Continued on page 2

was five years old the first time I heard the word cheat. My kindergarten teacher led me into a room separate from the rest of the class. She sat me down and told me I had cheated on my spelling test.

She explained that cheated meant I had looked at another classmate?s paper. She wanted to see that I could spell the words ?cat,? ?bat,? ?mat,? and ?chat,? and not necessarily that my classmate could. I didn?t understand why cheating was so bad; after all, it was much easier to copy my friend?s paper, and I wound up spelling all the words correctly. Wasn?t that the goal anyway?

Cheating has always played a central role in society and always will. It?s ubiquitous. It?s inevitable. We see it in classrooms (while no major cheating scandals have occurred at Beth Tfiloh, we hear about them from schools nationwide), on professional sports fields, and in corporate settings. This is all for personal gain, for reaching that goal we simply can?t achieve on our own (or so we think). Some say, ?The ends justify the means.? It?s disgusting.

We all know that cheating occurs frequently in the school environment. Just four years ago, Sam Eshaghoff, a student at Great North Neck High School in New York, made national news when police arrested him and charged him with fraud and criminal impersonation for taking the SAT and ACT exams for his fellow students. These students paid Eshaghoff thousands of dollars to take one of the most important tests of

Cheating in School and Society: Do the Ends Justify the Means?

Should United States Public Schools Close for Muslim Holidays?

n the major Jewish holidays of Yom Kippur and Rosh Hashanah, many United States public schools, located in areas with significant Jewish populations, either close or

excuse observant students and faculty members. With an increasing number of Muslim children enrolled in the nation?s public school system, the debate becomes whether schools should also close for Muslim holidays, Eid al-Adha and Eid al-Fitr. As Hannah Shraim, a sophomore at Northwestern High School in Germantown, Md., questioned, ?do they really have to schedule [the PSAT] the day after Eid? They would never schedule a test after Christmas.?

Legislation to close New York City public schools for the two Muslim holidays was ratified in March of 2015. Bill de Blasio, 109th mayor of New York City, even added that the decision was a ?common-sense change,? stating that Muslim families should not be forced to choose between attending school versus and religious observances.

A Muslim coalition in Montgomery County, Md., where such legislation was stalled in 2014 by the county?s decision to remove all religious references to holidays on the calendar, lobbied from a different approach, arguing that by one count, there are at least 12,000 Muslims living in that county alone. There are now eight mosques in the area, demonstrating continued growth in recent years. When the school system tracked the absentee rate on Eid al-Adha two years ago, officials ruled it insufficient to merit it a holiday. However, this coalition emerged victorious when the county Board of Education voted this November to give a one-day-long holiday for Eid-al-Adha.

Muslim families argue that they belong to a religious minority and it is crucial for their children to grow up celebrating as many significant holidays as possible. County boards of education maintain that the number of absences during these holidays must be significant enough to negatively affect class sizes before legislation is passed nationwide.

The only solution seems to be either complete accommodation for every religion or no school closings for any religion. Rachel R. ?16 said, ?Public schools should close based on the number of absentees on religious holidays because otherwise, it is an endless debate arguable from either side.? If Muslim populations across the United States can demonstrate a substantial number of absentees on their religious holidays, then perhaps Eid al-Adha and Eid al-Fitr will join other religious holidays on public school calendars on a national scale.

JULIUS L. ?16

Rebecca G. '16.

Itheir lives for them. Unfortunately, things turned out well for these students. They got accepted into colleges that otherwise would not have even considered them. Believe it or not, by Educational Testing Service rules, universities cannot be notified of any suspected or confirmed accounts of cheating by their students. So here?s a group of students who cut corners in their efforts to attend the colleges of their dreams, denying those who had actually worked for a place in those universities their opportunities. They selfishly bought their way into college. Does this end justify its means?

We learn from a very young age that cheating is not only wrong in every sense of the matter, but also leaves those who cheat with blemished reputations, which, for the most part, prove irreparable. Eshaghoff previously was known as a top-of-the-class student, vice president of his school?s investment club and an elite varsity athlete. Add con man to that list. Athletes such as Mark McGwire, Alex Rodriguez, and Barry Bonds will never rid their reputations of using Performance-Enhancing Drugs (PEDs). Even without PEDs, these players were remarkably talented, but the desire for even more homeruns, more fame, and more fortune, reduced them to cheating. Now, they will live the rest of their lives pleading for places in the Hall of Fame. They will perpetually be known not for their accomplishments on the field, but rather for their role in cheating America?s

RYAN S. '17

Fall 2015 Edition

O

2 insight

was asked to share a reflection on the life of Ezra Schwartz, the 18-year-old American student and a former student of mine from Maimonides School, who was suddenly taken from this world in an act of terror in Israel. To be honest, I'm hesitant to share too much. On the one hand, we all feel

connected to this particular story. Ezra was, in so many ways, just like any of us. He went to a Jewish day school like us, he went to a camp that is so similar to camps that many of us go to, and he was spending a gap year in Israel like so many of us and so many of our friends will. And in that respect we all feel connected. And I think that is good.  

On the other hand, I'm worried that my words change the story from a story about Ezra to one about Mordechai Soskil, and that is certainly a mistake. This is Ezra's story and in that story I play a very minor role. 

Ezra was a young man with a big personality and a great sense of independence. Sadly, he was taken from us before those attributes would have been the most helpful to him and to all of Klal Yisrael. As you know, those attributes might work well in "real life" but in high school they can be at odds with aspects of my administrative responsibilities as Ezra's principal.  

So, for better or worse, Ezra's was the first student name I learned at Maimo (the affectionate and common nickname for Maimonides School.) One of the great tragedies here is that just as Ezra was entering the part of life where he had honed his joyous enthusiasm for life and his charm and wit into forces for good, he was taken from us.  

While in Massachusetts we lived in Sharon, the same small town as Ezra. Sharon has a total population of about 16,000 and the Shomer Shabbat contingent of the town is about 225 families. The vast majority of those families daven each Shabbat at the Young Israel of Sharon.  

That's where Ezra spent eighteen Purims and eighteen Simchat Torahs and his Bar Mitzvah and the Bnei Mitzvot of his siblings. That's where he

celebrated all his friends' Bnei Mitzvot and that's where he had a pretty predictable spot in shul? in the pew in the row behind me, about five spaces to my right. It was pretty easy to tell when Ezra came to shul because he brought his big smile with him. And he brought all that energy, no matter where in the service we were up to! There were a few times that Ezra was in our home. We had a chance to host a large Shabbat lunch for the teens in town and we hosted Ezra's grade when he was in the 11th grade for Seudat Purim as well. He was always fun to be around and a great friend. Ezra didn't love davening. There. I said it.  He didn't. He loved singing at Shabbatonim, and he loved sports, but davening? not so much.  I tell you this not to besmirch his memory but to show you he was a real, actual, teen. Also, mornings? not such a fan. So you can imagine that Shacharit was not his favorite place to be.  

But when it was important, when it had to be done right, Ezra was steadfast and he could be relied on.  I had a chance to see that most impressively last winter when we took the senior class to the AIPAC Policy Conference.  The students needed to be up really, really early each day.  Maybe about 5:15 a.m., if I recall correctly.  Ezra was there on time and he was at Shacharit and he was at Mincha. When he needed to, he got it done. And to me, that is what's really important and that is the real measure of a man.

That, by the way, is what I saw in all of you, the students of Beth Tfiloh, on that unforgettable Thursday afternoon. We don't all have to go to Mincha, and even when we do have to "go" we don't always, you know, daven. But on that day everyone that could be there was there.  

Maybe you were there to give me some comfort, and I appreciate that (and I really did appreciate the

many hugs I got that day). Maybe you were there because you heard something that touched you and made you feel connected to this death in particular. Maybe you see yourself or a friend in Ezra and that touched you. Maybe you went and you're not sure why, but prayer seemed important that day. I think that prayer, that sense of community and connection that we felt? that was something amazing that Ezra helped us

make. And I think that is part of his legacy. I want to end how I started. This story can not in

any way be about how Rabbi Soskil's student was killed. This is the story of how a brilliant and limitless life was taken from all of us in an act of violence. This is the story of how Ezra loved life and loved baseball, and loved the Patriots and loved his family and loved and was loved by so many people. It's the story of the void in all the lives at Maimo and Young Israel of Sharon and Camp Yavneh and Yeshivat Ashreinu.  And, ultimately, it's the story of how we all are less well off because we'll never have a chance to be his friend. Yehi Zichro Baruch. May his memory be for a blessing.

In Memory of Ezra Schwartz, Z"LRABBI MORDECHAI SOSKIL, DIRECTOR OF JUDAIC STUDIES

II think that prayer, that sense of community and connection that we felt? that was something amazing that Ezra helped us make. And I think that is part of his legacy.

pastime and deceiving the game?s dedicated fans. Was it truly worth it? We?ve seen that it?s not only individuals who cheat, but also entire corporations. Recently, news broke that Volkswagen, a world-renowned German car company, rigged over ten million diesel cars to cheat on emissions tests. This extra pollution stems from computer software within Volkswagen diesel cars that allows the vehicles to emit ten to forty times more nitrogen oxides than United States regulations permitted.

Why did Volkswagen allow this to happen? For one, it enhanced the cars? overall performances, consequently leading to more buyers and more money in the bank. In addition, making cars in this manner proved more cost-effective. When news of the scandal shocked the world this past September, it was uncovered that over 30 corporate executives had not only known about the cheating but also encouraged it.

Studies reveal that these cars caused nearly one million metric tons of pollution, and statistical analysis shows that in the last seven years, the pollution has caused approximately ninety-four deaths. What should the punishment be for the executives who sanctioned this behavior? If Mr. Bolenbaugh could dispense punishments he would give them ?the absolute maximum penalty that the law has generated. This should be considered murder in the second degree. In fact, because it was a pre-meditated decision, a good lawyer could argue for these people to be charged for murder in the first degree.? ?The ends do not justify the means if it means compromising your character and integrity

Cheating in School and Society: Do the Ends Justify the Means?

From page 1.

while hurting others in the process,? Alyse M. ?17 stated. That is exactly what the Volkswagen officials did.

Their foolish actions have forever tarnished the company?s reputation and not only forced their allegedly innocent boss, CEO Martin Winterkorn, to resign, but also led to anger and bitter resentment from consumers for purchasing cars from the company.

Surely, this will cost the company tens of billions of dollars in fines, and will likely result in a lengthy recovery process. How could this have continued for so long? How could so many executives partake in the cheating, with not one stepping forward to try to stop it or deem it unethical?

Andrew A. ?17 pointed out that the ends justify the means in situations where all of society benefits. However, in this case, it is ?plain cheating, as no one benefits and the environment is harmed in the process.?

Cheating is part of life? but it doesn?t mean we can?t make an effort to stop it. Don?t cut corners. Don?t put your reputation on the line and risk losing the trust of your family, peers, and teachers.

BT ONE?Be The One to help prevent others from making poor choices that prove detrimental to the welfare of community.

Be moral in your actions.

The ends don?t justify the means.

How could this have continued for so long?

Ezra Schwartz Z"L jns.org

Fall Sports RecapAs the fall sports season officially comes to a close, the Beth Tfiloh Warriors reflect on a season measured not only in success, but fun as well.

Boys Cross Country: Often hidden in the shadow of sports like soccer or volleyball, the Boys Cross Country team completed arguably one of its best seasons ever. Comprised of eighteen talented runners, this team finished the season 7-1. At the championship meet, sophomore Josh R. '18 came in 14th place overall and 1st for the C Conference. In addition, Josh received honors as an MIAA All-Conference runner. Led by Rabbi Mordechai Abrahams, the 2015 Boys Cross Country team has made its mark on Beth Tfiloh Athletics. Although this year?s team is losing seniors Daniel G. '16 and Uri B. '16, a young and talented pack of students will continue to uphold the reputation of this talented team.

Girls Cross Country: One word to describe this year?s Girls Cross Country team, exclaims senior Audrey M. '16, is ?rewarding.? With Coach Alexa Eckley leading this enthusiastic squad, the Girls Cross Country team finished off the season on a positive note. Four-year runners Audrey and Dori S. '16 captained this accomplished group of young women.

Girls Tennis: Always a hot contender for the IAAM Championship crown, the Girls Tennis team once again completed a fantastic season. After finishing the season with a 3-5 record, the team of nine leapt into the conference championship with high hopes of success. The number one doubles team of Jessica S. '17 and Allison R. ?17 avenged their regular season loss to Glenelg and won gold in their individual tournament. In addition, the number two doubles team of Molly A. ?17 and Adi S. ?17 faced off against and placed second, receiving silver medals. Despite many missed practices as a result of the hectic holiday schedule, the team once again achieved success, tying for second overall in the individual tournament. Teva V. ?17, Jessica S. and Allison R. were all named to the IAAM All Conference team.

Girls Soccer: Although the Girls Soccer team completed their season with a 0-10 record, the confidence and enthusiasm of the players waned not once. Senior Emma S. '16 comments that this year?s team ?loved playing together, was very close...and gained so many memories.? In addition to Emma, eight other seniors helped lead the team. This year?s captains were seniors Emma S. '16, Kelsey T. '16, and Samantha B. '16.

Boys JV and Varsity Soccer: Overall the Boys JV Soccer team finished the season with a 2-9 record while the Varsity team concluded at 3-9. While both teams were faced with formidable challenges, the players found a way to work together. Senior Captain Andrew S. '16 explains that ?through the ups and downs of our grueling season, the team relied on each other for support on and off the field. Although our record did not reflect our true talent, the overall team feeling was that we were successful.? Despite losing six seniors, including All-Conference players Noah R. '16 and Justin W. '16, both the JV and Varsity teams are looking to a hopeful future to bring soccer success back to Beth Tfiloh.

Girls Varsity and JV Volleyball: The Girls JV and Varsity Volleyball teams exceeded expectations this year as they completed their seasons as 4-1 and 2-6, respectively. Both teams faced tough opponents yet still accomplished many of their goals for the season. Six seniors will be leaving the Varsity Volleyball team, but there is still much hope for the upcoming years. Dahlia S. ?17 was selected to the IAAM All Conference team for the 2015 season. One of the captains, Sydney H. ?16 reflects on her four years playing volleyball for the Warriors as a time of ?achievement, hard work, challenge, and definitely fun.?

HANNAH C. '16

3

Varsity Soccer player Scott T. '19 wins the ball against an opponent from Concordia Prep. Ken Tepper

insight

Hebrew Dept. Implements New Ulpan Curr iculum

ast year, Morah Vogel introduced a new method of teaching Hebrew language to her senior and junior classes: Ulpan, the immersive Hebrew language program used in Israel to help recent immigrants quickly learn conversational Hebrew. She believed this program was a ?way to

sweep the kids off their feet and make them fall in love with the Hebrew language and culture.? This year, Beth Tfiloh has expanded upon the Ulpan Hebrew curriculum introduced to the High School last year.

When describing her classroom setting, Morah Vogel called it a ?virtual reality show? where students become vibrant with emotion and expression. They have fun explaining in Hebrew what they bought at the mall, enacting scenarios of ordering coffee at Aroma (the Israeli equivalent of Starbucks), and even playing Hebrew twenty questions.

Because the ?feedback was fantastic,? the Hebrew department decided to use the Ulpan style of Hebrew language instruction in the majority of this year?s Hebrew classes. Morah Vogel explained that the ?kids have gained a confidence speaking in Hebrew? and that they enjoy Ulpan so much because it ?is very practical and can be applied in their daily lives.?

The students really do seem to love it. Jessica S. ?17 said that she ?love[s] Ulpan so much more than Neta because it is interactive and teaches useful skills.? Nina B. ?19 agrees and explains that she appreciates the new curriculum because ?we are learning like Israelis.? Because of the change in the curriculum, many students claim that they have learned more Hebrew through Ulpan than any other program. Instead of just learning out of books, kids now experience more interactive conversations, projects, and even games!

Morah Vogel teaches the Ulpan curriculum to seniors.Kara E. '16

After speaking with students, parents, and teachers, Hebrew Department Chair Mr. Lavie changed the Hebrew program from Neta to Ulpan because ?people want a more practical program? and the ?the kids wanted Ulpan because it?s more relevant and can be used later on in either Israel or in their Jewish heritage.?

With fifteen Ulpan programs and only two Neta courses, the Hebrew department is ?definitely heading in the direction of Ulpan.?

KARA E. '16

L

In Memory of Ezra Schwartz, Z"L

Unique Fr iday Assembly Provides Students With Opportunity to Reflect on Israel and Par is

SAMANTHA S. '16

n the wake of tragedy in both France and Israel, Beth Tfiloh students gathered to commemorate victims during a heartfelt assembly on Friday, November 20th.

After a touching Mincha service on Thursday that commemorated terror victim, Ezra Schwartz, Hannah C. '16, a

representative of the senior French class, reflected on the Paris attacks, sharing Mr. Fuller?s love for France and how these experiences have affected both her and her classmates.

?Mr. Fuller has always shared with our class his love and affection for the city of Paris,? said Abigail B. '16. ?Since we?ve learned so much about the city from our experiences with him, it was upsetting to hear about the horrible attacks that took place there.?

After this short, personal reflection, the assembly shifted focus, providing students with the opportunity to share their thoughts and opinions through three distinct discussion groups.

The first, led by Mr. Bolenbaugh and Mr. Monroe, focused on terrorism and how groups utilize or respond to terror attacks. The second, led by Mr. Lavie and Mrs. Lanner, provided students with an opportunity to discuss and compare Paris and Israel, while the third, led by Mr. Pedroni and Mrs. Steinberg, discussed the refugee situation and implications for safety in America. Each group, though different in discussion material, enabled students to reflect on personal topics of importance and hear from others within the Beth Tfiloh Community.

?I think that the sessions were extremely effective,? said Arianna S. '16. ?They provided students with an opportunity to express themselves in a smaller group of people.?

An attendee of the Paris and Israel comparison discussion, Arianna also said that ?the group presented diverse opinions? and ?brought out interesting questions regarding terrorism in not only Israel but the rest of the world.?

I

These questions include: whether individuals can compare terrorism in Israel to terrorism in France; whether the attacks in Israel should evoke personal feelings as Jews; and what we can do to commemorate and help terror victims.

Like Arianna, Daniel G. '16 found the discussion ?eye-opening and thought provoking? in a unique way.

?No one ever thinks about the 'why' when it comes to terrorism,? said Daniel. ?Never does anyone consider why terrorists revert to violence. I attended a discussion led by Mr. Monroe and Mr. Bolenbaugh that attempted to answer this question. Without justifying it, these two teachers explained the perceived logic behind terrorism. It enabled me and everyone else to understand terrorism from an objective perspective and apply it to the atrocities occurring in Israel, Europe and Mali."

Through his experience, Daniel said that he can now ?condemn terrorism with an understanding of why it occurs.? Furthermore, understanding the ?why? will help ?enhance [his] argument[s] against terrorism, if needed on a college campus or life in general.?

In many students? perspectives, last week's assembly provided a unique forum for students to reflect on striking topics within American and international society. Mourning, understanding and reflecting on the attacks together promoted a sense of community and togetherness. Gathering together to reflect on this difficult week enabled students to experience the true meaning of Friday assemblies.

Mrs. Rina Goloskov

ot all that is uttered from Donald Trump?s mouth is about policy, but when he does get to discussing his plans, they are often followed up with widespread controversy and intense media coverage. None of

his policies have gained as much criticism as his immigration policy.

It started with a quote: ?When Mexico sends its people, they?re not sending their best. They?re sending people that have lots of problems. They?re bringing drugs. They?re bringing crime. They?re rapists. And some, I assume, are good people.?

While a CNN fact check states that ?[a] Pew Hispanic Center study found that, of those sentenced for federal crimes in 2007, non-citizen Hispanics were 74 percent of immigration offenders, 25 percent of drug offenders" in the United States, labelling all of the Hispanic population that crosses the southern border illegally as criminals in Mexico seems a tad outlandish.

Another point of contention is his plan to deport

Trump's Immigrat ion Policy is Bold but Flawed

NATHAN F. '18

N all illegal immigrants and their American-born children, and will only allow the ?good ones? back to America. He plans to do all of this within the first two years of his presidency.

This policy seems to have some problems, especially in the financial department. MSNBC predicts that the grand total of this forced exodus would be anywhere from 100 to 200 billion dollars. To put it in perspective, police all over America would arrest, detain, process, and transport approximately 11 million undocumented immigrants.

However, what is most associated with Trump?s immigration policy is his idea to build a huge wall along America?s southern border and force the Mexican government to pick up the tab.

If we are to assume that such a wall would be as secure and impenetrable as Israel?s separation barrier on the West Bank, National Journal estimates it would cost around 6.4 billion dollars to cover the whole border, maintenance costs not included.

Not to mention the fact that the Mexican

If we are to assume that such a wall would be as secure and impenetrable as Israel?s separation barrier on the West Bank, National Journal estimates it would cost around

6.4 billion dollars...

government has already refused to pay for the wall.

Overall, Donald Trump?s immigration plan is flawed, to put it bluntly. Trump constantly claims to want to cut government spending, but his plans often lodge contradictions to that plan, as both his deportation and wall plans encourage spending on a very large scale.

insight4

Mr. Monroe and Mr. Bolenbaugh discuss terrorism with students after the Paris attacks.

Do Not Admit Syr ian Refugees into the United States

DANIEL B. '17

Thirteen terrorists was all it took to cause the slaughter in Paris.

Although I may sound a little paranoid, I'd rather be weary of refugees and catch a terrorist (on the slim chance there is one) than treat them all as trustworthy people and miss a terrorist, even though most of them are trustworthy.

Recently, eight ISIS terrorists were caught masquerading as refugees in Turkey, and those are only the ones we caught. Many people have been comparing the United States? offer of sanctuary to Jews during the Holocaust to the current Syrian refugee crisis. Although some aspects of the situations are similar, there is one critical difference: there was nobody hiding amongst the Jews with the goal of murdering innocent Americans. The United States did not have to worry about ISIS or about other terrorist groups, and therefore there was no reason to reject the Jewish refugees.

We need to consider the safety of all Americans, and that means we need to be careful. A country has an obligation to protect its own citizens before protecting others.

Admit Syr ian Refugees into the United States?Give me your tired, your poor,

Your huddled masses yearning to breathe free?

Send these, the homeless, tempest-tossed to me.?

? Emma Lazarus

This declaration of welcome and generosity has stood beneath the Statue of Liberty for a century, inviting those seeking shelter to find it here, in the United States.

But, in the minds of some, this promise of safety does not extend to those who need our shelter the most.

The refugees who have fled from a civil war, the most brutal terrorist organization in the Middle East, and a merciless president who used chemical weapons on his own people can find a home elsewhere, they believe.

The xenophobia that has seized the U.S. is, frankly, astounding. However, many of those who would deny these refugees a haven in the U.S. would do so not out of bigotry, but to protect the country from terrorism? an enormous concern. After all, one of the terrorists who committed the horrific Paris attack might have possessed a Syrian passport.

This is irrelevant to admitting Syrian refugees into the United States.

According to the U.S. Department of State, the United States has a screening process for refugees that takes one-and-a-half to two years? a much more thorough process than those of most European countries. Two years to investigate one refugee.

In this time, the refugees must pass, among other steps, multiple high-profile, cross-agency security checks and a required interview with the Department of Homeland Security. These refugees are not simply waltzing in to the country without the United States? absolute certainty that they are who they claim to be.

Terrorists seeking to enter the country under the guise of Syrian refugees must undergo this same process and pass these security measures.

Therefore, until we eliminate ISIS and other similar terror groups, I will continue to be careful and pay attention to my surroundings, because it only takes one terrorist to do a lot of damage.

This is reflected in Paris, where France has one of the strictest gun control policies around, and also an open border policy (until the attacks). Despite these "precautions," all of the terrorists had guns, and the open door policy let the terrorists in the country in the first place.

We need to learn from what happened in Paris to make sure it doesn't happen here. We need to close our borders, regulate who comes here through legal immigration, and understand that gun control will not help stop terrorists. If someone other than the terrorists had a gun, then I believe that the tragedy that occurred in Paris may have ended a little differently.

The world is finally waking up to the threat of ISIS, and is recognizing that the threat does not remain isolated in the Middle East, but rather exists all over the world.

Let?s assume, for the sake of argument, that several terrorists succeed in bypassing debatably the most stringent security measures in the world for refugee entrance. These terrorists would have to pass these exact same checks if they tried to enter the country at any other time? even if there were no Syrian refugees.

Therefore, any terrorists that succeed in entering the United States with the tide of Syrian refugees would have the same exact ability to enter the country not with the Syrian refugees.

The Syrian refugees, quite literally, have no impact on the country?s ability to filter out terrorists.

Furthermore, acting as refugees and passing that security vetting is the most difficult way for terrorists to enter the United States. It is much more convenient for terrorists to attain a tourist visa, which entails a process of merely several weeks or months. In regard to safety, the government must worry not about refugees, but about those entering the country through other means.

The fabric of our country is woven from immigrants and refugees. Its society and ideals were formed from those of immigrants and refugees. As descendants of those people, Englishmen on the Mayflower seeking freedom or Russian Jews at the turn of the twentieth century fleeing oppression, who are we to turn away these suffering innocent people when their entrance has no consequence upon our safety? Who are we to send them back into the cruel hands of Bashar Al-Assad and ISIS?

Many in the media and in our community have invoked a comparison of the Syrian refugees to Holocaust escapees and survivors. This analogy has weathered criticism for one reason? it does not account for the threat of violent terrorism stemming from the immigrants. As we have just discussed, however, this threat is no more severe than it would be at any other time, influx of Syrian refugees or no.

How short our memories are. The Holocaust survivors who reached the United States flourished. They became Nobel Prize winners, authors, mathematicians, parents and grandparents. They

ALEX R. '16

The Syrian refugees, quite

literally, have no impact on the country?s ability to fi lter out terrorists.

We need to consider the safety of all Americans, and that means we need to be

careful.

insight 5

were able to be people, with hopes for their children and the ability to be happy. Students at our school are alive and are able to live in a land of opportunity because the U.S. recognized the tragedy that their grandparents endured and opened its arms to those huddled masses yearning to breathe free.

Let?s give these innocent victims of fate the same opportunity.

Two-State Solut ion Iran Deal

Carson

Trump

Bush

Sanders

Clinton

O'Malley

With Iran?s nuclear progress and the ongoing attacks in Israel, many Americans have been shifting their focus to the upcoming presidential election and the effects it may have on Israel. Our politicians? support is critical for Israel?s safety. We have presented the positions of current top-polling presidential candidates on two major and relevant issues.

Supports a two-state solution if it does not threaten the safety of Israel?s civilians, but is ?not sure that [establishing a Palestinian state in Judea and Samaria] makes a lot of sense? because of the region?s violent history and closeness to large Israeli cities.

Calls the deal "the first fateful step toward a frenzied nuclear arms race in the Middle East," explaining that the Iranians' refusal to accept surprise inspections indicates that they plan to continue to enrich uranium in the future.

Has not made clear his opinion on a two-state solution but has often stated his support for Israel.

Denounces the Iran deal as "a disaster in virtually every way," and says that "if anybody attacks [Israel], we have to protect [Israel]." Blames the deal on bad negotiating by the Americans and excellent negotiating by the Iranians.

Supports a two-state solution as the catalyst for peace between Israelis and Palestinians but holds that ?both sides must be represented by leaders who have the ability to uphold the promise made at the negotiating table? something the Palestinian people do not have right now.?

Feels that "the reported details of the Iran deal include significant concessions to a nation whose leaders call for death to America and the destruction of Israel." Believes that the U.S. should not allow the people who want to destroy Israel to enrich weapons-grade uranium because allowing them to do so would increase tensions in the Middle East.

Feels that a two-state solution would solve the conflict, saying that a great country "can use [its] strength and [its] capabilities to resolve international conflicts in a peaceful way."

Supports the deal, claiming that while it is imperfect, it ?give[s] peace a chance.? Believes that the alternative to negotiation with Iran is war.

Believes that a two-state solution is an ?essential concept,? despite the current tension between the Israelis and Palestinians. Feels it is the ?best outcome? for the two sides.

Supports the Iran deal, saying that she "...would not support this agreement for one second if [she] thought it put Israel in greater danger." Counts the deal as one part of "a larger strategy toward Iran" in which the United States would "distrust and verify."

Views a two-state solution as ?in the best security interest? of both Israelis and Palestinians but supports Israel?s right to defend itself from rocket attacks. Says that negotiations must ensure "a fair and safe and adequate access to religious sites in Jerusalem and elsewhere" for all parties.

Views the deal as a ?step in the right direction? toward preventing Iran from obtaining nuclear capability. Prioritizes ensuring ?that it is in fact enforceable, verifiable, tightly monitored, and that we?re prepared to snap sanctions back into place in the event that the Iranians were to cheat on this.?

Content by DANIEL B. '17

ALYSSA M. '17

and ALEX R. '16

insight

JORDAN C. '17

6

Photographs from picturingpolitics.com, tbo.com, cnn.com, washingtontimes.com, usofarn.com, and abcnews.com.

American Pro-Israel Organizations React to Iran Deal

ALYSSA M. '17

n July 14, 2015, the United States and its international partners, the UK, France, Germany, China, and Russia, announced a secured nuclear deal that would ideally prevent Iran from obtaining a nuclear

weapons. The Joint Comprehensive Plan of Action (JCPOA) is one of the strongest and most significant nuclear arrangements in history.

With this deal, the United States promises not only to eliminate the threat of a nuclear armed Iran, but also to strengthen our national security and that of our allies. Within the deal, Iran has agreed to redesign and rebuild the Arak reactor so it will not produce weapons-grade plutonium, and will not build any additional heavy water reactors for 15 years. Iran has also agreed to limit enrichment to 3.7%, which is 1.3 percent lower than the minimum requirement for a nuclear weapon.

OHowever, after the 15-year period, all restrictions

will cease to apply and development will continue as it had before. According to the Obama administration, without the deal, we risk another conflict in the Middle East.

Liberal nonprofit advocacy group J Street strongly endorses American and international efforts to ensure that Iran does not develop a nuclear weapon. This past year, members of J Street lobbied for the passage of multiple rounds of strong sanctions against the Iranian regime and later

welcomed the P5+1 Joint Plan of Action (JPOA) whose negotiations resulted in an agreement that halted Iran's potential acquisition of the fissile material necessary for a nuclear weapon. The agreement also puts into effect

intrusive inspections and verification methods to ensure that Iran complies with its obligations. Fearing the possibility of the Senate?s undermining ongoing negotiations, J Street opposes any new sanctions against Iran.

Pro-Israeli-American relations advocacy group, AIPAC, has a different approach to the Iran deal. AIPAC, unlike J Street, strongly urges the

insight

The Pros and Cons of the New Seven-Period Schedule

This schedule presents students with days packed with seven fifty-minute periods, testing students' abilities to adapt to a more rigorous schedule than that of previous years. While many students struggle to cope with this change, the administration feels confident that this new schedule will significantly benefit students.

When asked back in October, opinions differed on the scheduling change, with some students rejecting and others lauding their new school day. One complaint from students involved the anticipated heavy workload. Since the new schedule includes an extra class, students are now forced to complete extra homework assignments each night. ?[With the] additional daily class, students lose time to do homework? said Daniel B. ?17. The junior class seemed to have been dealt the heaviest blow, with SATs on the horizon and an extra academic course thrown into the schedule. As stated by Ben L. ?17,  ?it?s [ just] too many classes per day.?

However, while many students initially disapproved of the new schedule change, several students offered positive opinions on the matter. Eli W. ?19 said that this new schedule change enables him to "get more out of classes.? In past years, the last few minutes of class served as an opportunity for students to fool around. Now, with the new fifty- minute period, students are more likely to stay focused and attentive for the entire class. In addition, although each grade receives several academic classes tacked onto their schedules, according to Avishai W. ?17, students "get more study halls, which is nice."

Numerous freshmen also seemed to appreciate the new schedule change. In comparison to the daunting eight-period schedule implemented in the Beth Tfiloh Middle School, many freshmen welcomed the seven-period schedule. Joseph L. ?19 said that new schedule "seems much better,? and eliminates "added stress from additional courses." Overall, even though many students

opposed the change, several are embracing it, knowing they must adapt like every high school student at some point.

While at the beginning of the year a majority of students feared that the new schedule would lead to extra work, their teachers? positive and reassuring opinions have soothed their anxieties. A second-year teacher, Mrs. Ralston felt that she could not connect with students through the choppy and gap-filled six-period day. However, with the seven-period schedule she exclaimed that ?[she has] a better understanding of the Beth Tfiloh student this year.? This connection established a healthy relationship between students and teachers, giving students more opportunities to request extensions for homework when overwhelmed.

While many teachers may have increased the workload, other teachers retained the same amount as in previous years. Ms. Warren explained that by meeting with her classes more frequently she ?would? actually give less work." Additionally, Rabbi Moss stated that with more consistent classes, teachers may now teach ?more subject matter? [with] more continuity.? Though the classes were shortened, Rabbi Moss asserted that more frequent, shorter classes will actually assist students better in comparison to the class structure last year. He assured students that he personally withholds any reason ?to pick up the workload.? In other words, though the new schedule may enhance stress levels, students should take into account that teachers have their best interests in mind, and will attempt to strengthen their curriculum from prior years.

Along with teachers who requested this schedule change, the administration believes that it has

For the 2015-16 school year, the Beth Tfiloh administration implemented a widely discussed seven-period schedule, increasing the number of classes per day for High School students.

7

created the optimal schedule for High School students. As Mrs. Rapoport explained, this new schedule allows for a variety of periods inconceivable through the six-period schedule, without having to ?carve? out lunchtime. These additional classes include grade-level seminars, additional study halls, and courses in personal finance.

This change, according to Mr. Bruner, also benefits athletes. Now, unlike past years, when students leave early for a sports game they receive at the least a five-period day. Thus, this scheduling change accommodates most every student, enhancing their education and

overall High School experience. However, if students still feel nervous, Mrs. Rapoport remarked that it?s a normal behavior towards change. She summarized it best by saying that ?it?s important to give ourselves time.?

"...even though many students oppose the change, several are embracing it , knowing they must adapt like every high school student."

JORDAN C. '17

imposition of sanctions. Given Iran?s history of violating international agreements and building secret nuclear facilities, AIPAC is not confident in Iranian compliance and urges that the United States be ready to move quickly against any violations of the deal.

Hebrew teacher Morah Ella Shaked claims that ?the United States was once very naive about these issues,? referring to the acquisition of a nuclear weapon. ?This country does not live in the constant fear that Israel does,? she says, criticizing

the U.S.?s failure to recognize Israel?s stake in this deal. She hopes ?that Obama will one day understand the severity of the

situation? and that the coming administration will reconsider the deal.

7

MICHAEL M. '16

Senior Survival Guide: College Applicat ions

4. Do not be ?that guy? or ?that girl??

John: ?Hey Jim, how many schools are you applying to??

Jim: ?Not too many. Just sixteen.?

At this point you should narrow your list down to ten schools in total. With each supplemental essay and application you'll soon realize the added stress which accompanies additional applications. Think of where you see yourself. You don?t need to apply to every safety school in the area.

5. Make a calendar. Procrastination is a beautiful art but a risky game. Don't wait to start working on essays a week before your application deadline. You?ll never win that battle. Form a schedule and spend a little time each night on your college essays. Start a month before to give yourself enough time to speak with teachers and share your essays with others.                

6. Pray. At this point what do you possibly have to lose?

Good luck to the class of 2016. Wherever we end up, we?ll always be united. Cheers to surviving the college application process and celebrating our accomplishments together.

hat magical time of year has dawned upon us once again: those few dreaded months when seniors cringe at one more petty question about where they intend to apply.

Here are some simple tips to help you survive the college application process.

1. Decide which schools you are applying to. By the start of October you should have had an idea of which types of schools interest you. Try and muster up the effort and strength to do a little more extensive research, even if senioritis starts to kick in.

2. Netflix?get rid of it. It is a royal privilege for the deserving few on top of their work: those who submit applications early. So, get off of Netflix and go write those 200-400 word essays.

3. Stay on top of January 1st deadlines. Sending in applications on the 1st poses numerous problems. All January 1st applications should be sent in no later than December 27th to ensure zero complications. Whether it be a January 1st or January 15th deadline, try to follow this four-day rule.

T

Life is Too Short to Just Wear Pants MATTHEW G. ?17, ALYSE M. ?17, and RYAN S. ?17

embers of the male student body at Beth Tfiloh believe in the inalienable right to life, liberty, and khaki shorts. If girls can wear knee-length skirts, then kal v?chomer, boys should be able to wear knee-length shorts.

Because of this discrepancy, in the midst of August?s, April?s, May?s, and June?s sweltering heat, boys? legs roast like a crockpot of steaming cholent on a Shabbos afternoon.

Some teachers question the professionalism of shorts in the school environment which is immersed in Torah study and the holy teachings of our rabbeim; however, boys? kippot and Sperrys serve as the perfect combination of professional and comfortable attire. When the predicament was posed to Rabbi Stein he argued that ?the comparison between girls? skirts and boys? shorts is totally irrelevant.?

We respect his opinion but we cannot stand idly by in the face of this injustice. Life is too short to just wear pants. For more information on stopping gender discrimination in the workplace please contact your SIRI heads.

Stay classy, BT.

M

insightCo-Editors-in-ChiefAlex R. '16 and Samantha S. '16Co-Managing EditorsHannah C. '16 and Amanda S. '16Photography EditorRebecca G. '16Design and LayoutAlex R. '16

StaffDaniel B. '17Jordan C. '17Nathan F. '18Matthew G. '17Julius L. '16Alyse M. '17Alyssa M. '17Michael M. '16Ryan S. '17

Faculty AdvisorMrs. Rina Goloskov

insight8

ACCEPTED

Humor