-army two­ -month trip to India, where she was supposed to stay six months, but realized how much

she missed Israel. Ullman described her cousin as truly loving the world. She read a quote from a voice message delivered by Hadar, who described loving the sea, the sun, nature, and God, among many other things; she loved life. Her optimism, belief and caring qualities were apparent in the way Ullman spoke about her.

With his guitar, Rabbi Albo played a couple of songs for the occasion, such as Acheinu,to which the whole school sang along. “I really liked how we ended the siyum this way, with the whole school coming together in something as simple as song,” said Freilich.

All in all it was a very meaningful program and put the students into a contemplative mindset before winter break.

Jan-Feb 2016/Adar 1 5776 Julia Levi ’18

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Ramaz Annual Dinner

The Ramaz Annual Dinner is always the highlight of the year, and is the time when alumni, parents, teachers, and students alike join together for an evening of festivities. This year’s dinner took place on January 10th at the usual location, the Marriott Marquis, in the heart of Times Square. As parents, teachers and alumni walked in, they were welcomed by student greeters and were able to take pictures at the photo booth with Ramaz wallpaper and the classic school mascot, the Ram. The theme of the dinner this year was “Opening Doors” which was represented throughout the dinner, whether it was pictures of doors on screens, or the songs later performed by the students.

Of course, the evening began with a lavish dinner, where maps were distributed because there were so many buffet tables. The choir, dance team, and band students who had been rehearsing since 9 AM that morning, were able to join the guests for dinner before their big performance. After about two hours of dinner, everyone began to make their way downstairs where the performance would take place. After the singing of the Israeli and American anthems and a tribute to the current problems in Israel, the program began with Rabbi Grossman’s “walk-in”, where he was portrayed as a superhero in a video walking into different doors, and then ending up on the stage at the front of the room. This video received a lot of praise from the audience, as it was talked about days after the dinner. Speeches by head of the board, Jacob Doft, ensued along with ones by Rabbi Lookstein, and then Rabbi Grossman. While this year’s dinner

served as a tribute to welcome Rabbi Grossman, the honoree of the year was Rudy Arjoun, engineer of the school. He was thanked for his great devotion to Ramaz over the years, and his kindness, and received a plaque attributing him with these qualities.

After this, four Ramaz students who over the year produced something great in their own time, were interviewed by Rabbi Grossman, in a skit-like perfor-

mance called “inside Ramaz” about their achievement in that field. The students included two eighth grade girls, Daniella Feingold and Alexandra Orbach, on their creating of a prosthetic hand for their 7th grade science fair, Abbey Lepor ‘16, who since sophomore year has been volunteering at the Wheelchair Sports Federation at the Arthur Ashe Tennis Stadium every week, even becoming a licensed wheelchair tennis

TwoMeninSuits

Elianna Schwartz ’17

If you are unable to support our Ramaz Rams physically at their next basketball or hockey game, have no fear­­Max Teplitz ’16 and Gabe Zimbler ’16 present us with their very own live stream coverage, TwoMenInSuits. Thanks to these two seniors, keeping up with Ramaz sports has never been more entertaining. TwoMenInSuits was created as an entertaining concept. Gabe Zimbler said, “We were seniors and it seemed like a hilarious thing to do in our spare time.” Max Teplitz added, “We did it for a basketball game. And, immediately afterwards, I felt like Metro Boomin’. I needed some more.”

Neither man in suit, Teplitz nor Zimbler, could deny the fact that they got some inspiration from an outside source (TABC).

But Teplitz makes an important point; “Amateurs borrow, professionals steal”. Unlike TABC’s live stream, TwoMenInSuits is not school sponsored, and Teplitz and Zimbler set up and use all of their own equipment to film. While the live streaming started off more focused on the men in suits themselves, upon request, they have begun to show their audience the actual live footage. “In a certain sense, our commentary adds a depth to the game that only we can,” said Teplitz.

While they only wore traditional suits in their first live stream, both Teplitz and Zimbler defend their title “TwoMenInSuits” when they clarify, “We wear classic suits,

track suits, sweat suits. We wear suits to every broadcast.” As long as it’s a suit, they’re staying true to their name. Interestingly, both men admit openly to not being the most avid sports followers, and even more fascinatingly they both had never previously regularly attended Ramaz sporting events. Teplitz said, “I’d been to a few games but didn’t go regularly until now”. “I don’t think I’d gone to a single event before I commentated,” said Zimbler. They both believe that “it takes an outsider’s perspective to properly commentate.”

TwoMenInSuits has a large and growing fan base. It especially caters to students who do not live local, and are able, through the live stream, to keep up with their favorite team. Arik Rosenstein ’16 said, “I enjoy the intelligent sports analysis they provide about the games they are commentating on.

I became a fan as I live far and it gave me a base to support my friends from home.” While the live stream serves a very practical purpose for those who are unable to attend, it also provides entertainment and laughs. Another huge fan, Shoshi Larios ’16, said, “Teplitz and Zimbler’s live stream keeps the game alive and watching their dedication makes me proud. They’re so funny and the jokes are endless!”

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player, and alumni Andrew Lobel ‘15 on his Israel advocacy on college campus. “It was an honor to be interviewed,” said Lepor ‘16, “especially since it was for something that I enjoy doing so much and is such a big part of my life”.

The student-led part of the program then began, with the Ramaz Choir singing “My Love Opened the Door”, and then a whole set of English and Hebrew songs to follow with music by the band, one performed only by the Chamber Choir, a piece by the Guitar Ensemble, and a dance by the dance team. One of the songs was actually “Love is an Open Door” from the well-known movie, Frozen, and was a hit among the audience. Chamber choir member Danielle BenDavid ‘17 said: “I love the feeling of rehearsing for three months and then all day, and then that climactic point when we actually perform in front of everybody”. The program concluded with the popular Hebrew song “Yibaneh haMikdash”, in which Rabbi Grossman and Rabbi Lookstein came out to sing with the choir. Of course, the night ended with the best part, the extensive dessert of fruit, cookies, candy, and so much more. “It’s so nice to see how the dinner is such a success every year, “ said band member Jessica Fouzailof ‘17, “You always leave it feeling like you were part of such a great and huge event”.

Star Wars Hits Ramaz

Gabe Klapholz ’17

The Ramaz community is definitely not immune to the Star Wars sensation as a result of the release of the saga’s newest film, Episode VII: The Force Awakens. Rabbi Grossman, a major Star Wars fan himself, organized a pizza­party screening of Star Wars: A New Hope, the fourth episode and earliest movie of Star Wars, in the Ramaz Lower School.

Some Upper School students stopped by the screening on their way to the box office premier of the new movie. “There were lots of little kids in costume and they had a costume contest for them,” said Max Deutsch ’16.

Deutsch described the entire scene as “pretty adorable.” Deutsch also mentioned that Rabbi Grossman was in a Darth Vader costume.

Rabbi Grossman has been a Star Wars fan for as long as he can remember. Rabbi Grossman explained that his love for Star Wars stems from his love for mythology. “I always need to remind people that Star Wars is mythology, not Sci Fi,” he said. “It takes place in the past, not the future.” According to Rabbi Grossman, the opening line of “A Long Time Ago in a Galaxy Far, Far Away” is “a rewriting of the classic way fairy tales begin, ‘A Long Time Ago in a Faraway Land.’” Rabbi Grossman’s love for mythology results from his belief in the “power of mythology to help us navigate the human condition – good, evil, love, faith, and friendship.”

Rabbi Grossman also finds personal meaning in the Star Wars films. Although Darth Vader and the Emperor are his favorite characters because “the villains are always more fun,” he most identifies with Luke Skywalker. “Luke’s is the classic story of a teenager searching for meaning, purpose, and direction who encounters an old sage who guides him in matters of faith until he is ready to take on his own role and mission,” said Rabbi Grossman. The story of Luke Skywalker, he continued, “has many parallels to my own personal

and religious journey.” Nevertheless, Rabbi Grossman added, to his knowledge, there are no Jedi or Sith lords in his immediate family.

Due to Rabbi Grossman’s passion and love for the films, the recent event at the Lower School was bound to succeed. “I thought it was a terrific success,” said Rabbi Grossman, who believes that the intergenerational element to the movies adds to their popularity and meaning. “Everyone can watch Star Wars together...There were students from all three divisions, parents, grandparents, and staff.”

Rabbi Grossman was glad that the same movie continued to entertain its audience for nearly 40 years.

Still, Rabbi Grossman’s favorite part of the night was walking down 85th Street in his full Darth Vader costume. “Being in New York, no

one seemed to notice. In Michigan, I probably would have been taken in for questioning,” he said. “My favorite part was either seeing the head of all of Ramaz in a Darth Vader costume, which I found pretty funny, or seeing all the kids in costume playing together and attacking me with light sabers because I was dressed as the bad guy,” said Deutsch. “Overall I thought it was a really nice event because it was something kids, parents, and teachers could enjoy. Everyone loves Star Wars, so it was really great,” he said.

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Jan-Feb 2016/Adar 1 5776

A Chanukah Chagigah Full of Family Feud

Derek Korf-Korn ’18

To spice up this year’s Cha­ nukah chagiga, the G.O. introduced a Ramaz take on the popular game show, Family Feud. Instead of the traditional music and dancing, the G.O. felt something more interac­ tive was a good idea. Junior Vice­ President Gabe Klapholz said, “We wanted to give the student body a different way to celebrate Chanukah that was not the singing and danc­ ing that is traditionally offered. The game also helped to involve more students in the programming.” A week before the chagiga, an email was sent out to the students asking them to answer approximately 20 questions about Ramaz student life.

Questions ranged from, “what is your favorite place to tisch?” to “what is the zestiest school lunch?”

Like the game show, at the chagiga host Rabbi Slomnicki se­

lected two teams of four from each grade for each round. One by one, each participant had to answer the questions, and see if their answers

at Starbucks?” was Mendy’s Special Water.

Throughout the game, con­ testants broke the rules by looking

matched the five most popular an­ swers given by the student body in the survey. A lot of answers were funny. For example, one of the an­ swers for “what is your go to order

to the audience for answers. At the end of the game one person from each team competed in the bonus round: a lightening round of trivia questions such as “what is Dr. Gay­

lord’s room number?” or “who was the first head of school?”

Rabbi Slomnicki, the facul­ ty advisor of the GO, described the enthusiastic approval of the pro­ gram:“Based on the feedback we’ve received it seems to have accom­ plished what we set out for. Many students and teachers have reported back to us how enjoyable and fun­ ny the game was.” At the end of the last round, the top 10 answers of the last question spelled out “Color War”, signaling the breakout of the annual tradition. Some students felt that this was a nice way to start off Color War. Yoni Linder ‘18 said, “I, and many other students, enjoyed the new Chagigah style and incor­ poration of Color War Breakout.”

OHEL Chanukah Party in Ramaz

Abigail Huebner ’18

Ramaz celebrated Chanukah this year in many ways: a Chagigah, a day off, and even half of a Color War. However, one of the most special ways that Ramaz celebrated was through the OHEL Chanukah party. On Tuesday night during Chankukah, OHEL guests, adults with special needs, joined Ramaz students for a party to celebrate the holiday. Nancy Toussie ’17 said “I love meeting new OHEL participants and getting to know them. I met Mikey two years ago and we hang out all the time. We even went to Disney on Ice last month!” Students sat at tables along with the OHEL guests, and Ms. Benel introduced everyone to each other. After introductions, ev­ eryone colored Chanukah items and their pres­ ent wish­lists in a prepared booklet. “I thought it was a great way to help the OHEL members

continued from page 1 go into it, and it is truly a transformative experience to see all of the work and effort that everybody puts into the show,” she said.

The students, faculty, and others who worked on the play deserve special recognition for their resilience throughout the entire experience. Initially seeking to perform A Funny Thing Happened on the Way to the Forum, the show was deemed inappropriate and Joseph and the Amazing Technicolor Dreamcoat served as a truly outstanding substitute. The fact that the Ramaz Theater had such a setback adds to their feat of putting on such a fantastic show.

Another setback for the play’s production was an initial shortage of actors and actresses. With dedicated cast members consistent recruiting, how-

celebrate Chanukah with the spirit and enthusi­ asm of the Ramaz Students!” said Eli Sitruk ’18.

“You could see that their faces were illuminated with joy as Chanukah music was playing, when they were enjoying fun games, and when they were eating delicious latkes! In my opinion, they left the party with a lot of hope and positive vibes and I wish for every Ramaz student to continue participating in events like these!” Pizza, latkes, and of course Ramaz cookies were enjoyed by all.

And, after lighting the Chanukah candles togeth­ er and each guest said what wish they most want­ ed to be granted and received a present.The party concluded with everyone standing in a circle and singing. As Nancy said, “The OHEL party was so amazing and keeps getting better every year!”

Seneca Stopped

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ever, more students joined the production and helped to create a play that could serve as a source of pride for all who participated.

Additonally, other obstacles included “having such a multi­talented cast,” said Araten. “Many people had other commitments that we needed to work around,” she said.

Most importantly, the play succeeded in involving the audience. At one point, the cast members descended the stage, entered the crowd, and handed out bananas, which related to the theme of their song. The constant choreography and beautiful singing kept the audience engaged and attentive.

Perhaps the most exciting element to the performance was the variety of the songs. Each song had a different theme, from

continued from page 1 Rock and Roll to Country.

The constant change in the genre of the songs helped to hold the interest of the audience as well.

In the end, the most important part of the experience was the satisfaction of the cast members and other students who worked on the play with their hard work and the product of their labor. “I felt that the show was a real success, because the entire cast was having an amazing time on the stage,” said Araten.

been only a success. It has become something all students were able to look forward to. Even freshmen are talking about it. Danya Jacobs ’19 said, “I can’t believe it’s not happening this year! I remember getting excited about it even when I was still in the middle school.” Julia Krevat ’17 said, “It has definitely been one of the highlights of the school years and it’s really upsetting that we don’t have it to look forward to this year”.

Unfortunately, Dr. Koplon explained, the scheduling just could not work out this year. The combination of the timing of Seneca’s opening and the senior’s Poland trip is not allowing for our annual trip to happen. Other than the scheduling, Dr. Koplon said, “There’s no reason not to do something fun that the students love.” Because the seniors only return from Poland and Israel on May 25th, they would not be able to come on the trip and as Dr. Koplon further stated, “The seniors are the ones who bring the intergrade bonding experience together and it’s really just hard to do it without them.” In fact, the

seniors are responsible for organizing the bunks and the activities and there can’t be a school­wide trip without the entire school present.

The GO is working on planning something instead for Lag Ba’Omer. While Ramaz will not make its annual appearance at Camp Seneca Lake this year, “We are looking into a one day trip (not overnight) somewhere closer to celebrate”, said Dr. Koplon. “We’re doing everything we can to make sure that the excitement surrounding Lag Ba’Omer and the general spirit of second semester will not waver due to this cancellation”, said President Aliza Schub.

Well, we are looking forward to whatever it is that the GO will plan for this year’s school­wide trip but we will miss you, Honesdale, PA!

Jan-Feb 2016/Adar 1 5776 Gabriel Klapholz ’17

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Syrian Refugee Crisis Assembly

The sophomores recently took part in an assembly about the Syrian refugee crisis. The program was titled, “The Syrian Refugee Cri­ sis: Realities and Responses” and aimed not only to raise awareness about the plight of the refugees, but also to raise questions about Amer­ ica’s global responsibility and how students should respond to the in­ creasingly dire situation. The pro­ gram took on added relevance when students began to recognize that they come from immigrants as well.

Jewish immigrants came from all around the world and were given a home in the safe borders of the United States.

The program consisted of a debate between Mr. Deutsch and Rabbi Eric Greenberg, the Director of Communications, Programming, and Interfaith Affairs at the Multi­ faith Alliance for Syrian Refugees (MFA), the leading multifaith or­ ganization in the U.S. that has re­ sponded to the Syrian refugee crisis.

Rabbi Greenberg appealed to the students on moral grounds, stating that just as Jews were displaced in

Europe in the years before the start of World War II, the Syrians are like­ wise fleeing persecution and a dic­ tatorial government that murders its citizens for even the slightest act of resistance. Mr. Deutsch, on the other hand, brought up concerns with bringing in so many refugees, including those relating to security and finding refugees places to live.

A number of juniors and se­ niors also helped out in organizing the program and introducing the questions for the debaters to dis­ cuss. “For me, the most meaningful part of the experience was the fact that I was able to help make it hap­ pen. It’s a very important issue and one that should be spoken about,” said Aliza Oppenheim ’16.

Students posed pressing ques­ tions to the debaters as a way to edu­ cate the sophomores about the com­ plexities of the crisis and the starkly different perspectives that people can develop about this serious hu­ manitarian issue. “The discussion did not directly change my views about the crisis, but it definitely opened me up to thinking about

possibilities that I had not previous­ ly thought about,” said Oppenheim.

“In the assembly, we were provided with the facts and the opinions of each side,” said Derek Korf Korn One of the topics that the de­ baters discussed at the assembly was the economic fallout, positive or negative, of allowing in thousands of Syrian refugees into Europe and America. Mr. Deutsch and Rab­ bi Greenberg also had to address the recent terrorist attacks in Paris, France and San Bernardino, Cali­ fornia, discussing whether or not those incidents should have any bearing on American and European attitudes and decision­making re­ garding the hundreds of thousands of Syrians seeking refuge. Other topics of discussion included the West’s current security measures to prevent ISIS and other terrorist groups from infiltrating Western countries, as well as possible chang­ es or improvements to the system in place. The debaters also dealt with the issue of ultra­nationalism, which could rise significantly with the ad­ mission of refugees. In terms of pos­

sible solutions, the debaters spoke about the plausibility and morality of establishing temporary camps in the Middle East for the refugees.

Lastly, the two debaters received a question about the moral obligation that we have to refugees, namely in the context of the Jews’ past experi­ ences, such as when America denied entry to Jewish refugees aboard the St. Louis in the 1930s as they were fleeing Nazi persecution.

“I think that it was very use­ ful because many people at school are so uninformed,” said Noa Attias ’18. Indeed, the assembly helped sophomores to explore the issue and come to appreciate the dilem­ ma that the international commu­ nity is currently facing. “My views did change,” said Attias. “With the proper background checks, the in­ nocent refugees shouldn’t be penal­ ized or labeled as radical extremists.

There definitely should be more al­ lowed in,” she said. “I hadn’t really formulated a position on the topic before the discussion, and the as­ sembly gave me a better outlook on the situation,” said Korf ­Korn.

at a mutual understanding that al­ lows them to end the marriage in the same format in which it began.

As a result, the husband, whose job it is to place a get, or document of divorce, in the hands of the woman, can refuse to participate and thus prevent the woman from marrying a new husband and having legiti­ mate children.

Overall, the issue comes down to “balancing two principles,” said Rabbi Stern. On the one hand, the community wants to free the wife from her husband, but on the other hand, the stringency of marital law is not a light matter and allowing the wife to marry a new husband without a get from her original hus­ band could result in halachic adul­ tery and the birth of illegitimate children, called mamzerim.

The issue of agunah extends beyond recalcitrant husbands and into the realm of missing husbands as well. After the 9/11 terror attacks, there were 13 agunot, women who had no concrete evidence that their husbands had perished. After the Malaysian Airlines plane disap­ peared last year, a similar situation occurred. The concern is that even though the chances of the husband’s survival may be incredibly slim, if the agunah remarries while her original husband is still alive, then upon his return, she may be unable to have a healthy relationship with either man.

Nevertheless, the more challeng­ ing cases are those of recalcitrant husbands, said Rabbi Stern. Since

its founding in 2002, ORA has re­ solved 255 cases of agunah. It takes care of 70 cases at a time, crossing the boundaries between all Jewish sects and denominations.One of the four main reasons for recalci­ trance in a Jewish woman’s husband is spite. The husband is angry about the development of the relationship and wants to injure his wife emo­ tionally, socially, or psychologically.

Another reason for such behavior is so­called “love.” The husband simply does not want the divorce. Still, on average, the husband and wife have usually been apart for three years when the issue of get refusal surfac­ es. The third possible reason for the husband’s actions is money. Some men will use get refusal for the pur­ poses of blackmail or extortion. The final reason is custody of children.

The husband may want access be­ yond what has been legally decid­ ed and will therefore use the get as leverage to achieve greater custody.

Fundamentally, get refusal is about establishing control over a spouse. Thus, it is a form of domes­ tic abuse and can never be justified.

ORA, with the help of the Beit Din of America, seeks to issue seruvim, documents from the Jewish court that state that the husband has re­ fused to stand before a Jewish judge, against men who refuse to give their wives a get. These documents aim to isolate and excommunicate recalci­ trant husbands. Nevertheless, ORA remains restricted in how it can en­ force halacha, as the Jewish courts have limited authority in American

society to act out against those who refuse their wives a get.

According to Rabbi Stern, Jewish law has tried to remedy the problem. The ketubah that Jewish couples sign at their wedding is re­ ally a monetary document that enu­ merates the financial obligations of the husband to the wife. It ensures that even in the case of divorce, the woman will have a source of live­ lihood. Furthermore, a thousand years after the establishment of the ketubah, Rabbeinu Gershom, made an early attempt at providing women with powers in a marriage to equal those of her husband. He instituted a marital principle, which states that in order for a divorce to succeed, the process requires consent from both the husband and the wife.

ORA tries to convince couples to sign an official “Binding Arbi­ tration Agreement” that empowers the Beit Din of America to make decisions relating to the couple’s get and ketubah. The document also demands that even when separat­ ed without official halachic divorce, the husband must pay the wife $150 per day. The Beit Din of America can enforce the financial commit­ ment in civil court, thus requiring the husband to pay the wife ap­ proximately $55,000 per year. Rab­ bi Stern claims that the agreement works almost a hundred percent of the time and that all couples should sign it before getting married.

The Executive Director of ORA Speak at Ramaz

Gabriel Klapholz ’17

The 11th and 12th grades recently heard from Rabbi Jeremy Stern, the Executive Director of the Organization for the Resolution of Agunot (ORA). Rabbi Stern spoke not only about his organization, but also about the nuisances of marital law regarding one of the most cen­ tral issues that the Jewish commu­ nity faces today.

Rabbi Stern began his talk by explaining the meaning of the word aguna in Jewish law. He defined the term as a woman whose husband is either missing or “recalcitrant,” meaning reluctant to participate in the traditional Jewish divorce process. According to Rabbi Stern, the word comes from the Hebrew “ogen,” meaning “anchor.” These women are anchored to their hus­ bands and may not remarry, leading to a situation that is often devastat­ ing for the agunah and her future children.

Rabbi Stern also made the distinction between civil marriage, in which a couple receives an offi­ cial government­issued marriage license, and halachic marriage, in which the husband provides the wife with an object of value in order to engage in a private transaction with her and solidify the marriage.

In a civil marriage, someone impos­ es the status on the couple, but in a halachic marriage, the Jewish court or rabbi does not pronounce the couple married. Rather, the couple makes a mutual agreement to mar­ ry. Indeed, the same process applies for divorce. The couple must arrive

News 6

Paola Mattout ’19 and Becky Tauber ’19

The Rampage

Jan-Feb 2016/Adar 1 5776

Freshman Shabbaton

The Shabbaton has always been known

for being an unforgettable experience for th freshmen at Ramaz. This year, students excitedly counted down the days until Shabbaton weekend finally arrived. Finally, the day arrived, and when the freshman stepped on the bus, they anxiously awaited the first stop at Bogota Golf Center in New Jersey. The seniors on each bus got every student ready for an enthusiastic and energetic Shab­ bat. At the Bogota Golf Center, each student had the option of at­ tending numerous activities such as mini golf, bank shot basketball, batting cages and more.

Towards the beginning of

the trip, students had already met new kids that they hadn’t had the chance to meet already. At the golfing center, the senior girls managed to clear all of the shy­ ness and have the freshman feeling more comfortable with each other, while getting everyone to dance and sing together. Then, once they arrived at the hotel in Asbury Park, the students received their room assignments that they had been waiting to hear since the start of the trip. Everyone raced to their room and quickly got dressed for Shabbat. After, the freshmen and faculty rushed to the ballroom in Shabbat order to enjoy the pre-­ chagigah that awaited them.

At the conclusion of Kab­

balat Shabbat and Maariv, all of the students separated into groups for their first session. The Shabbaton’s theme was the lessons one can learn from Dr. Seuss’s childrens books. The freshmen had the opportunity to talk with their fellow classmates and get to know the students that they might not have met at school before.

Following the first session, the students,

along with the faculty gathered to eat friday night

Gabriel Klapholz ’17

dinner and listen to a speech from class presi­ dent, Sophie Dahan ’19. Tom Shemia ‘19 said, “eating Shabbat dinner with the whole grade was enjoyable. I was pleased to spend time with the new kids in our grade, not just my old friends from the Ramaz Middle School.”

Shortly after the end of dinner, the senior

boys led the singing

for the entire room, getting everyone involved.

The seniors led the freshman by teaching them the chant “I like chicken nuggets in the morn­ ing...” The ruach made the grade feel united.

After another session following dinner,

students had free time, during which they were able to socialize with their peers. The next day, once Shacharit concluded, students enjoyed a delicious kiddush and proceeded to their final

session. At lunch they heard another speech from the other class president, David Gad ’19.

Following more zemirot and free time, the stu­ dents reconvened for a Seudat Shlishit. The cul­ mination of the Shabbaton was when the entire grade was seated in a big circle, with singing led

by Dov Pianko and the senior boys. It was at this moment that the grade truly felt connected and unified as a whole, and it was this part of the Shabbaton that made an everlasting impres­ sion on the freshmen.

After Shabbat, the stu­ dents went bowling, where they grouped together and ended off the Shabbaton with an enjoyable activity. Amanda Koptyev ‘19 gave an overview of the Shabbaton, “This expe­ rience was like no other! I got closer to people that I have never had a chance to speak to before, and the ruach was insane because of the seniors.

Overall the Shabbaton was lit.”

By the end of bowling, stu­ dents were disappointed that the Shabbaton had come to an end, but happy with the expe­ rience they had over the short yet eventful weekend.

Many students learned valuable life lessons about friendship and caring for one another that they will hopeful­ ly remember throughout their lifetime. The Shabbaton was filled with food, ru­ ach, energy, and bonding between the students.

Thanks to the hard work of Dr. Aharon, Dov Pianko, who planned this special event, and the faculty and senior advisors that worked so hard, the 2015 Freshman Shabbaton will always be a time that the class of 2019 can remember and look back on for years to come.

Pre-Med Hosts Its First Speaker of the Year

The Pre­Med Club recently welcomed its first speaker of the year, Sara Moskowitz. Ms. Moskowitz is a nurse practitioner at NYU Langone’s Preston Robert Tisch Center for Men’s Health. In addition to being a medical professional, Moskowitz is also Ms. Brachot’s sister.

Moskowitz spoke mainly about her journey to become a nurse practitioner and about her experiences along the way. “She was a wealth of information about her job and schooling and the differences between nurse practitioners and physician’s assistants. She was engaging and a pleasure to listen to,” said Arianne Rothschild ’16. Although she originally intended to become a doctor, Moskowitz thought nursing was best for her. She wanted to have more time with her family and the demands of receiving a medical degree would have prevented her from doing so.

After becoming a registered nurse at NYU, Moskowitz worked at St. Francis and NYU hospitals. She went to school part ­time in order to achieve the title of nurse practitioner and enable herself to see her own patients at NYU, where she continues to work today.

In addition to telling the Pre­Med Club about why and how she became a nurse practitioner, Moskowitz also explained what a nurse practitioner can and can’t do. She explained that she plays a very similar role to

that of a doctor, but that sometimes her patients will request a doctor’s opinion on a given matter. As a nurse who at one point had to run her rounds at night, Mos-

kowitz explained the difficulties of being a nurse. She said that it was her job to take care of the patient’s daily needs, causing her to form relationships with them. It can often be very hard on nurses when patients die or worsen in their condition, as the nurse must remain strong for the patient’s sake. Ms. Moskowitz described to the students some of her most interesting medical experiences, as well as her most inspiring ones, such as watching a child’s birth.

Because the students at the Pre­Med Club usually hear from doctors, they thought that Ms. Mosokowitz was an especially interesting speaker. “I thought it was really interesting to learn about the important role that nurse practitioners play in medicine, and their ability to prescribe pharmaceuticals in New York State,” said Yakira Markovich ’16. “It was fascinating to hear a perspective on the possibilities offered in the medical field outside of strictly doctors,” said Jessica Fuzailof ’17.

Jan-Feb 2016/Adar 1 5776 Gabrielle Amar ’17

As the vital tools of our everyday lives, computers have become not only an everyday apparatus, but a tool we can learn to understand and manipulate to our liking. Computer Science has become increasingly important as a method by which students can command their devices in a creative and innovative way.

The Ramaz Upper School introduced computer science last year to freshmen students in the honors and accelerated math classes with a two week module on basic coding. They learned visual programming with a simple language called processing and javascript, which focuses primarily on creating animations. This year, the students continue the curriculum as sophomores, as they learn python for one week. Each year, the students will learn the concepts of computer programming more deeply, and acclimate to the precision and reasoning that is vital to coding. Unlike communicating with human beings, where there’s nuance and understanding, talking to a computer can be a complex

The-rampage

Stop, Drop, and Code!

mystery. It is a “new concept for students,” said Dr. Koplon. As methodological as computers are, they will “only do exactly what you tell it to do.” When students learn to program, they really have to think about each and every step.

When the students code, they do so individually and collectively. Freshmen learn using Khan Academy, where they can watch videos and then code, and Sophomores learn using an integrated platform called repl.it, where they write their code on the left­ hand side of their screens and view the output of their code on the right­hand side.

Following their independent exploration, the students engage in a more collaborative class environment in which they can review what they have learned and ask questions. When they code, the students are able to be creative with their programs and continue learning outside of class, since the web platforms

Dr. Roldan’s Story

Jasmine Levine ’17

After some bumps in the road, there is now a new Spanish teacher at Ramaz. Ramaz has had a difficult time retaining Spanish teachers to work in both the Upper School and the Middle School. Dr. Astrid Roldan teaches some classes in both divisions of Ramaz. She was born in Medellín, Colombia.

Spanish is her primary language.

As a young child, she moved to America and was raised in Queens, New York. Not only does she speak Spanish and English, but she also speaks some Italian.

Dr. Roldan has taught Spanish at all levels of academia.

Last year she taught at Bronx Community College and Lehman College, City University of New York.

Transitioning to a new school in the middle of the year was not a problem for Dr. Roldan, since she is accustomed to working in different colleges around CUNY every year.

She has taught all of the grades of middle school, upper school and college.

While Dr. Roldan has been working at the college level over the last few years, she is most excited to be returning to education at the middle school and high school levels. She feels that setting the proper Spanish foundation for young students is exciting and very rewarding.

The fondest teaching memory Dr. Roldan has is when monolingual students from her Intermediate Spanish classes made Spanish Language and Literature their mi-

News 7

are always available to them. “It is really good that students want to go beyond what they’re doing in class,” said Dr. Koplon, “Having that ability to learn on their own is really important.”

The students are also learning computer science in a way that relates to what they are currently learning in their math classes. In the geometry curriculum in the ninth grade, the

programming unit is focused primarily on coordinate geometry. “The students are being taught to write programs where they are drawing something on a coordinate plane,” said Dr. Koplon. “The computer science skills are perhaps replacing a section in the textbook that covers the same content.” In the

nor at Lehman College!

Dr. Roldan’s main objective this year at Ramaz is to help students with the transition of a new teacher in the middle of the year and engage them in the learning of a fascinating Spanish culture and language. She is aware that many of the middle school and high school students had a challenging first semester, and she is energized to help bring up the level of Spanish language education for these students. She is also motivated to ensure that the excitement and energy that comes with learning a new language can be rekindled with the help of a stable and organized teacher and program. Dr. Roldan is particularly looking forward to helping start the seventh graders on the right path, considering that this is the first exposure to Spanish for some of these young students.

Elizabeth Aufzien ’19 said, “I have had a really hard Spanish experience so far in my first year of high school, and I am really ready for a good and stable new teacher.”

Anabelle Ritz ‘16 said, “If this new Spanish teacher is anything like our current ones, especially like Señora Gomez, then Ramaz is lucky to have her!”

tenth grade, when the students are writing their python programs, they write programs that integrate factoring and even learn to code the quadratic formula.

“The hope is to, at the very least, by junior year when students are choosing which classes to take during senior year, facilitate their choice in taking the subject, as they will be able to determine whether or not it’s right for them,” said Dr. Koplon. After the program, students will better understand the concepts of variables, loops, and if statements, and computer science will no longer be obscure to them. “I hope, that there will be a good number of students that will really take a liking to [coding] and go into more depth on their own,” said Dr. Koplon. In addition, each year, the goal is that they will exposed to more programming “which they can use in their math classes to complete their class work” said Ms. Elencweig.

“Using computer science, stu-

dents can create programs with more operations than what a calculator can do.”

There are a lot of resources online to learn coding and there are a ton of programs that students can participate in over the summer. The current sophomores and freshmen are using web platforms that are accessible online for free, where anyone can learn the basics on their own. Computer science is an essential tool going into college and is also “very important as the world is becoming so technology oriented,” said Ms. Elencweig. “Students should understand how technology works, how long it takes to create a product and they should be able to recognize code and understand its function.”

Spanish Stabilization

Paola Mattout ’19

Starting off the year with three different Spanish teachers has been an extreme task for the freshman as well as the upperclassman this year. Freshman students have struggled with understanding as well as speaking the language because of the adjustment through each teacher. Students in first year Spanish classes excitedly walked into their Spanish classes eager to learn the new language. However, only a couple of weeks into school there was already an issue with the first teacher. Freshman were frustrated with their test grades because their hard work did not pay off. Following the first teacher came another, and students again weren’t able to perform well.

The new Spanish teacher, Dr. Roldan, has been pushing students to speak the language in class and get them more comfortable with it. Students were nervous at first because they’ve had enough of so many changes and so many new adjustments. Dr. Roldan has been very kind and is the best fit for the students. Although students have been complaining and trying to cope with each new teacher, they are finally starting to become accustomed to the new class and new language.

Dr. Roldan has been extremely sincere to all the students, and has been strengthening their ability to speak spanish. Sophie Dahan ‘19 said, “Dr. Roldan has been more patient with us than any other teacher has

been. I’m starting to finally understand Spanish and I’m even able to speak it now!” Although Dr. Roldan came in the middle of the year freshman as well as the sophmores have been waiting for their test grades to go up, and now that Dr. Roldan is their teacher they can guarantee they will complete this semester with satisfying grades. At first, students were hesitant with Dr. Roldan but within the first week they were already participating and enthusiastically speaking Spanish. Thanks to Dr. Roldan students aren’t afraid they won’t move on to second year Spanish. Even though students are still a little overwhelmed with the fact that they have had three teachers, Dr. Roldan is providing them with a lot of exercises to enforce their vocabulary. Jeremy Ascher ‘19 of the first year Spanish class says, “I think Dr. Roldan is doing a great job considering she came in the middle of the year and I really like the way she is teaching.” Dr. Roldan will unquestionably help students in all grades excel with their Spanish vocabulary and their speaking.

Students are passionately learning to get the grades they deserve, they feel, and thanks to the new Spanish teacher students those goals will hopefully be accomplished.

News 8

The Rampage

Jan-Feb 2016/Adar 1 5776

Rejuicinate Comes to Ramaz

Rebecca Araten ’18

Amidst all the stress of tests, homework, and assignments in November, Ramaz students were treated to a unique respite: a visit from Rejuicenate, a new project started by SAR students, which brought nutritious juices to the Ramaz students. The purpose of Rejuicenate, as Tess Solomon ’16 explained, was “to raise awareness of ‘food deserts’. Most people don’t know what that is, but it’s a serious problem and one that we are not so aware of. [Food deserts are areas where there are] lots of people who do not have access to fresh produce or cannot afford it.” Rejuicenate achieves this goal by donating proceeds from their juice sales to the Food Empow-

erment Fund. In addition, by traveling to different schools, Rejuicenate raises awareness of food-related issues, while promoting a healthy lifestyle.

Re j u i c e n a t e was a success, as Ramaz raised a lot of money, and students seemed to love the wide selection of different refreshing juices. A cup of each juice went for five dollars; the fruits and vegetables were supplied both by Rejuiceinate and by Ramaz. Furthermore, it seems as though Rejuicenate has joined the long list of clubs that Ramaz has to offer. Tess Solomon explained,“I asked Mollie Adolf and Hannah Benhamo to help with the project. We spoke with Mr. Miller and asked Ms.

Rebecca Araten ’18 On Saturday night, December 12th, the Ramaz High School Choir, the Chamber Choir, and the Kol Ram Community Choir joined together for a performance in honor of Chanukah in the Ramaz Lower School auditorium.

The ensembles sang many popular Chanukah songs, such as “Ocho Candelikas,” a Ladino Chanukah melody which focuses on the eight candles of

Axel to be our club advisor… We are planning on selling juice many more times this year.” Rejuicenate will be returning to Ramaz in 2016, and will be putting out tables and blenders in the lobby many more times throughout the year.

Learn more about Rejuicinate at http:// rejuiceinate.squarespace.com/ and by following @rejuiceinate on Instagram.

Chanukah Choir Concert

the Chanukiah, featuring soloist Sam Iofel ‘17.

Another piece,“Rondo L’Chanukkah,” featured well-known Chanukkah songs, with a recurring melody appearing before each new melody.

In addition to the popular Chanukah songs, a fairly unknown song was introduced, called “Judah and His Maccabees.” This gospel-type song was sung with gusto by the Ramaz Chamber

Choir, featuring soloists Hyatt Aronoff ’18, Raquel Michel ‘17, and the song’s composer Karen Hart. The audience was treated later that evening with performances of the popular country song “Home,” by Phillip Phillips, featuring soloist Avi Solomons ’18 and Mr. Rami Yadid on the guitar.

All in all, the concert was “a great experience, and it gave great Chanukah enthusiasm,”

audience member Rachel Araten said. Many commended the members of the Ramaz High School Choir for their enjoyable performance, as well as their high level of commitment, without which they would not have been able to perform on a Saturday night.

credit to Michael Weinberger

Jan-Feb 2016/Adar 1 5776

The-rampage

News 9

New York CitiBikes are in Our Classroom

Gabriel Klapholz ’17

The New York City Department of Transportation is currently proposing to add crosstown bicycle lanes to East 78th and East 85th Streets. The bike lanes would be located on the same streets as the Lower, Middle, and Upper Schools.

The proposal is part of a larger initiative to develop the bicycle lanes on the Upper East Side, with new lanes proposed for 67th, 68th, 77th, 78th, 84th, and 85th Streets.

The project’s background has its roots in NYC Bike Share’s Citi Bike program.

Vision Zero, the multi­ agency effort to reduce traffic fatalities in NYC, identified the Upper East Side as a priority area.

The current proposal would dedicate space for bikers.

The Department of Transportation’s report claims that such measures would allow drivers to predict more easily the exact location of bicyclists, thus avoiding collisions, and would discourage speeding.

Ramaz’s Chief Operating Officer, Ms. Johan-

Jasmine Levine ’17

na Shlomovich, sent out an email about the new plan, stating that “Ramaz strongly opposes this proposal.”

The email encouraged parents to attend a

Transportation Committee meeting and mentioned that Ramaz administrators would be present as well.

Parents were also encouraged to reach out to local city council members in order to “voice...concern.”

Indeed, Ms. Shlomovich warned about the safety

Renovations at Ramaz

This year, the Ramaz Upper School has made some changes in the school. Specifically, the lobby bench that was located near the door was removed. In addition, in the library, the computers on the piece of furniture under the bulletin board were moved to the individual desks in the back.

Also, the piece of furniture was removed and replaced by a cart with Ipads and Google Chromes.

Ms. Elensweig said that the Ipads and Google Chromes are for classroom usage. She said, “We needed a center location for teachers to be able to access them for classes. We also use them for teachers to check out as a library book for work usage.

Librarians have barcoded them to be checked out like a library book.”

Mr. Miller said that one of the reasons that the Chrome cart and Ipads are stored in the library is so that the librarians can supervise and monitor them. Ms. Scudera is happy with the changes in the library. The downside she mentions is that there is now less room for students to sit.

Max Koffler ’16 said, “I am happy that some of the computers were moved to the back desks in the library, because I like having privacy when I work on the computer.

It was too hard to focus on my work on the computer when I was sitting at the front of the library right next to the door.” Tyler Mandelbaum ’17 said, “I think it is great that the Ipads and Google Chromes are stored in the library because they are in such a convenient spot.”

As for lobby renovations, the bench in the lobby was removed, and further changes remain to be seen.

Molly Blaustein ’17 said that she liked the bench in the lobby because it was a good place to sit, and she hopes that a new piece of furniture will replace it. Emily Sinensky ’16 said, “I am glad that the bench was removed because I feel like it looked dirty and everyone just put their bags on it, so there was never room to sit anyway.”

issues associated with placing a bike lane on the same street as a school. “Fast­moving bike riders in close proximity to students who are crossing the street and getting on and off school buses is not safe,” she said. Ms. Shlomovich also noted that East 85th Street is already very “congested,” as there are three schools, a post office, and a fire department all between Third and Park Avenues, as well as a subway station and bus stop a block away.

The resulting traffic has even necessitated a traffic cop on the corner of 85th Street and Lexington. Ms. Shlomovich emphasized that the addition of a bike lane would add to the already terrible traffic situation, namely because it would increase the wait during morning drop­ off and afternoon pick­ up, as drivers and bikers are prohibited from passing stopped school buses. “Having the least number of people around our buildings enables us to best protect our children,” said Ms. Shlomovich. “We don’t want to compromise our security with additional people on our

Nashir

Rebecca Araten ’18

While the beginning of a new semester often sees slow progress and a relaxed work ethic, the Ramaz High School Choir began their work immediately, as they attended an inter­school choir festival on their second day back. The festival, called Nashir, took place at SAR High School, and it welcomed the choirs of six different schools, including Heschel High School, Yeshiva of Flatbush, North Shore Hebrew Academy, SAR High School, Golda Och Academy, and Ramaz. The event kicked off with all of the choirs collaborating to learn a song called, “Gonna Get Through This World,” which was originally recorded by the Klezmatics, based on words written by Woody Guthrie. The students learned this song from Nick Page, the leader of Nashir, who also arranged the piece with harmonies. The choir members were then broken up into groups and sent to sessions, where they had opportunities to experience acapella singing with a group called “The Western Wind Ensemble.” Another session introduced students to barbershop singing with a barbershop quartet called, “Hudson Line.” The Hudson Line taught students different barbershop tags, which

are ending lines of barbershop pieces. Students were able to further expand their horizons with jazz­style singing and motivational singing sessions. The day concluded with a huge performance, during which each of the six schools was able to perform two songs, while the entire student body of the SAR High School watched. The performances were very entertaining, and the Ramaz High School Choir performed an upbeat and exciting Israeli song called, “Keshem SheAni,” while the Ramaz Chamber Choir performed “Gibor.” The performances culminated with a rendition of “Gonna Get Through This World,” and then the students boarded their buses to return home. Aliza Oppenheim ‘16 said, “It was fun to learn styles of singing that we normally don’t learn in choir, and to do it with people from other schools: people who I didn’t know, but share interests with.” Many thanks to Mr. Henkin for teaching us our music and arranging for us to attend this event!

Opinion 10

The Rampage Ramaz Upper School

New York • Volume 78 • Issue 4 & 5 • Jan/Feb 2015 • the-rampage.org

Editors-in-Chief: Akiva Gold* Oren Oppenheim* DJ Presser* Associate Editors: Eliana Doft* Alexander Glaubach* Tess Solomon* Faculty Advisor: Dr. Milowitz Illustrators:

Gabrielle Amar-Oumiet

Contributing Writers: Nicole Aboodi Abigail Huebner Gabriel Klapholz Julia Levi Jasmine Levine Josh Sarachek Elianna Schwartz Naomi Freilich Rebecca Araten Anaelle Elhadad Caroline Jaspan Johnny Povman Louise Sitt Rebekah Fenster Natalie Kahn Paola Mattout Yasmine Sokol Mollie Blaustein Emily Weissman Oriya Romano Sam Schair Jacob Hochheiser David Grinberg Harry Shams Derek Korf-Korn Becky Tauber Yonatan Weitzner Natalie Kahn Jeremy Ascher The Rampage is the student newspaper of the Ramaz Upper School. It is published on a monthly basis. Letters to the editor 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

Jan-feb 2016/Adar 1 5776

Editorial: Put the Managment Back into LMS

This Editorial is the first article of its kind in recent Rampage memory. As noted on the staff bar on the side of this page, the Rampage has instituted an Editorial Board,currently comprised of the six senior editors. Their job, as an Editorial Board, is to meet, discuss important issues, and write an Editorial regarding an important issue in school. This is the first Editorial to be published this year. As always, feedback and response are welcome. Please direct all communications to rampage@ramaz.org.

At the beginning of the year, students were introduced to a new learning management system, Schoology. Suddenly, the Ramaz website family had grown, as Schoology became the fourth learning management system Ramaz offers, joining the native Ramaz website, Google Classroom and JupiterGrades. And as highlighted in an article in our September issue “Schoology, Your New Ramaz Website”, confusion was bound to appear.

And appear, it has.

If a student wants to find out their homework, they have to check one of four sites. Tests might be posted on any one of three sites.

Grades could be found on two of them, or neither. Over the first four months of the school year, Ramaz students have been asked to juggle a

dizzying amount of different sites just to be able to function in their day to day lives.

But why must this confusion abound? Why not stick to one? Well, two of the sites, Google Classroom and Jupiter Grades, are not sophisticated enough to be the default site, as they don’t offer comprehensive calendars or student teacher interaction. Additionally, the native web.ramaz.org is older than some freshmen, knocking it out of the running as well.

By default, it is clear that Schoology is the way to go.

However, as mentioned in the September article, there are two issues with Schoology that keep it from becoming the official software of Ramaz: a faulty calendar, and no schedule function.

However, those problems aren’t as troublesome as initial-

ly thought, and it is time to move over to Schoology fully.

The only reason the Schoology calendar is not perfect is that there is no oversight, so department chairs cannot approve test dates.But is this really such an issue? Is it impossible for teachers and department chairs to communicate before posting test dates? Do we really need to run students in circles just in case a teacher may post a test date without prior approval?

That seems to be quite an insignificant problem. Additionally, although it is correct that there is no place for student schedules to be posted, there are ways to circumvent this issue. For example, advisors could post the schedule in their schoology class, or students can rely on hard copies in their possessions and on the backups already

stored in the 6th floor office.

If these are truly the only two reasons Ramaz does not move over to Schoology, then it is time to bite the bullet and move over, as these problems are not significant enough to keep Ramaz students in such an awkward position.

Students should not be expected to check three or four sites every night to find their work. Its inappropriate and hurtful, and creates a host of issues beyond the scope of this editorial. This song and dance has gone on for too long, and the only people who suffer are the students. It’s time for Ramaz to make Schoology the one and only Ramaz learning management system.

And on Those Days, They Rested?

Jasmine Levine ’17

Each December, the debate over whether Ramaz should allow tests during Chanukah reemerges. After experiencing several Ramaz Chanukahs, I feel that the administration should not let teachers give tests during the week of Chanukah.

Chanukah is a beautiful Jewish holiday, filled with family get-togethers, meals, and celebrations.

It is not fair to make students choose between loving family memories and their grades. The stress that students experience when trying to balance their tests and the holiday festivities ruins the holiday spirit that is characteristic of Chanukah.

Teachers give many tests throughout the semester,

and a one-week break from exams should not be too difficult for the school to schedule. In the past, Ramaz has argued that the reason for giving tests during this period is so teachers do not need to cram the students with tests before and after the holiday. I don’t seem to understand this, as students are already crammed with tests even with the current policy. Clearly, the policy allowing tests during Channukah doesn’t actually have an effect on the surrounding weeks.

Other Yeshivas take a full week off from classes during Chanukah for color-war in order to encourage school spirit. If others schools can afford to not have classes for a whole

week, then Ramaz can afford to not give tests for a week. Given the setup of Chanukah this year, with two days being designated for color war, there were only three days of Chanukah during which students had class. The school could have blocked off the test calendar for three days without sacrificing too much time.

Not only does it benefit students to not have tests on Chanukah, but this policy also is in the school’s best interest. One problem Ramaz constantly faces is that it has a reputation for having an uptight and harsh learning environment. The school should be taking advantage of a happy and festive Jewish holiday in order

to alter this perception. Prospective students will look at a school that doesn’t even take off from tests for one week to celebrate a Jewish holiday and will compare it to a school that has no tests and maybe even color war or fun events during the whole week, and draw conclusions about Ramaz from that.

Because of this, we should work to eliminate tests during Chanukah, both for the benefit of students and for the benefit of our school.

Jan-Feb 2016/Adar 1 5776

Benjamin Rabinowitz ’16

As a growing boy who needs to eat, I have had enough of the inadequately sized portions served every period every day this year at lunch. Don’t misunderstand me, I like Flick and the quality of the food served. However, that is not the issue. The amount of food given is what is problematic. Rumor has it that this position to strictly limit portion size comes from the idea that throughout the years, students have wasted a lot of the food they are given. But that should not mean that only one grilled cheese is served per plate! That is in no way, shape, manner or form enough food for young growing children! And, additionally, even with a full tray of pizza in front of the servers I have to beg for two slices. Moreover, even though there is ample food available, the kitchen staff shuts down one station only halfway into the period, which leads to more traffic on the line for the first station, and ultimately, an unnecessary longer wait for lunch.

I also believe that the policy of “coming back for more food” once you finish the first serving leads to frustration. When I sit down at lunch, I am not just there to eat the food. Lunch is also a social time, a time for me to hang out with my friends and enjoy the company of my peers. Having to incessantly come back is annoying, as it breaks up the rhythm in

Jasmine Levine ’17

The-rampage.org

Opinions 11

Op-Ed: Where’s the Lunch At? conversation, which discourages me from coming back.

You might say that I should be wary of the fact that if I eat five portions of ravioli, which I am not exaggerating, has happened multiple times, then other students will not be able to even get

ed in me going back to class hungry many days a week.

I’d like to divulge a personal anecdote. I have so many to choose from it is tough to pick, but Thursday, February 11th might have been the worst. One of my favorite lunches was being served—

seconds. I acknowledge that potential problem. However, that should not be a concern!

An exceptionally respectable preparatory school like Ramaz should never allow there to be a shortage of food, regardless of period. My parents work hard to pay the tuition, which includes around $1,000 toward the dining services. Unfortunately though, more often than not, the kitchen runs out of the hot main dish, which has result-

breakfast. Classically, after pleading for a second slight triangles of French toast unsuccessfully, and gobbling the mini potatoes and the aforementioned French toast in two and a half minutes, I went back to the station for more. However, once more, I received a tiny amount of food, and scoffed it down quickly. When I came back for thirds, about twenty minutes into lunch, I was absolutely shocked at what en-

sued. I approached the stand and saw that there were two relatively full trays of French toast and mini potatoes.

I asked for more of both.

However, as soon as I did so, the lunch lady asked one of the other staff to remove the potatoes from the station,

am just able to eat lunch at all. I realize that it is a blessing God bestowed upon me that I have food available to eat everyday. However, I have had enough of the current size of the lunch portions. I dread going through the charade that I have with the lunch servers everyday, beseeching them for more food to no avail.

This is why I have come to the RamPage: to call upon my fellow students who identify with my sentiments to implore the kitchen staff to change their position on portion size. The policy should be that if a student explicitly requests more food, they should be given a sensibly-sized portion.

The fact that they ask for more food implies that the additional serving will not go to waste, minimizing the only true issue the kitchen faces in regards to lunch.

This should be a trivial issue, one of minimal importance. However, this which she promptly did. has detonated into a daily She then proceeded to give struggle for no logical reame only one small piece of son at all. I know we can French toast. I was obviously and will make a difference. enraged. This was not an issue of a lack of food, as there Benjamin Rabinowitz is a was plenty in the kitchen. Ramaz senior. A NYC native This was a blatant showing of from birth, he has been at Ralimiting portion size despite maz for the past 12 years. If repeated requests for more. It you would like to reach him, was like the food was stolen you can direct all communifrom right under my nose. cations to to rabinowitzb@ I don’t mean to sound whiny ramaz.org or find him in his here, or ungrateful, because I favorite location, the library. am extremely thankful that I

A Re-Examined Breakfast

Ramaz serves breakfast every morning for its students, which usually consists of two types of cereal, (usually both sugared cereals), and multiple types of milk. However, some students have voiced concern over the lack of variety and healthy options in the breakfast menu.

Jack Laboz ’16 brought this issue up at the January SFAC meeting. He said, “Just like there are a lot of options for what to eat for lunch, there should also be some alternatives beside for cereal for breakfast.” To determine what alternatives to serve for the first meal, Laboz suggests that “there should be a poll to determine the student body’s top choices for cereal options.Additionally, the school should also rotate cold cereal with oatmeal.” Raquel Michele ’17 also had a lot to say on the topic, and was one of the students to raise this issue, along with Laboz. Michel said, “I think there should be a change in the breakfast options because a lot of people in the school want healthier options. I don’t want to start my day off with cereal that is bad for me and very high in sugar. It would be better if there was fruit or oatmeal some mornings. I understand that there is a budget, so I think that alternating days with different options beside for cereal is a good solution.”

Dov Pianko said that the administration, in conjunction with Flik, the official Ramaz catering company, determines the breakfast menus for ev-

ery morning. Mr. Miller said he does not have any problems with changing the breakfast menu, as long as it fits with the school’s budget. He thinks that the GO could work on the changes, just like a few years ago when they restocked the vending machines based on popular snacks. Mr. Miller added that a good way to get around the budget problems is to stock the vending machines with healthier options that can be eaten for breakfast. For example, if people want more drinks in the morning, then the vending machines could be stocked with assorted drinks like orange juice that would satiate a student in the early morning.

Another question that arose was if the school could provide coffee for the students. The school provides coffee for the teachers, and considering how many students drink coffee in the morning, it might seem like an interesting option for the school to look into.

However, Mr. Miller said that the school does not want to be responsible for providing students with caffeine. He said that after school students can buy coke and Snapple from the vending machines, but that is a personal preference that students can choose. This is very different from the school providing caffeine for free, and thereby encouraging its consumption.

Opinions 12

The Rampage

​ As the end of the semester approaches, Ramaz students have one thing on their minds: finals. With the exception of the freshmen, every student has lived through at least two sets of Ramaz finals and has learned how to manage the challenging two weeks. That is until last year, when the students were taken out of their comfort zone with a sudden change in the schedule.

The administration decided that the infamous history final was no longer allowed to be first. Students always voted for the history final to be first, because, “this way you get your hardest final out of the way”, said Darbie Sokolow ’18. But during June finals last year, according to the administration’s unilateral ruling, students took the history final during the second week. Once again, this year the rule remains intact and the history final is not allowed to be the first final. The students feel defeated and believe that at this point, “there is nothing we can really do about history being in the second week,” according to Sam Freilich ’17. It is clear to the students that this new finals’ arrangement is here to stay, but they remain confused as to the reason why.

Dr. Koplon explains the rationale behind t​he change: “We scheduled the history final during the second week for the same reasons that we had last year.

We would like to encourage students to space out their studying. You will have better results that way,” said Dr. Koplon. Although each grade has the ability to vote on which final schedule they want, all grades are scheduled to have the history final on the Monday of the second week of finals. For the sophomores, “All in all, our finals schedule is pretty good. The one thing that I think makes the biggest difference is that history isn’t first”,

There is one topic that Ramaz students can never avoid discussing – tests. No matter how much a given student studies, he or she must at some point face the reality of tests. Students complain about having too many tests and too much material on those tests. But instead of lamenting the mundane stresses of high school life, I want to analyze what exactly makes up an ideal test schedule.

Is it better to have more tests with less material or less tests with more material?

The question is one that teachers, administrators, and class presidents have to deal with each time they make a decision about testing in the school.

In truth, there should be a specific balance in how many tests the school administers and, as a result, how much material those tests cover.

There is a healthy middle ground in between an overly demanding volume of tests and tests that feel more like finals in terms of the amount of information that they demand.

Jan-Feb 2016/Adar 1 5776

Finals Fiasco

Elianna Schwartz ’17

Gabriel Klapholz ’17

said Naomi Freilich ’18. The 10th graders had a “free day” in the midst of their finals, which helps lighten their load. The reason for their break is that the sophomore Hebrew final is given the week before finals, since half the sophomores are not taking Hebrew this quarter and instead have “Jewish Sexual Ethics” with Rabbi Lookstein, which does not have a final exam. ​ For the juniors, though, their finals schedule is jam-packed with no “free days” at all. Sam Freilich ’17 continued, “Not having a break day is going to be an unpleasant experience.” Juniors are having a hard time with their schedule for this reason and for many others; “I really feel that history should be allowed to be first…especially because our second week is really tough with history, math and English”, said Josh Goodman ’17. Dr. Koplon further explains the administration’s thinking: “When the history final is on the first day of the final exam period, students tend to focus only on that one exam until it is over and then they leave themselves wiped out and with just one day for each subsequent exam. This is even more important this semester, since students have a four-day “reading period,” just before exams (Friday through Monday).” However, students feel differently. They don’t feel that the change helps them in any way. In fact they feel that it only hurts them and makes the finals experience much more unpleasant than necessary. ​ While the sophomores and juniors have a lot to say about their finals schedules based on experience, the freshmen are only encountering Ramaz finals for their very first time this semester. “I really don’t know anything about finals! I’m nervous because as a fresh-

man, I hear a lot of different things about how to approach finals studying”, said Danya Jacobs ’19. To that Dr. Koplon says, “My advice is to budget your time well during those four days [the reading period] and get a head start on studying a few different subjects.” ​ Similar to the freshmen, the senior final schedule is a whole different ballgame. Because the schedule is made by bands, and not by subject, it’s very different from what the seniors are used to. “Honestly, I don’t know what an ideal senior year schedule looks like because of the way it needs to be made. It’s impossible for anyone to have a sick schedule, but obviously the class presidents tried their best”, said Beckie Cohen ’16.

Ramaz students are very opinionated on the subject of finals. After all, they are the ones who have to actually take all the tests. But at this point, some students recognize that there is nothing they can do. With Talmud back in the mix and history in the second week, the pressure seems greater than ever. “We may as well just make the best out of what we have”, said Sam Freilich ’17. On the flipside, other students are still fighting hard; “I think that we as students know what’s best for us [history being first] and less stressful for us so the administration shouldn’t be able to take that decision away from us”, continued Goodman ’17. Hanna Sholes ’18 says, “I just want history first week for the obvious reasons and it’s really frustrating that the school doesn’t let us choose our own finals schedule.” Nonetheless, Dr. Koplon’s usual final exam advice stays the same, “Eat healthful snacks and get lots of sleep. Your brain needs to be well rested!” For most students, unfortunately, that rest will have to wait until finals are over.

On the Nature of Tests

This year, compared to last year, the test schedule has come closer to this balance. While it is unfortunate that

nature of tests depend on the subject which is being tested. In a subject such as physics, taking three tests results in each

my most recent history test covered just under two months of material, the fact that my class only had two tests instead of three helped to counteract the stress of having to study for such a large test.

Additionally, the amount and

test covering over a month of material, making studying far more difficult.

Still, too many tests in a given subject are not only challenging for students to handle, but also counterproductive.

The class time could be of much greater

use if it was not spent unnecessarily reviewing and taking tests, but rather used to delve on in the curriculum.

Overall, this year’s test schedule has succeeded in decreasing the number of tests from the number that the school administered last year. This is a step in the right direction. Nevertheless, the fact that fewer tests can mean massive amounts of material on each exam is a factor that must be dealt with when the test schedules are constructed. If the current numbers are to remain the same, then at least the spacing of the tests should reflect the length of time between two tests from a given subject. If I have a history test for the first time in a month and a half, it should be strategically placed in a week with the least work possible.

Ramaz has done a good job finding a balance this year, but the development of the test schedule must continue.

Catch Up with the G.O

Jasmine Levine ’17

The GO has been working very hard this year to improve Ramaz’s daily life. So far the GO has done a lot and has much more in store for Ramaz students. Some of the GO’s accomplishments have been scheduling an exciting trip to Central Park in the fall (that will be rescheduled for next semester), and a fun and engaging Chagigah with Coke and Pepsi. They have also opened the terrace, provided the students with doughnuts and hot chocolate, and created a Family Feud game for the whole school to enjoy. Rabbi Slomniki, the GO’s

faculty adviser, said, “our most recent and time consuming endeavor was planning Color War.” Gabriel Klapholz ‘17, Junior Vice President, said on behalf of the GO, “In terms of our future plans, the GO wants to provide activities the week before finals to de-stress the student body. We don’t want to tell you all of our goals for the rest of the year because that would ruin the surprises!”

Rabbi Slomniki said that a big issue that the GO constantly addresses is the lack of school spirit.

One way that the GO has tried to remedy this is by

reinventing the Chagigah. So far, the GO has only been able to do this with one B4 period, but they hope to add more creativity at the next opportunity.

Adam Schwartzfarb ‘18 said, “I think the GO is doing a great job this year! The only time I was disappointed was when the Central Park trip got cancelled.” Andrew Lorber ‘17 agreed with Adam that the GO is trying really hard and Continued “G.O” on bottom of page 14.

Jan-Feb 2016/Adar 1 5776

Nicole Aboodi ’17

The-rampage.org

Intersession Examination

Every year, while pushing themselves to succeed during midterms, students remind themselves that there’s a light at the end of the tunnel: intersession. Intersession is the only vacation that Ramaz students have during which they do not have any homework or school-related responsibilities. Although the students have almost two full weeks of vacation for winter break, they also have work hanging over their heads during that time. Since intersession is placed directly after the end of first semester, it’s the one time during the school year that students are not stressed about doing work.

Intersession functions as a stress-reliever. Ramaz students, who are always so overwhelmed by their daily grind, are allowed to enjoy time with their friends or family without thinking about school in the back of their minds. Darbie Sokolow ’18 said, “I think it was so important for me and my friends to reconnect after such a long time of not being able to see each other because of studying for so long. It was wonderful to have the privilege to go to a relaxing environment after all the work.” Whether one went away with friends or just stayed home to recuperate after midterms, intersession is time to simply relax, something that is foreign to Ramaz students. For instance, Jack Silber ’17 said, “I went to visit colleges over my break. After the intense midterms period, it was liberating to have a few days off with nothing on my mind.”

David Grinberg ’19

Opinions 13

Although intersession is greatly appreciated by the students, some feel that since midterms take a full two weeks, the students should get more time off. “It was good, but we deserve an extra day off, like that Tuesday. We worked so hard and I feel like Friday isn’t even a full day off, so it’s really just one day off in exchange for two weeks of hard work,” said Nicole Bensadigh ’19. Max Kraft ’19 agreed, “We just need more time.” Sam Frelich ’17 added, “Since the junior midterms took even more out of me than usual, I just needed an extra day to fully recuperate.”

The best part of intersession is that it’s the only time with no stress: no work, no tests, and no assignments. However, some students did receive work over intersession. Some teachers emailed future assignments to students, which wasn’t required to be done by the first day of the second semester, but still hung over the students’ heads. Other teachers actually gave assignments that had to be done over intersession. For example, Sam Frelich ’17 said, “I got an email with homework over my break, which I thought was unfair as this is the one break Ramaz students get with absolutely no work attached.” Since this is really our only opportunity to be relaxed and stress-free, it should be a rule that teachers are forbidden from dispensing homework over the two-day break.

Keep the Dress Code!

Recently, there has been a trend of people in school breaking the dress code due to the smallest reasons. The dress code has mainly concerned the male student body for a long time, and most infringements that females make are about skirt length.

Many male students are questioning why they can’t just wear a sweater without a button down shirt that has to be tucked in. Many boys believe that wearing a polo shirt should be suitable enough since “The workplace insists that people dress a particular way”(Preludes). In the Ramaz Middle School, students are required to wear a Polo Shirt and khakis.

There should be no reason to why the code cannot apply to the high school. If the logic is to, “create an environment in which the learning process is treated with respect and dignity even as the students and faculty themselves work toward treating one another that way,” then everyone should just wear suits. Obviously, there must be an unmentioned reason as to why that is not the case.

“I think you should be able to wear whatever you want unless it’s blatantly inappropriate,” says Isaiah Goldberg ‘19, “Public schools also do it.” He is not wrong; people have different ways of learning. If one finds it easier to learn in a T-Shirt, then who is to

tell them to wear a button-down shirt with a tie until it gets warm?!

However, the current dress code does give the school a more professional look. Noam Kaplan ‘16 believes that “[the formal dress code] gives an individual image to Ramaz, but I don’t think it affects students’ attitudes towards learning or menschlichkeit.” When asked about the idea of wearing polos, he says that “polo shirts should be allowed during finals because comfort is important.” Practically speaking, ties should not be a significant concern during finals/midterms because people stay in school for a maximum of 3-4 hours.

“In the end, students need to get used to dressing nicely, and the dress code is not a big deal in getting around daily.” says Kaplan. While the argument rages on, I agree with Kaplan. As high school students, we cannot be treated as kids anymore. We are given more responsibility because we can complete more complicated tasks. As people who will soon be in college, and eventually the working world, we have to get used to wearing not just acceptable clothing, but clothing that truly defines us. While we remain students who go to Ramaz, we are given rules for our time here. Afterwards, it is up to each person to decide how they would like to dress. Now, however, in Ramaz, they should follow the dress code.

We Need You! The Rampage is starting a new column, CrowdSource (see p. 16), that allows our readers to discuss a specific topic, whether it be related to school, ethics, or both. We want our readers to be given the chance to respond to the question and be featured in the next issue of the Ramapage. Feel free to send any CrowdSource responses to rampage@ramaz.org. Please remember to follow the guidelines supplied in the CrowdSource column.

Additionally, please feel free to contribute an Op-Ed or Letter to the Editors. You can do so by sending your piece to rampage@ramaz.org. The Rampage reserves the right to lightly edit any submissions.

Features 14

Jasmine Levine ’17

The Rampage

Jan-Feb 2016/Adar 1 5776

New Apps to Bring in the New Year

As we enter a new year, I want to highlight an app that brings us back to the past. How fun is it to watch our parents’ old family videos taken with the camcorder? Well, just because technology has made the camcorder a dinosaur doesn’t mean that we too cannot enjoy it as well. Welcome to the VHS Camcorder app. This app may appear to be any old app that records video. However, the app is unique because the design and layout mimics the old fashioned camcorder to perfection. It is simple, easy, and impossible not to use correctly. Sometimes less is more.

VHS Camcorder, by Rarevision, can be purchased from the Apple App Store for $3.99

We don’t have to go to the 80’s, but only as far back as 2005 to recall Ryan Howard of The Office fame.

On one memorable episode Ryan presents his program WOOF that allows one to text, email, and fax at the same time. Well, today we have Drupe. This is an app that lets you organize your phone, texts, FaceTime, WhatsApp, Messenger, and Instagram and also allows you to integrate your contacts. That way you can easily send anything you want to anyone in any modality with great ease. This is a program that would make the Ryan Howards of the world envious.

Drupe, by Drupe Mobile LTD, can be purchased from the Google Play Store for free.

G.O

Continuing this trend on the past is Star Wars. Oh, actually it is the past and the present and tells us about our future. There are a lot of fun new games with the Star Wars theme that include Star Wars: Galaxy of Heroes, Jedi Lightsaber, and Star Wars: Uprising, to name a few. But there is also Star Wars: Card Trader. This app is a card-collecting app where you can trade jpegs to anyone in the world. If you like baseball cards and you like Star Wars, this is the perfect union.

A full and wide selection of Star Wars apps can be purchased from assorted app stores for prices ranging from free to $1.99

Last but not least, as we enter 2016, we should try to see the world in a different way. If we think the world is dark today we should make it lighter. If the light is shining in our eyes we should add shade. The perfect app to do this is Darkroom. This app allows you to filter better than you ever filtered in Instagram.

There are multiple Darkroom apps on the Apple App Store, all of which are free to download.

Continued from bottom of page 12.

doing a great job, but also said, “I don’t like the chagigas and I feel like the GO is trying too hard to force them onto the student body. It seems like no one really likes the chagigas.” Brooke Stonehill ‘19 said, “I feel like there is a disconnect between the GO and the student body. I don’t think there are enough opportunities for the GO to interact with

the student body and discuss what the students really want the GO to work on.” On a different note, Alexandra Schreiber ‘17 said, “I love Shelli and Gabe!! And the GO!” The GO would like every student at Ramaz to know that if anyone has any ideas, he or she should reach out to the GO. The GO said that so far they are really enjoying

serving as the student representatives, and they are looking forward to continuing their work as a loving and caring GO.

Photo courtesy G.O Facebook

Jan-Feb 2016/Adar 1 5776

The-rampage.org

Features 15

Challah Recipe: Dough4Daniella

Recipe Published by Dough For Daniella: #dough4daniella on Facebook Transcribed by Elianna Schwartz ’17 and Akiva Gold ’16 Ingredients: 1. 2 ounces actie dry yeast + 3 tablespoons of sugar 2. 6 cup warm water, divided 3. 4 tablespoons of kosher salt 4. 1 6 pound bag high gluten flour 5. 2 cups sugar 6. 4 egg yolks 7. 1.25 cup canola oil, divided 8. 2 whole eggs, lightly beaten • • • • • • •

Symbolism of Ingredients: Flour= sustenance, parnossa Sugar= sweetness and good things in life Salt= flavor, hardships brings out the best in us and brings out our true colors Yeast= pride with humility, just as the catalyst makes the dough rise, we know our strengths come from Hashem. Our Jewish pride Oil= richness (of our lives. We are all different. Our talents, variety, and yet it all blends together as Jews) Eggs= fertility Water = Torah

Directions (with Daniella’s personal notes in parenthesis) 1. In a medium bowl, dissolve yeast and 3 tbsps sugar in 2 cups warm water. Cover loosely with a towel and set aside. (Let it bubble and rise for about 10 minutes) 2. Place salt in huge plastic bowl 3. Add flour to bowl 4. Add sugar and egg yolks (Beat the egg yolks before you add them in on your dough might be streaky with yolks.)

5. Yeast should now have bubbled/foamed and double in size, if yeast has not bubbled or does not seem active repeat the process again.

6. Make a well in the middle of the flour mixture and slowly pour yeast and sugar water mixture into the well. Then add the remaining 4 cups of warm water into the well. Make sure the water is not too hot. It should be no warmer than you would use for a baby’s bath.

7. Start kneading ingredients together and add a ½ cup of oil.

8. For the next 10 minutes, knead, adding another 1/2 cup of oil slowly during that time as needed to create workable dough. Dough shouldn’t be too sticky and also should not be dry. It should become one cohesive mass.

(Don’t be discouraged this will take some time, just keep working it. Its a good arm workout :) if you feel the dough isn’t coming together add up ¼ cup more oil.

9. Loosely cover dough with a large kitchen towel and place in a warm spot in your kitchen for 15 minutes 10. After 15 minutes, lightly oil your hand and knead again for another 5 minutes adding a touch more oil to the dough if necessary. The dough should now be easier to work with and will become smooth and satiny.

11. Rub a little oil over the top and around the dough. Cover bowl with a kitchen towel.

Place covered bowl in a medium plastic garbage bag and place open ends of the bag loosely underneath the bowl, trapping in air.

12. Place in a warm spot and let rise for 1 hour or

until doubled in size.

13. Punch dough down and knead (lightly oil your hands in necessary), flipping it and releasing any air bubbles. Cover again, using the towel and the bag, and let rise 1 more hour.

(Instead of one hour, let it rise over night in the garbage bag by the morning your dough will be huge and fluffy.

14. Lightly oil your hands, and punch down again. With a sharp knife, divide dough into 4 equal parts.

15. Liberally spray baking pans with non-stick cooking spray and set aside.

16. Preheat oven to 375F. 17. Brush challahs with beaten eggs and sprinkle with a combination of poppy and sesame seeds. (Instead of seeds, sprinkle the tops with the sweet crumb mixture).

18. Bake at 375 for 10 minutes and then lower your oven temperature to 350F and bake for an additional 35 to 45 minutes, until challah

tops are dark golden brown.

1.

2.

3.

4.

Crumb Topping Ingredients

2 cups flour 1 cup sugar 6 tablespoons margarine ¼ cup oil

Directions 1. Mix all ingredients together by hand 2. Do not over mix-your crumbs should have lumps in all different sizes 3. Sprinkle over dough when ready.

Spiritually Speaking • When making Challah there is a special mitzvah called taking the Challah, or Hafrashat Challah, where the baker literally takes an egg size portion of dough out of the bath and sets it aside (either in double wrapping to throw away or to be burned). This is to remember the Beit HaMikdash where the Kohanim would bake 12 loads of challah to represent the 12 tribes of Israel.

• Our matriarch Sarah had a special merit that she would bake Challah and whoever came to her tent would eat her delicious break would feel satisfied no matter what, and that her challah always stayed fresh.

How to Take Challah 1. Once you have made the dough, thinking all your spiritual thoughts and going your own devaluing, cover the dough and leave it to rise for a few hours, once risen you can punch it down softly and let it rise again if you want, it is not necessary. Take a portion of the dough, and hold it in your right hand and say the following Bracha: 2. Baruch Atah Hashem Elokaynu Melech HaOlam Asher Kidshanu Be Mitzvotav Vetzibanu Le Hafrish Challah-Blessed art you Hashem kIng of the world who commanded us to separate Challah from the dough.

3. Then say “Harei Ze challah-this is challah”,and either set it aside or burn it completely.

Let any challah made from this recipe be in the merit of Daniella Nechama bat Abba Moshe

A Glance into Sophomore Davening

Naomi Freilich ’18

First period tefillah is a gift for many- some use it as an opportunity to connect with their spirituality, while others use it as a “free period”. Though prayer is approached in different ways by different people, all in all, the tenth grade minyan has been called “lackluster” by many. The teachers who run our minyan have gone to great measures in an attempt to make our prayer a more spiritual one- but it has all been to no avail. Though individually the tenth grade has many motivated and spiritual people, our grade as a whole does not seem to “mesh” when it comes to tefillah. The obvious issue is that people use first period tefillah as an opportunity to talk to one another and catch up on missed conversations. Though people cannot be forced to pray, many measures have been taken to add more ruach to the tenth grade minyan. This attempt began at the start of the school year on Rosh Chodesh when a few seniors were invited to help motivate us to daven and sing along. Though some ruach was added, the motivation seemed to disappear the next time we had davening.

Even when the seniors did join our minyan, the majority of the singing was

coming from the seniors and not the sophomores. This attempt was a good kick start, but the push was not great enough to make the ruach last. Another issue that I have personally noticed is that the same people who pray out loud every day are not chosen because of their amazing voices or their spirituality; these people who lead the minyan everyday are chosen based on their ability to read the Shemoneh Esrei quickly and finish davening in thirty minutes.

Although there has been a great attempt to change the tenth grade minyan, all of the attempts have been unproductive. First period tefillah is no more than tefillah for a small portion of the tenth grade and a “free period” for the majority. Sadly, the unspiritual atmosphere of the tenth grade minyan has not changed. No longer is it up to the teachers who lead the minyan to change the quality of davening, but up to the majority of the minyan- the students.

Features 16

Elianna Schwartz ’17

The Rampage

Jan-Feb 2016/Adar 1 5776

Tisch Fever

Friday tisches have taken Ramaz by storm. It is impossible to miss the weekly singing and infectious ruach that fill the school hallways every Friday during homeroom. The Ramaz “tisch movement” is gaining momentum. A group of approximately 25 energetic boys meet in the Beit Knesset on the second floor or SC Seminar room to sing in anticipation of Shabbat. In addition to the students, there is always a nice showing of teachers. Rabbi Weiser attends weekly, and others like Rabbi Stavsky, Rabbi Slomnicki and Rabbi Stochel stop in occasionally. It is clear that the Friday tisch has become the place to be.

The group consists mostly of seniors but also has a staggering number of freshmen that attend regularly. Additionally, there are a few sophomores and juniors that join in on the fun, but the tisch is mostly comprised of seniors and freshmen. While this year the tisches have certainly been getting a lot of attention because of their spirit and intensity, this is not the first year that they have been done. Tisches were instituted two years ago, led by Rabbi Kleinberg and a few other seniors at the time. However, “ there was not much senior leadership or senior involvement in the tisches last year, so they kind of subsided. We [the seniors] started them back up this year”, said Ben Rabinowitz ’16.

After congregating in the Beit Kinesset, the “tischers” make their way up to the library singing and dancing via the stairs. Originally, the enthusiastic group used to proceed to the elevator from the Beit Knesset, where they would ride the elevator and sing and dance. Arik Rosenstein ’16 said, “we used to go into the el-

evators but the school stopped us from doing that so now we go to the library to sing”. The singing in the elevator was not well received, as the elevator needs to be used for students and teachers to get around the building, and jumping and singing in elevators can be hazardous. While the library too does not seem like the ideal place for boys to sing at the top of their lungs, Ben Rabinowitz ’16 says, “My favorite part of the tisch has to be going to the library at the end. That’s the best. Once Dov tried blocking the doorway… but now they just gave up because they know they can’t stop us”.

“I look forward to Fridays because I love hearing the tisch no matter where I am located in the building. It really gets the students in the spirit of Shabbat”, said Shelli Cohen ’17.

Their powerful voices carry across the entire school. In addition to the singing, food is also a key component to the tisches. Rabbi Weiser’s wife catered one, with homemade potato kugel, which brought the tisch to the next level.

Arik Rosenstein ’16 said, “We have a blast and it’s a good release from Ramaz stress”. He added, on a more serious note, “I love when we sing a powerful song, especially when it’s been a tough week for the Jewish people”.

Friday tisches are undoubtedly the highlight of the week; whether as an active participant or just as an observer, the ruach is contagious and sets the tone for a meaningful Shabbat. Although tisches are not new to Ramaz, Arik Rosenstein said, “They have never been like they are now. The tisch game is stronger than ever”.

Photos by Oren Oppenheim’16

CrowdSource:

The Rampage is proud to introduce a new feature called “Crowdsource” In every printed issue, this feature will pose a question to the entire Ramaz community, and asks for responses to the question. If you have a response, an opinion, or any new perspective related to the question that you would like to share, please email rampage@ramaz.org. Responses should be be between 150-300 words and should express your views concisely. The Rampage reserves the right to edit responses for writnig quality and length. The best answers will be printed, and the rest will be displayed on the Ramapage website under “Crowdsource“. Submissions are welcome from any faculty, staff, or student who has an opinion they would like to share.

In the boy’s dress code section of Preludes, it is written that “[f ]acial hair growth in the form of beards and mustaches is not permitted.” (Section IV, subsection D, subsection Boys, point g, Page 24). Put simply, this means that no male student may come to school sporting any sort of facial hair, be it a mustache or a full beard.

This rule is one that is often contested by facial-hair sporting students, for a few reasons. One, many students believe that they have every right to wear facial hair, as it is natural for them to do so. Also, students see a double standard, as at any point there could be over 10 male faculty sporting facial hair, some more impressive than others. Students point to the fact that their role models sport assorted types beards, goatees, and other types of growth, and wonder why the people they look up to are being held to a different standard. Also, they wonder that if these are the men who are to be the role models, then why can one not emulate them? Some may also point to the fact that a well kept beard is a sign of maturity, power and adulthood. They believe, it seems, that if their facial hair is kept neatly, it should not be banned, but rather regulated.

Others, however, view this rule as a positive. First different rules do exist for teachers than they do for students, especially when it comes to dress

code. Additionally, many teachers sport beards for religious reasons, so it would be problematic for Ramaz, the employer, to force the teachers, the employees, to disregard their religious convictions, whereas this issue may not exist for the school-student relationship. Also, a supporter of this rule would be quick to point out that the beard rule is disregarded for students during the Sefirat Omer period, when there is a religious requirement for men to grow facial hair, and often disregarded in general, regardless of the time. Additionally, someone who views this rule in a favorable light might point that the adult male faculty who sport facial hair are able to grow and maintain full and proper facial hair, whereas young males are not able to grow facial hair as well, and are not always responsible enough to maintain it properly.

CrowdSource: Do you think that the rule banning any sort of facial hair is correct? Does a double standard exist? Or is Ramaz lenient enough with it already? Should the rule be kept? Should facial hair on students instead be regulated? Or perhaps, no regulation at all?

Send your opinion to rampage@ramaz.org by March 20th, 2016 to be featured in next month’s Crowdsource.

Drawing by Gabrielle Amar ’17

Jan-Feb 2016/Adar 1 5776

Natalie Kahn ’19

The-rampage.org

Features 17

Interview: Mr. Mario Alvarez

Where were you born, and what was it like to grow up in France?

I was born in Toulouse, but I don’t have the accent of Southern France, because when I was five, we moved to Limoges, which is an old medieval city in Central France, famed for its china: “La Porcelaine de Limoges”. After graduating high school with the French “bac”, I went off to college in Tours, in the Loire Valley. “Tours” means “Towers” in French, and that is where you can find all the “beaux chateaux” of France, nice wine, and supposedly an impeccable French accent, comparable to “Oxford English”. Growing up in France was wonderful. I am so grateful to my parents, both Spanish emigrants, for keeping their own language alive at home and giving me the opportunity to receive a traditional French education. Being bilingual in French and Spanish gave moi a great head-start, and I was also able to take Latin, Greek, German, and Italian. Every year we travelled to Granada, Sierra Nevada, and Costa del Sol for winter or summer vacation.

What was your favorite subject in school?

It was English. You know how some teachers make such a great impact on you in high school? Well, my English teacher, M. Perrin, was that kind of teacher. He was young and dynamic. He was an innovator: one of the first ones to use the audio-visual method... we are talking late 70s here.

We had exchange programs

with Great Britain. It is because of him that I loved English, so much so that I wanted to be an English major.

Which language do you prefer: French or Spanish?

You the key is to always think in the language in which you are expressing yourself. My mind is French, and my blood is Spanish, so when I go to Spain and hear flamenco music or Spanish poetry, I feel my blood boiling, but my mind is much more

Mr. Mario Alvarez, Foreign Language Department.

Cartesian, and I can see that I have a French education because I like to keep things in balance. I do find that I become “louder” when teaching Spanish, but I like the ambience of our French classes at Ramaz that tend to be smaller and more intimate.

What did you do before Ramaz? How is the Ramaz education different than or similar to other schools?

I have been blessed to teach at some very fine institutions: RES in Coconut Grove was the only other day school I worked at, but then I worked at some boarding schools, such as Exeter and Saint Paul’s. I was very young then, and there I learned how to be a great teacher. In boarding schools, adults are what they call

“the triple threat”: teachers in the morning, coaches in the afternoon, and dorm parents at night. I call Ramaz the “Exeter of Jewish schools” not just because of the quality of the academics but because it is such a wonderful, diverse, and international community.

What is your favorite part about living in the US? I love being a foreigner. When you go abroad for an extended period of time, you realize who you are, what your values are, and you become thankful for your heritage. Living in NYC is electrifying, and there is so much culture being offered. New York City is the best of Europe and America combined! Both France the US stand for the same principles of liberty, fraternity, and freedom of religion and freedom of thought and expression.

My first exchange program was my first year of college. I was seventeen, and compared to the British, I found Americans to be so friendly and laid back. American civilization was just so diverse and exotic to moi!

And the opportunities seemed unlimited: I did a program at the University of Texas and then was offered a teaching fellowship.

I also worked as a dishwasher at a restaurant at night before being promoted to become a waiter. I eventually became an adjunct professor at the university! I felt that, being a French AND Spanish native speaker, I had so much to contribute in this country, and I am so thankful for all the opportunities that have come my way! I was in a mythical country living the American dream and loving it!

What is your favorite part about working at Ramaz?

Definitely the Jewish holidays! I mean, where else am I going to get all this time to go back home to Europe and visit friends and family?

Seriously now, my colleagues, the kids, the parents--they all make my day. We are like a mini-United Nations at Ramaz: a true community that cares and comes to make the learning fun. I am not Jewish, but I feel that I belong here. Simply put, Ramaz is my home away from home.

Ramaz, je vous aime! Je suis Ramaz...

Interview: Ms. Maya Shpanzer

Nicole Aboodi ’17 What brought you to Ramaz?

I moved to New York about 3 months ago and I wanted an organizational job. My friend, Dov Pianko, heard there was an opening here and he set it up.

Why did you move to New York?

Columbus, Ohio, which is where I was living, is very small. I needed more opportunities.

Is this the first job you had in a school?

No, I was the assistant director in NCSY in Columbus. It was very similar to this job.

What’s the average day like working in the Ramaz 6th floor office?

The average day in the Ramaz office is like craziness and then calm and then craziness and then calm. It repeats all day.

What’s your favorite part of working at Ramaz?

I really love seeing all the kids learning. Everyone here is

Everyone just seems so happy to be here. I sense that the students are stressed about college, their GPAs, their transcripts, etc., but overall, I think that the students at Ramaz are happy.

What are some of your responsibilities here?

Purchasing orders, organizing finals, organizing forms for the Poland-Israel trip and lots and lots of late notes.

Is there anything you want the students to know about you?

I’m going for my Masters degree in non-profit management.

I’ve gone to Uganda [...] twice now and I’m going again soon.

I’ve been starting to help a non-profit there. [It] is meant to support and empower youth in the education system. There’s a mentoring program that brings teenagers and college students to rural villages to do interactive programs with newso enthusiastic about their er technology. The overall goal of [..]is to empower mentors education. I wish that I could and mentees to stay in school and to stick with their educaredo high school and go here. tion. Also, this non-profit links up with other organizations that build schools and once the schools are built, we work Really? Why? with them to help address the other remaining problems.

Features 18

The Rampage

Jan-Feb 2016/Adar 1 5776

How Does Ramaz Educate about Israel?

Gabriel Klapholz ’17

The modern State of Israel is one of the most central topics in any Jewish education. High school students experience pro-Israel programs, are encouraged to attend Israel advocacy events, hear speakers about the Arab-Israeli conflict, celebrate Yom Ha’atzmaut, and march in the Celebrate Israel parades. But the dialogue between students and teachers in the classroom also contributes heavily to how students view and relate to the Jewish State. For this reason, it is important to understand the school’s educational philosophy regarding the State of Israel and the view of those educators who teach about the country, its history, language, culture, and people, to the student body.

Rabbi Stochel made the distinction between Israel education, advocacy, and politics. “Israel education,” he said, “is our opportunity formally in the curriculum and informally in our co-curricular programming to inform our students about Israel.” Israel advocacy, on the other hand, refers to the ability to support and defend the State of Israel, being equipped with counter arguments to anti-Israel claims. “At Ramaz, we always talk about how to balance those two,” said Rabbi Stochel. “On the one hand, we are educating about Israel from a strongly Zionist perspective, recognizing of the State of Israel as central to our Jewish and religious identity,” he said, while on the other hand, “we don’t want to give only one perspective.” Rabbi Stochel claimed that maintaining the balance between Israel advocacy and the presentation of multiple perspectives to ensure that students are well informed is the “educational dilemma” confronting Ramaz and many other Jewish day schools.

Regarding Israeli politics, Rabbi Stochel said that “there are those who argue that we don’t have enough balance.” There are those who criticize the school for failing to expose “the less than perfect side of Israel or not granting any legitimacy to the Palestinian and wider Arab view of the State of Israel.” Rabbi Stochel rejected such a claim, as the Ramaz faculty “doesn’t tell one side of the story.” “Teachers are not told what they can and cannot show their students, so the faculty, as a group, is relatively balanced,” he said. Teachers are encouraged not to express their personal political views, and they are supposed to present multiple points of view as part of the curriculum of the given department. “We want students and teachers to have good relationships and open conversations,” he said. Rabbi Stochel also noted that because there is a sense that the movement to delegitimize Israel has grown in recent years, especially on college campuses, there is a “greater intensity” in the school programming to teach more Israel advocacy.

Rabbi Stochel offered an example of how the school is willing to support the presentation of multiple perspectives for the sake of fully educating students about controversial issues in Israel. The Ramaz Politics Society (RamPo) has invited speakers such as Peter Beinart and Caroline Glick, who have two completely opposite views of the Arab-Israeli conflict. The school has “no objection to inviting them and is very happy to have them,” said Rabbi Stochel. Still, Rabbi Stochel agrees that there is a trend in the American Orthodox Jewish community to have a certain monolithic view towards Israel that masks one side of the narrative. On the more local level, Rabbi Stochel claimed that especially because “people feel that Israel’s legitimacy is now being

questioned, the Ramaz community feels that we have to advocate for Israel more strongly than ever before.”

Ms. Barak, chair of the Hebrew Language department, is a strong example of Ramaz educators’

willingness to expose multiple sides of the Israeli narrative. “I think that the most important thing is to teach the students the facts about Israel,” she said. Ms. Barak believes that Ramaz still has room to grow in how it educates about Israel and that the way the school teaches about Israel “has not been done in a systematic way.”

“Unfortunately, some Ramaz students are expressing their ideas without having the ability to prove their point… and are repeating mantras.”

-Ms. Barak She values a chronological and thorough approach to Israel education that exposes all issues involved. “I included in the Hebrew department curriculum for seniors an introduction about the history of Israel,” she said, “Only then did we continue with the curriculum.”

Ms. Barak sees this chronological analysis as crucial for students whose understanding of the state is sometimes “sporadic.” When Ms. Barak receives students in their senior year, they are missing core pieces of information in their knowledge about Israeli society and history. “What we teach them in senior year… is what they see on pro-Palestinian signs on college campuses,”

she said. “I want the students to know at least what Israelis are blamed for,” said Ms. Barak. In the senior Hebrew curriculum, the students learn about the five major events for which Israel is most heavily criticized on the world stage. “Unfortunately, some Ramaz students are expressing their ideas without having the

ability to prove their point… and are repeating mantras” that they have heard during earlier years, she said.

Ms. Barak continued, “It’s an insult not to equip students with the knowledge to really form an opinion,” especially because Ramaz students are so intelligent and capable. In her senior class, Ms. Barak asks the students to list all their assumptions that they have heard about Israel and the Arabs since the age of three. “We are giving them the knowledge and information in a very objective way,” she maintains.

Mr. Deutsch, the history teacher who authored the new senior mini-course Israel curriculum, has a similar outlook to Ms. Barak, which reflects the openness of the school to multiple perspectives.

“Jewish schools have really done a disservice to students by creating an unrealistic impression of Israel,” he said, without giving students “a more critical approach.” Oftentimes, “Students don’t have the coping skills” to deal with harsh criticisms of Israel when they reach the college campuses. The “senior Israel curriculum,” said Mr. Deutsch, “does a good job in giving students a more nuanced outlook.” Mr. Deutsch highlighted that the trend in the American Jewish community to paint the so-called “unrealistic” picture of Israel makes sense, as American Jews are also biased toward America in the same way that they are biased toward Israel – the two countries make up important parts of their identities.

“Like any country, Israel is going to make different policies under different governments” that are controversial. In reality, claimed Mr. Deutsch, “sometimes those policies will be the right ones, sometimes the wrong ones… There are legitimate criticisms of Israel” that don’t at all reflect a negative connection to the state.

“Just because someone is anti-Obama, for example, doesn’t mean that they are anti-American,” he said.

Honesty would be the one major concept he would want to internalize in a student in their approach toward Israel. “We love Israel not because it is objectively better than another country,” he said. “We need to be honest about our biases and recognize that Israel acts in what it perceives as its own interest, which is perfectly legitimate,” said Mr. Deutsch.

Many Ramaz students have strong connections to the State of Israel. Ramaz is not perfect in how it teaches about Israel and such an expectation would be unfair for any institution. Nevertheless, the school does show an interest in broadening the perspectives of its students. Whether the desire for balance and nuance originates in the student body, the faculty, or the administration, students grapple with it on a daily basis. All those who educate about Israel must eventually come to a conclusion about how the information should be presented, and the way students receive such information could redefine their perspectives for years to come.

Arts&Entertainment The Rampage • Jan-Feb 2016

Television

Derek Korff-Korn ’18

SNL Review: Larry David Hosts

Larry David has had some history with SNL, not just a hosting, but as one of their writ­ ers. Back in 1985, David became fed up with executive producer Dick Ebersol, who had cut one of David’s sketches again. So he quit, and stormed out. But as he was leaving, he realized that he just made a rash decision, and the next day walked into the offices of SNL, and pretended that nothing hap­ pened, but his fellow writers looking as if he was out of his mind. David did make fun of this situation in his monologue. “I’m not an actor, I’m a [comedy legend/failed SNL writing] star!” David’s monologue was on point, as he continuously makes fun of himself. The Weekend Update had a good run this week, with making jokes from the GOP debate, that had taken place that night, but only to mock Ben Carson’s entrance. Also on Weekend Update there was a celebrity appearance of Ben Stiller and Owen Wilson, as their characters on Zoolander 2. But the big celebrity cameo, whose secret was spoiled a little, was Bernie Sanders. With Larry David,

they portrayed two passengers on the Titanic, but Sanders was poor who was angered by Da­ vid’s wealthy assertion, who with woman and children, get superior treatment than the poor­

er, delivering a core message of his campaign.

One of my favorite sketches, was Larry David, playing a character that was a mashup of his personality on Curb Your Enthusiasm and Bernie Sanders. Unsurprisingly, David’s Ber­

nie messes up his significant campaign support when his refusal to shake supporter Leslie Jones’ coughed-upon hand is perceived as racism and his reluctance to pop accident victim voter Aidy Bryant’s shoulder is interpreted as just being mean. The sketch ends as the Iowa caucus votes are in, and Bernie loses by 5 voters, which is the number of people that he had angered in the skit. The 1975, a throw­ back British pop band, did well in their Saturday Night Live debut. The songs “The Sound” and “Love Me,” were per­ formed. Overall, the show was phenomenal, from the sketch­ es to the celebrity appear­ ances, to the musical guest,, and most importantly the host, Larry David.

Check out more SNL reviews at: the-rampage.org/category/online-exclusive/

Jessica Jones Review

Tyler Mandelbaum ’17

Are you looking for a TV show to binge watch during finals week? Jessica Jones is among the latest shows to be streamed online exclusively on Netflix, and it has all of the critics raving. Marvel and Netflix previously worked together to make the incredibly successful Daredevil TV show this summer. Daredevil’s addictive epi­ sodes made it the most-streamed original content on Netflix, and now Jessica Jones is the second of four Netflix shows that will be centered around Marvel heroes. Just know that at some points it can be very graphic and shocking, mainly to those accustomed to Marvel’s usual PG-13 pic­ tures. However, it’s still absolutely amazing.

In the show, Jones is a New York private eye whose characteristics make her anything but

a people person. Played by Krysten Ritter, Jones

is a woman who is not afraid to break things. The show centers around the villain Kilgrave, played

by David Tennant, who is gifted with the superpower of mind-con­ trol. He is very willing to use this superpower for his own benefit, and his backstory with Jones is revealed throughout the series.

What keeps the show interesting is how the creators use whatever means necessary to keep the show unpredictable. They will change parts of what happened in the comic book or intensify it so that the audience will always be at the edge of their seats, waiting for more action.

Movies

David Grinberg ’19

The Big Short Review

The Big Short brings you to the edge of your seat regardless of your pre-existing knowledge of finances and the financial crisis of 20072008. Making $111.6 million at the box ffice, The Big Short is another remunerative finance movie, similar to The Wolf of Wall Street. Adam Mckay, the director of titles such as Anchorman, and Step Brothers, has brought his witty sense of humor

with him to this otherwise serious topic. Based on the novel by Michael Lewis, the film describes the financial crisis of 2007-2008, which was triggered by the build-up of the housing market and the credit bubble. The plot revolves around the people who foresaw the crisis, and how they profited from their knowledge. Ryan Gosling, Brad Pitt, Steve Carell, and Christian Bale bring the

film to life with tremendous acting. The film offers a realistic point of view on how Wall Street works, and how money runs and ruins lives.

There are many examples of dramatic irony and witty humor throughout the movie. People who love finance will enjoy the specific concepts and terms used in the film to describe what is going on. The most peculiar thing about the movie continued on next page

Arts and Entertainment 20

continued from previous page

The Rampage

The Big Short Review

is its cinematography. The film pauses at points, field Capital. They should have been cut from breaking the fourth wall with the help of cameos to allow the audience to understand technical, financial terms, and to get a better understanding of what is going on. Jared Vennett (Ryan Gosling), for example, calls upon Chef Anthony Bourdain in the kitchen and singer Selena Gomez playing blackjack at a casino. The best cameo shows Margot Robbie in a bubble bath (she tells the audience to, “Get the **** out”). It is a clever way to keep the audience engaged in learning the most annoying terms such as CDOs, and to maintain the viewer apace with the film.

The acting is superb and brings you into the film as if you are one of the characters. Individual scenes such as the one where Mark Baum mourns his brother, or the scene where the audience sees the extent of Michael Burry’s disabilities (played

by Christian Bale), evoke feelings of remorse towards the characters. Kathy Tao’s characterization as Mark Baum’s financial advisor was perfect.

I do not think that the movie had to include one of its subplots, the story of the 30 minutes of screen time that they had. the start-up hedge fund known as Brown There was nothing unusual in regards to

Sam Schair ’18

Jan-Feb 2016/Adar 1 5776

clothing or set design. The first 15 minutes of the film did a fine job introducing the characters, although it was confusing in the beginning, especially with the rambling walking and chatter of the characters. (The introduction also includes a hilarious scene of Mark Baum as a child in yeshiva.)

Mark Baum’s morality is a key theme in the film. As much as he hated becoming one of “them,” someone who profited from the downfall of others, he also had an incredible drive to make money that won out. This is one of the darkest aspects of the film, and I thought it brought up the right moral questions.

In conclusion, The Big Short is the film to see if you want to be educated about the financial crisis of 2007-2008. The point of this movie is to explain that the economy is based on fraud, and people who cared about making a profit spent much time researching the housing bubble which was hidden by the bankers. The other entertaining things in the film are just icing on the cake.

Hail, Caesar! Review

There are two ways to watch the Coen brothers’ new film Hail, Caesar! The first way is to watch only for the sake of enjoyment, meaning that one should view it as a comedy parodying of the movie business in the 1950s. The second way is to watch it as if it is a metaphor for a larger idea that the Coen brothers are trying to communicate to us about the movie business, involving the story of Jesus and paranoia about Communism. I strongly recommend that anybody seeing this movie should watch it the first way.

Hail, Caesar! succeeds at being an enjoyable movie with an incredible cast. The movie features Eddie Mannix (Josh Brolin), a Hollywood studio executive in the 1950s, trying to manage the many problems posed to the studio by actors, directors and journalists. These actors, directors and journalists are played by Channing Tatum, Scarlett Johansson, George Clooney, Ralph Fiennes, Tilda Swinton, and Alden Ehrenreich. Ehrenreich shines in a breakout performance as a star of cowboy movies awkwardly trying to cross over to dramas. The Coen brothers take advantage of this talented cast, who elevate the movie to a higher level than it otherwise would have achieved.

The scenes in which the actors and directors both excel the most are those in

which the Coen Brothers are recreating old Hollywood movies, and are essentially making movies within a movie. In these scenes, the Coen brothers perfectly recreate old Hollywood genre films, such as musicals, westerns and historical epics.

The best scene in the movie is a musical number featuring Channing Tatum and about a dozen other actors dancing and singing in sailor costumes. Other cast members are unfortunately underused and are only in one or two scenes. In fact, the entire story involving Scarlett Johansson and Jonah Hill doesn’t seem to have anything to do with the rest of the movie.

However, it feels like the Coen brothers were trying to say something more. In this, it does not succeed. They introduce topics around religion, ideology and the Cold War that seem to add up to nothing. Unlike other Coen brothers movies, where they mix big ideas with the lives of normal people, as they did in Fargo (1996) and Raising Arizona (1987), Hail, Caesar! has trouble mixing comedy and message. The plot itself is not its strongest point.

In the Heart of the Sea Review

Harry Shams ’19

Back in Novem­ ber, Mockingjay Part 2 topped the box office for its fourth weekend in a row, leaving the newer film In The Heart of The Sea, in second. This was initial­ ly shocking because the film was expected to top the box office for its en­ gaging storyline, solid cast and respectable director.

However, after I saw In The Heart of The Sea, one word came to mind: dull.

Based on the 1820 disas­ ter, in the movie, a whaling ship is destroyed by a giant sperm whale, stranding the crew at sea for ninety

days. The story is so remarkable that it inspired Herman Melville to write one of the most famous American ep­ ics of all time, Moby Dick. However, the movie does a poor job at retelling the story in an engaging fashion, and instead leaves its viewers in a constant state of boredom. Besides for Chris Hemsworth’s decent performance, the acting was highly unprofessional, and frankly, amateurish. Additional­ ly, there is only about ten minutes of “whale action,” while the rest of the movie is spent watching the strand­ ed crew float hopelessly at sea. This, combined with a poorly written script and bland directing, makes the mov­ ie into another flop for Warner Bros.

Jacob Berman ’16 and Josh Berman ’18 got a chance to meet actors Chris Hemsworth (also of Thor fame) and Benjamin Walker (not pictured), as well as director Ron Howard (not pictured) at the premiere of the film!

Jan-Feb 2016/Adar 1 5776 Sam Schair ’18

The-rampage.org

Arts and Entertainment 21

Star Wars: The Force Awakens Review

The seventh movie in the Star Wars saga had a lot of hype leading up to it. The expectations for it were as high as I have ever seen for a movie, which leaves a lot of room for potential disappointment. However, The Force Awakens managed to not only be as great as the audience and fans wanted it to be, but also be better.

The reason that this movie was so satisfying was because it merged the characters and looks of the original trilogy with new characters and modern-day effects. Of course, for fans, it was the older characters that created the most anticipation. The original trilogy is beloved by fans, and to see these characters, who had not been put on the big screen since the release of Return of the Jedi in 1983 felt surreal.

I have never been in a theater where there was such a shared sense of excitement as this one. Every time a character from the original trilogy appeared, such as Han Solo and Chewbacca, the audience cheered with great enthusiasm. In fact, arguably, that communal experience with other Star Wars fans makes it a bit difficult to have a purely objective view of the movie, because it added so much to the experience.

It was not just that director JJ Abrams put these characters back on the screen that made these appearances fantastic, but it was the way in which he brought them back. They had the same personalities and same sense of humor that they had in the original trilogy, but the offscreen events that took place between Return of the Jedi and The Force Awakens drastically changed their roles in the movie. For example, Princess Leia (Carrie Fisher) is now General Leia, the pow-

Caroline Jaspan ’17

erful leader of the rebellion against the evil First ie, and played a pivotal role in one of the film’s Order, the successor to the Empire. Instead of central conflicts. He brings the same confidence flying alongside Han Solo in the Millennium Fal- and humor to the screen that all fans know and love, but also adds layers to the character that I did not expect to see. Unfortunately, in order to avoid spoilers, I cannot expand on any of this.

It was not just the return of the original characters that made this movie so exciting, but it was the introduction of new characters, whom the movie is centered around. Finn (John Boyega) and Rey (Daisy Ridley), the two main characters of this film, were characters that I instantly connected to. One thing I was worried about when walking into this movie was if the new main characters could ever be as beloved as the old main characters.

However, now I can confidently say that Rey and Finn will be to the new generation of Star Wars fans as Han, Luke and Leia were to the original Star Wars fans. They have compelling backgrounds and an underdog quality to their characters that make you root for them from the moment you see them onscreen. The performances of John Boyega and Daisy Ridley perfectly bring both the charm and fear of their characters as they are exposed to the Dark Side and the evil leader of the First Order, Kylo Ren, who in my opinion is the first Star con, she now gives orders to Han Solo from the Wars villain with real inner conflict and depth. rebellion base. Also, although saying anything The Force Awakens is a fun and, at times, about Luke Skywalker would be a spoiler, needless jaw-dropping movie experience that is even more to say his presence is felt throughout the movie. special if you’ve seen the previous movies, which

This brings me to the best return appear- I would recommend before seeing this one. ance in The Force Awakens: Harrison Ford as Han Solo. Unlike some other characters who returned, Han Solo was a main character in this mov-

Sisters Review

Sisters has an amazing and funny cast consisting of Saturday Night for. She invites him to the party, where he is injured and leaves Live alumni Tina Fey and Amy Poehler. The movie is about two middle aged to go to the hospital. But after realizing that she has feelings for sisters who must bid adieu to their childhood home when their parents (Di- him, Maura comes back for him and eventually they begin to date. anne Wiest and James Brolin) tell them that their house has

While reminiscing over their childhoods, Maura been put on the market for sale. They rush down to Florida to and Kate read their diaries to each other. They realize that no convince them not to sell, only to find out it has already been matter where you go or who you become, your inner, awksold, and they have one weekend to clean out the junk from ward 12-year-old self remains a defining force in your life. their old bedroom. Before the sale closes, Maura (Amy PoeWe see it in their interactions with everyone: the cute, sinhler), a nurse who is recently divorced, and Kate (Tina Fey), gle neighbor James, who inspires Maura to engage in some a hairdresser and the hotheaded sister, throw one final bash to truly uncomfortable flirting that is one of the movies highrecapture their glory days with their former classmates. Howlights. It also comes out when they speak to Dave (John ever, the party begins to spiral out of control and they realCena of WWE fame), the scary, hulking drug dealer who apize that there might not be a house left to sell once the party pears tough on the outside but is kind and sweet on the inends, as the house ends up being trashed beyond recognition. side, as well as the judgmental Korean manicurist and Kate’s Kate cannot hold down a job and is estranged from her high school frenemy, the uptight Brenda (Maya Rudolph). daughter Haley (Madison Davenport). She is so fed-up with Although the roles of these two superstars are somewhat her mother’s immaturity that she runs away. Haley has been silly and a waste of their comedic talent, Sisters is a funny hiding from her mom because she is having financial problems movie. The outtakes are even funnier than the movie. It is a and she does not have it under control. Furious by this, Kate definite go to, with your friends and especially your sisters. learns from her daughter’s rage and somehow learns to become a better parent.

Maura, meets James (Ike Barninholtz), who she soon falls

Oren Oppenheim ’16

Before I talk about this movie itself, can you guess why a review of a seemingly random horror film--that wasn’t even released traditionally in theaters--is in the Rampage? If you guessed, “There’s some sort of Ramaz connection here,” then you’d be right! Uncaged, which was released on February 2nd on video-on-demand platforms (iTunes, Google Play, Amazon, and others; unfortunately not on Netflix), features Ramaz alum Mark Rapaport ’11 as one of its writers and producers. While none

Uncaged Review

of the main actors in the films are Ramaz alumni, according to the film’s IMDB page Mark and his brother Ben ’12 briefly cameo. Lastly, if you look closely during the film’s credits (I figured it was worth checking them to see if there were any other Ramaz names), you’ll see a shoutout to Jordan Rapaport ’16 and Harry Shams ’19 in the “Special Thanks” list. Overall, for anyone wondering what sort of creative work Ramaz alumni take on after leaving ‘the silver box’, Uncaged is a prime example.

It’s worth noting that this isn’t the only major film project Ramaz alumni have done in recent memory. Avishai Weinberger ’11, a current film student at NYU Tisch and the brother of Adina ’16 and Akiva ’18, directed the feature film Surviving Evidence during his senior year at Ramaz. Much of the film was actually recorded inside of the Ramaz building! Unlike Uncaged, however, Surviving Evidence was produced as a low-budget, crewless film and was released on YouTube; it was in many continued on next page

Arts and Entertainment 22

The Rampage

Jan-Feb 2016/Adar 1 5776

Uncaged Review

continued from previous page

ways a labor of love, while Uncaged seems to have professional ambitions with its budget and DVD release.

But even though there’s now a reason for Ramaz students to be interested in this film… is it any good?

The horror film follows Jack (Ben Getz), a seemingly average teenager with a grisly family background.

When his uncle (Alex Emanuel) gives him access to his country house for the weekend, Jack and two friends (Kyle Kirkpatrick, Zack Weiner) head there, hoping for a fun vacation. But Jack--who has just turned eighteen--realizes that something is up when he finds himself sleepwalking and waking up far away from the house, with no memory of what he did the past night (and also, no clothes).

He straps a GoPro to his head and

to turn into a werewolf every night.

This is a solidly-made film; while it may not have been made on a Hollywood-level budget, you’d never know that from the great cinematography and detailed locations.

As for the plot: there are quite a few surprising twists throughout the film, and a good balance of lighter and

darker moments. The movie is adept at revealing just enough information without ever becoming too weighed-down in exposition.

Jack’s family history, for instance, is revealed in a slick-looking comic book style scene (although the comic aesthetic seems a bit jarring when it is used elsewhere Mark Rapaport ’10. Credit: IMDB in the film), but the reason he is records what happens when he sleep- turning into a werewolf is revealed walks--and discovers that he’s begun more through indirect dialogue and

implication than through any long, drawn-out explanation. No one ever comes into the scene and states outright why it’s happening to Jack-and the film is all the better for it.

However, a subplot running throughout the film surrounding Rose Gonzalo (Paulina Singer), a woman who lives near the uncle’s

The dialogue and characters are pretty good for the most part.

Getz does well as Jack, although I found the character’s seeming lack of reaction to his realization about becoming a werewolf a bit far-fetched.

Weiner, as Jack’s awkward and overeager friend Brandon, is probably the film’s funniest character--his lines and delivery occasionally made me cringe, but in the ‘he’s such an awkward person’ way and not in the ‘this line is badly written’ way.

Kirkpatrick plays the third friend, Turner, more conventionally for most of the film, providing a good foil to the other two. The chemistry and dynamics between the actors is one of the highlights of the film.

I haven’t seen many horror films yet but I felt that Uncaged was certainly worth the rental. For anyone interested in werewolf films, it’s worth watching; for anyone wondering just what in the world Ramaz house, and her abusive husband Gon- alumni get up to after they graduzo (Garrett Hendricks) feels a bit an- ate, this should be a must-watch. cillary to the film and weighs down its second act. While there’s a clear Please note: While the film is not ofconnection between Jack and Rose ficially rated because of the nature of (to say what it is would be too much its digital release, its content is R-ratof a spoiler), the scenes with Rose and ing worthy. There’s plenty of blood and Gonzo start to weigh down the film harsh language, as well as some gore, and feel too much like a distraction sexual and drug content, and mature from the main events. Fortunate- themes. Viewer discretion advised. ly, the subplot is tied into the main plotline seamlessly towards the end.

Books

Rebecca Araten ’18

Emma Watson’s Book Club

When you hear the name “Emma Watson,” the first thing that probably pops into your mind is the image of a brainy Hermione Granger, the character that Emma

Watson portrayed beautifully in the movie adaptations of the Harry Potter books. However, Emma Wat­ son has appeared in many movies since then, and her career stretches way beyond that iconic role. Aside from her many movie appearanc­ es, Emma Watson has modeled for

many companies, including Burb­ erry and Lancome, and has released a line of clothing as part of the People Tree fashion brand. More recently, Watson was named UN

son announced that she was cre­ ating a book club named “Our Shared Shelf,” which would be de­ voted to reading feminist books.

The first book that the members of the book club, myself includ­ ed, read was My Life On the Road,

by Gloria Steinem. The book is a memoir about the period of time in Steinem’s life when she spent most of her time traveling. Much of Steinem’s life consisted of travel­ ing, taking breaks or vacations only sporadically. Thought-provoking and inspiring, this book illustrates the impact that a traveling life can have on a person, and it describes the manner in which a single per­ son’s activism can have an affect a much larger and broader world. Es­ Goodwill Ambassador, and she be­ pecially interesting was the chapter came known as a devoted feminist on Steinem’s experiences with polit­ through her HeForShe UN Women’s ical campaigning. Having had expe­ campaign, which promotes gender rience campaigning for the election equality and attempts to get rid of in 2008, Steinem was able to give gender biases and assumptions. an insider account of what goes on

At the beginning of the during campaigning, which is espe­ month of January, Emma Wat­ cially important right now given the

upcoming presidential elections.

Overall, this book real­ ly helped me gain insight into the role of women in politics, and it

definitely opened my eyes to polit­ ical issues that have spanned across the last century. The combination of emotional and personal stories, combined with the politics and history of a larger feminist move­ ment, makes this book a must-read.

Sports

The Rampage • Jan-Feb 2016

Girls Varsity Excels in Baltimore Tournament

Jasmine Levine ’17

This year, the Ramaz Varsity Girls Basketball Team attended the 29th Annual Joseph and Florence Weiner Memorial Basketball Tournament in Baltimore, Maryland. The boys and girls Varsity basketball teams have attended this tournament for a number of years, and the girls team even won the tournament last year. Although the girls did not win first place again this year, they were still able to call the trip a success as they won third place.

The team departed on Wednesday morning, December 2nd, and returned on Sunday, December 7th. When the team first arrived at the tournament, they had an introductory meeting with the other participating schools and received Weiner Tournament sweatshirts and sweatpants. The team then played their first game against Yavneh Academy of Dallas and won by over twenty points!

The Lady Rams continued to have a great first day when they beat the Mae Boyar High School of Jerusalem later that night.

The next day, the team woke up bright and early ready to play. The first game was against the home team, Beth Tfiloh Dahan Community School, and

despite the early 10 AM start time, the stands were filled with fans cheering for the home team. Sadly, the Rams lost against Beth Tfiloh by a large amount.

The next game was against Hebrew Academy of Nassau County (HANC), a school that the team plays during its regular season. Ramaz had already won big against HANC earlier in the season, so this should have been an easy win, but unfortunately it was not. The game was very close, and, with a few seconds left in the game, Ramaz took the lead and finished one point ahead of HANC. Even though it was not easy, a win is still a win, and Ramaz was tied for second place with a team they would be playing twice the next day.

The last school left for Ramaz to play was Tenenbaum CHAT (Community Hebrew Academy of Toronto) Wallenberg Campus of Toronto, Canada. Because both Ramaz and CHAT had only lost to Beth Tefiloh, they would play in the morning, a game of which the outcome wouldn’t matter because Ramaz and CHAT would still play each other in the afternoon for the playoffs regardless of the winner. CHAT won

the first game by two. However, the game wasn’t very intense, because both teams were resting their starters for the big game in the afternoon that would decide who would play in the championships. The afternoon game was also a very close and aggressive game, with CHAT unfortunately coming out on top and advancing to the championship game Saturday night. Ramaz would also be playing a game Saturday night in order to determine the third place winner.

After the second game against CHAT, the team returned to their host families to get ready for Shabbat. Friday night, the team members ate with their host families, allowing the team to bond with the Baltimore Jewish community. The next day, everyone at the tournament walked to shul, which is in the same building as the Beth Tefilah School. The whole day was spent davening and bonding with the players from other schools. On Shabbat afternoon, a guest speaker discussed death and the meaning of life with all the players.

After Shabbat, Ramaz won the third place game against Yavneh. The game was fun and friendly, because the two teams

had bonded over Shabbat. Beth Tefiloh won the championship game against CHAT. This was a particularly hard loss for CHAT, as this was their second year in a row losing in the championships.

The tournament was as exciting for the team members as it was for their supportive parents. The team played a total of seven games, each one played with complete energy and heart. The large number of cheering fans in the stands and the healthy competition exhilarated the players. Although it was physically difficult to play two games a day without much rest, the the players on the team showed their passion on the court.

Not only did the team improve on the court, but they also bonded closer off the court. After each game, the Lady Rams spent time together both in the locker room and watching other teams play. This growth in the relationship between the players had positive effects on the team’s playing on the court. Captain Anabelle Ritz ‘16 said, “I really feel that our team formed into a family over the course of the tournament. I can’t wait to see the effect the bonding will have on our team moving forward in our season.”

“Ram Sports” artwork above by Gabrielle Amar-Ouimet ’17

Jeremy Ascher ’19

JV Boys Basketball in Review

This year’s Boys JV Basketball team practiced hard, played harder, and won a nice number of games. The JV team was nervous at the beginning of the season when star player Johnny Povman ‘18 was called up to the varsity team. However, despite the loss of Povman, the team racked up a strong record of 6-4 after a heartbreaking loss in the playoffs. The new coach, Brandon Butler, took a hardnosed approach to practices and games.

He relentlessly pushed the team in practices to perform at peak levels during games.

The season started with a win at JEC that featured point guard Emmanuel Dicker’s ‘18 talents and captain Gabe Fisher’s ‘18 great shooting. After two losses to Frisch and TABC, the team regrouped with a strong win against Westchester

Jacob Hochheiser ’19

After a series of disappointing finishes to the last few season for the baseball team, things are looking better this year.

The baseball team has been practicing even harder than in previous years. According to catcher and pitcher Michael Weisberg ’17, “We started our preparation for the season even earlier than usual and have set up a pitching machine in the gym to improve our hitting.”

In addition, the baseball team has lost fewer graduating players than

High School. The victory at Westchester sparked a four game winning streak.

A tough loss at MTA due to poor free throw shooting sent the team back to an intense round of practices spent running laps and shooting free throws. The rest of the season showed great promise until the final game at SAR. The Rams suffered a crushing defeat (68-33) at the end of an otherwise strong season.

Based on their overall records in the regular season, the JV Rams qualified for the playoffs and squared off against TABC in New Jersey. The TABC crowd fired up with rousing stanzas of Purim Songs on Rosh Chodesh Adar, while the TABCTV online channel live streamed the game and gave insightful commentary. As the game wound down, Ra-

maz was forced to foul in order to stop the clock. This allowed TABC to rack up more points due to their strong free throw shooting. After the loss in TABC, Ramaz’s season was over.

Reflecting on the season, Fisher said “We fought very hard this season and I’m proud of each and every player.” David Grinberg ‘19 added, “Our season was great.

We won and lost as a team. Next year we aren’t just playoff bound; we are winning the championship.”

Boys Baseball Preview most of the other teams have. Shortstop Sam Berman ’17 said, “We lost two great players this year but our core is still intact.” Even though the team only lost two players, it might be gaining more because many freshmen have tried out this year. The numerous freshmen whom competed for a spot on the team will try to have a positive impact.

This year will be a different experience even for the veterans, as there are new teams entering the

league, and the team will be playing a schedule with more games than in previous years. Also, the team will be going to a tournament in Columbus, Ohio for the first time in years.

There are still many aspects of the game the team will need to improve on in order to have a winning season.

Sam Berman ’17 said, “As long as we can cut down on errors in the field this season, we will be very competitive.” Despite having some problems to straighten out

before the season starts, Michael Weisberg ’17 remains confident that this will be a great season and said that the team has “a good chance” of playoff success.

Crossword 24

David Grinberg ’19

The Rampage

Jan-Feb 2016/Adar 1 5776

Crossword

Puzzle solution availible online at the-rampage.org/category/features/ (or scan the QR code)

Check out The Rampage’s new social media pages for breaking news, live tweeting, and videos! facebook.com/ramazrampage twitter.com/RampagePaper artwork by Gabrielle Amar-Ouimet ’17