The Official Newspaper of the Cooper Yeshiva High School for Boys
Volume 19, Issue 11
Styrofoam: The Dangerous Downsides
Page 3
Trivia Corner: AI Edition
Page 3
Is Trading in Fantasy Football Beneļ¬cial?
Page 4
Parshas Shekalim - The Parshah of Unity
Page 6
Cooper Clicks: YUNMUN Edition
Page 7
To sponsor an issue and lend support to the next installment of the CYHSB Weekly, please reach out to Nadav.Lowell@mhafyos.org
LLMs have as many uses as people can come up for them, fom school work and teaching, to journalism itself. Source: ChatGPT.com
Large Language Models in the Classroom and Workplace
Nadav Lowell (ā25)
In this article, references to AI speciļ¬cally refer to Large Language Models (LLMs) like ChatGPT, Microsoft Copilot, and Google Gemini.
Many know that LLMs can be used in school, the workplace, and for everyday problem- solving. It can be fun to play with, whether by running text-based adventure games or providing tools for creating a personal chess bot. With the growth of AI capabilities available for free from OpenAI and similar companies we have found even more uses for our chatbot friends.
use AI as a foundation for learning. But aside from these structured programs, what other uses does AI have in the classroom?
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One emerging use for AI is its role as a teaching tool. Many platforms, such as Quizlet, Duolingo, and Ulpan,
Both students and teachers have commented on this. Some teachers view AI as a tool, a crutch something to help manage workloads with simple explanations of complicated principles. Math students explain how it can generate study guides for formulas or help instruct them on solving equations. Literature, science, and history students ļ¬nd AI to be a useful knowledge base understanding that, while often inaccurate, AI can function as a new Wikipedia of sources, oļ¬ering historical context or background on Contād on next page.
Contād fom previous page. authors and poets. AI transfers knowledge in a succinct and highly understandable way, saving hours of searching through internet archives or library materials. It can help break down scientiļ¬c deļ¬nitions or assist students in understanding complex concepts by generating individualized ļ¬ashcards.
Beyond research, AI can assist students by writing outlines, structuring essays, and reļ¬ning ideas. Some use it for spell-checking and grammar corrections, ensuring their work is polished before submission. Others simplify reading comprehension by summarizing dense material, allowing them to grasp main points before full analysis. What do teachers use it for?
According to educators, AI has various applications. English teachers note its beneļ¬ts in creating prompts, oļ¬ering fresh essay topics or discussion questions tailored to texts. Some use it as a test-creation tool, where AI generates multiple-choice questions or short-answer prompts based on material the teacher wants to assess. Science teachers ļ¬nd it useful for designing lab reports or explaining experimental procedures in ways that cater to diļ¬erent learning styles. History teachers use it to draft comparative analyses between historical events, while foreign language instructors integrate AI into translation exercises or conversational practice.
Beyond the classroom, AI has begun impacting journalism. When analyzed by GPTZero, a reliable detection tool, text that is spell-checked, punctuated, and grammaredited by AI shows a 72% likelihood of being humanwritten and 30% AI-generated. AIās role in the newsroom will be fascinating to observe. Historically, LLMs struggled to access real- time news, as they were primarily trained on archived information. However, with improved processing capabilities and real- time search engine access, many AIs can now report on breaking news, as seen with The Daily Brief or the China-based news site, BNN Breaking.
In addition to academics, AI has begun assisting with classroom management. Teachers use it to draft lesson plans or organize schedules. Some experiment with AI as a brainstorming tool, generating creative classroom activities or discussion starters. Others employ it for grading assistance, checking for plagiarism, or providing general feedback on student writing.
Despite these advantages, AI has drawbacks. Some educators worry reliance on AI could diminish critical thinking skills
or encourage shortcuts rather than deep learning. Students must also be aware of AI's limitations its tendency to provide incorrect or misleading information and the importance of verifying facts from reliable sources.
Other questions have emerged. How much can a student use AI before itās considered cheating? How much can a teacher rely on AI before it becomes an unethical teaching practice? Should students be allowed to use AI for spell check without AIbased revision, and if not, how is this diļ¬erent from Grammarly or default spell check? Should teachers disclose when they use AI aside from the fact that most students can usually tell? Educators must consider how AI can enhance learning without replacing critical thinking and independent eļ¬ort.
Still, whether as a study guide, research assistant, or creative partner, AI has carved out a place in modern education and beyond. As students and teachers continue to explore its possibilities, AIās role in learning will likely evolve, shaping the future of education in ways only time will tell.
The CYHSB poled for appropriate uses for AI. Source: Nadav Lowel (ā25)
Styrofoam: The Dangerous Downsides
Avigdor Zweihorn (ā27)
Styrofoam was invented in 1941, but that ļ¬rst styrofoam cupāif left aloneāwould still be here taking up space today, and would stick around for over another four-hundred years. Styrofoam, or expanded polystyrene, is one of the largest creators of waste. It is more than 90% air which makes it harder to recycle, causing less than 1% of styrofoam to be recycled yearly.
When burnt, styrofoam breaks down into styrene gas and other chemicals such as carbon monoxide. This styrene gas can be extremely harmful to people, which removes the option to burn our leftover styrofoam.
These two factors combined create a huge amount of styrofoam waste. This waste mainly lies around in dumps or poisons ocean life with microplastics. Additionally, styrofoam is lightweight and easily carried by the wind, causing it to litter streets, parks, and waterways, adding to its environmental burden.
So what is the alternative? What can we use instead? The answer is paper. Paper decomposes quickly, and takes as little as six months for one paper plate to completely decompose. In addition, unlike styrofoam, paper decomposes into healthy chemicals which contribute to the growth of new trees. Although some paper plates do have
microplastics on them, it is nothing compared to the microplastics that come from the tons of styrofoam we as a society use every year.
Additionally, paper products can often be composted, reducing overall waste. Some innovations in biodegradable and plant-based materials have also created promising alternatives that are both functional and environmentally friendly, further proving that sustainable choices exist.
Even our school uses a concerning amount of styrofoam according to school budget books. We go through approximately 1200 plates per month. At 7 grams a plate, thatās roughly 222 pounds of styrofoam every year, just from plates. Thatās not even accounting for the cups, bowls, to-go containers, and small plates. Compared to the 5 billion pounds of styrofoam that ends up in landļ¬lls and waterways each year, we donāt use a lot. But our .0044% adds up over time.
If we were to transition to paper alternatives, we could drastically reduce our environmental footprint. Even small changes, such as using
reusable containers or bringing personal cups and plates, could make a diļ¬erence over time.
We as a school, and the world as a whole, need to make an eļ¬ort to reduce styrofoam usage. Despite being a cheaper option than paper, it is harming our environment and our oceans. Let us all make our own eļ¬orts to cut down on styrofoam, so that one day that 5 billion pounds will be gone. With collective action, we can push for policies that encourage sustainable packaging and better recycling programs. The solution is within reach it just takes a commitment from individuals and institutions alike to bring about real change.
Styrofoam in the lunchroom.
Photo: Raļ¬ Davidovics (ā26)
Is Trading in Fantasy Football Beneļ¬cial?
Raanan VanderWalde (ā25)
Anyone who has played Fantasy Football knows there is no feeling more frustrating than watching your team lose to your friend, who never even bothered to set his teamās lineup. This scenario makes you wonder: how important is it to be active in Fantasy Football? Do you need to make trades and pick up players to win the championship?
Fantasy Football is undoubtedly, at least partially, a game of luck. Fantasy Football is a game where people pick and draft NFL players onto a āteam.ā The fantasy team scores points based on the performance of the NFL players during their āreal lifeā games. Participants can manage their team throughout the regular football season scrounging to pick up NFL players performing well and dropping players with injuries. Players can be traded, lineups can change, or teams can be left on autopilot with their original draft picks.
But what is the value of picking up players and making trades? Does it affect your win percentage?
To answer that question, I analyzed data from our schoolās Fantasy Football League. Our 12 - player league is hosted on the Yahoo Fantasy Football app, which provides a valuable statistic called āwaiver moves.ā This statistic measures the number of times a team picks up an unclaimed NFL player. While it does not account for trades between teams, this stat is a good gauge of how active the manager is with their team.
Yahoo Fantasy Footbal app logo.
Source: Google.com
Two revealing scatter plots can be created using this āwaiver moveā stat and our leagueās rankings, as seen in the ļ¬gures in this article. The ļ¬rst scatter plot shows the relationship between waiver moves (x-axis) and win percentage (y-axis). The line of
best ļ¬t has a slope of about 0, indicating no correlation between the two statistics. In fact, on that graph, only 0.008% of changes in win percentage can be described by changes in the number of waivers a team makes. The second scatter plot shows the relationship between waiver moves (x-axis) and points scored by the corresponding team (y-axis). This graph has a line of best ļ¬t with a slope of ā
Scatter plots created fom our schoolās Fantasy Footbal league show that Fantasy Footbal trading is not always associated with success. Photo: Raanan VanderWalde (ā25)
1.09, and about 1% of changes in points scored can be explained by changes in waiver moves.
These results are shocking. They show that Fantasy Football activity is not beneļ¬cial in our league and reveal that success and activity are totally unrelated. In our fantasy league, your chances of winning the championship are about equal, no matter how many players you pick oļ¬ the waivers.
This data contradicts the consensus among students in our school. When players in this same Fantasy Football
league were asked, āHow important would you rate activity in Fantasy Football (making trades and waivers) on a scale of 1 to 10?ā the results showed an overwhelming feeling of positivity toward activity. The average rating given by the respondents was 6.9. The statistical study, however, shows the answer is a 1.
But do these results suggest you should never be active in your Fantasy Football League? Not necessarily. These statistics were taken from only one league, which could be an exception to the general
principle that activity is beneļ¬cial. Also, trading makes Fantasy more fun and competitive, allowing players to feel more involved. Dotan Weiss (ā27), a manager in our schoolās Fantasy Football league, expressed his belief that trading āgives the league life.ā While it may not give you that big an edge over your competition, running an active team makes your Fantasy Football experience more enjoyable. Therefore, trading in Fantasy Football is beneļ¬cial, just not in the way you might have thought.
Week 5 CYFL Standings
Parshas Shekalim - The Parshah of Unity
Raļ¬ Goldkin (ā25)
Adapted fom Purim: Removing the Mask by Rabbi Immanuel Bernstein
This Shabbos, we read the portion from the Torah that discusses the half- shekel collected from every Jew to purchase oļ¬erings for the Beis Hamikdash. The ļ¬rst Mishnah in Tractate Shekalim tells us that the collection of the half- shekel began on Rosh Chodesh Adar. But what is the connection between the half- shekel and the month of Adar?
From a halachic standpoint, the collection of the half- shekel starts in Adar because in the next month, Nissan, all the oļ¬erings have to be purchased for the coming year. The Rabbiās decided that it would take about a month to collect all the half- shekels to purchase the oļ¬erings, so they set the date for a month before Nissan, which is Rosh Chodesh Adar. However, the Talmud in Tractate Megillah 13B tells us another reason for the connection between the halfshekel and Adar.
The Talmud states that Hashem knew that Haman would give coins to Acheshveirosh so he could get permission to kill the Jews (As it says āVa'aseret alaļ¬m kikarkesef eshkol.ā - āand I will pay ten thousand talents of silverā Esther 3:9), so he preceded Hamanās giving of coins with the Jews giving of coins. Therefore, the Mishnah states, we collect the half- shekel on
the ļ¬rst of Adar, in order to counter Hamans payment. Now we have to ponder, how does giving a half- shekel to the Temple counter Haman giving coins to Acheshveirosh? When Haman approaches Acheshveirosh and presents his mastermind plan to him to wipe out all the Jews, Haman mentioned that the Jews are āmefuzar uāmeforadā - āscattered and separate.ā It seems interesting that the king would care whether they lived together or whether they were spread all over the kingdom. Rather, Haman was telling Acheishverosh not to worry about the Jews having protection from their G-d because they are not together. They are separate and not considered one entity due to the ļ¬ghts within them, and will therefore not be protected.
In the Megillah, Haman is referred to as Tzorer Hayehudim, which translates to āoppressor of the Jews.ā However, the
word tzorer can also be read as tzror, which means bundle. Meaning that when Haman attacked us, he ābundledā us together and we were forced to unify against the enemy. This is what Esther is telling Mordechai when she says "Lech kenos et kol haYehudim.ā
āGo gather all the Jews togetherā (Esther 4:16). Esther was not only telling Mordechai what to physically do, but also mentally how the Jews could take down Haman. Uniļ¬ed as one people. The commandment on each person to donate a half- shekel to the Temple portrays this same value of unity and togetherness. The verses tell us that each person is obligated to bring a half- shekel. One is not allowed to bring more or less than that. They are united in how much they are giving. On top of this, the āhalfā represents each part being a piece of something bigger than themselves, the nation of Jews. This
commandment is uniting the Jews in one purpose and as one entity. With this idea, we can explain the Talmud in Tractate Megillah talking about the Mishnah in Shekalim. This is
how the half- shekel serves to counter the coins that Haman gave to Acheshveirosh. Haman wanted to break us apart and keep us separate so we wouldnāt be protected by Hashem. So
Cooper Clicks YUNMUN Edition
through this holy endeavor to donate to the temple halfshekalim, we come together to unite against our enemies.
Top Right: Open rebelion of the phone policy.
Top Lef: YU admissions on the phone with Ethan VanderWalde.
Bottom Right: Shlufy time at LaGuardia.
Bottom Lef: The boys team shows up for picture time.
Weāre constantly surrounded by elements that aļ¬ect our everyday lives, whether we realize it or not. From the environmental impacts of styrofoam to the growing use of AI, itās clear that these elements have consequences. Moving toward more better options, like paper over styrofoam, or using AI as a helpful tool, shows that weāre adapting to our changing world. And even something like Fantasy Football teaches us a lesson in this involvement being active doesnāt always guarantee success, but it sure makes the experience more fun. Just as in this weekās Dvar, where weāre told of the power of unity in our actions, itās all about how we engage with the world around us, whether it's our environment, technology, or just a friendly competition.
