Guest teacher Alicia Jo Rabins introduces two new study guides from her "Girls in Trouble" curriculum. By exploring the stories of the Sotah, and the daughters of Tzelofchad, participants consider women's agency and power in the Torah.
Most Effective Team Building Training - Tonex TrainingBryan Len
Price: $2,450.00
Length: 3 Days
Team building training course plans to enable you to develop incredible, proficient teams in your workplace.
This hands-on training will instruct you to recognize the hugeness of teamwork, decide the highlights of a viable team, grasp the characteristics of a productive team part, and help with building effective teams to achieve urgent results.
Learn More About:
Evaluating leadership style
Teambuilding issues
Leader or a manager?
Crucial management competencies
Establishing standards and follow up
Creating your own leadership development style
Inspiration theory and practice
Dealing with conflict
Appraisal skills
Assessing training needs
Decision making
Developing a team identity
Forestalling conflict
For what reason Do You Need Teambuilding Training?
Improved productivity of work, with the whole team teaming up to achieve one objective
Better quality, as more individuals with more thoughts and brains can consider increasingly productive and better alternatives to get things done
Increasingly customizable capacities, as teams utilize pivotal ventures and work with different teams over the work;
Improved development, with individuals teaming up to produce imaginative thoughts;
Higher security, as teams focus on taking care of wellbeing issues and producing more secure systems;
Sharp motivation, with everybody occupied with authoritative achievement.
Course Outline:
Overview of Teambuilding
Team Development Stages
Development and Leadership
Becoming An Inspired Leader
Team Players
Teamwork Solving Problems
Leading A Team to Brilliance
Inspiring Teamwork
Principals of Teambuilding
A Team Approach to Handle Unacceptable Incidents
What Do Your Team Members Expect You to Do as A Leader?
Case Studies: Various Team Examples
Group Activity Sample: Effective Team Communication
Request more information regarding effective teambuilding techniques training. Visit Tonex.com for course link.
Most Effective Team Building Training - Tonex Training
https://www.tonex.com/training-courses/teambuilding-training/
Most Effective Team Building Training - Tonex TrainingBryan Len
Price: $2,450.00
Length: 3 Days
Team building training course plans to enable you to develop incredible, proficient teams in your workplace.
This hands-on training will instruct you to recognize the hugeness of teamwork, decide the highlights of a viable team, grasp the characteristics of a productive team part, and help with building effective teams to achieve urgent results.
Learn More About:
Evaluating leadership style
Teambuilding issues
Leader or a manager?
Crucial management competencies
Establishing standards and follow up
Creating your own leadership development style
Inspiration theory and practice
Dealing with conflict
Appraisal skills
Assessing training needs
Decision making
Developing a team identity
Forestalling conflict
For what reason Do You Need Teambuilding Training?
Improved productivity of work, with the whole team teaming up to achieve one objective
Better quality, as more individuals with more thoughts and brains can consider increasingly productive and better alternatives to get things done
Increasingly customizable capacities, as teams utilize pivotal ventures and work with different teams over the work;
Improved development, with individuals teaming up to produce imaginative thoughts;
Higher security, as teams focus on taking care of wellbeing issues and producing more secure systems;
Sharp motivation, with everybody occupied with authoritative achievement.
Course Outline:
Overview of Teambuilding
Team Development Stages
Development and Leadership
Becoming An Inspired Leader
Team Players
Teamwork Solving Problems
Leading A Team to Brilliance
Inspiring Teamwork
Principals of Teambuilding
A Team Approach to Handle Unacceptable Incidents
What Do Your Team Members Expect You to Do as A Leader?
Case Studies: Various Team Examples
Group Activity Sample: Effective Team Communication
Request more information regarding effective teambuilding techniques training. Visit Tonex.com for course link.
Most Effective Team Building Training - Tonex Training
https://www.tonex.com/training-courses/teambuilding-training/
Diwali Essay In English. Essay On Diwali In English In 500+ Words For Student...Theresa Chavez
10 Lines Diwali Essay In English For Class 3,4,5. Essay On Diwali In English For Class 10 – Telegraph. Essay on Diwali in English || @EssentialEssayWriting ||Deepavali .... Essay On Diwali in English- Diwali Essay Writing in English.
Directions· Mark your answers to the multiple-choice questiosuzannewarch
Directions
· Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen.
· Remember to complete the submission information on
every
page you turn in.
Questions 1-14 are based on the following lines from
Twelfth Night
by William Shakespeare (1564-1616). In these lines, Viola (dressed as a man) and Duke Orsino offer different views of love. Read the passage carefully before answering the questions that follow.
VIOLA But if she cannot love you, sir?
DUKE ORSINO I cannot be so answer’d.
VIOLA Sooth, but you must.
(Line)
Say that some lady, as perhaps there is,
5 Hath for your love a great a pang of heart
As you have for Olivia: you cannot love her;
You tell her so; must she not then be answer’d?
DUKE ORSINO There is no woman’s sides
Can bide* the beating of so strong a passion *tolerate, abide
10 As love doth give my heart; no woman’s heart
So big, to hold so much; they lack retention
Alas, their love may be call’d appetite,
No motion of the liver, but the palate,
That suffer surfeit, cloyment and revolt*; *abhorrence
15 But mine is all as hungry as the sea,
And can digest as much: make no compare
Between that love a woman can bear me
And that I owe Olivia.
VIOLA Ay, but I know--
20 DUKE ORSINO What dost thou know?
VIOLA Too well what love women to men may owe:
In faith, they are as true of heart as we.
My father had a daughter loved a man,
As it might be, perhaps, were I a woman,
25 I should your lordship.
DUKE ORSINO And what’s her history?
VIOLA A blank, my lord. She never told her love,
But let concealment, like a worm i’ the bud,
Feed on her damask* cheek: she pined in thought, *healthy, red
30 And with a green and yellow melancholy
She sat like patience on a monument,
Smiling at grief. Was not this love indeed?
We men may say more, swear more: but indeed
Our shows are more than will; for still we prove
35 Much in our vows, but little in our love.
1.
In line 1, who is the "she" to whom Viola refers?
Feste
Maria
Olivia
Viola
Any charming woman
2.
Line 24, "As it might be, perhaps, were I a woman," is:
instructive.
ironic.
meaningful.
sarcastic.
satirical.
3.
In lines 8-18, Orsino offers all of the following reasons to prove that his love cannot be reciprocated by a woman
except:
his heart is bigger than a woman’s heart.
women’s hearts lack retention.
a woman’s love is mere appetite.
women are as hungry as the sea.
his passion is extremely strong.
4.
In line 11, the phrase "lack retention" is contrasted with:
"be call’d appetite" (line 12)
"sides / can hide" (line 10)
"That suffer surfeit" (line 14)
"love doth give" (line 10)
"to hold so much" (line 11)
5.
It’s possible to infer that Orsino believes "the liver" (line 13) is:
subject to revolt.
likely to lack retention.
the seat of true love.
less gen ...
I. The Heavenly Trade-winds, 9
II. The Conditions of a Fragrant Life, .... 25
III. The Thirst of Life and its Satisfaction, . . 42
IV. A Nineteenth Century Christian, 56
V. A Great Door and Many Adversaries, ... 70
VI. Out of the Mire into the Choir, 85
VII. The Hero and the Suicide, ' • 99
VIII. Christian Citizenship, 116
World Literature from a Christian Perspective By Edwin.docxdunnramage
World Literature from a
Christian Perspective
By Edwin McAllister
2
Table of Contents
Introduction 1
Introduction to the Old Testament 8
Introduction to The Iliad 17
Introduction to The Odyssey 29
Introduction to Agamemnon 39
Introduction to Oedipus 50
Introduction to The Aeneid 59
Introduction to the New Testament 73
Introduction to The Confessions 79
Introduction to Beowulf 84
Introduction to The Inferno 90
Introduction to The Canterbury Tales 96
Introduction to Luther’s Commentary on Galatians 104
Introduction to The Prince 110
Introduction to “Sir Gawain and the Green Knight” 115
Introduction to Hamlet 121
Introduction to Paradise Lost 130
3
World Literature From A Christian Perspective Introduction
When I was in grade school, I had an argument with a friend over the
ethics of telling lies. We were having a schoolyard fight over a lie I’d been telling
recently. I claimed to have broken my leg in order to avoid playing tackle
football at recess, and my friend told me that I could not lie because “the Bible
says lying is wrong.” I challenged him to “find the place” where the Bible says
lying is wrong.
Finding “the place” turned out to be more difficult than my friend
thought it would be. It took us half an hour to find the Ten Commandments in
the dusty old King James we dug up, but when we did locate them, “Thou shalt
not tell lies” was not among them. Instead, what we found was “Thou shalt not
bear false witness against thy neighbor.” (Exodus 20:16). That didn’t help
much, since it didn’t really cover what I was doing. At worst, I was bearing
false witness against myself. In our further attempt to find “the rule,” what we
discovered was a lot of stories and poems and precious few straightforward
“thou shalt not kill”-type rules.
Although we didn’t realize it at the time, my friend and I were learning a
valuable lesson about the Bible: often, rather than directly stating truth or
ethical ideals, the Bible uses literary techniques to embody or incarnate ideas.
In other words, rather than saying “do not lie,” the Bible shows God’s hatred for
lying in stories like that of Ananias and Sapphira in Acts 5 or in figurative
language like that Jesus uses in John 8 when he identifies Satan as “the father
of lies.” Acts 5 never literally says “Do not lie,” but when Ananias and Sapphira
are struck dead by God after lying to the Holy Spirit, the story shows that God
hates lying. When Jesus identifies Satan as the father of lies he does not
literally mean that Satan is a father who has lies as his children; instead, by
identifying Satan as “the father” of lies, he implies that Satan is the ultimate
source of all falsehood. Stories and figures like these embody God’s love of the
truth and his hatred for falsehood.
Literature not only embod.
World Literature from a Christian Perspective By Edwin.docxhelzerpatrina
World Literature from a
Christian Perspective
By Edwin McAllister
2
Table of Contents
Introduction 1
Introduction to the Old Testament 8
Introduction to The Iliad 17
Introduction to The Odyssey 29
Introduction to Agamemnon 39
Introduction to Oedipus 50
Introduction to The Aeneid 59
Introduction to the New Testament 73
Introduction to The Confessions 79
Introduction to Beowulf 84
Introduction to The Inferno 90
Introduction to The Canterbury Tales 96
Introduction to Luther’s Commentary on Galatians 104
Introduction to The Prince 110
Introduction to “Sir Gawain and the Green Knight” 115
Introduction to Hamlet 121
Introduction to Paradise Lost 130
3
World Literature From A Christian Perspective Introduction
When I was in grade school, I had an argument with a friend over the
ethics of telling lies. We were having a schoolyard fight over a lie I’d been telling
recently. I claimed to have broken my leg in order to avoid playing tackle
football at recess, and my friend told me that I could not lie because “the Bible
says lying is wrong.” I challenged him to “find the place” where the Bible says
lying is wrong.
Finding “the place” turned out to be more difficult than my friend
thought it would be. It took us half an hour to find the Ten Commandments in
the dusty old King James we dug up, but when we did locate them, “Thou shalt
not tell lies” was not among them. Instead, what we found was “Thou shalt not
bear false witness against thy neighbor.” (Exodus 20:16). That didn’t help
much, since it didn’t really cover what I was doing. At worst, I was bearing
false witness against myself. In our further attempt to find “the rule,” what we
discovered was a lot of stories and poems and precious few straightforward
“thou shalt not kill”-type rules.
Although we didn’t realize it at the time, my friend and I were learning a
valuable lesson about the Bible: often, rather than directly stating truth or
ethical ideals, the Bible uses literary techniques to embody or incarnate ideas.
In other words, rather than saying “do not lie,” the Bible shows God’s hatred for
lying in stories like that of Ananias and Sapphira in Acts 5 or in figurative
language like that Jesus uses in John 8 when he identifies Satan as “the father
of lies.” Acts 5 never literally says “Do not lie,” but when Ananias and Sapphira
are struck dead by God after lying to the Holy Spirit, the story shows that God
hates lying. When Jesus identifies Satan as the father of lies he does not
literally mean that Satan is a father who has lies as his children; instead, by
identifying Satan as “the father” of lies, he implies that Satan is the ultimate
source of all falsehood. Stories and figures like these embody God’s love of the
truth and his hatred for falsehood.
Literature not only embod ...
Sample of a book of poems sampling what I've squeezed out of life that past years. Please support self publishing by picking up a copy at Lulu. Thanks, enjoy.
http://www.lulu.com/product/paperback/electric-chair-for-the-sun/12305241
Spurgeon, "This Psalm is apparently intended to accompany the third, and make a pair with it. If the last may be entitled THE MORNIG PSALM, this from its matter is equally deserving of the title of THE EVENING HYMN. May the choice words Psalms 4:8 be our sweet
song of rest as we retire to our repose!
"Thus with my thoughts composed to peace,
I will give mine eyes to sleep; Thy hand in safety keeps my days, And will my slumbers keep."
SPURGEON, "The first verse, in an exclamation of surprise, explains the intent of the Psalm, viz., to invoke the interposition of God for the deliverance of his poor and persecuted people. From Psalms 10:2-11, the character of the oppressor is described in powerful language. In Psalms
10:12, the cry of the first verse bursts forth again, but with a clearer utterance. In the next place (Psalms 10:13-15), God's eye is clearly beheld as regarding all the cruel deeds of the wicked; and as a consequence of divine omniscience, the ultimate judgment of the oppressed is joyously anticipated (Psalms 10:16-18). To the Church of God during times of persecution, and to individual saints who are smarting under the hand of the proud sinner, this Psalm furnishes suitable language both for prayer and praise.
Learn about the groundbreaking work of Jewish artist Barbara Kruger with 2014 Twersky Award Finalist Rabbi Mike Rothbaum of Oakland, CA. Examine student work and participate in some of the activities from his award-winning lesson entitled “Selling Soap, Smashing Sexism, Seeing Ourselves.” Learn how to create your own original lesson plan for submission to JWA’s 2015 Twersky Award.
In JWA's first-ever online “lunch and learn” program, we’ll examine the Book of Ruth through midrash and art—just in time for the holiday of Shavuot. We will be joined by musician, writer, and educator Alicia Jo Rabins, who has composed a collection of songs about the lives of Biblical women.
More Related Content
Similar to Girls in Trouble: Women's Agency and Power in the Torah
Diwali Essay In English. Essay On Diwali In English In 500+ Words For Student...Theresa Chavez
10 Lines Diwali Essay In English For Class 3,4,5. Essay On Diwali In English For Class 10 – Telegraph. Essay on Diwali in English || @EssentialEssayWriting ||Deepavali .... Essay On Diwali in English- Diwali Essay Writing in English.
Directions· Mark your answers to the multiple-choice questiosuzannewarch
Directions
· Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen.
· Remember to complete the submission information on
every
page you turn in.
Questions 1-14 are based on the following lines from
Twelfth Night
by William Shakespeare (1564-1616). In these lines, Viola (dressed as a man) and Duke Orsino offer different views of love. Read the passage carefully before answering the questions that follow.
VIOLA But if she cannot love you, sir?
DUKE ORSINO I cannot be so answer’d.
VIOLA Sooth, but you must.
(Line)
Say that some lady, as perhaps there is,
5 Hath for your love a great a pang of heart
As you have for Olivia: you cannot love her;
You tell her so; must she not then be answer’d?
DUKE ORSINO There is no woman’s sides
Can bide* the beating of so strong a passion *tolerate, abide
10 As love doth give my heart; no woman’s heart
So big, to hold so much; they lack retention
Alas, their love may be call’d appetite,
No motion of the liver, but the palate,
That suffer surfeit, cloyment and revolt*; *abhorrence
15 But mine is all as hungry as the sea,
And can digest as much: make no compare
Between that love a woman can bear me
And that I owe Olivia.
VIOLA Ay, but I know--
20 DUKE ORSINO What dost thou know?
VIOLA Too well what love women to men may owe:
In faith, they are as true of heart as we.
My father had a daughter loved a man,
As it might be, perhaps, were I a woman,
25 I should your lordship.
DUKE ORSINO And what’s her history?
VIOLA A blank, my lord. She never told her love,
But let concealment, like a worm i’ the bud,
Feed on her damask* cheek: she pined in thought, *healthy, red
30 And with a green and yellow melancholy
She sat like patience on a monument,
Smiling at grief. Was not this love indeed?
We men may say more, swear more: but indeed
Our shows are more than will; for still we prove
35 Much in our vows, but little in our love.
1.
In line 1, who is the "she" to whom Viola refers?
Feste
Maria
Olivia
Viola
Any charming woman
2.
Line 24, "As it might be, perhaps, were I a woman," is:
instructive.
ironic.
meaningful.
sarcastic.
satirical.
3.
In lines 8-18, Orsino offers all of the following reasons to prove that his love cannot be reciprocated by a woman
except:
his heart is bigger than a woman’s heart.
women’s hearts lack retention.
a woman’s love is mere appetite.
women are as hungry as the sea.
his passion is extremely strong.
4.
In line 11, the phrase "lack retention" is contrasted with:
"be call’d appetite" (line 12)
"sides / can hide" (line 10)
"That suffer surfeit" (line 14)
"love doth give" (line 10)
"to hold so much" (line 11)
5.
It’s possible to infer that Orsino believes "the liver" (line 13) is:
subject to revolt.
likely to lack retention.
the seat of true love.
less gen ...
I. The Heavenly Trade-winds, 9
II. The Conditions of a Fragrant Life, .... 25
III. The Thirst of Life and its Satisfaction, . . 42
IV. A Nineteenth Century Christian, 56
V. A Great Door and Many Adversaries, ... 70
VI. Out of the Mire into the Choir, 85
VII. The Hero and the Suicide, ' • 99
VIII. Christian Citizenship, 116
World Literature from a Christian Perspective By Edwin.docxdunnramage
World Literature from a
Christian Perspective
By Edwin McAllister
2
Table of Contents
Introduction 1
Introduction to the Old Testament 8
Introduction to The Iliad 17
Introduction to The Odyssey 29
Introduction to Agamemnon 39
Introduction to Oedipus 50
Introduction to The Aeneid 59
Introduction to the New Testament 73
Introduction to The Confessions 79
Introduction to Beowulf 84
Introduction to The Inferno 90
Introduction to The Canterbury Tales 96
Introduction to Luther’s Commentary on Galatians 104
Introduction to The Prince 110
Introduction to “Sir Gawain and the Green Knight” 115
Introduction to Hamlet 121
Introduction to Paradise Lost 130
3
World Literature From A Christian Perspective Introduction
When I was in grade school, I had an argument with a friend over the
ethics of telling lies. We were having a schoolyard fight over a lie I’d been telling
recently. I claimed to have broken my leg in order to avoid playing tackle
football at recess, and my friend told me that I could not lie because “the Bible
says lying is wrong.” I challenged him to “find the place” where the Bible says
lying is wrong.
Finding “the place” turned out to be more difficult than my friend
thought it would be. It took us half an hour to find the Ten Commandments in
the dusty old King James we dug up, but when we did locate them, “Thou shalt
not tell lies” was not among them. Instead, what we found was “Thou shalt not
bear false witness against thy neighbor.” (Exodus 20:16). That didn’t help
much, since it didn’t really cover what I was doing. At worst, I was bearing
false witness against myself. In our further attempt to find “the rule,” what we
discovered was a lot of stories and poems and precious few straightforward
“thou shalt not kill”-type rules.
Although we didn’t realize it at the time, my friend and I were learning a
valuable lesson about the Bible: often, rather than directly stating truth or
ethical ideals, the Bible uses literary techniques to embody or incarnate ideas.
In other words, rather than saying “do not lie,” the Bible shows God’s hatred for
lying in stories like that of Ananias and Sapphira in Acts 5 or in figurative
language like that Jesus uses in John 8 when he identifies Satan as “the father
of lies.” Acts 5 never literally says “Do not lie,” but when Ananias and Sapphira
are struck dead by God after lying to the Holy Spirit, the story shows that God
hates lying. When Jesus identifies Satan as the father of lies he does not
literally mean that Satan is a father who has lies as his children; instead, by
identifying Satan as “the father” of lies, he implies that Satan is the ultimate
source of all falsehood. Stories and figures like these embody God’s love of the
truth and his hatred for falsehood.
Literature not only embod.
World Literature from a Christian Perspective By Edwin.docxhelzerpatrina
World Literature from a
Christian Perspective
By Edwin McAllister
2
Table of Contents
Introduction 1
Introduction to the Old Testament 8
Introduction to The Iliad 17
Introduction to The Odyssey 29
Introduction to Agamemnon 39
Introduction to Oedipus 50
Introduction to The Aeneid 59
Introduction to the New Testament 73
Introduction to The Confessions 79
Introduction to Beowulf 84
Introduction to The Inferno 90
Introduction to The Canterbury Tales 96
Introduction to Luther’s Commentary on Galatians 104
Introduction to The Prince 110
Introduction to “Sir Gawain and the Green Knight” 115
Introduction to Hamlet 121
Introduction to Paradise Lost 130
3
World Literature From A Christian Perspective Introduction
When I was in grade school, I had an argument with a friend over the
ethics of telling lies. We were having a schoolyard fight over a lie I’d been telling
recently. I claimed to have broken my leg in order to avoid playing tackle
football at recess, and my friend told me that I could not lie because “the Bible
says lying is wrong.” I challenged him to “find the place” where the Bible says
lying is wrong.
Finding “the place” turned out to be more difficult than my friend
thought it would be. It took us half an hour to find the Ten Commandments in
the dusty old King James we dug up, but when we did locate them, “Thou shalt
not tell lies” was not among them. Instead, what we found was “Thou shalt not
bear false witness against thy neighbor.” (Exodus 20:16). That didn’t help
much, since it didn’t really cover what I was doing. At worst, I was bearing
false witness against myself. In our further attempt to find “the rule,” what we
discovered was a lot of stories and poems and precious few straightforward
“thou shalt not kill”-type rules.
Although we didn’t realize it at the time, my friend and I were learning a
valuable lesson about the Bible: often, rather than directly stating truth or
ethical ideals, the Bible uses literary techniques to embody or incarnate ideas.
In other words, rather than saying “do not lie,” the Bible shows God’s hatred for
lying in stories like that of Ananias and Sapphira in Acts 5 or in figurative
language like that Jesus uses in John 8 when he identifies Satan as “the father
of lies.” Acts 5 never literally says “Do not lie,” but when Ananias and Sapphira
are struck dead by God after lying to the Holy Spirit, the story shows that God
hates lying. When Jesus identifies Satan as the father of lies he does not
literally mean that Satan is a father who has lies as his children; instead, by
identifying Satan as “the father” of lies, he implies that Satan is the ultimate
source of all falsehood. Stories and figures like these embody God’s love of the
truth and his hatred for falsehood.
Literature not only embod ...
Sample of a book of poems sampling what I've squeezed out of life that past years. Please support self publishing by picking up a copy at Lulu. Thanks, enjoy.
http://www.lulu.com/product/paperback/electric-chair-for-the-sun/12305241
Spurgeon, "This Psalm is apparently intended to accompany the third, and make a pair with it. If the last may be entitled THE MORNIG PSALM, this from its matter is equally deserving of the title of THE EVENING HYMN. May the choice words Psalms 4:8 be our sweet
song of rest as we retire to our repose!
"Thus with my thoughts composed to peace,
I will give mine eyes to sleep; Thy hand in safety keeps my days, And will my slumbers keep."
SPURGEON, "The first verse, in an exclamation of surprise, explains the intent of the Psalm, viz., to invoke the interposition of God for the deliverance of his poor and persecuted people. From Psalms 10:2-11, the character of the oppressor is described in powerful language. In Psalms
10:12, the cry of the first verse bursts forth again, but with a clearer utterance. In the next place (Psalms 10:13-15), God's eye is clearly beheld as regarding all the cruel deeds of the wicked; and as a consequence of divine omniscience, the ultimate judgment of the oppressed is joyously anticipated (Psalms 10:16-18). To the Church of God during times of persecution, and to individual saints who are smarting under the hand of the proud sinner, this Psalm furnishes suitable language both for prayer and praise.
Learn about the groundbreaking work of Jewish artist Barbara Kruger with 2014 Twersky Award Finalist Rabbi Mike Rothbaum of Oakland, CA. Examine student work and participate in some of the activities from his award-winning lesson entitled “Selling Soap, Smashing Sexism, Seeing Ourselves.” Learn how to create your own original lesson plan for submission to JWA’s 2015 Twersky Award.
In JWA's first-ever online “lunch and learn” program, we’ll examine the Book of Ruth through midrash and art—just in time for the holiday of Shavuot. We will be joined by musician, writer, and educator Alicia Jo Rabins, who has composed a collection of songs about the lives of Biblical women.
What do you do when you find an amazing letter or article that is too long or too dense for your students? Learn how to modify and excerpt documents, allowing students to access the important ideas within them without losing the voice or intention of the original composition. See examples of modified documents and discuss strategies for introducing them to your students.
What are the implications of the stories we tell about who we are as a Jewish community? How can Jewish history and primary sources provide new, exciting entry points for our students? Join staff from the Jewish Women's Archive to explore Jewish texts you’ve never heard of, participate in a lively discussion, and leave this session with concrete ways to teach about the power, diversity, and strength of the Jewish community to students of all ages.
Created for a webinar presented to the Jewish Educators Assembly.
Pluralism, Values, and Jewish Texts for the ISJL Education FellowsJewish Women's Archive
These are the slides from an online learning program prepared by Jewish Women's Archive for the Education Fellows at the Institute for Southern Jewish Life. Accompanying documents include:
Henrietta Szold's Letter to Haym Peretz: http://jwa.org/media/henrietta-szold-s-letter-to-haym-peretz-on-saying-kaddish-for-her-mother
Advertisement from "Mother Earth" Magazine, edited by Emma Goldman: http://jwa.org/media/advertisement-for-yom-kipur-picnic-organized-by-goldman-and-her-colleagues
Jews have a long-standing relationship with the land. While we have seen a resurgent interest in farming and food initiatives in specifically Jewish spaces, this phenomenon is part of a long continuum of Jewish agricultural work and land-based community building in the United States. This Powerpoint provides a cursory introduction to the little-known history of Jewish agricultural work in the US and to the experiences of Jews living off—and with—the land.
Learn about the history of Confirmation through incredible letters and photographs with 2014 Twersky Award Winner Rabbi Deborah Bodin Cohen of Potomac, MD. Participate in some of the activities from her award-winning lesson and learn about how to create your own original lesson plan for submission to JWA’s 2015 Twersky Award.
To view a recording of the program, additional resources, and a chat log, visit: https://jwa.org/teach/profdev/webinars/2015/twerskydeborah
Letters and articles can be difficult sources for younger students to parse. Yet, songs with melody and lyrics provide rich and multi-layered opportunities that meet students’ diverse learning needs while helping achieve your educational goals. Learn how to guide students through the exploration of musical elements and analysis of lyrics, and get some ideas for how to weave historical music into your lessons about history, holidays, and Jewish values.
2014 marked the 50th anniversary of Wednesdays in Mississippi, a little-known story of American housewives who created change in their communities. Learn about the contributions of and challenges for these women from interviews and historical documents that tell the story of how they organized across racial and geographic lines during the Civil Rights Movement.
Each one of us carries a unique story, a small thread of the large tapestry of history. In this session, you will get a crash-course in developing questions and conducting interviews with family and community members in order to unlock the past and enrich the Jewish story you are sharing with future generations.
In her 1994 autobiography, Barbie doll inventor Ruth Handler explained the toy's true purpose: "My whole philosophy of Barbie was that through the doll, the little girl could be anything she wanted to be. Barbie always represented the fact that a woman has choices." Discuss the intersection of gender and ritual in Judaism and explore the current state of gender in Jewish ritual practice through pictures, audio interviews, blog posts, and more.
Talking with older relatives and community members about their lives is a great way for students to build practical skills, develop new relationships, and unlock exciting historical stories. Learn how to lead an oral history project with your students, be introduced to JWA’s myriad oral history resources, and brainstorm with colleagues about how to bring inter-generational story sharing into your classroom or community.
The year 2014 marks the 50th anniversary of Mississippi Freedom Summer. This program introduces educators to materials that investigate how community organizing, Jewish values, and moral conviction influenced the lives of Jewish Freedom Summer activists. During the session, Etta King, JWA’s Education Program Manager, models activities that you can use to teach your students about courage, activism, and Jewish identity using the Living the Legacy curriculum.
A short presentation on what we have done online, at jwa.org and elsewhere, in FY '10. This covers none of our educational projects (the summer institute for educators, the presentation tool, the entire new "Living the Legacy curriculum," ....) because that was presented the day before by Judith and Emily.
To follow along with my notes, click the "notes" tab.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Girls in Trouble: Women's Agency and Power in the Torah
1.
2.
3.
4. To get us started…
Think of a moment in your life where you either:
- had agency or power
- didn’t have agency or power
If you’d like, share your moment in the chat field.
6. Numbers 5:11–31
11) God spoke to Moses, saying: 12) Speak to the Israelite people and say to them: If any man’s wife has gone astray and
broken faith with him 13) in that a man has had carnal relations with her unbeknown to her husband, and she keeps
secret the fact that she has defiled herself without being forced, and there is no witness against her— 14) but a fit of
jealousy comes over him and he is wrought up about the wife who has defiled herself; or if a fit of jealousy comes over
one and he is wrought up about his wife although she has not defiled herself— 15) the man shall bring his wife to the
priest. And he shall bring as an offering for her one-tenth of an ephah of barley flour. No oil shall be poured upon it and no
frankincense shall be laid on it, for it is a meal offering of jealousy, a meal offering of remembrance which recalls
wrongdoing. 16) The priest shall bring her forward and have her stand before God. 17) The priest shall take sacral water in
an earthen vessel and, taking some of the earth that is on the floor of the Tabernacle, the priest shall put it into the water.
18) After he has made the woman stand before God, the priest shall bare the woman’s head and place upon her hands the
meal offering of remembrance, which is a meal offering of jealousy. And in the priest’s hands shall be the water of
bitterness that induces the spell. 19) The priest shall adjure the woman, saying to her, “If no man has lain with you, if you
have not gone astray in defilement while married to your husband, be immune to harm from this water of bitterness that
induces the spell. 20) But if you have gone astray while married to your husband and have defiled yourself, if a man other
than your husband has had carnal relations with you”— 21) here the priest shall administer the curse of adjuration to the
woman, as the priest goes on to say to the woman—“may God make you a curse and an imprecation among your people,
as God causes your thigh to sag and your belly to distend; 22) may this water that induces the spell enter your body,
causing the belly to distend and the thigh to sag.” And the woman shall say, “Amen, amen!”
[cont’d]
7. 23) The priest shall put these curses down in writing and rub it off into the water of bitterness. 24) He is to make the
woman drink the water of bitterness that induces the spell, so that the spell-inducing water may enter into her to
bring on bitterness. 25) Then the priest shall take from the woman’s hand the meal offering of jealousy, elevate the
meal offering before God, and present it on the altar. 26) The priest shall scoop out of the meal offering a token part
of it and turn it into smoke on the altar. Last, he shall make the woman drink the water. 27) Once he has made her
drink the water—if she has defiled herself by breaking faith with her husband, the spell-inducing water shall enter
into her to bring on bitterness, so that her belly shall distend and her thigh shall sag; and the woman shall become a
curse among her people. 28) But if the woman has not defiled herself and is pure, she shall be unharmed and able
to retain seed. 29) This is the ritual in cases of jealousy, when a woman goes astray while married to her husband
and defiles herself, 30) or when a fit of jealousy comes over a man and he is wrought up over his wife: the woman
shall be made to stand before God and the priest shall carry out all this ritual with her. 31) The man shall be clear of
guilt; but that woman shall suffer for her guilt.
- Translation adapted from JPS
8. 1. What is your initial response to this text?
2. What does the text tell us about the Sotah ritual and
what does it leave out? How would you imagine someone
undergoing the ritual would feel?
3. Can you think of a modern day analog or equivalent to
the Sotah ritual or a contemporary situation which
resembles it?
9. A song in the Sotah’s voice by Alicia Jo Rabins/Girls in Trouble
You’re always watching and waiting for a mistake
Then you jump, oh you tear me apart
But I have a hundred invisible doors of escape
Alleys and passages leading away from my heart
Oh, my body
the secrets that you keep
and the places we run to
late at night while he’s asleep
He took me downtown and he gave me the jar of water
The people watched as I brought it to my lips
He said if you’re guilty your body will betray you
But I know how to be silent after a kiss
Oh the water was bitter
and full of dark letters that stuck in my throat like a curse
But I drank it all
and I answered amen, amen amen,
amen, amen and goodbye
You’re always watching and waiting for a mistake
Then you jump, oh you tear me apart
But I have a hundred invisible doors of escape
Alleys and passages leading away from my heart
10. A song in the Sotah’s voice by Alicia Jo Rabins/Girls in Trouble
You’re always watching and waiting for a mistake
Then you jump, oh you tear me apart
But I have a hundred invisible doors of escape
Alleys and passages leading away from my heart
Oh, my body
the secrets that you keep
and the places we run to
late at night while he’s asleep
He took me downtown and he gave me the jar of water
The people watched as I brought it to my lips
He said if you’re guilty your body will betray you
But I know how to be silent after a kiss
Oh the water was bitter
and full of dark letters that stuck in my throat like a curse
But I drank it all
and I answered amen, amen amen,
amen, amen and goodbye
You’re always watching and waiting for a mistake
Then you jump, oh you tear me apart
But I have a hundred invisible doors of escape
Alleys and passages leading away from my heart
1.How would you describe this song? What
feelings does it evoke?
2. What parts of the text can you find in the
song? What has the artist added?
3. This song is one artist’s interpretation of how
a woman undergoing the Sotah ritual might feel.
How would you describe the emotions of the
character singing this song? How is this depiction
similar or different to your imagination of the
Biblical Sotah?
11. The Trial of Jealousy
(Details unknown. Photo from Lebrecht
Music and Arts Photo Library, Alamy Stock
Photo)
12. Illustration Of The Ritual Of Sotah
For Women Suspected Of Adultery
(Details unknown, photo from Art
Directors & TRIP, Alamy Stock Photo)
13. 1. How would you describe the character
of the Sotah as depicted in this image?
2. How is this depiction similar to or
different from the other works? (If you
wish, you can also compare the artwork to
the Biblical text and/or the song.)
3. What do you like about this image and
depiction of the Sotah? What do you
dislike or disagree with?
14. The Brick Testament is the largest, most
comprehensive illustrated Bible in the world with
over 4,500 illustrations that retell more than 400
stories from The Bible.
Started on the web in 2001, and now having
spawned the popular The Brick Bible book series,
The Brick Testament project remains a one-man
labor of love, constructed and photographed
entirely by Brendan Powell Smith.
The goal of The Brick Testament is to give people
an increased knowledge of the contents of The
Bible in a way that is fun and compelling while
remaining true to the text of the scriptures. The
Brick Testament uses the author's own wording
of Bible passages, based on a number of different
public domain Bible translations and occasionally
a translation from the original Hebrew or Greek
suggested by colleagues.
- Adapted from thebricktestament.com.
15. 1. How would you describe the character
of the Sotah as depicted in this image?
2. How is this depiction similar to or
different from the other works? (If you
wish, you can also compare the artwork to
the Biblical text and/or the song.)
3. What do you like about this image and
depiction of the Sotah? What do you
dislike or disagree with?
16. “[A midrash from Tanchuma] recounts the tale of two sisters, Sota and Bekhorah, who are bound together
in symbiotic loyalty when Sota’s husband accuses her of infidelity…Video projections on all four walls of
the exhibition space allow multiple narratives to develop concurrently, thus calling into question the notion
of a single, coherent truth. The Sota Project uses the most current new media technologies while
employing storytelling techniques inspired by ancient Greco-Roman murals and Renaissance tapestries.”
- Text from website of artist Ofri Cnaani
The Sota Project – Ofri Cnaani
17. - from Divinity School (American Poetry Review, 2015) by Alicia Jo Rabins
THE MAGIC
My students visit me in the basement.
I hand each one a small well
of ground-up letters
the color of crushed pearl,
a cream base for lids.
We study the magic of powder,
shadow, wand, brush
till beauty beats their faces
with its little tendrils
and red butterflies
settle on their cheeks.
Let my thighs sag, girls,
let my belly distend.
Let me teach you about beauty:
a slanted shipwreck
draped in its own torn sails.
HOW TO SAIL
Scrape the curse off the parchment. Stir the broken letters into a jar of water.
Make a woman drink it: thus said Elohim. But why: thus said Molly, twelve
years old. Now I was the teacher. We sat there, two black flames in a room of
white fire. We were sailing on a wind that passed through the open window of
a room next to the marketplace, two thousand years ago.
19. Numbers Chapter 27
1) The daughters of Zelophehad, of Manassite family—son of Hepher son of Gilead son of Machir
son of Manasseh son of Joseph—came forward. The names of the daughters were Mahlah, Noah,
Hoglah, Milcah, and Tirzah. 2) They stood before Moses, Eleazar the priest, the chieftains, and the
whole assembly, at the entrance of the Tent of Meeting, and they said, 3) “Our father died in the
wilderness. He was not one of the faction, Korah’s faction, which banded together against God, but
died for his own sin; and he has left no sons. 4) Let not our father’s name be lost to his clan just
because he had no son! Give us a holding among our father’s kinsmen!” 5) Moses brought their case
before God. 6) And God said to Moses, 7) “The plea of Zelophehad’s daughters is just: you should
give them a hereditary holding among their father’s kinsmen; transfer their father’s share to them.
8) “Further, speak to the Israelite people as follows: ‘If a man dies without leaving a son, you shall
transfer his property to his daughter. 9) If he has no daughter, you shall assign his property to his
brothers. 10) If he has no brothers, you shall assign his property to his father’s brothers. 11) If his
father had no brothers, you shall assign his property to his nearest relative in his own clan, and he
shall inherit it.’ This shall be the law of procedure for the Israelites, in accordance with God’s
command to Moses.”
- Translation adapted from JPS
20. 1. What is your initial response to this text?
2. What questions does the text raise for you? What does the text tell
us about the daughters’ situation and what does it leave out?
3. How do you imagine the five sisters decided to bring their case
before Moses? How much discussion do you think occurred? Do you
think they all agreed?
4. Can you think of a modern day analog or equivalent to this story, or
a contemporary situation which resembles it?
21. I’ve been trying to explain
The parts are different but the sum is the same
Trying to get you to you realize
That half the winners [are] taking all of the prize
1 2 3 4 5
Still breathing still alive
But when I disappear
Will anybody know that I was here
Two sides of a river, two sides of a coin
And a place in the middle where both sides join
The light of the moon and the light of the sun
And a place in the dark where the two become one
5 4 3 2 1
You tell us how it’s done
But your daughters and your sons
Know a new arithmetic will come
A song in the Daughters of Tzelofchad’s voices by Alicia Jo Rabins/Girls in Trouble
I’ve been trying to explain
what you call a theory I call a game
Trying to make you understand
that everybody’s made of stars and sand
1 2 3 4 5
Still breathing still alive
But when we disappear
Will anybody anybody anybody know that we were here
22. I’ve been trying to explain
The parts are different but the sum is the same
Trying to get you to you realize
That half the winners [are] taking all of the prize
1 2 3 4 5
Still breathing still alive
But when I disappear
Will anybody know that I was here
Two sides of a river, two sides of a coin
And a place in the middle where both sides join
The light of the moon and the light of the sun
And a place in the dark where the two become one
5 4 3 2 1
You tell us how it’s done
But your daughters and your sons
Know a new arithmetic will come
A song in the Daughters of Tzelofchad’s voices by Alicia Jo Rabins/Girls in Trouble
I’ve been trying to explain
what you call a theory I call a game
Trying to make you understand
that everybody’s made of stars and sand
1 2 3 4 5
Still breathing still alive
But when we disappear
Will anybody anybody anybody know that we were here
1. How would you describe this song? What feelings does it evoke?
2. What parts of the text can you find in the song? What has the artist added?
3. What questions or observations come to mind when you listen to this song?
23. The Daughters of Zelophehad
(Illustration from the 1897 Bible Pictures and
What They Teach Us by Charles Foster.)
The Daughters of Zelophehad
(Illustration from The Bible and Its Story Taught by
One Thousand Picture Lessons. Edited by Charles F.
Horne and Julius A. Bewer. 1908.)
24. The Daughters of Zelophehad
(Daniel Botkin. Oil on canvas.)
The Daughters Of Zelophehad
(Janet Shafner. 3 panels, oil on Canvas, 2006.)
27. Can We Talk? Live: Celebrating 20 Years of the Red Tent
Join JWA on May 9, 2018 for an exciting evening with
author Anita Diamant, discussing her best-seller The
Red Tent! This year is the 20th anniversary of the
novel's publication, and Diamant will be in dialogue
with local leaders about how the book has impacted
them and their communities. The event will be
recorded for a future episode of JWA's podcast, Can
We Talk? Register now!
28. Survey
Thank you for your participation in today’s online learning program!
Please take a moment to complete a brief survey about your
experience:
https://www.surveymonkey.com/r/S7WBSCW
Editor's Notes
Contributor: Lebrecht Music and Arts Photo Library / Alamy Stock Photo
Contributor: Art Directors & TRIP / Alamy Stock Photo
Contributor: Lebrecht Music and Arts Photo Library / Alamy Stock Photo
1. How would you describe the character of the Sotah as depicted in this image?
2. How is this depiction similar to or different from the other works? (If you wish, you can also compare the artwork to the Biblical text and/or the song.)
3. What do you like about this image and depiction of the Sotah? What do you dislike or disagree with?
http://thebricktestament.com
About: The Brick Testament is the largest, most comprehensive illustrated Bible in the world with over 4,500 illustrations that retell more than 400 stories from The Bible.
Started on the web in 2001, and now having spawned the popular The Brick Bible book series, The Brick Testament project remains a one-man labor of love, constructed and photographed entirely by Brendan Powell Smith.
The goal of The Brick Testament is to give people an increased knowledge of the contents of The Bible in a way that is fun and compelling while remaining true to the text of the scriptures. To this end, all stories are retold using direct quotes from The Bible with chapters and verses provided.
There are many other illustrated Bibles whose authors take a free hand in completely re-writing the Bible's stories, adding or subtracting from them as they see fit, often giving the stories re-interpretations that try to force them to fit a certain modern sense of morality or a particular post-Biblical theology. Although well-meaning, these authors do not let the Bible speak for itself, and do not provide an experience that is much like reading the actual Bible at all.
While there is really no substitute for reading the Bible itself, The Brick Testament endeavors to come as close to that experience as possible for people who wouldn't normally read the Bible all the way through on their own. For those who are already familiar with the Bible, it offers the chance to brush up in a fun way, or to reconsider what they have read before.
The Brick Testament website and The Brick Bible books use the author's own wording of Bible passages, based on a number of different public domain Bible translations and occasionally a translation from the original Hebrew or Greek suggested by colleagues.
http://thebricktestament.com
About: The Brick Testament is the largest, most comprehensive illustrated Bible in the world with over 4,500 illustrations that retell more than 400 stories from The Bible.
Started on the web in 2001, and now having spawned the popular The Brick Bible book series, The Brick Testament project remains a one-man labor of love, constructed and photographed entirely by Brendan Powell Smith.
The goal of The Brick Testament is to give people an increased knowledge of the contents of The Bible in a way that is fun and compelling while remaining true to the text of the scriptures. To this end, all stories are retold using direct quotes from The Bible with chapters and verses provided.
There are many other illustrated Bibles whose authors take a free hand in completely re-writing the Bible's stories, adding or subtracting from them as they see fit, often giving the stories re-interpretations that try to force them to fit a certain modern sense of morality or a particular post-Biblical theology. Although well-meaning, these authors do not let the Bible speak for itself, and do not provide an experience that is much like reading the actual Bible at all.
While there is really no substitute for reading the Bible itself, The Brick Testament endeavors to come as close to that experience as possible for people who wouldn't normally read the Bible all the way through on their own. For those who are already familiar with the Bible, it offers the chance to brush up in a fun way, or to reconsider what they have read before.
The Brick Testament website and The Brick Bible books use the author's own wording of Bible passages, based on a number of different public domain Bible translations and occasionally a translation from the original Hebrew or Greek suggested by colleagues.
These poems are both based on the Sotah passage, but approach it from different directions. “The Magic” imagines a beauty school run by the Sotah - or, more accurately, a woman who has undergone the Sotah ritual a couple decades ago. The school is based in her basement, where she teaches girls how to apply makeup, while remembering the “ground letters” of the ordeal she was faced to endure, considering how the magic of ritual is similar to the magic of make-up, and also considers how time will change and distort our bodies, just like the potion of the ritual. In this way, she imagines all our bodies enduring a slow process reminiscent of the Sotah ordeal, simply by living through enough decades. “How to Sail” is based on my experience tutoring bat mitzvah students who have been assigned this portion based on how the Torah reading calendar lines up with their birthday. I find myself in the position of welcoming a young woman into the tradition by spending a year studying a text which is difficult to read and not particularly welcoming to women. By juxtaposing my student’s voice with God’s, I wanted to convey the experience of sitting with a twelve-year-old girl on one side of me, the text on the other, and trying to find a way to live within the tradition with integrity, honoring each of them. “Black fire on white fire” is a classic rabbinic image for describing the letters of the Torah, which I imagine here as our bodies, flickering against the page. And ending on the image of the wind passing through the marketplace two thousand years ago, I imagine how many people have read this text over the years - all their interpretations, their questions, their innovations, their critiques, and their silences.
Daniel Botkin (American) is also a Bible teacher and author.
Notes by Janet Shafner:
The courage of these women who spoke out to the leaders of the nation against an unfair system resulted in a crucial shift in the law. The sages tell us that the women were also motivated by an intense love of the land of Israel. The division of the land was still in the future, but their desire to share in it signaled their faith in Israel’s eventual possession of its promised land.
In this painting of the Daughters of Zelophehad, the figures are imagined as sentinel figures, archaically draped, and set against a panorama of walls - ancient and modern, including the politically charged contemporary wall between Israel and her Arab neighbors. The incised writing in the red areas is the text of the narrative.
(Staged photograph). Israeli, b. 1978, Israel, based in Tel Aviv, Israel.