Volume 18, Issue 13
Avi’s Awesome Authorities
Page 3
My YUNMUN Experience
Page 4
A Trip To Remember
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The Divine Tapestry: Understanding the Purpose and Beauty of Mitzvot in Judaism
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Cooper Clicks
Page 7
CYFL WEEKLY UPDATE:
Gold Kids: 3-0
Vandy's Vikings: 2-2
Somer's Marshmallows: 1-1
Wanan's Goats: 1-2
Beck's Decks: 0-2
Ilustration By: High School Students of America- Change.org
Nadav Lowell (’25)
Since its founding in 1899, the College Board has been a nonprofit organization dedicated to expanding access to higher education. The organization administers several standardized tests including the Scholastic Aptitude Test commonly known as the SAT and an expanding host of Advanced Placement (AP) exams. Firmly cemented into the academic world, the College Board is a key player in students' lives. They processed over 5.22 million AP exams and 1.9 million SATs, in the 2022-2023 academic year.
As such, while the College Board has undoubtedly played a significant role in shaping the landscape of higher education, its influence has not been without controversy. Critics argue that the organization's standardized testing, such as the SAT and AP exams perpetuates inequities in access to education and reinforces socioeconomic disparities. Moreover, concerns have been raised about the fairness and validity of these tests in accurately predicting a student's ability and potential. The growing reliance on College Board assessments as a
Cont. from last page primary factor in college admission decisions has led to a quasimonopolistic dominance in student academia. Moreover, the College Board's monopoly over key aspects of the college admission process, including test preparation materials and services has raised questions regarding equity and fairness. The organization's commercial ventures, such as selling test prep materials further exacerbate disparities in access to resources and opportunities. A further look at the College Board’s approach to test design is necessary as their parents' lack of responsiveness to students' evolving needs and diversity becomes ever more apparent. The organization's rigid adherence to traditional testing format and content overlooks alternative measures of academic achievement and fails to assess the holistic capability of students adequately. Holding the College Board accountable for its practices and advocating for diversity within the precollege system administration must be done for a more equitable and student-favored approach to higher education.
Referencing the College Board's 990 reports, courtesy of the Internal Revenue Service (see part VIII-program service), income from the sale of AP test prep materials was valued at over $480,000,000. These sales represent the economic factors involved in testtaking. Students from varying backgrounds face these tests with nuanced backing and resources which can affect test results simply based on who can and can't afford these materials. Within the public school system, where access to funding varies across regions, access to these assets affects student results by a factor of their “economic zip code.” A system
where the college board undermines its own testing's validity with purchased advantages must be reconsidered.
While students with disabilities can receive accommodations through a 504 plan or an Individualized Education Program (IEP) in their educational setting, obtaining similar accommodations from the College Board for standardized testing can be an arduous and complex process. Despite having documented needs and accommodations recognized within their academic environment,
such an application process) the College Board released the following statements: “On June 29, 2023, the Supreme Court ruled on the use of race in college admissions, significantly limiting how colleges consider race as a factor in the admissions process.
The College Board is disappointed by the Court’s decision and continues to believe strongly in the value of diversity in higher education, the benefits of which are proven and clear.” The College Board's disappointment in the Supreme Court's ruling on the use of race in college admissions highlights a crucial point; the collection of racial information should be separate from the testing administration process. Racial demographics have no bearing on an individual's ability to take a test, and the inclusion of such information within the testing framework may inadvertently prolong inequalities.
The Colege Boards unfair practices shine through their farce of equality. Ilustration by: Katherine Huang
students often face significant hurdles and bureaucratic barriers when seeking accommodations for College Board exams despite the foundation of equal opportunity granted by the Rehabilitation Act of 1973.
Following the Supreme Court's ruling on race in college admission (culminating in a 6-3 vote in favor of prohibiting consideration of race in college admission except anecdotal information discussed in
Of course, recognition for the good the College Board has brought is in order. Big Future and other associated scholarship-oriented organizations work in conjunction with the College Board to provide funding and aid to students. Many free resources are available on their social media sites including instructional videos, and free practice tests. Khan Academy is a close affiliate of the College Board and works in conjunction to provide educational videos and practice for their numerous AP exams and suite of SATs. “College Outcomes Comparisons by AP and Non-AP High School Experiences” is a study showing the benefits of the College Board's AP programs and their positive correlation to further academic success in university. Moving beyond mere acknowledgment, it's essential to envision a future where the College
Cont. from last page Board's role is optimized to promote fairness, equity, and student success. A system fielded by the economic exploitation of students to fund the college boards' ever-growing monopoly cannot be allowed to persist. Attention needs to be paid toward those with learning disabilities whom the college board has as of yet disregarded. Race should play no part in a student's college process and thus in conjunction with the Civil Rights Act and supreme court ruling must be discounted from this system. An arrangement in which one organization is responsible for
the test administration, and the primary base of preparatory materials is monopolistic and could impact equity via blinding by consumerist vision.
Consideration of the current system is essential, and ever more development in our educational systems will be critical in the future. Reflection on solutions and diversification are already underway via the alternative college aptitude exams such as the American College Test via the ACT Inc, and the Classic Learning Test by Classic Learning Initiatives. Further organizations and institutions continue to build
alternative paths from the College Board. These innovative companies together with our founding College Board create a stable adaptive system. In conjunction we can work towards a future where access to higher education is truly equitable, and where the College Board's efforts align seamlessly to empower every student to achieve their full academic potential. With continued dialogue, collaboration, and a commitment to improvement, we can pave the way for a brighter, more inclusive future in higher education.
Sir Immanuel Jakobovits, Baron Jakobovits (1921–1999), was a prominent Orthodox rabbi who served as the Chief Rabbi of the United Hebrew Congregations of the Commonwealth from 1967 to 1991. He was born in Germany and fled to the United Kingdom during the Holocaust.
Jakobovits was known for his efforts in interfaith dialogue and social issues. He advocated for traditional Jewish values while also engaging with modern challenges. As Chief Rabbi, he played a significant role in British Jewish life and was respected for his intellect and leadership.
Throughout his life, Jakobovits received numerous honors and awards for his contributions to religious and social causes. He passed away in 1999, leaving behind a legacy of scholarship, leadership, and advocacy for religious tolerance and understanding.
The day we had all been anticipating had finally arrived, marking the end of months filled with preparations, memorization drills, and impatient waiting – the Model UN conference was finally here. Starting with an early 9:00 am flight, our entire Model UN squad gathered at LaGuardia Airport, where we were pleasantly looking forward to finding Mrs. Tsuna to be our chaperone. She warmly welcomed us with pizza, starting the day with full excitement and chatting.
Shortly thereafter, we met with the Ida Crown Model UN team and our friends from the participating Pittsburgh school, creating a diverse and great group to hang out with. During the bus ride to the hotel, many of us took advantage of the one-hour journey to finish up any loose ends, whether it was modifying speeches or going over important motions. Some of us chose a more mellow decision, which was engaging in conversations with our new friends we had just met on the bus, me specifically using it as a stress-relieving way to not think about Model UN.
Upon our arrival at the hotel conference area, we were met with a crowded scene of probably more than 200 kids. Walking through the hotel, I recognized many familiar faces from the last Model UN and took a moment to catch up. Adding to the
excitement of the day was the Super Bowl, with YUNMUN organizing a special gathering in a large room for
would be spending the next two energy-draining days with.
everyone to watch. I found it hard to sit through the entire game, choosing instead to socialize with those I
Sophomore Akiva Levine looks back at this, highlighting how “Model UN provided an opportunity to grasp diplomacy at a more advanced level and emphasized the significance of connecting with other Jewish teenagers.”
Following the Super Bowl, our first session began, and many of us started strong. As expected, the day extended late into the night, with most of us not getting to bed until 3:00 am, making it very challenging to function the following day. Despite the exhaustion, the morning began with shacharit, which showcased our exhaustion.
The later sessions proved to be a mix of challenge and reward. Representing Poland, a country assigned by the YUNMUN administration, I began my topics with excitement, having thoroughly researched my role. The lengthy twohour sessions, totaling six in a day, tested our patience but also provided a platform for us to show our knowledge and understanding. As the day progressed, snowfall added an extra layer of complexity, raising concerns about canceled flights. Despite our desire to extend our stay in New York City, the weather had other plans, canceling out our hopes of an extra day.
Many students have been waiting for this trip since the beginning of the year. Even though the trip was not going to be in Gatlinburg, the normal location for the trip, everyone was still excited because we knew that the trip would be great no matter where we went. With the help of Rabbi Gersten, the student council landed on the idea of going on a trip to St. Louis.
On Friday morning after we davened Shacharit, ate breakfast, and packed up the bus, we headed off for many of our first ski trips. When we arrived at the campsite, we unpacked the bus. Once everything was ready for Shabbat, we all put our stuff in the cabins. 30 minutes after everything was completely put away, we got to play the CYFL games. After the game was over, everyone got ready for Shabbat.
When Shabbat started, we went to the social hall, but when Rabbi Gersten saw how beautiful it was outside, he decided that we should pray outside. There was a pavilion outside, and right next to the pavilion was a lake with a beautiful sunset. After Mincha, we went inside to do a day that the rabbis came up with. Before the Shabbaton, the school sent out a survey to everyone to answer about friendships. Rabbi Safier put everyone into four rows, and we had to talk about what we see in friends. Once that was over, we davened Kabbalat Shabbat and then ate dinner. We had a beautiful dinner made by Jojo, Joshua, and a lot more people. During the dinner, there were some dvar Torahs. After dinner, we were able to go to sleep or stay up and learn some Torah
lunch and some more dvar Torahs. Then we got to relax till Mincha. After Mincha, we had seudah slishit with a Dvar Torah, and then Maariv to the end of Shabbat. After Shabbat, we played laser tag. Playing laser tag in the dark was fun. While we were playing, it started to drizzle, and it enhanced the experience. After laser tag, a lot of people went to sleep or stayed out and relaxed with their friends.
On Sunday we went on a hike to a waterfall. We had about a two-hour bus ride. When we got to the hike, we davened Mincha, and then we went
hotel. When we got to the hotel, we unpacked the bus and davened Maariv. Once Maariv was over, we went to our rooms to put things away. There was an optional dinner that some people went to, but a lot didn’t go because it was late.
On Monday, we woke up, davened Shacharit, and ate breakfast. We packed our bags for skiing, but first, we went to Meramec Cave. We saw a lot of stalagmites and stalactites. After we finished touring the cave, we davened Mincha and ate our lunch, then we got back on the bus for skiing. Once we got to the ski place, we got into our clothes and went to go get our stuff. Once we started skiing, everyone went to the beginner hill, as a lot of people were, and some went to the top because they had already skied before and knew what to do. As we were skiing, the sun started to go down, which enhanced the experience a lot, and by the time we left, it was dark out and almost everyone knew how to ski or snowboard. Once everyone had gotten back on the bus, we went back to the hotel to daven Maariv and eat dinner.
On Shabbat, we davened Shacharit and Musaf. Then we had
on the hike. We had to go fast, though, because it was getting close to sunset and Rabbi Rossman knew it was going to get very dark. When we got to the waterfall, we realized that it was very small or that we had completely gone the wrong way. We stayed at the small waterfall while some people swam in it and others looked over the gorgeous views and took pictures, then we went back to the bus. When we got back to the bus, we had two hours until we got to the
On Tuesday, we had to clean everything out of our rooms and load them onto the bus. Once everyone arrived at the stadium, we started the tour. On the tour, we were able to see almost the whole stadium, and we got to go into the players' dugout. Once the tour was over, we went to the museum right next to the stadium, where we were able to hold real players' bats, and some people even got to wear two of the Cardinal's championship rings. As this was my first ever school Shabbaton or ski trip, I enjoyed it and will not forget it.
Avi Becker ('24)
Nothing lends itself to more controversy within Jewish liturgy in regard to political correctness than “Aleinu.” The phrase "shehem mishtachavim l'hevel varik, umitpallelim el el lo yoshia" which translates as "they bow down to nonsense and worthlessness and pray to a God who does not save,” portrays these concerns the most. However, before we delve into the depths of this prayer we must understand the origins.
Most attribute the prayer to Yehoshua following the fall of Jericho; this is alluded to in the first letter of each of the first four verses of Aleinu which spells "Hoshea" once re-arranged. Others, however, accredit the orison to Rabbi Abba Arika (more commonly known as Rav) of the third century. Although it was originally utilized merely on the Mussaf of Rosh Hashanah, due to its powerful message and influential theme, it was instituted to be recited every day. Beyond this, there have also been communities that recited Aleinu only after Shacharit and Ma'ariv, barring its Mincha recital.
This was based on the opinion that Aleinu should only be recited in a service that included Shema. One of the reasons that Aleinu is not recited at the conclusion of Mincha on Yom Kippur is as a remembrance of this custom. Likewise, with Shema, Aleinu has historically been a martyr's prayer.
The Catholic Church historically accused the Jewish people of
Source: iyyun.com
Radaclistic Christians took this as leave to commit pogroms and other atrocities as it was considered heresy. Jews, however, took the prayer as an internal call rather than an external attack. The Bach (133): suggests “When one leaves the secluded confines of the synagogue and goes out into the world, in which he will encounter idolatry and impurity, he should impress on his soul the true worship of God and recommit himself to the service of God.” There is no true reason to suggest that the prayer is used as an attack within Jewish thought. The desire to purport that the prayer is a Jewish-oriented attack on other nations was entirely a facade made to assault Jews on their beliefs. In truth, the prayer was entirely made for a defense against the persuasions of other religions. It is in this manner that Aleinu is a prayer made as a preparation rather than a conclusion. It is key to recognize that its intention is more so to prepare one for entering the secular world following prayer than as a simple conclusion of the orison services. Thank
inserting this passage as a blatant reference to Christ. This claim was likely initiated by the notorious antiSemite Johann Andreas Eisenmenger, and was bolstered by the fact that the gematria of the word "varik" equals 316. This is (perhaps coincidentally) the same gematria as the word "Yeshu," the Hebrew word for Jesus. This point is further noted by the Aguras Ha-bosem from the 1200’s. Others note that "hevel varik" have the same gematria as "Yeshu U'mohammed."
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Thank you and Good Shabbos,
-Nadav Lowell-Associate Editor-in-Chief
CYHSB Weekly Staff
Editor-in-Chief
Ezra Davidovics | ezra.davidovics@mhafyos.org
Associate Editor-in-Chief
Nadav Lowell | nadav.lowell@mhafyos.org
Managing Editor
Raanan Vanderwalde | raanan.vanderwalde@mhafyos.org
Head of Torah Affairs
Avi Becker | avi.becker@mhafyos.org
Chief Layout Editor
Rafi Davidovics | rafael.davidovics@mhafyos.org
Layout Editors
Yitzy Ryp | yitzy.ryp@mhafyos.org
Amit Zalman | amit.zalman@mhafyos.org
News Editors
Akiva Levine | akiva.levine@mhafyos.org
Ilan Lowell | ilan.lowell@mhafyos.org
Photographers and Complaint Managers
Jack Kampf | jack.kampf@mhafyos.org
J.J. Stein | jacob.stein@mhafyos.org
CYHSB Weekly Staff
Jojo Ardestani | jonathan.ardestani@mhafyos.org
Dotan Weiss | dotan.weiss@mhafyos.org
Davi Baum | david.baum@mhafyos.org
Benny Freiden | benjamin.freiden@mhafyos.org
Rafi Goldkin | rafael.goldkin@mhafyos.org
Ilan Lennon | ilan.lennon@mhafyos.org
Jonah Siegel | jonah.siegel@mhafyos.org
Omer Zalman | omer.zalman@mhafyos.org
Avigdor Zweihorn | avigdor.zweihorn@mhafyos.org
Administrative Advisors
Mrs. Ashley Brown
Our student lives are very busy. From going on amazing trips and shabbatons, to studying for standardized tests, we are constantly filling our schedules with productive tasks. But no matter what we are doing, we always make sure to look back, and focus on the experiences we had and the friends we made. There is never a bad time for reflection, even though it may be hard to remember to do so. I am sure that we will never forget some of our experiences we had in high school, and we will use using our experiences now to help build our lives in the future.
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