Tuesday, January 24, 2017

Yaakov Shwekey to Release New Collections CD This Week !

Yaakov Shwekey is set to release a new CD called “Those Were the Day” My Favorite Collection. The album will be released this week, and available in all stores through Nigun Music

Monday, January 2, 2017

The Shul Rav

By Rabbi Yair Hoffman for the Five Towns Jewish Times

[Please note: The halachos mentioned in this column are for discussion purposes. Please check with your own Rav or Posaik as to how to proceed exactly on a personal level.]

There is a famous story cited in the book, “HaGaon HaChasid MiVilna” originally appearing on Yashar’s biography of the Chofetz Chaim (p. 253-254).

It was late on a Friday afternoon in Vilna. Rav Chaim the tailor of Vilna was in a bind. It seems a question had a risen on the Kashrus of the chicken being cooked in his kitchen. He quickly dispatched one of his children to pose the question to the Vilna Gaon.
The hour was late. Normally, of course, the Vilna Gaon did not serve in the capacity of a Rav. But here, on account of the lateness of the hour, the Vilna Gaon made an exception. Upon examining the chicken in question, the Vilna Gaon could only come up with one answer to the question posed: The chicken, unfortunately, was treif.
Meanwhile, unbeknownst to our tailor, his wife Malka had also not known the status of the chicken. She dispatched another one of her sons to see the Rav of Vilna, the great Rabbi Shmuel. Rabbi Shmuel the official Rav of Vilna ruled leniently. The chicken, in his opinion, was permitted.
Both children rushed into the tailor’s home excitedly to report the responses. Not knowing what to do, Rav Chaim quickly ran to Rabbi Shmuel’s house and explained to him that the Vilna Gaon had forbidden the chicken. Rav Shmuel, the Morah D’Asrah of Vilna, remained firm in his ruling permitting the chicken. He instructed the tailor to prepare the chicken and he and the Vilna Gaon will come that Friday evening and taste of it.
Rav Shmuel went to the home of the Vilna Gaon and said, “My Master and Rabbi, I am nothing – like dust under your feet. However, I was accepted as the Mora D’Asra here in Vilna by its residents in regard to halachic rulings. Since I ruled in this matter and I did so in the proper manner with the proper research, the halacha is in accordance with me. I ask of you to come with me to the house of the tailor and we shall both partake of the chicken so that the residents of Vilna will understand the full authority of the Rav, and that there will be no one who argues or criticizes.”
The Vilna Gaon agreed. They both entered Reb Chaim the tailor’s home and sat to eat. All of a sudden, before they had a chance to taste of the chicken, a piece of chailev (unkosher fat) fell from the candle above.
There are a number of fascinating insights from this incident. First and foremost, we see the authority of a Rav in his community or shul. If the Vilna Gaon was willing to sit and eat something that he had deemed to be unkosher – that says a lot. How many people in our times would be willing to do that ?
The reader might object that this is merely a story and that we cannot rule based on a story.
We do find, however, that Rav Hamnunah placed a ban upon a student who ruled like Rav Shimon in regard to Muktzah in one particular city. The Gemorah (Shabbos 19b) objects that the halacha is actually like Rav Shimon in this case! The Gemorah answers that the city under discussion was one where Rav was the outstanding Torah luminary. Rav did not rule in accordance with Rav Shimon in that case. Placing someone under the ban is a very serious matter. Clearly, undermining the authority of a Rabbi in his community or shul is equally a very serious matter.
The halacha is further quantified in the ruling of the Ramah in Yore Deah (245:22). He discusses when and where it would be permissible to conduct a Chuppah ceremony in the domain of another Rav. He concludes: “However, one should not rule in forbidden and permitted matters or to lecture in a manner that shows authority in the city of his friend.”
It would seem quite clear that the Ramah’s ruling not only applies to a community, but also to the modern day application of synagogue and shul Rabbis.
The Rivash rules on a similar case (Volume I #271) and states that no other Rabbi may rule outside his domain against the opinion of the local Rav. What is fascinating is that the Rivash’s response deals with a spiritual issue and not a halachic matter. Nonetheless, the Rivash is quite clear that even in outside matters the authority of the Rav should not be undermined. The Rivah’s ruling is part of normative halacha. The Chasam Sofer (Choshain Mishpat #41) quotes the Rivash authoritatively.
The issue is also seen from the words of Rashi in his explanation to Chulin 53b. He writes, “It is unseemly (the Hebrew is “lav orach arah”) to permit something in a place where the other Rav forbade it.”
There are numerous other passages in the Talmud where this issue is brought to light. For those who wish to research further, see Shabbos 130a, Eiruvin 94a, Psachim 30a and Yevamos 14a.
The bottom line of all this? The Rabbi of a shul or community has a syata dishmaya in his rulings. It is unseemly and against the Torah to undermine his opinion. This is true, even if one happens to have the erudition of the Vilna Gaon. Certainly, it is true in our times too. As mentioned earlier, however, please check with your own Rav or Posaik regarding this issue.

The author can be reached at yairhoffman2@gmail.com

Friday, June 3, 2016

SY News - Jewish Musicians Hall Of Fame

Arkady Kaufman and Here and Here
Mark Fineberg
Manny Tuzman
Shlomy Coen ( EvanAl)
Sergei Gurbell ( Negina)
Andy Statman

Avraham Pengas
Yossi Piamenta A'H
Avner Levy

Rick Cutler
Yochi Briskman
Matt Miller

Gadi Bodinger
Gershon Veroba
Yaaron Gershovsky
Benny Koonyevsky

Tony Montalbo

Yisroel Lamm (Aaron Teitelbaum)
Jim Hynes

Joe Deninzon (Aaron Teitelbaum)

Avraham Fried
Baruch Levine
Benny Friedman
Berry Webber
Chaim Reinman
Dovid Gabay
Dovid Stein
Eli Marcus
Lipa Shmeltzer
Mendy Jacobson
Michoel Shnitzler
Shea Berko
Shloime Dachs
Shloimy Daskal & Here
Shloimy Kaufman
Shloimy Taussig
Shauly Waldner
Shragy Gestetner
Shmuli Unger
Shulem Lemmer
Yaakov Shweky
Yehuda Aderet
Yisroel Werdyger
Yitzy Spinner
Yoely Greenfeld

Yoni Z
Yossi Greenzweig
Yonatan (Johnny) Shlagbaum
Yosef Wartelsky
Yumi Lowy

Top Songs
Lo Yimalet (Boruch Sholom) & Here
Yachad (Berry Webber) 
Todah (Benny Friedman)
Halaila  (Adar) 
Chai (Chevra)
Borei Olam ( Dovid Gabay)
Ana Avda ( Dovid Gabay)
Hashem Melech ( Gad Elbaz)
Yesh Tikva ( Benny Friedman)
Kol Hatoiv ( Yumi Lowy)
V'ata Marom ( Simcha Liener)
Smachot ( YS )
Maamin B'Nissim (YS)
B'Derech Hamelech (YS)

#1 Sound Guy - Koby Netanel ( YitzKo Productions)

Wednesday, April 13, 2016

Moetzes Gedolei HaTorah meeting held at Agudath Israel Headquarters

The Moetzes Gedolei HaTorah and select others met on Tuesday at Agudath Israel Headquarters. (Photo: Yosef Rapaport) L to R: Rabbi Elya Brudny, Rosh Yeshiva, Mirrer Yeshiva; Rabbi Dovid Feinstein, Rosh HaYeshiva, Mesivta Tiferes Yerushalayim; Rabbi Aharon Schechter, Rosh HaYeshiva, Yeshiva Rabbeinu Chaim Berlin, Rabbi Dovid Feinstein, Rosh HaYeshiva, Mesivta Tifereth Jerusalem; Rabbi Yaakov Perlow, Novominsker Rebbe and Rosh Agudas Yisroel; Rabbi Ahron Feldman, Rosh HaYeshiva, Yeshivas Ner Yisroel; Rabbi Yosef Frankel, Vyelipoler Rebbe; Rabbi Yosef Chaim Golding, Chief Operating Officer, Agudath Israel of America; Rabbi Avrohom Chaim Levin, Rosh Hayeshiva Telshe Chicago (by tele-conference); Rabbi Labish Becker, Executive Director, Agudath Israel; Rabbi Chaim Dovid Zwiebel, Executive Vice President, Agudath Israel; Rabbi Yaakov Horowitz, Rosh HaYeshiva, Yeshiva Beis Meir; Rabbi Aryeh Malkiel Kotler, Rosh HaYeshiva, Beth Medrash Govoha; Rabbi Shmuel Kamenetsky, Rosh HaYeshiva, Yeshiva Gedolah of Philadelphia; Rabbi Yosef Harari-Raful, Rosh HaYeshiva, Yeshivat Ateret Torah; Shlomo Werdiger, Chairman of the Board of Trustees, Agudath Israel of America; Rabbi Shlomo Gertzulin, Executive Vice President for Finance and Administration, Agudath Israel of America; Rabbi Simcha Bunim Ehrenfeld, Mattesdorfer 

Thursday, January 7, 2016

עוזיה צדוק - כשהלב בוכה Ovadia Tzadok - Kshehalev Boche


K'shehalev bocheh rak Elokim shome'a
Hake'ev ole mitokh haneshama
Adam nofel lifnei shehu shoke'a
Bitfila ktana chotekh et hadmama

Shma Israel Elokai ata hakol yakhol
Natata li et chayay natata li hakol
Be'enai dim'a halev bokhe besheket
Ukhshe halev shotek haneshama zo'eket

Shma Israel Elokai akhshav ani levad
Chazek oti Elokai aseh shelo efchad
Hake'ev gadol ve'ein le'an livro'ach
Ase sheyigamer ki lo notar bi ko'ach

K'shehalev bokhe hazman omed milekhet
Ha'adam ro'eh et kol chayav pitom
El halo noda hu lo rotze lalechet
Le'Elohav kore al saf tehom 

Shma Israel Elokai ata hakol yakhol
Natata li et chayay natata li hakol
Be'enai dim'a halev bokhe besheket
Uchshe halev shotek haneshama zo'eket

Shma Israel Elokai akhshav ani levad
Chazek oti Elokai aseh shelo efchad
Hake'ev gadol ve'ein le'an livro'ach
Ase sheyigamer ki lo notar bi ko'ach

Monday, December 7, 2015

Multiple Intelligences

Take the Test Here

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
  • Linguistic intelligence ("word smart")
  • Logical-mathematical intelligence ("number/reasoning smart")
  • Spatial intelligence ("picture smart")
  • Bodily-Kinesthetic intelligence ("body smart")
  • Musical intelligence ("music smart")
  • Interpersonal intelligence ("people smart")
  • Intrapersonal intelligence ("self smart")
  • Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
  • words (linguistic intelligence)
  • numbers or logic (logical-mathematical intelligence)
  • pictures (spatial intelligence)
  • music (musical intelligence)
  • self-reflection (intrapersonal intelligence)
  • a physical experience (bodily-kinesthetic intelligence)
  • a social experience (interpersonal intelligence), and/or
  • an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?"). 
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!  

  • Armstrong, Thomas. Multiple Intelligences in the Classroom 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2009.
  • Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences. New York: Plume, 1999.
  • Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child's Personal Learning Style, New York: Tarcher/Putnam, 1987.
  • Armstrong, Thomas. You’re Smarter Than You Think:  A Kid’s Guide to Multiple Intelligences.  Minneapolis, MN:  Free Spirit, 2002.
  • Armstrong, Thomas. The Multiple Intelligences of Reading and Writing:  Making the Words Come Alive.  Alexandria, VA:  Association of Supervision and Curriculum Development, 2003.
  • Association for Supervision and Curriculum Development, Multiple Intelligences CD-ROM, and Multiple Intelligences Video Series; 1250 N. Pitt St., Alexandria, VA 22314-1453 (800-933-2723).
  • Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic,1983
  • Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic, 1993.
  • Gardner, Howard. Intelligence Reframed:  Multiple Intelligences for the 21st Century.  New York:  Basic, 2000.
  • National Professional Resources, 25 South Regent St., Port Chester, NY 10573, 914-937-8879. Producer of several videos on MI including, Howard Gardner, "How Are Kids Smart?" Jo Gusman, "MI and the Second Language Learner", and Thomas Armstrong, Multiple Intelligences: Discovering the Giftedness in All".
  • New City School, Celebrating Multiple Intelligences ( 5209 Waterman Ave., St. Louis, MO 63108).
  • Skylight Publications, 200 E. Wood St., Suite 250, Palatine, IL 60067 (div. Simon and Schuster). Publisher of many MI materials.
  • Zephyr Press, PO Box 66006, Tucson, AZ 85728 (602-322-5090). Publisher of many MI materials.

Wednesday, November 25, 2015

‘You have no idea what a gift you are giving’: Father who took his nine-year-old girl for breakfast after she begged him to spend time with her receives touching anonymous note.

A father who went to a coffee shop with his daughter didn't think twice when she asked him to put down his newspaper and stop reading his emails so they could just 'be together'.
However, a teacher who watched him attentively spending the morning with her was so touched by the sight that she left him a heartfelt note, saying 'you have no idea the gift you are giving'.
The teacher said she left the note anonymously to David Rosenman in the coffee shop after working in a school where many daughters don't have fathers, and have no idea what it is like to have someone devote their time to them
Mr Rosenman then posted the note on Facebook and was shocked by the number of people it resonated with as it racked up nearly 10,000 shares.
The father, from Minnesota, wrote how he took his nine-year-old daughter to a coffee shop and brought a newspaper, a notepad and a pen with him.
However, when they arrived, she asked: 'Daddy, can you not read the paper or doodle or check email today? Can we just be together?'.
He obliged and she showed him a yarn project she had been doing, he told her the tale of the day she was born, and they talked about other couples in the restaurant and whether they were on dates.

Mr Rosenman went to pay and while he was at the counter, a woman asked his daughter is he was her father, and left a message face down on his seat for him. 
The note said:  'I work at a school where many daughters don't have father and those who do never in their lives had him watch and listen and devote 100 per cent of their time to her for as long as you did on one Sunday morning.
'You have no idea what a gift you are giving to all the teachers who are responsible for educating her from now until she graduates.'
The note was further reassurance for Mr Rosenman, who vowed to spend even more quality time with his daughter and urged others to do the same.
He wrote: 'Please don’t wait for your child or other loved one to plead for your attention like mine did - he or she might not. Expect that no one will leave a note for you - such beauty in this world is far too rare. I invite you to share the gift of this experience with me: choose to be present today - even for just a little while - for someone you love.'

Tuesday, November 24, 2015

Yeshivat Ateret Torah - The Original Pre-1A Class

 Rabbi Weinberg ZL, Yibadel L'Chaim: Rabbi Mordechai Levy, Rabbi Eliyahu Mansour  Mr. Freddy D Erani, Rabbi Avi Churba, Mr. Joey Levy, Rabbi Yaakov Attiah, R' Avrumi Zultz,Rabbi Shlomo Menachem, Mr. Isaac Massry.

The Original Pre 1A Class Names on the chart on the wall: Avi Churba, Avrumi Zultz, Eli Mansour, Freddy Erani,Joey Levy, Yaakov Attiah, Isaac Massry, Mordechai Levy, Shlomo Menachem, Moshe Tuashi. .
The Original Pre 1A Class - Mr. Moshe Tuashi, Rabbi Mordechai D Levy, R' Avrumi Zultz, Rabbi Yaakov Attiah, Rabbi Shlomo Menachem, Mr. Isaac A Massry, Rabbi Eli A Mansour,  Mr. Joey  Levy, Mr. Freddy D Erani, Rabbi Avi Churba.

Monday, December 29, 2014

MVA On Ocean Pkwy And Quentin Rd – Vehicle Explodes On Impact Victim Seriously Burned

A person was critically burned in a serious car crash on Ocean Parkway, Monday evening.
The driver of the second vehicle had minor injuries, and did not appear he was being transported to a hospitalSources tell YWN that the crash happened at the intersection of Ocean Parkway and Quentin Road just after 7:00PM. The crash involved two vehicles, and one of the vehicles exploded into flames upon impact. Flatbush Hatzolah, FDNY EMS, and the NYPD were on the scene in minutes. One victim was critically burned, and was being transported to the Staten Island University Hospital Burn Center.
The NYPD’s 61 precinct has requested the NYPD Accident Investigation Team to respond to the scene.
Ocean Parkway has been shut – expect heavy delays in the area.

Sources Include : YWN , NYPD Twitter Page,

More Photos:

Monday, November 19, 2012

The true strength of the IDF

This photo shows the true strength of the Israeli Army!

The soldier's right hand connects him to his commander, his left to his Creator.

"For it is the Lord your God, Who goes with you to battle your enemies for you to save you." 

(The IDF soldier is wearing Tefillin on his left arm. The obligation of tefillin, as expouned by the Oral Law, is mentioned four times in the Torah. Read more here: http://en.wikipedia.org/wiki/Tefillin)

This photo shows the true strength of the Israeli Army!

The soldier's right hand connects him to his commander, his left to his Creator.

"For it is the Lord your God, Who goes with you to battle your enemies for you to save you." 

(The IDF soldier is wearing Tefillin on his left arm. The obligation of tefillin, as expouned by the Oral Law, is mentioned four times in the Torah. Read more here: http://en.wikipedia.org/wiki/Tefillin)