A Student Publication of the Yeshivah of Flatbush Joel Braverman High School • 1609 Avenue J, Brooklyn, New York • Vol 56, Issue 4 • February 2022 / 5782
Fayge’s Administration pushes for Nurse office is much more alternative assessments more than just
By Arlette Anteby Contributing Writer
The principals are encouraging the faculty to give fewer traditional tests in favor of alternative forms of assessment. The push has included two faculty meetings and modifications to the test calendar. Currently, there is no perfect solution to assess students’ knowledge to the best of each individual’s ability. However, many believe that an increase in alternate forms of assessments will help them perform better and reduce stress. When 105 Yeshivah of Flatbush students were surveyed, a whopping 87.6% of the students believed that having more alternate assessments would be beneficial. When prompted about the most ideal method of student assessment, Ms. Hidary proposed the idea of taking a tailored approach to each class because there are vast differences between the many subjects and courses offered within the school. Currently, the approach has been one that is universal and it seems that it
Traditional tests and quizzes will be less common
may not be the most effective. Ms. Hidary explained that when looking for a solution it’s important to shy away from such a system because as she put it, “even when we’re talking about assessments, it’s not one assessment fits all.” The ideal model, she said, is one that is nuanced where teachers are using multiple means of assessments to be able to see a broader and more clear picture of the students’ understanding and mastery of an idea or concept. There are those who do not think that a push towards alternate assessments will bring about effective change. According to Robyn Beyda, a junior, there is no clear way to assess everyone’s knowledge equally because different students have different strengths and weaknesses. She
acknowledged the stress of test taking but reinforced the idea that projects are stressful too; “It’s just taking the stress and shaping it into something else.” Most students are frustrated with the idea that the most prevalent form of assessment within the school is one that, according to Ms. Hidary, is not developmental. For most students taking a test means trying their best to memorize the material and then working in a timed test-taking environment to “spit back” or reproduce those ideas in hopes of demonstrating their level of understanding. What these types of assessments fail to represent are the students’ growth and their own reflections or thoughts, which for many teachers are a clearer indication of what the students have truly absorbed or understood. Another fault many are bothered by is the stress that test-taking causes for students. Test-taking induces high levels of pressure and anxiety that are detrimental to both the students’ mental health as well as their performance. The idea that within a mere 40 minutes stu-
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Is Sushi Ta’eem taking PT’s place?
By Alexandra Chabot Contributing Writer
Pizza Time—or PT, as Flatbush students call it—has long been the most popular lunch spot among Flatbush students. Even so, PT’s popularity might be waning. Last year, Sushi Ta’eem opened up on Avenue J between 13th and 14th Streets, and it’s becoming popular with more students each day. When a group of friends walk into Sushi Ta’eem, they are greeted with excellent service and a variety of foods that includes sushi, poke bowls, and even sushi pizza. In fact, a survey with 150 respondents from Flatbush’s student body revealed that the school is almost evenly split between PT and Sushi Ta’eem. 48% of the respondents wrote that they prefer PT, while Sushi Ta’eem had a slight edge and was favored by 52% of students. Sophomore Shirley Jajati stated,
In This Issue People: Page 2 D’var Torah: Page 4 Sports: Page 8
The new hotspot “While Pizza Time is very good, Sushi Ta’eem has my heart. The service is remarkable, and I can tell that the workers care about their job and about giving us the best experience. On top of that, the food is delicious, affordable, and the restaurant is gorgeous. At Pizza Time, one slice is five dollars, and the service isn’t as good. They give you your basic slice of cheese pizza and leave you. Sushi
Special Feature: How has Flatbush changed over the decades? Page 3
Ta’eem caters to your every need. Even during finals, the manager was checking up on us at the restaurant to see how the finals went. They’re overall very caring, and I love the environment.” It’s no coincidence that students like Jajati feel that level of care. Chai Shomonov, Sushi Ta’eem’s manager. explained, “I think business is on the up side because we really care for our customers. Our goal is for every customer to leave satisfied and happy knowing that we provide food with the highest quality of kashrut.” On the other hand, many students prefer to stick with the original hangout: PT. Senior Louise Sitt explained, “Pizza Time is a vibe within itself. It’s an experience. You wait around the table, pushing everyone and screaming, ‘Can I get a reg?!’ Finally, you get your pizza, and you get to sit in a cute booth and catch up with your friends. The fresh hot smell of the pizza tops it all. Sushi Ta’eem just
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Entertainment: Give Andrew Garfield a second look Page 5
an infirmary By Robin Rawas Contributing Writer
School nurse Ms. Fayge Kleinbart has created a safe place for Yeshivah of Flatbush High School students this year, according to students and staff. After several years without a dedicated nurse in the building, the addition of Ms. Kleinbart has provided many students with medical and physical help, but her office has clearly done more for our school than just that. Ms. Kleinbart was hired at the beginning of the 2020-2021 school year, but her office has taken on new meaning in recent months. When most people think of a school nurse’s office, stopping to get a bandage and moving on with one’s day is the first thing that comes to mind. Of course, students go to her office for typical medical reasons, but end up getting necessary life advice, mental support, and making new friends along the way. They go not even to miss class time, but during irreplaceable precious free periods throughout the day. Students see her office as a safe place to escape from the overwhelming school environment, and some would even say it’s their “second home.” Senior Jonathan Stern shares what he thinks makes Ms. Kleinbart’s office so homey: “There’s pictures all over the walls of people smiling and faces full of thanks to Ms. Fayge. I think that’s really what draws people there. They want to be part of the family.” Ms. Kleinbart said that the walls started out as plain white, and that looking up and seeing photos of the many visitors she gets is so much better now. “They light up the room!” she exclaimed. After a bad experience with a teacher, friend, or just an overall feeling of sadness or anxiety, students have found themselves in her office, looking for a shoulder to lean on. “I know I have told students in varying ways that they should believe in themselves,” Ms. Kleinbart said. She gladly gives moral support and wisdom and helps the student recuperate, and sends them back to class as quickly as possible. Junior Rebecca Mann shared a time
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Fashion: Exclusive interview with NYT fashion editor Page 7 phoenix@flatbush.org | 1
Faculty Freshman:
OPINION
Chaya Ungar
Philosophy is more fun than you think
Reina Levy
Contributing Writer
By David Balleh
Contributing Writer
Ms. Chaya Ungar, one of three new English teachers this year, brings passion, calm, creativity, and expertise to her classes. A native of Brooklyn, she holds a master’s degree in writing from Sarah Lawrence College. While Ms. Ungar has always been interested in teaching English, she also earned a certificate in fashion design and worked in the fashion world for a while. This year is Ms. Ungar’s first year at Flatbush and second year as a writing teacher. If she wasn’t teaching, she says she’d be working in advertising, fashion, or any career that values creativity. She is excited to have left the fast-paced world of fashion behind, preferring a job that can be done in a calm and slower-paced environment. Ms. Ungar said she has “wanted to be a writer my whole life” and was drawn to teach writing because she understands how challenging it can be initially. She wants to help her students realize that, through learning and practice, writing gets less difficult and more enjoyable. “I like giving over what I’m good at and what I really know,” she explained. Ms. Ungar was drawn to Yeshivah of Flatbush because she loves the school’s sense of community. Flatbush also happens to be across from Touro College, where she also teaches. “The [Flatbush] community is very warm and giving. I’ve been very pleasantly surprised by how much chesed goes on here, and how much
everyone wants to give up their time and energy, and how connected everyone is, especially to religion and to Hashem. I love that energy,” she said. As an English and writing teacher for sophomores and juniors, Ms. Ungar has the opportunity to impart her wisdom on many Flatbush students. Her favorite part about being a teacher is being able to connect with the students in different ways, whether it’s developing personal connections outside of the classroom or getting to know students through their work. She enjoys seeing all of her students getting involved in a discussion, talking, thinking, and getting passionate about a lesson. Ms. Ungar’s favorite book to teach is The Catcher in the Rye, which is currently being read by the junior classes. She said that the book really spoke to her when she read it in high school and that she considers Holden Caulfield, the book’s protagonist, a hero. She believes the book really helps generate open, honest, and fun discussions in class. She loves hearing the different reactions and opinions students have on the book. She said, “There’s freedom. There’s no filter in this book. There’s no fear. Everyone can just read, and be themselves, and laugh together while really getting into the
Many people don’t like philosophy; or rather, I should say, just don’t bother with it. People have their reasons, of course. Since life is so complicated as it is, and hardly anyone has the time, it’s not at the forefront of their minds—anyone other than me, that is. I have the good fortune of still being a child, with the time and freedom to indulge my interests and learn about whatever I want in an age where information is wonderfully easy to come by. Philosophy is, if not fun, at least beneficial in assessing day-to-day life, political agendas, business, family, etc. In his philosophical essay “The Myth of Sisyphus,” Albert Camus calls attention to what he calls “philosophical suicide.” Philosophical suicide is the practice of believing in a system that gives simple and immediate answers to life’s burning questions: the meaning of life, good and evil, etc. He uses the word “suicide” because people are, in effect, killing off their inner philosophers by not depths of what it’s like to grow up and be a teenager and develop.” Ms. Ungar tries to bring the same energy and calmness she embraces in her own life to her classroom. She’s a big believer in the importance of natural sunlight and the way certain combinations of light and space affect mood and productivity. Ms. Ungar always tries to speak in a low, soft voice and encourages everyone to keep all discussions at an even and positive temperature.
Abandoning accounting to work with people Alumnus Interview: Emily Anteby (HS ’13) By Linda Abramson Features Editor
After graduating from Yeshivah of Flatbush in 2013, alumna Emily Anteby had numerous career choices before finding her way back to the school. Ms. Anteby attended Brooklyn College with her sights set on becoming an accountant. However, before taking her Certified Public Accountant exams, she had an epiphany. Ms. Anteby realized that she didn’t enjoy her major and made a career change as she began working in the Morris I. Franco Cancer Center. She helped plan events, but also utilized her schooling by bookkeeping for the center. While working face-to-face with clients, Ms. Anteby found that she enjoyed this aspect of her job the most. Combined with her aptitude for organization, Ms. Anteby’s communication
and social skills led her to the position of Director of Operations at the Sephardic Community Alliance (SCA). She employs her background in logistics by organizing classes, programs, and events run by the SCA. Additionally, she speaks to other institutions, such as schools and synagogues around the community. Whether over the phone or in person, Ms. Anteby spends her day communicating and working with others. When Ms. Caroll Dweck-Sutton, head of Pathfinders, told Ms. Anteby about an opportunity to work at her alma mater, they both soon realized that she was a perfect fit. Along with her Pathfinders cowork-
The Phoenix Staff Editor-in-Chief: Nicole Muravsky Senior Editor: Jack Saad School News Editors: Marc Lessler, Alison Mudick Religion Editor: Ronnie Mizrachi World News Editor: Sabrina Zami Features Editor: Linda Abramson Entertainment Editors: Jenna Ashkenazie, Marcelle Setton
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ers, she works with Flatbush’s students as soon as they walk into the building. For freshmen, Ms. Anteby teaches students about email etiquette and getting started in high school. She also works with sophomores, juniors, and seniors, always striving to provide the best support possible. From preparing students to work professionally to discussing their likes and dislikes, Ms. Anteby and the staff create a refreshing and welcoming environment in the Pathfinders office. When she’s not in the Pathfinders office, Ms. Anteby can be found immersed in any Harry Potter book. She collects numerous copies of each book, along with Harry Potter memorabilia. Additionally, she enjoys spending time outside
Fashion Editors: Grace Hidary, Jennifer Neuman Fun & Games Editor: Joyce Louz Sports Editor: Simone Amkraut Junior Editors: Jeanette Cohen, Beverly Dweck, Isaac Dweck, Lydia Ezon, Maurice Silvera Sophomore Editors: Aliya Abergil, Jacqueline Halabi Design: Carolina Cohen Faculty Adviser: Adam Hofstetter
even giving themselves the opportunity to think their morals through. I aim to hopefully expose people to different beliefs, giving them a chance to feed their inner philosopher with food for thought; especially since, in any belief system that they might have, there will be at least one inconsistency that is worth mulling over. Philosophy should be a more celebrated subject than it is currently. People like to downplay philosophy and poke fun at those who study it, but it really is a great and useful art once you give it a chance. If not for its own sake, its uses should be enough to motivate someone to take a look. It’s also admirable to want to know more about life, and to study what makes it special; or maybe what makes what we do in it special, or perhaps none of it is special at all. This is all within the realm of philosophy and doesn’t require much more than a brain and the patience and maturity to realize that there is something bigger than ourselves. Maybe then, when people realize this, they’ll bother with philosophy.
When she’s not teaching, Ms. Ungar likes to spend her free time cooking or wandering around art museums. She’s a huge fan of poetry (she also runs the school’s Poetry Slam commission), films, and French music. Unsurprisingly, Ms. Ungar is constantly reading, especially books written by her two favorite authors: Anne Carson and Sally Rooney. Additionally, every night she strives to write 2-3 pages of her second book.
with her son and watching sports with him. Eight years after graduating high school, Anteby returned to find many changes in the building, both physical and academic. According to Ms. Anteby, “Besides for the way it looks, Flatbush changed by providing more opportunities for anything that a student needs.” Though there were a few who were able to utilize the school’s resources during her time as a high schooler, Ms. Anteby says that it’s much easier for students to become leaders now. Whether through commissions or extracurricular activities, students are encouraged to work to achieve whatever they dream. She believes that this is due to the betterment of structure and organization within the school’s system. Ms. Anteby hopes every Flatbush student takes advantage of the school’s many extracurricular opportunities. She believes that students who do this end up leaving high school with a better knowledge of what they want to do career-wise and how they will get there.
High School Administration Rabbi Joseph Beyda, Head of School Ms. Esther Hidary, Associate Principal Rabbi Yigal Sklarin, Associate Principal Rabbi David Galpert, Assistant Principal
Veteran teachers describe how Flatbush has changed By David Marcus Contributing Writer
With the addition of a state-of-theart, multi-million-dollar building in 2019, there’s no denying that the Yeshivah of Flatbush has changed. To see the evolution of Flatbush, The Phoenix interviewed some of the school’s beloved teachers who have been working in the school for 20 years or more. Working in Flatbush for over 50 years, Mr. Paul Cohen is one of the longest-tenured teachers in the school. He stated that “the essence of the school has not changed.” Something that Mr. Cohen discussed was the language shift. Flatbush used to be strictly Ivrit b’Ivrit, meaning that the only accepted language in all Judaic classrooms was Hebrew. Even intercom announcements were made in Hebrew. Today, the idea of Ivrit b’Ivrit is still the official policy but is not enforced like it used to be. Like the use of Hebrew, the Hebrew curriculum has also changed. Ms. Theil began working at Yeshivah of Flatbush in September 1992, after Rabbi David Eliach A”H recruited her from Magen David high school. According to Ms. Thiel, the biggest change in the Hebrew curriculum is the fact that there is no more Yerushalmi exam. Because of this change, the method of teaching has changed. There is “less literature and more grammar,” according to Ms. Theil. “We used to do long stories; we do much shorter pieces today, and I think it’s a very big mistake in the Hebrew curriculum that we stopped taking out library books. I think it helped greatly with the students’ reading comprehension.” The Judaic studies curriculum has changed over the years as well. Rabbi Rosenblum began working at Flatbush in 1994 after teaching at Yeshiva University. According to Rabbi Rosenblum, a big change in the curriculum was a shift from primary texts to a more “hoveret-based” way of teaching. Instead of reading out of the primary sources of the rabbis, the
school formulated a booklet to highlight some of the main points. Rabbi Rosenblum also said that one of the biggest changes is the removal of co-ed classes, as boys and girls are no longer together for Judaic studies. Rabbi Besser started working in Flatbush in 1978 after working in Ohel Children’s Home for six years. He says that the Judaic curriculum has become “much more sophisticated.” He said that one of the major changes in the curriculum is the addition of uniform finals, which he feels are more fair for students. Ms. Kaplowitz began working in the school in 1983. Before working at Flatbush, she was an actor, a waitress, a receptionist, and a substitute teacher. Discussing how the History curriculum has changed, she stated that, despite popular belief, history does change. “There is a constant re-evaluation amongst the teachers because, as time goes on, something has to go. Today’s current events are tomorrow’s history.” Another thing that constantly changes is the Regents exams, and the schools’ curriculum changes accordingly. The same goes for Math, English, and Science curricula. One of the most noticeable changes to the school has been physical, with the addition of a new wing of the building. Rabbi Rosenblum thinks that the new wing brings a “fresh breath of air to our school.” Ms. Winkler shared a story about a time that she brought her grown kids, who attended Flatbush as children, to the school, who attended Flatbush, and they were absolutely amazed. Rabbi Besser said he cannot be more in love with the new building. When a teacher was absent students used to have to sit in their classroom and do their work. The old student lounge was in the basement where the current Jack Levy A”H Fitness Center is. Rabbi Besser said that interaction in the basement was bad. “The new building allows sunlight and the students are able to go outside. The library is absolutely a winner. It encourages more study. People should be happy
The Student Commons is the most obvious of many changes over the years
in a place where they spend most of their day.” Ms. Kaplowitz pointed out that the new wing is not without negatives. She feels that the new building has “caused more difficulty to discipline the students” and that “kids carrying their coffee and cookies around the school is unprofessional.” She feels that “Crawford’s takes a very casual approach to the school.” Another major change at the Yeshivah is the addition of advanced technology. Rabbi Rosenblum emphasized that “the biggest change has been the advent of the cell phone.” He said that phones cause many problems in the classroom because “it’s harder for the students to focus when they have a portal to the outside world.” He also said that phones make it harder for students to cope with challenges by themselves because they can contact their parents instantly. As many students know, Rabbi Besser often refers to the cell phone as avodah zarah. “The addiction of the phone has definitely been a huge distraction,” he said. Making an analogy, he said that “fire can be destructive or fantastic.” He explained that even though we can do things with technology that were never done before, it can also change lives negatively. Ms. Kaplowitz agreed that there are both pros and cons that come with new technology, and said that, although the pros outweigh the cons, the cons “need to be dealt with.” Some of the positive things that come with technology is that Smartboards are definitely better than writing with chalk and the fact that teachers can have anything they want on the board
Lifting the veil on extended time By Jeanette Cohen Junior Editor
What is “extra time?” Extended time is an accommodation given to students with challenges that affect their ability to successfully take timed tests. More often than not, these challenges are classified as learning disabilities. Learning disabilities are caused by certain neurobiological factors that alter brain performance in a manner which affects one or more cognitive processes related to learning. These include, but are not limited to, ADHD, processing-speed disorders, and dyslexia. These problems can also interfere with one’s organizational skills, time management, and long- or short-term memory. Other reasons necessitating students requiring extended time include Anxiety disorders and memory disorders, as well as other emotional disorders. Extended time gives these students the opportunity they deserve to demonstrate their abilities and skills in a manner that can’t be captured in situations with more rigorous time restrictions.
Who gets extra time? To acquire extended time one must go through the New York City Department of Education. While private schools are not required to go through the government, Flatbush decided to do so because the demand for extended time is high, and there needed to be policies and a trustworthy system that will ensure that only those who need accommodations receive them. Flatbush students don’t go through this process alone; Services Coordinator Ms. Yvette Beyda walks students and parents through every step of the tedious process. Depending on the cases, various lengthy evaluations are performed on the student in order for the Board of Education to make well-informed decisions. The goal from that point on is to obtain an Individualized Education Program (IEP), a document specifying what type and amount of Special Education Support and Related Services a student will receive in order to compensate for their disability. If a student receives an IEP, the Board of Education has identified that that student has a disability in-
terfering with their education and is now deciding what actions must be taken to properly assist the student. Are these really disabilities? The word “disability” is most often associated with someone who is physically challenged and consequently clearly disabled when it comes to performing day-to-day tasks. Therefore, when hearing the word disability used to describe some of your seemingly healthy peers, it may seem derogatory and insensitive. However, the word’s dictionary definition is “a physical, mental, cognitive, or developmental condition that impairs, interferes with, or limits a person’s ability to engage in certain tasks or actions or participate in typical daily activities and interactions.” Disability isn’t a derogatory word in any sense, it is simply the inability of someone to perform certain tasks in the usual way. Physical disabilities are more easily noticeable, but they aren’t the only type. The simplest way to understand learning disabilities is that some people’s brains are just hardwired in different ways, which can prove to
within seconds is “beyond phenomenal.” She added that another positive thing about technology is Gmail and Zoom. One of the major disadvantages of technology is “the inability to take notes on paper,” she said. “The computers hurt the students academically.” She said that even though writing notes by hand is an old-fashioned way of doing things, we should keep old-fashioned things if they work well. Perhaps the biggest thing that has changed in Flatbush that every teacher mentioned was a change in diversity. Ms. Kaplowitz said that when she began teaching in 1983 roughly 75% of the school was Ashkenaz. By 1994, when Rabbi Rosenblum joined Flatbush, the ratio of Ashkenaz students to Sephardic students was split roughly 50-50. Today’s estimation would be that 90% of students are Sephardic. The faculty was also overwhelmingly Ashkenaz, but now it’s split relatively equally. Rabbi Rosenblum said that having different cultures in the school allowed learning to be more diverse. “Sometimes being in a highly homogenous group makes it difficult for those who choose to color out of the lines.” Ms. Theil said that the diversity change is very good in a way. She said that the students get along better because they come from the same community. As things change, some stay the same, and Rabbi Besser said that one special thing about working in the same school for many years is the opportunity to teach multiple generations of the same family. “There is no better feeling in life than teaching the children of your students.”
be difficult in the classroom. The trickier part of understanding this is being able to recognize the specific disability and simultaneously recognize that it has nothing to do with intellectual levels or motivation. Most students with learning disabilities have average to above average intelligence; their brains just work differently. This difference affects how they receive and process information in a school system that was not designed with these types of learners in mind. How does anxiety come into play? The events over the last few years have definitely led to a rise in anxiety and anxiety disorders. So, does every student with anxiety now qualify for extra time? Absolutely not. In fact, the Board of Education often discounts anxiety as a factor for receiving extended time. “I think anxiety is very real, and acknowledging that it exists is very important. But life is often anxiety driven and we need to learn how to deal with it. However, there are different extremes for different people, and so if someone’s anxiety is debilitating, that’s when action is more often taken,” said Ms. Beyda. She continued, “Do tests cause anxiety? Yes, and it breaks
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Administration pushes for more alternative assessments continued from page 1 dents are expected to recount details that were discussed in class and show a level of understanding and insight on the material is extremely demanding. Many turn to the test calendar as a means to reduce these stresses but when our 105 students were asked how effective the test calendar is at minimizing stress on a scale of 1 to 5, 5 being the most effective, 46% of students graded it a 1. Another problem is that the stakes are also extremely high. According to
junior Michelle Belenkiy, tests “don’t reflect your knowledge. You are running to get a good grade rather than actually knowing the information.” Dr. Chattah expressed the same frustrations when teaching his AP Psychology course, where tests were an integral and necessary part of the curriculum. To combat part of the stress Dr. Chattah grades with a 50% percent split between exam performance and the combination of class participation, attendance, homeworks, and projects.
Nurse’s office much more than an infirmary continued from page 1
where Ms. Kleinbart’s words saved her from a bad test grade. “I had a test later that day that was making me really nervous. I went to Ms. Kleinbart, and she calmed me down. Without her, I would’ve been too nervous to focus,” Mann said. Kleinbart has calmed students down from panic, anxiety, and stress attacks, saving them from falling into dark holes where they wouldn’t be able to finish their school day, or even week, to their fullest potential. “She’s told me that no matter how difficult things seem, they always get better,” said sophomore David Kishk. The Guidance department provides similar help, but guidance counselors are not always immediately available, and they encourage students to make appointments. The immediate emotional support at any time of day that students have received in Ms. Kleinbart’s office does not require an appointment. “I try to be with them in their moment of feeling down. I listen. I hear. I care. I am there with them in their pain. And I tell them what I believe: that they are going to get through this difficult time,” Ms. Kleinbart explained.
Nurse Fayge’s wall is covered with student photos
Along with the advice and support given at Ms. Kleinbart’s office, students have developed genuine relationships there, too. The friendly environment Ms. Kleinbart has created encourages students to have light conversations with whoever else is there at the moment, which sometimes results in new friends. “There was one time when I was sitting in the office with a stranger, and we ended up speaking about a lot of general topics. Now, when I see them in the hallways, we say hi to each other,” Mann shared. In addition to acquiring student to student relationships, many people have built relationships with Ms. Kleinbart herself. Kishk shared that his personal connection with Ms. Kleinbart was something he knew was going to be special from the first time he stepped foot in her office. “I’m comfortable talking to her about anything and everything,” he said.
Lifting the veil on extended time continued from page 3
my heart. However, our goal isn’t to completely eliminate anxiety. Our goal is for students to develop the skills to cope with the anxiety that comes along with life and to assist those who are unable to develop those skills.” Let’s clear the air It’s no secret that there are some misconceptions and sometimes even negative feelings surrounding students who receive extra time. Junior Joseph Farca said, “When a student is doing really well academically and receives extra time, that’s when other students use it against them and tend to discredit their accommodations. They don’t get that being a good student doesn’t make your learning disability go away. The extra time just gives those students the same fair shot as the rest of us, and they happen to be succeeding.” A common phrase heard around Flatbush is “I wish I had extra time.” This phrase morphs extended time into some sort of dream advantage when that is definitely not the reality. Junior Cynthia Ashkenasi stated, “People might not realize, but it’s actually a really insensitive comment to make toward someone with extra time.” An anonymous sophomore said, “I don’t think students with extra
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time have an advantage or a disadvantage. You could say ‘Oh, it’s an advantage; they have more time.’ But they also have real learning disabilities, so it kind of cancels out. But I know not everyone thinks like this.” The misunderstanding around extended time doesn’t only come from students but from plenty of teachers as well. The same sophomore has disclosed that on various occasions she has seen teachers make extra time students feel guilty for their accommodations and try to get out of giving them. Farca has seen similar behavior: “Even though I don’t receive extra time, I have witnessed teachers act rudely towards students about their accommodations on multiple occasions. They don’t really have bad intentions; I just don’t think they’re looking at it from the student’s point of view. I think they just see it as a hassle and a reason they have to give their tests back later.” Ashkenasi spoke about a time she saw a teacher hand Rabbi Dushey the tests for her extra time students while saying, “I doubt they will need the time. They’re all smart kids, and it’s a really easy test.” Ashkenasi explained, “As someone who receives extra time, that was very frustrating for me to hear. I know the teacher didn’t mean any harm by her comment,
D’var Torah:
Connecting the mishkan to Shabbat Ronnie Mizrachi Religion Editor
In last week’s parasha, Ki Tissa, the instructions for the mishkan concluded with the construction of the kiyor. But before discussing the actual building of the mishkan itself in this week’s parasha (Vayqahel), the Torah presents two passages that serve as a content break from the construction. The first one is a small section discussing the laws of Shabbat, and the second is the sin of the golden calf. Since the entire mishkan and its vessels revolved around the usage of gold and silver as means of worshiping G-d, it’s easy to draw conclusions about the correlation to the golden calf, when the nation turned to gold in search for an idol to worship rather than G-d. However, the Shabbat passage may not seem to be as related to the mishkan as the sin of the golden calf, and so it is worthwhile to discuss several of the connective elements that tie these two passages together. On a halakhic level, the transition from the mishkan to observance of Shabbat elaborates on the prohibition of engaging in creative activity on Shabbat. Given that the mishkan’s construction was of the utmost importance, the Torah may have deemed it necessary to indicate that, despite the significance of the building of the mishkan, the high precedence of Shabbat remained, still restricting the nation from its construction. Additionally, this is one of the instances in which the Rabbis derived the melakhot of Shabbat. Because the Shabbat passage immediately follows
the mishkan, the Rabbis explained that each of the prohibited forms of work originate from practices within the building of the mishkan. However, in addition to the halakhic ramifications, the Torah seems to be elaborating on a much deeper and philosophical relationship between Shabbat and the mishkan. The mishkan, in essence, was the vehicle through which Israel beseeched G-d in a sanctified setting and physical space. Shabbat, on the other hand, is the way in which Israel connects to G-d in a sanctified time. Therefore, one relationship between Shabbat and the mishkan is that together, they comprise a national state of holiness that draws from the two domains of spacetime. The Torah also connects the two passages because they both share the essence of creation. In the Ten Commandments in 12`1`, Shabbat was given as a day to commemorate G-d’s creation of the world in six days and His rest on the seventh. Similarly, the purpose of building a mishkan in the Israelite camp was so that G-d might dwell in their midst. Just as He created a world for us to inhabit and sanctify His name, Israel built for G-d a dwelling place so that they might further seek divine inspiration and a stronger connection to the covenant. Each of these creations elaborates on the covenantal nature of this relationship between G-d and the nation— together we’re constantly building and molding our reality to exalt G-d and make His name known to us and to the world at large.
Is Sushi Ta’eem taking PT’s place? continued from page 1
isn’t it.” Sophomore Steven Shamah concurred and concisely stated, “PT is a classic.” In addition, many students like PT better because it’s more casual and fastpaced. Freshman Zach Steinfeld prefers PT’s “quick and [easiness],” especially with the pace in which the owner, Judah, works. Senior Grace Betesh appreciates Judah’s skill and stated, “The man herds 30 hungry teenage boys all while making pizza. He doesn’t come to play.” Junior Joseph Esquenazi also appreciates the speed in receiving his order and said that he’d rather PT because “Sushi service is mad slow.” Besides the food and environment, some students make their decisions based on logistics. 15% of those who chose Sushi Ta’eem did so because they can pay with credit card or Apple Pay, which isn’t accepted at PT.
Discussing his new competition, PT’s Judah explained, “We don’t run business as if there are any competitions anyway. … Hashem sends us business and we’re always very busy, and Hashem sends business to Sushi Ta’eem. There has been nothing of the general understanding of competition for 28 years. Jews don’t work along those lines. I think [Sushi Taeem] is very busy, and we’re very busy, and there’s not a feeling of division of people going this way or that way. If anything, more people are being brought to the block, which brings more business to the both of us.” Judah added that there has not been a decline in business from Flatbush students “at all.” In fact, he said that this year follows the trend of previous years: more students are coming in to eat at PT each year.
but she just clearly didn’t understand that extra time has nothing to do with how smart you are or how easy the test is. Regardless, those students will still need the extra time.” It’s always best to think all of your
teachers believe in you and don’t view you differently for any accommodations you may receive. It can be very discouraging to realize even some of your favorite teachers believe these common misconceptions.
Entertainment Andrew Garfield hitting his stride Crossword craze hits Flatbush By Marcelle Setton Entertainment Editor
Actor Andrew Garfeild has recently been brought back into the movie spotlight. Garfield starred in three Academy Award nominated movies this year, such as The Eyes of Tammy Fay, Spider-Man: No Way Home, and tick tick…BOOM! His performances in these movies have inspired fans to watch some of Garfield’s previous films like The Social Network and The Amazing Spider-Man duology. The Eyes of Tammy Faye is based on a 2000 documentary with the same name about the life of Tammy Faye Bakker, a broadcasting and television personality most famous for being the wife of popular TV preacher Jim Bakker. Garfield plays Jim, who with Tammy Faye created the country’s largest religious broadcasting network empire and theme park. In an interview with Independent, a magazine centered in the United Kingdom, Garfield expressed what he thought about the Bakkers. “They were the first people to use their lives in a performative way, and monetize it, and welcome people into their living rooms and their linen closets, and introduce their children when they were born, and announce the births on air,” he stated. The Bakkers’ empire came crashing down when Jim resigned after being accused of sexual misconduct and was later imprisoned for illegally misusing church funds. Spider-Man: No Way Home is the third movie in the Spider-Man series starring Tom Holland. Before the movie came out, there had been rumors that Garfield and Toby Maguire—actors who
previously played Spider-Man—were going to make an appearance. Still, their appearances were a major shock to Marvel fans around the world. Garfield stated that he had to keep his role in the movie a secret for about two years. Moreover, in an interview with Variety, Garfield explained that, as a staunch Spider-Man fan, “just the idea of seeing three Spider-Men in the same frame was enough” to excite him when joining the film. Fans shared his excitement, and although is widely considered the worst of the three Spider-Men, his performance in No Way Home was enjoyed by most moviegoers. tick tick…BOOM! is a recently released Netflix musical film based on the life of Jonathan Larson, an American composer, lyricist, and playwright who exposed social issues in the ’80s and ’90s. Garfield was recently nominated for an Oscar for his role as Larson, who is most well known for writing the hit musicals Rent and Tick, Tick… Boom! Director of the film Lin-Manuel Miranda immediately thought of Garfield to play Larson. In an interview with Queue, Garfield talked about how he had about a year and a half to prepare for the role—including vocal, piano, and dancing lessons— to develop the skills necessary for the film. Garfield was introduced to Larson through a deeper dive of his work, which gave him “this overwhelming desire to give John another life,” said Garfield in an article from Variety. Because of this, Garfield spent time devoting himself to the role of Larson to truly portray him in the right light. Like the other films, his performance in this movie has won widespread praise.
Encanto’s positive psychological impact By Jacqueline Halabi Sophomore Editor
Buzz about the new Disney musical Encanto has escalated enthusiastically over the last few weeks. The film centers around teenager Mirabel, who lives as the only person in her extended family without a magical ability. As she struggles with the pressure of her talented family the movie follows Mirabel through her journey to save her family’s dying miracle. Through the engaging plot and catchy songs, the movie develops the theme that though no family is perfect, there is something outstanding about family members being there for each other in a time of crisis. Something unique about Encanto is that it doesn’t just center around a beautiful princess hoping to find love. The men and women in the movie come in all shapes and sizes, more accurately de-
picting people in real life. “The creatives in Encanto had to fight with Disney because Disney felt like—let’s say Louisa—was too masculine, and most of the Disney princesses have a very set look. When Disney was thinking of what to put into the merchandising, they made fewer Louisa dolls because they thought she wouldn’t be so popular. Now, all the Louisa dolls are all sold out,” Guidance counselor and Disney enthusiast Ms. Shoshana Mayer noted. “There’s a stereotype that all little girls want to be soft and pretty, and the whole message of the movie is that everybody has their own strengths and weaknesses and it’s okay to be what you are.” Encanto touches on some heavy subjects, such as family dysfunction and generational trauma. Specifically, Mirabel’s grandmother, or abuela in Spanish, lost her husband very young and was left alone to care for her newborn triplets.
By Ninette Setton Contributing Writer
The New York Times crossword puzzles that are given out by Mr. Katz in the library have grown in popularity this year. In previous years, many students were rather unaware of the distribution of these puzzles. “At first I never really noticed the crosswords in the front of the library,” junior Frieda Catton explained. However, this year, crossword puzzles have become especially popular as more and more students are inspired by seeing their friends trying to complete the puzzles. “I have noticed that I run out of copies much faster than in previous years!” Mr. Katz remarked. Senior Rebecca Dweck posited an explanation for why this is the case: “During Covid-19, we all got used to filling our times with new activities that we can do solo when we were bored. Crosswords are just one of many [of these activities] that so many students got into the habit of doing. I think this habit just stuck.” Now, it has become a trend within the school to do the daily puzzle. “It’s something to talk about with your friends. Once the whole school is in on it, you want to be a part of it, too,” junior Daniela Nacmias noted. In addition to the popularity, students like senior Aimee Cohen do it to expand their intellectual horizons. “Crosswords are fun and trendy because of the way that it’s both a puzzle and a way to test your knowledge. You can feel proud when you get the right answers, and also learn new facts from the questions you get wrong,” Cohen said. Even so, doing a crossword puzzle does not actually make a person smartDuring her time of great need, she and her children were gifted with a magical house and a miracle that would protect their family. She vowed to herself that she would protect the miracle and use it to help their hidden village, but in the process she pressured her children and grandchildren to the point where they felt unhappy. Each of the grandchildren was given a role to play, and they stuck to it so as not to disappoint their Abuela, regardless of whether they enjoyed their part. “Isabel looked so perfect, but actually she had a lot of turmoil inside. Sometimes the people around us can look like they have everything together, but everybody has something. Just knowing that sometimes makes us feel better about ourselves,” Ms. Mayer explained. Throughout the movie, Mirabel embarks not only on a journey to save her family’s miraculous gifts but also on a journey to prove herself. The movie makes it clear that Mirabel’s personality is shaped, in part, by not having a gift. “I don’t think that’s a comfortable place for anyone to be, Ms. Mayer said. There’s a lot of self-fulfilling prophecies in the movie. She was told she’s a problem, so she felt like there was something wrong with her. I feel like there are a lot of fifteen-year-olds out there who feel responsible for their family’s happiness or assign themselves a role as the peacemaker.”
er. “These puzzles don’t help your brain’s overall cognition or memory, so doing crosswords might help you get better at word finding, but that’s the sum total of their positive benefits to your brain,” according to BrainHQ. The only other difference they might make is increasing your vocabulary and knowledge base. Mr. Katz conceded that even if there aren’t any tangible benefits to doing these crossword puzzles, “it can certainly be a more productive activity than watching a show or playing a video game in your free time.” To this end, an anonymous junior student added, “They’re so fun to do, especially during frees.” As the week goes on, the puzzles become increasingly challenging. This makes Monday’s and Tuesday’s puzzles the easiest ones, which is why they tend to be favored by most students. This rotation is exciting for the students. “It keeps you on your toes!” junior Frieda Catton stated. Students have also begun downloading apps such as Crossword Unlimited and New York Times Crossword to fulfill their excess puzzle needs. Similarly, the puzzle app Wordle has been growing in popularity among students and faculty. In particular, Ms. Wielgus is a staunch proponent of playing the daily Wordle. “Wordle stimulates you, but it doesn’t get addictive since it’s only once a day. Besides for instant gratification, it makes you feel smart, gives you a little ‘wow!’ and exercises your brain. The whole day can stink, but at least you got the Wordle!” Other puzzling apps, including Quordle, Nerdle, and Spelling Bee, are also grabbing many students’ attention.
Much of the popularity of Encanto is because, besides having magical powers, the characters and their issues are very relatable. Not to mention the fact that it is entertaining to both children and adults. “I feel like the songs and colors and drawings are for the kids, but the messages are somewhat more for the adults who are watching with the kids,” said Ms. Mayer. “I think we should encourage more reading of children’s books and watching children’s movies because it spurs a lot of conversation. For instance, Inside Out is one of the best movies because it talks about emotions and the importance of them.” Encanto is a beautiful representation of family and its constant ups and downs. The movie relates to children and adults around the world, as well as teaching them that not everyone has to shoulder the heavy weight of expectations on their own.
phoenix@flatbush.org | 5
Fun & Games Ask Merle Dear Merle, I’m having trouble adjusting back to school after vacation. I’m jet-lagged, so I keep waking up in the middle of the night and getting tired during the day. Plus, it’s cold here! And the snow on the ground isn’t white and fluffy—it’s gross and muddy. I miss the beach. I miss the dancing. I miss the fun. #Takemeback. #Missinit. Sincerely, Flatbushstudent101 Dear Flatbushstudent101, I feel you. It’s hard to adjust. I didn’t know you could get so jet-lagged from the one-hour time difference in Aruba! I’m struggling too. Just the other day, I found myself falling asleep in class. As I closed my eyes, I felt like I was back on a warm sunny beach, sipping on a virgin Pina Colada with my toes in the sand. But when I opened them, I realized my teacher just turned on the blinding lights after showing us an educational YouTube video. Oh. Don’t even get me started on the snow! I get that there are people who are starving from overdried crops and dying from heat exhaustion, but how is it fair that I play hopscotch on my way to the car every
morning just trying to keep my socks from getting soaked? And on top of that, my Tefillah teacher stills gives me a late to Minyan! I guess we’ll just have to settle for the life we live. #thestruggleisreal #It’sahardknocklife. Best, Merle Dear Merle, I’m super stressed. I have so much going on. My best friends are fighting, I had to make up two finals last week (even though I had a wedding on Sunday), I just got an email that I have detention, I stained my shirt today, my printer ran out of ink, there’s no one home to watch my little brother tonight, I just got a deadly papercut in between my finger and nail and accidentally put on hand sanitizer, my dog ran away from home, there’s a meteor heading toward earth, and World War III is on the horizon. Oh, and I lost my only good pencil. Send help, Jill Dear Jill, You need a nap. Good luck, Merle Dear Merle, I love this town but the weather’s got me down. I’m feelin’ kin-
da blue and maybe you are, too. On another cloudy day, I just can’t help but say I need some extra spice to this original grandma’s slice. If you could help me out, I’d be grateful beyond a doubt. Bracing myself for this winter wonderland, since I know Flatbush can’t help but just turn off the fan. Peace out, Homeboy Dear Homeboy, I can’t help but agree. It’s freezing here in the JBHS! I heard Russia is cold, but the Soviets probably have nothing on our odd-numbered classrooms. Here’s a great tip that will warm you and your grandma’s slice right up: heat packs! Slip them in your pockets to keep your hands nice and toasty. Hey, maybe even try them in your sneakers. I’m sure your Nike Air Forces can take the heat! You have some great bars by the way. Maybe you should join Lunch N’ Listen; I heard they’re accepting new members (just trying to hook a guy up). All the best, Merle
go with the oil dressing or the dairy dressing. What do you think is the better option? Signed, Conflicted Individual Dear Conflicted, This is a tough one. See, it’s sort of like how during last week my friend had to make the decision whether to spend the next year of her life at college or fly away to Israel. One option is pretty basic and widely appreciated by most people. Yet the other just has something to it, and you don’t always know how you’ll feel about it on any given day. To be honest with you, I’m not the biggest fan of either (salad dressings, of course), but I’m glad my readers are staying healthy and they feel comfortable coming to me with the most difficult of their problems. Sincerely, Merle
Dear Merle, I always want to have salad for lunch downstairs, but I never know if I should
Faculty Fun Facts Match the faculty member with the fact! 2.
Ms. Harcsztark
3.
Ms. Winkler
4.
Ms. Doris Anteby
5.
Rabbi Beyda
6.
Mr. Engel
7.
Rabbi Safdieh
8.
Ms. Pahuskin
9.
Rabbi Blumenthal
10. Ms. Samantha Chabot
A. Opened and sold her own children’s clothing store
E. Was Rabbi Sklarin’s first-ever Chavruta
H. Played in the starting five on their high school basketball team
B. Had two hernia operations and his appendix removed
F. Previously worked at Deloitte accounting firm
I. Minored in dance in college
C. Plays guitar
G. Went skydiving
J. Once aspired to be a writer and wrote four novel-length stories (unpublished… for now)
D. Worked at USA TV Network
Not-Too-Tough School Trivia 1. When was the Yeshivah of Flatbush founded? a. 1982 b. 1927 c. 1956 d. 200 B.C. e. Last week on the subway 2. How many students are in Flatbush High School? a. 485 b. 551 c. 678 d. Too many e. Both c and d 3. Which of these security guards is Jewish? a. Kevin b. Mike
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c. Raymond d. Jason e. The 7/11 cashier
4. Where is the nurse’s office? a. Third Floor b. The new building c. The annex d. Around the block e. Go downstairs; take a left at the bottom; walk around the balcony; hop on one foot; make a roundabout around IT; then, another right; left; right; go west; and, now you’re feeling better. 5. Which of these staff members has been in school the longest? a. Dr. Wolowelsky b. Rabbi Prag c. Mrs. Kaplowitz
d. Rabbi Galpert e. Rabbi Sklarin
6. Where is one most likely to find Rabbi Dushey? a. In the commons b. By security c. On the basketball court d. Teaching class e. Anywhere but his office (all of the above) 7. How much is a cup of cucumbers from Crawford’s? a. $2.95 b. $3. 50 c. $4.52 d. $129.67 e. Does anyone really know?
8. Which of these faculty members did NOT work/study to be a lawyer? a. Mr. Kweller b. Mr. Jeffrey Dweck c. Mr. Engel d. Mr. Saadia e. Celino & Barnes 9. Which of these SGO members is not on SGO? a. Alan Shamah b. Ness Hadef c. Elie Esses d. Solomon Terzi e. Jake Laniado 10. Which of these dynamic duos are actually faculty frenemies? a. Mrs. Theil & Mrs. Rosenbaum b. Ms. Bloom & Mr. Rothbort c. Ms. Dweck-Sutton and Dr. Chattah d. Mr. Hofstetter & Mr. Engel e. Chani & Chani Answer Key: B E B E A E C D E D
Rabbi Besser
1.C 2.H 3.I 4.A 5.F 6.J 7.B 8.D 9.E 10.G
1.
Standard of Fabulous Olympians wearing Ralph Celebrities’ engagement Lauren and Skims rings fans can’t get over
By Nina Tawil
Skims, a new brand founded by Kim Kardashian, designed the loungewear Contributing Writer and sleepwear for American women The 2022 U.S. Olympic Team went competing in the Beijing 2022 Olympics to Beijing dressed head-to-toe in outfits this year, in celebration of this year’s fedesigned by two iconic and fashionable male athletes. The new line launched on brands: Ralph Lauren and Skims. These January 25 and is available to the public two companies gifted uniforms and through the Skims website. sleepwear, respec“I’m thrilled that tively, to the team. Skims and Team The jackets, hats, USA are continuing sweaters, and gloves to partner for these from Ralph LauWinter Games. Our ren and loungewear collection of lounge from Skims are fashand sleepwear was ionable, sustainable, designed with these and warm enough inspiring women in for the weather that mind, and I’m so the athletes are enproud that Olymduring. pic and ParalymRalph Lauren has pic athletes will been designing team be wearing Skims USA uniforms since again during their 2008. Several 2022 downtime!” KarOlympians like Aja Olympians modeling their gear dashian said in a Evans praised the depress release. signs. She said, “What I’ve learned from For models, Skims selected snowmy sport is endurance for the journey, boarder Chloe Kim, rower Oksana Mashaving an impact, and representing your ters, ice dancer Madison Chock, bobcountry with pride and power. The mo- sledder Aja Evans, speedskater Maame ment we’re up there, and the uniform is Biney, and figure skater Amber Glenn on, all of those things come together.” because of their inspiring achievements. In addition to being made of recycled For example, Chloe Kim is a two-time polyester fabrics made of plastic bottles, Olympic gold medalist and the first athRalph Lauren’s uniforms use a high-tech lete to win all four major snowboarding fabric called intelligent insulation. This titles. fabric type adapts to cooler temperatures Moreover, sending clothing to Olymby adding an extra layer of insulation, pians holds a special significance for providing more warmth without batteries Kardashian. Her former stepfather, now or wires. Sales of this collection will help Caitlyn Jenner, was an Olympic chamfund the Olympic team because—unlike pion decathlete in the 1980s, and Karmany other countries—the American dashian grew up watching the Olympics government does not pay its athletes. with Jenner.
By Sophia Madeb Contributing Writer
Every girl dreams about the perfect engagement ring and usually envisions a classic circular-cut diamond ring with a simple band. But lately, women may find more exotic styles of engagement rings after scrolling through photos of recently engaged celebrities. For example, singer Ariana Grande, who was engaged to Dalton Gomez in May 2021, has a ring which contains a diamond accompanied by a pearl. Besides having this unique style as an engagement ring, it also has sentimental value because the diamond ring was her grandmother’s, and the pearl is from her grandfather’s tie pin. The ring is valued at $750,000. Cardi B, the successful artist engaged to rapper Offset, also has a ring that is anything but ordinary. Fans were shocked to see a gargantuan diamond on Cardi B’s ring with a pear-cut shape and a double halo. Additionally, it’s made entirely out of pink diamonds, which are extremely rare. In fact, according to Argyle Diamond Investments PTY LTD High Return Pink Diamond Specialists, only 0.01% of the 14 million carats of diamonds marketed this year are colored; 0.0001% of that 0.01% are pink diamonds. Cardi B’s ring has eight carats and is valued at $500,000. Another unique celebrity engage-
Fashion journalist keeps an open mind Exclusive interview with NYT Fashion Director Vanessa Friedman By Lydia Ezon Junior Editor
Born and raised in New York City, Vanessa Friedman is now an influential fashion director and chief fashion critic for The New York Times. But, despite the occasional perusal of fashion magazines when she was younger, fashion was not a part of her original life plan. Rather, Friedman studied history and creative writing at Princeton University. She planned on a career that requires substantial writing skills, such as law, philosophy, or even art. After graduating, Friedman moved to Paris, where she interned at a law firm mostly to postpone deciding what she wanted to do. While in Paris, she also began to work for a magazine called Paris Passion, which focused on French life and various artistic understandings of France’s visual surroundings. When returning to New York, Friedman debated whether to attend law school. She thought she might try work-
ing in magazines while she was still young, like she did in Paris. She began working at Grand Street (a literary magazine) and then moved on to Vanity Fair. She also wrote for the Talk Of The Town section in The New Yorker and then did some freelance work for Elle until she became Elle’s editorial editor, writing about art and theater. Because she worked at fashion magazines like Vogue and Elle, many assumed she was a fashion specialist. When she sent a cold pitch to the editor at the Financial Times for a job, the editor assumed she was a fashion writer and asked her to write an article about boots. From there Friedman was assigned another fashion story, which was the start of her fashion career. Not too long after she got married in 1996, Friedman’s husband was offered a job in London, where they moved and had their three kids. When InStyle (a fashion and beauty magazine focused on celebrities’ styles) launched in the United Kingdom, she was selected to be its Fea-
tures and Fashion Director. As rewarding as this job was, after having her second child, she wanted to spice things up a bit. She secured her first all-fashion job as a fashion editor for The Financial Times. In 2008, after 11 years at The Financial Times, Friedman moved back to New York and still lives in Brooklyn today. In 2014, Friedman landed her current position at The New York Times as the fashion director and chief fashion critic. Friedman talked about how blessed she is to love her job; however, she explained that it does come with its challenges. At first, she struggled because not too many people believed fashion was a real topic worth covering. She also shared that as a fashion editor she realized how brutally transparent social media can be, as there is no hiding what people think nor any way of inhibiting people’s strongly opposed feelings. She also advises staying in control of your own narrative and priorities: “If people don’t believe fashion is a real topic that’s
ment ring belongs to actress Blake Lively. Her husband, Ryan Reynolds, specifically worked with Lorraine Shwartz—Lively’s friend who also designed Beyonce’s and Kim Kardashian’s rings—to surprise Lively with the perfect ring. The ring has a slight pink tint because it is made of 14k rose gold with an oval cut. There is also a concealed halo of more diamonds beneath the rose gold main stone that can only be seen when looking at the ring laterally. The ring is valued at a hefty $2 million. Mariah Carey’s engagement ring is known to be the most expensive celebGrande’s ring rity engagement ring. The whole ring weighs 35 carats, with the main emerald stone weighing 6.81 carats. On the sides of the main stone are tapered baguettes, which are diamonds that narrow as you go along its length. Squeeze cut to shape, this ring is valued at $10 million. Just like Mariah Carey, Megan Fox’s ring also has a massive emerald stone (Megan’s birthstone); however, Fox’s ring also contains a diamond stone (husband Machine Gun Kelly’s birthstone). Both stones are tear-shaped, and when held together by a magnet, they form a unique heart shape. Also, the emerald portion of the ring was directly carved from Kelly’s emerald stone. The band of the ring contains thorns that will hurt Megan if she attempts to take it off, supposedly to symbolize that “love is pain.”
their problem, not mine,” she stated. When asked what she finds most interesting about fashion, Friedman shared, “It’s the first way people communicate about who they are to the outside world. Every single person does it, and any person who says they don’t care about fashion is just lying to themselves.” Friedman also explained that “every story is a fashion story” and that she loves connecting what’s going on in the world with clothing expression. Friedman shared her top pieces of advice for young ladies considering their career paths. Foremost, she recommends that one should be open to the possibility of something that one never considered, as it could end up being the most interesting thing that ever happens. If someone told Friedman in high school that she was going to be a fashion editor, she would’ve laughed. It was not at all on her radar. Also, Friedman emphasized that it’s important not to assume what other people think or apologize for your work before you present it. So, what does Fridman look for in burgeoning young fashion talent? Anyone can design a cute skirt; Friedman is interested in designers who make her think.
phoenix@flatbush.org | 7
Sports Girls basketball tournament PE introduces meditation in Miami caps busy month By Ronnie Hidary Contributing Writer
By Isaac Dweck Junior Editor
The girls varsity basketball team has certainly had its hands full this February. After a once-in-a-lifetime experience at the Barclays Center, followed by a third place finish at the HAFTR tournament in Long Island, the girls are in Miami this week to participate in another tournament from February 23 to February 27. The 16th Annual RASGHA Girls’ Basketball Shabbaton at Hebrew Academy in Miami is where our girls will be not only gunning for a first place trophy, but also forming relationships with other Jewish girls from across the country while taking part in an unparalleled Shabbat experience. Eleven other schools will be at the competition: Maayanot, Fuchs, Hustle and Heart, Margolin, Shalhevet, Katz, Ida Crown, YUHSG, SAR, and YULA. While the action-packed weekend will be one to remember, it will not be all fun and games—actually, there will be lots of games. The trip’s schedule outlines a demanding couple of days in which the competition will be fierce. Basketball will occupy most of the team’s time, with short breaks for rest and free time at the hotel where the team will be staying across the street from Hebrew Academy. Immediately after landing in Miami and having an early dinner Wednesday night, February 23, the team will kick things off with their first game against Hebrew Academy at 6:30 PM. Flatbush’s next game will be the following night,
but in between there are optional qualifying round Hot Shot and Three Point Shootout competitions. Friday morning and afternoon will primarily consist of seed games—games that depend on what place the team is in, which is based on each team’s margins of victory (or defeat). An hour after Shabbat ends on the following day, the semifinals, placement games, and championship rounds begin and continue until the championship game at midnight. During Shabbat, the team will engage in spiritual activities and guest speaker sessions. Besides the competitive aspect that excites the team, the team members are excited to feel the unity and bonds between them become strengthened. “I look forward to spending the weekend not only doing the thing I love most, but also with the people I love most. I love the team and [that I’m going to be] able to spend time sharing the sport we all enjoy while in the company of each other,” junior Tunie Hanan commented. Senior Miri Shasho was also exited about the importance of the connections that she will make with her teammates on this trip when she said, “Individually we are drops, but together we make it rain!” Junior Talya Shamoelian posited another reason that this tournament is so meaningful to the team. We aren’t going to be playing with the seniors anymore. It may be the last time for us to play basketball together,” she said.
Sportsman Spotlight: Sarah Greenberg keeps hustling By Nicole Muravsky Editor-in-Chief
Senior Sarah Greenberg exemplifies what it means to be a Flatbush Falcon team player and really love her sport. One of Greenberg’s most important accomplishments was that she earned a spot on the varsity basketball team in her sophomore year. Always modest, Greenberg believes that this was based on logistics, “because in sophomore year, there were a lot of guards on the JV team and not enough on varsity. So, I was added so that the players have more playing time.” Greenberg’s teammates disagree and believe it was Greenberg’s athletics talents that earned the spot. Teammate Shoushou Ashkenazie remarked, “Sarah Greenberg is an amazing point guard and guard. And her defense is impeccable, especially when pressuring the ball.” Greenberg earned the Most Improved Player award as part of the Arista National Honor Society in sophomore year, which is appropriate as she constantly looks to improve her techniques. Since sixth grade, Greenberg has honed her defense approaches and enhanced her shooting. Her consistent development
8 | phoenix@flatbush.org
has lifted her into the team’s starting five, and often she scores in double digits. Basketball is not solely an extracurricular activity for Greenberg—it’s part of her identity. She elaborated, “I’m very aggressive. I do as much as I can to play to my full potential. I’m a hustler. That’s really who I am.” Moreover, the connections and unity felt by being part of the team resonates with Greenberg on a deep level. She explained, “I never had something that I fully belonged to and a set friend group. Being on the basketball team gave this to me. I can be comfortable being myself and acting like myself.” Always humble, Greenberg is quick to point out her weaknesses. “One of my flaws is that I pass the ball too much,” she insisted. But teammates see it differently,
You lay on a cloud. Your mind is clear and you feel calm and relaxed. You hear a voice from a faraway place; you listen as it instructs you to breathe in … and breathe out.You hear the voice tell you to open your eyes, bringing you out of your meditative state. As you come back to reality you remember that you’re in school in your Physical Education class and the voice belongs to your coach. Students have this experience every week in the new stress management program implemented as part of their P.E. classes, Coach Eric Amkraut says. Coach Amkraut said that “the real impetus for [the program] was the implementation of the fitness center and finding a way to utilize it in our Phys Ed. classes.” The problem was that the fitness center is too small to accommodate a large number of students, so only half the class could be sent in at a time, and the other half of the class needed an activity. Coach Amkraut decided that “balancing it with stress management/relaxation skills seemed to be a really good fit.” Coach Amkraut explained that the goal of the program is to give students “skills to address the stresses they are dealing with on a daily basis.” He said that the skills they are learning can “apply to anybody anywhere, whether it’s athletic, whether it’s theatrical, whether it’s musical, anything with a performance nature has its own stresses that are built in. So, skills that allow you to calm yourself, to focus and center your body and compartmentalize stressors, are going to be useful skills in any setting.” He said that he discussed the idea with Dr. Etty Mizrahi of the Guidance department and she was “enthusiastically supportive.” Ms. Caroll Dweck-Sutton of the Pathfinders program and Ms. Erika Levavi of the Guidance department, both of whom meditate every day, are very passionate about its benefits. Ms. Levavi expanded on this, saying, “students are very stressed about tests and social pressure and the great thing about meditation is it can help you take control of your feelings.” She also emphasized how meditating involves controlled breathing: “It can help you focus on the here and now instead of future issues which can make you lose track of the present.” Students take off their shoes and lay on gymnastic mats with the lights off. Coach Amkraut leads them by either saying that she is committed to being a team player and does her best to never hog the ball. Greenberg is passionate about sports in general. Soccer, football, and dodgeball also are among her favorites. In fact, Greenberg was on the JV soccer team in her sophomore year. However, as with most student athletes, her Flatbush sports experience was significantly impacted by Covid. Right before kickoff of her first game, Covid brought the season to a close before it even started. In the future, Greenberg affirmed that she “definitely will” build on her athletic skills and is hoping to join her
reading a script or playing a recording, often with relaxing music in the background. He chooses each exercise by trying it out on his own first and using past classes to learn what students respond to best, changing any activities which haven’t been working. So far Coach Amkraut has introduced five types of meditation to his classes. As he says, “we engaged in guided meditation, diaphragmatic breathing, visualization, progressive muscle relaxation and most recently autogenic relaxation.” The variety of activities is utilized to appeal to different types of students because, as Coach Amkraut says, “not everybody responds the same way to the same kind of input. … Some things are going to work better for some people and some things are going to work better for other people.” Students have had a largely positive experience with the new program. After one class, junior Elliot Soffer said his experience was “amazing” and that he was so relaxed that he “didn’t even know we started a second [type of meditation].” Junior Joseph Farca shared his experience, saying, My mind was so clear I felt like I was in a whole other universe.” Farca said that he had just had two tests and was feeling “very stressed out,” but that after the class he felt “relaxed and stress free” and he had “no problems.” Many students shared similar experiences, such as Eitan Yehoshua, who said that the program helped him “dissolve my stress.” Last semester, only boys’ classes participated in the stress management program, while girls participated in conventional P.E. activities. However, in the current semester the boys and girls have switched, with Coach Barbara Stern leading the girls’ groups. “The program for girls will be much like that which Coach Amkraut taught to the boys,” Coach Stern said. The girls are looking forward to the program. Junior Julia Zeitouny said that she’s “psyched,” and classmate Daniela Nacmias said, “meditation will be very beneficial and I’m looking forward to it.” The boys, however, are mixed about the switch. Many students think like Jonathan Jakubov, who said that he wants “year-round meditation.” But there are those who think like junior Gabe Levi, who said, “We spent the semester focusing on our mental health. Now it’s time to start doing other stuff.” college team. She is especially excited to continue playing as part of community leagues and already plays in one that’s run by Falcons coach Sarah Horowitz. In addition to the adrenaline rush, Greenberg hopes to continue to maintain that “team feeling” that she is so fervently passionate about. “I love the game but being a part of the team is so much more,” she elaborated. “Through thick and thin, my teammates have been there for me. The bonds I formed, the games we put our everything into, it all taught me a number of things.”