Friday, October 30, 2009
Thinking about Purim in October
Saturday night, after Shabbat, ghosts and goblins, pirates and aliens, will roam the streets knocking on doors and begging for sweets. America will be celebrating Halloween. Several months from now American Jews will be celebrating Purim. So, probably, because it’s going to be Halloween, I am thinking about Purim. On Purim, I step outside of myself and into someone else’s costume. Even the Scroll of Esther itself sets the precedent for mask wearing. Esther the Jewess dresses up as a queen and Mordecai parades on a horse wearing the royal robes. So, maybe, just on Purim, I want to be a muscle man or Elvis, or even try to feel what it’s like to be Queen Esther or Mordecai. For one day only, our tradition gives me permission to be someone else. Then I step back into my skin and get back to the business of living. Once again, I become Rabbi Seltzer, Dean of Judaic Studies at the Cardin School.
Thursday, October 29, 2009
Dia de los Muertos
Who would have thought that death could be a joyous occasion? How many of us could celebrate death “New Orleans style” – with music and dancing? How many could do it “Mexican style”? See if you can…
Día de los Muertos (Day of the Dead)
http://www.azcentral.com/ent/dead/articles/dead-history.html
More than 500 years ago, when the Spanish Conquistadors landed in what is now Mexico, they encountered natives practicing a ritual that seemed to mock death.
It was a ritual the indigenous people had been practicing at least 3,000 years. A ritual the Spaniards would try unsuccessfully to eradicate.
This ritual, which maintains some of the basic Aztec principals (such as the use of skulls) and has since been merged with Catholic theology, embraces death and ‘celebrates’ it. Unlike the Spaniards, who viewed death as the end of life, the natives didn’t fear death and viewed it as the continuation of life. To them, life was a dream and only in death did they become truly awake. Today it is celebrated in Mexico and certain parts of the United States, including the Valley.
Today, people don wooden skull masks called calacas and dance in honor of their deceased relatives. The wooden skulls are also placed on altars that are dedicated to the dead. Sugar skulls, made with the names of the dead person on the forehead, are eaten by a relative or friend, according to Mary J. Adrade, who has written three books on the ritual.
The Aztecs and other Meso-American civilizations kept skulls as trophies and displayed them during the ritual. The skulls were used to symbolize death and rebirth.
The skulls were used to honor the dead, whom the Aztecs and other Meso-American civilizations believed came back to visit during the month long ritual.
"The pre-Hispanic people honored duality as being dynamic," said Christina Gonzalez, senior lecturer on Hispanic issues at Arizona State University. "They didn't separate death from pain, wealth from poverty like they did in Western cultures." However, the Spaniards considered the ritual to be sacrilegious. They perceived the indigenous people to be barbaric and pagan and in their attempts to convert them to Catholicism, the Spaniards tried to kill the ritual.
But like the old Aztec spirits, the ritual refused to die. To make the ritual more Christian, the Spaniards moved it so it coincided with All Saints' Day and All Souls' Day (Nov. 1 and 2), which is when it is celebrated today. Previously it fell on the ninth month of the Aztec Solar Calendar, approximately the beginning of August, and was celebrated for the entire month. Festivities were presided over by the goddess Mictecacihuatl. The goddess, known as "Lady of the Dead," was believed to have died at birth, Andrade said.
In rural Mexico, people visit the cemetery where their loved ones are buried. They decorate grave sites with marigold flowers and candles. They bring toys for dead children and bottles of tequila to adults. They sit on picnic blankets next to grave sites and eat the favorite food of their loved ones.
In Mesa, Arizona the ritual has evolved to include other cultures, said Zarco Guerrero, a Mesa artist. "Last year, we had Native Americans and African-Americans doing their own dances," he said. "They all want the opportunity to honor their dead."
In the United States and in Mexico's larger cities, families build altars in their homes, dedicating them to the dead. They surround these altars with flowers, food and pictures of the deceased. They light candles and place them next to the altar. "We honor them by transforming the room into an altar," Guerrero said. "We offer incense, flowers. We play their favorite music, make their favorite food."
Srta./ Morah Frumin
Spanish & Hebrew Instructor
Día de los Muertos (Day of the Dead)
http://www.azcentral.com/ent/dead/articles/dead-history.html
More than 500 years ago, when the Spanish Conquistadors landed in what is now Mexico, they encountered natives practicing a ritual that seemed to mock death.
It was a ritual the indigenous people had been practicing at least 3,000 years. A ritual the Spaniards would try unsuccessfully to eradicate.
This ritual, which maintains some of the basic Aztec principals (such as the use of skulls) and has since been merged with Catholic theology, embraces death and ‘celebrates’ it. Unlike the Spaniards, who viewed death as the end of life, the natives didn’t fear death and viewed it as the continuation of life. To them, life was a dream and only in death did they become truly awake. Today it is celebrated in Mexico and certain parts of the United States, including the Valley.
Today, people don wooden skull masks called calacas and dance in honor of their deceased relatives. The wooden skulls are also placed on altars that are dedicated to the dead. Sugar skulls, made with the names of the dead person on the forehead, are eaten by a relative or friend, according to Mary J. Adrade, who has written three books on the ritual.
The Aztecs and other Meso-American civilizations kept skulls as trophies and displayed them during the ritual. The skulls were used to symbolize death and rebirth.
The skulls were used to honor the dead, whom the Aztecs and other Meso-American civilizations believed came back to visit during the month long ritual.
"The pre-Hispanic people honored duality as being dynamic," said Christina Gonzalez, senior lecturer on Hispanic issues at Arizona State University. "They didn't separate death from pain, wealth from poverty like they did in Western cultures." However, the Spaniards considered the ritual to be sacrilegious. They perceived the indigenous people to be barbaric and pagan and in their attempts to convert them to Catholicism, the Spaniards tried to kill the ritual.
But like the old Aztec spirits, the ritual refused to die. To make the ritual more Christian, the Spaniards moved it so it coincided with All Saints' Day and All Souls' Day (Nov. 1 and 2), which is when it is celebrated today. Previously it fell on the ninth month of the Aztec Solar Calendar, approximately the beginning of August, and was celebrated for the entire month. Festivities were presided over by the goddess Mictecacihuatl. The goddess, known as "Lady of the Dead," was believed to have died at birth, Andrade said.
In rural Mexico, people visit the cemetery where their loved ones are buried. They decorate grave sites with marigold flowers and candles. They bring toys for dead children and bottles of tequila to adults. They sit on picnic blankets next to grave sites and eat the favorite food of their loved ones.
In Mesa, Arizona the ritual has evolved to include other cultures, said Zarco Guerrero, a Mesa artist. "Last year, we had Native Americans and African-Americans doing their own dances," he said. "They all want the opportunity to honor their dead."
In the United States and in Mexico's larger cities, families build altars in their homes, dedicating them to the dead. They surround these altars with flowers, food and pictures of the deceased. They light candles and place them next to the altar. "We honor them by transforming the room into an altar," Guerrero said. "We offer incense, flowers. We play their favorite music, make their favorite food."
Srta./ Morah Frumin
Spanish & Hebrew Instructor
Wednesday, October 28, 2009
College Majors and more
Choosing a major is a tough decision and students may even start college undecided. Cardin 11th and 12th graders are in the midst of this exciting college application process. A great way to begin this process is to explore a range of fields and interests. College Majors 101 is a FREE, NACAC approved resource that lets you search various fields of study and links you to related university/college websites. The site utilizes specially made YouTube videos, course descriptions, and career explanations to provide you with more information. I highly suggest that you take a look at this fun, free resource! The website is: http://www.collegemajors101.com/
Cardin students are also meeting with lots of college representatives! This week's visits include: Muhlenberg College, Hobart and William Smith Colleges, Syracuse University, Goucher College, and List College. At these meetings, students get the chance to learn more about the colleges and have one-on-one meetings with the admissions representatives.
Enjoy!
Hallie M. Schein
Director of College Counseling
Cardin students are also meeting with lots of college representatives! This week's visits include: Muhlenberg College, Hobart and William Smith Colleges, Syracuse University, Goucher College, and List College. At these meetings, students get the chance to learn more about the colleges and have one-on-one meetings with the admissions representatives.
Enjoy!
Hallie M. Schein
Director of College Counseling
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Tuesday, October 27, 2009
Developments in Development
After months of careful planning, The Cardin School’s inaugural Vision in Action Celebration, which honored Marlene and Stewart Greenebaum was a colossal success. The 195 guests enjoyed the musical selections of Rabbi Yaakov Chaiotovsky, feasted on a gourmet dinner catered by Hoffman& Company and were delighted to hear personal and humorous tales from the Greenebaum’s son and close friends. Rabbi Stuart Seltzer retold the Noah story featuring Marlene and Stewart building a school rather than an ark. We far surpassed our financial goals and look forward to reaping the benefits of the newly established newly established
Marlene and Stewart Greenebaum Educational Fund.
Development work is never ending, so join me in thanking our many donors and get ready to celebrate when The Associated ratifies the contract on the Owings Mills campus.
May we all go from strength to strength and party to party!
Marjorie R. Hoffman
Director of Development and Marketing
Marlene and Stewart Greenebaum Educational Fund.
Development work is never ending, so join me in thanking our many donors and get ready to celebrate when The Associated ratifies the contract on the Owings Mills campus.
May we all go from strength to strength and party to party!
Marjorie R. Hoffman
Director of Development and Marketing
Monday, October 26, 2009
Athletics Update
This week is a busy and exciting week for Cardin athletics.
Monday, Boys’ soccer will travel to Patterson Park to face Cristo Rey in the last regular season game. The game starts at 4:30pm and the team will be dismissed from Cardin at 3:25pm.
Approximate return to Cardin will be around 6:30pm.
Then the Championships begin!
Jemicy has graciously volunteered to host all three fall sports championships this year.
The Jemicy Upper School campus is located at the former Ruxton Country School campus, just north of the Rosewood land on Garrison Forrest Road.
The Jemicy School
11202 Garrison Forest Rd,
Owings Mills, MD 21117
We are very excited for this year’s fall sports championships because Cardin is being represented in all three sports!
Here’s the information related to each sport including dates, opponents, dismissal times, and start times of the games.
Date Sport Opponent Dismiss Start
Tues, Oct 27 Cross Country CAC Schools 3:25pm 4:30pm
Wed, Oct 28 Boys’ Soccer Jemicy 3:25pm 4:30pm
Thurs, Oct 29 Girls’ Soccer Jemicy 3:25pm 4:30pm
So please come on out and support our Cardin students as they represent our school in such positive ways.
Thanks,
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
Monday, Boys’ soccer will travel to Patterson Park to face Cristo Rey in the last regular season game. The game starts at 4:30pm and the team will be dismissed from Cardin at 3:25pm.
Approximate return to Cardin will be around 6:30pm.
Then the Championships begin!
Jemicy has graciously volunteered to host all three fall sports championships this year.
The Jemicy Upper School campus is located at the former Ruxton Country School campus, just north of the Rosewood land on Garrison Forrest Road.
The Jemicy School
11202 Garrison Forest Rd,
Owings Mills, MD 21117
We are very excited for this year’s fall sports championships because Cardin is being represented in all three sports!
Here’s the information related to each sport including dates, opponents, dismissal times, and start times of the games.
Date Sport Opponent Dismiss Start
Tues, Oct 27 Cross Country CAC Schools 3:25pm 4:30pm
Wed, Oct 28 Boys’ Soccer Jemicy 3:25pm 4:30pm
Thurs, Oct 29 Girls’ Soccer Jemicy 3:25pm 4:30pm
So please come on out and support our Cardin students as they represent our school in such positive ways.
Thanks,
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
Friday, October 23, 2009
“Imagining With A Little Help From My Students”
“Imagining With A Little Help From My Students”
Sometimes I try to imagine who wrote each of the individual morning blessings we recite every day. Sometimes I try to imagine the events, experiences, or occasions which “inspired” the creation of a particular blessing. And sometimes I ask my students to help me with the “wondering.” This week’s Torah portion is Noach. Mark Mazer from the graduating class of 2008 helped me imagine Noah composing many of our morning blessings.
“Who open the eyes of the blind”
Noah might have said this upon first seeing land after the Flood. However, he might also have said this upon first being approached by God, thankful that he has been informed of the impending doom.
“Who releases the bound”
Noah might have said this after being released from the Ark, finally able to move about freely.
“Who clothes the naked”
Noah might have said this after waking up from his drunken stupor when Shem and Japheth dressed him.
“Who makes guides us on our path”
Noah might have said this with his first steps on land, after having spent so much time on the Ark.
“Who strengthens the people Israel with courage”
Noah might have said this with a deep breath upon preparing for his life after the Flood, knowing that it would be a long hard journey, and that he would need much strength.
Rabbi Stuart Seltzer
Dean of Judaic Studies
Sometimes I try to imagine who wrote each of the individual morning blessings we recite every day. Sometimes I try to imagine the events, experiences, or occasions which “inspired” the creation of a particular blessing. And sometimes I ask my students to help me with the “wondering.” This week’s Torah portion is Noach. Mark Mazer from the graduating class of 2008 helped me imagine Noah composing many of our morning blessings.
“Who open the eyes of the blind”
Noah might have said this upon first seeing land after the Flood. However, he might also have said this upon first being approached by God, thankful that he has been informed of the impending doom.
“Who releases the bound”
Noah might have said this after being released from the Ark, finally able to move about freely.
“Who clothes the naked”
Noah might have said this after waking up from his drunken stupor when Shem and Japheth dressed him.
“Who makes guides us on our path”
Noah might have said this with his first steps on land, after having spent so much time on the Ark.
“Who strengthens the people Israel with courage”
Noah might have said this with a deep breath upon preparing for his life after the Flood, knowing that it would be a long hard journey, and that he would need much strength.
Rabbi Stuart Seltzer
Dean of Judaic Studies
Thursday, October 22, 2009
Athletics Update
The Cardin Race for the Cure team rose over $1500 this year! Thank you to everyone who participated.
Boys and girls soccer continue their winning ways. With both teams leading the conference with undefeated in conference records and looking to continue that streak as they both face conference opponents in the upcoming games - girls soccer at Cristo Rey on Thursday and boys soccer at Cristo Rey on Monday.
The cross country team continues to take strides in a positive direction as they prepare for the conference championship this upcoming Tuesday at Jemicy.
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
Boys and girls soccer continue their winning ways. With both teams leading the conference with undefeated in conference records and looking to continue that streak as they both face conference opponents in the upcoming games - girls soccer at Cristo Rey on Thursday and boys soccer at Cristo Rey on Monday.
The cross country team continues to take strides in a positive direction as they prepare for the conference championship this upcoming Tuesday at Jemicy.
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
Does Ice Cream Cause Drowning?
Does Ice Cream Cause Drowning?
In AP Statistics, we are learning about correlation—a mathematical measure of the relationship between two variables. When two variables are correlated, we can use the value of one to reasonably predict the value of the other. We can find examples of correlation everywhere. Here’s an example dear to my heart—for those of us who drink coffee each morning, there is a correlation between caffeine intake and reported energy level. When we have our daily caffeine fix, we tend to report high levels of energy. When we miss our morning coffee, we typically report low energy levels. In this case, caffeine intake and perceived energy levels are correlated because a change in one variable biologically causes a change in the other.
It is therefore natural to assume, every time we see a relationship on paper between two variables, that one variable explains the other. This is a dangerous statistical fallacy known as confusing correlation with causation. There may be a mathematical pattern between two quantities, but that pattern does not mean that a change in one causes a change in the other.
An example: there is a correlation between ice cream sales and rates of drowning. When ice cream sales are high, rates of drowning are high. When ice cream sales are low, deaths by drowning are far less common. Do ice cream sales, then, cause people to drown?
Of course not. It turns out that a separate variable—time of year—affects both ice cream sales and rates of drowning. During the summer, it is hot and sunny, so people buy ice cream to cool down. People also swim and visit the beach more during the summer, and thus there are more swimming-related accidents. Ice cream sales and drowning therefore have a clear mathematical relationship despite the fact that neither variable has any effect on the other.
Correlation and causation are easily confused. Our minds are trained to find simple, easily-articulated patterns, so we often look at the relationship between two variables in a vacuum, forgetting that in the real world, quantities are affected by a multitude of different factors. The next time you read that two values are connected to one another mathematically, remember that real-world quantities are produced by a tremendously complex system of different influences. The correlation you see does not automatically imply causation.
Todd Bryant
Mathematics Instructor
In AP Statistics, we are learning about correlation—a mathematical measure of the relationship between two variables. When two variables are correlated, we can use the value of one to reasonably predict the value of the other. We can find examples of correlation everywhere. Here’s an example dear to my heart—for those of us who drink coffee each morning, there is a correlation between caffeine intake and reported energy level. When we have our daily caffeine fix, we tend to report high levels of energy. When we miss our morning coffee, we typically report low energy levels. In this case, caffeine intake and perceived energy levels are correlated because a change in one variable biologically causes a change in the other.
It is therefore natural to assume, every time we see a relationship on paper between two variables, that one variable explains the other. This is a dangerous statistical fallacy known as confusing correlation with causation. There may be a mathematical pattern between two quantities, but that pattern does not mean that a change in one causes a change in the other.
An example: there is a correlation between ice cream sales and rates of drowning. When ice cream sales are high, rates of drowning are high. When ice cream sales are low, deaths by drowning are far less common. Do ice cream sales, then, cause people to drown?
Of course not. It turns out that a separate variable—time of year—affects both ice cream sales and rates of drowning. During the summer, it is hot and sunny, so people buy ice cream to cool down. People also swim and visit the beach more during the summer, and thus there are more swimming-related accidents. Ice cream sales and drowning therefore have a clear mathematical relationship despite the fact that neither variable has any effect on the other.
Correlation and causation are easily confused. Our minds are trained to find simple, easily-articulated patterns, so we often look at the relationship between two variables in a vacuum, forgetting that in the real world, quantities are affected by a multitude of different factors. The next time you read that two values are connected to one another mathematically, remember that real-world quantities are produced by a tremendously complex system of different influences. The correlation you see does not automatically imply causation.
Todd Bryant
Mathematics Instructor
Wednesday, October 21, 2009
Open House this Sunday!
This Sunday, October 25th is an opportunity for Cardin to shine. Prospective families will be coming to Cardin to learn about our school, to evaluate and see if they feel that Cardin is a place where they fit as well. Families will hear from faculty, students, parents and alumni and we will have an opportunity to highlight all that makes Cardin so special. Guests will, of course, have a chance to ask their questions.
This is the perfect time to refer a friend. Let them know about our Open House and encourage them to come. Encourage them to bring a friend. Friends, family, neighbors, colleagues, schoolmates, fellow congregants are all welcome. The program begins at 3 pm. I look forward to welcoming a full house!!
Anne Tanhoff Greenspoon
Director of Admissions
Tuesday, October 20, 2009
Another Shehecheyanu moment
The world of development is multi-faceted. Right now we are planning our first major event, honoring Marlene and Stewart Greenebaum for their visionary leadership of our school. It is 9:30 on Monday morning and the celebration will take place on Wednesday evening. Since 9:05, I have had several phone calls from generous people who want to join us, place tributes in our virtual journal, sit with particular people, select alternative food and wish us well. It is all very exciting as we look forward to another first at the Shoshana S. Cardin School. This is truly another Shehecheyanu moment for our community! Watch for photo highlights next week.
Marjorie R. Hoffman
Director of Development and Marketing
Marjorie R. Hoffman
Director of Development and Marketing
Monday, October 19, 2009
Personal Finance class on TV
The State Comptroller came to visit Cardin's Personal Finance class today. He watched as Mrs. Schein taught the students about the taxes that are taken out of gross wages when they get a paycheck. Cardin's program is a model for other financial literacy courses around the state. The class was also joined by a camera crew from a local news station. Barring any other huge newsworthy events, a feature on Channel 2 (WMAR-tv) will be on tonight sometime between 5 and 6:30 pm. Congrats to Mrs. Jan Schein and the financially literate 12th graders!
Friday, October 16, 2009
Moon Gazing
On Sunday, October 18th and on Monday, October 19th, we will celebrate Rosh Hodesh Cheshvan. Rosh Hodesh is a time for new beginnings, for learning new things, for making new relationships and for making changes in our lives.
The various phases of the moon are windows we can look through to see passages of educational time.
The first light of the moon sparkles like the light in an excited student's eyes.
The first quarter of the moon is the student who is half way toward a goal.
The full moon is the face of mastery and articulation.
The waning quarter is internalization, personalization and reflection.
The new moon is a student walking into the classroom for the first time.
The first quarter of the moon is a time for new friendships.
The full moon is a community of learners.
The last quarter moves friendship into new territories.
The new moon is the first day of school.
The first quarter of the moon is a sense of belonging.
The full moon is declaration, acquisition of knowledge, responsibility, obligation, confidence,and acceptance.
The last quarter is graduation.
Witness the phases of the moon this month. What do you see?
Be patient, open, and trust in gazing into the darkness.
Happy Rosh Hodesh,
Rabbi Seltzer
Dean of Judaic Studies
The various phases of the moon are windows we can look through to see passages of educational time.
The first light of the moon sparkles like the light in an excited student's eyes.
The first quarter of the moon is the student who is half way toward a goal.
The full moon is the face of mastery and articulation.
The waning quarter is internalization, personalization and reflection.
The new moon is a student walking into the classroom for the first time.
The first quarter of the moon is a time for new friendships.
The full moon is a community of learners.
The last quarter moves friendship into new territories.
The new moon is the first day of school.
The first quarter of the moon is a sense of belonging.
The full moon is declaration, acquisition of knowledge, responsibility, obligation, confidence,and acceptance.
The last quarter is graduation.
Witness the phases of the moon this month. What do you see?
Be patient, open, and trust in gazing into the darkness.
Happy Rosh Hodesh,
Rabbi Seltzer
Dean of Judaic Studies
Tuesday, October 13, 2009
Study Halls
Study Halls
Many of the study hall periods have a new feel this year. Students have a “home-base” for study halls with desks and comfortable chairs at which to study, extra copies of textbooks, computers for group and individual assignments, and a whole wall of study skills information and graphic organizers. On the occasion that students have no homework to complete during this time, they can engage in a game of chess or scrabble, or challenge themselves to put together a difficult puzzle. Students are also able to use this time to ask peers or teachers for assistance with difficult subjects, and they have been very productive during this time.
Amy Fink
Instructor of History
Many of the study hall periods have a new feel this year. Students have a “home-base” for study halls with desks and comfortable chairs at which to study, extra copies of textbooks, computers for group and individual assignments, and a whole wall of study skills information and graphic organizers. On the occasion that students have no homework to complete during this time, they can engage in a game of chess or scrabble, or challenge themselves to put together a difficult puzzle. Students are also able to use this time to ask peers or teachers for assistance with difficult subjects, and they have been very productive during this time.
Amy Fink
Instructor of History
Monday, October 12, 2009
If Columbus could see us now...
U.S. History
America has come a long way since Columbus discovered the New World. The U.S. History classes began the year learning about colonization, and the reasons behind European expansion into the New World. We’ve explored the development of a new people through the creation of mock-colonies of our own, skits, student and teacher-made PowerPoint presentations, and intense discussion. This week we’re working hard to follow the maps of the Revolutionary War and create a timeline of the battles. Students are learning how to put their work into writing through the start of research papers, journaling, and answering document based questions. This will be a great year as we continue to explore development and cycles of America’s history. What would Columbus say if he could see us now?
Amy Fink
Instructor of History
America has come a long way since Columbus discovered the New World. The U.S. History classes began the year learning about colonization, and the reasons behind European expansion into the New World. We’ve explored the development of a new people through the creation of mock-colonies of our own, skits, student and teacher-made PowerPoint presentations, and intense discussion. This week we’re working hard to follow the maps of the Revolutionary War and create a timeline of the battles. Students are learning how to put their work into writing through the start of research papers, journaling, and answering document based questions. This will be a great year as we continue to explore development and cycles of America’s history. What would Columbus say if he could see us now?
Amy Fink
Instructor of History
Athletics Update
Last week was a good week for the boys’ soccer team who added three wins to their record and now is riding a four game win-streak into this week. They travel to Queen Anne school on Thursday for their second meeting of the year. The first meeting Queen Anne School outscored Cardin 4-2, but this is a different team playing now.
The girls’ are coming off a much tougher week, but look to bounce back as they play Queen Anne School on Tuesday and Beth Tfiloh on Wednesday. Both games are at home with a start time of 4:30pm.
The cross country team continues to improve both individually and as a team. They have another meet this Tuesday at Jemicy with a start time of 4:30pm.
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
The girls’ are coming off a much tougher week, but look to bounce back as they play Queen Anne School on Tuesday and Beth Tfiloh on Wednesday. Both games are at home with a start time of 4:30pm.
The cross country team continues to improve both individually and as a team. They have another meet this Tuesday at Jemicy with a start time of 4:30pm.
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
Thursday, October 8, 2009
BLEWS
Like the Cardin students before them, our Class of 2012 joined the ranks today by entering into BLEWS. BLEWS - the Black/Jewish Forum is a Baltimore based program that was created over 25 years ago by area rabbis and pastors to promote increased respect between the diverse communities. The kick-off gathering included a lot of get-to-know-you activities as well as goal-setting. I found it noteworthy that the majority of students voiced their most important goal as getting to know more about each others’ cultures. The day concluded with a Sukkot-related activity where the students harvested (or weeded) at a local elementary school.
I know the 10th graders were really anticipating their first meeting. They were curious about what they would be doing, who they would meet, if they would have fun, etc. As a spectator, I could see that the Western students really took an interest in our kids. And just like the Cardin students before them, perhaps BLEWS will not only spark dialogue between the students, but hopefully it will give the kids the opportunity to create lasting friendships.
Jackie Villet
School Counselor
I know the 10th graders were really anticipating their first meeting. They were curious about what they would be doing, who they would meet, if they would have fun, etc. As a spectator, I could see that the Western students really took an interest in our kids. And just like the Cardin students before them, perhaps BLEWS will not only spark dialogue between the students, but hopefully it will give the kids the opportunity to create lasting friendships.
Jackie Villet
School Counselor
Wednesday, October 7, 2009
Personal Finance Enlightenment
“A handful of benighted states lack requirements for high-schoolers to learn anything about personal finance. Maryland is one,” So says Jay Hancock in Educating Md. Students in Finance is the Smart Move (http://www.baltimoresun.com/business/bal-bz.hancock02oct02002023,0,1380804.column. BUT WAIT! Although we live in a “benighted state,” we are far from being unenlightened. Cardin students are required to take a personal finance course in their senior year, enabling them to make wise financial choices. Someone should tell Jay Hancock that the Cardin School has moved beyond the dark ages of personal finance requirements!
-Barbie Prince
Head of School
-Barbie Prince
Head of School
Tuesday, October 6, 2009
Giving from our hearts
Last week, as I was exiting the beltway to turn onto Reisterstown Road, I had red light. Standing beside the line of cars, me was a young woman holding a sign explaining that she was unemployed with two small children. I noticed that person in the car in front of me made a donation. She then moved and was standing right beside my car, looking sad and sincere. I pondered for less than a minute and reached into my purse. Just as the light was chain gin, I handed her my contribution and she resided with “I will pray for you- thank you so much.”
The Shulchan Aruch , YD 249:7 says “if a person convinces another person to give, their reward is greater than when they give on their own.”
I spend my days devising ways to raise thousands, perhaps one day, millions of dollars for our school. This is something so foreign to the young woman on the beltway, yet we all want what is best for our children and families. In these very challenging times, let’s all think when asked to give and then give from our hearts for all the right reasons.
Marjorie R. Hoffman
Director of Development and Marketing
The Shulchan Aruch , YD 249:7 says “if a person convinces another person to give, their reward is greater than when they give on their own.”
I spend my days devising ways to raise thousands, perhaps one day, millions of dollars for our school. This is something so foreign to the young woman on the beltway, yet we all want what is best for our children and families. In these very challenging times, let’s all think when asked to give and then give from our hearts for all the right reasons.
Marjorie R. Hoffman
Director of Development and Marketing
Monday, October 5, 2009
Athletics Update
Coming off of one of the best week’s in Cardin athletics history, the fall sports teams are looking forward to another exciting week of games.
Hoping to ride the momentum from last week’s impressive wins the boys' and girls' soccer teams have big games today. The boys team will host Cristo Rey Jesuit at the Baltimore Hebrew Fields at 4:30pm, while the girls team travels to the Park School at 4:30pm. Later this week the boys will host Kingsbury on Wednesday and then travel to the Waldorf School to host in-conference rival, Jemicy, on Thursday. The girls team will host Jemicy on Thursday. All games this week have a start time of 4:30pm.
Let’s not forget about our cross country team! After setting some personal bests and having multiple players place in the top ten last week, the cross country team will head to Jemicy again on Tuesday to continue to take positive strides. All cross country meets are held on Tuesdays at Jemicy with a 4:30pm start time.
The best part about our teams on-field success is that although competitively we are becoming stronger, we are still known as the “friendly school." Much credit goes to our students, coaches, faculty, and fans for representing Cardin in a positive way that is noticeable. Sportsmanship has carried our sports program over the years when we may not have had the most competitive teams. I appreciate that even after wins, we haven’t lost what makes us such a great school.
You can still sign-up and/or donate to the Race for the Cure by going to www.komenmd.org and searching “The Shoshana S. Cardin School.”
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
Hoping to ride the momentum from last week’s impressive wins the boys' and girls' soccer teams have big games today. The boys team will host Cristo Rey Jesuit at the Baltimore Hebrew Fields at 4:30pm, while the girls team travels to the Park School at 4:30pm. Later this week the boys will host Kingsbury on Wednesday and then travel to the Waldorf School to host in-conference rival, Jemicy, on Thursday. The girls team will host Jemicy on Thursday. All games this week have a start time of 4:30pm.
Let’s not forget about our cross country team! After setting some personal bests and having multiple players place in the top ten last week, the cross country team will head to Jemicy again on Tuesday to continue to take positive strides. All cross country meets are held on Tuesdays at Jemicy with a 4:30pm start time.
The best part about our teams on-field success is that although competitively we are becoming stronger, we are still known as the “friendly school." Much credit goes to our students, coaches, faculty, and fans for representing Cardin in a positive way that is noticeable. Sportsmanship has carried our sports program over the years when we may not have had the most competitive teams. I appreciate that even after wins, we haven’t lost what makes us such a great school.
You can still sign-up and/or donate to the Race for the Cure by going to www.komenmd.org and searching “The Shoshana S. Cardin School.”
Foye C. Minton, Jr.
Dean of Students & Director of Athletics
Sukkot Ushpizin
There is a custom of inviting ushpizin – symbolic guests – each day to join us in the sukkah. These honorary guests are Abraham, Isaac, Jacob, Joseph, Moses, Aaron and David. One is invited each day. Recently, some people have invited the matriarchs and other important women of the Bible to be ushpizin in the Sukkah. One list includes Sarah, Rachel, Rebecca, Leah, Miriam, Abigail and Esther. Since our generation has witnessed an increase in the number of Sukkot, additional famous guests from the Bible have been known to drop by, if not for the entire meal, only for dessert.
Can you figure out which Biblical figures could be visiting the Cardin Sukkah this year?
If you marry a great leader, don’t expect him home for supper.
The hole was deep and cold, and I didn’t have my coat.
Whatever you do, wherever you go, we’ll always go through it together.
The way to a brother’s birthright is through his stomach.
The bigger they are, the harder they fall.
When he lifted the stone I knew he was the one.
I am the funniest man in the Bible. I brought the house down.
Hag Sameach,
Rabbi Stuart Seltzer
Dean of Judaic Studies
Can you figure out which Biblical figures could be visiting the Cardin Sukkah this year?
If you marry a great leader, don’t expect him home for supper.
The hole was deep and cold, and I didn’t have my coat.
Whatever you do, wherever you go, we’ll always go through it together.
The way to a brother’s birthright is through his stomach.
The bigger they are, the harder they fall.
When he lifted the stone I knew he was the one.
I am the funniest man in the Bible. I brought the house down.
Hag Sameach,
Rabbi Stuart Seltzer
Dean of Judaic Studies
Thursday, October 1, 2009
I read it, but I don’t get it
I read it, but I don’t get it *
What is a teacher, a parent, or tutor to do when a student remarks, “I read it, but I don’t get it?”
Have you heard your child say any of these statements?
“I’m just not a very good reader.”
“I read it but I don’t get it.
“It takes too long to read.”
“I’m an OK reader, I am just not interested.”
“I like to read sometimes, but there isn’t anything good to read.”
“Reading is boring.”
What causes students to be successful in class and struggle with reading? Often, students approach a text without strategies, ways of decoding the text and using reading strategies. Below are a few strategies to aid in the reading process:
1. Setting a purpose for reading
a. People read for different reasons. For example, you may read a horror story to be entertained and a history of World War II to learn more about the subject that interests you. When you read, it is often helpful to set a purpose for reading, or determine what you’d like to get out of a piece of writing. To get an idea of that purpose, try asking yourself questions that begin with who, what, when, where, why and how.
2. Annotating a text
Annotating a text involves the following:
· circling important phrases
· underlining key sentences
· taking notes in the margins of a text/document
· rephrasing the author's language into your own words
· raising questions
3. Rereading a text
Just as having more than one conversation with another person leads to closer understanding, conducting a number of readings leads to a richer and more meaningful relationship with, and understanding of, a text.
If your first reading is for basic information and evaluation, subsequent readings can take on different levels of focus (on style and tone, on details, on examples, on intellectual or ideological tradition, etc.).
In re-reading, work to separate parts of arguments (e.g., thesis idea, evidence, preview, counterarguments) and to understand how these parts work to support the author’s thesis.
(http://writing.umn.edu/sws/quicktips/process/crit_read.htm)
The strategies above are a few of the many reading strategies to assist in critical reading.
-Joel Neft
English Teacher
* Title borrowed from Cris Tovani’s book, I read it, but I don’t get it
What is a teacher, a parent, or tutor to do when a student remarks, “I read it, but I don’t get it?”
Have you heard your child say any of these statements?
“I’m just not a very good reader.”
“I read it but I don’t get it.
“It takes too long to read.”
“I’m an OK reader, I am just not interested.”
“I like to read sometimes, but there isn’t anything good to read.”
“Reading is boring.”
What causes students to be successful in class and struggle with reading? Often, students approach a text without strategies, ways of decoding the text and using reading strategies. Below are a few strategies to aid in the reading process:
1. Setting a purpose for reading
a. People read for different reasons. For example, you may read a horror story to be entertained and a history of World War II to learn more about the subject that interests you. When you read, it is often helpful to set a purpose for reading, or determine what you’d like to get out of a piece of writing. To get an idea of that purpose, try asking yourself questions that begin with who, what, when, where, why and how.
2. Annotating a text
Annotating a text involves the following:
· circling important phrases
· underlining key sentences
· taking notes in the margins of a text/document
· rephrasing the author's language into your own words
· raising questions
3. Rereading a text
Just as having more than one conversation with another person leads to closer understanding, conducting a number of readings leads to a richer and more meaningful relationship with, and understanding of, a text.
If your first reading is for basic information and evaluation, subsequent readings can take on different levels of focus (on style and tone, on details, on examples, on intellectual or ideological tradition, etc.).
In re-reading, work to separate parts of arguments (e.g., thesis idea, evidence, preview, counterarguments) and to understand how these parts work to support the author’s thesis.
(http://writing.umn.edu/sws/quicktips/process/crit_read.htm)
The strategies above are a few of the many reading strategies to assist in critical reading.
-Joel Neft
English Teacher
* Title borrowed from Cris Tovani’s book, I read it, but I don’t get it
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