Joel Braverman High School - Summit Yearbook (Brooklyn, NY)

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W, .mi Office of Admissions and Financial Aids TEACHER REPORT 'ef-A 'eo Byerly Hall 'riff 8 Garden Street This form is valid for entrance in 7 4 Cambridge, Massachusetts 02138 Sepiembef 1976 Only- HARVARD'RADCUFF5 Phone: 617-495-1551 Due Dates: December 1, 1975. for Early Evaluation January 1, 1976, Application Deadline To the Applicant: After you have completed the three lines below please read carefully the statement regarding the Family Educational Rights and Privacy Act of 1974, circle the response you wish to make, date it, and sign your name. Name of Applicant A Last First Middle Home Address .3 'CYHHW W Tr- Suk! lil' Street Address City or Town State Zip Code Secondary School 1 and v-'Cell' l T5 high Seb wi - Otlicial N me City or Town Stat Zip Code FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 1 Under the provisions ofthis Act you have the right, ifyou enroll at Harvard or Radcliffe. to review your educational records. The Act further provides that you may waive your right to see recommendations for admission. Please indicate below by circling the appropriate phrase and signing your name whether or not you wish to waive this right. waive do not waive any right of access that I may have to this recommendation form. Applicant's signature F Date 5-'DQ , You should give this form, along with a stamped envelope addressed to Harvard and Radcliffe Admissions, Byerly Hall, 8 Garden Street, Cambridge, Massachusetts 02138 to a teacher who knows you well. To the Teacher: This individual is applying for admission to Harvard or Radcliffe. We have requested that the applicant indicate above his or her wishes regarding the Family Educational Rights and Privacy Act of 1974. Your candid estimate of his or her academic performance, intellectual promise, and qualities as a person will help the Admissions Committee in making final selections of the coming year's entering class. Your report will be handled with great carey it will be read initially by three admission oflicers and later will be reviewed by the Admissions Committee as it votes on the student's case. NOTE: The following questions are Intended merely as guidelines. We are much more interested in a complete report of whatever you deem important than in a specific format. Ifyou would prefer to send your report in another form ifor example, a letter or mimeographed summaryl, please feel free to do so, but you should attach it to this form. Please do not hesitate to contact us if we can be of assistance to you. Thank you for your help. 1. How long have you known the applicant? 2. ln what subjectlsl have you taught him or her? I I 3. What was the applicant's grade in your courselsl? 12th year - ' 11th year 5 Other tspecifyl 4. Please tell us what you can about his or her intellectual qualities and academic work. We are interested in any evidence you can give us about the nature of the applicant's motivation for academic work, the breadth and depth of the applicant's intellectual interests, the originality, indepen- dence, sensitivity, and power of the applicant's mind, and the applicant's capacity for growth. ls he or she, for instance, excessively grade-con- scious or driven by family pressure? Does the applicant have to be nursed or prodded or is he or she genuinely interested and making full use of intellectual potential? ,Quan av .fig If 'TJ 'C E. 3 ,- ll? Z rs :z .. rc l-I 5' 9- xi i 1141. AM-GM? ,Lou ,dk 5 PO, ,ww 13411, Quay 0'-J ,6-2.2, ,tL,, M-nam. t .7,4.a.uI-0. - i AI- , Jw-J AMM- AJ. Aww ' I ZW L. 5, toverl

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OUR FIRST GR DU TING MOSHE Moshe's Rlbald sense of humor has kept us laughing even through the ' most boring of classes. He will forever be remembered for changing the part of his hair from the side to the center. Moshe is a three letter man: BASKET- bald, FO0Tbald, and FIELD HOCKEY. This year, Moshe fell hair to a plan- tation down south. Unfortunately, it was destroyed by a .plague of bald 'weevils. A RHONA BAR-CHAMA Despite her relationship with David Copperfield, B.C. Has main- tained a darling 'attitude towards life. Quiet and shy,,,B.C. has shown a preference for thefback to nature look. Always standinglon line to take tests, B.C.'s decorum has shown a marked improvement over the last four years. She keeps active after school as captain of the cheerleaders and commissioner of the penmanship c ub. T LAIKEN TZ-Z-Z-Z-Z oh, urn, yesll Stuart is one of Flatbush's most stimulating students iaw, 2-Z, slap, slap, thanks I needed thatl His current knowledge of events and his slow, methodical way of explaining them has left many a teacher, class, auditorium, insomniac, and neighborhood sound asleep. PAUL COHEN Paul is our amateur all-around athlete. Don't let his tall, skinny, gawky, physique fool you-- he really is uncoordinated. Paulfssyexplosive A ' fpersonality and ingenifousat labex- periments have set thefschool on fire. As exciting as his jackets, and as loud as his ties, Paul's sense of humor is about as funny as his sister-in-law jokes iwhen she sits around the house she sits AROUND the housel. 91 considerate and boy, Possess- Jakie has won many ing an incurable dungaree fetish, Jakie can be seen trailing fellow classmates in search of faded glories. As captain of the Wrestling Team and coach of the discus-throwing team, Jake keeps very active in school iexcept for his frequent naps in the lobbyl. 'FQ RAV RAFUL With a glowing smile and a baby- face look, Rabo obtained fame by becoming SGO Treasurerfwith his stew ,southern draw I , henhasqexpressed .impartial views in pol sexual fiethiics. A friendly and person, 'every morning greeting 4- Hi Jake! l-li Jack! Hi Jack! Hi Jacki, and a conniseur of eggs, Abe has added much tother than SSS to our grade.

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5, What is the quality ofthe applicant's performance in extracurricular, community, or work activity? Does he or she have any unusual competence, talent, or capacity for leadership? w ' :M ' 7041 ' 614,477 I ' I ' GAAJJ ' ' ft ji., I . l I , wlawif I 6. What are your impressions ofthe applicant's character. aims and values? How do fellow students, teachers, and you regard him or her as a person compared with contemporaries? Does the applicant have any special strengths, weaknesses. or problems of which we should be aware? What are the first few words which come to your mind to describe his or her personality? X JW, ,Le . Ju- XU-4-MJ moo-Jn. ,dv e-.u.ablA9-a'70v'7 ,AL 4.31 a..,J..we1ip -74-AJAML I Z3 t ' 7. Are there any special or unusual circumstances, background information, or other factors tpositive or negative? which may be relevant to the appli- cant's performance in school or to the Admissions Committee's over-all consideration of his or her case? A,U.a4j,1,,cg, 5-IAJAAAJ Av 4. Aeoclzouf- t7,Z.tQ.v f51a.t.wnaI'-Cx-,4 lJ0yow..0,df,5ef ,tl-JCU 8. Would you care to make any additional comments? For example, do you wish to elaborate on your reasons for checking the boxes below as you did or, if appropriate, compare the applicant with other students who have gone to Harvard or Radcliffe or similar colleges from your school? 9. How would you academically: character and dwwL ,f,C,ova.aJfy QGQX7' M Mwlfftf? Aw ,QW personal qualities: over-all: Date Please Print Name 15 f compare the applicant to his or her entire class? tPlease check the single most appropriate box.J Average Good Excellent Outstanding One ofthe top few Of Below fabove average? tnext 10070 this yearl ttop SWL, this yearl l have ever encountered in my career U ij lj U LQ' 1:1 Q Q U tif ll lj lfl lj Rf CSignedl Teacher School