t h e o f f i c i a l n e w s p a p e r o f t h e b e r l i n m o d e l u n i t e d n a t i o n s

BERMUN TIMESSaturday Edition November 23, 2013

Unity through educationFind out more on page 2

Committee Reports An Overview on Pages 6 and 7

The life of a Layout EditorAn emotional journey on page 8

Gender equality and education?Manuela Schwarz’s ideas on page 3

An educational travel in timeDiscover the past on pages 4 and 5

Photos of everyone for everyoneCheck out the Photo Inlay!

BERMUN Remembers John F. Kennedy

Lowered flags in the UnitedStatesandhonorarynewscoverageinGer-many,allwithregardtothelateUSPres-identJohnF.Kennedy,markedthedayofcommemoration of his assassination onNovember22,1963. John Fitzgerald Kennedy servedas president from 1961 until his death in1963. After his shortlived career in theU.S.NavyduringWorldWarII,Kennedymovedhisfocustoacareerinpolitics.Hewonthepresidentialelection,uponwhichhe conducted operations of internationalgovernmental change, intervened in theVietnamconflict,andintroducedthePeaceCorps. He emphasized the imperative ofadequatefundingforequaleducation,stat-ing that education “can be translated intobenefitforeveryoneandgreaterstrength.” Kennedy’slegacyresonatesinthestreets of Berlin ever since his renowned

speechonJune26,1963inhisfightagainsttheIronCurtain.YetitisnotonlytheBer-linerswhoremembertheyoungpoliticianand his approach to achieve democraticgovernance. His famous words, “Ich bineinBerliner”,arewrittenonthePalestiniansideoftheWestBankBarrier,showinghislastingimpactallovertheworld. HiscareerendedabruptlyonNo-vember 22, 1963 with his assassinationwhilsttravelingthroughDallas,Texasinapresidentialmotorcade.Reflecting the in-ternational challenges he faced, his deathwas mourned not only by those of hishomecountrybutalsobythe internationalcommunity.TheJohnF.KennedySchool,hostoftheBERMUNConference,wasre-namedinmemoryofthelatepresident. Yesterday, each committeeviewed the commemorative video by theBERMUN Press Corps about Kennedy,withcommentaryfromJohnC.Kornblum,formerUSAmbassador toGermany.Ger-man television also reported on the anni-

versary, additionally interviewing BER-MUN Student Officers. U.S. PresidentBarack Obama ordered that the flags beloweredatAmericangovernmentalbuild-ingswithceremoniestakingplacetomarkthisspecialday. John F. Kennedy’s legacy af-firmstheessenceofbothBERMUN’shostschoolandtheconference’stopic.AsKen-nedysaid,“Ourprogressasanationcanbenoswifterthanourprogressineducation.The human mind is our fundamental re-source.”

Eleanor KellyMaja MelchingerReporter and Text Editor

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The Kennedy Remembrance Video.

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BERMUN PRESS STAFF

Disclaimer:TheopinionsandviewsexpressedintheBERMUNTIMESNewspaperdonotnecessarilyreflecttheopinionofBERMUNoritsadvertisers.

JohnF.KennedySchoolTeltowerDamm87-9314167Berlin(Zehlendorf)Germany(+49)030902995785e-mail:bermunpress@jfksberlin.orgweb:www.facebook.com/BermunPress

Editors-in-Chief:MaximilianLarsonNoahLehrecke

Advisor/Editor:Mr.WilliamRobertson

Head of Photography:JulianMcCarthy

Text Editors:MajaMelchingerLeonardvonKleist

Reporters: DorotheaDouglasMariaFilipiakClaraFrickLeilaHassanLuisaHemmerlingEleanorKellySimonaKochChristinaLennartzEmiliaMcGrealRebekkaSchoellCarolineSimpsonDavidStrasiewskyRaphaelTraczinski

Layout Artists:AntonBegehrIsaacDyeFrederickReidPabloSmith

Photographers:YasminMajaliFritzPukallAntonyRoczekAlexanderSchwan

Digital Production:NilsBernhardtMaxwellBurdaLynnCunninghamDominikHaake

Rooting Change in Shopping Carts

MarcelStarfinger, JFKSalumnusof 2011, held an informative presentationon sustainable development in the YouthAssembly (YA) onThursdaymorning andexplained how the consumerist lifestyle isnotefficientenoughtosecureanecologicalandsustainablefuture. ThefocusofStarfinger’spresenta-tionlayindevelopment.Starfingerpointedoutthatcorporationsdefinedevelopmentasa cycleofmassproductionandmass con-sumption. Furthermore, he stated that themain goal is to change themindset of thepublic. In order to succeed, however, themembers “have to explain to people that[they]aredestroying[themselves]”bydis-regarding the environment while pursuingtheirbusinessmatters. To induce change, the consumer

Christina LennartzReporter

photo by Alexander Schwan

Chairs of the Youth Assembly: Victor Passfall and Melina Hardcastle.

has to“startarevolutionin theirshoppingcart”todemonstratethepublic’sdiscontentwithcurrentconsumerstandards.Starfingerwasabletoenlightenthestudentswithhisunconventional viewpoints and increasedtheirwillandmotivationtodeviseefficientactionplans. Following Thursday’s proactivesession,theYAhadarathersomberbegin-ningonFriday,commemoratingKennedy’sassassination. YA members revealed that“what [Kennedy] said had a lot of impactonthem”andthattheyhadintegrated“alotwhathesaidintheiractionplans.” Afterwards, the YA moved intothehighschool’sstudentloungetopresenteachother’sactionplans.VictorPassfallex-plainedthat“agroupofpeoplearegoingtofindalotmoreproblemsthan[themembersthemselves]will”andencouragedthedele-gatestoseekadvicefromtheirpeers.

Education as a Unifying Force

Ever since the brutal conflictsthatshooktheBalkanregioninthe1990s,the different ethnic groups of Serbia havebeen deeply divided. Recent polls revealanimosity between Serbs and Albanians,anddiscrimination againstRoma still runsrampant.Asignificantcauseofthisproblemisthefactthatthethreeethnicgroupstendtosettleinethnicallyhomogenouscommu-nities,decreasingtheamountofinteractionbetween the different ethnicities. In thesouthern Serbian town of Bujanovac, thisproblemisespeciallypresentintheschoolsystem.The Serbs and someRoma attendoneschool,whilevirtuallyalltheAlbaniansattendtheotherschool. To solve this problem, the hu-

Leonard von KleistText Editor

manitarian organization Catholic ReliefServices (CRS) is implementing a projectin which 200 youths from all threemajorethnicgroupsareplacedinethnicallymixedteamsandparticipateinextracurricularac-tivitiessuchaschess,danceandjournalism,inadditiontoattendingclassesthatinformthemabout theirpeers’ethnicgroups.TheprogramisledbyqualifiedSerbian,Albani-anandRomateachers,andculminatesinagroup-triptoSaravejo. TheCRShopesthatthroughinter-actionwithotherethnicgroups,theyouthswill learn to understand and accept theirethnicallydifferentpeers.Onestudentwhoparticipated in the project and saw it as asuccesssubsequentlystatedthat“beforetheproject,wedidnotknoweachother,butthishas now changed.This is a step toward abetterfuture.”

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Saturday, November 23, 2013

Fighting for Gender Equality

The Special Conference had thehonorofhavingtwoguestspeakersintwoconsecutivedays.BesidesUSAmbassadorJohn C. Kornblum speaking on Thursday,Manuela Schwarz, who is currently stud-yingat theSchoolofAfricanandOrientalStudies(SOAS)inLondon,spokeonFridayaboutgenderequalityinrelationtothetopicofeducation. In her speech she declares, “Thequestionisnotifthecountriescanaffordtoeducatewomen,butratheriftheycanaffordnottoeducatethem.”Shestatesthat,“Witheveryboyyoueducate,youeducateanin-dividual.Witheverygirlyoueducate,youeducateawholefamily.” In an interview with the BER-MUNPressCorps,shespokeofherfutureplansforwhenshereceivesherdegree,stat-ing,“IthinkIneedtotakeayearoffjusttosortmythoughtsonwhatI’velearned,whatIwant to focus on.”Although,when sug-gestingsheenter intopolitics, she refrainsbysaying,“I’mnotsure!Politicsissuchadirtygame…we’llsee.” Furthermore,whenaskedwhysheissopassionateaboutgenderequality,sheresponds, “I think it stems frommy fami-

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ly history.My grandmother inKenyawasilliterate.” In addition to this, she saysherGerman grandmother inspired her “espe-cially since I nevermet her…just the factthat she has a very similar story frommyKenyan grandmother, although they grewup in two completely different countriesand two completely different societies.”She concludes by saying, “the oppressionofwomen is notunique toone countryorthe developing region, but something thatwomen everywhere experience. Even inGermany,genderequalityisnotagivenandIfinditissomethingworthfightingfor.”

Striving towards Radical Change

Bill Gates once said, “if [SaudiArabiais]notfullyutilizinghalfthetalentinthecountry,[SaudiArabiais]notgoingtogettooclosetotheTop10.” Inthisstatement,Gatesisaddress-ingadelegateofSaudiArabia,whoaskedabout his country’s growth and develop-ment.His argument is provedvalid in thesensethatwomenplayacrucialroleinMid-dleEasternsociety.QueenRaniaofJordanplaysasignificantroleintheimprovementofArabsociety,specificallyintheaspectofeducation. However, Gates, according toworldpolicy.org, is incorrect in assumingthatwomen inSaudiArabiaareuneducat-edandexcludedfromjobs.Thisisevidentbecause60%ofuniversitystudentsinSaudi

Yasmin Majali David Strasiewsky Reporters

Arabiaarefemale.Infact,itiscommonformanywomen inMiddle Eastern countriestobeeducatedandhavejobsalthoughtheystillonlymakeup17%oftheworkforceinSaudi. Furthermore,statisticsvaryfromru-raltourbanareas.Ingeneral,morewomenin urban areas are educated and employedthaninruralareas.Forinstance,Syria,Lib-ya,andIraq,beingmoreurbanizedshowaclimbing rate of enrollment for girls from1960 to 1988, reaching 91%. However,countries dominated by rurality, such asLibya,Morocco,andEgypt,showlowlit-eracyratesforgirls. Based on the evidence present-ed,theideathatwomeninMiddleEasterncountries are uneducated and oppressed isa prevalently common misconception. Infactit iscompletelynormal,asit isinanywesternnationforgirlstogotoschoolsanduniversitiestoeventuallyacquirejobs.

Letter from theEditor

Forthepastfewcenturies,tech-nologicalinnovationshaveplayedacrucialroleinsecuringaccesstoinformation, dramatically chan-gingthecourseofhumanhistory.JohannGutenberg‘s invention ofthe printing press around 1450,for example, was a determiningfactornotonly in facilitating thereformation, but also in pavingthewayformuchofwhatwetakefor granted today. This processof modernization only accelera-ted with the advent of the 19thcenturyandmostrecentlythein-ventionoftheinternetinthelate1980‘s,leavingtheworldwithanalmost never-ending stream ofknowledge through the writtenword,digitalorprinted(seepages4and5foranextendedlookatin-novationsineducation). We are in everyway a pro-duct of our past, using the toolsthat we have received to furtherthelegacyofourforefathers.ThePressCorps isnoexception,andtoday‘seditionseeksto illustratethelongwaywehavecomeeversincemanfirstpickedupa stickanddrewafewlinesintothesand.Whiletheseinnovationshavehelped revolutionize thewayweeducateourselves,theyhavealsoenabledadvancesinenvironmen-talprotection.Byrestrictingour-selves to using tablets and othermobile devices in the processofwriting our articles, the PressTeamhasdramaticallydecreasedtheamountofpaperitusesoppo-sedtofiveyearsago.Bydisplay-ingthevastprogressthathasbeenmade in education through tech-nological innovation,wehope toremindyouof theeverchangingnatureofeducationandthelimit-lesspotentialthatcontinuedinno-vation has for the betterment ofhumanity.

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9th Century

15th Century

First UniversityOriginally founded as a mosque in 859

A.D. in Fes (Morrocco), Al-Karaouine is the world´s first university, according to UNESCO. Created by Fatima Al-Fihri, the University of Al-Karaouine, as

it was renamed in 1965, has grown to be the largest Muslim learning center in Africa. Over two centuries later, in 1088, the University of Bologna (Italy) was created by a group of histori-ans led by Giosuè Carducci as the first university of the West-

ern World. Famous for its relationships with other acade-mies across Europe, the school has led to the adoption

of the university system we know today.

Printing PressThe printing press appeared in

the early 15th century, when German goldsmith Johannes Gutenberg created an

alloy which would be used for printing the letters without easily being worn down. Spreading across

Europe, then Asia, Africa and the Americas, the use of this technique multiplied the number of copies made available for the public. Although many countries had not obtained it, and not everyone could read, printing made information accessible to those who sought it.

The expansion of the audience led to works such as the Encyclopedia, which became a tool for

educating people.by Leila Hassan

by Caroline Simpson

18th Century: First Encyclopedia.

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16th Century: Luther’s German Bible.

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T he Evolution of Education

5Saturday, November 23, 2013

21st Century

Century

NewspaperAfter the spread of the printing

press in the 17th century, printed periodi-cals began to grow and replace the previously

handwritten newssheets. Although other types of publications were present earlier, the “newspaper” as we know it today only appeared in the 1600s in

Germany, and a century later in other countries. These newspapers have long been used in education, such as in the US where education historian Lawrence A. Cremin describes “the press as educator of the populace” dur-

ing the late 18th and early 19th centuries. To this day it remains an important tool for spread-

ing information.

Enlightened AbsolutismThe 18th century was marked by

contrasting ideas, with Enlightenment thinkers emphasizing reason and individ-ualism, and the absolutist rule putting the

monarch in the position of total and ultimate power. The Prussian king Frederick the Great

embodied both of these ideas, believing that, as he once said, an educated people could be easily governed. He developed this thought so far as to introducing compulsory education for all, being the first monarch to do so in European history.

Through incorporating rationality into his practices, he promoted freedom of speech,

sciences and religious tolerance and spread them among the masses.

RadioIn the late 19th century, a

way was finally found to trans-mit signals wirelessly, leading to the

invention of the radio, which became an essential household item by the 1920s. Not only did the radio serve as a means of

entertainment, but it also spread information and knowledge to the masses. During the Great

Depression, the famous “fireside chat” broadcasts, in which US President Franklin Delano Roo-sevelt addressed the US citizens directly while

explaining the policies of the government, gave emotional support to the impoverished. For

much of the 20th century, the radio was the main pathway which provided

information to many people.

InternetCreated thanks to the devel-

opment of Information and Com-munication Technologies (ICTs), online

education (E-learning) surpasses the tradition-al classroom learning method in the sense that it

is a reliable solution to promote equal opportunities across the world. Although computer based classroom systems had already appeared in North America in the 1960s, the 1990s through the World Wide Web made

education available globally. According to Rachel Wang in her reports on E-learning trends, between the fall of

2011 and 2012, overall student enrollment declined by 2.64%, whereas online education enrollments grew by 6.52%. Inventions like the webcam and

instant messaging continue to make online education increasingly popular.

by Mary Filipiak

by Mary Filipiak

by Caroline Simpson

by Leila Hassan

19th Century: Co-eds at College.

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Committee Reports

BERMUN TIMES

Remembering a Fallen Leader

Simona KochReporter

An A+ for Participation

Rebekka SchoellReporter

Uncovered Documents

Reveal the TruthClara FrickReporter

NGOs are no Money BankDavid StrasiewskyReporter

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Delegate of Germany.

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The resolution addressing thesocial reintegration of child soldiers sub-mitted by the Lebanese Republic at firstseemedbroadandcomprehensive tomostdelegates. However,thedelegateofArgenti-napointedoutmultipleloopholes.Includedin his critique of the seemingly extensiveresolutionwasthefactthatitdoesnotcon-cern the problemof how to prevent childabductioninthefirstplace.Also,thereso-lution suggests that non-governmental or-ganizations(NGOs)likeUNICEFprovidepsychological evaluations and treatmentforformerchildsoldiers.

Many ideasproposesolutionsforthe reintegration of child soldiers that re-quireheavyfundingthatcannotbeadoptedmerelybyNGOs.ThedelegateofArgentinaclarified that theyarenosourceof infinitefunding.Withhis speech,hecausedmanydelegatestorethinktheiropinionontheres-olution. Finally, the delegate of Hungaryproposed the amendment of a clause con-cerning financial aid. His idea to furtherspecify the funding of psychological andphysical aid for former child soldierswaseventually passed. With this amendment,thedelegatesimprovedtheclauseandcon-tributed their critique to a comprehensiveresolution.

Eager to find a solution to theproblemsofwhaling,judgesintheInterna-tionalCourtofJusticearenowbusyanalyz-ingevidence. Theapplicants,representativesofAustralia,wereaskedtoleavetheroomaf-terpresentingjudgeswithlegaldocumentstomakeacaseagainstJapan.Therespond-ents, also known as the defendants, werethenaskedtodothesame. ForthemajorityofThursdayandFriday, the judges faced the resonatingquestion of whether whaling is done oncommercialorscientificbasis.Participantscontinuously debate whether the environ-mental crimes against these large animalscanbeconsideredlegal. The surfacing of hasty conclu-sions in theheatof thediscussionsbringsPresidentClaraWalther to remind partici-pants,“Iwouldencouragejudgestorefrainfrom making a definitive decision as thedeliberationprocesshasyettocome.”Sus-pension in the courtroom builds, as attor-neyswaitforjudgestomaketheirdecision.

InU.S.PresidentJohnF.Kenne-dy’scivilrightsmessagein1963, thelatepresidentstated,that“Noteverychildhasan equal talent, but they should have theequalrighttodeveloptheirtalenttomakesomethingofthemselves.” The Social andEconomicCom-mittee(ECOSOC)recognizedthisquoteintoday’s conference session. In commem-oration of the assassinated former headof state, the entire committee lapsed intoa long moment of silence, demonstrat-ing their respect for the deceased leader.Shabab Haiden, President of ECOSOC,stressedthisbystating,“WeareattendingBERMUNtoworktogetherandmakethatdifference, one person canmake a differ-enceandeveryoneshouldtry.”Thedebatethat followed addressed the unequal righttoeducation,especiallyforchildreninref-ugeecamps. In later discussion, the delegateof theUnited States commented onKen-nedy’s legacy, believing that “he set up agreat example of how a leader should befor later presidents, especially with hisspeeches.”

The delegates of Germany, theRussian Federation, and Thailand, whowere particularly active in the HumanRightsCommittee(HRC)onFriday,wereenthusiastically giving their input in thediscussions on Thursday afternoon andFridaymorning. Thedebated topics in their res-olutions ranged from indigenous peoplebeing integrated into society and schoolsystemsandobtainingpsychologicalhelp,to targeting the right groups of peoplewho qualify for coercive measures and

sanctions. Thedelegate of Ger-many wantedto “ensure that[they] carry outeconomic, so-cial,andpoliticalmeasures” to re-storetherightstothosepeople.

Lastly, guest speaker Jose-Ma-nuel Barreto spoke about his extensiveknowledgeof thehistorical and theoreti-calbackgroundsofhumanrights in rela-tiontocolonialism.

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Committee Reports

Saturday, November 23, 2013

One Voice Among 83Cyberterrorism - Potential Danger?

To Have and to Hold

Aiming to Make a Difference

Raphael TraczinskiReporter

Luisa HemmerlingReporter

Eleanor KellyReporter

Dorothea DouglasReporter

Israelintroducedtheideaof“cre-atinganewbranchintheUnitedNations tospecifically targetcy-berterrorismand itsprevention.”To aid less-developed countries,the delegate of Argentina sug-gests the need for governmentalsubsidiesfrom“firstworldcoun-triestoenableasecuresurround-ingforeveryone.”

On Thursday morn-ing, theDisarmamentCommit-tee was introduced to the ideathat “when one is not educat-ed, one is isolated”, as statedbyformerAmbassadorJohnC.Kornblum. Tying Ko-rnblum’s thoughts to the themeof cyberterrorism, a non-ex-istent education about thiscomputerized form of warfaresubsequently leads to isolationandeveninferiority to thoseofhigherknowledge. Cyberterrorism, thecontemporary style of warfare,has the ability to penetrate cit-ies,countriesandevennations,due to the fact that technologylinkseveryonetogether.Toem-brace these issues and regulatecyberterrorism, the delegate of

the country’s delegates, withonly the U.S, Costa Rican, Is-raeli, Korean, and Columbiandelegates being the only onesspeaking. The same opinionswerestated,andthesamestrongvoices heard. Gradually, theother delegates got lost in thetumultoftheaffair. “Idon’tthinkthisisaproblem,” Chair Jacob Beckercomments. “The much biggerproblem is thosewho come toBERMUN unmotivated. AsChairs,wetrytogiveeveryoneanequalopportunitytoexpresstheir point of view.” At this,Becker presents an organizedtally list marking the amountof amendments and commentseach delegate has made. Ja-cob encourages the delegatesin his committee. “With thismanydelegates, it is importantto speakup tobeheard.Everyvoicecounts.”

The Security Council(SC) began the second day ofdebateinremembranceofPres-ident JohnF.Kennedy’s assas-sination in light of its 50 yearanniversary.

After a commemora-tivevideoprovidedbytheBER-MUNPressCorpsandasolemnminuteofsilence,EliasLugani,

The Historical Secu-rity Council (HSC) continuedtheirdiscussionofthe2003Iraqcrisiswithgreatfervor. Discussion turnedquickly toward military inter-vention, backed heavily by theUnited States and Spain, espe-cially the possibility of takingout the authoritarian leader ofthe country with a U.S. TaskForce. As the American dele-gation stated, “Our goal is toprovidestabilitytothecountry.Sanctions have proven ineffi-cient, people are starving. Weseenootherwaythangoinginandremovingtheregime.”The

Spanishdelegationadded,“Wedon’t understand why otherdelegations don’t seem to un-derstandhowfutilenegotiationswithSadamare.”

This ideawas, however, heav-ily critisized by other memberstates, who preferred diploma-cy.

President of the SC, quotedKennedy’s statement, “Oneperson can make a differenceand everyone should try.” Inconsiderationof this quotation,theSCresumeditsongoingandcontroversialdiscussiononSyr-ia,inwhichpoliticalaswellashumanitariansolutionswerede-liberatedatlength. After extensive ques-tioning, the SC called in theSyrianAmbassadoroftheGen-eralAssembly,whomtheycon-sulted about Syria’s positionon topics suchas ceasefireandacceptance of international hu-manitarianaid.Delegateshopethatconstructiveclauseswillbepassedonthesedisputedtopicsoverthecourseoftheremainingdays.

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Delegate of HSC in action.

With almost sevendozendelegatesdebatingatthesametime,itishardforasinglevoice to be heard in the Envi-ronmentCommittee.

Promptlyateighto’clock,afterattendancewastaken,theCzechRepublic’s resolution from theday before was discussed. Asamendmentsweremade,apat-tern soon reoccurred among

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BERMUN TIMES

ConcerningthereintegrationofformerchildsoldiersinAfrica,severalmethodstoincludethemintosocietyareonhand.Aninclusiveeducationalsystemthatsupportschildrenwithspe-cialeducationalneedsseemstobeanappropriateresolution.Buthowdoestheideaof“including”formersoldiersdifferfromtheideaof“integrating”them? Integrationdealsespeciallywiththepreparationofchil-drenwithspecialeducationalneedsforamainstreameducation.Inclusion,on theotherhand,abolishesanyspecialeducationalinstitutionsandprovidesaneducationtogetherwithnon-disabledchildren. As Theresa S. Betancourt, Stephanie Simmons, andMariedelaSoudièrestateintheirresearcharticle“HighHopes,

GrimReality:ReintegrationandtheEducationofFormerChildSoldiers inSierraLeone”,“Long-terminterventionsshould in-cludemaintainingacomfortableand inclusive schoolenviron-mentforthechildrenthatisresponsivetopsychosocialneeds.” ThedelegateofAlbaniabelievesthatmerelythrowinginternallydisplaced children into a schoolwith “normal” chil-drenwouldbetoorashandmightevenbecounterproductive. Furthermore, thearticleasserts that“intheimmediateaftermathofaconflictsuchasSierraLeone’s,educatorscanfa-cilitatepsychosocialrecoveryforallchildren,regardlessofcom-batantstatus,bydevotingadequatetimeduringtheschooldaytohealingactivities.” Thereforeinclusiveeducationwouldappeartobeanad-equatesolutionthatgivesthechildrenenoughtimeandattentiontoproperlyreintegrateintosociety.

Noah and the Press Team This year’s BERMUN conference marks the conclusion of layout editor Noah Lehrecke’s time in the Press Team. Having been part of the team since eighth grade, Noah has contributed vast time and dedication to make each paper unique, advancing to the posi-tion of Head of Layout in the tenth grade. When asked how he joined, Noah joked “at first I didn’t know what it was, but Mr. Robertson just dragged me into it and I didn’t say no.” Although he may seem to have been forced to join, his endurance with the team remains remarkable. “A lot of people drop out after one conference, but I saw a method to it which in-spired me to keep going.” Having played a part in multiple BERMUN confrences, Noah looks back, realizing “Press has definitely taught me not only technical skills, but especially how to efficiently work in a group together.” At this point, the Press Team would like to acknowledge his ever-present commitment to the team and thank him for five years of extensive work in layout.

Simona KochReporter

David StrasiewskyReporter

Inclusion - The Best Solution?

November 23, 2013

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