Yeshivah of Flatbush Joel Braverman High School 2024 Summer Scholars Program Student Anthology

YESHIVAH OF FLATBUSH

JOEL BRAVERMAN HIGH SCHOOL

SHIFRAHANONPATHFINDERSDEPARTMENT

SCHOLARS SUMMER PROGRAM

STUDENT ANTHOLOGY

YeshivahofFlatbushJoelBravermanHighSchool

The Shifra Hanon Pathfinders Department Summer Scholars Program is a unique opportunity for students to undertake an independent research project in a field of their choosing. The program empowers students to take ownership of their learning while creating a tangible product that can be continuously built upon.

This summer, nine students were accepted into the program and dedicated their time to research and create independent projects. The students were paired with appropriate mentors in their respective fields of interest; the mentors guided the students throughout their research, oering them invaluable advice and feedback.

We are so proud of our summer scholars students and are impressed with the incredible work they completed. We are thrilled to share their projects with you in this anthology and hope you enjoy their accomplishments!

Rabbi Joseph Beyda Head of School

Ms. Esther Hidary

Associate Principal

Rabbi Yigal Sklarin

Associate Principal

Dr. Michael Atlas

Associate Principal

Rabbi David Galpert

Assistant Principal

Ms. Doris Anteby Director of Pathfinders

Ms Emily Anteby

Summer Scholars Program Coordinator

CharlesArazi(HS‘26)

Research&ProcessPaper

Everyoneknowsexerciseoffersphysicalbenefits,butwhataboutitspsychological benefits?Studiesshowthatexercisecansignificantlyincreasebrainfunction.Forinstance,many proteins,nutrients,andevenareleaseofendorphinscanflowthroughoutthebrain.Thisis accompaniedbyincreasedbloodcirculationtothebrain.Theendorphinsandhormonesreleased byexerciseofferapersongreatpsychologicalbenefits,suchasbettersleep,agreatersenseof pleasureandhappiness,alongwithlessstressandanxiety(“HowDoesExerciseAffectYour Brain”).Additionally,exercisecanimproveacademicperformancebyenhancingshort-and long-termmemory,whichresultsfromtheincreasedreleaseofdopamine,noradrenaline,and serotoninduringexercise(DishmanandO’Neal).

Inanexperimenttestingdopaminelevels,ratsthatwereengagedineightweeksof food-reinforcedrunning-wheelexerciseshowedincreaseddopaminelevelsinthebrain. Additionally,therewasacompensatorydown-regulationofdopaminereceptordensities, indicatingthebrain’sadaptiveresponsetohigherdopamineavailability.Thisstudyshowsa correlationbetweenexerciseandincreaseddopaminelevels,highlightingitsbenefits(Dishman andO’Neal).Inanotherexperimenttestingstresslevels,animalswereexposedtoinescapable tailshocktosimulatestress.Thosethatunderwentsixweeksofwheelrunningexhibitedreduced stress-inducedneuronalactivationinthelocuscoeruleus(abrainregioninvolvedinthestress response).Thisreductionwaslinkedtoanincreasedexpressionofgalanin,aneuropeptidethat helpsmodulatenorepinephrinereleaseandstressresponse(DishmanandO’Neal).This

informationdemonstratesthatphysicalactivityisassociatedwithlowerandhealthierstress levels.

Theeffectsofexerciseonserotoninlevelswereexaminedindifferentcontexts.For instance,fourweeksofmoderatetreadmillexercisereducedserotoninlevelsinthehippocampus withoutaffectingitsmetabolism,whilesevendaysofhigh-intensitytreadmillexercise significantlyincreasedserotoninlevelsinthesameregion.Theseexperimentshighlightthe variableeffectsofexerciseintensityanddurationontheserotoninsystem(Dishmanand O’Neal).Additionally,theincreaseinserotoninlevelshasalsobeenshowntoleadto better-qualitysleep,resultinginelevatedenergylevels(“HowDoesExerciseAffectYour Brain”).

Ina2024study,thefollowinghypothesesweretested:Canphysicalexercisebehavior positivelypredictpsychologicalresilience?Doessocialsensitivityandtheneedtobelongplaya mediatingrolebetweenphysicalexercisebehaviorandpsychologicalresilience?Toaddress theseinquiries,1,106studentsfromShandongProvinceinChinawhomettherequirementswere surveyedonascaleof1to5,withhigherscoresindicatingastrongersenseofthetrait.The studyfoundasignificantrelationshipbetweenphysicalactivityandhigherpsychological resilience,socialsensitivity,andtheneedtobelong(“TheEffectsofPhysicalActivityonSocial Interactions”).

Inanattempttodetermineifexerciseplayedaroleintrustworthiness,anexperimentwas carriedout.Participantswererandomlyassignedtooneoftwogroups:eitheragroupthat exercisedoragroupthatdidnotexercise.Theparticipantsthenengagedinmultipletrust-related gamesandtasks.Theresultsindicatedacorrelationbetweenparticipantsintheexercisegroup

andhigherlevelsoftrustworthiness,suggestingthatexerciseisassociatedwithincreased trustworthiness(“TheEffectsofPhysicalActivityonSocialInteractions”).

Inpreparationforthisresearch,Irecentlyinternedataphysicaltherapist’soffice.I’ve acquiredasubstantialamountofnewknowledgethatisrelatedtothisproject.Seeingand helpingthosewithphysicaldamageandtemporaryimpairmentsbroughtanewperspectiveto thisproject.Whentreatingthesepatientswithdifferentmovements,itbecameevidentthatthose withdamagedmusclesoftenstruggletofeelthatmuscleandinsteadfeelpainwhentryingto exertenergywithit.Byobservingpatientsduringexercises,Inoticedthatinsteadoffocusingon heavyexercises,weprovidedthemwithlightexercisesthatinvolvedlargerangesofmotion, whichdidnotheavilyfatiguetheirbodies.Additionally,attheendofeverysession,wefocused onmassagingtheaffectedareatoincreasebloodflowandstimulatethemuscletoaidinthe recoveryprocess.

Asyoucansee,fromboththeresearchandmypastexperiences,exercisenotonly improvesmentalhealthbutalsoofferssignificantphysiologicalbenefitssuchasreducingstress, enhancingmemory,promotingbettersleep,andmuchmore.Moreover,itcanenhanceaperson’s sociallifeonadailybasis.

Bibliography

-"TheEffectsofPhysicalActivityonSocialInteractions:TheCaseofTrustand Trustworthiness."*SAGEJournals*, https://journals.sagepub.com/doi/10.1177/1527002517717299.

-"HowDoesExerciseAffectYourBrain?"*DanaFoundation*, https://dana.org/resources/how-does-exercise-affect-your-brain-grades-6-8/#:~:text=When%20yo u%20exercise%2C%20your%20body.

-Dishman,R.K.,&O'Neal,H.A."ExerciseBenefitsBrainFunction:TheMonoamine Connection."*NationalCenterforBiotechnologyInformation*, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4061837/.

-"ExerciseandStress:GetMovingtoManageStress."*MayoClinic*, https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/exercise-and-stress/art -20044469.

THE PSYCHOLOGY OF YOUR EXERCISE

A study in the Journal of Sport and Exercise Psychology (2015) revealed that exercises like shadow boxing improve assertiveness and stress tolerance by enh ancing an individual’s ability to face and manage challenging situations .

A 2019 study published in Sports Medicine showed that exercises that require coordination, such as jump rope, help develop mindfulness and emotional control, improving social interactions by fostering self-awareness .

A 2020 study from the Journal of Behavioral Medicine noted that high-intensity, bodyweight-based exercises like burpees can increase self-effic acy and perseverance, traits that translate into better resilience in social situations.

A 2020 study in Journal of Applied Physiology highlighted that exercises requiring significant effort and technique, such as pull-ups, help build perseverance and problem-solving skills.

Individuals who engage in challenging workouts often develop a stronger sense of determination and adaptability, which can positively impact the ir social interactions.

A study published in Psychology of Sport and Exercise (2018) in vestigated the effects of strength training on self-discipline and perseverance. The study found t hat exercises like Bulgarian split squats, which require balance and endurance, can enhance self-d iscipline and determination.

Participants who performed such challenging exercises demonstra ted improved goal-setting abilities and persistence in both fitness and other areas of th eir lives. This can translate to more reliable and determined behavior in social contexts, as individ uals develop greater self-control and commitment through their workout routines.

A 2018 study published in the Journal of Strength and Conditioning Research found that strength training exercises, especially compound movements like deadlifts, significantly increase selfefficacy and self-confidence. These exercises provide a sense of accomplishment and control, which translates into greater confidence in social settings and improved leadership skills. Lifting heavy weights triggers the release of endorphins and increases testosterone levels, both of which are linked to heightened confidence. The study observed that individuals who regularly engaged in strength training reported better social interactions and an increase in self-assuredness when taking on leadership roles or engaging in group tasks.

BULGARIAN SPLIT SQUATS

SarahChetrit(HS‘25)

ProcessPaper-DécouverteFrançaise

LearningFrench,oranylanguage,canbechallenging,especiallywhenit'snotpracticed regularly.However,creatinganengagingandinteractivewaytobuildskillscanmakethe processmoreenjoyableandlessdaunting.Myproject,"DécouverteFrançaise,"isan educationalboardgamedesignedtohelplearners,atanyage,acquireFrenchvocabularyand grammarwhilestillhavingfun.Thegameencouragesparticipantstolearnthroughplay,offering ahands-onapproachtolearningFrench,ratherthanusualmethodsthatcanbeboring,like memorization.ThisprojectbuildsuponmyworkinSummerScholarslastyear,whereIcreated awebsitethatservesasaguideforparentsraisingbilingualchildren.Guidedbymymentor,Mr. Weinstein,Itookonthechallengeofdesigningandcreatingaboardgame,handlingevery aspectfromdrawinganddesigningtosendingittoamanufacturerforproduction.

BothofmyparentsspeakFrenchastheirfirstlanguage,andtheynaturallyincorporated itintomyfamily'sdailylives.However,eventhoughIcouldunderstandFrenchfluently,Ifound myselfstrugglingtospeakitwithconfidence.Asaresult,Irealizedthatmanypeople,likeme, mightbenefitfromatoolthatcouldhelpthemconnectmoredeeplywithFrenchandstrengthen theirskills.SpeakingFrenchisnotjustalanguageforme,butaculturetoo.Ithasallowedmeto connectwithmyfamilyandheritageinmeaningfulways.However,Iknewthatformanypeople, thisconnectionmightfeeloutofreachiftheystrugglewiththelanguage.That’swheretheidea formyboardgamecamefrom:Iwantedtocreatearesourcethatwouldhelppeoplelearn Frenchinawaythatwasaccessible,adaptable,andenjoyable.Thegoalwasnotonlytoteach vocabularyandgrammarbuttocreateasenseofconnectiontotheFrenchlanguageand culture.

Wherelastyear’sprojectwasfocusedonprovidingguidancetoparents,thisyear’s projectshiftsthefocustothelearnersthemselves.Theboardgameencouragesactive participation,makingthelanguagelearningprocesslessintimidatingandmoreinteractive.The foundationofmywebsite—helpingchildrennavigatebilingualism—isstillverymuchpresentin thisnewproject,but"DécouverteFrançaise"isdesignedtoreachabroaderaudience,including peoplewhowanttostrengthentheirFrenchskillsorreconnectwiththeirheritage.

Fromtheinitialideatothefinalproduct,theprocessofcreatingmyboardgameinvolved manystagesofdevelopment,eachwithitsownsetofchallengesandlearningexperiences.The firststepintheprocesswasbrainstormingtheoverallstructureofthegame.IknewthatI wantedthegametobefunandeducational,withafocusonbuildingvocabularyandgrammar skills.Toachievethis,Idecidedtoincludetwotypesofchallengecards:vocabularycardsand languagedevelopmentcards.Thevocabularycardsaredesignedtointroduceplayerstonew words,whilethelanguagedevelopmentcardsfocusonmoreadvancedgrammarandsentence structure.Playersreceivehousesforansweringquestionscorrectly,whichtheycanthenuseto buildcities.ThesecitiesarenamedafterreallocationsinFrance,whichhelpsplayerslearn Frenchgeographywhileenhancingtheirlanguageskills.Next,Idesignedtheboarddigitally,

drawingtheelementsbyhandonmyipad.Ittookseveraltriestogetthedesignjustright.I wantedtheboardtobevisuallyappealingandeasytonavigate,withoutbeingtoocomplicated oroverwhelming.Oneoftheuniqueaspectsof"DécouverteFrançaise"isthatitevolveswiththe player.AslearnersbecomemoreconfidentintheirFrenchskills,theycanswapouttheinitial vocabularyandgrammarcardsformoreadvancedones,makingthegameincreasingly challengingandbeneficial.Thisadaptabilityensuresthatthegameremainsusefullong-term. Afterfinalizingthedesign,Isentthedigitalfilestoamanufacturertoproducethephysicalgame.

Creatingmyboardgamehasbeenarewardingandeducationalexperience,allowingme tocombinemypassionforFrenchwithmydesiretohelpothers.Thegameprovidesafun, interactive,andadaptablewayforplayerstoimprovetheirFrenchskills,whilealsodeepening theirconnectiontotheirheritage.Thisprojectbuildsuponthefoundationlaidbymyworklast year,anditrepresentsacontinuationofmycommitmenttosupportingbilingualismand languagelearning.

SarahChetrit

“DécouverteFrançaise”BoardGameSample

ResearchPaper

Inthesportsworld,oneofthemostunderappreciatedtoolsisthementalstateofaplayer.

Nerves,or“yipps,”cancauseaplayertomakevariouserrors.Ontheotherhand,aplayerwitha calm,cool,andcollectivementalapproachisabletoexecutetheirgameplanfarmoreefficiently.

TakeitfromtheundisputedGOATofAmericanFootball,TomBrady.Brady,aplayerknownfor beingmentallystrongjustasphysically,said,“Theonlywaytogetbetteristolookatyourself, evaluateyourperformance,andpreparementallyaswellasphysically.”Howevertruethisisfor aquarterback,it'struetwofoldforabaseballplayer.Inthesportofbaseball,itisextremely difficulttosucceed.Inanysport,a30%successratingisabysmal.Inbaseball,abattingaverage of.300canputyouinconversationforanMVP.Mentally,it'sextremelydifficulttocometo termswiththisbrandofsuccess.Itcausesplayerstoexpecttoomuchfromthemselves,causing themtogoonadownwardspiral,losingconfidence,andeventuallygivingup.Thisresearch paperismadetoshowvariousdifferentformsofmentalpreparationaplayercanusetobeready forgameday,aswellasalternativesfortheyouth.

Firstly,itisalwaysimportanttogetagoodnight'srestpriortoabiggame.Goodsleep providestimeforphysicalrecoveryaswellasacalmmentalstate.Wakingupthroughablaring alarmcouldcauseproblems,soit'simportantthataplayerwakesupinacalmmanner.

AccordingtotheChildren’sHospitalofColorado,agoodnight’ssleephelpsmusclememory. Thisimprovementhelpssportsplayersespeciallyduetotherigidandexactmovementsneeded whenplayingbaseball.Thisappliestoyouthplayersaswellasadults.TheChildren’sHospitalof Coloradorecommends8-9hoursanight.

Priortoagame,musiccanbehelpfultoaplayer.Nervescanbegintohitbeforeabig game,especiallyinthecaroronthebus.Musiccanhelpcalmnerves.Itisimportantthata playerunderstandshisownpersonalityandplaystyle.Aplayerwhoplaysbetterampedupand hypedisbetteroffplayingloudandfastpacedmusic,withbigbassandrhymes.Thiswillgetthe playerreadyforthegame,andreadytoplayhisgamehisway.Aplayerwhoplaysbetterina “flowy”stateofmind,whilecalmandcool,shouldlistentoslower,coolersongs.Thisissothat theplayercanunderstandthathewillplaythegamehowheneedsto.Playerslikethisareableto takeoveragamewhencalm,andthemusichelpsthemgetthere.TheArizonaStateUniversity GlobalSportInstitutewritesabouttheimprovedmentalstateofanathletethroughmusic. Throughstudies,theydeterminedthat“Musicoffersavaluedcompanion,helpsprovidea comfortablelevelofactivation,andapositivemood.” Foryouthplayers,aparentshouldplaya songtheylike,butmorespecifically,asongthattheycanenjoyandsingalongto.Thissinging calmsthenervesofayoungplayer,andmakesthemfeelcomfortableregardlessoftheresultof thegame.

Anotherstepwhichcanbetakenbyathletesarecalmingmeditationrituals,suchas breathingexercises,starstretches,andtheflowstate.Breathingexerciseshelpcalmthemindof anervousathlete.Healthline.comwritesaboutamethodcalledtheboxmethod.Thismethod consistsofbreathinginfor4seconds,holdingfor4seconds,releasingfor4seconds,andholding therefor4seconds.Thisritualcalmsnervesandhelpsanathletefeelmoreconnectedtothe gameahead.Secondly,aplayercandostarstretches.FormerMLBplayer,andcurrentfamous onlinebaseballcoach,RobertAnthonyCruz,otherwiseknownasCoachRAC,recommendsthis stretchingtechnique,andswearsbyitcompletely.Hesaystolayonthefloor,legsandarms completelyoutstretched,breathinginandoutfromyourbelly.Similarlytothepriorexercises,

thisexercisehelpsyouplugintothetaskahead,andcalmsnervesfromoutside.Third,andmost intriguingly,theflowstate.Thismeditationexperienceissettotrulyhaveyoureset.Thegoalis tofeellikenothingelseisimportant,onlytheballgameahead.FormerArizonaCardinals offensivelinemanJaredVeldheerusedtousethistechniquepriortoallofhisgames,andshared theideaviainstagram.Hesaystobegin,breatheinandoutslowlywithclosedeyes.Asyoukeep going,yourbreathsshouldbecomeslowerandslower.Whenyouareready,youshouldopen youreyes,andfeeleverysenseyourbodyhastooffer,likeyouareanewbornbaby.Smellthe smellsyounevernoticed.Feelthesolesofyourfeetconnectingwiththeinsolesofyourshoes. Seeallofthecolorsaroundyou.Thismethodiscalledthenewbornmethod.Withachild, althoughitmaybedifficulttogetthemthisfocused,trytodoitwiththem,andwalkthem througheachstep.

Rightbeforegametime,anathleteshouldgrabapenandpaper.Utilizingajournalasan athleteisessentialtoacontrolledmentalstate.AccordingtoWritingAthletes.com,ajournalcan provideathleteswithanoutletforgoals,thoughts,questions,andaplacetogetdeeppriortoa game.Aswithmostoftheotherpreparations,thiscanhelpanathletetrulydialin.Forayounger athlete,itmaybedifficulttowriteinajournalontheirownaccord.Aparentshouldprobethem fortheirfeelings,andhavethemdoasemirant,whilealsospeakingaboutgoals.Forayounger athlete,it'simportanttogetthingsoffoftheirshoulderspriortoanimportantgame.

Asanathlete,itisalsoimportanttohavementalsupportinthegame.Whileyourcoaches canhelp,theycan'talwaysbethereforyou.It'simportantthataplayercanbeconfidentenough totalktothemselvesthroughoutthegame.Havingyourselfasacompanioncanactasacalming agent,orevenaconfidencebooster.Manyprofessionalplayersgetmic'dupingame,andyou canheartheirselfaffirmations.throughthemicrophone.Accordingto

youthsportspsychology.com,selftalkcansilenceoutbadthoughtsandnegativeideas.Byeither hypingyourselfup,orcalmingoneselfdown,aplayercanachieveagreatmentalstate,helping themforthegameahead.

Throughoutthesummer,Ihadplayedmanyformsofbaseball,suchasstandardbaseball andsoftball.ThemostintenseversionIhadplayedwasthebackyardwiffleballgamesIplayed twiceaweek.Inthisgame,weusedpickleballstoreplicatethefeelingofbaseballthrough plasticballsandbats.Weplayedonabeautifulfieldwithdirtbasepathsandawallforhome runs.ThisgamehadsomeofthemostintensemomentsofanysportsgameIhadeverplayed.I playedalongsidemen2or3yearsmysenior.Inpriorsummers,Ihadalwaysbeennearthe bottomofthelistofplayers.Thissummerhowever,Iwasundoubtedlythebestplayer.Sure,you couldattributemysuccesstoanimprovementinskill-Ibeganpitchinginbaseballthisyear, allowingmywiffleballpitchestosailwayfaster,andwithwaymoremovement-butIbelieve thatthereisanother,fardeeperreason.Ibeganputtingsomeofthesetacticstouse.Beforeevery singlegame,Ithrewinanairpodandplayedsomemusictocalmmynervesandprepare.When inhighpressuresituations,Ibreathedusingtheboxmethodtocalmmyself.Throughoutthe game,Ibegantalkingtomyselfundermybreath.Whetheritwasa,“yougotthis,beearlyonthe fastball,andpreparefortheoffspeedfadingoutside,”whilesteppingintotheboxonatwostrike count,ora“Sitthisguydown,he'spathetic.Showhimyou'rebetter,andshowhimyou'rethe bestplayeronthisfield,”whileonthemoundafteratoughstretch,itwasalwayshelpfultodoa littleself-talk.Althoughonewouldn’tperceivethegameasstressful,asit'sasimplegameof wiffleball,thegroupIplayedwithgotprettyintenseattimes.

Asayoungplayer,itmayseemweird,oreven“cringe”attimestodothingslikethis.To thepeoplethatthinkthatway,itisimportanttounderstandthattheideaspresentedinthispaper

weren’tmadeupfromthemiddleofnowhere.Thesearethetacticswhicharemirroredby professionalsallacrossthesportsworld.Thismeansoneoftwothings.A,aplayerhad developedthesehabitsfromtheiryouth,anditledthemtotheplacetheyareintoday,orB,a professionalmentalcoachtaughtthistothematahighlevel.Apersonwaspaidtoteachtactics likethesetoprofessionalplayers.Thatshouldmakethepointclear.Unlessbeingaprofessional playeris“cringe,”orweird,thenthereisnowaythatthesetacticsfallunderthatcategory.

TypeofExerciseExplanation

Agoodnight'ssleepGettingafull8hoursof sleepanight

Pre-gamemusicWithpregamemusic,a playercangetintothe zone,byeithergetting themselveshypedup,or coolingdown,depending onthemusictheyplay

Breathingrituals/ stretches

Flowstate

Journaling

Selftalk

Aplayercancalmtheir mindandcontroltheir thoughtsthrough breathingmethods,such astheboxbreathing method,orstretcheslike thestarstretch

Thoroughandspecific meditationritualby resettingathletes thoughtstofocus specificallyonthetask ahead.

Athletewilltakeapen andnotebook,jotdown thoughtsandfeelings priortoagameto releasenerves

Priortoandduringa match,aplayercantalk tohimself

Benefits Sources

Releaseofstress,not tired,setsupagood day

Calmsnerves, helpingachievethe playersbestavailable mentalstate pre-game.

Calmmindand controlthoughts

Children’sHospitalof Colorado

ArizonaStateUniversity GlobalSportsInstitute

Takescontrolof actions,completely focusesathleteson thegameahead.

healthline.com,Coach RobertAnthonyCruz

JaredValdheer

Calmstheplayer down,bringsdownto reality,andmakes theplayerunderstand thetaskahead.

Canbeadjustedto player-usedtoeither hypeuporcalm downdependingon situationand preference

writingathletes.com

youthsportspsychology.org

RobertDayan(HS‘26)

VideoGameDesign

Thesummerof2024wasaregularsummerformost,however,forme,itwasa challenge.Ihadtocompletethetaskofcreatingavideogame,andtobehonest,I didn’tknowwheretostart.Ihadtonsofideasjumpingoutatme,mycreativitywas overflowing.Idecidedtostartoutsimple,watchacoupleofyoutubetutorialsoverthe startofthesummer,andseewherethattookme.Afteraroundaweekortwoofthat,I feltasifIwereinaplacetoactuallystartmyproject.

Ihadanideaaboutafirstpersonshooter.AsIstartedtowritetheframeworkfor thegameandmakesomeassets,IrealizedthatIwasrunningintoalotoferrors.My codewasunoptimizedandmessy,whichallowedforreallyslow/laggygameplay,and littletonoroomtomakechangestowhatIhadwritten.InallhonestyIhadfeltlost,and Ididn’tknowwhattodo.Ihadlostmotivation.ForaroundaweekIwaskindofina slump…Iwasn’tworkingonmyproject,yettheprojectwasloomingoverme.

IunderstoodthatIneededtodosomething,andsoaroundmid-JulyIstarted readingononlineforums,andIwasactuallypracticingwhatIwaslearningeachday.I wasdoingthiseverydayformaybetwoweeks,untilearlytomidAugust.WhenI thoughtIwasreadytoactuallycreateagame,Iwasabletosuccessfullygaugewhat levelIwasat,andIwasnowherenearskilledenoughtomakeabiggame.I brainstormedforabitbeforeIthoughtabouttheperfectgame.ItwasagameIcould playduringareallyboringclass,orwhenIhadsomefreetime.AgamethatIwould enjoy,andwouldnevergetold.Asimpleshooter.

Igavemyselfoneweektofinishthegame,asIfeltatimelimitwouldhelpme

finishit.Iworkedoniteveryhourofeverydayforthatweek,andwhenthatweekwas up,Ihadafinishedproduct.Afterdrawingeachenemy,scriptingeachenemy's respectiveAI,andlookingforfittingmusic/soundeffectsonline,Ihadactuallycreated myfirstgame.Sonow,hereIam,writingthisprocesspaperforcreatingmyveryown videogameoverthesummer,aftercountlesshoursofhardwork,Iachievedmygoal.

Introduction

●VideoGameDesignisatopicthatcouldbeconsideredquiteniche.Notmany peoplerealizethatthereissomuchthatgoesintocreatingvideogames,so muchsothatithasbecomeitsownfield.Imyselfhavelovedvideogamesever sinceIwasakid.EverydaywhenIwouldcomehomefromschoolIwouldgeton myXboxandspendcountlesshoursongameslikeFortnite,Ark,andR6Siege. Videogameshavealwaysfascinatedme,anditwasn’tuntil9thgradethatIhad learnedhowtocode.Thatopenedupmanypathwaystome,andwhenIwas offeredtheopportunitytodoresearchonatopic,itdidn’ttakemelongtofigure outIwantedtodoitonVideoGameDesign.Usingmygatheredresearchand experienceonthetopic,Iamabletopresentthispaper.

Process

●Learninganewlanguageisnoteasy,especiallyoverthesummer.Inmycase,I learnedtwo.Atfirst,IwantedtomakemygameinLuau.Luauisalanguagethat iseasyforbeginnerstolearn,andiseasytoworkwith.Thisdoesn’tmeanthat youcangetstartedoffthebat,itjustmeansthatinsteadofmasteringitina coupleyears,itwouldtakeayearortwo.AsIstartedtoworkonmyfirstgame,I realizedthatmygamewouldneedafoundationandstructure.Ineededtomake alayoutbeforeIworkedonmygame.Ineverygametherearemultiplesystems thatmustbeinterwovenwitheachotherinorderforthegametobesuccessful. Forexample:Buildinginfortnite.Buildingworkswellwithshootingbecauseyou areabletodefendyourself.Theymostlikelydidnotcomeupwiththatrandomly, itwasprobablypre-planned,andputintothegamecarefully.Ineededtodothe samethingwithmygames,andsoafter3weekswasted,IdecidedtolearnC#. C#ismuchhardertolearnthanLuau,however,thebenefitsaremuchbetter.In turnforlearningtheharderlanguage,youaremetwithamuchmorecomplete library/documentation,muchmorepeoplereviewingthetopic,andalotmore inspiration.Soafterspendingaround2weeksofjuststraightlearning,Idecided tolearnhowtostructurevideogames.

Findings

●Languages

❖ Obviously,it’snotnormaltobeabletolearntwolanguagesin1½-2 months.TheonlyreasonIwasabletodothisisbecauseIdevelopeda sortofregiment.Inmyopinion,thisisthebestwaytolearnanylanguage (it’salsooneofthetwothatIhavetried).

❖ WhatIdid,inordertolearnatasupernaturalpace,wasa3stepprocess whichtookaround1-2weekstocomplete.Step1:immerseyourself.By

thatImeansurroundyourselfinonlythatlanguage.Trytothinkinthe languageyouaretryingtolearn,trytospeakinthelanguageyouare tryingtolearn,andwhenyouspeakwithothers,trytoconverttheirwords inthelanguageyouaretryingtolearn.Step2:Don’tonlyspendtime watchingvideosandreadingaboutthelanguage.Inorderforthe informationtostick,YOUMUSTHAVEEXPERIENCE.Istressthat becauseitissocrucial.Withoutactuallytryingtousetheinformation you’velearned,yourbrainwillgetridofitextremelyquickly.Ittookmea verylongtimetoactuallyunderstandthat,andIamsohappythatIdo now.Finally,Step3:Askforhelp/Speakwithotherswhoknowaboutthe topic.Thisisoneofthefastestwaystolearn,andthisisbecausewhen youspeakwithpeoplewhoknowaboutthelanguage,youwillpassively learnstuffjustbyspeakingwiththem,andalso,youcanaskthem questions.Itisreallyeasytojustgoontheinternetandfindpeoplewho knowaboutthelanguage.Youcangotothatlanguage’srespectiveforum pageforexample.Thepointofstep3being,speakwithpeoplewho understandthelanguage,andthiscanbethroughaskingthemquestions orhavingaconversation.

●CreatingStructureandFoundation

❖ Therearemanywaystocomeupwiththefoundationandstructurefor videogames,butI'llbegoingoveroneforeach,becausethesearethe onesI’mmostknowledgeablein,andthey’retheonesI'veused.

❖ CreatingafoundationisreallyeasywiththeMDAformat.MDAstandsfor Mechanics,Dynamics,Aesthetics,andhereishowitworks.First,you wouldcomeupwithyourmechanics,Fortnite’smechanicsforexampleare BattleRoyale,Guns/Shooting,Building,Teams/Gamemodes,andthe BattlePass.Fromthemechanics,wecanseethedynamics,andthese includeTeamwork,Strategies,Camping,Grinding,Choosingbetween weapons,andSharing.FromtheDynamicsandMechanics,wecannow comeupwiththeAesthetics,andthiswouldincludeStress,Caution,Fun, Fast-Paced,Intense,Competitive,andExciting.

❖ Buildingstructureforagameiseveneasierthancreatingthefoundation. Areallyeasywaytodothisiscalleddefiningacoreloop.Acoreloopisa loopthatallplayerswilldooverandoveragaininyourgame.Insome gamesit’smorenoticeable,whileinothersit’salotmoresubtle.I’mgoing totakeFortniteagainasanexample,astheirsstandsout.Thecoreloop infortnitewouldbe

1.Startamatch

2.Chooseyourdroplocation

3.Lootup

4.Gatherresources

5.Fightotherplayers

6.Winorlose

7.Repeat

❖ Withthesemethodsofcreatingfoundationandbuildingstructure,it’s possibletocreateafungame,reallyeasily.

MyProduct

●IhavethegameIcreatedonmyLaptoprightnow,playableatanymoment.The entiregamewascreatedusingtheaforementionedmethods(MDA,CoreLoop, andmyLanguageLearningMethod).ItwasmadeinC#,andtookmearound1 weektocompleteduetolimitedtime.Iamproudofthisgameasitcompletesa randomgenerationsystemwithEnemyAIdesignedbyme.AIwasonlyusedfor helpingmewithmathinrandomizingenemybehavior.

●Thegameisanendlessshooter,kindoflikespaceinvadersbutharderandwith morecontrols.It’sextremelysimple,however,thefewpeoplethathaveplayed thegamewereplayingforawhile.

●IcouldhavetalkedaboutthesounddesignandUI,however,Ididn’twantto makethissuperlong,andifyouwanttoknowaboutit,justaskme.

●IhopeImadeVideoGameDesignnotsuperboringtolearnabout,thankyoufor reading.

YvetteDweck(HS‘26)

ProcesPaper

OnthenightofOctober7th,asIscrolledonsocialmedia,Icametothe realizationthatIdidn'ttrulyunderstandhowIsraelgottothispoint.Whywerecivilians beingattacked?Didn’tIsraelwintheGazaterritoryinwar?HowdidIsraelevenbecome astate?Everyonealwaystalkedabouthowbigarolesocialmediaplayedbutitwasn't untilafterOctober7ththatIcametorealizejusthowimpactfulthemediawas.Ithen decidedtotakeituponmyselftobecomeeducated,andeducateothers,onIsrael’s historythroughsocialmedia.Afterdoingsomeresearch,IcametotheconclusionthatI can'tlearnhistorythroughjustfacts;Ineededtohearthestoriesandfirst-hand experiencesofrealpeople.Ineededtounderstandhowtheseeventsaffectrealpeople andthestateofIsrael.Thisinspiredmetomeldtogetherbothinformationalgraphics andreallifeinterviews.

Indoingso,Idecidedtohighlightbothwellknownandunknownevents.I includedmemorablewarsthatmanypeopleknowgenerallybutnotthoroughlyabout. Forexample,IresearchedtheSixDayWarandpresentedfactsthatmanypeoplehave neverheardbefore.Ialsothoughtitwasimportanttobringattentiontosmallerandless populartopicsinIsrael'shistory.Israelwasaffectedandchangedbythesesmallevents thatnotmanypeopleknowabout.Forexample,whileresearchingthe1972Olympic Massacre,Ifoundsomeofthefactsextremelyinteresting.Ipickedupthephoneto sharewhatIjustlearnedwithoneofmyfriends.OnceIfinishedramblingabout everythingIlearned,myfriendsaid,“Wait,howdidInotknowaboutthis?”Aneventthat

shapedIsraelasacountryandtheOlympicsasawholeshouldbefamiliartoeveryone.

Whiledoingresearchformyposts,Imadesuretoreadmanyarticlesfrommany differentperspectives.Forexample,whenresearchingtheSixdaywarIreadanarticle writtenfromtheIsraelipointofviewbutalsoreadanarticlefromthepointofviewofthe surroundingArabcountries.Thisallowedmetofactcheckmyinformationandhelped meeliminatebias.WhenconductingmyinterviewsIusedmanydifferentstrategies.I cateredquestionstothatspecificperson,madesuretolearnabouttheperson's background,didn'tstickperfectlytothescriptandletconversationflow.Forsome interviewsItriedtofocusmoreonthepersonratherthantheevent.Tobespecific,for myinterviewwithSusieSuttonaboutherfatherJosephAboudi,Ifocusedalotonhow ZionismandtheWarofIndependenceshapedhisliferatherthanjustfocusingonthe orderofevents.WheninterviewingOrtalKezra,Ifocusedlessonherspecificallyand moreonthenation,schoolandIsraelis’reactions.

Throughouttheprocessofthisproject,Igainedandimprovedmanyskills.I stayedorganizedbymakingcalendarstoplanpostingandresearchdays.Additionally,I Ilearnedhowtosiftthroughresearchandalsoenhancedmyinterviewingskills.AsI createdanddiscussedmypostswithfriendsandfamily,whatconstantlysurprisedme washowfewdetailspeopleknewabouttopicsthataresoimportanttothem.Oneofmy biggestrealizationswhiledoingthisprojectwasthatthoughthisisacountryIlove, thereweretimeswhereIsraelwasn'tsuccessfulorwasinthewrong.We,asJews, growuptoloveandcherishIsraelwhichcanmakeitdifficulttoacceptthatnocountry, includingIsrael,isperfect.InordertopresentalloftheinformationIlearnedina digestibleway,IdecidedtocreatemyInstagramaccount,IsraelThroughtheLens.For

eachevent,Isharedapostwithdetailsabouttheeventandonepostwithaninterview fromsomeonewhoexperiencedtheeventfirsthand,aswellasphotos.Thishelped viewersnotonlyreadfactsabouttheevent,butalsogainknowledgefromaprimary source.Now,Iandothers,canusetheinformationandperspectiveonIsraelThrough theLenstogainadeeperunderstandingofIsrael,andembracebothherstrengthsand flaws.

May14,1948

WarofIndependence

SwipeRight

STARTOF

THE WAR THEWAR

ThegoaloftheArabLeagueinthiswarwastoblockthepartition resolutionandpreventtheJewishstate.

Jordan,Iraq,Egypt,Syria,andLebanonallattackedIsraelthedayafter Israeldeclareditselfindependent.

Fromtheoutside,itseemedasthoughtheArabswerewinning.Theyhad conqueredmanyoftheJewishpartsoftheOldCity.

However,duringatrucefromJune11toJuly8,Israelreceivedmore weaponsthatultimatelyhelpedthemturnthewararound.

TURNINGPOINT AND RESOLUTION

Duringtheshorttruce,manyJews,migrants,andvolunteerscame fromallovertheworldtofightforIsrael.Israelwasalsoableto importmanyweaponsfromCzechoslovakia.

TheArabsgotincreasinglyangryasIsraelstartedtogainbackland intheOldCity.

TheUnitedNationsproposedtogivetheNegev(thesouthof Israel)totheArabsinreturnforpeacebutbothsidesdisagreed. IsraeliforcespushedArabsoutoftheNegevinOperationYoav andpushedLebaneseandSyriantroopsnorthinOperationHiram. Additionally,IsraelpushedEgyptevenmoresouthinOperation Horev.

OnJanuary7thaceasefirewasreachedbetweenIsraelandits neighboringArabcountries.

Thismap depictsallthe Arabcountries thatattacked Israelduring theWarof Independence aswellastheir pathof attack.

WarofIndependence throughthelensof...

JOSEPH ABOUDI

Interviewwithhisdaughter SusieAboudi-Sutton

“HisdreamwastoliveinIsraelandto createthecountryofIsrael...”

ABOUT JOSEPH ABOUDI

JosephAboudigrewupandwenttoschoolinAleppo,Syria.Whileattendingschoolin Aleppo,‘Shaliachs’fromthelandofPalestinewouldcometoAleppoandteachJewish studentsabouttheimportanceofZionism.There,inAleppo,Josephdevelopedhis passionandloveforIsrael.At15yearsofage,hetoldhisfatherthathewantedto movetoIsrael.Aftersomeconvincing,Joseph'sfatherallowedhimtogotoIsraelbutit wasnotaneasyjourney.HecrossedtheborderofIsraelonfootthroughthe mountainsofLebanon.JosephjoinedthePalmachandlivedwithhissister,whoatthe timelivedinIsrael.ThePalmachwastheHaganah’s(theJewisharmyinPalestine) strikingforce.AfterfightingintheWarofIndependence,Josephwantedtoseethe worldsohejoinedtheMerchantMarinesofIsrael.WhileinBaltimore,Josephlearned thathisgrandmotherwassick.Josephreceivedpermissiontovisithisgrandmotherin NewYorkforthreedaysandthenreturntoBaltimore.Whenhisgrandmotherpassed away,JosephdecidedtostayinNewYorkforall7daysofherShivaandreturnedto hisshipwhenitlaterdockedinNewYork.Theship'scommanderwasupsetwith Josephforreturninglateandgroundedhim.Feelingangry,Josephlefttheshipinthe middleofthenighttogolivewithhisuncle.AlthoughJosephconstantlythoughtabout goingbacktoIsrael,hewasabigbelieverinfateandbelievedthathewassenttolive inAmericabyHashemforareason.

The War of Independence did not come as a surprise t ph Ab

TheWarof Independencedidnot comeasasurpriseto JosephAboudi.He understoodthat declaringIsraelacountry wouldn'tcomewithouta fight.

THEWAROF INDEPENDENCE

Whenthewarbroke out,Josephwasn'told enoughtojointhe army.Joseph'simmense Zionismeventuallyled himtolieabouthisage tobeallowedtofight forIsrael.

JosephwasstationedinBeit

Eshel,anareainthesouthof Israel.Helivedunderground withsomeothermenjusta littleolderthanhim.Joseph explainedhowtheydidnot haveanyadvancedweaponsor strategies.Theyusedwhatever weaponstheyhadandrelied onHashemtohelpthemwith therest.

rael eit th of ground n just a Joseph did not eapons or whatever d relied m with

“WhenweseeonInstagramandsocial mediawhat'sgoingonatcollegesandhow muchhatredthereis,welearnhow importantitistohaveIsrael.How importantitistohavetheIDF.”

-SusieSutton

“Hehadsomuchloveinhisheart.Hewas apersonwhogavesomuchlove”

-SusieSutton

“Healwayslivedwithhisconvictions. Whateverhesaidhedid.”

-SusieSutton

“HebelievedthattheJewsneededa homeland.Hebelievedthatitwasupto himandthepeopleofhisgenerationto fightfortheirhomeland”

-SusieSutton

ThePalmach’smethodwassimple;counttothree,thenshootatthe Egyptians.Theydidn'thaveenoughweaponsorresourcestodoanything morecomplex.AfteracountdownthePalmachofBeitEshelstarted shootingandtheEgyptiansstartedshootingback.AsthePalmachwas shootingattheEgyptianarmy,allfirefromtheEgyptiansimmediately stopped.Themenwereveryconfused.Whathappened?Later,they learnedthatoneoftheirbulletsstruckthecommanderofthatgroupof Egyptiansmiraculously.AlloftheEgyptiansinthatgroupwereleftinfear andconfusion.

June5,1967

SixDayWar

SwipeRight

STARTOF ENDOFTHE WARAND OUTCOME

THE WAR THEWAR

TensionbetweenIsraelanditsArabneighborswasgrowing.Arabsheldattacks againstIsraelis,IsraelshotdownsixSyrianfighterjetsandtheSovietUnion reportedafalseclaimthatIsraelwasplanningacampaignagainstSyria. GamalAbdelNasser,thepresidentofEgyptatthetime,wasreceivingbacklashas peopleclaimedhedidnotaidSyriaandJordanenoughintheirfeudswithIsrael. ThisangeredandupsetNasser.

EgyptstartedpreparingitsmilitaryintheSinaipeninsula(whichsharesaborder withIsrael)andcreatedablockadeontheportofEilatinIsrael. Soonafter,JordanandIraqplacedtheirforcesunderEgyptianrule.

IsraelsawthatEgyptanditsArabneighborswerepreparingforwarsoonJune5 IsraelattackedtheEgyptianAirForceanddestroyed90percentoftheforce.They alsodestroyedthemajorityoftheSyrianairforce

Afterthewar,morethanonemillionPalestinianswereleftinIsraeliterritory. TheUNcalledforIsraeltowithdrawfromthenewterritoriesthattheyjustcaptured.In return,Israelwouldgetpeace.Israel'swithdrawalfromtheseterritorieswasalsoanimportant factorintheCampDavidAccordsthatcreatedpeacebetweenIsraelandEgypt.

DAVID LEVY

“Whenwearetogether,theycannot beatus.Whenweareseparatedis whenweareweak..”

SyriaandEgyptwereleftvulnerableafterlosingmuchoftheirAirForce. ThereforeIsraelwasabletobeattheirforceseasily.

IsraelcapturedtheSinaipeninsula,theGazaStrip,andapartoftheSuez Canal.

JordanthenstartedtoattackEastJerusalemevenafterIsraelwarned Jordantostoptheirattack.

IsraelfoughtagainsttheattackandgainedterritoryintheWestBank. Additionally,IsraeltookcontrolovermoreterritoryintheOldCity TheUnitedNationscalledforaceasefireonJune7thatJordanand EgyptacceptedbutSyriadidnotinitiallyaccept.

SyriacontinuedtoattackvillagesinthenorthofIsraeluntilIsrael attackedtheGolanHeightsinSyria,capturingthatlandandforcingSyria toaccepttheceasefireonJune10.

ABOUT DAVID LEVY

DavidwasborninAlexandria,Egypt.Hewastheoldestoffivekids.Davidgrew uplovingsoccerandgoingtothebeach.EverysummerDavidwouldgotoa sleepawaycamponthebeach.Hislifewasperfectuntilonedayhisfather unfortunatelypassedaway.Heandhisfamilycouldn'tstayinEgyptafterhis father’sdeathduetofinancialstrugglesandDavidcouldn’thelpoutbecausehe wasstillveryyoung.Therefore,DavidandhisfamilywenttoFranceandfrom France,theymovedtoIsrael.DavidonceagainlivednearthebeachinHaifabut hislifewasnotasluxuriousasinEgypt.ItwaschallengingforDavid’smotherto raiseherkidswhilesupportingthefamily.WhenDavidgotolderhejoinedthe policeforce.HeusedthisjobasanopportunitytolearnmoreHebrew.Some yearsaftertheSixDayWaroneofDavid'ssiblingsmovedtoNewYork,While visitinghissiblinginNewYork,DavidmetIvetteAbadiandfellinlove.Davidthen movedtoNewYorktomarryandstartafamilywithIvette.Aftergettingmarried, DavidandIvettehadtwodaughters,GinaandSandy.Today,Davidlivesin Brooklyn,NewYork.OneofthemostimportantthingsinDavid'slifeishis relationshipwithGod.DavidlearnsToraheverysingledayandmakessureto sharethisTorahwithhisfamily.Davidisalwayshelpinghisgrandchildrenstudy, explainingclassestothem,orgivinganinsightfulrecapofthatweek'sParasha.

David anticipated this war for many main reasons One reason is that the streets Eilat were closed b

Davidanticipatedthiswar formanymainreasons.One reasonisthatthestreetsto Eilatwereclosedbythe Arabs,meaningthatnothing cancomeintoIsrael.Gamal AbdelNasser,thepresident ofEgyptatthetime,was openandwillingtostarta warwithEgypt.

ABOUTTHE SIXDAYWAR

Davidbecameapolicemanin Haifabeforethewar.Whenthe SixDayWarbrokeout,David wastakentoterritoryinthe WestBankasapoliceman.David explainedhowthepoliceforce assignedhimtothisjobbecause hespokeArabicandcould communicatewiththosewho werenotIsraeli.

Afterthewar,David stayedstationedinthe WestBank.Backthen, theWestBankwasnot asscaryanddangerous asitistoday.

“TheGemarateachesthatlearningTorah fromagrandparentislikelearningTorah fromHashematMountSinai.Ithinkabout thateverytimeIlearnwithmyJido.

-DavidAbadi,David’sGrandson

“Frommyexperienceinthewar,Ilearned thatEverythingisinthehandsofgod.He runstheshow.It’sourjobtobeunited andtoloveeachother.”

-DavidLevy

“Israeltodayisstrong,butwehavetobe unitedandpraytogod,readTehillim”

-DavidLevy

“TheJews,whenwearetogether,god helpsus”

-DavidLevy

WhenDavid’sfatherdieditwasextremelydifficultfortheentirefamily.Due tofinancialtroubles,David,hismom,andtherestofhissiblingsdecidedto movetoIsrael.ThejourneytoIsraelwasn'tsosimple.First,theyhadtogoto FranceandthenfromFrance,theywereabletogotoIsrael.Evenwhenthe familygottoIsraeltheystillhadachallengingtime.AsmuchasDavidwanted tobeupsetwithGodforeverythingthathappenedtohim,hebelievedthat Godworksinmysteriouswaysandthateverythinghappensforareason.A fewyearsafterDavidmovedtoIsrael,theSixDayWarbrokeout.Duringthis time,allofDavid'sfriendsfromEgyptwhostayedforuniversityand educationwereheldinprisonfortwoyearsbeforetheywerereleased.When hisfriendwerefinallyreleasedtheyweresenttoIsraelwithnothingbutthe clothesthattheywerewearing.AlthoughDavid’sjourneytoIsraelwaslong anddifficult,itendedupsavinghimfromcaptivityinEgypt.

HASHEMSHAND

October6,1973

STARTOF TURNINGPOINT AND RESOLUTION

THE WAR THEWAR

OntheafternoonofYomKippur,1973,EgyptcrossedtheSuezCanalandSyria brokethroughtheGolanHeightstogainaccesstoIsrael. ThedateofthisattackissignificantbecauseitwasontheholyholidayofYom KippurandwasapartofthemonthofRamadan.

Atthetime,GoldaMeirwastheprimeministerofIsrael.Aftertheattack,she turnedtotheUStoseekaid.

AlthoughtheUSwashesitanttohelpIsraelatfirst,whentheSovietUnionstarted helpingEgyptandSyria,theUSgotinvolved.

TheColdWarwasanindirectwarbetweenthedemocraticideologiesoftheUSand thecommunistideasoftheSovietUnion.WhentheUSsawtheSovietUniontakea side,theysawthisasanopportunitytofighttheSovietUnionindirectly.

SwipeRight

ThismapdepictsthetwofrontsthatIsraelwasfightingonintheYomKippur War.InthenorthIsraelandSyriawerefightinginGolanHeights.EgyptandIsrael werefightingneartheSuezCanalinthewest.

JOSHUA SHUAHAIM

“Wewerejusthappythatwewerealive andwewereokay”

OnceIsraelgothelpfromtheUSandstartedorganizingtheir defenseforce,theywereabletobecomemoredominantinthe war.

Thiswarwasfoughtontwofronts.OnewasbytheSuezCanal withEgyptandonewasinGolanHeightswithSyria. PartsoftheEgyptianAirForcewereattackedandIsraelitroops wereabletocrosstheSuezCanalandgaincontrol. IsraelitroopswerealsoabletodrivetheSyrianforcesoutofthe GolanHeightsandawayfromIsrael.

Thewarlastedthreeweeks,andtheUNeventuallycalledfora ceasefire.

ThewarwasofficiallyoveronOctober25anditisconsidereda victoryforIsrael.

TheYomKippurwarcame asabigsurprisetoShuky. Heexplainedhowmost soldierswerehome,notat basewhenthewarbroke out.WhileJoshuawasin shul,theRabbisaidthat Israelwasunderattack.He toldeveryonetogohomeor totheirarmybases.

ABOUTTHE YOMKIPPURWAR

Joshuawentintothe warwithabraveface. Heexplainedhowdue tohisage,hedidn't thinkmuchwhen enteringthewar.He justunderstoodthat thisiswhatheneeded todo.Hedidn'tthink, hejustdid. AftertheSixDayWar, Israeliswereselfconfident, self-assured,andstrong. Shukyobservedhow,onthe contrary,aftertheYom KippurWar,Israeliswere leftworriedandfearful. Theyrealizedthattheywere vulnerableandnot indestructible. d d

“Ihadmanyfriendsthatwereinvolvedin combat.Someofthemwerekilled,evenin myneighborhood” -JoshuaShua-Haim

“Atthattimetherewerenocellphones. Youcouldn'tcallmuch.Wehadcertain timeswherewewereabletocallthrough theradio.”

-JoshuaShua-Haim

“Ialwaysputtefillinonbutafterthewar,I startedbelievinginGodmore.””

-JoshuaShua-Haim

“Therewasnohouse,place,or neighborhoodthatdidn'tlosesomeone”

-JoshuaShua-Haim

ABOUT

JOSHUA SHUA-HAIM

Joshuawasbornin1952.HelivedandgrewupinRamatGan, Israel.In1956,Joshuawasjustfouryearsoldyetstill rememberstheheroicactsofhisuncleduringtheSuezCrisis. Hisunclewoulddriveinjuredsoldiersfromthebattlefieldsto hospitals.Shukyremembersthesoldiers’bloodthatstainedhis uncle'scar.WhenJoshuawasateenin1967beforetheSixDayWar,heandhisfriendsbecamesoworriedthattheyall gottogethertoplanincaseofanattack.Theyevenprepared shelters.In1971Joshua,alsoknownasShuky,wenttothe armyforthreeyearsandservedintheYomKippurWar.After servinghistimeinthearmy,Joshuawenttoauniversityin Jerusalem,studiedpre-medinItaly,andstudiedmedicineinTel Aviv.Today,JoshualivesinNewJerseyandisaDoctor.

ASTING EFFECT LASTINGEFFECT L LA

YomKippuristhemostholydayintheJewishreligionandRamadanisthemostholy monthintheMuslimreligion.Peoplewereathousesofwarshipspraying,mourning, andfastingwhenallofasuddentheywereattacked.Soldiershadtoabandontheir shortbreakandheadbacktobase.Familieshadtorushhomefromsynagogueto seekshelterandsafety.TheconfidencethatIsraelbuiltupaftertheSix-DayWar wasshattered.OneofthemostimportantlessonsthatJoshuaShu-Haimlearned fromtheYom-KippurWarwastoexpecttheunexpected.Eversincetheshockof theYomKippurWar,Israelishavebeenontheedgeoftheirseats.Thecomfortand stabilitythattheyhadbeforethewarwasneverrestored.AsJoshuaShua-Haimsaid, “Weshouldalwaysbereadyforasurprise.”

The Yom Kippur war

CampDavidandOslo Accords

THENEED

CampDavidisan isolatedareawherethe Presidenthostsforeign leadersorgoeswhen needingabreakfrom Washington.Forthe first13inCampDavid SadatandBeginwere notabletocometoany agreements.

CREATINGTHE CAMPDAVIDACCORDS

OtherArabnations surroundingIsrael stronglydisapprovedof theAccordandwere upsetwithEgypt.They evenkickedEgyptoutof theArabLeague. rael of re hey out of e CA

Finally,onthethirteenth andlastdayofthevisit, theyagreedandcreated theCampDavidAccords. TheseaccordsforcedIsrael topulloutoftheSinai Peninsula,madeEgypt allowIsraelishipsthrough theSuezCanal,andcreated peacebetweenEgyptand Israel.

FOR PEACE FOR PEACE

F

OneofUSPresident,JimmyCarter’s,goalswaspeaceintheMiddleEast. AnwarSadatwantedtostrengthenEgypt'srelationshipwiththeUS,sohe metwithCarter.

Inanattempttoworktowardsapeaceagreement,Sadattookatripto JerusalemwherehemetwiththeIsraeliKnesset.

Unfortunately,MenachemBegin,IsraeliPrimeMinister,couldnottravelto Egypt,whichputthepossiblepeaceagreementonhold.

RosalynnCarter,theFirstLady,suggestedtoherhusbandJimmyCarterto inviteBeginandSadattoCampDavid,inMarylandandhelpbrokertheir treaty.

CREATIONOF THEOSLO ACCORDS

TheOsloAccordsattemptedtocreatepeacebetween PalestinianterritoriesandIsraelin1993throughasetof agreements.Oneofitsmostimportantgoalswasatwo-state solution.ThefirstpartoftheOsloAccordswassignedbyIsraeli PrimeMinisterYitzhakRabinandPLOchairYassarArafatin WashingtonDCwiththehelpofUSPresidentBillClinton.Inthe OsloOneagreements,Israelhadtowithdrawandallowthe PalestineLiberationOrganization,PLO,togoverntheWest BankandGazaStrip.Oslo wassignedinEgypt.Itwasmuch moredetailedandincludedtopicssuchaspreventingterrorism, jointcities,andelections.

ThechangesoftheOsloAccordswere long-term;itwasgoingtotaketimefor themtobecomplete.Unfortunately, manyIsraelisdisagreedwiththeOslo Accords.ThePrimeMinisterwhocame afterRabinevenwantedtodissolvethe AccordsandsuccessfullyhaltedtheOslo process.Eventually,theProcess continuedbutcametoastopyetagain afterthestartoftheNewIntifada.The OsloProcessandfulfillmentofallofthe agreementswasneverfullycompleted.

Inthismap,the greendepicts thelandthat Egyptreceived intheCamp DavidAccords. Egyptiantroops wereonly allowedinthe darkergreen areas.

Finally,onthethirteenth andlastdayofthevisit, theyagreedandcreated theCampDavidAccords. TheseaccordsforcedIsrael topulloutoftheSinai Peninsula,madeEgypt allowIsraelishopsthrough theSuezCanal,andcreated peacebetweenEgyptand

surroundingIsrael stronglydisapprovedof theaccordandwere upsetwithEgypt.They evenkickedEgyptoutof theArabLeague. rteenth he visit, created Accords ed Israel e Sinai Egypt through d created gypt an

BACKGROUND

NFORMATION INFORMATION II

In1973areportwasmadebytheIsraeliMinistryofAbsorptionthatBetaIsrael, communitiesofJewswholivedinEthiopia,wasnottrulyapartoftheJewish nation.

ThereforenoeffortsweremadetohelpthisgroupmakeAliyahandmovetoIsrael. Afterthisreport,ThechiefSephardicRabbiinIsrael,RabbiOvadiaYosef,madea decreestatingthattheBetaIsraelipeoplearejewishandapartoftheIsraelination. RabbiOvadiathenclaimedthatthiscommunitydeservedproperJewisheducation andtheabilitytomovetoIsrael.

From1977to1984,thousandsofEthiopianJewstraveledtotheborderofEthiopia andSudanandwaitedthereincampstobebroughttoIsrael.

ThemainthingthatsetsEthiopianjewishcultureapartfromotherJewishculturesis whenandhowtheirculturedeveloped.TheEthiopianJewsdevelopedtheirculture beforeRabbisexisted.Thereforetheydidnotlearnrabbinicalbookslikethe Talmud,spokeadifferentlanguageandhadKohaniminsteadofRabbis

OPERATION MOSES

TheIsraelDefenseForce,theCentralIntelligenceAgency,the Sudanesestatesecurity,andtheUnitedStatesembassyorganized OperationMoses.Trans-EuropeanAirwayswasusedforair transportationsinceitwasthebestwaytokeepthismissionunder wraps.ThisairlinecarriedmanyMuslimsfromSudantoIsraelfor Meccasoairportauthoritieswouldn'tquestiontheseflights.The airliftsbeganonNovember21,1984.SudansecretlyletIsrael transporttheserefugees.About30planetripscarried200Beta Israeliseach.Twodaysafterthebeginningoftheoperationastory waspublishedaboutit,disruptingitssecrecy.Eventually,Israeli PrimeMinister,ShimonPeres,confirmedtheoperation.Only minutesafterPeres’sconfirmation,Sudancalledofftheairlift beforetheconfirmationcouldreachArableaders’ears.This operationcametoanendonJanuary5,1985,buttherewerestill BetaIsraelisleftinSudancampsandinEthiopia.

OPERATION JOSHUA

theSuezCanal,andcreated peacebetweenEgyptand Israel.

OtherArabnations surroundingIsrael stronglydisapprovedof theaccordandwere upsetwithEgypt.They evenkickedEgyptoutof theArabLeague. Operation Joshua was organized and executed by the United States of America. Every single American Senator signed a secret petition to President Ronald Reagan. The petition advocated for the continuation of the evacuation of Ethiopian Jews out of Sudan. The Vice President at the time, George W. Bush, organized a mission called Operation Joshua.

OperationSolomon

In1991theEthiopiangovernmentwasunder dictatorMengistuHaileMariamwhowascloseto beingoverthrownbyrebels.Jewishcommunities aroundtheworldbecameconcernedforBeta Israelandencouragedworldleaderstodo somethingtohelpthem.Eventually,Israeland AmericamadeadealwiththeleaderofEthiopia thatwouldallowthemtoairliftBetaIsraeloutof Ethiopia.From1989to1991Jewishcommunities alloverEthiopiahadtotraveltoAddisAbabato beairlifted.OnMay24and251991,35Israeli aircraftscarriedaround15,000JewishEthiopians toIsrael.Airplaneseatsweretakenoutto accommodatemorepeople.OneElAlairplane evensetaworldrecordforcarryingover1,000 people.EthiopianJewscametoIsraelwith nothingbuttheclothingtheywerewearing hopingtomakealifeforthemselves.

ThisisamapofSudan. EthiopianJewshadto travelfromalloverSudan, especiallyGonder,toAddis AbabawhereIsraeli Aircraftspickedthemupin OperationSolomon.

Thismapdepictsthe journeysthataircrafttook inOperationSolomonto carryEthiopianJewsfrom EthiopiatoIsrael.

BACKGROUND YIGAL

NFORMATION INFORMATION IIN

YitzhakRabinwasabigactivistforpeace.ThereforehesignedtheOslo Accords,givingPalestiniansmorelandandfreedom.

ThesigningoftheOsloAccordswasverycontroversialinIsrael. Whileleft-wingIsraelissupportedtheaccord,right-wingIsraeliswere extremelyupset.

Right-wingIsraelisheldralliesandclaimedthattheIsraeligovernmentwas removingjewishvaluesandtraditionsfromthegovernment.

Theseralliesgotsointensethatright-wingIsraelisstartedcallingRabin’s governmentNazis,andRabin,Hitler.

TheLikudwasaright-wingorganizationandgroupinIsrael.Benjamin Netanyahuwastheleaderofthisgroup.

Beforetheassassination,NetanyahuparticipatedinaMockFuneralfor Rabinwherehecarriedthecoffin.Israeliswereshouting“DeathtoRabin.” Theydidn'trealizethatthewordstheychantedwouldcometrue.

AMIR

YigalAmirwasajewishlawstudentatBar-IlanUniversity.He wasabigsupporterofright-wingideasanddidnotapproveof theOsloAccordsoranypossiblepeacebetweenIsraelandits Arabneighbors.ARodefiswhosetsouttokillaspecificperson orpeopleingeneral.Accordingtojewishlaw,aRodefmustbe stoppedorevenkilledifherefusestostopkillingothers.Amir believedthatRabinwasaRodefandthatitwashisjobtostop Rabinbeforehecouldhurtanymorepeople.Amirbeganto handoutpamphletsandspreadinformationaboutDinRodef (thelawofRodef).Amir'sactivitieswerebroughttothe attentionofGovernmentofficialsbutnothingwasdonesince theofficialsdidhearaboutAmir'spursuittoassassinateRabin.

OnNovember4,1995,Rabinheldarally atTel-Aviv’sKingsSquaretosupport peaceandleft-wingideas.Over100,000 peopleattendedthisrally.Aftertherally, asRabinwasenteringhiscar,YigalAmir shotRabintwice.ThePrimeMinister's bodyguardsimmediatelycaughtAmirbut oneofthebodyguardswasshotinthe process.Evenafterbeingshot,Rabin’s bodyguard,YoramRubin,usheredRabin intothecar.Whenthevehiclearrivedat IchilovHospitalRabinalreadyhadno pulseandstoppedbreathing.Doctors triedforanhourandthirty-twominutes toreviveandsaveRabinbutat11:02pm, Rabinwaspronounceddead.

THEAFTERMATH

THE AFTERMATH

An emergency cabinet meeting was held after the assassination where Shimon Peres, the Foreign minister, was appointed as prime minister.

Finally,onthethirteenth andlastdayofthevisit, theyagreedandcreated theCampDavidAccords. TheseaccordsforcedIsrael topulloutoftheSinai Peninsula,madeEgypt allowIsraelishopsthrough theSuezCanal,andcreated peacebetweenEgyptand Israel.

Amir confessed to the shooting and even celebrated when he found out that Rabin died.

Amir was sentenced to life in prison while his two brothers were sentenced to twelve and seven years.

Leaders from all over the world attended Rabin's funeral and a national memorial day was set for Rabin.

After Rabin died, the Oslo Accords fell through and were never completed.

OtherArabnations surroundingIsrael stronglydisapprovedof theaccordandwere upsetwithEgypt.They evenkickedEgyptoutof theArabLeague.

Yigal Amir’s goal was ultimately achieved.

Attherally,YitzhakRabinreadasongcalled‘ShirH LaShalom’whichtranslatesto‘ASongforPeace.’This copywasfoundinRabin’spocketaftertheassassination

ABOUT ORTAL KEZRA

OrtalKezrawasborninasmalltownintheNorthofIsrael calledYokneamIllit.Ortaldescribedthetownasavery safeandcomfortableplace.Herfamilydidn'tevenneedto lockthedoorsatnight.Everybodykneweverybodyand herneighborswereherclosestfriends.AfterOrtal graduatedhighschoolshewenttothearmy.Ortal explainedhowbeingintheIDFwasoneofthemost excitingtimesinherlife.Onceshefinishedservinginthe army,shewenttovisitherfriendinNewYork.Thereshe metMarkKezraandlatermovedtoNewYorktomarry andstartafamilywithMark.Ortalcurrentlylivesin Brooklyn,NewYork,andisaHebrewteacheratYeshiva ofFlatbush.

Rabinwasassassinated. WhenOrtallearnedabout theassassination,sheand herfriendsweresittingata falafelplacesimplyenjoying theirnight.Suddenly,the TVatthefalafelplacecutto breakingnewsinforming everyonethatRabinhas beenshot.

ABOUTTHE ASSASSINATION

ly at

Inschool,afterthe assassination,many teacherstalkedabout whathappened.Ortal’s townalsostartedtaking moresafetyprecautions. Specifically,Ortal explainedthatherfamily startedtolockthedoorat night.

AtfirstOrtalandher friendswereextremely shockedanddidn'tknow whatcamenext.Rabinwas thefirstandonlyPrime Ministertohavebeen assassinatedinIsrael.She didn'tthinkaboutthewho orthewhy,allOrtalcould thinkaboutwasthefact thatherPrimeMinister waskilled.

“Suddenly,everythingstoppedandtheTV wentstraightto‘breakingnews’” -OrtalKezra

“Everytownandcityhadsomethingafter hisname.Likeamemorialforhim” -OrtalKezra

“Tothinkthatsomeoneontheinsidedid suchathingisverysad” -OrtalKezra

“Beforetheassassination,Ialwaysfelt safe.Wealwaysleftthedoorsopen” -OrtalKezra

Onthemorningofthe1972SummerOlympicsat4:30am,8Palestinianmilitants climbedoverthefencesurroundingtheOlympicvillage.

WhileenteringApartment1,theterroristsfacedIsraeliwrestlingcoach,Moshe Weinberg,andwrestlingreferee,YossefGutfreund,whotried,butfailed,tofightoff theterrorists. TheterroriststhenskippedApartmentTwoandwenttoApartmentThree. ShaulLadany,anIsraeliOlympicrace-walkerexplainedthatterroristsmostlikely skippedhisapartmentsincetheyknewhewasroomingwiththeIsraelishooting team.

Aftertheterroriststookathletesinroomthreehostage,theywentbackto ApartmentOne.Ontheway,wrestlerGadTsabarimanagedtoescapeandrandown aflightstraighttotheparkinggarage. Weinbergusedthisasanopportunitytotryandfightbackonceagainbutwasshot andkilled.

Weightlifter,YossefRomano,alsoattemptedtofighttheterroristsandwasshotand killed.

ATTEMPTSTO SAVETHE

HOSTAGES

Bynow,nineathleteswerebeingheldhostageandtwoweredead. Palestinianterroristsdemandedthereleaseofover200Palestinianprisonersheldin Israeliprisons.

WestGermanpoliceattemptedtoplanarescueattemptforthehostagesbutwhen theyrealizedtheirwholeoperationwasbeingbroadcastedonTV,theyhadtostop theoperation

Theterroristgrewnervousanddemandedtransportationtoanarabcountryinthe MiddleEast

TheterroristandtheirIsraelihostageswereflownbyhelicoptertoanairbasewhere theyweretoldtheywouldgetonanairplanebutGermanpoliceambushedthem andstartedshootingattheterroristswhentheygotoutofthehelicopter.

BecauseofGermany'spostwarconstitution,theirmilitarywasnotabletoaidthe civilianpolice.ThiswasaproblembecauseGermanpolicewerenotproperlytrained tousegunsandsnipers.

Amidtheshooting,oneoftheterroriststhrewahandgrenadeintothehelicopter andanothershotroundsintothehelicopterkillingalltheIsraelisstillinthere.

Aftermath

WhileonemightthinktheOlympics wouldbecanceledaftersuchanevent, theywerenot.Instead,theOlympics werepostponed24hoursinhonorofthe deadIsraelis. Afterthemassacre,itwasrevealedthat theMunichOlympicsorganizing committeewaswarnedofsuchanattack. BeforetheOlympics,theyaskedpolice psychologistGeorgSiebertoinformthem ofworst-casescenariosandsecurity problems.Outofthe26scenariosthat Seibercameupwith,the21stwasthatat 5:00am,Palestinianterroristswouldjump thefenceoftheOlympicvillage,killsome Israelis,andtakeothershostage demandingthereleaseofPalestinian prisoners.Thisscenariowasultimately overlookedanddismissed. Seiber’saccuracystillshockspeopleto thisday.

WHATIS @ISRAEL_THRU_THE_LENS?

@Israel_thru_the_lensisanindependentresearch projectthatfocusesonseveralkeyeventsofIsrael’s historythroughdifferentperspectives.Often,we learnhistorythroughatextbook,withouthearing whatrealpeopleandeyewitnesseshavetosay. Whilethisprojectpresentsthehistoricalfactsand informationoftheseevents,italsohighlightsthe perspectivesandexperiencesofthosedirectly p affected by them.

ISRAEL ISRAEL lens throughthe

SammyFaineh(HS‘25)

Process&ResearchPaper

Overthesummer,IfocusedonaprojectinwhichIresearchedanddesigneda fullyfunctionalwebsite.Themaingoaloftheprojectwastocreateanintuitiveand visuallyappealingwebsitethatusesdesignpatternsandtechnologiestogetendusers toeitherbuyaproductorvisitastore.Ichosethisprojectbecause,whileIhavealways beenabletobuildanddesignawebsite,Ilackedtheknowledgeofhowtoproperly deployandscalethewebsiteforlargebusinesses.

1.ResearchandAnalysis:Istartedbyresearchingthedifferentwayslargecompanies areabletogetyourattentionandkeepyouhooked.Ifoundthatwebsiteslike apple.com willusecertaindesignpatternsthatencourageuserstobuyproducts.Theseincludea largedisplayofwhat'sbeingsoldtoenticetheuserstraightassoonastheyopenthe website.

2.PlanningandTechnologies:Ihavealwaysbeeninterestedincodingandwebdesign. AboutayearagoIdecidedtolearnReactJS,Whichisafrontendlibrarythatincreases thespeedofwebsites.IusedReactbecauseofitsspeed,andthefactthataccordingto www.forbes.com,40%ofusersclickoffawebsiteifittakestoolongload.

3.UI/UXDesign:IstartedbyDesigningtheuserinterfaceonFigma.Figmaisadesign toolusedbylargecompaniestodesignappsandwebsites.IUseditbecauseofits focusondevelopersandcodecompatibility.Ihavebuiltafewwebsitesinthepastand onethingIcouldsayforcertainistoensureyoudesignyourwebsitebeforeyoutryand builditsoyouknowexactlywhatyou'retryingtobuildandtheprojectdirectiondoesnot getlost.

4.DevelopmentandImplementation:Ibuiltthewebsitestrictlybasedonmydesign usingthetechnologiesabove.Icodedthewebsitecompletelyfromscratchduetothe needtohavefullcontroloverthewebsiteanddesign.Iensuredtousethedesign patternsthatIlearnedaboutinmyresearchsectiontoproperlybuildthewebsiteto spec.

5.TestingandLaunch:LastlyIhadpeopleIknowtestandusethewebsitetoensure therewerenobugsorotherfaultswiththewebsite.Aftertesting,Ilaunchedthewebsite onnetlifyduetoitseaseofuseandlowmaintenance.

AdeleHamway(HS‘25)

ProcessPaper

FormySummerScholarsresearchprojectIdecidedtoworkonacreationthatispartofa topicthatreallyinterestsme.Ichosehair.EversinceIwasinmiddleschoolIhavealwaysbeen interestedinhowtostyleandtakecareofhair.Becauseofmyloveforthistopic,Idecidedto startmyownhairbusinesslastyear.EversincethenIhavebeentryingtoimprovemy knowledgelittlebylittle.WiththisprojectIwasabletolearnmoreaboutwhatproductsaregood andbeneficialforyourhairhealth.

OverthecourseofthisresearchIfocusedonstudyingtheregrowthofhairfollowinga trauma,meaningthehairwasunabletogrowbackonitsown,inthesamehealthyformationas priortothestress.FormystudyIutilizedoilsandcreatedahairtreatmentthatwhenmassagedin thescalpcanhelpstimulatebloodcirculationandspeedsupthehairgrowthcycle.

Thefirststepofmyresearchwastofullyunderstandthebaseofyourhairandhowhair growsfromthefollicles.Igottolearnthespecificnamesoftheanatomyofthescalpandwhat ultimatelywentintothenaturalhairgrowthcycle.AfterthisIstartedtoresearchnaturalwaysto helppromotehairgrowthafteratraumaorbecauseofageneticdisease.ThemainresultsIwas gettingwereoils,oils,andmoreoils.HonestlyIgotveryoverwhelmedwithallthedifferent productsoutthereandstartedtospecifymyresearchtojusthairgrowthandmoisture.Thatled metothehairoilsIendeduppickingformyfinalproduct.

Duringmyresearchtheoils,coconut,jojoba,rosemary,andcastoroilstuckouttome.As IwastakingnotesIthoughtthatthesesuperoilstogetherwillmakeanallinoneoilthatwillbe specificforthehairneedsIwastryingtotreat.AsIfocusedonhairgrowththerosemary,castor,

andjojobaoilwillhelpwithstimulatingthebloodcirculationwhichwillcauseandpromote healthyhairgrowth.Ontheotherhandthecoconutoilwillhelpwithhydrationtothescalpand endsofyourhair.AftermakingthisrecipeIknewIfoundmyanswer.

Thenfinallycametheactualcreationoftheproduct.InmyresearchIwasalsoabletosee howstrongeachoilis.WiththatinformationIcreatedaspecificrecipefortheoil.Oncetheoil wasdoneandaddedalittlepersonaltouchwithmyhairbusinesslogooneachindividualbottle

AdeleHamway(HS‘25)

ResearchPaper

Hair:thefinethread-likestrandsgrowingfromtheskinofhumans.Notmuchconcernis giventothehealthandgrowthofhair.Afterstartingahairstylingbusinesslastyear,itoccurred tome-doesthehighheatandproductusedamagemyclientshair?Isithelpingitstayhealthy andgrow?Whatisatthe“root”ofhairhealthandhowcanwepreventdamageandfoster healthyhaironourown?

Hairgrowsoutfromthefolliclewhichislocatedatthejunctionofthedeepdermisand thehypodermisandiscalledthebulb.Inorderforthehairtogrowoutofthefollicleitneedsthe correctamountofnutrients.Thesenutrientsareprovidedbythebloodcirculationfromthescalp. Theincreasedbloodcirculationpenetratesthehairshaftallowingthehairtogrow.Thehair follicleneedsaminoacids,mineralsandvitaminstogrowhealthyandstrong.Thousandsofhair glandsproducenaturaloilsthatcontributetothegrowthofhair.Thebiologicalcomposureof hairis95%keratin,afibrousandhelicalprotein(intheshapeofahelix),whichispartofthe compositionoftheskinandofallthephanera(hair,nails,etc.).Keratinensuresthatthehair folliclesareprotectedfromwaterandmaterials.

Thehairstructureisdividedintothreedistinctparts.Thepith,whichisthecentralpartof theshaftandiscomposedofanamorphousandgreasysubstance.Thenthecuticle,whichisa thinprotectivelayerthatcontainsthenourishingelementsneededforthedevelopmentofhair. Withthehelpofhighlykeratinizedandscale-likecellsinthislayerthehairiswellprotected.

Lastlyisthecortex,wherethereiskeratinthatgivesthehairitselasticityandresistance.Itisthe

maincomponentofthehair.Thecellsofthecortexarerichinlipidsandproteinswitheachcell madeupofbundlesorientedinthedirectionofthelengthofthehair.

Manypeoplesufferfromhairlossforvariousreasons.Onecanhavehairlossorthinning hairduetogenetics,illness,stress,hormonalproblemsorastheresultofhowtheyhandledtheir hairinthepast.Followingmostillnessesandmedicaltreatmentshairdoesgrowback,itisoften withaslightlydifferentcompositionandtextureandcantaketime.Hairlossfromstressismore complexandasstresscanoftencontinuethehairlosscancausethinanddamagedhairtogrow back.

Healthyhairfolliclesgothrough3stagesasapartofregulargrowth.Thefirststageisthe anagenphase,theactivelygrowingphase.Newhairisintegratedintoexistingstrands.The secondphaseisthecatagenphasewherethehairrestsandthefinalphaseiscalledtelogenwhere thecellscausetheolderhairtoshedandnewhairtoswiftlyreplaceitandremainstrong.Whena bodyisindistressproperhairgrowthisdisruptedandyourhairfolliclesentertherestingphase forlongerthanwarranted,thisproducesweakerhairandoftentimesresultsinhairloss.Ifyour stresslevelisresolvedswiftlythehairwillgrowback,ifitlastsforalongerperiodoftime interventionwillbenecessarytoregrowthehairinahealthymanner.

Allprofessionalsagreethatstayingawayfromchemicalsandheatisbeneficialwhen regrowinghair.Biotin,anorganiccompound,isanessentialvitaminthathelpswiththe productionofkeratininyourscalp.Keratinhelpsformhealthyskin,hairandnails.Biotincanbe foundinsomefoodssuchashealthyfatsandcarbohydrates,increasingbiotininyourdietcan helpwiththegrowthofhair.

Manyoilscanhavehealingqualitiesaswellsuchascoconut,jojoba,castorandrosemary tonameafew.Theoilsrepairbrokenanddamagedhairandstimulatethehairfolliclestoregrow.

Eachoilhasitsindividualbenefitsandoftenarecombinedtocreateanallinonesolution.For mystudy,Iutilizedoilsandcreatedahairtreatmentthatwhenmassagedinthescalpcanhelp stimulatebloodcirculationandspeedsupthehairgrowthcycle.Thishappensbecauseeachoil hasahealingquality.

Notalloilsshowapositiveeffectforhairgrowth.Therearealsomanyoilsthataren't beneficialforhairgrowthandcouldshowresultswiththeoppositeeffect.Afewforexampleare mustard,olive,andmineraloil.Theseoilscanoftenbetoothickandinsteadofallowingthe folliclestogrowmorehairitendsupcreatingbuildupinthescalpwhichblockstheproduction ofthickstrandsofhair.Thisshowshowimportantitistoresearchthecorrectproductsthatwill attheendhelpyourhairandnothurtit.Itisimportanttonotethatwemustbeeducatedbecause therearetimeswhenwhatiswrittenonthelabelisnottruthful.Theseproductscancontainsome artificialorharmfulingredientsthatmaynotbebeneficialforyourhairdespitewhatthebottles mightsay.

Theseoilshavebeenusedformoreyearsthanwecantrace.Oftentimeslargecosmetic companiessuchasHerbalEssences,Sephora,L'Oreal,etc.willcombineallnaturalproductswith theirchemicalcompounds.Theproductismassproduced,bringingthepricedownandmakingit moreconsumerfriendlybutitcanbemisleading.Creatingtheseoilsathomecanbemuchmore costeffectiveandnaturalbecausetheycanbecateredandindividualizedtoone'sspecifichair needs.Anotherbenefitisthattheywillnotcontainanyharmfulchemicals.

Allofthisresearchledtothecreationofahairoilmadeofthefollowingproducts: jojoba,rosemary,castor,andcoconutoil.Firstly,thereisjojobaoil.Jojobaoilisanoil-likewax fromtheseedofajojobaplant.Thejojobaplantisfoundinthesouthandmanufacturersstarted usingthisoilincosmeticproducts.ThisoilisfullofvitaminsandnutrientssuchasvitaminC,B,

E,copper,andzinc.Thisproducthelpsstrengthenhairfolliclesattheroot,preventshairloss, andpromoteshairthickness.Nextisrosemaryoil.Thisisanessentialoilthathelpswithmany things.Oneofwhichishairgrowth.Thisoil,whenmessagedintothescalp,canimprovethe bloodcirculation.Thispreventsthehairfolliclesfrombeingstarvedofbloodsupplyanddying off.Peopledon’tonlyuserosemaryoilforhairgrowth.Believeitornot,rosemaryoilcanalso preventthegrowthofgrayhairandreducedandruffbymoisturizingthescalp.Inaddition,the ricinoleicacidwhichisatypeoffattyacidincastoroilcanboostcirculationinthescalpand promotehealthierandstrongerhair.Lastly,thereiscoconutoil.Whilethepreviousoilsareused toupkeepthescalphealthandhairgrowth,coconutoilismeantformoisture.Coconutoilisfull ofrichfattyacidcalledlauricacidthathelpshydrateandsoftenthehairwhileprotectingthe scalpaswell.Itcontainsalowerlevelofyeastwhichpreventsflakinganddandruffandinstead addsmoisturetothescalp.Thisoilleavesyourhairsmoothandsoft.

Notallhairlossiscausedbyinternalsituations.Somepeoplecandealwithhairloss becauseofactionstheyphysicallydototheirhairsuchasheat.Theuseofheatstylingtoolssuch asblowdryers,curlingirons,andstraightenerscancausesignificantdamagetohair.High temperaturescanweakenthehair’sstructure,causingdryness,breakage,andsplitends.Thekey topreventhairdamagefromheatisbyaddingamoisturizingandprotectivelayeronyourhair beforeapplyingheat.Additionally,chemicaltreatments,includingcoloring,perming,and relaxing,cancompromisehair’shealthbymessingwithitsnaturalstructureandmoisture amount.Tolessenthedamagefromstylingpractices,considerimplementingprotectivemeasures suchasusingheatprotectantsprays,reducingtheuseofheatstyling,andusingalowerheat setting.Incorporatingbeneficialtreatments,suchasdeepconditioningmasksandleave-in conditioners,canhelprepairandstrengthendamagedhair.Tohelprejuvenateyourhairafterany

chemicalsorcoloritisimportanttoaddmoisturetotheends.Therearemanyvitaminsand productsthatcandothejobsuchasbiotin.Biotinisfulloffatsandaminoacidsthatcreate buildingblocksofproteinonthehair.

Creatingyourownnaturalhairoilcanbeamorepracticalandbeneficialsolution,when comparedtopurchasingfromacosmeticstore,suchasUltaorSephora.Theseproductsoften havesteepbrandingandpackagingmarkups,becauseofsharesandfundstheyneedtoshare withinvestors.Whilepre-madehaircaremaybeeasierandconvenient,“doityourself”products aremostoftenmadewithbetterqualityandspecificationssuitedforthecustomer,thereis somethingniceaboutbeingabletonamealltheingredientsinyourproduct.Byusingraw, naturalingredients,youavoidthepricesimposedbysyntheticadditivesandhaveamorenatural, pureagent.

Inconclusion,it'simportanttounderstandthebiologyofhairgrowthtobeabletokeepit healthy.Hairgrowsfromthefolliclesinthescalpthatthriveswithgoodbloodcirculation, nutrients,andminerals.Stress,heat,andillnesscanunfortunatelyaffectthegrowthandhealthof thehairfollicle.Asaresultoftheresearchdone,itwasshownthatusingthesenaturaloilscan helpbyincreasingbloodflow,moisturizing,andnourishingthescalp.Althoughstoreboughtoil mixturesincludenaturaloils,theymightalsoincludeartificialingredients.Duetothisidea, makingaDIYhaircaretreatmentscanbemoreaffordableandcantailortoone'sspecificneeds. Thisapproachnotonlysavesmoneyinthelongrunbutcaninsurethatthehairisgettingthebest care.

Hall-Flavin,David,MD.“CanStressCauseHairLoss.” MayoClinic. May10,2023.

https://www.mayoclinic.org/healthy-lifestyle/stress-management/expert-answers/stress-an d-hair-loss/faq-20057820#:~:text=In%20telogen%20effluvium%20 “IsBiotinasGoodasAdvertisedforYourHairLoss?” ClevelandClinic. October26,2022.

https://health.clevelandclinic.org/is-biotin-as-good-as-advertised-for-your-hair-loss Moussa,Ahmad,MD.“10BestAndWorstHairGrowthOils-ExpertReview2024.” Wimpole Clinic. May9,2024.

https://wimpoleclinic.com/blog/10-best-and-worst-hair-growth-oils-expert-review/ PaediatricsandChildHealth.“HairGrowth.” ScienceDirect. 2019.

https://www.sciencedirect.com/topics/medicine-and-dentistry/hair-growth#:~:text=In%20 the%20anagen%2C%20or%20actively,shaft%20by%20a%20mechanical%20method.

“StructureandCompositionoftheHair.” ActivilongParis.

https://activilong.com/en/content/95-hair-structure-and-composition#:~:text=Hair%20is% 20composed%20of%2095,%2C%20nails%2C%20etc

Watson,Stephanie.“HairProblems.” WebMD. April24,2024.

https://www.webmd.com/skin-problems-and-treatments/hair-loss/hair-problems

Wong,Cathay.“11BestNaturalOilsforBetterHairHealth.” VeryWellHealth. November22, 2023.

https://www.verywellhealth.com/the-best-hair-oils-for-every-hair-type-4154056

ProcessPaper

I’mabigfanofmoneysoIdecidedthissummertoresearchthebestwayto increasemynetworthwithoutworkingandthemostobviouschoicewastodivedeep intoinvesting.

WhenIstartedmyresearchintobetterinvestmentstrategies,myinitialinterest layinthestockmarket,asitseemedtobeagatewaytoquickriches.Myviewofthis specificfieldofinvestmentwasshapedbyvarioussuccessstoriesandmedia representationsthatmoreorlessattributequickerreturnstotradinginstocks.Myinitial objectivewastoidentifythoseinvestmentopportunitiesthatcouldgeneratereturnsin aslittletimeaspossible,soIbeganwiththegatheringofgeneralinformationavailable abouttheavailableinvestmentopportunities,whichparticularlyfocusedonthestock options.

Readingalongandafterdiggingdeeperintotheworldofinvestment,Ididagreat dealofreadingconcerningdifferentassetclasseslikestocks,bonds,mutualfunds,and realestate.Particularattentionwasconcentratedonstocks,theprofitmadetherein,and thespeedatwhichthisisdone.ButthemoreIlearned,themoreIrealizedthatitwas notquitethissimple,orreliable,anapproach.

PerhapsawatershedinmyresearchwaswhenIviewedtheexperiencesof successfulinvestors,suchasWarrenBuffett,andtheirstrategies,wheretheydrive homethepointoflong-terminvestment.Whenoneunderstandsthatthestockmarket

willalwaysbeunpredictable,hecannotmakeprofitsthroughquickinvestmentsbut oftenlosses.Thisiswhatinspiredmetoinvestigatemorefeasiblewaysofinvestment.

Ibegantoappreciatetheadvantagesofalong-termview,focusingonstrategies suchasdollar-costaveraginganddiversification.Thesemethodshavetheeffectof minimizingriskandharnessingthepowerofcompoundinterestovertime.Thestrategy ofusingadiversifiedportfolio,ratherthandependingupontheactivitiesofsinglestocks, seemedamuchmoresecureoreffectivemeansofaccumulatingwealth.Ialsofound thatpatienceandpersistencewerevaluableassetsofanysuccessfulinvestor,notthe expectationofquickpayoffs.

Theresearchjourneyitselfhaschangedmyapproachtoinvestment;fromstocks beingthewaytogetrichquick,thejourneyputmythoughtsofinvestmentsforthe future.Payingattentiontosustainablegrowth,diversification,andadisciplined approachthenbroughtmetounderstandthattheactualfinancialsuccessisreapednot throughspeculationintheshorttermbutratherthroughcarefulplanningand commitmenttothefulfillmentoflong-termsetgoals.Thisframeofthoughtchangedmy wholeparadigmaboutinvestingandputmeontracktofinancialsecurityforabetter future.

StevenHazbany(HS‘25)

InvestmentPlanningforYoungPeoplein2024:AComprehensiveGuide

Investmentplanningisanessentialaspectoffinancialmanagement,andthisis paramounttoyoungpeoplelookingoutfortheirfuture.In2024,thisbeliefismadeto suchproportionsthattherearemoreavailableinvestmentopportunitiesthanever.This paperfocusesonthebasicrulesofconstructinganappropriateinvestmentstrategy, includingwhyitisnecessarytostartinvestingassoonaspossible,whyitisbetternotto betallofone’scapitaloverseveraldays,andwhatarethebenefitsofexpandingand diversifyingtheportfolio.Besides,itstatesthemostfrequentmistakesyoungpeople makewheninvestingandhowtoavoidthem.Thus,contemplatingtheabovequestions younginvestorswillbeabletoprepareasoundinvestmentstrategythatwillhelpthem amassthewealthtobedesired.

Oneoftheprimarybenefitsthateveryyoungpersonhasintheworldofinvesting istime.Younginvestorsareabletotakeadvantageoftheprincipleoftimevalueof money.Whenanindividualstartstoinvestatanearlyage,theabilitytotakeadvantage ofcompoundinterestgrowsashisorherfundsbegintogenerateinterestonthe accumulatedamountoversometime.Thiscompoundingeffectisahandytoolinthe accumulationofwealthandtheearlierapersonstartsthebetteritisforthem.Letus,for now,consider,bywayofexample,AliceandBobwhoaretwoindividualswithdifferent investmentpractices.Aliceis25yearsoldandstartsinvesting200dollarseverymonth; ontheotherhand,Bobis35yearsoldandisinvesting400dollarsamonth.Assuming anannualreturnof7percent,bythetimebothofthemreach65years,Alicewillhave$ 480,000whilewithBobitwouldbeapproximately$430,000.EventhoughAliceinvests onehalfoftheamountBobdoespermonth,theeffectofanearlystartintheinvestment hasfarreachingimplicationsoverBob’stotalsavings(Fidelity,2024).

Themaxim‘timeinthemarketisproficuousthantimeinthemarket’isoneofthe bestdevicesforplanningwithone’sinvestments.Sinceitisdifficulttomakemarket predictionsandtoseektoattempttrendytrading,investmentinthelongrunusuallyhas betterresults.Evidencesuggeststhatinvestinginasustainedmannerforalonger periodoftimeiseffectiveingreaterreturnsascomparedtostrategiesseekingtocatch thepeakandbottomofthemarketcycles.Forexample,aninvestorwhohadbeenfully intheS&P500fortheyears1999-2018wouldhavefoundannualreturnscloseto5.62 percent.Butmissingjusttenbestdaysinthissequencewouldhaveresultedinonly 2.01percent(J.P.Thefortymostvolatileperiodsinthemarketaremorethansufficient. Thecallofmarkettimingcanalsothereforebeignored.Emphasizesthemostimpartial conclusionmade.Polarizationhelpsunderstandtheoperatingprinciplesofthecapital marketandprovidesadditionalmotivationtoperformevenbetterwithoutinvolvementin self-taughtmarketgambling.Theworstmistakeofthepolicy,inthelong-termorbull cycleactingandavoidingaggression.Thedifferenceisdramaticandfurther

emphasizestheneedtoremaininthemarketandavoidtryingtogetinoroutat optimumpoints.

Oneofthemosteffectivewaystominimizerisksandmaximizereturnsisthrough diversification.Investorstendtoplacetheircapitalinmultipleavenuesofinvestmentso thatinanyoftheassets,suchasstocks,bonds,properties,andcommodities,no excessivelossisincurred.Theprincipleofdiversificationhelpsinoverallstabilityof portfoliossincepoorresultsfromagivencategoryaredampenedbyearningsfromthe lattercategory.Forexample,awell-balanceddiverseportfoliomaycontainsharesof bothlocalandforeigncompaniesfromvariousindustries(suchasinformation technologyandhealthcareconsumerproducts),equityinstrumentsalongwithdebt products.Thisstrategymakessurethattheriskandthereturnsareoptimized,asany areathathasperformedpoorlywillbebackedupbyotherareasthathaveperformed optimally(Vanguard,2024).

ETFsandmutualfundsareexcellentoptionsforyounginvestorsseeking diversificationwithoutneedingtomanageindividualstocksactively.Thesefundspool moneyfrommanyinvestorstopurchaseadiversifiedportfolioofassets,offering exposuretoabroadmarketsegment.Investinginretirementaccountssuchas401(k)s andIRAsprovidestaxadvantagesthatcansignificantlyenhancelong-termgrowth. Contributionstotheseaccountsareoftentax-deductible,andtheinvestmentsgrow tax-deferreduntilwithdrawal(IRS,2024).Startingtocontributetotheseaccountsearly inone'scareercanleadtosignificantsavingsbyretirementage,thankstocompound interestandtaxbenefits.

Whileunderstandingwhattodoiscrucial,knowingwhatnottodoisequally importantforyounginvestors.Herearesomecommonpitfallstoavoid:

❖ Younginvestorsmightbetemptedtochasehigh-risk,high-rewardopportunities, suchasinvestingheavilyinvolatilestocksorcryptocurrency.Whilethesecan offersubstantialreturns,theycanalsoresultinsignificantlosses.Itisessentialto balancespeculativeinvestmentswithmorestable,long-termholdings.

❖ Alackofunderstandingaboutbasicfinancialprinciplescanleadtopoor investmentdecisions.Younginvestorsshouldprioritizeeducatingthemselves aboutinvesting,personalfinance,andmarketdynamics.Utilizingresourcessuch asbooks,onlinecourses,andfinancialadvisorscanhelpbuildastrong foundation.

❖ Beforedivingintoinvestments,itiscriticaltohaveanemergencyfundinplace. Thisfundshouldcoverthreetosixmonthsoflivingexpensesandactasa financialsafetynet.Withoutanemergencyfund,younginvestorsmightbeforced toliquidateinvestmentsataninopportunetimetocoverunexpectedexpenses.

❖ Investmentfees,includingmanagementfees,tradingcosts,andexpenseratios, cansignificantlyerodereturnsovertime.Younginvestorsshouldbemindfulof thesecostsandseeklow-costinvestmentoptionswheneverpossible.

❖ Marketvolatilitycantriggeremotionalresponses,leadingtoimpulsivedecisions suchaspanicsellingduringmarketdownturnsorgreed-drivenpurchasesduring

booms.Maintainingadisciplined,long-termstrategyandavoidingemotional reactionscanhelpmitigatetheserisks.

Foryoungpeoplein2024,thekeytosuccessfulinvestmentplanningliesin startingearly,stayinginvested,andmaintainingadiversifiedportfolio.Byunderstanding andapplyingtheseprinciples,andbyavoidingcommonpitfalls,younginvestorscan maximizetheirpotentialforlong-termwealthaccumulationandsecuretheirfinancial future.Thepowerofcompoundinterest,therisksofmarkettiming,andthebenefitsof diversificationareallcrucialelementsthatshouldguidetheinvestmentstrategiesof youngindividualstoday.

References

●Fidelity.(2024). Thepowerofcompoundinterest.RetrievedfromFidelity Investments.

●J.P.MorganAssetManagement.(2019). Theimpactofmissingthebest daysinthemarket.RetrievedfromJ.P.Morgan.

●Vanguard.(2024). Theimportanceofdiversification.Retrievedfrom Vanguard.

●IRS.(2024). Retirementaccountsandtaxbenefits.RetrievedfromIRS.

ProcessPaper

FormySummerScholarsresearchproject,Ichoseatopicthatrelatestomyeveryday life.Somethingthat'simportanttome.InmyfamilybothofmybrothershaveObsessive CompulsiveDisordersoIknewthisisdefinitelythetopicIwantedtoresearch.Formyresearch projectIsearchedforallarticleswhichexplainedOCDanditsprevalenceintheJewish community,sinceI’mJewishandwouldliketolearnmoreaboutOCD.Iheardthatfidgetingcan beacheap,resourcefuloutlettohelpmanageOCD.Therefore,IdecidedIwantedtohelpall thosestrugglingwiththedisorder,justlikemybrothers.

IresearchedimperativetreatmentsforOCDthatareseenasthe“gold-standard”ofOCD treatments.Next,Iresearchedfurtherintoothertacticsthathelpmanagetheobsessionsand compulsionsthatindividualsstrugglewithdaily.Ifoundvariousdetailsonthebenefitsof fidgetingandinwhichmannertheactivityoffidgetingshouldbeexecuted.Subsequently,I foundwhichtypeoftoyswouldbebeneficialtothosewithOCDandwhichmaybeharmful.In addition,Icompileddetailsofwhyfidgetingmaybehelpfulandhowitalleviatesstressthrough increasingendorphinlevelsandreducingcortisol.OnceIgatheredallmyresearchIcombinedall myknowledgetogetherinordertomakemytangibleobject.FormytangibleobjectIcreateda sketchofafidgettoywhichhelpsindividualsmanagetheirOCDandimprovetheirfocusonthe tasktheyaredoingathand.ThefidgettoyIcreatedhelpslowerstresslevelswhile simultaneouslyloweringthecognitiveburdenimposedbyobsessivethoughtsandcompulsive behaviors.

Myfidgettoyhasmanyaspectstoit.Itincludesastressball,arotatingdisk,fur(for sensorypurposes),clickybuttons,clipsthatopenandclose,andadditionalbuttonsonthesideof thetoy.Allthesecomponentsofthetoyareimperativetocalmtheindividualandhelpmamage theirOCD.ThistoyisintendedtoreducethesymptomsofOCDandbeanadditionaltacticto enhanceoverallwell-being,inadditiontoresearchfilledtreatments(likeCBT).

FidgetToySketch

EmmaKamagi(HS‘25)

ResearchPaper

“Obsessive-CompulsiveDisorder,”thesethreewordsaresomethingthathasplaguedmy houseforaslongasIcanremember.Growingup,Iwitnessedtheprofoundimpactthisdisorder hadonmyfamily,shapingdailyroutinesandinfluencingourinteractions.OCD,acondition characterizedbypersistent,intrusivethoughtsandrepetitivebehaviors,affectsasmallportionof thepopulationglobally.Theseintrusivethoughtsareknownasobsessionswhiletherepetitive behaviorsareknownascompulsions.Anindividual'sgenetics,culture,andpsychologicalfactors haveasignificantimpactonthedevelopmentofOCD.InordertolessentheeffectsOCDhason aperson,theindividualmayuseoneofthemanyinnovativecopingstrategies.Oneimperative strategyisfidgeting,whichhelpstheindividualshifttheirfocusfromtheobsessivethoughtsand repetitivebehaviorstoanothertask,whilesimultaneouslyfocusingontheworkthey'redoingat hand.

Obsessive-CompulsiveDisorderisamentalhealthconditionthataffectsaportionofthe globalpopulation.OCDdoesn'tdiscriminate,asthedisorderisseeninallcultures,races,and socioeconomicstatuses.WhilesomesourcessaythatOCDimpactsroughly1%to3%of individualsworldwide(NCBI),otherssaythat1outofevery40adultswillbediagnosedwith OCD(Tacoby).OCDcausestheindividualtoexperienceintrusiveandrepetitivethoughts, knownasobsessions,andthecorrespondingcompulsivebehaviors.Somecommonobsessions arefearsofcontamination,aneedforsymmetry,orconcernsaboutharmingothers.Many individualsexperienceafearofgerms,therefore,theywillexcessivelywashorcleantheirhands (Mulcahy).Individualsmayalsooftenfocusoncounting(Mulcahy).Thisemphasisoncounting

mayleadtoafixationonaparticularnumber.Forexample,Mulcahystatedthat“Sarahisfixated withthenumberseven,andwillcontinuallyperformactionsthatcertainnumberoftimes.”

Anotherobsessionischecking;apersonwilloftenfeelapersistentuneasethatsomethingmay havebeenforgotten,likeleavingastoveburneron.Individualsalsocontinuouslyrepeataword orphrase,imaginerecurringimagesoftragedies,ormayevenarrangeitemsuntiltheyareatjust therightangle(Mulcahy).Yetanotherexampleoftheabundanceoffactorsaffectingindividuals withOCD,isprofuselyworryingaboutdisease(Mulcahy).Allthesebehaviorsareintendedto alleviatethedistressassociatedwithobsessionsbutoftenaredisruptiveandtime-consuming, whichthenimpactsvariousaspectsofone’sdailylife(Mulcahy).

TherearemanyfactorsthatleadintowhyOCDmaydevelop,oneimperativefactorbeing geneticpredispositions(NCBI).OCDisaheterogeneousconditionwhichdevelopsduetoamix ofgeneticandenvironmentalfactors(NCBI).Studieshaveshownthatfirst-degreerelativesof individualswithOCDhaveahigherriskofdevelopingthedisorder.Therisksaretherefore estimatedbetween10%and20%(MedlinePlus).ResearchintotheprevalenceofOCDwithin specificpopulations,likeJewishcommunities,showsthattheoccurrenceofdevelopingOCD alignswithglobalprevalencerates(Koranetal).Forexample,onestudyfoundthatthe prevalenceofOCDamongJewishindividualswasaround2.1%,whichisconsistentwiththe 1-3%prevalenceratewhichisadheredtoworldwide(Koranetal).Similarly,anotherstudy reportedthattheprevalenceofOCDintheJewishpopulationofIsraelisabout1.4%,whichonce againreflectstheglobalprevalencerates(Ben-Yehudaetal).ThesefindingsindicatethatOCD doesnotoccuratahigherrateinJewishcommunitiescomparedtoothergroups,supportingthe ideathatOCDratesarebroadlyconsistentacrossdifferentculturalandethnicgroups.

CulturalinfluencessignificantlyaffecthowOCDisexperiencedandtreated.For

example,intheJewishcommunity,OCDismoreprevalentthaninthegeneralpopulation.This increasedprevalencemay,inadditiontogenetics,belinkedtoculturalandreligiouspractices thatamplifyobsessive-compulsivetendencies(NCBI).Forexample,amongultra-OrthodoxJews (andmanyotherreligions)theirculturemayinfluencethemanifestationofOCDsymptoms (NCBI).Religionimpactsthepatternofactionsandthoughts,whichoccursasareactiontotheir religiousrulesandrites(NCBI).Ithasbeenestimatedthataround10%to30%ofpatientswith OCDhavetheseobsessivethoughtsrelatedtoreligion(NCBI).Thestrictandpreciserulesof ultraorthodoxJewsmaystimulateamisinterpretationofintrusivethoughts(NCBI).Theymay constantlyattempttocontrolandeliminatetheseintrusivethoughts,duetothembeing consideredsinful(NCBI).Theindividualwillthenperformactionsinordertoalleviatetheguilt (NCBI).Theindividualdoesnothavecompletecontroloftheirthoughts,thereforetheywill continuously,andmoreoften,performtheactionswhicharebelievedtoeliminatetheir unpleasantthoughts(NCBI).

CognitiveBehavioralTherapy(CBT),specificallyExposureandResponsePrevention (ERP),isrecognizedasoneofthemosteffectivetreatmentsforOCD(Tacoby).ERPinvolves slowlyintroducingindividualstothingsthatmakethemanxiouswhilesimultaneouslyhelping themavoidtheirusualcompulsiveactions(Tacoby).Thismethodaimstoneutralizeindividuals totheirobsessionswhilereducingtheircompulsions(Tacoby).CBTfocusesonalteringthe distortedthoughtsthatthosewithOCDexperience(Tacoby).Itaddressesirrationalbeliefsand helpsdevelophealthierthinkingmethods(Tacoby).Individuals'responsetoanxietywillthen decreaseandthereforesowillthecompulsivebehaviors(Tacoby).

WhileCBTmaybeaworthwhiletherapeuticinvestment,itcanbecostly,thereforeother strategiesareimperativeaswell.Interestingly,fidgetingmayserveasabeneficialcoping

mechanismforindividualswithOCD,ADHD,oranxiety(HealthCentral).Researchhas revealedthatfidgetingcanenhancefocus,reducestress,andimprovecognitiveperformance (HealthCentral).Researchshowsthatfidgettoyshelpimprovememoryandperformanceon testswhenallowedtofidget(HealthCentral).Notonlyisfidgetingbeneficialtopeoplewith OCD,it’sbeneficialtoallindividuals(HealthCentral).Althoughwhenfidgeting,onemay appeardistracted,theoppositeistrue(HealthCentral).Thefidgetmustbemindless,theactivity mustnotbethoughtabout–justmindlesslyexecuted,tobeeffective(HealthCentral).Thetoys allowthemtoavoiddealingwiththeobsessionsandcompulsionsbygivingthemsomeother activitytoexecute(HealthCentral).Fidgetingcalmstheirnerveswhileimprovingconcentration (HealthCentral).Themindshouldn'tfocusontheactivity;forexample,afidgetspinnermaybe adistractiontotheindividualorothers(HealthCentral).Somebeneficialfidgetingtoysinclude fidgetcubes,magneticfidgets,fingerfidgets,stressballs,orfidgetputty(HealthCentral).These toyscanhelpindividualsmaintainconcentrationwhilesimultaneouslymanagingtheiranxiety (HealthCentral).

WhilefidgetingcannotnotreplaceimperativetreatmentslikeCBT,itcanhelpprovide immediaterelieffromanxietyandobsessivethoughts(HealthCentral).Engaginginrepetitive, mindlessmovementscanserveasadistractionfromdistressingsymptomsandofferasignificant outletfornervousenergy(HealthCentral).Thisphysicalactivityhelpsregulatearousaland stresslevels,contributingtoamorerelaxedstateandimprovedfocus(HealthCentral).Engaging inrepetitivemovementssuchastapping,fidgeting,orshiftingpositionshelpsmanageanxietyby providingaphysicaloutletfornervousenergy.Physicalactivity,eveninitsmostsubtleforms,is knowntoalleviateanxietyandstressbyincreasingendorphinlevelsandreducingcortisol.

Cortisolisastresshormone,thereforebyreducingitstresswillsimultaneouslybereducedas

well("ExerciseandStressRelief").Similarly,fidgetingcanhelpmaintainfocusandcognitive performancebecauseitprovidesitssensoryaspectthathelpstomanageindividuals'attention andreducestheimpactofintrusivethoughts("HowFidgetingHelpsUsFocus").Thislow-level distractionisveryuseful,itlessensthecognitiveburdenimposedbyobsessivethoughtsand compulsivebehaviors.

Moreover,fidgetinginducesindividualstoamorerelaxedstate.Physicalactivityhelpsin stressreliefbypromotingrelaxationandimprovingoverallmentalwell-being("Managing AnxietywithPhysicalActivity").Thisprocessoccursthroughtheactivationofthe parasympatheticnervoussystem.Thisnervoussystempromotesasenseofcalminindividuals. Byprovidingaroutineandpredictableoutletforanxiety,fidgetingisavaluableandreliabletool formanagingOCDsymptoms(PsychologyToday).Thus,whileoftenunderestimated,Fidgeting cangreatlyhelpinmanagingemotionsandimprovingcognitivefunctionforthosesufferingwith OCD.

Obsessive-CompulsiveDisorderisacomplexconditionwithsignificantimpactson individuals'lives.Thevariousfactorswhichcontributetothedisorderlikegeneticsandculture shouldberecognizedandthereforetreatedwithcautioninthefuture.WhileCognitive BehavioralTherapyremainsasignificanttreatmentforOCD,acknowledgingandincorporating othercopingmechanisms,suchasfidgeting,canenhanceoverallwell-being.Byembracing fidgetingformanaginganxietyandimprovingfocus,individualswithOCDcancomplement theirtreatmentstrategiesandachieveabetterqualityoflife.

Ben-Yehuda,A.,M.Levine,M.Arie,andN.I.Ben-Ari."ThePrevalenceof Obsessive-CompulsiveDisorderintheJewishPopulationofIsrael." JournalofAnxiety Disorders,vol.28,no.2,2014,pp.139-144. ScienceDirect, doi:10.1016/j.janxdis.2013.11.008.

"ExerciseandStressRelief:HowPhysicalActivityCanHelpManageAnxiety." VerywellMind, 2019,www.verywellmind.com/exercise-and-stress-relief-3144708.

HealthCentral.“FidgetingandFocus:TheBenefitsofMindlessMovement.” HealthCentral, 2024,www.healthcentral.com/condition/adhd/adhd-teens.Accessed5Sept.2024.

"HowFidgetingHelpsUsFocus." TheAtlantic,2015, www.theatlantic.com/health/archive/2015/03/fidgeting-focus/388568/.

Koran,L.M.,R.E.Thienemann,andP.R.D.T.H.P."Obsessive-CompulsiveDisorderina JewishPopulation." EuropeanPsychiatry,vol.15,no.5,2000,pp.290-295. ScienceDirect,doi:10.1016/S0924-977X(00)00524-2.

"ManagingAnxietywithPhysicalActivity:InsightsandStrategies." Healthline,2020, www.healthline.com/health/anxiety/exercise.

MedlinePlus.“GeneticsofObsessive-CompulsiveDisorder.” MedlinePlus,2024, www.medlineplus.gov/genetics/condition/obsessive-compulsive-disorder/#resources. Accessed5Sept.2024.

Mulcahy,Lisa.“CopingwithObsessive-CompulsiveDisorder.” VibrantLife,vol.15,no.4,July 1999,p.24.GaleOneFile:Psychology, link.gale.com/apps/doc/A55087903/PPPC?u=nysl_me_yeshivah&sid=bookmark-PPPC& xid=05200374.Accessed15Aug.2024.

NCBI.“Obsessive-CompulsiveDisorder.” NCBIBookshelf,2024, www.ncbi.nlm.nih.gov/pmc/articles/PMC5872369/.Accessed5Sept.2024.

Tacoby,Lisa.“SeekingControl:HowtoRecognizeandTreatObsessiveCompulsiveDisorder.”

Mind,Mood&Memory,vol.15,no.10,Oct.2019,pp.4+.GaleOneFile:Psychology, link.gale.com/apps/doc/A600918698/PPPC?u=nysl_me_yeshivah&sid=bookmark-PPPC

&xid=20dc0747.Accessed15Aug.2024.

"TheImpactofFidgetingonStressandCognitivePerformance." PsychologyToday,2019, www.psychologytoday.com/us/blog/mind-my-business/201904/the-benefits-fidgeting.

MargauxLincer ProcessPaper

ThissummerIresearchedthebestwaystohelpeducateachildwithautismabout Judaism.Istartedvolunteeringatthespecialchildren’scenterabouttwoyearsagoandithas inspiredmetodothis.MywholelifeI’velovedreading,writingandeducation,itwasn’tuntil recentlythatIrealizedIcancombinethosethingsbymakingaparashathaShavuabooktailored totheneedsofachildwithautism.

IbeganbysimplyobservingthechildrenIseeeverySundayandthewaythatabook catchesorlosestheirattention.Iinitiallythoughtaddingsensorythingsintothebooklikea fuzzyanimal,orpopupcharacterwouldkeepakidinterested.ButasIwatchedthechildren interactwithbookslikethatIrealizedthatitwasn’treallythecase.

Ibeganresearchingthedifferenttypesoflearningthatwouldstimulatethemindofan autisticchild.ItwasmuchharderthanIrealized.Whilethereisalotofmaterialaboutautism, autisticchildrenandparentingachildwithautismtherewasnotalotonhowtowriteabook. Therewereplentyofbooksaboutautism,butnotreallyanyforautism.Ispentmonths researchingandIrealizedtherewasahugegapinthisarea.

OneofthefirstarticlesIfoundagreedwithmyfirstinitialthoughtaboutaddingsensory featurestothebook.But,Ihadalreadyconcludedthatthiswasnotthebestwayformetowrite thebook.Inthemiddleofthesummer,whenmycamperfromthespecialchildren’scenter Shloimywassleepingover,hismothersenthimaniPadtoplaywithifhewokeupearly.AsI wassettinguptheiPadforhiminthemorningIwatchedasheswitchedthebrightnessofthe iPadandtheideastruckme.AnE-book.

AsIbegantoresearchE-booksIbeganresearchingitforaneurotypicalchild,because therewasmoreresearchonit.IrealizedthattheE-bookwastheperfectsolutionforan Autisticchild.InthebeginningIdidn’tevenconsideritthinkingthatitwouldbewaytoomuch ofadistraction.ButthenasIresearcheditstartedtomakesomuchmoresense.Autismisa disorderthatisonaverywidespectrumandnotwochildrenhavethesameneeds.Oneofthe issuesIwasfacinginmyinitialresearchwastryingtofigureouthowtomakethebookwork formostchildren.AnE-bookcouldbecustomizableforeachchild,theycouldadjustthefont size,brightnessofthetablet,volumeifthereissoundetc.

Thediscoveryshiftedtheentiredirectionofmyproject.Insteadofcreatingaphysical bookIcreatedanEbook,customizableabouttheparashathashavuadesignedtocatertoa varietyofdifferentlearningstylesandneeds.

Creatingthise-bookisn’tjustaboutmakingJewisheducationaccessible—it’sabout givingautisticchildrenawaytoconnectwiththeirheritageinawaythatfeelscomfortableand empoweringforthem.MyexperiencewithShloimyandtheotherchildrenhasshownmethatthe toolsweusetoteachhavetobeasflexibleasthelearnersthemselves.Ihopethatbydeveloping thise-book,IcanhelpbridgethegapinJewisheducationalresourcesforchildrenwithautism, givingthemaspacewheretheycanlearn,grow,andconnectwiththeirfaithontheirownterms.

MargauxLincer(HS‘25)

ResearchPaper

AutismSpectrumDisorder(ASD)isacomplexneurologicalconditionthataffectshow individualsprocessinformation,perceivesocialcues,andinteractwiththeworld.Autistic children,includingthoseintheJewishcommunity,faceuniquechallengesineducationdueto thedifferencesinhowtheirbrainsprocess:sensoryinput,language,andsocialinteraction. Creatingspecializededucationalmaterialsthatrespectboththeneurologicalneedsofautistic childrenandtheirculturalcontextofJudaismcanenhancetheirlearningexperiences.Integrating technology,particularlye-books,canprovideabetterandmorebeneficialapproachtolearning thataddressesboththeircognitiveandculturalneeds,includingthebenefitsofasking stimulatingquestionsorgamesafterreading.

Autismischaracterizedbydifferencesinneurologicalprocessing,particularlyinareas suchassensoryintegration,communication,andexecutivefunctioning.Thebrainsofautistic childrenoftenprocesssensoryinformationsuchassights,sounds,andtexturesdifferentlyfrom neurotypicalchildren(childrenwithoutautismorothermentaldifferences),whichcanleadto eitherheightenedsensitivityorreducedresponsivenesstostimuli,leadingtoproblemswithloud noisesorevenverbalizingwords.Thisneurologicaldifferencemakesitessentialtocreatean educationalenvironmentadaptedtotheirspecificsensoryandcognitiveneeds.Manyautistic childrenbenefitfromstructured,predictablelearningenvironmentsthatminimizesensory overloadandprovideclearconcreteinstructions.

InJewishautisticchildren,theseneurologicalneedsintersectwiththeculturaland

religiousaspectsoftheirupbringing.Educationalmaterialsthatcombinevisualsupports,clear socialrules,andstructuredritualssuchasthosefoundinJewishtraditionscanhelpmake learningmoreaccessibleinanareathatislacking.Forexample,visualschedulesandsocial storiesthatoutlinethestepsofJewishcustomslikelearningtheparashathashavuaorpreparing foraholidaycanhelpautisticchildrenunderstandandparticipateinthesepracticeswithless anxietyandconfusion.

Additionally,manyautisticindividualshavedifferencesinexecutivefunctioning,which affectstheirabilitytoorganizetasks,regulateemotions,andshiftbetweenactivities.Teaching theseskillswithinthecontextoffamiliarreligiouspracticesandroutinecanmakethelearning processsmootherandmorerelatable.

E-booksoffersignificantadvantagesincateringtotheneurologicalneedsofautistic children.Oneofthemostbeneficialfeaturesofe-booksistheirabilitytoprovidelearning experiencesthatengagemultiplesenses:visual,auditory,andkinesthetic.Thisisespecially valuableforchildrenwithsensorysensitivitiesthatareoftenseeninautisticchildren,whomay benefitfromaneducationalformatthatreducesunnecessarysensoryinputwhileenhancingkey learningelements.SinceAutismisabroadspectrumwhereeachchildhasdifferentneeds, E-booksallowforcustomization,suchasadjustingfontsize,brightness,andcolorcontrast, whichcanhelpreducevisualstressforchildrenwithsensoryprocessingdifferences.

Interactiveelementsine-books,suchasclickableiconsortouch-responsiveanimations, canhelpsustaintheattentionofautisticchildren,whooftenstrugglewithattentionalfocusdue todifferencesinhowtheirbrainsfilterstimuli.ForJewishautisticchildren,thiscanbe particularlyusefulinlearningculturallyrelevantmaterial,suchasHebrewprayersorTorah

stories,whereinteractivevisualaidsandsoundscanenhanceunderstanding.

E-booksalsoaddresschallengeswithabstractthinkingandlanguageprocessing. Autisticchildrenoftenstrugglewithfigurativelanguage,idioms,andmetaphors.E-bookscan helpbyofferingclear,straightforwardexplanations,alongwithvisualorauditoryaidsthat makeabstractconceptsmoreconcrete.Thisisespeciallyimportantwhenlearningabout religioustraditionsandstoriesthatcontaindeepermeanings.

Oneofthemosteffectivewaystoreinforcelearning,particularlyforautisticchildren,is byaskingquestionsafterreading.Reflectivequestioninghelpssolidifyconcepts,encourages deeperunderstanding,andaidsinthedevelopmentofcriticalthinkingskills.Forautistic children,whooftenbenefitfromstructured,guidedlearning,askingquestionsafterreading providesaframeworkthathelpsthemprocesstheinformationmoreeffectively.

Additionally,askingquestionsencouragessocialinteractionandcommunicationskills, areaswhereautisticchildrenmayoftenfacechallenges.Itprovidesastructuredopportunityfor childrentopracticeresponding,reasoning,andverbalizingtheirthoughts.E-bookscanenhance thisprocessbyincludinginteractive,builtinquestionsections,allowingchildrentorespondat theirownpace,andfurtherengagingwiththematerial.Theseinteractivefeaturescanalso providevisualandauditorycuesthathelpchildrenunderstandthequestionsandprocesstheir answers.

E-booksnotonlycatertosensoryneedsbutalsosupportcognitiveandneurological developmentinautisticchildren.Onemajorbenefitofe-booksistheirabilitytoprovideroutine andpredictability.Twoessentialcomponentsforautisticlearners,whooftenexperienceanxiety whenfacedwithsuddenchangesorunpredictablesituations.Jewishreligiouspractices,suchas

therecitationofdailyprayersortheobservanceofholidayslikePassoverandHanukkah,are inherentlystructuredandrepetitive,offeringacomfortingsenseofroutinethatcanbebrought toanEbook.E-bookscanintegratethesereligiousroutinesinawaythatfostersboth educationalgrowthandneurologicalstability,usingrepetitiontoreinforcelearningina predictable,non-stressfulenvironment.

Craftingane-bookforJewishautisticchildrenprovidesauniqueopportunitytomerge neurologicalconsiderationswithculturaleducation.Byaddressingsensorysensitivities, cognitivedifferences,andtheneedforstructuredroutines,e-booksofferaversatiletoolfor autisticlearners.Askingquestionsafterreadingfosterscriticalthinking,reinforces comprehension,andencouragescommunicationskills,makingitanintegralpartofthelearning process.Throughtheirinteractiveandcustomizablefeatures,e-bookscreateanengaging, individualizedplatformthatpromotesbothneurologicaldevelopmentandadeeperconnection toJewishfaithandtradition.

WorksCited

AndréasRBDeolinda,BA.“AutismReadingComprehension:TipsandTeachingStrategies.” AutismParentingMagazine,22Aug.2024, www.autismparentingmagazine.com/autism-reading-comprehension/

“What Tools Do You Need to Include Students with Autism?” Autism Classroom Resources , 25 July 2023, autismclassroomresources.com/autism-teaching-strategies/.

Edelson, Stephan. “Learning Styles & Autism.” Autism Research Institute, 18 Aug. 2021, autism.org/learning-styles-autism/. “Basic Principles and Practices for Teaching Children with Autism New SkillsNorth Shore Pediatric Therapy.” Blossom Illustration with the Words North Shore Pediatric Therapy, www.nspt4kids.com/healthtopics-and-conditions- database/autism-spectrum-disorder/basic-principles-and- practices-for-teaching-autistic-children-new-skills. Accessed 17 Sept. 2024.

Andréas RB Deolinda, BA. “Autism Reading Comprehension: Tips and Teaching Strategies.” Autism Parenting Magazine, 22 Aug. 2024, www.autismparentingmagazine.com/autism-reading- comprehension/.

References

Dear Reader, This E-book was written for Jewish children with autism. It was created to specifically stimulate the minds of children with autism and teach them about their religion! By using simple photos, short lines of text and a review game, children with autism will better retain the material and get the best use out of this book. —Margaux

Hashem created light and dark.

On the first day

Hashem created the sky.

On the second day

On the third day

Hashem created the earth and the sea.

On the fourth day, Hashem created the sun, moon

and stars.

On the fifth day, Hashem created animals in the sea and animals in the sky!

On the sixth day, Hashem created all the animals on the land

And on the seventh day Hashem rested.

Just like Hashem rested, we rest on Shabbat!

ProcessPaper

ThissummerItookthetimetoresearchaspecifictopicofnuclearchemistryandhowwe canapplyittotherealworldaroundus.AtfirstIwantedtoresearchfourindividualquestions, twoquestionsinmathrelatedtopicsandtwoquestionsinasciencerelatedtopic.Iwasreally nervousforsomanyreasons.Ididn’thaveasetmentorjustacoupleofdaysbeforethemonthof MayendedandIendedupgettinginluckwithDr.Cohen,theAPchemistryteacherinour school.Shewasalwayshonestwithmeandguidedmethroughoutthewholesummerwithouta doubt.AnydayIwouldliketomeetshewouldworkashardasshecan,despiteherbusy scheduleandspend45minutestoanhourediting,fixing,andeventeachingmesomegreat things.Thankyoutoher.Weneverhadaspecifictimeordaytomeetjustwheneverthetimewas rightformeandherandwebothwereverydevotedtotheresearch.

Iendedupchoosingaspecificsciencequestiontodigreallydeepintohowitaffectedthe worldaroundus.Idecidedtoonlychoosethistopicbecauseitseemedthemostinterestinginmy eyesandthemostapplicabletoourrealworldandtherewasjustsomuchtoknow.Anytimein thesummerwhenIhadalazynightorafreehourortwoIwouldstartresearchinginthe directionmyquestionsledme.Iwouldsimplywritequestionsdownorsearchthemupandapply ittothesmallbookletIassembledonCanva.OneSundaymorning,whileresearchingIcame acrossacertainradioactiveelementthatwasextremelycomplexandharmful,radon-222.This topiccompletelycaughtmyattentionandIdecidedtoreallyresearchaboutthistopic, specifically.Thatbecametherootofwantingtostayonthetopicofnuclearchemistry.My bookletisnowhalftalkingabouttheeventsthatletouttoxicexposures,radon-222andits

effects,andanintrotonuclearchemistry.IamsohappywiththeoutcomeandhappyIcanput mytimeandeffortintosomethingsoamazing.

HALF-LIFE

WorksCited

● https://www.epa.gov/sites/default/files/2018-12/documents/half-life-teacher-answer-key.pdf

● http://iflscience.com/what-are-isotopes-half-lives-and-why-do-they-matter-71419

RADON222/URANIUM238

● https://www.epa.gov/radon/how-does-radon-get-your-home

● https://www.ncdhhs.gov/divisions/health-service-regulation/north-carolina-radon-program/health-i mpacts-radon#:~:text=Radon%20gas%20decays%20into%20radioactive,the%20course%20of%2 0your%20lifetime.

● https://www.frontierspartnerships.org/articles/10.3389/or.2022.10570/full?utm_source=twitter&utm _medium=cpc&utm_content=&utm_campaign=imp_pubpart-_09-23_or_en_n--focm

● https://www.sciencedirect.com/science/article/abs/pii/S0048969723078749

● https://journals.lww.com/health-physics/abstract/1997/06000/Radon_in_Residences__Influences_ of_Geological_and.9.aspx

● https://archive.epa.gov/reg5oair/tribes/web/pdf/10-radon-101-tepm-2016.pdf

● https://www.cdc.gov/radon/testing/index.html#:~:text=Short%2Dterm%20testing%20can%20take,t akes%20more%20than%2090%20days.

● https://www.health.ny.gov/forms/doh-2247.pdf

● https://www.ncdhhs.gov/divisions/health-service-regulation/north-carolina-radon-program/health-i mpacts-radon#:~:text=Radon%20gas%20decays%20into%20radioactive,the%20course%20of%2 0your%20lifetime.

● https://www.health.ny.gov/environmental/radon/mitigators.htm?county=new_york

CARBON14

● https://heinonline.org/HOL/LandingPage?handle=hein.journals/umkc63&div=11&id=&page=

● http://www.mrgscience.com/uploads/2/0/7/9/20796234/how_carbon_dating_works.pdf

CHERNOBYL

● https://www.iaea.org/newscenter/focus/chernobyl/faqs

● https://world-nuclear.org/information-library/safety-and-security/safety-of-plants/chernobyl-accident

● https://www.nrc.gov/reading-rm/doc-collections/fact-sheets/chernobyl-bg.html

FUKUSHIMA

● https://en.wikipedia.org/wiki/Fukushima_nuclear_accident

● https://world-nuclear.org/information-library/safety-and-security/safety-of-plants/fukushima-daiichiaccident

● https://www.iaea.org/publications/10962/the-fukushima-daiichi-accident

THREEMILEISLAND

● https://www.nrc.gov/reading-rm/doc-collections/fact-sheets/3mile-isle.html

NETFLIXDOCUMENTARY-MELTDOWNTHREEMILEISLAND

● https://en.wikipedia.org/wiki/Three_Mile_Island_accident

Nuclear Chemistry Essentials: A Guide to Radioactivity and Toxic Exposures

By: Sarah Madeb

Introduction to Nuclear Chemistry

Half-life

The duration of time it takes for the mass or the number of atoms of a radioactive substance to reduce to half its initial value.

Isotopes

Isotopes are two or more forms of an element that have the same number of protons but different number of neutrons. The atomic number is the number of protons in the atom’s nucleus and it is the same for all atoms of a given element. The atomic mass is the average mass of an atom taking into the account all the natural isotopes, equal to the number of neutrons and protons in an atom. This number will be different for each isotope.

Radioisotopes

Radioisotopes are radioactive isotopes. They can also be defined as atoms that contain an unstable combination of neutrons and protons, or excess energy in their nucleus.

Stability of an Isotope

An atom is unstable when there is an excessive amount of protons or neutrons, creating an extra amount of energy in the nucleus.

Radioactive decay

Atoms with an unstable nucleus regain stability during the decay process by shedding excess particles and releasing energy in the form of radiation.

Alpha, Beta and Gamma Decay

Alpha, beta, and gamma decay are three main types of radioactive decay that involve the release of particles from the nucleus of an atom.

Alpha Decay

A large nucleus releases two protons and two neutrons, called an alpha particle, which is the largest particle in radioactive decay. Alpha decay changes the number of protons in the nucleus, which changes the atom into a different element.

Beta Decay

A neutron turns into a proton or a proton turns into a neutron, which is accompanied by the emission of an electron or positron. Beta decay also changes the number of protons in the nucleus, which changes the atom into a different element.

Gamma Decay

The nucleus emits gamma rays, which are high-energy light waves that have no mass. Gamma decay doesn't change the number of protons in the nucleus, so the atom doesn't become a different element. Instead, gamma decay brings the nucleus to a more stable energetic state, similar to when an energetic atom emits light or Xrays.

Carbon-14

Carbon-14 is an isotope of carbon-12. Carbon-14 is a well known radioactive isotope which can identify the age of any organic material dated back from over 100,000 years.

Uranium-238

Uranium-238 has a half-life of 4.5 billion years. The radioactive decay of uranium-238 in soil and rocks produces radium. Radium then decays into radon, which is released into the soil's pores and rocks. Radon and other soil gases move to the earth's surface through diffusion and flows, and are released into the atmosphere.

Radon-222

Radon-222 is the most dangerous isotope of radon and is a product of uranium-238 decay. It has a long decay rate and can accumulate indoors, making it a major contributor to radiation exposure for the public. Radon-222 is colorless, odorless, and tasteless, with no warning signs of exposure. In the United States, radon is considered the leading cause of lung cancer in nonsmokers.

TOXIC EXPOSURES

CHERNOBYL

The Chernobyl disaster was a man-made catastrophe that occurred at the Chernobyl Nuclear Power Plant in Chernobyl, Ukraine in 1986. The Number Four RBMK reactor, designed by the Soviet Union, was a type of nuclear reactor that proved to be highly radioactive. During a low-power test, the reactor went out of control causing the uranium fuel in the reactor to overheat and melt through the protective barriers. This led to an explosion and fire that released a significant amount of radioactive elements including plutonium, iodine, strontium and caesium into the atmosphere. The iodine released contributed to an increase in thyroid cancer among approximately 1,800 children who were exposed to the radiation. To this day, radioactive isotopes with long half-lives (29 years for strontium and 30 years for caesium) continue to linger in Chernobyl. Strontium - 90, which can cause leukemia, and Caesium-137, which can affect the spleen and liver, are still present in the environment. As, a result, Chernobyl is known as a “ghost town” and remains unoccupied due to its ongoing radioactivity.

FUKUSHIMA

TheFukushimanuclearaccidentoccurredinOkuma, Fukushima,Japanin2011.Thismajordisasterwas triggeredbyamassiveearthquake,whichwas followedbyatsunami.Thetsunami,whichreached about130feet,strucktheFukushimaDaiichinuclear powerplant,resultinginelectricalgridfailureand damagetoalmostallofthepowerplantsback-up energysources.Thisresultedinaninabilitytocool thereactorswhichledtothemoverheatingand subsequentfiresandexplosionswhichreleased radioactivematerialintotheair.

Thedisasterreleasedalargeamountofradioactive elements,withrelativelyshorthalflives,causing significanteffectsinthearea.However,twoharmful radioactiveisotopeswithlongerhalf-lives,Cesium137andcesium-134,continuetolingerinFukushima. Thesetworadioactiveelementscancauseleukemia andotherserioushealthissues.

Today,1.8millionpeopleliveinFukushimaalthough, certainareasremainrestrictedduetohighradiation levels.Despitethepopulation,elevatedradiation levelspersistthroughouttheregion.

THREE MILE ISLAND

TheThreeMileIslanddisasterwasanuclearaccident thatoccurred inPennsylvania,verycloseto populatedareas. Earlyinthemorning,acooling malfunctionledtoapartialmeltdownofthereactor core,reasultinginsignificantdamage.

Thisdisasterreleasedradioactiveelements, includingxenon-133andkrypton-85.Although theseradioactivegaseswereemitted,their quantitieswereinsufficienttocauseharmtothe publicortheplantworkers.Despitetherebeing manyinvestigationsintopossiblesideeffectsofthe radiationonpeople,animals,andplantlifeinthe area,thousandsofenvironmentalsampleofair, water,andsoilwerecollectedbyvariousgovernment agenciesmonitoringthearea.Itwasfoundthatthe exposurehadnegligibleeffectsonthephysical healthofpeopleortheenvironment.Asaresult, there werenoreportedinjuriesfromthisincident.

ThreeMileIslandhasbeenshutdownsince2019,and theareaisnolongerconsideredhighlyradioactive. TheThreeMileIslandaccident underscoredthe importanceofnotsolelyrelyingonnuclear equipmentbutalsoensuringtheoversightofateam ofqualifiedscientistsandengineers.

RADON

- 222: EFFECTS ON THE BODY

How Radon-222 Enters Homes

Radon - 222 most commonly enters homes through small cracks and holes in the foundation or from the dirt that settles on the floor of the home. Sometimes, radon - 222 can get caught in the water wells when radon from the ground escapes into the air and enter the wells.

Typically, Radon - 222 is one of the decay products of the radioactive isotope uranium - 238. Uranium - 238, which is commonly found in many minerals and soils, can easily penetrate the foundation of homes. As a result, even in a wellsealed home, radon - 222 can still seep through microscopic cracks and gaps. Since radon - 222 is a decay product of uranium, it can become trapped in cracks and gaps in the house, leading to a buildup around the home.

HOW TO TEST FOR RADON - 222

01

HOW TO OBTAIN AND REQUEST A TEST.

Radon testing kits can cost $12-15 and are very easy to conduct. you can place an order in the mail by filling out this legal form: https://www.health.ny.gov/forms/doh-2247.pdf.

If one would like someone to conduct an in - person radon test at your New York home, contact the Radon Hotline: radon@health.ny.gov or (518) 402-7556.

WHAT DOES THE TEST INDICATE.

After one has completed there radon test, either by a kit or someone conducting the test for you, the test will take around 2-10 days depending on what test you got.

The average indoor level of radon is 1.3 pCi/L (the measurement of radon in the air). A high radon test is 4 pCi/L or higher. The Environment Protection Agency (EPA) encourages people to get there home fixed professionally if they have a radon test that is higher than 4 pCi/L.

02 03

HOW TO GET RID OF RADON IN YOUR HOME.

To reduce radon levels in a home, one can improve natural ventilation by opening up windows, doors, and vents on the lower floors of the house. This helps mix outdoor air with indoor air, which can effectively reduce radon concentrations. This method is usually used for lower concentrations of radon.

If your home has elevated radon levels, the EPA recommends investing in a radon mitigation system. This system is connected to your ventilation help reduce radon concentrations.

ProcessPaper

AsIexpandedmyknowledgeofarchitecture,Ibegantowondermoreaboutthedesign elementsofaproject.Aroomcanbedesignedeasily,butwasthereanidealwaytogoaboutit? Thishelpedmefindthemorenichetopicofenvironmentalpsychology,whichdiscusseshowthe designofaroomaffectsapersonmentally.Havingsomeinterestinpsychologyaswell,Ibegan toresearchthisidea.Iwasabletofindsomearchitecturefirmswhichpracticedthisidea,and studieswhichshowedhowspecificelementsofdesignwouldbetteraffectmoodandmental recovery.Inadditiontoonlineresources,Iwasabletobeginlookingatmylifeinamoredesign orientedway,observinghowbuildingswerebuilttogivemorepeopleviewsoftheocean,or hownowindowaccessandolivegreenwallsmadeahospitalroomfeeldark,cramped,and uncomfortable.InoticedhowmuchmoreproductiveandatpeaceIfeltworkingoutside,inthe sunandsurroundedbynature,andIconsideredtheideaofthemodernbuildingstyleandhow someelementsarecomforting,whileothersseemstarkandstoic.Iinterviewedadesigner workingonaprojectwhereeveryelementwasimportanttotheoverallfeelofthespace,and gatheredinformationfromherondifferentelementsandwhateffectstheyhaveonpeople.

Withthisinformation,Isplitmyprojectintotwo-thedesignelementandthearchitecture element.Idecidedtodesignahospitalroomsincethereisalotofnegativeconnotation surroundingthespace,andIwantedtoseeifhavinganicerspacedesignedcouldmitigatesome ofthediscomfortandfearthatpeoplenormallyfeelinthatsetting.Withinthearchitecture,I accountedforthelayout,naturallighting,andfurnitureoftheroom,ensuringthatIkeptthat balancebetweenfunctionandemotion.Thedesignelementtakesshapeintheformofthree moodboards,whichdetailmoreofthecolor,material,andpurposeofdesigningitasIsuggested.

Ichosetodesignonespacegearedmoretowardsadultpatients,andonetowardschildrenand childlife.ThisensuresthatIcovermoredemographicsthanjustthetypicaladultpatient-for children,ahospitalvisitcanbeevenmoreterrifyingthanforanadult.Childrenalsohave behavioraldifferencesthatwouldmakeanadultroompotentiallyboringforachild.Thedesigns ofbothspaceswouldincludeartonthewalls,fakeplants(ashospitalsdonotallowrealplantsin theirpatients’rooms),andfurnitureforvisitors.Theadultspacewouldbemorelightand calming,whilethechild’sspacewouldboastbrightercolorsandmoreentertainingdesigns.Ialso designedaconceptforabuildinglayoutwhichwouldhopefullybeabletoprovidepatientsboth moreprivatespaceandmorenaturallight,asamainissueinhospitalsisdarkdoublerooms whereonepatienthasnoaccesstothewindow.Withthesedesignelementsandproposed solutions,Iaimedtocreateaspacethatallowspatientstorelaxdespitethechallengestheyface.

ResearchPaper

Walkingintoahospital,yoursensesengage.Youseetheanxiouslineofvisitorswaiting tocheckinandhearthebustleofthecafeteriaaboveyou.Asyoumakeyourwaythroughand approachthepatients’rooms,youhearthebeepingofmachines,smellthesterilityoftheair,and feelthemetalbeneathyourhandasyoupushopenthedoor.Inthedimlylitroom,youseea lovedoneinahospitalbed,surroundedbythincurtains,wires,fluids,andsharpobject containers.Theseexperiencesaresimilarineveryhospital,whetherJerseyShore,Columbia,or MountSinai.Andbecauseofthis,howyoufeltinoneoftheselocationswillsomehowfinda waybacktoyouatadifferentone.How?

Theanswerliesinafieldknownasenvironmentalpsychology,whichfocusesonthe relationshipbetweenindividualsandtheirsurroundings.Thewaythataspaceinteractswithyour sensesestablishesarelationship,eitherpositiveornegative,withsaidspacebasedonyour experiencewithit.Forexample,ifyoufelloffaswingasachildataplayground,youareless likelytoreturntothatplaygroundbecausethat’swhereyougothurt.Evenasanadult,whenyou realizethatlogicwassillyandchildish,youstillrememberthebadfeelingassociatedwithit.

Theassociationbetweenyouremotionsandtheenvironmentstemsfromaclosemental connection.Inthemakeupofourbrains,thehippocampusholdsourmemories,whilethe adjacentamygdalacontainsemotions.Thesetwohaveaneuronalcircuitthatconnectsthem, creatingastrongconnectionbetweenmemoryandemotionalresponses,orvalences.Thebrain hasanabilitycalled“valenceassignment,”whichassociatesafeeling,eitherpositiveornegative, withacertainexperienceormemory.Thiswillreappearwhenasimilarscenariooccurs,telling

thepersonwhethertheyshouldseekoutthisscenario,ordistancethemselvesfromit.Groupsof neuronsinthebasolateralamygdala(BLA)ofthebrainaidinthisprocess,activatingpositive andnegativeresponsestoassignthevalences(MakingaMemoryPositiveorNegative).Asa society,ourgoalshouldbetodesignspacesthatwouldelicitprimarilypositivereactions,making peoplefeelmorecomfortableintheirsurroundings.

Thewaythiscanbedoneistolookintothedesignelementsofaspaceandengageall fivesensesinamannerinwhichtheintendedfunctionoftheroomisheightened.Inaninterview withJoySilvers,whodesignedthenewMorrisFrancoCancerCenter,shehighlightedthe importanceofcolor,nature,andmaterial.Shediscussedhowblueisassociatedwithhappiness, andhowhavingnaturalelementssuchaswaterorwoodinthedesigncaninstillasenseof tranquility.Theseareimportantinanyspacewherethegoalistorelaxorsoothe.

Apersonusesallfiveoftheirsenseswhencreatingtheiropinionofaspace.Theanalysis ofthespaceisprimarilyvisual,whichiswhyitisimportanttoconsidercolor,decor,andviews whendesigningaspace.AnexperimentbyenvironmentalpsychologistNancyWellsconducted in2000statedthatcollegestudentswhohadviewsofnaturefromtheirdormroomsscored higherinstudiesoftheirmentalfocusthanthosewithaviewofmanmadestructures.Another studybyWilliamSullivan,conductedin2001,showedthatinhabitinggreenerspacesheightens theabilityofchildrenwithattentiondeficitdisordertoconcentrate(Anthes).

Lightingisalsoimportantinestablishingthefeeloftheroom,sincedaylightiscrucialto thewayourbodiesfunction.Eveninaspacewithartificiallighting,thereshouldstillbesome naturallight.Fluorescentlightscanalsodeterminethemoodofthespace,withlowlighting beingmorecalming.Amoreyellowlightcanbecomforting,andacoolerbluecanpromote alertness.However,beingindarkerenvironmentsforextendedperiodsoftime,dependingonthe

setting,caneitherhelppeopleopenupormentallyshutthemdown.Astudyonlighting conductedbyRixtF.Riemersma-vanderLekataretirementhomeshowedthatthosekeptin lighterbuildingshad19%lessdepressivesymptomsthanthoseindarkerbuildings(Anthes).On theotherhand,toomuchlightcanfeelinterrogative,elicitingstressandfearofrevisitingthe space.Thisisanimportantelementofaroomandisonethatshouldbehandledwithcare.

Color,whendesigningaspace,hasalotofdiversity.Morecolorscanmakesomeonefeel morecomfortableandjoyful,buttoomuchcanbeoverwhelming.Whenaddingcolor,itcanbe aestheticallypleasingtousemanycolorsasanaccentforaroom,orsticktoacolorthemeforthe entirety.Whitecreatesapeacefulatmosphere,redpromotesurgencyorevendanger,butalso strengthandpower(Karnik).Orangeandyellowinstillasenseoffunandvibrancy.Blackisseen assophisticated,purpleasuniqueandluxurious,andgreenasrefreshingandnatural(Kazoulis). Lightershadesmakearoomfeelmoreairy,whiledarkergivesamorecozyfeel.Inshort,coloris everything.Themoodofaroomdependsonthevisuals,andcolormoresothantherest.

Inadditiontovisuals,thesmellandsoundofaroomcanalsoplayimportantroles.In somespaces,soundcanbeoverwhelmingorunneeded,soinsulatingthewallsisuseful.Beingin amoresilentplacecanhelpsomeoneregulatetheiremotionsandthoughts.Forexample,ina therapysession,clientsmightprefertohavesilencewhiletheyturnthingsoverintheirmindsas opposedtohearingthebustleofoutsidelife.Andifdeadsilenceistoounnerving,whitenoise machinescanhelptoreducethestressofthequiet.Scentsalsohelptoreducestress,andin addition,canboostmoods.Havingsomethinglikeadiffuser,iffilledwithapleasingscent,can invokehappiness,productivity,orpeace.Scientificresearchhasshownthatlavender,for example,interactswiththebrain,promotingrelaxationandreducinganxiety.

Theseelementsworkindividually,buttheharmonyofthespacehastobetakeninto considerationaswell.Thedesignneedstoworkwholly,notjustinparts,orthespacewouldfeel toooverwhelming.Thefunctionalityofthespacealsoneedstobeconsidered,asthereshouldn’t beaspacethatfeelsgoodbuthasnopurposetoit.Designandfunctionshouldbeableto intersectinthespacewithoutoverpoweringeachother.

Withthisideaofdesigninmind,itbecomesmoreclearwhatspacesneedinorderto succeedtotheirhighestpotential,whetherit’salibrary,hospital,restaurant,bedroom,classroom, oranyotherspacefrequentedbypeopleonadaytodaybasis.Forspacesthathavea predeterminednegativeconnotation,thedesigninvokesaconceptofadistractiontheory.By surroundingthespacewithelementsthatinvokepositiveresponses,theinhabitantsareableto pushtheirissuestothebackoftheirmind,alleviatingtheiranxietyovertheconditiontheymay bein.Thisconceptisusedindesigningchildliferoomsforhospitals,givingthemacolorfuland engagingspacetotaketheirmindsofftheirhospitalstayormakeiteasierforthemtoprocessby usingdollstoplaythedoctor.Thecareexperienceforachildensuresthattheirmentalstate remainsupliftedthroughoutadifficulttime.Designingaspacetopositivelyimpactapatient’s mentalhealthwillinturnaffecttheirphysicalhealth.Beinginawelldesignedspacecanspeed upthepatient’srecoverytimebypositivelyimpactingtheirmentalhealth,whichtoanextent affectstheirphysicalhealth.

Emotionsplayacriticalroleinourlives.Weseekoutthegoodexperiencesoverthebad, butaresubjectedtoalotoffearandstressregardless.Andwhatweassociatewiththisnegativity willultimatelyrevisitusatalatertime.Inordertoremoveormitigatethis,architectsand designersshouldfocusnotonlyonfunctionality,butemotionalappealaswell.Awelldesigned spaceinstillscomfortinthoseinhabitingit,regardlessofthegoalofthespace,andwillprompt

themtoreturninthefuture.Andwhenfacedwithsimilarspaces,thatsenseofcomfortwill presentitselfintheirmemory,makingthewalkthroughlifemorepleasantbothaestheticallyand mentally.

Sources:

“MakingaMemoryPositiveorNegative.” SalkInstituteforBiologicalStudies,30Jan. 2024,www.salk.edu/news-release/making-a-memory-positive-or-negative/

Karnik,Pranjali.“TheRoleofPsychologyinArchitecture-RTF:RethinkingtheFuture.”

RTF|RethinkingTheFuture,17Jan.2023, www.re-thinkingthefuture.com/rtf-fresh-perspectives/a2603-the-role-of-psychology-in-arc hitecture/#google_vignette.

Kazoulis,Antonis.“ColourPsychologyinAdvertising:CraftingThePerfectVisual.” RSS, Eskimi,12Jan.2024,www.eskimi.com/blog/colour-psychology.

“ Grey, when paired with blue or white elements, can create a relaxing atmosphere ”

Woods are very soft, and zen. Don't use granites or marbles. think of a spa and how they use calm woods, stark moderns aren't a great vibe.

a softer modern aesthetic combined with wooden elements would be ideal.

“ White symbolizes clarity and freshness. It is the right color to be surrounded with in times of stress, to get clarity of your thoughts. but remember that white needs to be a clean, bright white but not too stark because if it looks dirty and dull, your emotions can mirror the same dullness. ”

Since hospitals are not allowed to have real plants within the rooms, the next best solution would be a fake plant to bring that pop of greenery into an otherwise very life tech oriented room.

“ Blue helps calm your mind, slow down your heart rate, lower your blood pressure and reduce anxiety. advised to go for a soft and neutral shade. ”

“ Modern decorating is an interior design style that embraces clean lines, minimalism, and neutral colors to create spaces that feel uncluttered, sophisticated, and timeless. Often integrating innovative materials, technology, and architectural elements, it's all about achieving a sleek and streamlined look. ”

“ color is important. blue is associated with happiness. ”

poorly designed space.

https://thumbor.forbes.com/thumbor/fit-in/x/ht thumbor.forbes.com

https://news.fiu.edu/2020/the-art-of-serenity

The art of serenity: landscape paintings to calm our souls To celebrate the peace and joy that art can bring during these difficult times, FIU artists share their own artwork –works that invite us to immerse ourselves in tranquility and beauty.

Bright colors, toys, and other interesting details keep the children engaged. These details help the room feel like a safe space for the children while they experience hospital life.

https://www.virtually-anywhere.net/tours/stlou

Carnation Pink Bright, warm colors stimulate energy, excitement, and happiness.

"This project enhances the efforts of Child Life practitioners who work with the entire multidisciplinary team to promote coping, create meaningful memories of play, and enhance the overall health care experience for young patients and their families." Child Life Zone at UCLA Mattel Children's Hospital

Kournikova distraction theory positive distractions can help take patients’ minds off of their condition, which in turn alleviates their anxiety.

"Children’s bedrooms at home are usually filled with color. So rather than color being overwhelming in the hospital environment, what color really does is make a patient’s room feel more normal ." -Ingrid Fetell Lee

#FF9C38 Neon Carrot

#FFEE80

#FF9EE0

Virtual Tour

#FF5C5C Persimmon

Goals

• Design a layout that would allow all patients to have window access.

• Give more (or all) patients private rooms so that they feel more comfortable in their surroundings.

Creative direction

Having a space where patients can go outside and immerse themselves in nature is very helpful to their mental state. They shouldn't need to be kept inside.

From untappedcities

people select hospitals based on reputation.

• create a ladder layout of three rectangular buildings.

• the two sides would house patient rooms around the edges of the buildings to allow every room to have a window and for there to be more rooms in hopes that they can be private.

• the middle building would house consultation rooms, elevators, guest restrooms, bikur holim room, exam rooms, and offices for each floor.

• the three buildings would be connected by wide glass bridge walkways, allowing patients to experience some natural light and views even in the hallways, which are normally closed in and artificially lit.

• for the bottom few floors, the three buildings would combine into one for the lobby space, cafeteria, and other rooms the hospital would need. Any floors without patient rooms would experience this merge.

The Issue at Hand

• While visiting a hospital, I found that patients are frequently placed in double rooms with a layout that makes it so that only one gets a window. Combined with the dark, dirty colors of the room, this lack of light doesn't bode well for the patient.

• This two-patient-per-room situation is separated by a thin curtain, which doesn't allow comfort or privacy.

NinaTawil(HS‘25)

ResearchPaper

Whenafriendlosesalovedoneyouspendtimewiththem;yourclassmateis struggling,youstudytogether;youvolunteerandhelppeoplewithoutexpecting somethinginreturn;thisisempathy.Empathyistheabilitytoperceiveandunderstand theemotionsandthoughtsofothers.Empathyisourabilitytoattempttoputourselves insomeoneelse'sshoes.Ourrelationshipsarebuiltonempathyandourwaytoconnect withothers.Empathyallowsustofeelloved,cared,andseen.Itgivesustheabilityto synchronizewithothers.Thereisaphrasethatsaystrytoputyourselfinanother person'sshoesandthat'swhatempathyletsusdo.Itallowsustoresonatewithothers whetheritbefromsomeonesufferingfromlosstocelebratingonabirthday;weattempt tounderstandtheiremotionsandevenfeelthemforourselves.

Ithasbeenfoundthatmirrorneuronshelpfacilitatethisprocess.Theyare neuronsthatfirewhenanindividualperformsanactionorobservesanaction.The mirrorneuronsystemisoneofthekeyplayersinempathyallowingustoperceiveand understandtheemotionsofothers.

Myquestionis:Whatistheroleofmirrorneuronsinneuralmechanismsunderlyingour empatheticresponses?Howdoesthishelpusunderstandsocialcognitionand interpersonalrelationships?

Hypothesis:Ourmirrorneuronsystemaffectsoureverydaysocialinteractionandcan helpusunderstandpeople.

Mirrorneuronswerefirstdiscoveredinthemacaquemonkeyswhenscientists weredoingexperimentsrelatedtomotorcontrolandnoticedtheseneurons.

MirrorneuronswerediscoveredwhenresearchersledbyGiacomoRizzolattirecorded themacaquemonkeysusingelectrodes.Theyplantedelectrodesinthepremotorcortex andtheinferiorparietalcortextostudyneuronsspecializedforthecontrolofthehand andmouthactions.Duringtheexperimentthemonkeyswereaskedtoperformdifferent motoractionssuchasreachingfoodandgrasping/manipulatingobjects.Theynoticed thatpremotorandparietalcellsinthemacaquebrainfiredvigorouslywhenthemonkey managedtheobjectandwhenthemonkeywatchedtheexperimentermanagethe object.Theneuronstheyobservedshowedamirroringeffectbothwhenthemonkeydid andwatchedtheaction.

Whilethereresearchhasbeendone withmonkeysinthepastnowmoreresearch hasbeendonewithhumansusingFMRIand otherdevices.Thishashelpedidentifythe humanmirrorneuronsystem.Themirror neuronsystemhasbeenidentifiedintwo corticalareas:theposteriorpartoftheinferior frontalcortexandtheanteriorpartofthe inferiorparietallobule.Thesetwoareasareconnectedandformanintegrated frontoparietalmirrorneuronsystem.Themirrorneuronsystemisclosetothe

frontoparietalsystems,asystemthatsupportsdifferentsensorimotorintegration, suggestingitsconnectionwithsensorimotorintegration;forexampleimitation.

Whenahumanobservesanactiontheremirrorneuronsrespondandsometimes duplicatetheactionorduplicatetheintention.Therearetwomainlevelsbetween observedactionsandperformedactionwithmirrorneurons.Firsttherearestrictly congruentmirrorneurons.Theseneuronsfirewhenanactionisobservedandthe actiondoneisalmostidentical.Thesecondisbroadlycongruentneuronswhicharein responsetoanobservedactionbuttheactiondoneisnotidenticaltotheaction observedbutachievesthesamegoal.

Themirrorneuronsystemplaysaroleinempathy.Whenapersonempathizes withotherswhileitinvolvesimitationandactionrecognitionitalsoinvolvesemotional processing.Ourmirrorneuronsystemcontributestotheemotionalsidewiththehelpof thelimbicsystem.Themirrorneuronsystemandthelimbicsystemareanatomically connectedbytheinsula.Thenetworkwiththemirrorneuronsystemandlimbicsystem playsakeyroleinallowingustoempathizewithothers.Forexamplewhenobserving emotionalcuesfromothers,ourmirrorneuronsystemmayactivateallowingapersonto empathizewiththeemotionstheysee.Thisempatheticresponsetriggersanemotional reactioninthelimbicsystem.Thelimbicandmirrorneuronsystemsjointeffortleadsto sharedemotionalexperiencesandsocialbonding

Therearedifferentneurotransmittersandneurochemicalsthataffectour empathy.Serotoninalsoplaysaroleinempathy.Itisinvolvedinprocessingsocialpain andemotionalempathy.Achangeinsomeone'sserotoninlevelscanaffecttheirability toresonateandrespondtoothers'emotionalstates.

Themirrorneuronsystemiscomplexandhasmanypartstoit.Onepartisthat themirrorneuronsystemisgoal-directed.Thismeansthattheneuralsystemshave strongeractivationswhenanindividualwatchesanactiontowardagoal/objectrather thanactionswithoutone.Whenwedomeaninglessactions,likerandomfinger movements,thosehavelessofareaction.Thereisanexceptiontotherulewhena personobservesanothermakevariousgestures,andthosegesturesarethegoal, therebyelicitingareaction.Forexample,wavinghi,whilewavingisjustagesture,there isagoalinvolvedingreetingtheperson.

Ourmirrorneuronsystemisalsocontext-dependent,soitwillhaveagreater reactionwhenthereiscontexttotheaction.Forexample,whensettingthetableand specificallydoingitbecausedinnerissoon,therewillbeagreateramountofactivity comparedtosomeonejustsettingupthetablefornodistinctreasonsince,inthefirst example,therewasacontextforhisaction.

Themirrorneuronsystemalsohasstrongerneuronactivationwhenseeingor doinganexperiencetheyhavedonebefore.Forexample,inarecentFMRI,itshoweda balletdancerhasstrongeractivitywhenwatchingballetcomparedtowhenwatching othertypesofdances.

Lastly,themirrorneuronsystemismultimodal,meaningthereisbrainactivity whenweobserve,perform,orhearactions.Evenwhenhearingaction-relatedwords,it activatesourmirrorneuronsystem.Eachofthesefeaturesgivesunderstandingthatour mirrorneuronsystemisactivatedbymeaningfulactions.

Mirrorneuronsstimulatetheemotionsanindividualseesandindoingso facilitatesempathygivingindividualsabetterabilitytounderstandandresonatewith others.

Themirrorneuronsystemprovidesanewunderstandingforhumancognition andbehavior.Themirrorneuronsystemhasagoaldirectednature;ithasheightened activitywhereanindividualobservesanactiontoaspecificgoalorobject.

Thegoalorientednatureofourmirrorneuronsystemhelpswithoccupational therapy.Occupationaltherapyemphasizeseverydayactivitiesorjobstopromotehealth andwellbeing.Occupationaltherapistsworkwithindividualswhomaybeexperiencing physicalcognitivedevelopmentaloremotionalchallengesthataffecttheirphysicalwell being.Mirrorneuronsystemscouldbeusedinoccupationaltherapywhentherapists askforpatientstoimitateorattempttoimitateanactionorwhentheyimagineimitating theaction.Whendoingtheseactionsthebrainactivityleadstobrain'splasticityin regionsofthemotorpractice.Interbrainplasticityiswhentwoormorepeopleinteract thecouplingbetweenthebrainsmaychange.Thismayleadtochangesinneural activity.Thisconnectstoadaptiveempathywhichsuggeststhatempatheticresponses changeovertimebasedontheirfeedback.Asinteractionsbetweentwopeoplecontinue theirresponsetoeachotherreconfiguresallowingforempatheticlearningandimproved responses.

Studieswithautismallowforbetterunderstandingofthecrucialrolethemirror neuronsystemplaysinsocialbehaviorandempatheticresponses.Autismisa neurodevelopmentalconditionthatischieflycharacterizedwithdifficultiesinsocial reaction,communication,andrestrictive/repetitivepatternsofthoughtorbehavior(oxford

dictionary).Ourmirrorneuronsystemisconsideredaforerunnerforoursocio communicativedevelopment.Themirrorneuronsystemcanhelpexplainthedifficulties insocialreactionandcommunicationinpeoplewithautism.Neuroimagingstudieswere doneinpeoplewithautism.Acoreshortfallofautism,asociallyisolatingdisorder, stemsfromproblemsinthemirrorneuronsystem.Theyfoundadecreaseinactivityin areasassociatedwithunderstandingandimitatingotherpeople'sactions.Theregions withdecreasedactivitywere theinferiorfrontalpars opercularis,theinferior parietallobule,andposterior superiortemporalsulcus whicharekeypartsofthe mirrorneuronsystem.Inorder totestthisanexperimentwas donewith14maleswith autismspectrumdisorderand14typicaldevelopedmales.Theyhadtodotwotasks:a semanticdecisiontaskandaletterdecisiontask.Theyrecordedtheirbrainactivity usinganFMRI.Theyfoundoutthatindividualswithautismspectrumdisorderhad alteredpatternsofconnectivitycomparedtotypicallydevelopedindividualsparticularly inareasassociatedwiththemirrorneuronsystem.Bothgroupsshowedconnectivity withthemirrorneuronsystembutindividualswithautismhavelessrobustconnections. Intheimageontopitdescribesthedifferentconnectionsinabrainofsomeonewith

autismandatypicalchild.Additionallyindividualswithautismexperiencedmore connectivityoutsidethemirrorneuronsystemespeciallywiththeleftfrontalgyrus.

Thesefindingsinformustheindividualssufferingwithautismmayhave disruptionswiththeirmirrorneuronsystembecauseoftheirdifferentconnectivity patterns.Anotherstudyhasbeendonewithchildrenwithautismduringasocial mirroringtask.Childrenweretoldtoobserveandimitatebasicemotions.Childrenwith autismhadreducedmirrorneuronactivityduringimitationandobservationoffacial emotions.Theactivityofmirrorneuronsinthetaskcorrelatedwiththeseverityofthe disease.Themoreseveretheirautismwasthelessactivitytherewas.Thisshowsthe importanceofthemirrorneuronsystemandhowitisacoredeficitofautism.

Additionallytheimportanceofmirrorneuronsisshownindevelopmentaldata. Imitativebehavioriscrucialtodevelopmentofoursocialcognitiveskillswhichgivesan understandingofthekeyroleofthemirrorneuronsystem.Whenhumansinteractitis knownthattheyimitateeachotherautomatically.Thisiscalledthechameleoneffect wherepeopleunintentionallychangetomatchtheirsocialenvironment.Themore peopleimitateeachotherthemoreempathetictheyare.Ourmirrorneuronsystemdoes notjustcodeactionsofothersbuttakesinaccounttheirintentionsalso.Thesestudies helpunderstandtheimportanceofourmirrorneuronsysteminsocialinteraction.

Analysis

ThemainarticleIusedis“themirrorneuronsystemandconsequencesofits dysfunction”;thiswaspublishedbynaturepublishingandwaspeerreviewed.Itwas writtenbyMacroIacoboniwhoisneurologistandneuroscientistattheDavidGeffen SchoolofMedicineatUCLAandMirellaDaprettowhoisProfessorintheDepartmentof

PsychiatryandBiobehavioralSciencesattheDavidGeffenSchoolofMedicineat UCLA.Therestofmyarticleswerefoundontheproquestdatabase.Wherejournals mustcomefromwellestablishedscholarlyrepositories.

Manyscientistsbelievemirrorneuronsplayakeyroleinourempathetic responsesbutsomedisagree.Researchergregoryhickoryhasadifferentopinionon theimportanceofmirrorneurons.Hebelievedthattheevidenceaboutneuronsin monkeyswasnotsostrongsoinsteaddecidedtodohisownresearch.Hefoundout thatmirrorneuronsplayadifferentrolethanwhatwasthought.Hebelievesthatit'spart ofabiggergroupofbraincellsthatisrelatedtohowtheysenseandmove.Intotal,from theresearchIhaveciteditisclearthatourmirrorneuronsystemisthebaseofour interactionswithotherhumanbeings.Itprovidesuswiththeabilitytounderstandand connectwithothers.Ourmirrorneuronsgiveustheabilitytoseeotherpeopleand understandwhattheyaregoingthrough.

Question:What'stheTorahstakeonempathyinourlifeandhowdoesitaffecthowwe treatothers?

TheTorahalsostressestheimportanceofempathy.InIsaiah1:17itsays

Thismeanslearntodogood.Devoteyourselvestojustice;Aidthewronged.Upholdthe rightsoftheorphan;Defendthecauseofthewidow(sefaria).Inthispasokisaiahurges thepeopletoactagainstsocialinjusticeandtohavecompassionforothers.Itcallsfor ustobeempathetictoallpeople.Toattempttoputoneselfintheshoesofothersbut notjustotherpeople,thepeoplewhoaresuffering.Thepeoplewhoneedhelp.These

teachingsreflecttheempatheticnaturefosteredbyourmirrorneurons.Ourmirror neuronsgiveustheabilitytoattempttounderstandandempathizewithothers.Inthis pasookwearetoldevenifwedon'tlivetheirlifeandarefarfromtrulyunderstandingthe challengesmarginalizedanddisadvantagedpeoplearefacingwemustbetheonesto helpthem.Wemustbetheonestodefendthem.Wemustbetheonetodogoodinthe world.

Inleviticus19:18itsays

ThispasookmeansYoushallnottakevengeanceorbearagrudgeagainstmembersof yourpeople.Loveyourfellow[Israelite]asyourself:Iamhashem(sefaria).This emphasizestheimportancethattheTorahstressesonempathytowardsyourneighbor. ThisisoneofthebiggestlessonstheTorahteachesus;theabilitytoforgive.Itstresses thatevenifyoumayhaveproblemswithsomeoneyoumustlovethemwiththesame respect,care,andunderstandingasyourself.Thisconnectstoourmirrorneuron systemandourempathy.TheTorahtellsustoputourselvesintheirshoesandtreat themwiththesamecompassionsyouwouldwantforyourself.TheTorahrecognizes theabilitytoempathizewithothersisthekeytogoodrelationships,socialpeace,anda compassionatesociety.TheTorahstressesnotholdingagrudgeandtoforgive.Again stressingtheimportanceofempathizingwithothersinsteadofgettingstuckinyourown bubbleofhateandanger.TheTalmudinshabbat31aexpandsonthis.Agentile approachedRabbiHillelandaskedhimtoconverthimtoJudaismontheconditionthat hecouldteachhimthewholeTorahstandingononefoot.RabbiHillelresponded“what ishatefultoyou,donotdotoyourneighbor.Thatisthewholetorah;therestisthe

explanationofthisgoandstudyit.”Thisstatementcapturedtheessencethatempathyis afundamentalprincipleofJudaismandjewishethics.Itemphasizesandencourages individualstobekindandempatheticinalltheirinteractionswithothers.RabbiHillel highlightsthemagnitudetheTorahplacesonourabilitytoempathize.Hecouldhave saidanyothercommandmentbutchoseourneedtoforgiveandbecompassionateto others.

Weseethistodaythroughoutmanyjewishcommunities.Tikkunolammeansto repairtheworldandthejewstakethisinitiativebydoingcommunityservicetohelpall differentpeople.Inmanyjewishcommunitiesthatonemayvisitthereissometypeof communityserviceorganizationaimedatfeedingthehungry,helpingthesick,oreven providingmedicalcare.Thisisanexampleofthejewsencapsulatingthecommandment tobeempathetictoourneighborandtoputoneselfintheirshoes.Byhelpingtheneedy thetruejewishspiritisshown.

WorksCited

●Salo,VirginiaC. ExaminingtheRoleoftheMotorSysteminEarlyCommunicative Development,UniversityofMaryland,CollegePark,UnitedStates--Maryland,2018 ProQuest,https://www.proquest.com/dissertations-theses/examining-role-motor-system-e arly-communicative/docview/2183805190/se-2.

●Acharya,Sourya,andSamarthShukla.“Mirrorneurons:Enigmaofthemetaphysical modularbrain.” Journalofnaturalscience,biology,andmedicine vol.3,2(2012):118-24. doi:10.4103/0976-9668.101878

●Liew,Sook-Lei,etal."TheMirrorNeuronSystem:InnovationsandImplicationsfor OccupationalTherapy:[1]." Otjr,vol.32,no.3,2012,pp.79-86.ProQuest, https://www.proquest.com/scholarly-journals/mirror-neuron-system-innovations-implicatio ns/docview/1676879847/se-2,doi:https://doi.org/10.3928/15394492-20111209-01.

●Iacoboni,Marco,etal."GraspingtheIntentionsofOtherswithOne'sOwnMirrorNeuron System:E79." PLoSBiology,vol.3,no.3,2005,pp.e79.ProQuest, https://www.proquest.com/scholarly-journals/grasping-intentions-others-with-ones-own-m irror/docview/1291102764/se-2,doi:https://doi.org/10.1371/journal.pbio.0030079.

●Iacoboni,Marco,andMirellaDapretto."Themirrorneuronsystemandthe consequencesofitsdysfunction." NatureReviewsNeuroscience,vol.7,no.12,Dec. 2006,pp.942+. GaleOneFile:Psychology, link.gale.com/apps/doc/A188969177/PPPC?u=nysl_me_yeshivah&sid=bookmark-PPPC &xid=ee3c5748.Accessed7Feb.2024.

●"THEMYTHOFMIRRORNEURONS:THEREALNEUROSCIENCEOF COMMUNICATIONANDCOGNITION." KirkusReviews,vol.LXXXII,no.13,2014

ProQuest, https://www.proquest.com/trade-journals/myth-mirror-neurons/docview/1540966297/se-2

MyExperiment

Thepurposeofthisexperimentwastoexplorehowempatheticresponsesdiffer betweenstudentsandparentswhentheyarepresentedwithdifferentsocialandethical scenarios.Thehypothesisfortheexperimentwasthatparents,duetotheirlife experiencesandresponsibilities,wouldshowhigherlevelsofempathyandmake decisionsinamorestructuredandthoughtfulwaycomparedtostudents,whomightbe moreinfluencedbytheirsocialenvironment.Totestthisidea,bothgroupswereasked torespondtoseveralhypotheticalscenariosaboutimportantsocialissues,suchas academicdishonesty,bullying,socialexclusion,andpeerpressure.Eachparticipant ratedtheirresponseonascaleof1to4,where1representedminimalempathyand4 representedexceptionalempathy.Thegoalwastoseehowempathyaffectedtheir decision-makingandtofindanydifferencesbetweenstudentsandparentsintheir responses.

Oneofthekeyscenariosfocusedonacademicdishonesty.Here,students scoredanaverageof2.5,whichmeanstheyweresomewhatempatheticbutunsure aboutwhattodo.Manystudentsrecognizedthatcheatingwaswrong,buttheywere conflictedaboutwhetherornottoreportitorintervene.Somewantedtotellateacheror talktothepersoncheating,butothershesitatedbecausetheydidn’twanttorisksocial consequences,likebeingseenasasnitch.Thisscoreindicatesmoderate empathy—studentsknewcheatingwasaproblembutwerereluctanttoact.Onthe otherhand,parentsscoredmuchhigher,withanaverageof3.5,showingthattheywere moreempatheticandreadytogetinvolved.Parentsfeltstronglyaboutconfronting academicdishonestyandbelievedinaddressingtheissuedirectly,eitherthrough

discussionswiththeirchildrenorbyencouragingdisciplinaryactions.Thekeydifference hereisthatwhilestudentsunderstoodtheissueemotionally,theirsocialconcernsoften heldthemback,whereasparentsweremoredecisiveandtookaclearerstanceon addressingunethicalbehavior.

Inthescenarioaboutbullying,studentsshowedahigherlevelofempathy, scoringanaverageof3.Thisscoreshowsthatmanystudentswerewillingtostepin andsupportvictimsofbullying,buttheiractionsdependedontheirpersonalcomfort levelsandsocialrisks.Whiletheyclearlyunderstoodtheemotionaltollbullyingcan take,theirwillingnesstoactwasstillinfluencedbyhowitmightaffecttheirownsocial standing.Incontrast,parentsscoredaperfect4,demonstratingexceptionalempathy. Parentsweremorelikelytorecommendstructuredinterventionstostopbullyingand provideemotionalsupporttovictims.Theyweredeeplyawareofhowdamagingbullying canbeandwantedtotakestrong,decisiveactionstopreventit.Thedifferencebetween thetwogroupsshowsthatstudents,whileempathetic,oftenhesitatedtoactbecauseof socialconcerns,whileparentstookamoreproactiveandcomprehensiveapproachto addressingbullying.

Whenitcametoacademicstruggles,studentsonceagainscoredanaverageof 3,indicatingthattheyshowedstrongempathy.Manystudentswerewillingtohelptheir peerswithacademicdifficulties,offeringtostudytogetherorassistinanywaythey could.Thisshowsthatstudentshadasolidunderstandingofthechallengestheirpeers facedandweremotivatedtooffersupport.However,parentsscoredslightlyhigher,with anaverageof3.5.Thissmalldifferenceindicatesthatparentsnotonlyfeltempathybut alsothoughtaboutlong-termsolutions.Theirresponsessuggestedprovidingresources,

suchastutoringoradditionalacademicsupport,reflectingadeeperunderstandingof whatstudentsmightneedtoovercomeacademicchallenges.Whilestudentsfocused ondirectpeer-to-peerhelp,parentstookamorecomprehensiveview,thinkingabout practicalwaystooffersustainedsupport.

Inscenariosinvolvingsocialexclusion,studentsdemonstratedahighlevelof empathywithanaveragescoreof3.5.Thisshowsthatstudentswereveryawareof howbeingexcludedaffectsothersandwereoftenmotivatedtotakeaction,suchas includingtheexcludedpersonoraddressingtheissuedirectly.Manystudents expressedastrongdesiretomakesurenoonefeltleftout,reflectingtheir understandingoftheemotionalpainthatsocialexclusioncancause.However,parents scoredaperfect4,showingevenmoreempathy.Theirresponsessuggestedtheywould notonlyencourageinclusionbutwouldalsoactivelyworktocreatesupportive environmentswhereexclusiondidn’thappeninthefirstplace.Thekeydifferencehere isthatstudentswereempatheticandwillingtoact,butparentswentastepfurtherby thinkingabouthowtocreatelastingchangesthatwouldpreventexclusionfrom occurring.

Inthescenarioaboutpeerpressure,studentsaveragedascoreof3,which showsthattheyhadastrongunderstandingoftheemotionalchallengesinvolvedbut oftenlimitedtheiractionstogivingadviceratherthandirectlysteppingin.Manystudents expressedempathyforthosefacingpeerpressureandwantedtosupporttheirfriends, buttheydidn’talwaysfeelcomfortabletakingdirectactiontoresolvethesituation. Parents,however,scoredslightlyhigherwithanaverageof3.5.Theirresponses reflectedadeeperunderstandingofthepressurestheirchildrenfaceandacommitment

toofferingnotjustadvicebutalsoguidanceonhowtoresistpeerpressure.Parents weremorelikelytotalkaboutbuildingresilienceandprovidingtheirchildrenwiththe toolstheyneedtomakeethicaldecisionsinchallengingsituations.Thisshowsthat whilestudentsunderstoodtheissueandwantedtohelp,parentsweremorefocusedon givingtheirchildrenlong-termstrategiestodealwithpeerpressure.

Overall,theresultsoftheexperimentshowedthatwhilebothstudentsand parentsdisplayedempathyacrossallscenarios,parentsconsistentlydemonstrated higherlevelsofempathyandtendedtoapproachsituationsinamorestructuredand proactiveway.Whilestudentsoftenshowedstrongemotionalunderstanding,their actionsweresometimeslimitedbysocialpressuresanduncertaintyaboutwhattodo. Parents,ontheotherhand,appliedtheirempathyinwaysthatreflectedexperienceand adesiretoprovidepractical,long-termsolutions.Thissuggeststhatwhilestudentsare empathetic,theymaystillbedevelopingtheconfidenceorskillstoturnthatempathy intodecisiveaction.Parents,withmorelifeexperience,tendtobemoreproactiveand structuredintheirresponses,especiallywhenitcomestoaddressingethicalandsocial challenges.Theexperimenthighlightstheimportanceofbothempathyandexperience inshapingdecision-makingandsuggeststhatwhilestudentsaredevelopingtheir empatheticresponses,parentsaremorelikelytoapplyempathyinwaysthatreflect broaderethicalandsocialconsiderations.

EmpathyinSchool:ComparingStudentand ParentPerspectives

* Indicates required question

Skip to question 1Skip to question 1

We’re studying how students and parents respond to various school situations. Your answers are anonymous so please answer honestly. Thank you for participating!

Age *

Mark only one oval.

Gender *

Mark only one oval.

Role *

Mark only one oval.

7.

Scenario:Imagineastudentinyourclass(forstudents)yourchild'sclass(forparents)wascaught cheatingonatest. Howwouldyoufeelaboutthestudentwhocheated?

Mark only one oval.

I would feel sorry for them and understand why they might have cheated.

I would be disappointed but understand the pressure they might be under.

I would feel that cheating is wrong and should be punished.

I would feel indifferent or neutral.

Whatwouldbeyourresponseifyoufoundoutthatafriend(forstudents)/yourchild(forparents) cheatedonatest?

Mark only one oval.

I would support them and help them understand why cheating is not the best option.

I would talk to them about the consequences and encourage them not to do it again.

I would be upset and insist they face the consequences.

I would not intervene and let them handle the situation.

Scenario:Astudentisbulliedbypeersatschool. Howwouldyoufeelaboutthestudentwhoisbeingbullied?

Mark only one oval.

I would feel very empathetic and want to help them.

I would feel sorry for them but might not get involved.

I would feel neutral and believe it's a part of growing up.

I would feel indifferent.

Whatwouldyoudoifyoufoundoutafriend(forstudents)/yourchild(forparents)wasthe onebullyingothers?

Mark only one oval.

I would confront them and insist they stop immediately.

I would talk to them to understand why they’re doing it and try to help them change.

I would be disappointed but might not take any action.

I would feel it's not my place to intervene.

AcademicStrugglesScenario:

Scenario:Astudentisstrugglingtokeepupwiththeirstudiesandisatriskoffailing.

Howwouldyoufeelaboutthestudentwhoisstrugglingacademically? *

Mark only one oval.

I would feel very concerned and want to help them succeed.

I would feel sorry for them but might not know how to help.

I would feel neutral and believe everyone faces challenges.

I would feel indifferent.

Whatwouldbeyourresponseifafriend(forstudents)/yourchild(forparents)wasinthissituation? *

Mark only one oval.

I would offer help with their studies and encourage them.

I would express concern and suggest they seek help from a teacher or tutor.

I would be supportive but not actively help.

I would not get involved and let them handle it on their own.

Scenario:Astudentisexcludedfromasocialgrouporeventbytheirpeers. Howwouldyoufeelaboutthestudentwhowasexcluded? *

Mark only one oval.

I would feel very empathetic and want to include them.

I would feel bad for them but might not take any action.

I would feel neutral and think it’s part of social dynamics.

I would feel indifferent.

Whatwouldyoudoifyoufoundoutafriend(forstudents)/yourchild(forparents)waspartofthe groupexcludingsomeone? *

Mark only one oval.

I would encourage them to include the excluded student.

I would talk to them about how exclusion affects others.

I would feel disappointed but might not intervene.

I would believe it’s their choice who to include or exclude.

Scenario:Astudenthasaconflictwithateacheroveragradeordisciplinaryaction.

Howwouldyoufeelaboutthestudentinconflictwiththeteacher?

Mark only one oval.

I would feel empathetic and try to understand their side of the story.

I would feel bad for them but believe they should respect the teacher's authority.

I would feel neutral and think it’s just part of school life.

I would feel indifferent. 13.

Whatwouldbeyourresponseifafriend(forstudents)/yourchild(forparents)wasinthis situation?

Mark only one oval.

I would support them and help them resolve the conict.

I would encourage them to discuss the issue calmly with the teacher.

I would listen but not get involved.

I would feel it’s best to let them handle it on their own. 14.

PeerPressureScenario:

Scenario:Astudentgivesintopeerpressuretodosomethingtheyknowiswrong(e.g., shoplifting,lying).

Howwouldyoufeelaboutthestudentwhogaveintopeerpressure?

Mark only one oval.

I would feel very empathetic and understand their struggle.

I would feel bad for them but think they should have made a better choice.

I would feel neutral and believe peer pressure is part of growing up.

I would feel indifferent.

Whatwouldbeyourresponseifyoufoundoutafriend(forstudents)/yourchild(forparents)was inthissituation?

Mark only one oval.

I would talk to them about the consequences and encourage better choices.

I would express concern but not get too involved.

I would feel disappointed but not intervene.

I would let them handle it on their own.

ForStudents:Canyoudescribeasituationatschoolwhereyoufeltparticularlyempathetictowards someonewhowasinadifficultsituation?Whatdidyoudo?

ForParents:Canyoudescribeasituationwhereyourchildfacedadifficultsituationatschool,and howyoufeltaboutit?

This content is neither created nor endorsed by Google.

Forms