Religious School 101: The Importance of Chutzpah

Learning about chutzpah isn't traditionally part of Hebrew school curriculum, but Israel's new place as a major player in the global technological expansion is causing everyone to sit up and take notice of how the famous Israeli "chutzpah" may be behind Israel's new reputation as the world's Start Up Nation.

What is chutzpah? In her class with the 4^th graders at Vancouver's Beth Israel Hebrew School, JETS director Smadar Goldstein opened up the question: How do you define chutzpah? What is there in the Israeli character that has propelled Israel into first place as the world's most innovative country?

From an overview of the amazing inventions and advances that come out of Israel on an almost-daily basis, Smadar created an online lesson that encouraged the students to look at the phenomena in a different light.

·         Who were the start up personalities of the Tanach?

·         What does it mean to "leave your comfort zone" and explore the possibilities that await?

As the lesson progressed, Smadar linked the 21^st Century Start-Up nation with the Tanach. She pointed out that the Torah is not a storybook but is, rather, a list of incidents and people who break the mold to become great. This teaches us that we have the ability to change, to break out of our mold - To not only answer a call, but create one to answer.

The students took parts in a skit which illustrated Judaism's first start-up personality – Abraham. They read the skit aloud. Some of the highlights:

The kids were enthralled with the subject. After watching the short clip of the role that chutzpah plays in Israel's rise as a leading force of innovative technology they expressed pleasure in the realization that chutzpah was a valued commodity in Israel.

 "omg, Israel invented the playstation."

"chutzpah: I've got chutzpah!"

Long-Distance Shlichut

When I was in 11^th grade, a group of Israeli kids came to visit our public school. They discussed their lives, touched on Israeli politics and spoke frankly about different aspects of Israeli society, their impending draft into the Israeli army and their complex relationship with a complex society. The visit was an intensely meaningful one for me and helped cement my decision to make aliyah.

Various Jewish and Israeli institutions, including the Jewish Agency, the Israeli Foreign Affairs Ministry and several private organizations continue to organize such visits but the young ambassadors can't reach every school.

Last week JETS used distance learning to "bring" a young man named Ze'evi , to the classroom of Yeshivat Kadima where he spoke about his military service in a combat unit.

Ze'evi spoke frankly about the difficulties of serving in sensitive areas, specifically serving in the  Judea and Sameria region. The students have heard, and debated the different issues involved, but the real-time visit with Ze'evi helped them to see the concerns from the perspective of someone who had actually served in the region. 

girls class
JETS has created an opportunity for the school to run a
simultaneous boys and girls class, with the same
marterial and the same teacher, but in an environment
in which the students are separated by sex

Ze'evi discussed subjects that the JETS-Yeshivat Kadima Contemporary Jewish Issues class has been exploring during the past year, including the dilemma of whether Israel should negotiate with terrorist organizations in order to free captives. 

The kids had many questions. They asked about the military operations in which Ze'evi participated, the qualifications that combat soldiers must have, how soldiers request a specific unit, Hesder yeshivahs, etc.  

The students were particularly interested in hearing Ze'evi's view of the media reports that they've read criticizing the Israeli army, specifically the charges that the army indiscriminately hurts and kills Palestinians. Ze'evi responded  from the standpoint of a former soldier, explaining that soldiers frequently find themselves in dangerous situations but, per army rules, aren't able to do what they would have liked to  do to protect themselves and their fellow soldiers.  He summarized the soldiers' frustrations at the situation and noted that no other army in the world goes out of its way to protect civilians in the way that the Israeli army does. 

boys class

The students had many more questions which demonstrated the depth of their curiosity about the possibility of aliyah, as well as their evolving personal connections to Israel. One young student asked Ze'evi to summarize the most meaningful experience that he had as a soldier. Ze'evi gave a few examples relating to the camaraderie of the soldiers, but noted that one of the most moving moments of his army experience occurred when he visited the kotel with his unit and was asked to pose with an elderly American tourist. As the man, a Holocaust survivor, stood with 20 young soldiers he began to cry, and, Ze'evi, the grandson of Holocaust survivors, cried with him.

Flipping the End-of-Year PD Class -- Students Teach

As the school year draws to a close, teachers and administrators are considering ways to enrich student learning in the coming year.

Towards that end, the Maayanot School in New Jersey invited their teachers to join a Professional Development session with Smadar Goldstein of JETS - Jerusalem EdTech Solutions about using web tools in the classroom.

As part of the session, Smadar introduced the Learning Management System as a technique to facilitate blended and asynchronous learning in a dynamic environment of independent study.

Using an LMS offers a wide range of clear benefits, including the ability to promote active learning, foster collaboration, differentiate instruction, and implement alternative assessment models. Smadar was aware that teachers are often resistant to new technologies and methodologies. In order to break through resistance she came up with a novel idea – to have her students participate in the PD session.

The PD session focused on:

·         creating lesson plans that take into account differentiated learning patterns

·         break the monotony of a classroom session by increasing communication and collaborative learning

·         monitoring students' participation

·         facilitating the exchange of ideas, concepts and data among students and between the students and the teacher

·         leveraging technology by creating content that allows for the inclusion of web tools and social media

·         providing students with flexible access to learning resources which include resource material, videos, audio casts, text files and more. All of these resources can then be stored for future referrals and further use.

·         accessing materials at any time.  Students who miss class are not left hanging….they can open the LMS and access their classwork. 

·         engaging in self-paced learning to all each student to learn according to his or her personal needs

While Smadar was leading the PD session from Jerusalem, three of her students from Yeshivat Kadima in St. Louis joined the gathering via the web-conferencing platform. They presented their own thoughts and impressions about their encounter with their LMS-based course onContemporary Jewish Issues.    

Throughout this year the Kadima students have been exploring today's issues which face the 21^st century Jewish world in light of Jewish history. Their assignments and projects are all presented and shared via their class's LMS which is facilitated by Ms. Goldstein on Haiku platform.

The Maayanot teachers took advantage of the students' presence to ask them numerous questions about how the online class works, whether they like it, how it differs from a "traditional" class, and their overall reflections. The teachers were impressed by the student responses, such as the following:

"I used to think it would make learning more complicated and that it would make everything take longer (less productive), but it makes it pretty simple. Everything is a click away and I don’t have to shlepp home a text book, which means I never have to worry about accidentally leaving books at home, because everything I need is on my computer in a cloud." Hadassah

" I love the way I can do my work whenever, and there are always fun projects both online and “on paper/physically” that make it fun to learn - almost feels like you’re not learning. If I want to add more, it’s easy to do with the online platform." Elianna

" I know that this class allows me creativity and self expression. I learn so much about the history of the Jews, but more importantly I understand how it relates to me." Bella

The students turned out to be great teachers, and the teachers were receptive students. After hearing from the Kadimah students, the Maayanot teachers expressed increased enthusiasm about the use of online tools in their classrooms.

Read More of the Kadima students reflections

Beyond the Yom HaAtzmaut Parade – An Interdependent Israel Independence Day Adventure

Yom HaAtzmaut – Independence Day -- celebrates one of the most miraculous occurrences of all times – the return of the Jewish people to the Land of Israel and the establishment of the State of Israel.

Israeli kids feel the excitement of Yom HaAtzmaut as they are thrown into the spirit of the holiday together with their countrymen. They may, however, lose sight of the meaning behind the celebrations. Meanwhile Jewish kids who live outside of Israel celebrate Yom HaAtzmaut vicariously and don't experience the thrill and exhilaration that Israelis feel.

To bridge these gaps the JETS Edmonton-Emek HaHula Shutafut program focusing on Israel and Jewish Peoplehood encourages participating classes to work together to dig deeply into the theme of Yom HaAtzmaut as they take a closer look at issues of Jewish peoplehood. 

The Shutafut project, which is facilitated by JETS Jerusalem EdTech Solutions, bases its curriculum on the following definition of Jewish Peoplehood:

Jewish Peoplehood is a combination of culture, religion, history and values under a Jewish umbrella that gives us the profound feeling of being connected to other Jews. It is a sense of responsibility created by people who share a story, or are part of the same ongoing conversation. It is maintained through ongoing education and contacts between Jewish people.

As Yom HaAtzmaut approaches JETS posted the final unit of the year, exploring issues that unite the Jewish people and unify Jews worldwide with Israel.  The unit involves a wide variety of opportunities for students to think deeply about the place that Israel holds for all Jews.. Toward that end participating students were asked to complete a thought-provoking survey that points to the fact that the creation of the Jewish state has raised complex challenges. The survey forces the students to share their thoughts about issues of mutual responsibility of Diaspora Jews for Israel, and Israeli Jews for the Diaspora.  For example:

·      Should the Israeli army protect Jews around the world?

·      Should Diaspora Jews serve in the Israeli army?

·      Should Diaspora Jews vote in Israeli elections or have a say in Israeli policies?

·      Should Diaspora Jews pay a tax to Israel?

As part of this unit students also view the Fountainheads Yom HaAtzmaut video:

The video is intended to spur a discussion about the lyrics – " This is my homeland / This is my story / I build my future/ With ancient glory." Questions include:

§  How do you understand that line?

§  b. What is another line in the song that echoed the meaning, or which line did you find meaningful?

Students communicate with each other on the bi-lingual Wiki platform which facilitates the ability of students to respond in their own language or to practice their second language skills by writing in Hebrew or English.

As a recent online meeting  demonstrated, the students gain a tremendous amount by interacting on the WIKI, exchanging ideas and learning from each other. Although the Edmonton and Emek HaHula students won't be celebrating Yom HaAtzmaut together "face-to-face" they will, via their Shutafut program, be  learning and celebrating together through the online friendship that has been fostered by their year-long partnership.

What I Think About What You Said About What I Said -- Benefits of Collaborative Feedback in the Classroom

 Peer feedback is an online learning technique which has been receiving a good deal of attention over the past few years. The educational world has not given sufficient attention to this important component of the learning process,but as increasing numbers of teacher report on their own positive experiences with collaborative feedback, more elearning classrooms are integrating the practice into their online environments. What is clear, however, is that asynchronous written communication gives students support for their ideas and thoughts, facilitates a supportive environment of information-sharing,  promotes analytical thinking and gives them time to process and absorb information, allowing them to "come back" to the content after thinking about it. 

Peer feedback is a component of social learning, or learning as part of a group. It's an important way to help students develop important skills in self-reflection, critical thinking, and co-construction of knowledge, as well as to value and gain experience in collaboration. It has also been shown to result in an enhanced sense of community, better learning outcomes, and increased acquisition of the life skills that are necessary for teamwork and reciprocity in the classroom and the workplace.

Collaborative learning in an elearning classroom can take the form of discussion among the whole class or within small groups. To successfully incorporate collaborative feedback in an elearning environment demands skill on the part of the instructor. The teacher must be able to create and manage interaction.

Some of the basics for fostering collaborative learning involve giving students:

1.     An understanding of what collaborative feedback involves.

Collaborative feedback involves informing others of your perceptions and suggestions for improving their performance as you provide your peers with positive reinforcement and constructive criticism.

2.     An understanding of why collaborative feedback can be helpful

Students who receive regular feedback about their work perform  better, learn faster, and develop better judgment than those who do not.

3.     Feedback skills

The instructor must teach the students to develop proper feedback skills. These steps involve:

a.     Stating something that the classmate wrote with which you agreed or liked.

b.     Stating something that the classmate wrote with which you disagreed or didn't like.

c.      Asking a probing question about something that the classmate wrote.
d.     Suggesting a new idea or way to look at an issue

Some recent comments from students in a JETS Jewish Contemporary Issues Class about their experiences with collaborative feedback:

"I enjoy reading what my classmates say on the discussion forums because sometimes I hadn’t thought about something they said, and it allows me to take their ideas and internalize them and add their answers to my own. Sometimes I will even change my opinion because of what someone has said. I also like the online aspect because I can do it whenever I want - I don’t feel rushed in class that I have to finish something and it allows me time to form my answer. (I like the ability to add and change)"

"I have learned how to be a responder- how to learn about a controversial topic and respond in a polite way that expresses my opinion."

"I also like the lino boards because it’s a great example of how you can build on what people say - literally. The boards always look so cool because there are stickies upon stickies and sometimes they branch off and/or you can add new ideas."

"I often learn just as much from my fellow students as I do from my teachers. It’s great to gain knowledge by sharing from each other. It’s like a multi-faceted chavruta only online!"

---

Presenting Pesach, Freedom and the Jewish Right to a Homeland to Home-Based Hebrew School Students

When I was growing up in the '60s, most of my generation took it for granted that Israel had a right to exist. Today's youngsters, however, are bombarded by BDS propaganda and an unfriendly media. Many students, even those who receive a solid Jewish education in a Jewish day school or afternoon school, are confused. Is it possible that the Jews don't have a right to their own country?

The JconnecT online Hebrew School program addressed this issue head-on in its pre-Pesach session this year. The class is comprised of pre-teen and teenaged students from across North America who learn about Judaism and Israel online from their own homes. During the last session before Passover break the students discussed what it means to be free, what it means to lack freedom, and how that relates to the rights of the Jewish people to establish and run their Jewish State.

To begin the class the students were asked to comment on what it means to be free and what it means to NOT be free. The instructor guided the discussion as the youngsters reviewed Jewish history via audio and visual sources relating to the historical Jewish experience.

One of the advantages involved in presenting activities online is that every student can participate at all times. Interactions between the students are encouraged to enable the students to work on various projects and materials collaboratively and engage freely without disturbing the progression of the lesson. In this class the students divided into groups to complete a PPT that examined some of the reasons that a Jewish State was – and is – vital to the Jewish people.  

Students worked in pairs as they examined different subjects including anti-semitism, the Jews' historical reliance on governments and powers for protection, and Jewish religious identity as they relate to the need for a Jewish nation. Following the independent work, the students reconvened as a group to present their findings. Student comments included a review of the need for Jewish self-defense in the wake of the unwillingness of world powers to protect the Jews under attack, the need for a safe and supportive environment where Jews can practice their religion, and the importance of the Zionist philosophy that gives Jews the right to fulfill the commandment of living in their own land.

The students then viewed a historical film clip of the 1947 UN vote that authorized the establishment of the State of Israel. The students were moved by the film and expressed their amazement that so many countries stood by the Jewish nation in its hour of need.

As the students connected the theme of freedom to Jewish nationhood and the rights of the Jewish people to their own country the instructor presented four quotes from Israel's Declaration of Independence, all of which relate to the rights of the Jewish people to pursue freedom. Each student was asked to select one of the quotes and discuss how the quote impacts on them personally.  It was clear that the students had been moved by their class. One student commented that "the hardships that the Jews had to go through to achieve a nation were unimaginable. They never ceased to pray….after being away for so long they still wanted to be Jewish, still wanted their own country. The existence of Israel can never be taken for granted."

Winter Flu Meets the Classroom Cloud

The flu finally caught up with me last week. I shouldn't have been surprised -- everyone in my neighborhood has been sick at least once this winter and I live with a teenager who spends more time at home 'sick" than she does in school. But frankly, I rarely get sick and wasn't prepared, especially not to teach an online class at 2:00a.m.

My Hebrew School kids, however, tell me that they look forward to our classes and since we only had 2 more scheduled sessions, I didn't want to disappoint them. By Wednesday morning, when it was clear that I would be coughing and hacking my way through any verbal exchanges, I figured that I'd better plan ahead so I prepared a lesson that would require me to speak minimally yet would allow the kids to walk away from the class with as much knowledge as if their teacher had been chatting for 30 minutes straight.

Our class is about "Israel," a broad subject that gives me a lot of leeway to present a wide range of materials. For our second-to-last class I wanted to throw the class open and just ask the kids "What's so special about Israel?"

In planning the lesson, I also had to take into account the fact that the equipment at the school is limited -- some of the devices don't always work and most don't support advanced websites or elearning tools. But I can usually count on the ability to show videos and use linos and google docs, so I built the lesson around those features.

I created a linoboard that displayed five different aspects of Israel that I find special. These subjects included:

1.       Jews' connection to the Land of Israel

2.       Israeli leadership in the environmental field

3.       Israel as a refuge for Jews from throughout the world

4.       Israeli leadership in helping in disaster areas around the world

5.       Israeli Diversity

Each of the five lino posts displayed a link to a video and an article about that specific topic. The students were invited to select one of the topics that speaks to them and to research it, using the video and article materials provided (plus any other information that the student wished to include).

We created a corresponding Google Presentation with a matching slide for each subject. The students were asked to record their findings on the appropriate slide and share it with their peers. The kids could then view each other's findings, comment, add their own thoughts and impressions and continue to pass the information on.

Preparing the assignment wasn't exactly time-economical -- it took a good amount of time to locate appropriate articles and videos -- but the students' comments  throughout the lesson made the investment worthwhile -- "I never knew this!", "Wow. This is great!", "Why don't they publicize this more?", "I'm so proud of Israel."  

And my achy throat survived the night.  

Use of Technology in the Classroom I: Changing Student and Teacher Roles

by Stan Peerless

The use of technology and online learning in the classroom has serious implications regarding the respective roles of teachers and students in the learning process. In general, the learner plays a much more active role and the teacher plays a less central role. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. Thus, in a sense, the teacher changes from a repository of knowledge and becomes more of a facilitator of learning. This does not mean that the teacher no longer teaches, but that teaching is defined less as transmitting knowledge and more as guiding students to discover and process information. Within this framework, some of the primary roles of the teacher are to design appropriate learning activities, create a learning community with a culture of collaboration, and monitor student growth and development. In this series of articles, we will focus on each of these three elements.

Designing Appropriate Learning Activities

In order to engage all of the students in computer-supported collaborative learning, teachers must prepare well structured learning activities that exhibit the following characteristics:

Nature of the Assignments

·      Choose assignment topics or tasks that are related to the real world, and can be connected to students’ lives. One example is for students to analyze and solve a current local or international problem, or issues that they commonly encounter in their own lives. Similarly, lessons that do not inherently relate to the immediate world of the students should be personalized whenever possible.

·      Use open-ended questions: Open-ended questions do not suggest an answer, and cannot generate a short answer response. Rather, they require the student to draw on their knowledge base to evaluate or draw conclusions. As such, open-ended questions should lead students to think analytically and critically.

·      Questions and tasks should be challenging, yet within reach – i.e. within what Vigotsky referred to as the students "zone of proximal development" (activities between what the student can do unaided and what the student cannot do) and what Krashen referred to regarding language acquisition as "i+1" or "level + 1.

·      Diversify Activities – There are a number of ways in which learning activities should be diversified. Firstly, it is important not to get stuck with one collaborative learning mold that is used repeatedly. There are avariety of group learning strategies that might be employed.   In addition, learning activities should be multi-interest based and multi-ability based, reflecting Gardner's multiple-intelligence theory as well as including components that reflect different levels of difficulty.

Structuring of Assignments

Collaboration scripts are the most important design elements in computer-supported collaborative learning (CSCL) and aim to support learning activities by structuring potentially deficient interactions. Scripts are methods that structure collaborative learning based on the assumption that structured collaboration is more effective than free collaboration. "A script describes the way students have to collaborate: task distribution or roles, turn taking rules, work phases, deliverables, etc. This contract may be conveyed through initial instructions or encompassed in the learning environment." (Dillenbourg and Jermann, 2007). Scripts generally foster interaction by creating "splits" that divide the group with regard to knowledge, roles, skills, or interests, and leads them complete the assigned task with a greater degree of interactivity.

According to For Kollar, Fischer, and Hesse (2006), collaboration scripts consist of at least five components:  learning objectives, type of activities, sequencing, role distribution, and type of representation.

The following are some helpful tips regarding the structuring of computer-supported collaborative assignments:

·      Break a larger assignment into smaller pieces and set multiple deadlines to ensure that students work toward reaching milestones throughout the process rather than pulling it all together at the last minute.

·      Give the students individual roles and responsibilities on a rotating basis. Commonly used roles include: Leader / Facilitator, Recorder, Time Keeper, Learning Material Manager, and Presenter / Reporter.
·      Incorporate peer review at each milestone to encourage self-awareness and to ensure ongoing feedback. Having to listen to, analyze and respond to another's opinion sharpen the student's reasoning powers, imparts precision and clarity into ideas that would otherwise remain vague, and often generates entirely new insights in his understanding of the subject matter.

·      Assignments should require interdependence. Some assignments inherently require interdependence. However, assignments that do not inherently promote interdependence can be presented using techniques that require each student to contribute to the final product, and for students to learn from each other. The jigsaw cooperative learning technique is a classical example. In the jigsaw, each student is assigned to a particular expert group in which the participants master a part of the information needed to complete the assignments. Subsequently, groups consisting of a representative from each expert group are formed, and the students teach each other and complete the assignment together.

Coming up in Part II of this article: Developing Learning Communities 

A Lens on Jewish eLearning in Poland

Teachers in Poland have learned that eLearning offers unique opportunities to engage  students who live in outlying areas and have no access to formal Jewish education

""I just wanted to tell you that as a way of involving the kids from the e-school, together with the following institutions:The Lauder-Morasha Schools and the JOINT /JCC Warsaw, I arranged a photography contest called: "Jewish Poland than and now" .  The exhibitionon is on a display at The Museum of The History of Polish Jews and is open to public for one month! The Museum also wants to display the photography exhibit at the Virtual Shtetl project on-line in the future. We had a big finale, this past Sunday at The Museum and the children from the e-school came to Warsaw and where awarded diplomas and prizes.. All the materials for the contest were used, of course, online."

(Hadassah Buchwald-Pawlak, co-founder and project manager of the Lauder eSchool of Poland)

Providing an online Hebrew School environment for Jewish youngsters who don't have an available or accessible local complementary Hebrew School is a concept which is gaining in popularity in Jewish communities throughout the world.

Originally, online Hebrew Schools were established for English-speaking students. The idea was quickly adopted by educational leaders in other countries who immediately grasped the value of the model. Online Hebrew Schools enable students to log into their class from any location and engage in the lesson while meeting, virtually, other Jewish students from different localities.

In Eastern Europe, the Lauder organization has been leading the movement to make Jewish education available to all Jewish youngsters via distance learning frameworks. The Lauder eSchool operates in Germany, Slovakia, Poland and the Czech Republic with a similar program slated to open next year in Moscow. The Lauder e-School is a key component in the non--profit Lauder organization's mission to promote the revival of the Jewish community throughout Europe. The school offers "secular" subjects as well as a Jewish focus and attracts youngsters from various backgrounds, ranging from families who are involved in their Jewish communities to those who have little or no Jewish background or affiliation.

A key component of Lauder's eSchool involves training the teachers in the various facets of distance learning. Since 2011 Lauder has been turning to the JETS: Jerusalem EdTech Solutions  program to prepare the educators to teach online. The teachers begin to develop the knowledge and skills that they'll need to teach online courses via the JETS No Teacher Left Behind Course. No Teacher Left Behind familiarizes teachers with online tools and methodologies that empower them to teach online.

Hadassah values her experiences with the JETS program when she wrote "I can tell you that, whenever I have the opportunity to talk about e-school I always say that we were all instructed by JETS -- even when I was at a conference in Madrid."

Many of the Lauder No Teacher Left Behind participants have chosen to further their learning and participate in JETS eLearning Community of Jewish Educators. The year-long eCom asynchronous course is facilitated on a Learning Management System which enables all participants to access materials, practice new tools and skills and interact among themselves as they learn how to including LMS learning in their own elearning "classrooms." Lauder educators are involved in the eLearning Community where they can trade ideas and experiences with Jewish educators from throughout the world.

The Lauder photography contest was part of a bigger educational project called "Kamienice Ya'akova" - "Ohalej Ya'akov". The program was developed by the following: 

• The Lauder-Morasha Schools
• Lauder e-Learning Schools
• Funacja Swiat na wyciagniecie reki
• Museum of the History of Polish Jews
• JCC Warsaw.

Photography contest participants were from: The Lauder-Morasha kindergarten, Lauder e-Learning Schools and Joint/JCC Warsaw.

 

 

Students Teach

The culmination of the first semester of JETS'  Contemporary Jewish Issues course at Yeshivat Kadimah in St. Louis centered on the  students' projects in which each student was assigned to explore, research and present a subject or an issue that concerns today's Jewish community. In this presentation, the students were requested to relate the issue to concerns of Jews who lived during the 1^st - 3^rd centuries C.E.

The students selected a wide variety of subjects ranging from wars and heroines to Israel as a high-tech nation, and even Jewish hats.

Following each student's presentation of his or her topic, the subjects that the students had chosen were further examined with follow-up activities.  Students were asked to review their  peers' projects and make comments, add information and otherwise expand on each theme.

In this phase of the learning, the students became teachers, which is a very powerful learning experience. Seeing is believing – view some of the presentations for yourselves:

Heroines

Syria-Israel

Why the Weak Win Wars

Jewish Hats

Hi Tech Nation

Warfare Then and Now

Kosher Foods