Volume 51, Issue 1 (Summer 2017) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 51 • Issue 1 • Summer 2017 • Tamuz/Av/Elul 5777 • the-rampage.org

Ramaz Begins Drug Testing

Rabbi Grossman: A Sudden Departure

Harry Shams ’19

Natalie Kahn ’19

In mid-July, the Ramaz Charter Trustees sent out an email announcing the departure of Rabbi Eric Grossman, Ramaz's Head of School. The email didn’t detail the reasoning behind this recent development, only stating, “The Charter Trustees and Rabbi Grossman had reached a crossroads—with different visions about how to best move forward.”

While it is unclear exactly what these “different visions” were, Rabbi Grossman spoke frequently of a future involving a “Ramaz Renaissance.” Rabbi Grossman hoped to emphasize the best and most enjoyable parts of the school while preserving its rigor and excellence. Ramaz students themselves were often unsure of exactly what steps would lead to the Renaissance, as well as what its ultimate goal was. To many students, Ramaz was relatively the same as it had been before, aside from the addition of a few communal activities, including Community and the Ramaz retreat.

Some students, such as Yonatan Weitzner ’19, did notice small changes under Rabbi Grossman’s leadership. “The environment felt a little more friendly and a little less stressful than the year before,” he said. “I don’t know if Rabbi Grossman was to thank for that or if it was just that starting high school as a freshman made the stress worse.”

The Ramaz community was as a whole

Continued "Drug Testing..." page 2

Continued "Rabbi Grossman Leaves Ramaz.." page 2

Ramaz has officially changed its substance abuse policy, adding a line that will enable the administration to drug-test students. As Preludes, the Ramaz handbook, now states, “The school will impose mandatory continuous drug testing as a consequence for any suspected violation of our substance use policy, and may impose random drug testing as a school wide policy as a constructive deterrent.”

Dr. Zeitchik, one of the authors of this new policy, clarified that the school does not, as of now, intend to randomly select students for drug testing; the school’s policy is directed only towards those who are suspected abusers of prohibited substances. He also made it clear that one of the main tenets of the new policy is a clarification of what the school deems “a prohibited substance.” The school has expanded its list of prohibited paraphernalia to include “e-cigarettes, vape pens, hookahs, cartridges that contain substances, heating devices, or power sources (such as a battery for a vaporizer).”

Some students were shocked to hear of the school’s decision to take on such a bold policy. In fact, the news has begun to spark debate amongst students as to the potential effectiveness of this new measure. Many believe that drug testing is an inappropriate response to the substance problem at Ramaz, because it generalizes all substance users as opposed to targeting specifically those who use illicit substances on school property. Natalie Kahn ’19 said, “While the school needs to work to ensure that no one brings illicit substances into the building itself, drug testing kids goes beyond that. If someone were to take drugs outside the school premises, the school can show concern but shouldn't penalize that student. Drug testing does not differentiate between drugs ingested inside school and outside school. High schoolers will be high schoolers; they'll experiment, and if they're not bringing drugs onto the property, it doesn't seem like it should be the school's place to stop them.”

Josephine Schizer ’20

The Great American Eclipse

On the afternoon of August 21, 2017, the Great American Eclipse swept across the country. An eclipse occurs when the Moon is aligned precisely between the Sun and Earth so that it blocks the Sun’s light on Earth. This phenomenon occurs because the Moon is both 400 times narrower than the Sun and 400 times closer to Earth than the Sun, allowing it to block out the Sun’s light when oriented in a certain way. During what is known as totality, the Moon blocks all light from the Sun. At this time, the temperature drops, the sky gets darker (like night in the middle of the day), animal behavior changes, and the Sun’s corona is visible.

The Great American Eclipse was the first eclipse in the contiguous United States since 1979 and the first time after 1776 when an eclipse was visible exclusively in the United States, making this eclipse a rare and special phenomenon. This eclipse passed through California, Oregon, Idaho, Wyoming, Nebraska, Missouri, Illinois, Kansas, Kentucky, Tennessee, North Carolina, Georgia, and South Carolina. Kentucky had the longest totality, which lasted for 2 minutes and 41 seconds. Unfortunately, it was only a partial eclipse

(72%) in New York City, which means that people were able to see the Moon covering 72% of the Sun but never experienced totality. In New York, the eclipse started at 1:23 PM, reached its maximum at 2:44 PM, and finished at 4:00 PM.

To watch the eclipse, people needed to buy special eclipse glasses to protect their eyes from harm-

ful rays from the sun. Another option was to make a special pinhole viewer that allowed one to watch the shadow of the sun on a piece of paper without looking at the sun directly.

In an email sent out to the Ramaz student body, Rabbi Stochel invited Ramaz students to come to watch the eclipse through Ramaz’s telescope with Mr. Klotz. “I've seen a couple of other eclipses,” said Mr. Klotz, “but this one was special, as I was able to observe it for the first time using a telescope. Sharing the experience with some of my students as well as others in the Ramaz community made it doubly special. I can't wait for the next one in less than seven years!” Basia Fellner-Dublin ’20 agreed and said, "It was spectacular to meet up with friends and faculty at Ramaz so we could view the solar eclipse together."

Other students watched the eclipse from home. According to Gail Hafif ’20, “It was a very unique experience watching it, especially knowing the next one is a lot later in my lifetime.”

The next total solar eclipse in the United States will be on April 8, 2024, and will pass through New York State.

Mark your calendars!

Inside this issue...

Changes Sweep the School...Check out everything new at Ramaz!

Ramaz Welcomes Its New Faculty... A guide to some of the school’s newest faces Teaching in Laos... Natalie Kahn '19 reflects on her summer experience

Interview with the Junior Class Presidents... Plans for the upcoming year Eclipse Pictures... See the Ramaz community watching the eclipse!

page 2 pages 4 page 5 page 6 page 8

News 2

Drug Testing

continued from cover Some students, however, were pleased to hear that the school had taken on such a forthright policy. Michael Perl ’19 said, “Drug testing is a policy that has prevented substance abuse in other schools, and I think it will prevent substance abuse here too. Take Frisch, for example: the second they started drug testing students, the number of kids who abused substances dropped significantly.

If the school wants to prevent students from doing drugs, they need to be tougher and take a stand.”

Many students have taken issue with the fact that drug testing may only inspire caution amongst the student body instead of actually ending the substance abuse. As Jack Ottensoser ’19 said, “If the school begins testing students, the only thing that will ensure is that no one does drugs on school property. Kids will still do drugs outside of school— they’ll just be more careful about it. If the school’s actual goal is to end substance abuse among the

students, they shouldn’t simply scare the students; they should explain all the negative effects that come along with doing drugs.”

Nevertheless, Ramaz’s decision to enact a new substance abuse policy certainly does not come without careful consideration. Dr. Zeitchik said “The school recognizes that a policy, no matter how thoughtfully or forcefully formulated, isn't a panacea that will end substance use. Ultimately the goal is for the school, for parents, and for students to take responsibility for collaborating on preventing substance use and abuse. Drug testing mandated by the school (or by parents if they choose to) is one component of a multi-pronged approach to drug use prevention that can help give some kids a reason to not use in the face of social pressure. Parents should play a major role in preventing substance use, and need to know their kids and to meaningfully supervise them.

Ultimately, we all need to do our

The Rampage

best to make sure that we are lowering the odds of kids being at risk for use and abuse of substances.”

In response to the question of what motivated the administration to enact this new policy, Rabbi Slomnicki said, “We [The Administration] don’t go into reviewing policies with expectations. Review means to review something- which is to think again and ask whether this is the best policy. You think about what can be amended, what can be improved… Any decision which is made is made for the well-being of the students.That is the driving value for this policy and all the procedures that go along with this policy.” After all, given the several violations of the school’s drug-free policy that occurred last year, it may come as no surprise to students that the school has decided to go in a different direction in order to prevent its students from engaging in prohibited behavior.

Summer 2017/Tamuz/Av/Elul 5777

Rabbi Grossman Leaves Ramaz

continued from cover

taken aback by the announcement, especially because Rabbi Grossman had only been at Ramaz for two years, taking over for Paul Shaviv in the 20152016 school year. “I was totally shocked and caught off guard,” said a Ramaz parent. “I didn’t see it coming at all. He seemed very happy, and the parent body seemed very happy with him.”

After Mr. Miller and Dr. Koplon left the school in 2016, Rabbi Grossman partnered with Rabbi Stochel last year in running the Upper School. Rabbi Stochel was recently promoted from his position of Associate Dean to Head of the Upper School, and this year, Ms. Krupka and Rabbi Slomnicki will assume more senior administrative positions as the Dean of Faculty and the Dean of Student Life, respectively, which may ease the

transition and current uncertainty during the search for a new Head of School. It is unclear how long it will take to find a new Head of School, but it could potentially take a year or longer.

In the meantime, the Charter Trustees, led by Phil Wilner ’75, have organized several "Transition Talks," the first of which will take place on Wednesday, September 6, during which parents will have the chance to hear about the plan for Ramaz's future. The Board will explain its vision and will continue to keep Ramaz parents informed of decisions and developments during this time of change.

Looking Forward: Vacation Calendar Changes

Natalie Kahn ’19

Most of this year’s recently released calendar isn’t much different than that of previous years, but there are several big changes in the January and February schedule. For years, Ramaz students have had two weeks of finals, with four exams each week, culminating in a four-day intersession. This year, there are only six days of final exams, beginning the 16th and ending the 23rd.

The exams are followed by one day of intersession on the 24th, with regular school at the end of January. In February, in place of a four-or-five-day long Presidents’ break, there is no school the week before Presidents’ Day and on Presidents’ Day itself.

Most Ramaz students

seem to be responding positively to this change. “It gives the students a well-deserved full week off after finals, rather than just a weekend like there was in the past,” says Zach Buller ’20.

“Lots of other schools have off during this time,” says Harry Shams ’19. “It’s nice to have an extra vacation so that we won’t have school basically nonstop from January to Passover, which can get pretty miserable, especially during junior year.”

Rabbi Stochel explains the thinking behind this change: “We have been giving off a long weekend for Presidents' Weekend, but it still makes it hard for families to travel if it’s only over a weekend. The same is true for the intersession weekend – it is still rather short

and hard to get away for too long.”

The simple solution: combine the two breaks into one extended break so that families can travel.

SAR has had this break for a long time, so Ramaz students with siblings and friends at SAR will also be able to spend time with them and travel. Having the break the week before Presidents’ Day instead of the week of, when public schools have off, makes it cheaper for families to travel.

Even so, some students expressed frustration at the shortening of intersession. “I’m excited for a longer break in February,” says Josephine Schizer ’20, “but I’m not really looking forward to coming back to school one day after finals. Finals are really ex-

hausting, and I think it will be hard to be motivated right away.”

“We definitely understand the need for a break after final exams,” says Rabbi Stochel, “but it is a shorter exam period with a full day off to give students some time to breath before starting the next semester.”

According to Rabbi Stochel, the shorter exam period doesn’t mean doubling up on exams, as some students were worried about. Students will indeed have fewer exams than before for first semester, though which departments will not give exams is still being determined. The one day off can also be used for makeup exams. This way, students don’t have to postpone taking missed exams until weeks later.

New at Ramaz...

While the February vacation is definitely a well-deserved break, Ramaz students will have to wait and see if they can dive right into second semester so soon after the close of the first half of the school year.

• Morning sign-in becomes electronic with ID cards • 13 new faculty members join Ramaz • Disciplinary Reports are gone; digital "Citizenship Reports" take their place • Ramaz Mural Project is underway (check out the staircases!)

• Community, assemblies, retreat, and schedule changes are put on the calendar • Late note usage is reduced (sorry Dr. Sclar) • New lunch procedures; no food allowed unless you have a tray, and no more student lunch duty!

• Mincha locations are on the schedules • The library gets redesigned with a more student-friendly atmosphere • Detention returns to Ramaz • Rabbi Albo's office (Dr. Stone's old office) undergoes renovation • New apparel coming soon • New G.O. chair positions filled:

Aesthetics and Decor Chair: Rachel Araten '20

Film Chair: Max Lindenbaum '18

Ritual Chair: Rebecca Araten '18, Yoni Linder '18

Product Developement Chair: Olivia Bourkoff '19

Food and Beverage Chair: Julia Levi '18, Maxine Pravda '20

The Rampage • Summer 2017

Features Yasmine Sokol ’19

This past summer I had the privilege of joining 24 friends on a four-week-long trip to China, Hong Kong, and Thailand. We began the trip on July 29, when we flew to Shanghai. In Shanghai we visited the TV tower, which is a 1,535-foot building with a platform on the top floor that includes an outside area with a glass floor. We also watched a circus, took a boat ride in the water city and along the Bund, and visited two factories. At these factories we saw how products are made and learned about the long working hours and the strenuous labor of the factory workers.

After our time in Shanghai, we took a bullet train to Beijing, the capital of China. In Beijing we visited the Great Wall of China, the Silk Market, Tiananmen square, and an orphanage. Before the trip had begun, each of us had purchased a small gift at the JFK airport to give to one of the orphans. People purchased objects such as bears, hats with the letters “NY” on them, t-shirts, and even fidget spinners. The goal of giving them these objects was to bring them happiness, while also giving them a taste of what life was like in New York. One of the highlights of my trip was seeing the smiles on the children’s faces when we finally gave them their gifts. Before we gave them the gifts, however, they gave us a taste of Chinese culture and performed a dance for us that they had been rehearsing prior to our visit. It was fascinating to learn from their culture and, in return, to share some of our own with them.

After our enjoyable (albeit boiling hot) visit to Beijing, we hopped on a flight to Hong Kong. Although we spent only a short amount of time there, it was very memorable. Most of my friends agreed that

Josephine Schizer ’20

Over the summer, the Ramaz labs were filled with busy students, all working to create gesture-controlled robots, raspberry pi cameras, boxes with musical locks, omnidirectional robots, and many other projects. For six weeks, the labs echoed with the sounds of students sharing their ideas, frustrations, and accomplishments in the course of their projects.

This summer, I was lucky enough to participate in the Bluestamp Engineering program. This program allows students to experience the entire engineering process, from choosing and planning a project through the entire process of working on it to presenting their finished work.

Once students are accepted to the program, their first step is selecting a project. In May, students are emailed a digital booklet that includes a variety of projects at different levels and in different areas of engineering. Bluestamp students have many options and are encouraged to choose a project tailored to their interests; students who have an idea that isn’t in the project book may even create a proposal for their own Student Defined Project. After narrowing their lists down to their top choices, students meet with their instructor for two hours to make a final decision about their project, assemble a Bill of Materials, and create a Build Plan. Students create these documents based on online research and documentation from past Bluestamp projects without much help from the instructors, working like real engineers. This planning allows students to start their projects as soon as they walk in on the first day.

When students arrive at Bluestamp, they first assemble a starter project, designed to take one to three days and teach stu-

Seneca China

Hong Kong was the most beautiful of the three areas that we visited. In Hong Kong we hiked up to Victoria’s Peak, where we had a perfect view of the buildings, water, and mountain range. The sight was truly magnificent. In Hong Kong we also went to Ocean Park, a big amusement park. There, some of my friends had the opportunity to take pictures with penguins and dolphins.

"It was fascinating to learn from their culture and, in return, to share some of our own with them"

We took a plane from Hong Kong to Bangkok, Thailand, where we visited temples. The girls were instructed to wear skirts that passed their knees and shirts that covered their arms out of respect for the holy sites.

However, the minute we walked in we were stopped by security guards and instructed to walk across the street and purchase longer skirts with intricate Tai designs.

While in Bangkok, we also had the opportunity to receive relaxing foot massages for no more than four dollars. We then left Bangkok and took a short plane ride to everyone’s favorite place, Koh Samui. There, we spent a relaxing Shabbat on the beach and were treated with our first slice of pizza in three weeks. We also went snorkeling, went on a water hike, and embarked on a fun boat ride to a beautiful island called Ko Mae Ko. After Koh Samui we reached our last destination, Chiang Mai, where we had the privilege of seeing elephants, tigers, and many stray dogs. We also had the opportunity to live like the people in Chiang Mai and take a ride in a

“tuk tuk,” which is the equivalent of a taxi. The tuk tuk was a small cart that could go very fast and had no windows. Chiang Mai was the last destination of our journey, and we sadly boarded the plane back to New York.

What was expected to only be a fun trip turned out to be an educational one as well. I had the privilege of learning how the Chinese and Thais live their everyday lives and how it is different from how I live mine. I also developed stronger bonds with each person on the trip. It was such an incredible experience to travel halfway across the world with so many amazing friends and learn about what goes on there. I was also inspired by how Jewish life exists and thrives so far away from us. The Chabads are all over the world and treated us with only kindness. I would recommend this trip to any teen who is looking for a fun, educational, and spiritual experience far away from home.

Bluestamp

dents basic skills they need for their main project. Once they have completed this initial work, such as soldering, they can move on to their main project. Finally, students personalize their projects with modifications, adding specialized components to them based on their interests.

Throughout this process, one faces challenges: What should I do next? Why is this code/part/idea not working? How can I add this modification? At Bluestamp, the goal is for students to learn how to solve these problems themselves rather than turning to their instructors every time something goes wrong. An instructor

felt so proud of it because I knew that I had done it myself with minimal assistance. The process of working through problems on your own replicates the experience of engineer, rather than a student.

In addition to their projects, Bluestamp students create a personal website over the course of the program. This website includes pictures, descriptions of their steps and challenges, and most importantly, videos of them discussing their accomplishments and challenges over the course of their projects. These videos are an important component of the Bluestamp experience, as students can document their

will not help until the student has tried three different ways to fix the problem.

The internet is an important part of this process -- online videos and tutorials are helpful for solving problems, and sometimes a quick Google search provides an answer more quickly than asking an instructor would. With this methodology, students leave the program with the necessary skills to continue creating their own projects once the program is over. When I first heard about this, it seemed slightly daunting, but over the course of the program I came to understand the benefits of this approach--it teaches students to persevere and overcome challenges creatively. When I finally finished my project, I

steps and then reflect upon them later.

Creating the videos also helps students practice public-speaking skills and ensures that they understand their projects well enough to explain them to others. Students also have a lab notebook that they update daily with a less formal documentation of their daily objectives, accomplishments, efforts, next steps, and more.

The Bluestamp environment is very lively and welcoming. The students (about 20 in each of the two rooms) encourage each other and are aware of the challenges each person is going through with his or her project throughout the six weeks. The labs are filled with laughter and conversation about every topic from

coding languages and tools to standardized tests and school to current events and weekend plans. The college-aged instructors (about 5 per room) also contribute to this atmosphere, offering advice about projects and joining the conversations.

Every day, there is a lecture from 12:30-1:00. Sometimes, one of the instructors teaches something code-related, but often, there are guest speakers, all of whom have roles in the engineering world. They discuss their career paths, and ideas for high school and college students who are aiming for an engineering career. These lectures allow Bluestamp students to learn not only how to engineer, but also about potential careers.

The program culminates with a Parent Showcase, where each student presents their project and explains how they built it. The showcase allows each student to exhibit their finished project after six weeks of hard work and helps them articulate their experiences.

Bluestamp is generally a half day program (either 8:30-1:00 or 12:30-5:00) that runs for six weeks, but there is also an option to do the program for only two weeks if you have conflicting summer plans. Several students, including myself, were only able to do the program for two weeks and simply adapted their projects accordingly.

Some students who attend Bluestamp have been interested in engineering their entire lives, but for many, this is their first experience with engineering. Overall, Bluestamp is a great place to learn engineering skills, think about potential career paths, and enjoy creating something on your own.

Features 4

The Rampage

Summer 2017/Tamuz/Av/Elul 5777

Welcoming New Teachers Rabbi Asher Becker Courses This Year: Talmud and JLT. Hailing From: I'm originally from Elizabeth, NJ, and I now live in Teaneck. I just finished up YU Semicha and I'm excited to be starting to teach at Ramaz, my first school.

Hobbies: I love baseball, and I'm a big Yankees fan.

Fun Fact: I was on NCSY Kollel for 9 summers, until this past summer which I spent in Camp Morasha.

Most Excited For at Ramaz: I am super pumped to get to know everyone, and to start teaching.

Dr. Sarah Dunitz Courses This Year: 10th grade World Jewish History and 11th grade US History.

Hailing From: I am from London, England. I recently completed a PhD in US History at Columbia University.

Courses Previously Taught: While at Columbia, I assisted in teaching and lecturing for various history courses.

Hobbies: I enjoy visiting art museums, going to see independent films, and I occasionally indulge in watching reality TV (sssh, don't tell anyone). I also like hanging out with my adorable 3-year old son, Alfie.

Fun Fact: My husband is a proud alumnus of the Ramaz Upper School.

Most Excited For at Ramaz: I am excited to teach history! I am eager to embark on the challenging and imaginative feat of historical study with such a thoughtful, engaged, and inquisitive student body.

Rabbi Ezra Frazer Courses This Year: Tanach. I am also excited to coach the Chidon HaTanach club at Ramaz.

Hailing From: I am from Teaneck. I taught at YU for the last 6 years and before that at TABC. I also ran the US Chidon HaTanach for 7 years.

Courses Previously Taught: Biblical Hebrew and many Tanach courses (Bereishit, Shemot, Bamidbar, Melachim, Yeshayahu, Yonah, Esther, Rut).

Hobbies: Following current events and politics here and in Israel, watching NFL games (I'm a lifelong Giants fan).

Fun Fact: I once played a game of curling in an offical curling ice rink (no, I'm not Canadian).

Most Excited For at Ramaz: I hope to enpower students with the skills to learn Tanach independently and to appreciate its centrality to our Jewish lives.

Rabbi Ysoscher Katz Courses This Year: Philosophy and Jewish Thought. (I am teaching at Ramaz part-time and will also be teaching at YCT Rabbinical school).

Courses Previously Taught: Talmud, Chassidut, Theodicy, and Halacha.

Hobbies: I love taking late-night walks on the Tel Aviv boardwalk. (We spend two months every summer in Tel Aviv). I am also a cinephile.

Fun Fact: I watched all three Godfather movies in one sitting.

Most Excited For at Ramaz: The passion, enthusiasm, and the striving for perfection

Continued "New Teachers at Ramaz..." page 6

Summer 2017/Tamuz/Av/Elul 5777

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City of Light

Zachary Buller ’20

The Jerusalem Development Authority organized the 9th Annual Festival of Light in Jerusalem this summer. In this special two-week event, visitors had the opportunity to walk through the ancient streets of the Old City while experiencing new innovations in technology and art through incredible light presentations created by artists around the world.

I entered the Old City at around 8 PM through the Mamilla Mall and stood outside the Jaffa Gate, eagerly awaiting the projected video on the towering outside walls of the Old City. The film depicted the more than 2000-year history of Jerusalem in under 15 minutes. After watching the film, I walked through the illuminated streets of the Old City. The Cardo in the Jewish Quarter featured “Spinning Tops,” a

"Jerusalem truly represented what Israel is today--a juxtaposition of rich history and technological advances."

creation by Israeli artist Amir Zobel. In this exhibit, lights arranged in the shape of spinning tops turned on and off in a certain pattern, creating the illusion that the lights were spinning. On the pathway towards the Jewish Quarter, Dundu, a 10-foot tall puppet of lights created by a collaboration of German artists, walked alongside people. Another

Features 5

Teaching English as a Foreign Language: A Summer in Laos Natalie Kahn ’19

Solaris light show on the walls of the Churva Synagogue, Jerusalem highlight of the even was a giant, 32-foot wide moon created by two Chinese artists.

The most inspiring attraction at the Festival of Light was Solaris, the light show projected on the walls of the Churva Synagogue.

Visual Support, the Polish multimedia art company that created the show, intended to have the light serve as the “narrator, director and actor” of the presentation. The Festival of Light in the Old City was an incredible experience, where Jerusalem truly represented what Israel is today--a juxtaposition of rich history and technological advances.

Natalie Kahn ’19 teaches English to the staff at Lao Friends Hospital for Children

This summer, I spent a week in Laos teaching English to the staff at Lao Friends Hospital for Children. Located in the city of Luang Prabang, it is considered to be the country’s best children’s hospital. This prestige is largely due to its foreign volunteer doctors and nurses, most of whom are from the USA or Australia, who come to train the medical staff.

Because of the many international staff members working at the hospital, it is important that the staff be proficient in the English language. “We’re not trying to be patronizing; we’re just being honest: English is the key to medicine,” said a volunteer doctor.

Every doctor, nurse, therapist, and administrator in the hospital must take at least one English class a week, organized based on levels (pre-beginner, beginner, elementary, pre-intermediate, and intermediate).

Interestingly, many opt for extra classes, especially one-on-one lessons. The staff at the hospital shows a genuine desire to learn new words and practice their English. A communications volunteer remarked, “Everyone loves English class! It’s one of the staff’s favorite parts of the day.”

Over the course of the week, I worked as a teacher’s assistant to two employed teachers. The typical day would begin at 8:45 and end at 5:15.

Classes would range from 1 to 10 people, and the staff would learn a variety of subjects, including

grammar, reading, medical vocabulary, and research, and would also integrate them. For instance, students would label the parts of the respiratory system and learn each part’s function. Then, once they mastered that, they would study a respiratory problem, such as pneumonia or bronchiolitis, and present their research in English.

"...It is impossible

not to gain per-

spective from such

experiences."

Nearly every day at four o’clock in the afternoon, I would lead a few English games downstairs, either in the IPD or the main corridor, such as charades, bananagrams, or “never have I ever.” Sometimes, young patients would come and watch us play or even join us.

Teaching was a great challenge, especially because I didn’t speak much Lao, with the exception of a few basic phrases, like “sabaidee” (hello), “khob chai” (thanks), and “chao su jang?” (what’s your name?). Often, I’d have to resort to drawing pictures on the board, charades, or Google Translate. Even so, it was gratifying to know that I’d be helping staff in their work and therefore sick children in their treatment.

One of the most common ailments at the hospital is malnutrition.

Sticky rice, a cheap staple in a Laotian diet, lacks many of the necessary nutrients

and has a very high sugar content. Food poisoning is also common, due to platters of food left sitting in the sun for hours. Another all-too-frequent occurrence involves motorbike accidents. Most people don’t have cars in Luang Prabang, so they ride motorbikes instead. There is a law stating that everyone must wear a helmet, but it is almost never enforced. People bring their helmetless babies on motorbikes while looking at their phones and driving at the same time.

I plan to volunteer again at the hospital, because it is impossible not to gain perspective from such experiences. I appreciate not only being born

in a country with good medical treatment and a strong education system, but also having English as a first language, a language that is so vital and can be difficult to learn.

The Battery Dance Festival Basia Fellner-Dublin ’20

The Battery Dance Festival, the longest-running free public dance festival in New York City, has been connecting with the world through dance since 1982.

Located in Downtown Manhattan, this celebration of dance draws an audience of over 12,000 people each summer. The festival consists of many different styles of dance, as well as international performers and dance companies from all around the world. From August 13 to August 18, for two hours each day, this dazzling performance took place in the Robert F. Wagner Jr. Park in Battery Park City, with a backdrop of the New York Harbor. The closing event occurred at the Schimmel Center at Pace University on August 19.

On August 15, the Battery Dance Festival’s ninth edition of Indo-American

Arts Council’s Erasing Borders Festival of Indian Dance (IAAC) took place. This Erasing Borders Festival showcased world-

wide dancers that practice or are inspired by dance from India. Artists in the IAAC Erasing Borders Festival included Raji-

ka Puri and Viraja and Shyamjith Kiran from Chennai, India, Sruthi Mohan and Dimple Saikia from Guwahati, India, Aakansha Maheshwari and Malini Taneja, Kalamandir Dance, and Kalanidhi Dance.

As one of America’s leading cultural ambassadors, Battery Dance Festival strives to make all types of dance available to everyone. For five days, Battery Dance offered a workshop that allowed anybody interested in dance to learn some of the many styles performed at the festival, such as contemporary, Indian, African, and improvisational dance. Dance companies from the Dominican Republic, Spain, Belgium, Botswana, and the USA taught at this workshop, with the teachers encouraging creativity and connection to help each dancer to learn and grow as an artist.

Summer 2017/Tamuz/Av/Elul 5777

The-rampage.org

Features 6

New Teachers at Ramaz

continued from page 4

Mr. Jesus Perea

Courses This Year: French (First Year, Second Year, Third Year, Fourth Year, and Honors).

Hailing From: I was born in Switzerland and grew up in Spain. My last job was teaching in Beijing Huija Private World IB school.

Courses Previously Taught: French, Spanish, and Physical Education.

Hobbies: I enjoy game design.

Fun Fact: I've lived in six different countries.

Most Excited For at Ramaz: I'm excited to get to know the Ramaz community.

Mr. Eli Vovsha Courses This Year: Honors Computer Science and Algebra II. Courses Previously Taught: Various math and computer science courses at Columbia University.

Hobbies: Chess and soccer.

Fun Fact: Served as an advisor on the film "The King's Pawn."

Most Excited For at Ramaz: The challenge of teaching and developing the computer science courses and curriculm.

Rabbi Josh Blaustein Courses This Year: Physics and Chemistry

Courses This Year: Spanish

Dr. Fabio Nironi Courses This Year: Math

Dr. Mercedes Fernandez-Asenjo Ms. Yael Sterental Courses This Year: Biology

Exploring the Arts at BIMA

Rachel Araten ’20

As I was looking for something both fun and educational to do over this past summer, I specifically wanted to focus on some of my hobbies to which I was unable to allot much time during the school year. BIMA, a Brandeis Precollege Program, met my criteria. BIMA is a program devoted to the arts, and it is dedicated to helping high school students explore their artistic side as well as their Judaism. Many different forms of art were embraced in the program: participants chose to study either creative writing, theater, visual arts,

choral music, or instrumental music. I participated in the visual arts portion of the program and developed skills in many artistic media and materials. Despite the differences in areas of interest, the participants felt very close and united because of their shared appreciation for the arts.

The first two weeks of the program were filled with guided instruction and assignments to help us strengthen our skills.

During the final two weeks, we each developed a final project which reflected all of the skills on which we had been working.

In addition to the artistic training that the program offered, it also concentrated on connecting to Jewish texts and culture.

The program was pluralistic and brought together Jews from many different backgrounds. We all worked together to plan Shabbat activities, and we applied Jewish texts (specifically the book of Jonah) to areas of art as part of the Artists Beit Midrash.

The program fostered a sense of community and camaraderie that helped me to grow as an artist as well as an individual.

An Interview with the Junior Class Presidents

Harry Shams ’19

With significant changes taking place at Ramaz, many students have found themselves in search of a new and effective student government to ensure that their interests remain relevant to the administration. Luckily for juniors at Ramaz, their new presidents plan on doing just that.

Tom Shemia ’19 and Isaac Merkin ’19 won the junior presidency in a tight race. The two have made it clear that they plan on reviving the position of class president and making their time in office extremely productive. I had the chance to speak with the two newly elected class presidents about what they hope to accomplish during their time in office.

"Basically, I want to get things done."

-Tom Shemia '19 What motivated each of you to run for class president?

Tom: I ran because I saw that nothing seemed to ever get done. Class presidents made promises, but once

they got elected the only thing they did was make a Dvar Torah on Shabbaton. I’m not saying I’m going to make crazy changes; I just want to prove that the presidency isn’t just a title people use to enhance their college resumes. Basically, I want to get things done.

Isaac: I ran because I felt and still feel well equipped to handle all the duties that come along with being class president. I love Ramaz, I love my grade, and I believe that I have a good relationship with the faculty.

Isaac, do you think you and Tom will make an effective team?

Isaac: Tom and I have known each other for a long time and I think we’ll be able to work together very well. In fact, we pretty much have identical views on school politics--from how test schedules should be made to Shabbaton activities. We’re also both on the basketball team, which means we’re both pretty adamant about representing the needs of sports-team members.

What is one issue each of you will work to resolve?

Tom: I’m going to work towards expanding junior privileges. Last year, sophomores were granted privileges, but with way too many constraints. One of my goals is to ensure that juniors are able to leave school for lunch when they want.

" One of my goals as president is to rejuvenate the juniors with a newfound sense of pride in the fact that they go to Ramaz." -Isaac Merkin '19

Isaac: I think the juniors have lost their sense of school spirit. One of my goals as president is to rejuvenate the juniors with a newfound sense of pride in the fact that they go to Ramaz. I plan on doing this by encouraging the GO to produce more free merchandise- like the sweatbands they gave out at the end of last year.

The Rampage Ramaz Upper School

New York • Volume 51 • Issue I • Summer 2017 • the-rampage.org

Editors-in-Chief: Rebecca Araten* Abigail Huebner* Julia Levi* Associate Editor: Naomi Freilich* Layout Editor: Netanel Kamel* Online Editors: Netanel Kamel* Derek Korff-Korn* Faculty Advisor: Dr. Milowitz Contributing Writers: Rachel Araten Zachary Buller Basia Fellner-Dublin Natalie Kahn Hadley Kauvar Josephine Schizer Harry Shams Yasmine Sokol 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. *

Arts& Entertainment The Rampage • Summer 2017

Harry Shams ’19

From Baywatch to The Dark Tower, moviegoers this summer found themselves plagued by a series of disappointing film-flops.

Baby Driver, in many ways, was expected to be no different from its counterparts. The cast was talented, but not star-studded enough to bring people running to the theater. The plot seemed interesting, but the “getaway” driver is a recycled character. That being said, viewers were shocked to hear that critics were praising the movie for its ingenuity and originality, with the film receiving a critical rating of 94% on the movie aggregator Rotten Tomatoes.

Baby Driver Review With critical praise backing the action flick, Baby Driver soon became a summer hit among audiences. So, what exactly is it that makes Baby Driver so good?

For starters, the secret weapon is actor Ansel Elgort.

Elgort was catapulted to stardom after playing Augustus Waters in the film adaptation of The Fault in Our Stars. With Baby Driver, he makes his action debut. Briefly stated, Elgort plays the part of Baby with complete accuracy.

While the getaway driver is a historically shallow character, Elgort adds depth and emotion to Baby in a truly original way.

He makes the viewer relate to Baby, and

Hadley Kauvar ’19

This summer, Christopher Nolan brought audiences the next great World War Two film in Dunkirk. The two-hour film tells the story of the evacuation at Dunkirk, a near-miraculous event in 1940 that saved the lives of over 300,000 soldiers trapped on the beaches of Dunkirk, France after the German victory. Rather than the usual story of heroism and morality in the face of evil, Nolan’s is one of survival, and the limits men will push to achieve that end.

The plot follows a non-linear narrative split be-

by the end of the movie, you will be left feeling as if his

of the movie revolves around car chases and long action se-

story is your story.

The movie had another incredible aspect: the soundtrack. Much

quences, which, on their own, are already exhilarating. However, the entire movie is set to a playlist of ‘70s

and ‘80s music, similar to the soundtrack of Guardians of the Galaxy. Throughout the movie, we see Baby fiddle around on his iPod, picking songs that perfectly fit the mood of the scene. This technique of having the protagonist pick the music played throughout the movie makes for an entertaining, and highly Shazam-able, experience.

A final component makes the movie a true success: the screenplay. The movie is filled with sharp, fast dialogue.

The characters of Doc and Bats (played

by Kevin Spacey and Jamie Foxx, respectively) offer particularly witty lines throughout the

movie. In one scene, Bats advises Baby to stay emotionally unattached to anyone and everyone he meets. Otherwise, he would only be jeopardizing his career as a getaway driver, along with his life.

Pointing his gun at Baby, Bats then wittily says: “The moment you catch feelings is the moment you catch a bullet.”

In an age where “horrible” to “just passable” movies are becoming the norm in Hollywood, it is good to know that there are still devoted and imaginative filmmakers working to produce some quality films. Baby Driver is one of them.

Dunkirk Review tween three areas: a week on the beaches, a day at sea, and an hour in the air. On the beach, we follow a trio of soldiers who are little more than frightened boys as they repeatedly attempt to sneak onto evacuation ships. The Germans are a barely seen enemy; rather, the noise of their airplanes and bombs assert their presence. An elderly British sailor (Mark Rylance) is accompanied by his son Peter (Tom Glynn-Carney) and Peter’s friend George (Barry Keoghan) as he sails his small pleasure boat to Dunkirk to aid in the

evacuation. Other characters include Cillian Murphy as a shell-shocked soldier and Tom Hardy as Farrier, an RAF pilot.

The film is light on dialogue; Nolan prefers closeups of the actors’ faces to provide emotional resonance. In a two-hour movie this technique seems overused and makes the film feel slower. However, other aspects of Dunkirk make up for this. Its accurate portrayal of the early days of World War Two is unparalleled. While Dunkirk requires a bit of patience, it is absolutely a movie worth watching.

Charlie and the Chocolate Factory Review

Rachel Araten ’20

This past summer I went to see Charlie and the Chocolate Factory on Broadway. This show sparked an interest in me because the movie had been a childhood favorite of mine, and my parents had always referenced it in passing. The show included the classic songs from the movie, such as “The Candy Man,” as well as new additions. The plot of the show is extremely entertaining and is perfect for all ages; it follows the story of Charlie Bucket, an underprivileged boy, who desires a golden ticket that will allow him

to tour the candy factory of the mysterious Willy Wonka, who is played by the talented and Tony Award-winning actor Christian Borle. In addition to the incredible acting, the show also has elaborate scenery, using both technology and color.

The musical really focused on the idea of imagination and creation, which, as an artist, I found to be very inspiring and motivating. I would recommend the show to anyone who is interested in something fun, creative, and high in energy.

Summer 2017/Tamuz/Av/Elul 5777

The-rampage.org

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Students and Faculty Watch the Eclipse!