Charles E. Smith Jewish Day School, Rockville, Md.Vol. 28 Issue 5 April 13, 2011

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Tuition increases 4.99%by Briana FelsenNews Editor

n the late 1960s, the tuition at CESJDS for a kindergartner was ap-

proximately $600 for a year. For the 2010-2011 school year, tuition for a Lower School stu-dent is $19,510. Adjusted for inflation, that is approximate-ly a 500 percent increase over the last 40-plus years.

But just as tuition costs have risen steadily since the 1960s, so has JDS grown and changed over the years. In the 1960s, The Solomon Schechter Day School was in the basement of Ohr Kodesh Congre-gation. Today, there are two large cam-puses with 1,187 students enrolled in the school. And starting in the fall of 2011, JDS families will once again see a bump in tuition costs.

This year, the tuition for a student in grades seven to 11 is $25,040. For seniors, the first semester costs $12,790. For the upcoming 2011-2012 school year, tuition for the Upper School will be $26,290 — a 4.99 percent increase in the total cost from this year.

According to Assistant Head of School and Chief Financial and Operating Of-ficer Susan Brinn Siegel, tuition is deter-mined once the budget for the upcoming school year is calculated. Tuition increas-es depend on a number of variables, in-cluding the cost of utilities and the price of maintaining both the lower and upper school campuses, she said.

Without government subsidies and with current price increases on factor including energy expenses and medical benefits for employees, the rising cost of maintaining an independent school means a rise in tuition too, Siegel said.

The cost of tuition can be a financial strain for many families, even more so for those with multiple children attending JDS. The money must come from some-where, and many families must weigh the cost of a Jewish day school education

with the d e s i r e for other amenities or life luxuries.

“New cars are out. Long and exotic vacations are out. House renovations and appliance purchases are put on hold. Camp costs become almost impossible. We give up a lot for the sake of our kids’ JDS education,” said a JDS parent who re-quested anonymity. This parent has three children, one of whom is a member of the Class of 2014 and two of whom are JDS graduates.

With cell phones pressed to their ears for more than two hours, students, alumni and parents volunteered their time on March 31 to

urge people to donate to CESJDS’ annual giving pro-gram, the Ma’ayan campaign. They called hundreds of JDS parents, grandparents and alumni and received pledges ranging from $25 to $500 and raised a total of $9,867.

Volunteers gathered at 6:30 p.m. for a quick briefing by dial-a-thon co-chair Rick Handloff on how to ef-fectively make calls. Handloff announced that the goal was to reach 100 pledges and raise $10,000 and that there would be a friendly competition for Starbucks gift cards given to the volunteers who raised the most money. Volunteers were handed scripts, suggested answers to frequently asked questions and a stack of cards with contact information of people to call.

Participants dialed until 9 p.m., struggling with out-of-service numbers, people who could not afford to donate and some less-than-friendly people on the other end of the line. Still, co-chair Lynn Morgan said she believes that the dial-a-thon is a consistently effec-tive way of fundraising for the Ma’ayan campaign.

“We have a great history of making positive con-tacts at our dial-a-thons and raising money for our campaign,” Morgan said.

Volunteers said they were glad to help support JDS’ fundraising efforts.

“I love JDS. It’s a really awesome school, and it’s helping the people that don’t have enough money to pay for JDS to get the education they need,” sixth-grader Nathan Rodney said.

Ma’ayan is the Hebrew word for a “spring,” a natural source of water that nourishes life. Likewise, that is the goal of the Ma’ayan campaign: to have a steady source of donations that supports JDS life. The money raised goes to cover tuition assistance, teacher salaries and extracurriculars.

“People can donate as much as they want to Ma’ayan. The campaign goes anywhere from $18 or people could give a $1 million gift,” Director of Devel-opment Sharon Roll said.

According to Roll, it is important to appeal to the interests of the donors.

“We try to get to know people and what they’re in-terested in, and then we pitch that in a very general way,” Roll said. “For the Ma’ayan campaign, we came up with seven or eight things that we think speak to people and put them in the brochure.”

The Ma’ayan campaign is not the only source of fundraising at JDS. Endowments help provide JDS fi-nancial support as well. Endowments are one-time do-nations that are geared toward a specific cause. Donors who give an endowment are recognized for their dona-tion, which is put in a bank account to accrue interest that can be used to support specific programs.

by Arielle PanitchNews Editor

see FUNDRAISING, page 2

Ma’ayan Campaign

INDEXNews 2-4Op Ed 5-7Lion’s Blend 8-9In Depth 10-11Chadashot 12-14Features 15-16Sports 17-20

raises $9,867

IN DEPTH CHADASHOT FEATURESBody ImageStudents discuss how they view their bodies and how the school influences their body image.See Pages 10-11

Anti-Semitism at JSAAt a recent JSA convention biased remarks were made to students that caused outrage, but do we have a similar problem of this in our own community? See Page 13

B’nei Mitzvot Middle schoolers reflect on the pressures of attend-ing and planning their coming-of-age ceremo-nies. See Page 15

LION’S BLENDBulging BackpacksHeavy backpacks are weighing students down and causing back pains and other problems. See Page 9

I

Full-Year High School Tuition for 2011-2012(in thousands of dollars)

CESJDS

Hebrew Academy(including all req. costs)

McLean School

Montrose Christian

Sandy Spring Friends

Sidwell Friends

Bullis(average)

Barrie School

$26,290

$21,250

$32,365

$10,700

$27,500

$32,960

$31,975

$25,793

$0 $5 $10 $15 $20 $25 $30 $35

see TUITION, page 4

Annual appeal urges friends, family, alumni to open pocketbooks

photo illustration by Eitan Sayag

ewsN April 13, 2011Page 2

CurriCulum update:

An observant student looking though a classroom win-dow may have noticed the lone portable toilet out in the mid-dle of the CESJDS front lawn a few weeks ago, foreshadowing construction work to come.

Within a week, a construction site sprang up. The goal of the construction project is to increase sewage capacity to accommodate future residents of new condominiums being built on Rockville Pike.

Montgomery County workers are installing a 16-inch water pipe that runs from Rockville Pike to Boiling Brook Parkway.

The new pipe will be independent of the JDS water sys-tem. Most of the construction is on Montgomery County property along the road in front of the school.

Parents were notified of the construction in an email on March 10. Out of concern for student safety, the email re-minded parents that Boiling Brook “is not part of the carpool line.”

Director of Facilities Israel Moskowitz worked with coun-ty officials before the work started to ensure that any poten-

tially disruptive work, work that could interfere with getting in and out of the school parking lot, would be done over spring break.

“The job itself takes about 4-6 weeks, from what I under-stand,” Moskowitz said.

“They’re going to try to put it all back together the way it was, the way they received it, but it will take some time. The grass will grow,” Moskowitz said. “They’ll cover it up, and hopefully nobody will notice anything, and occupants can go into the buildings, and everybody can go back to their busi-ness.”

by Jacob SchaperowCopy Editor

Construction ‘boils’ onto school grounds

d i s r u p t i v e c o n s t r u c t i o n Montgomery County workers take on a 4-6 week construction project to install a new 16-inch water pipe. For safety reasons, pedestrians are cautioned not to enter the construction site or walk on the sidewalk.

photos by Arielle Panitch

FUNDRAISING, from page 1

“There’s $10,000 sitting there, and it throws off interest every year,” Roll said. “We only use the interest, and it’s always earning interest, and if you’re only using interest then you always have what’s in the endowment. It’s good to have that because we have constant money every year from that fund.”

The development office at JDS is introducing a new method of fundraising, called planned giv-ing. With planned giving, people can include a donation to JDS in their will. The school is also planning an endowment campaign in honor of JDS’ 50th anniversary in 2014-2015.

Roll said that her biggest obstacle to fundrais-ing is time.

“The most difficult part of fundraising is keep-ing all the balls in the air,” she said. “We have a lot of people we deal with and a lot of programs that we deal with, and it’s finding the time to make sure that we celebrate and honor and thank our donors and implement all of our programs. There’s not enough time in the day to do every-thing we want to do.”

Motivational speaker and former drug addict Doug-las Rosen told a personal story about his drug addiction to Upper School students during an assembly on March 23.

Rosen works for Beit T’Shuvah, a Jewish rehabilita-tion center in Los Angeles.

He spoke to students about his experience with drug addiction and spoke again at a similar assembly for par-ents held that evening.

Rosen spoke to students about how his drug addic-tion began, telling them about his former misconcep-tions of perfection.

“I thought if I was perfect, I would be happy,” Rosen said during the assembly.

Rosen also spoke about his life when he was a drug

addict, during both college and his career in the film in-dustry, and about his recovery process.

“Once you’re in it, you are in it, and you can’t stop until you are forced to stop,” Rosen said.

Rosen also explained to students his motives for join-ing Beit T’Shuvah and for visiting CESJDS.

He told students that his goal was not to tell them to abstain from drugs, but to raise awareness about their effects.

“[This is] for you guys to make your own choice,” Rosen said.

Students said they enjoyed Rosen’s approach to ex-plaining addiction.

“I think that it was better as a story because they [the administration] weren’t just pushing these facts down your throat. He’s not just some person who says ‘don’t do drugs.’ He’s been there, and he can say, ‘don’t go there,’” sophomore Sydney Exler said.

by Abigail BirnbaumAssistant Copy Editor

Recovered addict shares story, livens the mood with comedy

dialing in Sixth-grader Nathan Rodney calls parents, alumni and grandparents to raise money for the Ma’ayan campaign during the dial-a-thon on March 30. Rodney received six pledges and raised $226.

photo by Arielle Panitch

New placement system applies to Class of 2015 and younger

• Humanities, biological studies and Spanish classes will only be offered at a college preparatory and an advanced level.

• Math and Hebrew will not change their leveling systems—they will continue to have a larger variety of levels.

• Teachers will advise students about placement, but ultimately, students will get to select their course levels.

• Students will receive an A+ as the highest grade upon earning a 97-100 in a course.

• Guidance counselors and parents will be more involved in the course selection process.

newApril 13, 2011 Page 3 S

College a cappella groups visit

JDS got a double dose of a cappella singing on March 8, when a cappella choirs from Yale and Rochester came to perform.

Yale University’s Jewish a cap-pella choir, Magevet, sang dur-ing lunch, while the University of Rochester Yellow Jackets sang after school.

The Yellow Jackets also worked with the JDS a cappella choir, Shir Madness, later in the day.

“I felt that Magevet was more rooted in Jewish music and was more conservative in their per-forming, while the Yellow Jack-ets were really out there and into audience participation,” junior Naomi Eyob said.

Middle school takes arts trips Grade 7

Seventh-grade students went on a trip to see the musical “Jo-seph and the Technicolor Dream Coat” at the Olney Theatre on March 17.

Seventh-grader Eli Davis said that he liked the play and the mu-sic.

“It was a good play, I liked that it was really creative, but I also didn’t like it because they took a serious story and made it into something humorous,” Da-vis said.

“It was all songs and no act-ing. Musicals aren’t my thing. I would rather have [all] acting,” seventh-grader Hannah Nechin said.

Grade 8Eighth-graders went to see

“The Chosen,” a play based on a book by Chaim Potok, on March 16. The play explored the growing friendship between two baseball players, one of whom was injured by the other. One of the boys was a Hasidic Jew while the other was Modern Orthodox.

Eighth-grader Sara Migler said she found the play to be very interesting.

“A lot of people in my grade thought it was boring, but I thought it was really good,” Mi-gler said.

Eighth-grader Sarah Solomon was not that interested in the play.

“It is more interesting to a reli-gious person, not [as much] to an eighth grader,” she said.

School dances get mixed reviews Middle School

Knesset, the middle school grade government, threw a party after school for middle school students, but the majority of the middle school did not attend, ac-cording to eighth-grader Daniel Zuckerman.

One possible issue was that the dance took place after school, resulting in many students not being able to attend.

According to Zuckerman, only about twenty students were present.

“Nobody was on the dance floor. It was really awkward,” Zuckerman, who has attended three JDS dances, said. “This al-ways happens at our dances.”

High SchoolWith couches in place of

lunch tables, black coverings over the windows, a partitioned dance floor, flashing lights and the beat of loud music emanating from speakers, the cafeteria was com-pletely transformed for March’s high school dance, MORP.

The dance, held Saturday, March 8, attracted freshmen, sophomores and juniors from CESJDS and local schools.

Alumnus Jonathan “J-Boy” Iwry (‘10), a freshman at the University of Pennsylvania, DJ-ed the event. Planning Morp is traditionally the responsibility of the junior grade government. Morp is intended to raise funds their senior prom.

“We set a budget beforehand,” junior class president Aviva Weinstein said. “We tried to stick to our budget, and $12 may have been more than we needed to charge in order to break even, but we hope that by charging this much for MORP, then at prom, we won’t have to charge as much because we raised a lot of mon-ey.”

Brief Reads

photos by Alex Zissman

This year’s Mock Trial team made it through the first two rounds in the single elimination playoffs, defeating Quince Orchard and Walter Johnson.

In the third round of the play-offs, the team was matched against Richard Montgomery and suffered a close loss of 54-57, out of a pos-sible 60 points.

Points are awarded based on quality of rhetoric and how well each team answers objections.

Although this year’s team may have had less experience than last year’s and comprised more fresh-men and sophomores than usual, team members said they were not hampered in any way.

“Having such a mix of ages just made it more rewarding to do well in the competition,” junior Mer-edith Lerner said.

Some students participate in Mock Trial to get a taste of a career they may be interested in pursuing later in life.

“It is an intro to the legal field for kids interested in pursuing that type of career, but with a real focus on courtroom procedures and de-corum as opposed to just arguing,” freshman Ethan Steinberg said.

A Mock Trial team is divided into two sides, the plaintiff and the defense. Each side consists of three witnesses and three attor-neys, making for a total of 12 team members. Each year, all schools participating receive a theoretical case file.

This year’s case involved a con-troversial drunk-driving accident. After receiving the case book in November, the team practiced in-tensely until the trials began at the end of February.

“It is definitely a lot of work at the beginning, to develop the case, and a lot of repetition during the season, but by the time we reached playoffs, I knew my part inside and out from so much practice,” Stein-berg said.

Although months of practice prepare the team well, the trials never go exactly as planned, stu-dents say.

“My favorite part about Mock Trial is that no matter how much you prepare, once we get to court, anything can happen, and I love thinking on the spot and watching the rest of the team do it,” Stein-berg said.

Mock Trial provides not only great intellectual opportunities but also a social outlet for students with common interests.

“It’s really nice to be involved in a team activity that isn’t just sports, so I can learn about different peo-ple on the team and see them in different lights than I ever would anywhere else,” Lerner said.

CESJDS students, parents, alumni, and grandparents all gathered together on April 3 for Families in Action Day. All JDS community members were able participate in the day-long event, which was or-ganized by the Parent Teacher Organization.

In previous years, the school has held a similar event, Students in Action Day, in which only JDS students and teachers participated.

The PTO has been antici-pating Families in Action Day since the last Students in Ac-tion Day more than two years ago.

The PTO chose to do Fami-lies in Action Day as a replace-ment for Students in Action Day because they wanted the day to be available for a wid-er range of people and on a weekend in order to solve lo-gistical issues.

It took the PTO six months to organize this year’s events.

Families in Action Day offered approximately 20 ac-tivities throughout the day. In the morning, projects and activities were held locally in the D.C. area, and in the af-ternoon, the school sponsored activities at the Upper School campus.

The event culminated in a barbeque and concert, per-

formed by a JDS parent band and a student band.

Activities in the morning focused on benefiting the lo-cal community.

There were 13 projects of-fered, including one at a horse farm, and activities at Landau House and Rock Creek Park. In the afternoon, the activities were focused on JDS’ impact on the world.

During the afternoon por-tion of the event, the PTO held several collection drives, including collecting eyeglasses and cell phones.

The PTO also organized a packaging food activity, hop-ing to make more than 10,000 meals for people in Haiti.

“We wanted activities that could make a difference in the community and in the world that we thought were important,” Melissa Davidson, co-chair of the PTO commit-tee that oversaw Families in Action Day, said. “We wanted activities that would appeal to a wide range of ages.”

Activities were not just sponsored by the PTO. Other groups led activities as well: The Student Council spon-sored a car wash and a Lower School Girl Scout troop spon-sored an activity called the Smart Sacks project.

Before the event, the PTO estimated about 500 people would show up for the event, but 700 people paticipated.

Families take action for the communityby Abigail BirnbaumAssistant Copy Editor

Mock Trial wins second place in Montgomery County

reaching out Students and parents volunteered on a Sunday to complete community service projects. Families participated in a vari-ety of activities including car washing, landscaping, horse grooming, food sorting and packaging.

by Gabriella MendickReporter

Compiled by Eitan Snyder, Samantha Kevy, Jeremy Etelson and Jacob Schaperow

ewsN April 13, 2011Page 4

Sophomores and their parents re-ceived a taste of the college process at an evening assembly on March 15. The as-sembly covered topics ranging from stan-dardized testing to scattergrams. After the assembly, sophomores were assigned their college counselors. College counsel-or Ana Berkman spoke at the assembly.

“This is to calm you,” she told the 10th-grade attendees.

Sophomores Eli Shurberg and Annie Schtevie, who attended the assembly, dis-agreed.

“I know it was there to take away stress and make it a little bit easier, but I thought that it was just adding extra stress to the students and parents,” Shur-berg said.

Sophomore Rachel Fredman, another attendee, thought the meeting was help-ful and informative. “[Before,] me and my parents didn’t really know what was going on, and now we do.”

According to the Director of College Guidance Susan Rexford, the meeting was also supposed to serve as a forum for sophomores’ questions about the college process.

This year the college counseling de-partment decided to hold the meeting

earlier than usual due to a high volume of questions from sophomores.

Many of these questions, according to Rexford, had to do with “the mechan-ics of the college process and standard-ized testing,” a topic which, according to sophomore David Kessler, was not cov-ered enough during the assembly.

“I thought it was interesting and in-formative, and I would say that I defi-

nitely learned a lot from it. [I would have liked] to see more on how to apply for standardized tests and more of the nuts and bolts [of the college process],” Kes-sler said.

Rexford also mentioned that having the parents come to the meeting was de-signed to strengthen the partnership be-tween parents and students.

Seventh graders assembled in a simulated health conference on April 5 to present their history projects to parents and teachers. Each student conducted research on a major health issue in a coun-try of his or her choice.

According to history teacher Marc Dworin, the project helps build research and writing skills, as students are still relatively new to the Upper School.

He said the global health project is well regarded by students.

“The project is a fair amount of work and learning. Students have to read articles and discern which sources will be most reliable as they are researching, but we do like when they have fun as well,”

Dworin said. “At the end, I think the project really pays off ... stu-dents often tell me that they wish the conference was longer. Just yes-terday, I ran into a former student, and he told me he remembered his project and what he studied.”

Seventh-grader Eliana Katz ex-hibited her project about cholera in Haiti at the conference.

She said she was inspired to study Haiti because of recent me-dia coverage following the earth-quake there.

“Everything was recently de-stroyed there and it’s becoming a problem that [the Haitians] don’t really have a place to go to the bathroom. So they go poop pretty much anywhere they want and that gets into the water,” Katz said. “Cholera is a feces oral disease, so when the bacteria in the feces goes

into the water, the people in Haiti drink that water … and then they get cholera, which is hard to treat [given their circumstances].”

Director of Middle School Joan Vander Walde attended the confer-ence.

“I very much enjoyed seeing the seventh-grade global health expo. What particularly impressed me was not only the research that the students did, but that they un-derstood the research they did,” Vander Walde said. “I liked how some students actually shared some very good news about health in certain countries. It was great to hear, for instance, the mortality rate is going down in Mexico and that the health in Sri Lanka is really an example for the rest of southeast Asia.”

by Daniel LissEditor in Chief

Spreading awareness through Global Health Conferencegoing global S e v e n t h - g r a d e r Manny Ozur Bass teaches his peers about health in North Korea. The Global Health Conference fea-tured countries from multiple con-tinents addressing health concerns. Students com-pared their coun-tries’ health statis-tics to those of the USA. Fruits and vegetables were served at the GHC as refreshments to promote healthy lifestyles.

TUITION, from page 1At the same time, Siegel said the administra-

tion is doing what it can to keep costs low for stu-dents and their families. By not solely relying on tuition to cover the school’s expenses and instead seeking out gifts— including an annual alloca-tion from the Jewish Federation that amounted to $1.2 million this year—the administration hopes to keep the cost of education in check.

“We do everything we possibly can to keep tuition as low as possible. We work very hard to generate other sources of revenue besides tuition such as fundraising revenue, endowment rev-enues, and revenue generated by other activi-ties that subsidize the tuition and keep the cost down,” Siegel said. According to Siegel, tuition alone covers 80-85 percent of the school’s ex-penses. Because JDS’ financial records are not public, the Lion’s Tale was unable to indepen-dently confirm these numbers.

Some parents said they feel these other rev-enue sources are not enough to keep tuition low, and coupled with the current state of the economy, some families are in a tight financial position. Thirty-four percent of families receive tuition assistance.

“I believe that the cost of tuition at CESJDS is high relative to other Jewish day schools in the U.S. and imposes the greatest strain on those families whose income is low to mid-range, but not quite low enough to qualify them for schol-arships,” said Kallie Forman, mother of a 2011 graduate. “My husband and I both work full-time and had to financially plan for our monthly JDS tuition costs.”

The cost of a quality education is high, Sie-gel said. At JDS, she said administrators value a quality education with qualified teachers who know their topic and teach it well. In addition, the school offers specialized Hebrew and Judaic classes that are vital to a Jewish day school.

“When we had just one child in the Lower School it was manageable, but now three tuitions can be a bit overwhelming,” said another par-ent with students in both the Upper and Lower schools who also wished to remain anonymous. “We feel, though, ‘How can we deprive our youngest of the opportunities and education that his older siblings have received?’ We take this one year at a time, but our dream is to be able to have three JDS graduates someday.”

Many students see firsthand the effects of tu-ition prices on their family and everyday lives.

“I’m fortunate enough to be helped,” a junior said. Per their financial aid contract, students and parents who receive aid cannot discuss it publicly. “I mean, I know my parents are strug-gling ‘cause a lot of the time I’m filling out my own forms, and I can see the amount of work that goes into making sure [my sibling] and I get the education my parents weren’t fortunate enough to get.”

photo by Arielle Panitch

by Avichai Ozur BassReporter

Sophomores learn about college process

In the early morning of March 16, 18 publications students lined up outside the Vamoose bus stop in Bethesda, Md.

They were met by Megan Fromm, direc-tor of publications, and Reuben Silberman, math teacher and adviser of Reflections, the high school literary magazine.

Packed and ready, students and teachers headed off to the Big Apple for the Columbia Scholastic Press Association conference.

After arriving, the students attended workshops led by journalists at the conven-tion.

Classes ranged from tips for designing yearbook spreads to therapy sessions for editors.

“Most of [the workshops] were really helpful and really enjoyable. There were some of them that were really boring, but if you took the notes on them they could be re-ally beneficial,” sophomore Hannah Becker

said. “I knew that going to CSPA would re-ally help me in the future.”

Wednesday night, the students hung out in Times Square and Columbus Circle. Overnight, they stayed in the Wellington Hotel.

“It was really fun. I en-joyed getting to walk around New York and going to Hershey World and spend-ing time with the rest of the group,” sophomore Miriam Israel said.

After two days of work-shops, students returned home late on March 17.

Students enjoyed the chance to spend time in New York City, learn about their re-spective publications and spend time with their friends.

“I thought it was fun. I love New York. It was just a really nice experi-ence to be with all my fellow publica-tions people,” junior Ilana Hirsh said.

art by Hannah Becker

by Ranana DineIn Depth Editor

getting inspired Sophomore Hannah Becker glances at another school’s paper at CSPA. Students brought home publications from other schools to provide inspiration.

Publications staffers attend conference in New York

photo by Alex Zissman

NopinioApril 13, 2011 Page 5

Editors In ChiefEitan SayagDaniel Liss

Managing EditorDani Marx

Copy EditorJacob Schaperow

News EditorsBriana Felsen Arielle Panitch

In Depth EditorsRanana DineMeryl Kravitz

Chadashot EditorsEmily DworkinShira Becker

Features EditorsHaley CohenRebecca Rubin

Sports EditorsJonathan Block Josh Singer

Lion’s Blend EditorsElana SchragerSamantha Wiener

Photo EditorAlex Zissman

Graphics EditorNoah Zweben

Web EditorDevin Yolles

Assistant Copy EditorsAbigail BirnbaumJacob Dorn

Senior ReportersMichael Greenberg Emily ShoyerScott Goldstein Sydney Solomon

ReportersJeremy EtelsonPenina GraubartMatt HalpernSamantha KevyGabriella Mendick Avichai Ozur Bass Eitan SnyderDavid Solkowitz Alex Tritell Devin YollesJesse Zweben

Photographers Arielle FontheimSymon GinsburgSam HofmanEli Shurberg

Staff AdviserMegan Fromm

Adviser EmeritaSusan Zuckerman

The Lion’s Tale is a forum for student expression. Its purpose is to inform the CESJDS com-munity and to express the views of its staff and readers. The staff has made every effort to ensure the accuracy and objectivity of its news.

Editorials reflect the opinion of a majority of the LT board. The Lion’s Tale encour ages its readers to write letters to the editor and reserves the right to edit letters for length and clar-ity. All letters must be typed and signed. Letters may be emailed to lionstale@cesjds.org.

Charles E. Smith Jewish Day School 11710 Hunters Lane

Rockville, MD 20852 phone: 301.881.1404

www.lionstale.org

When parents receive the envelope in the mail with the contract for next year, many hold their breath as they open it to see how much tuition has increased for the upcoming school year. The tuition inches up a little more every year, and as the cost of running our two campuses increases, so does the blood pressure of many parents who choose to send their children to JDS. Every year, whether it is consciously or subconsciously, before parents sign their name on the contract, they ask themselves: “Is sending my child to JDS worth it?”

For the parents who are will-ing to make the sacrifice to send their children to JDS, the answer is, “Yes, it is worth it.” The Jewish education that we get at JDS is unparalleled by any secular pri-vate school or public school.

Every year, when parents re-ceive next year’s contract, they think about what JDS has to of-fer and what their children have learned thus far in their Jewish courses. Many want to make the commitment to send their child to this school, but with the bad economy, it is becoming increasingly hard for parents to make that commitment. At a certain point, more and more parents will feel that they are unable to send their children to JDS, no matter how “worth it” it may be.

JDS students are a part of a greater community that ex-tends beyond the walls of our school to Jewish people all over the world. After learning the Jewish high school curriculum specifically, JDS students gradu-ate with the skills they need to be Jewish leaders in the world, whether it is through setting an example via core Jewish values or by knowing the facts to help the world understand Israel’s perspective in the Arab-Israeli conflict.

The Jewish community needs students to receive the Jewish education we receive at JDS. With the number of anti-Is-rael groups on college campus-es and the number of people ill-

informed about Jews and Israelis, giving a child a Jewish education begins to feel like an obligation.

However, with the increase in tuition, parents may not be able to afford to keep their chil-dren at JDS through graduation,

and they may choose instead to send their kids to a pub-lic school after eighth grade.

The courses that students

take in high school, such as Con-temporary Issues, which focuses on current events in Israel; Arab Israeli Conflict, which goes in depth about the history of the conflict and modern issues; Ethi-cal Dilemmas, which requires students to look at Jewish texts and think about Jewish morals; and a required Holocaust class are all classes that teach topics that JDS students should gradu-ate knowing. Jewish classes in high school present a new level of think-ing and add depth to our Jewish knowledge.

Students who leave after eighth grade will leave the s c h o o l knowing how to speak Hebrew, how to lead services at syna-gogue and knowing facts about the holidays, rather than know-ing about more difficult topics that come in the years following middle school.

Even if parents want to send their children here, at a certain point, many simply cannot af-ford it. Parents, sometimes to-gether with their children, also think about how going to JDS may affect resources available for college. While there are many outside factors that cause tuition to increase, the reality is that students may have to leave the school before they are able to explore the more pressing issues that Jews face in the world today.

We hope that the administra-tion is searching for the lowest tuition possible to continue run-ning the school, and not setting

the highest manageable tu-ition that would not result in the loss of too many stu-dents. We hope that the in-crease in tuition is because it absolutely needs to be raised to cover all costs. We hope that the administration is willing to do everything they can to find outside resources to bring the cost down and is looking into what other Jew-ish schools throughout the country are doing to keep tuition down. Also, for those members of our community who are able to donate to JDS, we hope that they rec-ognize the importance of a Jewish education.

At JDS, students grow up and learn together in a com-munity that fosters Jewish values and pride for Israel and the Jewish people. The school gives them the knowl-edge they need to be Jew-ish leaders in the world and

the ability to graduate as true men-sches. Only at a Jewish day school is it possible to study evolu-tion in Biol-ogy class and then learn about how God created the world in

the next period. Only here is it possible for

a teacher, such as alumna and Jewish History teacher Doran Goldstein, to speak in Yiddish, Hebrew, English and a bit of Arabic and have stu-dents know exactly what she is talking about. Not at every school do students have the opportunity to take a class on Jewish values or ethical dilemmas and ask questions about how they can be bet-ter people.

JDS is unique, and the school should focus on doing whatever it can to provide as many students as possible with this level of a Jewish ed-ucation and the opportunity to be a part of the community that JDS has to offer.

Paying the price of a Jewish education

While there are many outside factors that cause tuition to increase, the reality is that students may have to leave the school before they are able to explore the more pressing issues that Jews face in the world today.

Only at a Jewish day school is it possible to study evolution in Biology class and then learn about how God created the world in the next period.

Do you think you will send your own child to a Jewish day school?

YES 52%

NO 4%

Maybe 44%

25 Lion’s Tale staffers were surveyed.

– The Lion’s Tale

Approximate* breakdown of

next year’s tuition

per YEAR

per MONTH

per WEEK

per DAY

per PERIOD

$26,290

$2,921

$730

$146

$24

*These calculations have been rounded to the nearest dollar. We based the figures on a 9-month school year, due to winter and spring break. We calculated according to 4 weeks in a month, 5 days in a week and 6 periods a day without considering time spent between periods and attending club period and lunch.

pinionO April 13, 2011Page 6

by Eitan Sayag Editor in Chief

Last weekend, my great-uncle from Morocco called my house. He kept switching from Arabic to French trying to tell me something. I was attempting to decipher what he was saying without knowledge of either language, and my lack of foreign language skills meant that the call ended without any satisfactory understanding of what he was trying to tell me.

As the world globalizes and international communications become a regular occurrence, the study of foreign languages is increasingly vital. At JDS, we are taught Hebrew for up to 13 years. Spanish is offered beginning in middle school, and Arabic electives begin in high school. French and Latin used to be offered as electives, but neither were offered this year.

If you look at the geographic distribution of the languages offered, you will notice a focus on two regions, the United States (English and Spanish) and Israel (Hebrew and Arabic). As American Jews, these are obviously the most relevant countries for us, but they are not the only important areas for our future. In a global world, we cannot afford to focus on the isolated regions, which contain only 5 percent of the world’s population. We need to gain a broader understanding which includes the other 95 percent, and learning the language of another people is the best way to gain insight into their culture.

I believe in the vital importance of learning about Israel and the United States, but we cannot ignore the rest of the world. In the twenty-first century, as developing nations advance and American dominance can no longer be used as an excuse for ignorance of foreign issues, it is important for us to study foreign languages to be competitive in a globalized world.

The issue is not only the limited languages offered but also the time available for them. As an incoming seventh grader, I wanted to take a romance language, but as a student in the ESS program, I was required to take Structured Study Hall. Though the support provided by the program was necessary, it is not right to eliminate a student’s option to take a foreign language because he or she needs a study hall. In high school, I wanted to take Arabic, but again, other academic commitments prohibited my enrollment. Only a fraction of students take Spanish and Arabic because our demanding schedules make participation difficult.

Fortunately for future students, JDS has already begun reforming its language program. For the 2011-2012 school year, the Hebrew Department will stop using the NETA Hebrew program. After years of dissatisfaction by many students (81 percent said it should not be used at JDS in a 2008 Lion’s Tale survey), the department is rethinking the way it teaches Hebrew at our school. It is unacceptable that after so many years of Hebrew study, few students have fluency, and the school even discourages us from taking the SAT subject test in Hebrew because we are not prepared.

It is refreshing to know that the school is aware of the necessity for improved language education. JDS students should graduate with a notable level of proficiency in Hebrew. The school should reintroduce French as an elective and introduce other foreign languages important to competing in the global economy. The school should find ways to make foreign language study a valued elective.

I hope that JDS will enhance its focus on foreign language learning so that the next time your Moroccan uncle calls, you’ll be able to have a friendly, family conversation.

by Daniel LissEditor in Chief

Liss’n Up

In recent communications with parents, the administration has stated that it would like to “discourage the practice of students selecting courses based primarily upon the identity of the teacher.” I have to wonder: Why?

Under the current registration system, each student receives a packet of required courses and potential electives for their grade. Students are supposed to read blurbs about each class option and make their course selections based solely on which descriptions align most with their interests. Students are not told which teachers will be teaching each class and are discouraged from finding out on their own.

The current system of registration is very flexible because it allows the administration to make changes in the roster of teachers until schedules are released. But whatever advantage this presents from an administrative standpoint, students and teachers alike would be better served if teacher assignments were announced earlier in the registration process.

Students would no doubt pick their classes differently if they knew which teachers were teaching each class. There is nothing inherently wrong or disruptive about this type of system.

To be sure, I have heard some students tell me that if they knew which teacher was teaching each class, they might be inclined to simply choose the easiest teachers. However, students are currently presented with a variety of course levels at JDS, some of them without any additional weight on their GPA, and yet many students still choose to take the highest levels. Additionally, if different teachers are not grading with the same level of rigor at JDS, then the real issue is one of maintaining standards.

Registration decisions based on

teacher preferences actually broadens students’ academic horizons. When students see classes they are less comfortable with taught by a teacher they like, they will be more likely to take on the challenge of unfamiliar coursework.

If students have the opportunity to choose classes based on their teachers, it makes it easier for them to build long-term relationships with the teachers they know they have a rapport with. These teachers can later act as mentors on independent co-curricular projects, and get to know the students better, and serve as better recommenders come college application season.

Students know how they learn, and if they find teachers who suit their learning styles, they should be able to continue learning with those teachers. I know of more than one student who has clashed with a particular teacher, and letting students know who will teach each course eliminates the possibility that students will be paired with teachers they have experienced difficulties with in the past.

Not only does transparency benefit students, it benefits teachers as well. Undoubtedly, teachers who are dynamic and offer a variety of assignments serving many different learning styles will receive larger registrations. If students know which teachers were assigned to each class, the registration could help serve as a method of feedback. Less popular teachers could learn from their more popular counterparts and tailor their class curriculum accordingly. The administration, for its part, will have a better understanding of how teachers are perceived by the students, which is good information for an institution dependent upon the continued willingness of families to pay precious dollars for something that many other families get for free.

Say what? Re-evaluating the language program Transparency needed in registration

In the Production Office

Do you think you will send your child to a Jewish day school?

I would consider sending my kids to a Jewish school. By

going to a Jewish school, I am part of a community that observes the same traditions that Jews

all over the world have taken part of for thou-sands of years. If I do not send my kids to a Jewish school, this tradition would be broken.

Features EditorHaley Cohen

Lion’s Tale editors share their opinions

I would send my chil-dren to a school that

addresses their spe-cific learning styles. I would try to find a Jewish school that is a good fit for them because I think learning secular stud-ies along with Judaic studies in an environment that teaches Jewish values and

practices through-out creates a community that my children would be able to thrive in intellectually and religiously.

Lion’s Blend EditorSamantha Wiener

On one hand, I would want my children to have a good education, which I feel that a private school would provide. I also would want them to have a Jewish education. On the other hand, tuition at a

Jewish school can be really expensive, and if I could send my children to a public school where they got the

same quality education, I might. It would depend on what I was do-ing and how much money I could

afford to spend on Jewish education.

Copy EditorJacob Schaperow

I would love to send my child to a Jewish school, but I would also want my child to be getting a strong secular education as well. I love being able to study subjects such as the Arab-Israeli Conflict or Jews in Hollywood, but I also think it’s important to get a good education in subjects such as science, math and history. While I would love to send my child to a Jewish school, there are definitely other outlets for raising a child in a Jewish culture, such as synagogue, youth groups and summer camps.

Sports EditorJonathan Block

NopinioApril 13, 2011 Page 7

L E T T E R ST O T H E

E TID O R

To The Editor: I am outraged at the lack of attention that the music program gets from

the administration. There are not enough opportunities for the students to show what they

have been learning, and when they are (with the exception of the concert) their

personal schedules or needs are disregarded. Sometimes they are asked to play at

something with less than 24 hours notice. Apart from the obvious lack of recogni-

tion and attention, there is a lack of funding for the music department. Why does

Photo have a room full of expensive Macs, and Lion’s Tale and Yearbook get fancy

new computers while the lone acoustic piano in the music room sits untuned,

slowly becoming more and more unplayable? Please note that I am in no way try-

ing to say that Photo, Lion’s Tale and Yearbook don’t deserve these things, because

they really do, and they use them to their full potential. All I am trying to say

is that the music program should get treated the same way that these other JDS

extra-curricular programs do. Take the tuning of the piano. It is a mere 60 dollar

fix, yet no one has even bothered to check on the status of the instruments. There

is a hole in the ceiling of the music room that has been there since last year, when

it was leaking on valuable equipment. Don’t get me wrong, I really appreciate what

JDS has done for the music program in hiring such great teachers and allowing for

the study of music (especially jazz), but I do feel that they haven’t - and aren’t - do-

ing enough.

– Andrew Yanovski Junior

To The Editor: Last semester, I took Ethical Dilemmas, a class in which

students learn about controversial issues like abortion and capitol

punishment. I personally liked the class, but had one BIG problem

with the curriculum. In Ethical Dilemmas, the students learn about

the issues in this order: Triage, Abortion, Capitol Punishment and

then Suicide. I understand that this is done in an order where the

topic with the most citations in Rabbinical texts goes first, and so

on. However, we ended up learning only the first three and barely

scratching the surface on suicide. I feel that since teen suicide has re-

cently become a huge part of our society, and that, especially living in

America, triage doesn’t play a huge role in our daily lives, we should

switch the two. Seeing that suicide has become more and more of

an issue in our lives, and that triage has become less and less of an

issue, we should switch it, so that Ethical Dilemmas students learn

about suicide first, and then triage at the end if we have time, so that

students understand the Halachic context and interpretation of laws

concerning the things that are part of our lives, which is what most

students want to learn anyway when they sign up for this class.

– Eitan SnyderFreshman

To The Editor: We want students to take note of an issue that’s been scratching our lower backs. This, of course, is the issue surrounding the stigmas of substitute teachers. For years, many a substitute has been ridiculed by his or her temporary classes. In fact, we can recall Richard “Dick” Schneider, who substituted for us during the 2008-2009 academic school year. Among other substitutes to note were the great Dr. Berman, the always fun and classy Mrs. Berman (not married to Dr. Berman. I promise ;)) and the Middle Eastern phunky phresh Adon Shoham. While all of these great substitutes displayed awesome poise and adequacy, one stands out in our minds. Mr. Fischlowitz-Roberts (Mr. F-R) is his name, and substitu-tion is his game. He looks for no fame, rather he inspires students with his chain. However, unlike most teachers, we have found that many a student tends to incorrectly pronounce his prolific name. Annunciations such as “Fishmotrips-Rolex” or even “Mr. Beats”(referring to Mr.F-R’s incred-ible a cappella career). This is a far stretch for such a magnificent name. Correctly pronounced “(Fish-Low-Its- Rob-erts)”, the name demands a certain respect and focus just to say it. Likewise, a certain Mr. Golubcow-Teglasi (Mr.G-T) struggles with similar mispronunciations. Being called names such as “Gazpacho- fratata” or “Garbago- Talapia” just seems like an insult to teachers, everywhere. While Mr. F-R and Mr. G-T’s names certainly stand out, its their performance in the class room that truly makes them some of the best teachers at our school. For Mr. F-R, it’s always showing up to class conveying a good attitude and a real heart for the art of substitution. As for Mr. G-T, it’s connecting with students going through a similar CESJDS experiences as he once did (Mr. G-T graduated with the CESJDS class of 2000). The least we could do for our fine teachers is to pronounce these names as they were meant to be pronounced.

– Daniel Neuberg and Max UngarJuniors

To The Editor: It seems to me that the Lion’s Tale should share some details about upcoming issues--a sneak peek, if you will. I was peeved by the supposed need to keep things under wraps because, after all, a newspa-per is supposed to get information out, not hold it in. Certainly a pro-fessional newspaper like The New York Times, or, closer to home, the Washington Post cannot keep secrets for long. I know, I know, everyone wants the scoop, but in this day and age, publicizing is the name of the game. You want students to be interested in what’s being published, right? You want students to know what’s going on sooner rather than later, correct? What if, say, a reporter found some “dirt” on a particular subject, and you decide to write an article about it--I’m sure this often happens. The fact is, Lion’s Tale only comes out once a month, and by then, the story has become stale. Maybe everyone already knows. The point of a newspaper is to uncover information, and inform the public (in this case, the student body) about what really matters. It’s like a race—you need to know something, and the students need to know something, before the administration or some other ruling body plays damage control. By a month, the story festers and it’s over. With all that said, tell the students what you’re writing. Then, they will know what to expect, and you need not worry, I’m sure they’ll still be impressed.

– Ilana Hirsh Junior

April 13, 2011ion’s blendL Page 8

a in the of...Wakin’ up in the morning, gotta be fresh gotta go downstairs.Mom screams at me in ancient undeci-pherable Persian tongue for unknown reasons. Assume she’s telling me she loves me.Quickly fix my hair up.Finish fixing my hair, making sure flip is exactly inclined 27.4 degrees to the sun. Just the way I like it. Set the car clock 10 minutes ahead to try to make my mom speed to school so I’m not late.Arrive to school half an hour late.

Period 1 - Pre-CalculusWarm up/Go over homework.MS. BALL’S LIFE.New lesson.

Period 2 - ChemistryEuphoric sensation of infinite happiness resulting from a combination of equi-librium, leaking methane gas, and Ms. Munteanu’s philosophical teachings that will outlive diamonds.

Period 3 - English2 people are already injured.Signal class unity by holding up sheets of paper.I lost the game.Act out “A Streetcar Named Dezurray” in class, and analyze the text using the Webner rule.

Period 4 - HebrewSTAAMNo, in all seriousness it’s not okay to joke about Hebrew. My friend Maatan speaks Hebrew.

LunchDon’t feel like waiting in line to get a bowl for salad. Pour salad into chest.I go back to get napkins. Half of my food is gone when I come back, and Jonathan Kader looks extremely satisfied for some reason.

Period 5 - ArabicGiven a quiz which I forgot to study for.Realize I don’t know any of the answers and start drawing scribbles on the page.

Score 110 percent on Arabic quiz. Period 6 - Unanswered Questions

I can’t really describe this class because everyone’s inter-pretation of it will be different and therefore can mean nothing and everything at the same exact time, except if it doesn’t. Got it? Wait, don’t answer that question.

TrackRun in circles. Throw up. Tell all my friends to join track.Have 10 people I don’t know tell me my mom is looking for me.Come to realization that my mom is more popular than me.Homework/ScienceSpend some time with my telescope, Sheila.Get in fight about how I “don’t hold her like a telescope should be held.”Try apologizing to her after saying she’s “just a coke can.”Have some kabob as comfort food.Send completely pointless email to 250 on the track email list. Laugh out loud.Stare at computer.Sleep.

A B C

D E F

G H I

by Elana SchragerLion’s Blend Editor

A. Bossypants by Tina FeyWhether or not you think that Tina Fey is fun-

ny, you’ll probably appreciate this book of mem-oirs and life lessons written by the funny man—funny girl—herself. The first thing to look for? The distinctive cover. (Her hands are men’s hands.) It’s funny, right?

B. Filmfest DC 2011 - Washington, DC’s International Film Festival

Stop by on the night of Sunday, April 17, to catch the Filmfest’s closing film, “The Sound of Noise.” This Swedish movie shown with English subtitles is about “police officer Amadeus Warne-bring, a tone-deaf scion of a distinguished musical family, and his attempts to track down a group of six guerrilla percussionists whose anarchic public performances are terrorizing the city. ... The film creates a treat for the eyes and ears.”

—www.filmfestdc.org

C. MonticelloExperience history—visit Thomas Jefferson’s

house, built on a mountain right outside Char-lottesville, Va. When you’re done with the house, tour his garden and the plantation, either with a guide or simply by yourself.

D. Maryland Heights at Harper’s FerryLace up your hiking boots and go for a hike

up Maryland Heights. The Heights rise up above Harper’s Ferry, providing a beautiful view of the confluence of the Shenandoah and Potomac Riv-ers, as well as an opportunity to explore the ruins of a fort from the Civil War.

E. The Big Band JamRock out to a performance by some of the best

jazz students in the nation’s capitol as they perform all over the city. Marvel at the youthful talents who reside locally. The festivities take place from mid to late April.

F. The National ArboretumTake advantage of the newly warm spring day

and go for a walk through the National Arbore-tum. Daffodils, magnolias, forsythias, early flow-ering cherries, azaleas, woodland wildflowers, flowering cherries and redbuds are only some of the plants blooming during break.

G. The Color Purple at The National Theater

“‘The Color Purple’ is based on the clas-sic Pulitzer Prize-winning novel by Alice Walker and the film by Steven Spielberg. It is an inspiring and unforgettable story of a woman named Celie, who—through love—finds the strength to triumph over adversity and discover her unique voice in the world.” —www.colorpurple.com

H. 23rd Annual Potomac River Watershed Clean-up

The Potomac River affects all of our lives, as well as the lives of countless ani-mals and plants that live alongside us. By participating in this clean-up process, you can perform a mitzvah, get community service hours and help to keep the envi-ronment we live in pleasant and pristine.

I. Matzah pizzaPassover consumes most of spring

break, which means that many fa-vorite foods are off limits. Take this change in diet and try new foods, like matzah pizza. Whether this is an old Passover favorite or a new treat, matzah pizza will help to alle-viate the boredom of a Passover diet.

Spring into break with an array of local activities

Samuel Yeroushalmi7:00 a.m. 7:10 a.m.

7:15 a.m.7:40 a.m.

7:45 a.m.

8:30 a.m.

8:34 a.m.8:40 a.m.9:36 a.m.

9:43 a.m.

10:53 a.m. 10:55 a.m.

10:57 a.m.11:00 a.m.

11:53 a.m.

1:03 p.m.

1:09 p.m.

1:37 p.m.1:45 p.m.

2:35 p.m.

2:44 p.m.

4:00 p.m.5:45 p.m.

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6:00 p.m.9:00 p.m.9:15 p.m.

9:16 p.m.9:45 p.m.9:50 p.m.

10:00 p.m.11:30 p.m.

art by Elana Schrager

art by Elana Oser

art by Natalie Mark

art by Rina Bardin

art by Sara Kresloff

art by Debi Smith

art by Elana Oser

art by Elana Oser

art by Elana Oser

April 13, 2011 lion’s blenDPage 9

The dual curriculum at CESJDS can literally weigh on students. Because heavy backpacks can harm posture and cause pain to developing teenage bodies, teens need to take care of themselves and take a load off.

Junior Maya Lieber is a dancer and has experienced shoulder problems over the past two years.

“I use a rolling backpack because last year I got a shoulder injury from dance and my physical therapist suggested that I use a rolling backpack because back-packs are really bad for your back,” Lieber said.

According to Harvard Medical School, more than 21,000 injuries related to backpacks were treated in 2002. “Too much weight can lead to bad habits such as poor posture and excessive slouching,” the school’s website ad-vises.

Dr. Gad Alon, a University of Maryland professor and physical therapist, specializes in physical therapy and re-habilitation science.

“A heavy backpack has a lot of mass, so it pulls. When you carry the backpack on your back, the center of mass moves backwards and slightly higher. So in order to keep the pack on the back and not to let it fall off, we need to use more muscle power and work,” Alon said.

Overfilled backpacks can harm the spine. Alon ex-plained how the weight of the backpack impacts the back itself.

“The consequences to the body are multiple—the muscles overwork and get tired more quickly,” Alon said. “The compression on the spine, the disc, from both the muscle pull and the backpack itself hurt the dynamics of the spine and put pressure where pressure should not be. If the pressure is prolonged, it will affect the posture from an erect spine to a bent, a hunchback.”

Carrying the bag on one shoulder exacerbates the problems caused by heavy backpacks “because there is an added twist to the spine,” Alon said.

“[I] always only wear it on one shoulder and some-times if my backpack is really heavy I sometimes try two shoulders. But I either feel like I look weird that way or it isn’t comfortable,” sophomore Aliza Layman said.

While some students might argue that the ideal fix to the issue of heavy backpacks is to eliminate homework completely, that is unlikely to happen. Other measures

that students have resorted to in order to assuage backpack pains is to keep extra text-books at home or even cut up text-books to reduce the weight.

Rolling backpacks transfer all of the weight of the backpack onto wheels. However, they can still pose other challenges. Depending on the surface, a rolling backpack can be ineffective.

At JDS, the lack of stairways makes rolling back-packs a convenient option, but hallway traffic can pose an issue. It can be difficult to maneuver a rolling back-pack through the halls quickly without hitting other stu-dents.

“It’s annoying when I’m running through the hall to leave for dance. I always have to run over people, and it gets in the way, and it’s annoying to roll over those curbs in the road, but in all it’s better for my back so it’s okay,” Lieber said.

Another issue that is not discussed widely but is a deterrent to the use of of rolling backpacks is the social stigma that the use of a rolling backpack carries.

“My friends all make fun of me for it [the rolling back-pack], but that makes me stronger as a person, and it’s just funny,” Lieber said. “I just use it because I can carry more books and it won’t hurt my back. It’s just easier, I guess.”

Purchasing another set of textbooks for home can also significantly lighten the load and protect the back, but this option can be pricey, as some textbooks can cost up-wards of $100.

Using a laptop instead of textbooks and notebooks can reduce backpack weight.

According to Alon, while not everyone will use a roll-ing backpack, it is important to wear your backpack on both shoulders to help prevent back injuries and pain.

Choosing a rolling backpack or minimizing the amount of weight in the backpack can significantly re-duce future back problems and back pains.

This month is the ninth annual National Backpack Safety Month.

For the last eight years of my life, two things have held true. I’ve had a rollie-backpack. And I’ve been made fun of for having a rollie-backpack. Now, I believe that the source of all verbal harassments comes from a lack of understanding. Was it not someone famous who once said, “Understanding brings love?” In this column, I hope to present my case that a rollie-backpack is the superior school transportation device and to answer some commonly asked questions.

The most common question I receive is, “Don’t you know that rollie-backpacks aren’t cool?”

You want to know what’s not cool? Longi. Terga. Dolor. Yep, you guessed it. Chronic back pain. According to the American Chiropractor Association, 31 million Americans experience lower-back pain at any given time and more than $50 billion of Americans’ hard-earned cash is spent to help alleviate this pain each year.

Chiropractors say that the majority of cases they see are preventable, if only our youth were brought up with good habits during their early adolescent years when spinal cord growth is at its most important.

Good habits, they say, include sitting and standing with good posture and using a rollie-backpack. Reader, this “rol-lie-obsession” is not just one man’s ravings. It is backed by good, hard science.

Another valid concern of people potentially making a change is, “If I get a rol-lie-backpack, won’t I be bullied?”

Interestingly, whereas a traditional backpack hinders escape due to its easily accessible straps and burdensome weight, a rollie-backpack can serve as a protector. When a bully charges, one merely repositions his or her rollie so that it is faced at the pursuer’s legs. When the bully charges, the “bullied” lunges and attacks the legs, thereby adequately pro-tecting himself. In fact, rollie backpacks are better for the bul-lies than their “back-strapper” transporatory counterparts.

Finally, I’d like to address the question: “Scott, I already have a backpack. Why do I need to buy another one?”

My answer to this would be that the rollie-backpack is the way of the future. If you were to take a time machine back to the first decade of the 20th century, you would very likely hear the average middle-class gentleman laughing at a pass-ing automobile, claiming “I’d have the ol’ reliable horse and carriage any day over a Chalmers.” Nowadays, the only horse riders I know of are the Amish and Jordan Brandt, who due

to her extensive world travels, has picked up certain peculiar customs…

To conclude, I pray that you, the reader, will say “no more.” No more having to ice your shoulders and back after a tough day at school. No more fearing “what will my friends think?” Because it only takes one person to start a revolu-tion. You could be that person. So if you want to say “see ya” to back pain, “step off ” to bullies, and “really?” to Jordan Brandt, buy a rollie-backpack. And then you all will rock. And you will roll.

Rollin’ my backpack, pain-free

“The rollie-backpack is the way of the future.”

art by Noah Zweben

by Scott GoldsteinSenior Reporter

Bulging

urdenags

acksLighter loads can prevent permanent damageby Samantha WienerLion’s Blend Editor

n depthI April 13, 2011Page 10

Jane*, a CESJDS student, skipped every meal for three consecutive days. This was not the result of stress, lack of food

or lack of time. A destructive comment about Jane’s body from a boy in her

grade set her off on a downward spiral. Not only did Jane not want to eat, but the thought of eating made her feel sick. When Jane looked in the mirror, she did not see reality; she saw a fat, ugly version of herself that she thought was reality.

Body image—or the way people view themselves—is based on self-identification and the acknowledg-

ment of others’ perceptions. As soon as a child hits puberty, his or her body under-goes rapid changes.

These changes can cause the child to wonder if his or her body is “normal.” Body image plays a crucial role in the lives of mid-dle and high school students.

During this period of time, every stu-dent goes through the journey to find out who they really are. A poor body image can drastically affect self-esteem and confidence.

Guidance Chair Melissa Gartner said that body image is a common struggle for adolescents.

“Adolescence is a time of such intense physical and emotional change so teens are acutely aware of their bodies. Teens also place heightened value on peer and social acceptance. So, for many young people who are trying to form their own identity and self-

93 CESJDS middle and high school students surveyed.Survey administered through Facebook

Statistics:

6

Yes

94

No

Have you ever had a diagnosed eatingdisorder?Have you ever had

a diagnosed eating disorder?

%

%

by Meryl KravitzIn Depth Editor

ReflectingMirror, mirror on the wall:

photo illustration by Alex Zissman

Hin deptApril 13, 2011 Page 11

image, body image and related self-concept become significant factors in that process,” Gartner said.

According to the American College of Obstetricians and Gynecologists, one-third of the nation’s high school students think they are overweight when they are not. Almost 54 per-cent of women ages 12-23 are unhappy with their bodies. The media has a large and sometimes negative effect on teenagers’ ideas about how they should look. More and more teenagers are developing poor eating habits and eating disorders and stu-dents at JDS are no exception.

In a body image survey distributed to 93 middle and high-school students, 33 percent of respondents reported be-

ing uncomfortable with their bodies. Junior Sarah Rubinstein thinks that there is an abundance of students, girls in particular, who are uncomfortable.

“I think there are many students at JDS that aren’t com-pletely comfortable with their bodies and care too much about what people think of them. I personally know many girls that feel somewhat obligated to straighten their hair and put on tons of makeup every day just to impress people. It’s always nice to look pretty, to feel good about yourself, but people shouldn’t be intimidated by others’ looks and be competitive to look better,” Rubinstein said.

Despite the prevalence of body image problems in adoles-cent girls, it is also very common for boys to experience such issues. Freshman Sarah Rubin said she thinks weight is a major source of body image issues for boys.

“There are a lot of boys that are uncomfortable with their weight. They work out so much to get ‘six pack abs’ that girls are always talking about. If a boy is a little chubby, he is poked at. More boys are going to the gym,” Rubin said.

The combination of low self-esteem and poor body image can lead to a variety of problems. Teens may become depressed, hurt themselves by abusing drugs or alcohol or develop an eat-ing disorder. Eating disorders include anorexia, restriction of food intake, bulimia, habitual eating and purging, binge eating, periods of uncontrollable food intake, and muscle dysmorphia —an obsession with becoming larger and more muscular, com-mon in males.

However, some students are content with their body, as the

majority of students in a Lion’s Tale survey reported that they were comfortable with their bodies. Junior Samuel Cohen is comfortable with his body.

“Do I like my body? I love my body. I am very comfortable with my body. You have to remember that there is always some-body out there bigger and stronger than you. You have to accept yourself the way you are,” Cohen said.

Human Development teacher Tamsyn Ryan-McLaren feels that students at JDS might handle body images better.

“Students at JDS have a rough time with body image and self-esteem, but not any more than any other school. Actually, I think here people seem to be a little more confident,” she said. “This could be because students at JDS are very fit. Even though bad body image may not be as prevalent, I think for the ones that are feeling it, it’s even more so because the large majority of people are already fit and healthy. I don’t think students at JDS have a harder time than other schools,” Ryan said.

Despite the large percentage of students who feel comfortable with their bodies, 90

percent of students reported that they had been judged because of their appearance. Judgments can often be based on weight, clothing or height.

Sophomore Shira Winston said that she has been judged based on her height.

“A lot of times I am judged because I happen to be pretty short. But mostly it comes from friends of mine, and I know they don’t mean it in a truly offensive way, so I learn not to take it personally,” Winston said.

Cohen said he has been made fun of because of his different style of clothing.

“Kids make fun of me because I wear v-necks. I’ve been told it’s quote-[end]-quote ‘gay’ to wear v-necks, but now I’m a trendsetter, and I’ve seen literally 10 kids in the past two weeks wear v-necks, so I’m starting a trend,” Cohen said.

The fear of being judged by other students is a huge reason why students feel the need to fit in. More than 50 percent of students reported that they feel the need to fit in and compare themselves to the students around them. Rubin feels that to some extent, all students care what others say and think about them.

“If I were to say that ‘I don’t care what other people think and fitting in is not important,’ I would be lying,” Rubin said. “Everyone wants to fit in among their group of friends or with the whole school. Many girls take an hour to get ready in the morning just to fit in. I think that is ridiculous.”

Cohen feels that fitting in is not as important as being unique.

“Fitting in is kind of important to me. I like to be different than everyone else and set myself apart. I’m in the middle. I try to fit in, but I also try and have my own unique way,” Cohen said.

The school has made strides to reduce the number of students experiencing low self-esteem or poor

body images. The school requires all students to take a health-related class in seventh, eighth and sophomore year. In seventh grade, students take a health unit which covers introduction to nutrition, health and hygiene, and drug awareness. In eighth grade, students take another health class that covers drugs and alcohol, eating disorders awareness and sexual education. In sophomore year, students take human development. The class covers stress management, substance abuse, mind and body communications and the impact these issues have on people.

In human development class, Ryan-McLaren informs stu-dents about the role the media plays in impacting body image.

“We cover mainly eating disorders. Then we go into a men-tal illness unit that also covers these diseases dealing with self-esteem and body image,” she said. “Then we focus on nutrition, exercise and media. I really focus the girls on media and the fact that what they are seeing is not really what they are seeing.”

Despite the required classes, Rubinstein feels that the school does not do enough to help students with self-esteem.

“Health in 10th grade really did not help with increasing one’s confidence or stability with self image. JDS as a whole hasn’t really done much about the bullying that takes place or even tried to reach out and make the community as a whole aware of how individuals think of themselves and what these rude comments could potentially do to students,” Rubinstein said.

*Name has been changed to protect privacy.

Advice from Guidance Counselor

Melissa Gartner1. Verbalize feelings about your appearance. This is important, particularly as it relates to things you don’t like about your body. It is helpful to do this so you can identify whether your negative thoughts stem from something that you can’t change (your height) or it is something that you can do something about. If there is something about yourself that you could change that would increase your self-esteem, set a realistic goal for yourself and seek advice on how to get there.

2. Gain perspective. Recognize the importance of all of your non-appearance-based qualities and skills as impor-tant components of your self-concept, self-worth and overall identity.

3. If struggling, go to a trusted adult. Someone who knows all of you and supports you—who can help you put your body image in perspective and give you positive feedback about all of the things that are part of your identity, including your body, your skills and your abilities.

4. Friendship is very important. If you have a friend who is struggling, it is important to come forward to a trusted adult or help your friend identify that person for themselves. The earlier the intervention, the better.

93 CESJDS middle and high school students surveyed.Survey administered through Facebook

Who/What affects your body image?

0 45 90

66

83

41

73

53School

Friends

Family

Myself

Society (media,celebrities, ect)

Who/What affects your body image?

0 45 90

66

83

41

73

53School

Friends

Family

Myself

Society (media,celebrities, ect)

Who/What affects your body image?

%

%

%

%

%*Students were given the option to select more than one check-box, so percentages add up to more than 100 percent.

67Yes

33No

Are you comfortable withyour body?Are you comfortable with your body?

%

%

on the battle for healthy body image

Statistics:

6

Yes

94

No

Have you ever had a diagnosed eatingdisorder?

ReflectingMirror, mirror on the wall:

0 45 90

66

83

41

73

53School

Friends

Family

Myself

Society (media,celebrities, ect)

Who/What affects your body image?

0 45 90

66

83

41

73

53School

Friends

Family

Myself

Society (media,celebrities, ect)

Who/What affects your body image?

April 13, 2011Page 12

laugh JustCommunity celebrates Purim with holiday themed activities

As students walked into school for Purim, they met an unusual cast of characters includ-ing a portable Apple store, teenage mutant ninja turtles and Charlie Sheen. Students dressed up for the March 18 celebration, and the halls were filled with colors and excitement.

First, students attended a rock concert, which took place in the theater. The first per-formers were sophomore Danielle Masica and junior Stephanie Aseraph, who performed a hip hop dance to “Missing You” by Trey Songz. Fol-lowing them were eighth-graders Joshua Ber-nstein and Adam Landa, singing and playing guitar to “Layla” by Eric Clapton as the crowd clapped along.

Bernstein, a frequent performer at school talent shows, specifically enjoyed being able to sing at the rock concert.

“I liked being able to celebrate Purim by do-ing what I love,” Bernstein said.

The performers after Bernstein included freshmen Laynee Lichtenstein, Jack Gruber and Eitan Snyder. Concluding the concert, the a cappella choir performed.

“Having the rock concert was really fun,” eighth-grader Ethan Meltzer said. “Everyone seemed to really enjoy it.”

After the concert, the students moved into carnival activities led by juniors. These included ribbon dancing, comics and even Purim jeop-ardy. One of the more popular activities was face painting, led by juniors Sarah Rubinstein, Naomi Eyob and Emily Dworkin.

Sophomore Luke Harris-Gallahue selected a pirate design for his face.

“It was really cool because I was the first per-son to get my face painted, and they were really good at it,” Harris-Gallahue said.

Later, high school students took part in a costume parade, featuring costumes such as Spongebob and even the cast of “Jersey Shore.” After much deliberation and applause, the panel of faculty judges deemed Robert “Toast” Ost as the first-place winner.

“I’m glad the time I spent on my costume payed off,” Ost said. “I’m really glad I did it and got to put my nickname to good use.”

The high school celebration concluded with a Purim shpiel (comical play) put on by the fac-ulty.

“The shpiel was entertaining and really fun-ny,” freshman Yarden Jablon said. “The teachers did a really good job.”

by Emily ShoyerSenior Reporter

Partying Purim style Clockwise from right: Laynee Lichten-stein (‘14), Debi Smith (‘13), Jane Macklin (‘14), Keera Ginsburg (‘14), Hannah Halp-ern (‘14), Samantha Gruhin (‘14), Samuel Yeroushalmi (‘12).

photo by Hannah Becker

photo by Hannah Becker

photo by Hannah Becker

Photo by Hannah Beckeradvertisement

April 13, 2011 Page 13

“I expected to experience anti-Semitism later on in my life, but never so soon at an educational student function,” sophomore Madeline Paulson said, thinking back to remarks she heard at a recent Junior State of America (JSA) convention held on Feb. 27.

One student at the convention threw a pen-ny in the air. When fresh-man Aaron Boxerman went to retrieve it, the student criticized him, saying, “That was such a Jew thing to do. Are you from that Jew school?”

Intolerance and bias is not simply a problem students face outside of school, but also an is-sue among students during school hours.

Sophomore Natalie Eyob, a second generation Eritrean, is

constantly jabbed by her friends for the color of her skin.

“There are times when people

say to me, ‘Natalie, you would know,’ and ‘It’s funny because you’re black.’ Also, when some-

one talks about slavery in classes everyone looks at me, and it’s so

annoying. No one in my family was ever a slave. I also partici-pate on the

JV basketball team, and when

I play well, some friends tell me ‘It’s

because you’re black,’” Eyob said.

JDS is the only Jewish

school that participates in

M i d - A t l a n t i c State JSA con-vention, which usually encourages respectful behavior toward JDS stu-dents rather then nega-

tive behavior, said sophomore Sahara Reiz, who has attended two conventions in the past.

“I have never felt judged or dis-criminated against at a JSA con-vention for being Jewish. Usually

the other students really like us and joke that we make them want to convert to Judaism,” Reiz said.

When Alexandra Paulson, Madeline’s mother, heard about the incident, she was outraged. Alexandra’s family was persecuted for being Jewish during the Irani-an revolution, and she said there is no tolerance for this behavior.

“I was surprised Maddy was not angry to be insulted in such a horrible way, and that no one was

willing to be the per-son to go

after him for saying what he did,” she said. “Why weren’t the Jewish students there able to stand up for themselves and say, ‘Hey, get out, you can’t do that’?”

Madeline said she believes that the reason she was shocked and unable to deal with the situation is because she is sheltered at school.

“The fact that most of us have not been confronted with this type of behavior because most of the people we deal with on a day-to-day basis [are] Jewish says some-thing. None of us have dealt with the image of Jews in a negative light even though we learn about it in school. I guess in school we forget that anti-Semitism is a real problem out there,” she said.

In 2007, there were 969 report-ed hate crimes committed against Jews, according to the FBI, con-stituting 12.7 percent of all hate

crimes reported and 69 percent of religious-based hate crimes re-ported.

Eyob said that when these jokes are made, she feels as if the students who say them look at her like she is a stranger rather than a friend.

“I have known these people for 10 years, and they look at me like I am different, and it’s stupid the way they make fun of my skin. It’s only recently been getting worse. When I was [younger] it never happened. I don’t want people to go out of their way to be nice to

me. I want people to be nice to

me be-cause I

am their friend and

that’s it,” Eyob said.

Eyob said that she has yet to figure out a way to deal with the unwel-come comments from friends.

Another student in the school, who wished to remain anony-mous to avoid further bullying, is constantly jabbed at for being from another country.

“Sometimes they just do it as a joke, but it’s not a joke for me,” he said about remarks students make regarding his nationality.

Alexandra Paulson said she hopes students will learn how to respond to inappropriate com-ments.

“I think that Hillel says it bet-ter: ‘If I am not for myself, who will be for me?’ Students need to learn how to stand up for them-selves when something is obvi-ously a diss,” she said.

Ethiopian delegates from ‘Israel at Heart’ discuss experiences with racism in Israel

Martin Kanovski, Ida Al-adjem and Kalina Dobreva, Jewish students from Bulgaria and Argentina, shadowed JDS students on March 11.

The international students traveled many miles to repre-sent their Jewish communities at East Coast Kallah, a con-vention for the Jewish youth group, BBYO, and to explore their Jewish identity.

The international students were surprised to see how dif-ferent the Jewish communities were.

“I am from a big Jewish community in Bulgaria, but compared to here it is very small,” Kanovski said. “It was so great to see 15 differ-ent minyans every morning in your school because in my community you do not have the right to pray in school The only option for me is to pray in the synagogue Satur-day mornings. This is because

Bulgaria is a secular country and your religion is to be kept separate.”

Aladjem did not learn she was Jewish until she was 11 years old.

“I grew up in a non-reli-gious family. I grew up dur-ing the communist regime, so I did not know I was Jewish,” Aladjem said. “Coming here and seeing all these young Jewish kids understanding their Jewish identity was an especially moving experience for me.”

The students also found the atmosphere at JDS to be dif-ferent from their own schools.

“In Bulgaria, the schools are worn down and old, not much for teaching. The teachers are a lot more strict and the environment is less friendly, like you don’t have the right to eat or drink in classes,” Kanovski said. “I like how it is here. It is a little bit more friendly.”

International teens observe an American-Jewish environment

Juniors in Contemporary Israel class learned about the daily struggles that Ethiopian Jews face in Israeli society with delegates from Israel at Heart, an organization that promotes the academic well-being of Ethiopian students in Israel.

The class asked questions while the delegates, Liat Sabahat, Israela Falka and Naor Baruch, shared their experiences on March 3.

Baruch, whose parents immigrated to Israel in 1973, began with an overview of the situation.

“Whenever you have a new group they are isolat-ed,” Baruch said. “We, the Ethiopians, are considered a new people in Israel. There is a lot of work to do to get us to feel like we are part of the country.”

Sabahat, who immigrated with her parents to Israel at age seven, explained the enormous culture gap between Ethiopian immigrants and Israelis.

“Ethiopian Jews are the only Jews in Israel who immigrated from agricultural countries, no electric-ity, no running water, no buildings, no cars. When they came to Israel, it was the first time they ever saw a plane,” Sabahat said.

In addition to the social gaps, the Ethiopian im-migrants experienced a large religious gap because in Ethiopia, they practiced Judaism directly based off of the Torah.

Unlike the Jews in Israel, they do not follow rab-binic law.

“They thought Israel was a land of milk and hon-ey, literally. They thought it was still like in the Bible, and they were in shock when they got there,” Falka said.

As a result of the culture gap, Sabahat, along with many other young Ethiopians, rejected her Ethiopi-an culture in an attempt to assimilate into Israel and be accepted.

“I just deleted my language, the Amharic lan-guage, and I learned everything in Israel. The food, the accent, the way to behave, everything, and it was really hard for my parents,” Sabahat said. “They weren’t allowed to hear Amharic music in the house, I didn’t want to eat injera, and I was really against everything that reminded me of my roots.”

As members of Israel at Heart, the delegates have spoken to Ethiopian Israeli high school students. Sabahat recalled her experience speaking with stu-dents in Kiriat Moshe in R’chovot, where many Ethi-opians live.

“The students said, ‘How can I dream when I know that every time the door just slams. I couldn’t believe that 17-year-olds were feeling this way,” Saba-hat said. “In Israel they don’t study about the Ethio-pian culture, and so people feel embarrassed about themselves. They feel like they have to hide the cul-ture.”

Facing discrimination outside and within the community

an informative conversation Naor Baruch, Liat Sabahat and Israela Falka speak and pose ques-tions to Contemporary Israel students.

photo by Alex Zissman

by Emily DworkinChadashot Editor

by Sydney SolomonSenior Reporter

by Shira BeckerChadashot Editor

art by Hannah Becker

April 13, 2011Page 14

Now This! opens the curtain for Adar II

Now This!, a local improvisation group, performed and interacted with students during the Adar Rosh Chodesh assembly on March 7. Director of Programs and Jew-ish Life Miriam Stein said she brought in the group because of the month’s joyous and happy associations.

“For the month of Adar, we wanted to honor the tradition of mi shenichnas adar marbim b’simcha, which means ‘When a person comes to the month of Adar, he es-calates in happiness.’ I wanted the assembly to be extremely fun and started to brain-storm ideas about finding a comedian or fun program,” Stein said.

Stein may have accomplished her goal—students could not control their laughter at the comedians’ antics.

“The time when one of them said, ‘Equa-torial Guinea? That’s my sister’s name!’ made me laugh for an hour afterwards,” freshman Matthew Foldi said.

The troupe consisted of four comedians,

including one on piano. Now This! encour-aged audience participation by asking stu-dents to brainstorm ideas and even inviting a few students on stage, such as Foldi.

“My role was as a singing guy, and then a singing tour guide, and I mustered all my singing talent for the job,” Foldi said. “I def-initely enjoyed it. I never knew I was such a talented improv singer.”

Because Now This! performances are improvised, there were “different shows for middle school and high school, dem-onstrating their skill in improvising and working with their crowd,” Stein said.

Although the two assemblies differed, the reactions from both middle and high school students were similarly positive.

“I thought it was really fun and a great way to get us excited for Purim,” eighth-grader Madeleine Dworkin said.

“If our goal was to have people be happy, we were successful,” Stein said.

by Gabriella MendickReporter

If not for the leap year in this year’s Jewish calendar, Jew-ish Text, Thought and Prac-tice teacher Matthew Lipman would not have been able to teach his seventh graders about parashat Pekudei.

Seventh graders take one class period for the program and then split into groups, each group going to one activity.

Lipman’s activity combined jelly beans, marshmallow fluff, graham crackers and Torah learning at the Oneg Shab-bat program on March 4. Lip-man used the candy to model the Kohen Gadol’s breastplate, which is described in the par-sha.

“The students seemed to enjoy the activity,” Lipman said. “They especially liked the food.”

Seventh-grader Jacob Gross attended the cooking activity led by Abraham Sacherow, the school mashgiach.

“We made chicken soup that got served at the soup bar the next Monday,” Gross said. “In general, I like the program because I think we need to do other things than learn [in classes] on Shabbat, and this gives us a chance to do that.”

Gross was disappointed by the lack of student input for the programming.

“I think I would like there to be some input by students, but the activities are fun nonethe-less,” Gross said.

Seventh grade celebrates Shabbat by David SolkowitzReporter

Israel Seniors weigh in on how recent terror attacks in Israel have affected the trip

updateon

taken from www.cesjds.org

deep in thought Seniors stand beside an Alexander MUSS staff member on Masada in the Negev.

taken from www.cesjds.org

walking the walk Seniors Noah Berman, Alex Gilden, Jacob Romm and Lindsay Levy trek through Gezer.

“I feel that the attacks have had very little affect on the trip, besides leading to the cancellation of one day’s volunteering in Sder-ot. Personally, I did not feel particularly emotion-ally affected by the attacks; I’m more concerned about what the attacks could signify for Israel’s politi-cal and security situation overall. However, at least for me, one attack was not enough to make me wor-ried long-term. That feel-ing has been affirmed by the calm attitude of all the

Israelis I’ve talked to, as well as our madrichim on the trip.

As a group, we dis-cussed our feelings and emotions, which ranged from calm to anxious. In order to make us feel safer, the leaders of the program have assured us that they continually check the safe-ty status of the places we visit.”

–Dina Lamdany

A bomb was set off in Jerusalem killing one and injuring 39 people on March 23. A group of seniors were a mile away from the attack at the time.The attack is believed to have been perpetrated by a Palestinian. On the same day, Gazan militants fired five rockets into Ashdod and Yavneh.

Since then, more rockets have been fired into southern Israel. In response, Israel has initiated an airstrike on Gaza. The events sparked concern within Israel of a third Palestinian intifada. Below are some responses seniors sent from Israel.

“There was a group of 20 of us who were in Jerusalem at the time of the bomb-ing. After the bomb went off, every person in Jerusa-lem was on the phone with their family. We were fine, the worst thing that hap-pened was that we got stuck in traffic and couldn’t get cell service. Nobody here is freaking out, but a lot of par-

ents are. I’m not worried at all, but I’m concerned that the first bombing in seven years combined with more mortars could mean that the conflict is stirring up again. It could die down, but I think a telling sign will be if one side attacks twice in a row without response.”

–Evan Szymkowicz

“The thought of Israel being under attack really scared me, especially be-cause we are going to be here for a long time. The morning after the bomb-ing in Jerusalem we dis-cussed the incident on our

busses and we got an op-portunity to ask questions and talk about how we felt. They [MUSS staff] said that we should trust their judg-ment, etc.”

–Max Kershner

Heavy metal viking Dave Joria, aka Crazy Dave, a Now This! per-former, leads students in a rock song.

photo by Alex Zissman

compiled by Emily Dworkin

The teacher should not be mentioned with the class reg-istration. When students have to pick classes, they should not be pick-ing classes based on who is teaching the course they should be picking the class

based on whether or not they are interested in the course. However, some students do not learn well with particular teachers, and it would be fair to tell the students exactly who is teaching a particular course if they take the initiative to ask the depart-ment head.

When we sign up for classes, the name of the teacher should be there. Some stu-dents don’t like cer-tain teachers’ teaching style, so if that is the case, they shouldn’t have to sign up for that class. It could be a problem, with stu-

dents only signing up for classes with teachers they like, but I think the benefits outweigh that.

Teachers’ names should be included in course registration. Different teachers have very different teaching styles and sometimes one style will help a student learn better. Especially for electives, where teachers have a

lot of control over the material, it is important for students to know who will be teaching the class so they can be informed when choosing what courses to take.

It is completely un-necessary for us to know the teachers assigned to each class prior to registration. Students should not be signing up for a class based on the teacher but rather our interest in the course.

Money over mitzvah?

compiled by Haley Cohen Features Editor

In a Jewish boy or girl’s life, a bar or bat mitzvah is a major milestone. As they get closer to the special day, anxiety and pressure increase as expectations are raised—what origi-nated as a way to celebrate adulthood has now be-come a night full of pres-sure and expectations.

Over the years, the idea of having a party has be-come the norm. Depend-ing on different beliefs, a bar or bat mitzvah cele-bration consists of reading Torah, leading services, saying a speech in front of guests or a congregation and a party.

A great amount of thought and time can be put into the preparation of a bar or bat mitzvah party. However, because of vari-ous factors, not all families desire or are able to provide parties as fancy as those of their peers.

“It was really fun to go to these elabo-rate bar or bat mitzvah parties. However, it was kind of intimidating for my party,” said one student who wished to remain anonymous. “I didn’t want my party to be thought of as boring because I didn’t have certain things.”

Not only is there competition for who has the fanciest party, but students might also feel judged on their attire and gifts.

“If I would get a really nice gift from a friend, I would feel the need to give that person a gift that is just as nice,” eighth-grader Leah Fogel said.

Because many of the parties are elabo-rate, students feel the need to dress to im-press.

“I don’t think that I get judged if I re-peat a certain outfit. However, I made my mom buy me a lot of dresses last year be-cause I wanted to have something new. I

don’t like repeating the same outfit,” fresh-man Nisa Dalva said.

The class sizes at CESJDS make it dif-ficult to invite everyone to each bar or bat mitzvah. Depending on the size of the bar or bat mitzvah party, the number of guests may vary.

“I didn’t get invited to all of the b’nei mitzvahs in my grade, but I didn’t expect to, either. I got invited to all my friends’ parties, so everything worked out at the end,” Fogel said.

Still, some students said they were dis-appointed by the number of parties they got invited to.

“I got invited to all of my really close friend’s parties, but there were some people that I invited to my party, and I expected to get an invitation back,” the anonymous student said.

Even though boys don’t always feel the pressures regarding attire, some have more responsibilities to perform the day

of their bar mitzvah celebration than girls do, depending on observance.

“I practiced my Torah portion for a while. Once time was running out and the day actually came, I was nervous that I would mess up,” eighth-grader Maxwell Hughes said.

The sheer number of b’nei mitzvot each year make any one party seem more mun-dane.

“There was a point last year where there would be a bar or bat mitzvah every weekend, and after a while they be-

came repetitive. You would see people talking in the

corner instead of dancing,” Fogel said.

Eighth-grader Alec Schrager soared onto stage with a super command and desire to save the day in the middle school musical, “Superman.”

The musical had a full audience on March 10 and 13 and was based off the book and comic strip of the same name by Joe Shuster.

Schrager played the lead role of Superman. Schrager’s character saved the world while Clark Kent, also played by Schrager, was lead-ing a mild-mannered life.

In the play, Kent wished he could reveal his secret identity to his love, Lois Lane, played by eighth-grader Maya Bornstein.

Evil Dr. Beatriz Zazzala, played by eighth-grader Zoe Orenstein, tried to kill Superman so she could take over the world.

After failing at this attempt, she kidnapped Lois Lane to lure Superman into her lair and force him to unveil his secret identity.

However, Superman, living up to his name, saved Lois.

The play, which was filled with group sing-ing, individual performances and dancing, brought responses of laughter and cheering.

The crowd was attentive and after every “up, up and away” from Superman, the audi-ence was overcome with laughter.

“The vibe of the audience set the tone for the whole show with clapping and laughing,” said seventh-grader Brett Halp-ern, who played a photographer.

“I think they were excellent, I would do it again,” said eighth-grader Joseph Vogel, who worked on the stage crew.

“They worked hard the whole way through. I was so impressed with the talent and enthusiasm on the stage,” Solomon said.

At the end of the musical, members of the audience, who were equally impressed, were asked to donate to a disaster relief fund. The play raised $400 for tsunami victims in Japan.

The next major event for art and drama students is the Chai-Lights celebration on May 25 from 6-8 p.m.

Henry Baron — junior

Yael Green — freshman

Jaime Benheim — junior

Debi Smith — sophomore

Middle school musical goesup, up and away

dr. pepper! Eighth graders play “Coke and Pepsi” at a party. DJs often run party games at bar and bat mitzvah celebrations. Many families hire DJs, an expense that is becoming more commonplace at b’nei mitzvah parties.

Should teachers’ names be included in registration?

on the streetWORD

photo provided by Lewis Schrager

photo provided by Sophie Kader

April 13, 2011 featurefeatureSPage 15

by Jesse Zweben and Matt HalpernReporters

by Rebecca RubinFeatures Editor

Nursing two cups of caffeinated tea, soph-omore Madeline Paulson walks into school at 7:55 a.m. after a long night of homework, studying and SAT prep. She is one of the many students who are stressed out from the constant pressure put on them by parents, college and school.

Parents can be one of the biggest stress contributors for students.

“My parents expect me to get great grades all the time. They think I’m capable of every-thing,” freshman Gabrielle Mendelsohn said. “That’s difficult to deal with.”

Every parent wants to see his or her child grow up to be successful and happy. These expectations are not always realistic.

“I do not think that I could actually get as good grades as they [my parents] expect me to,” Mendelsohn said. “I try really, re-ally hard, and when I do not get the grade I wanted, I let them down, and that’s really stressful.”

“My parents put a lot of pressure for me to do well in school, and they always com-pare me to my siblings,” said a student who wished to remain anonymous.

According to Douglas Rosen, a family therapist who works at Beit T’shuva rehabili-tation center in Los Angeles, parents want their children to be the best, socially and academically. This drive for perfection puts undue pressure on students.

“We need to erase the feeling that we should be perfect because those are impos-sible standards,” Rosen said.

Rosen spoke to CESJDS students at an as-sembly on March 23.

Rosen said that it is hard for parents to comprehend how much pressure their child

is under. He said that a common response from parents to stress among teenagers is, ‘If you think your life is hard now, wait until you begin living in the real world.”

Doing well in school and get-ting into college are also big stress factors for high school students.

“A lot of my stress comes from homework and big projects and having them begin to all pile up,” junior Ofer Kimchi said.

“I am always doing homework or writing essays,” Paulson said. “My nights and weekends have been taken over by school and college.”

Director of College Guidance Susan Rexford explained that guidance is introducing the col-lege process earlier to high school students this year in order to help students cope with the process better.

“My goal is that I want all the students to understand the college process so that they can work on it little bits at a time and not feel like they have to compress it into a small amount of time,” Rexford said.

Stress among high school students can stem from peer pressure to do well in school.

“Peer pressure also causes stress,” sopho-more Arielle Fontheim said. “There’s pres-sure from friends and fellow classmates to do well because we have to be able to keep up and not fall behind.”

“Peer pressure is also caused by class lev-els,” sophomore Gabriella Amige said.“We compare ourselves to our friends.”

Stress can also come from the student. “I want to succeed, and I put a lot of pres-

sure on myself to succeed,” Kimchi said. “My parents do not put pressure on me. I

put the pressure on myself,” Paulson said. “I want to do well in life, and if I don’t that’s a really scary prospect.”

“The stress that I get is really just from myself. My parents don’t give it to me. They would celebrate my successes rather than punish my flaws,” sophomore Elana Oser said. “This makes me know that I’m working hard for myself and no one else.”

Rosen said that trying to be successful in life does not necessarily create happiness.

“Greatness is not what leads to a happy life,” he said.

Guidance counselor Rachel Soifer said that society puts a lot of pressure on students.

“Students see a lot of messages out there of people who super succeed, and you don’t necessarily see all the steps along the way and all the different versions of success there are,” Soifer said. “It’s important to put more reality into the fantasy of what you expect of yourself.”

Fighting the battles of stressby Sydney SolomonSenior Reporter

Getting to know Erick Gilbert

Q: How long have you been working at JDS? A: I have worked here for 6 years.

Q: What is your role as food service manager?A: I oversee the Upper and Lower school. I design the meals, the salad bar. Also, I organize menus for special events.

Q: Have you made any effort to make school lunches healthier?A: We have more whole grains. Wheat bread, wheat rice, wheat pasta. In the salad bar, we introduce new vegetables very often.

by Haley Cohen and Sydney SolomonFeatures Editor and Senior Reporter

Q: What is your favorite meal to serve?A: I really like the bison burgers. For March Madness, we had buffalo wings. I like to break out from standard lunches. My personal favor-ite foods are pizza and beet salad.

Q: When you’re not working, what do you enjoy doing?A: I really love playing with my two daughters who are 3 1/2 and 1 1/2.

photo by Alex Zissman

time to study Junior Shawn Eliav spends a rare moment of free time studying in the library. “As a junior, I have a lot of projects going on at the same time, and added to that there is standardized testing. That leaves very little time for fun,” Eliav said.

During the second semester, the a cappella group Shir Mad-ness opened up to new members, and those who have joined said they are getting a great experience out of it.

Freshman Claire Mendelson, who loves to sing, is one of the new members who joined.

“I’m really happy I joined. A cappella is a lot of fun,” she said.Along with the fun of a cappella comes the hard work of

learning the songs that everybody loves to hear.“It was a little tricky at first, but it was easy to get the hang of

because I had a lot of help,” Mendelson said.Junior David Dabrow joined a cappella this past March after

his friend junior Henry Baron convinced him. “He was over at my house ... and said ‘you should totally do a

cappella’. I liked the idea, especially since the choir was looking for new singers,” Dabrow said.

Although gender plays a role in which part students get, Dab-row feels that parts are distributed equally.

“I am one of five basses. Being a bass is what really affects my ‘role’ in the group. I think the choir is pretty evenly split between guys and girls at this point in time. In fact, all of the basses and tenors are guys, and the altos and sopranos are all girls,” he said.

Dabrow said the best part about a cappella is being able to sing with his friends and classmates.

“It is really nice to hear the entire choir’s voices together, hearing all of the different sounds of a chord. It just sounds amazing. Everyone who has been in the choir is very supportive of their newest members. I really appreciate the help I get from my friends,” he said.

A cappella members practice from 6-7:30 p.m. on Tuesdays and Thursdays. A cappella’s next performance will be the Yom HaZikaron ceremony on Sunday, May 8 at B’nai Israel.

by Samantha KevyReporter

photo by Sydney Solomon

New a cappella members sing their way to a good time

behind the scenes Food Services Manager Erick Gilbert poses with fruit. Gilbert, along with the rest of the food services staff, is respon-sible for students’ lunches.

Food services manager

April 13, 2011eaturesFeaturesFeatures Page 16

sportS

In its third year, the boys varsity volleyball team is looking to make an impression in the PVAC.

The team is comprised of mostly freshmen, with one sophomore and two seventh-graders, making it the youngest team in the league. The team said they are continuing to make progress, and they are looking to make an impact on the league and win a few matches over the course of the season.

Two years ago there were not enough ath-letes to form a full team. Nonetheless, there were five athletes who took interest in the sport and trained through the season, preserving vol-leyball as a school varsity sport. Freshman Ja-cob Borenstein described that year as “basically a clinic, just learning the game and only playing one real match.”

Four of the five original players are returning this year, providing the leadership to help the new players learn.

At the beginning of the season Borenstein and fellow freshman Ilan Goldstein were voted as captains for the squad.

The team is off to a slow start, losing its first

four games, but the players believe that this year they have the potential to win big in the playoffs. The team brings a positive attitude and they are happy to have the opportunity to compete.

“We believe that we can get wins if we play our game,” coach Patrick Dudash said.

The team recently played the Edmund Burke school, which was in the championship match last year. JDS managed to win one of the four games, a first for the team.

Even though they lost the match as a whole, the achievement definitely shows potential for the future. These games are important steps to building a successful team.

“In a game like volleyball, experience really matters. As experience increases, so will skill level,” Borenstein said.

Players said that they lack a lot of the fan sup-port other spring sports receive. At the games there are usually only a few scattered spectators and parents, possibly over shadowed by other sports such as baseball.

“A lot of people think that the sport is just slapping a ball over the net,” Dudash said. “There is a lot more to it, such as forearm pass-ing, setting, spiking and serving.”

As the team moves further into the season, they are not solely focused on the short-run, as they have plenty of years ahead of them.

With middle school baseball and softball tryouts complete, the two teams are ready and hopeful for the upcoming season.

Both teams struggle with the lack of a gold team for the less experienced players who try out. Instead, the teams have “develop-ment squad” athletes who practice with the teams, but do not play in the games unless they earn a spot on the active roster during prac-tice.

This season, boys middle school baseball coach Brian Westerman did not make cuts. Instead, he is starting a new system. There are only 17 spaces on the active roster,

but he will keep seven more play-ers on the inactive roster. With this new system comes much greater flexibility; if a player is not focused during practice, a player from the inactive roster could take his posi-tion.

Westerman feels that the team has good depth this year and that he has a strong player for each po-sition.

Eighth-graders Adin Adler and Brian Schonfeld were chosen as team captains for this season. The decision was based on good atti-tude, commitment and good effort every day.

“We will do well if our field-ing and focus stays consistent,” seventh-grader Brett Halpern said. “If we can believe we’ll win, we will

win.”Halpern believes that there is

a role for everyone on this year’s team.

“Everyone has their strengths and weaknesses, but some kids have more experience than oth-ers,” Halpern said, adding that the success of the team this season is going to be dependant on strong teamwork among the players.

The middle school softball team, coached by science teacher Nicholas Rich, won its first game, giving the team momentum going into the season.

“We know we’re going to do well because we won our first game,” seventh-grader Daphne Lerner said.

by Alex TritellReporter

by Jeremy EtelsonReporter

huddle up Coach Brian Westerman calls together the team to discuss strategy during a game. With 24 players on the team, the team faces no problems with lack of depth in its roster.

Addition of development squads brings greater depth to BMB, GMS

photo by Symon Ginsburg

setting up for an ace Freshman Dean Shilo spikes the ball in one of the team’s early games of the season, as captains and freshmen Jacob Borenstein and Ilan Goldstein look on. The team is 0-7 thus far in its season.

Boys varsity volleyball: young in more ways than one

photo by Arielle Fontheim

After spending the winter running daily through harsh, cold conditions, the track team is excited for the warm weath-er of spring that brings not only easier running, but also the start of the track season. This year’s team has 90 members, a sizable increase compared to last year’s roster of about 60.

“This season, our team is larger, and a lot of middle school kids are on the team this year. The amount of people definitely increased, and I think it will for sure ben-efit us,” freshman Shirel Altmann said. “We have a variety of runners with dif-ferent skill levels and so far we have put a lot of effort into it and I think throughout the season we will improve.”

With the increase in the number of athletes this season, the team has high expectations.

“Every year we have our all-stars. However, this year I think we have more than usual,” team captain junior Henry Baron said.

Juniors Samuel Yeroushalmi and Alex Tritell are also captains.

“I think we’ll do well. We have good sprinters, long distance runners and throwers. We have a lot of experience,” freshman Leonard Kapiloff said.

The team competed in a practice meet at Georgetown Preparatory School on March 16 to record players’ running times and throwing lengths as a baseline going into the season.

“I think it was helpful because we got an idea of where people are, and our times, which [will] help show us our im-provement throughout the season,” Alt-mann said.

Another new addition to the team this year is a throwing coach who advises athletes who throw discus and shot put.

“Our throwing coach has really helped us [with] our technique, and she is really just a positive [force] on us,” eighth-grad-er R’ay Fodor said.

Also new this year is the addition of sixth graders on the team.

With one meet completed, team members are very pleased with their ef-

forts so far this season.“The team as a whole is doing better

and better throughout the season and is continuing to make progress in the right direction,” Fodor said. “For the first meet of the season, we had some individuals who ran some great times, but as a team we did okay. We have lots of things to im-prove on.”

“Our team’s strength is scattered across the board,” Baron said.

“I think our team’s [main] strength is unity because we are all supportive of one another,” Fodor said.

“The team support is a real positive for us. Someone might be coming in last, but everyone knows that player has pushed themselves even harder, then the whole team will start cheering them on,” team manager freshman Sarah Rubin said. “They might be so cold and exhausted, but yet they still keep going because they aren’t just running for themselves, they are running for the team.”

Track and field team chases after the gold

pushing all the way Junior Henry Baron sprints down the track in a meet. Baron, a team captain, has been on the team since seventh grade.

photo by Sam Hofman

by Matt HalpernReporter

Page 17April 13, 2011

portsS April 13, 2011

“Dieting.” I know. Pick up your jaw, and take a deep breath. It is not something we generally en-joy doing. With so many diets out there being promoted in today’s media, which one is the best for

your health? Which diet is the one that will make me the healthiest without going on some ridiculous eating plan? If you are a person asking these questions, read on for two opinions on this issue.

Mark Sisson, creator of www.marksdailyapple.com, a healthy lifestyle and food blog, created a health concept called “Primal,” which focuses on a high-fat diet with minimal grain intake. The concept advocates go-ing back to our ancestral roots to find the foods and exercises that worked back then and are likely to be the best for us in modern times. Sisson has a degree in biology from Williams College and was a candi-date for pre-medicine. After col-lege, Sisson decided to pursue a professional career in running in-stead of something in the pre-med field.

“A healthy lifestyle for me means [thinking], ‘How can I move about this world with the least amount of pain and discomfort and the most amount of ease and joy and satis-faction possible?’” Sisson said in an interview with the Lion’s Tale.

“A lot of people don’t maintain a healthy lifestyle,” science teacher Nicholas Rich said. “It all depends on what you think a healthy life-style is, and a lot of people don’t understand that it’s not just eating right, it’s about being active, too. You gotta move around, and a lot of people don’t understand that.”

Sisson said he believes that ev-ery human being, regardless of body type or genetics, is capable of achieving a healthy body.

“We sit with these bodies that have these perfect reci-pes, perfect DNA recipe to build a strong, lean, fit, fast, productive, perfect body,” Sisson said. “We just screw it up with some of the choices we make, whether it be with [bad] food choices, lack of exercise, too much exercise, wrong exercise, [or with] not enough sleep or sun expo-sure. We have done a lot to thwart this perfect recipe, so I’m providing clues to how to reprogram our genes to put them in a healthy direction.”

The “clues” that Sisson said he is providing are col-lected in a book he wrote called “The Primal Blueprint.”

Sisson created this book to provide “a choice of life-styles that looks at all the different areas of modern ge-netic science and evolutionary biology to arrive at some “‘lifestyle hacks’ where we can deliver to our genes what our genes expect of us.”

Sisson’s “Primal” lifestyle is based on a set of questions that he asked himself when he originally came up with the idea of becoming “Primal.”

These questions include “How can I reduce inflamma-tion, both locally and systhemically, by my food choices, even by my exercise choices? How can I increase the amount of stored body fat that I burn on a regular basis and decrease the amount of [fat] storage? What signals can I send my muscles that will make them supple and strong and lean and give me functional fitness that al-lows me to go out and do a wide range of activities and doesn’t just pigeon hole me into one narrowly defined set of strengths?”

For Sisson, “removing sugars and most grains and re-moving trans fats and hydrogenated oils and other dam-aging fats” is the key to living a healthy life.

Rich said that while students in high school may have healthy habits, the freedom of college may be partly to blame for developing lackluster habits.

not as hard to achieve as you thinkby Josh SingerSports Editor

GRAINS

OR Mark Sisson, health blogger

www.mypyramid.gov

United States Department of Agriculture

GOOD

• Whole grains can help build bones and release energy from muscles.

• Whole grains can protect cells from oxidation and help maintain a healthy immune system.

• Whole grains can reduce constipation and help with weight management.

• Don’t just add whole grains to your diet, substitute them in for refined products.

The gist is this: Whatever the carbohydrate, it will eventually be broken down into glucose, either in the gut or the liver. But now it’s all dressed up with likely no place to go. Unless you just did a major workout, that French ba-guette will more likely get stored as fat.

Why? Because carbohydrates elicit a physi-ological response that favors fat storage. That baguette has already set off a strategic chain of hormonal events akin to a physiological-style Tom Clancy plot: the ambush of baguette glucose, the defensive maneuver of insulin, the entering reinforcements of adrenaline and cor-tisol. Why the drama? Because, remember, this was not the standard mode of nutrition in our body’s evolution. And every time it happens, the body is a little worse for the wear. This whole hormonal production taxes the adrenal system, the pancreas, the immune system, and results in a tiny amount of inflammation.

“You guys are at a great point in terms of eating healthy and working out. The problem is when you leave this point and go to college,” Rich said. “A lot of food at colleges now are high in sodium. And this in turn results in a lot of stu-dents gaining weight.”

Sisson is not the only person who has studied the “Pri-mal” way of life. Researchers in Sweden argue that there are several positive effects of a paleolithic or hunter-gatherer diet. In a European Journal of Clinical Nutrition study, sub-jects that were tested showed a “mean weight decreased by 2.3 kg , body mass index by 0.8, [and a drop in] waist circum-ference by 0.5 cm.”

“There is almost a 100 percent likelihood that your health will improve,” Sisson said. “That you will arrive at your ideal genetic body composition and that all other health markers,

whether they’re lab markers or subjective markers such as ‘I feel better, I look better, and I have more energy,’ all those things will improve by adopting a Primal strategy.”

He notes that it is important to distinguish the good fats from the bad. Enter omega-6 and omega-3 fatty acids. Both of these fatty acids are considered “essential,” meaning they are crucial to the human body, but the body cannot produce them, so they must be obtained through food. They are also known as polyunsaturated fatty acids, which help maintain bone health, regulate the metabolism, stimulate skin and hair growth and maintain the reproductive system.

Though these nutrients are obviously both important, the American diet tends to get 20 to 30 times more omega-6 than omega-3. On his blog, Sisson asks, “What did our pri-mal ancestors likely eat? Try 1:1.”

“The sky-high ratio of typical Western (American) diets sets us up for inflam-mation, high blood pressure, blood clots, depressed immune function and sub-op-timal brain development and neurologi-cal function,” Sisson writes on his blog. “The best way to combat the plethora of omega-6 is to watch your ratios and to consume more omega-3s.”

Omega-3s can be found in great sup-ply in fish, algae, flax and nuts. “Omega-3s aid circulation by naturally thinning the blood, fight systemic inflammation, sup-port brain function and ease symptoms of depression, anxiety and even ADHD,” Sisson writes.

Next time you reach for that bag of chips or pretzels, think again. According to Sisson, “80 percent of your body com-position will be determined by your diet.” If you are serious about getting lean and fit, grab some nuts, snack on some color-ful veggies, or beat hunger with some lean protein, Sisson said.

So, if you have a friend, co-worker or family member that just will not change his or her unhealthy ways, Rich said to “give them the facts of the different disor-ders and diseases that can result from not being active and not eating right.”

Maintaining a healthy lifestyle

Sounds simple enough, right? Find ways throughout your day to keep your body moving. This is not about burning calories. You want to keep your muscles working and moving, especially after a long day of sitting in a locked position behind a desk. Try and walk for 20 to 60 minutes every day.

Twice a week get some sort of high-intensity workout in. You don’t need to spend hours in the gym. Thirty minutes is sufficient if you’re working out your muscles at a high intensity.

Eliminate all soft drinks and other beverages that are artificially sweetened. The problem with these drinks is the sugar; sugar is one type of carbohydrate. After 40 minutes, your blood sugar spikes, caffeine absorbtion is complete , your blood pressure rises and, as a result, your liver dumps more sugar into your bloodstream. Most sugar is broken down into glucose. Extra glucose in your body is eventually stored as fat.

1.

4.

3.

2.

DON’T DRINK YOUR CALORIES

GET RID OF GRAINSDramatically reduce or completely eliminate eating any foods that have a heavy grain content.

That means cutting down on cereals, breads, pastas and rice.

WALK

HIGH-INTESITY EXERCISE

5.Sleep is one of the most important things in maintaining a healthy lifestyle and is often over-

looked and sometimes even seen as unnecessary. You should try and get a minimum of seven hours of sleep a night. If you can’t get that many hours all in one shot, find time during the day to take a nap to make up for that time.

SLEEP

He lthy habits —

photo by Alex Zissmanwww.marksdailyapple.com

www.marksdailyapple.com

Page 18

BAD?

sportApril 13, 2011 S

not as hard to achieve as you think

With the cold and snow from winter in the past, the boys varsity tennis team is ex-cited and ready for the spring 2011 season to start. The team begins its season with high hopes and goals both collectively and indi-vidually.

The team consists of 14 players rang-ing from sixth to 11th grade. Lower School physical education teacher Raymond Istas coaches the team, which practices Monday through Thursday after school.

For some players, it is their fourth year on the team, while others are just beginning. The players work hard, practicing in and out of school and playing on their own 2-3 times a week.

Istas has set goals for the team that he hopes will be accomplished.

“Our goals are to have a fun season and to help the players master the game of tennis,” Istas said. “If we can win a banner during this process, all the better.”

The team lost a significant amount of players with the graduation of the Class of 2011. As a result, they now have three sixth-grade players and three seventh-grade play-ers on the team.

“Our biggest challenge is going to be fill-

ing in the shoes from last season,” Istas said. “Although as of right now, things are looking pretty good.”

Team captain and junior Jonathan Kader has goals similar to Istas’.

“My goals for the team this season are to try and incorporate the great number of new kids onto the team and instill a sense of spirit and unity,” Kader said.

Returning play-ers are looking forward to getting to know the new group of young players.

“I am looking forward to playing tennis this year with a bunch of new kids that are experiencing the magical sensation that is JDS tennis for the first time,” sophomore Benjamin Steren said.

The new players on the team are excited for the experience and opportunity. Sixth-grader Max Strickberger is particularly look-ing forward to the bonds he hopes to create with the older players.

“It’s really cool being on the team,” Strick-berger said. “I’m having a lot of fun, and I really enjoy hanging out with the older kids on the team.”

Other young players agree.“I feel proud [of] making the team,” sev-

enth-grader Eitan Cohen said. “I think it’s really fun to be on it. I’m looking forward to playing on it for the years to come.”

The team hopes to build strong chem-istry and have that unity and good work

ethic carry them into the playoffs. The team wants to earn two ban-ners for regular and post-season play.

“This year the team is looking forward to another strong regu-lar season and tourna-ment,” freshman Dore Feith said. “We’re look-

ing to bringing home two banners, just like years past.”

The team finished its last two seasons with a PVAC banner in the JDS gym.

Istas plans to increase the level of diffi-culty in each practice to better emphasize a good work ethic.

“I hope that the players gain a good work ethic,” Istas said. “I hope by having them work hard and persevere during practice on the court that it will translate to them work-ing hard in the classroom and eventually in their career.”

Istas plans to revamp the practices to work with the new team.

“This year we are also placing an empha-sis on fitness, because fitness is tennis,” Kader said. “This is the first year that we have done this since I have been on the team.”

This season, the team really wants to in-corporate the new players, fitness and hard work during practice so they can achieve their individual goals as well as their team goals.

by Emily Shoyer Senior Reporter

Sixth, 11th graders play side-by-side on varsity tennis team

With a record turnout at tryouts in its second year, the girls varsity softball team created a development team for the first time and has begun 3-0 a record some players credit to the team’s hitting.

“Our bats have been really incredible. We’ve been hitting so well,” captain soph-omore Molly Schneider said.

The team had 19 players complete try-outs. There were not enough spaces to accommodate all of the players, so four were chosen for the development team, which practices with the team but does not suit up for games. Two of the four chose not to participate.

This year, as opposed to the past, the team includes a variety of older and younger players.

“Last year, we only had sophomores

and freshmen, with one ju-nior,” Head Coach Jay Mat-ula said. “This year, we have five, possibly six, juniors and four or five freshmen [on the team], so it’s a much more diverse group as far as age groups.”

The team has an extra weapon in seventh-grad-er Alexandra Wolff, who moved up to varsity after middle school tryouts.

Junior Shaina Wasser, who plays third base, hit well in the first games.

“Shaina had two home runs in one game,” Sch-neider said, “so that was pretty awesome.”

Also, junior Briana Felsen is the team’s main catcher.

It is “the one position that we don’t have a lot of depth at,” Matula said. “It is a very specific position. We’re actually deeper at the pitcher position than we are at the catcher position.”

“Since I am the only catcher on the team, I need to be on and in the game ev-ery play of every inning of every game,” Felsen said. “Sometimes that can be dif-ficult because I get tired or frustrated, but I know that my team is counting on me. The [two] pitchers are very different, which I hope will keep the other teams on their toes when they are in the batters box.”

Felsen also has the support of assistant coach Christina Landis. Landis started four years at catcher at Towson Univer-sity, and her past experience helps Felsen work with the team’s pitchers, freshman Kivah Zola and Schneider.

“I know for the pitchers, she has a lot of helpful tips,” sophomore second base-man Ariel Lanes said.

While the team has a lot of experience

overall, there are a few players who are starting to learn the game.

“We really need to work on our out-fielding and realizing that pop flies over our head can be caught,” Schneider said. “We just have to figure out the right method to get there fast enough, and re-alizing what can be caught, what we need to be more reserved in catching ... kind of hold back, let it drop, so that we don’t run by [the ball].”

“Everybody wants to play on a base,” said freshman Naomi Solkowitz, “be-cause the infield is just the place where people want to be ... but that’s not going to happen, so a lot of people are going to play outfield and they’re going to be up-set.”

Still, as Lanes expected before the sea-son, the team has been successful.

“Different people have different strengths,” she said. “We have some really good batters and ... we’re [a] very strong team [with] very strong arms. I think that’s going to be really helpful, especially in the outfield and with batting.”

Players flock to varsity softball by Jacob DornSenior Reporter

ready for action Freshman Laynee Lichtenstein starts as a utility player in her first season on var-sity. Lichtenstein said that the team still “need[s] to work on fielding.”

photo by Sarah Schecker

For many, golf is a social event. You get to walk around outside in good weather, chat with friends and have a little friendly competition during a game.

The team, coached by Dominic Lee, played Ed-mund Burke to a tie on March 16 in the first match of the season.

For varsity golf team captain and freshman Jona-than Silverman, playing golf is no game.

“For me, golf is just like any other sport in terms of how competitive it is,” Silverman said.

Silverman has been a member of the varsity golf team since he was in seventh grade and is currently in his third year. He said that the team’s seven mem-bers make the team the largest it has been since he joined. The team consists of three ninth graders, three eighth graders and one seventh grader.

Silverman feels that golf is under-appreciated by the student body as an option for spring sports.

“I wish that JDS would publicize the team more, mostly because if [it] did, we might get more players, and possibly more funds, which we really need,” he said.

According to Silverman, the team does not have access to a bus, which means that players need to get rides from parents to matches.

“The coach and I decided it would be easier if players just got rides from parents,” Athletic Direc-tor Mike Riley said.

Eighth grade JDS golfer Benjamin Lieberman agrees with Silverman that golf is under-appreciated and would like to see the school provide a bus for the team, as well as more publicity.

Riley disagrees with Lieberman and Silverman.“I know that I appreciate the golf team, as do the

rest of teachers,” Riley said.Silverman has said that he and the team are very

excited to finally be getting their team jackets, a lux-ury many other JDS teams tend to take for granted.

by David SolkowitzReporter

Varsity golf: Small but spirited team hopes to gain recognition

making contact Captain Shaina Wasser takes a swing in a game. In the first week of the season, the junior hit two home runs in a single game.

“I hope by having them work hard and persevere during practice on the court, that it will translate to them working hard in the classroom and eventually in their career.”

—Coach Raymond Istas

photo by Sarah Schecker

slam Sophomore Benjamin Steren hits a ball during practice on April 7. Steren has played on the tennis team for three years.

photo by Zoe Orenstein

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DOWNDOWNDOWNDOWNtheApril 13, 2011

Team Records BMB: All games have been rained out so far.Next game: April 13 at Avalon

BVB: 3-1Next game: April 14

BVV: 0-7Next game: April 28 at Hebrew Academy

VG: 0-0-1Next game: April 14

GVS: 3-0Next game: April 13

GMS: 1-0 Next game: April 14 at Sandy Spring Friends

VT: 2-0Next game: April 13

Girls varsity softball-—See page 19

Team with a focus avenges 2010 loss

Boys varsity volleyball-—See page 17

Varsity track-—See page 17

Everyone’s heard something about them. Whether you’ve seen the flyers in the hall-way publicizing upcoming games, heard the impromptu pep rally in the cafeteria when they took over the microphone during high school lunch on April 1, or seen one of the 20 players walking the halls in a team shirt, warm-up, or hat, a few things are obvious: The boys varsity baseball team is loud, proud and playing well.

After a loss to St. Anselm’s last year in the semifinals of the PVAC playoffs, the boys varsity baseball team has started off this sea-son with a 3-1 record, coached by Steven Forestieri.

“We have some great team chemistry this year. I think we may have lacked a serious at-titude towards winning last year and that led to our eventual loss in the semifinals,” cap-tain and junior Max Ungar said.

Ungar has been playing JDS baseball ev-ery year since seventh grade, and is currently being scouted by college recruiters. Ungar says he faces some difficulties playing in such a small league such as the PVAC.

“It is sometimes a tough thing when a col-lege coach or a showcase team coach asks me where I play, not because I am not proud of JDS but just because we are a fairly un-known school in the athletics world,” Ungar said. “Being scouted is a very rigorous task for both players and coaches, and sometimes playing in the PVAC can be a bit unreward-ing. However, I love my teammates, coaches,

classmates and teachers here at JDS.”

Ungar said he would like to be able to play at the Division I level in college.

“Still, the college recruit-ing process is a marathon not a sprint, and I have to take it step-by-step and really market myself for my dreams to come true,” he said.

Ungar leads the time with help from fellow captains and juniors Josh Singer and sopho-more Jake Mintz.

Although the team ended its last season earlier than they would have wanted, they started this one even earlier by holding winter practices for whomever wanted to attend.

The team spent every Sun-day throughout the winter in-doors at Champion’s Fieldhouse, where they worked on every-thing ranging from their hitting mechanics to fielding skills to general fitness.

Mintz agreed with Ungar that the team had come closer together than last season.

“The team chemistry this year is really great. The winter workouts played a big role in getting the chemistry where it is now. We have basically the same team as last year with a couple of additions, but those new guys have really hit the ground running and have hopped right into the flow of things,” Mintz said.

“The kids that participated in the winter workouts are seeing progress in their game. The workouts also helped set an attitude for

the rest of the season,” he said. That attitude is clearly one focused on

winning. All three captains agreed on one game that they were looking forward to the most.

“I am always looking forward to the next game because I really have a passion for play-ing this game. But, I am especially looking forward to playing St. Anselm’s because we lost to them last year in the semi’s and I re-ally want a chance to get them back this year,” Ungar said.

The baseball team got their opportunity for revenge early in the season, with a match-

up against St. Anselm’s on April 6. The team won 9-4.

“It was really a team effort to win,” junior Matthew Wolff said.

The team comprises 14 players on the ac-tive roster, as well as another six players on a freshman development squad.

“The freshman development [squad], as it is called, was implemented this year in order to give freshman a chance to develop their baseball skills while still being able to partici-pate in most team events,” Ungar said.

The size of the team has helped solve some of the team’s struggles. For example, Ungar, who pitched in past years, underwent surgery for a strained medial collateral liga-ment in his elbow this year.

“Jake Mintz and myself have had some great success as the 1-2 punch in year’s past, but it is going to be up to a few to step up into a pitching role,” said Ungar.

Two sophomores, Michael Gould and Mi-chael Paretzky have both filled in as pitchers already this season.

“We have a few very gifted athletes, not baseball players, but athletes. It is up to my co-captains, our coaches and myself to mold these athletes into solid all around players and people on and off the field,” Ungar said.

One strength the team thinks it can utilize is the growing fan base for the team this year.

“There’s a good amount of excitement this year because we have a very strong junior class. The better the team is, the more ex-citement we will receive from the rest of the school. We hope everyone can come to all of our remaining home games,” Mintz said.

Whether the fans come, the players won’t stop competing their hardest no matter what.

“My team goal has stayed the same since I was a freshman and that is to win a champi-onship every year,” Ungar said.

by Jonathan BlockSports Editor

photo by Sam Hofman

batter up Sophomore Jake Mintz gets ready to throw a pitch. Mintz had a walk off steal to home in one of the first games of the season.

Lions defeat St. Anselm’s 9-4