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    <title>Phorum 5</title>
    <link>http://lookstein.org/lookjed/index.php</link>
    <description><![CDATA[]]></description>
    <language>EN</language>
    <pubDate>Thu, 11 Mar 2010 00:52:52 -0600</pubDate>
    <lastBuildDate>Thu, 11 Mar 2010 00:52:52 -0600</lastBuildDate>
    <category>Phorum 5</category>
    <generator>Phorum 5.1.24b</generator>
    <ttl>600</ttl>
    <item>
      <title>[Lookjed List Archive] Cell Phone Policy Query</title>
      <link>http://lookstein.org/lookjed/read.php?1,18543,18543#msg-18543</link>
      <author>Aaron Frank</author>
      <description><![CDATA[While we have a policy in place, we are exploring different policies regarding cell phones in our school.  If anyone would be willing to share their High School cell phone policy and reflect on the level of its success, it would be greatly appreciated. Please feel free to email me at afrank@btfiloh.org.
 
Rabbi Aaron Frank
High School Principal
Beth Tfiloh Dahan Community School
afrank@btfiloh.org]]></description>
      <category>Lookjed List Archive</category>
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      <pubDate>Thu, 11 Mar 2010 00:52:52 -0600</pubDate>
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    <item>
      <title>[Lookjed List Archive] Jewish Action Chinuch Edition</title>
      <link>http://lookstein.org/lookjed/read.php?1,18542,18542#msg-18542</link>
      <author>Tzvi Daum</author>
      <description><![CDATA[The most recent edition of Jewish Action Magazine published by the Orthodox Union is dedicated to the subject of Chinuch with a number of excellent articles. The online edition is available here:

http://www.ou.org/index.php/jewish_action/

One common theme that seems to come across in these articles is the need for a systematic rethinking of Jewish day school curriculum. There is a painfully obvious need for defined learning objectives, a school wide systematic approach to skill building, standardized assessment tools and the need to create a more engaging Judaic Studies learning curriculum.

In a discussion about &quot;The Illiteracy Epidemic&quot; which took place on this board a little over a year ago, many educators acknowledged that our day school system is broken if after twelve years of schooling students can't read a posuk of Chumash (of the more than twenty five responses not one educator suggested that this is not the case).

The question I pose to the readers of this forum, will these articles just inspire another round of discussion about the need to do something or will something actually get done? This is such a fundamental need in Jewish day school education, that it is a shame nothing substantial has been done to date. Although I believe Lookjed is a great place to raise the larger issue, I don't think that is where the problem will get solved. We need a group of individuals who are committed to putting their heads together and willing to figure out a solution to this problem. 

Money is obviously a big issue...but perhaps if we brainstorm we can come up with an idea to make it happen. Please feel free to post your thoughts here and if there is enough interest perhaps we can arrange a conference call or meet as part of a social networking group to discuss this issue sometime after Pesach. If enough people express interest I'll do my best to put something together.

Please forward!

Tzvi Daum
tdaum@torahskills.org
http://www.torahskills.org
http://opensourcecurriculum.blogspot.com/ 
http://twitter.com/Torahskills]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18542,18542#msg-18542</guid>
      <pubDate>Wed, 10 Mar 2010 00:51:51 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Faculty Dress Code</title>
      <link>http://lookstein.org/lookjed/read.php?1,18541,18541#msg-18541</link>
      <author>Michael Green</author>
      <description><![CDATA[Shalom!

Does anyone have any insights regarding a &quot;Faculty Uniform&quot; or &quot;Dress Code&quot; within the context of your school/place of Higher Education? 

Do you tend to allow a Rabbi, Rebbetzin, or the like to dress as he/she pleases--or do you mandate (contractually perhaps?) that for instance a tie, at least a sport coat, etc. must be worn in school, and perhaps outside of school? 

Likewise, what are your policies--if any--for female members of your faculty? Is it acceptable for a teacher to come in a snood (such as the one here: http://www.millineryshop.net/Category.aspx?ProductName=Snoods Note: there are differences between Snoods, Tichels, Pre-Tied etc.)? Or is it deemed too casual/not something for the workplace, could put off students, etc. and hence a more put together/professional look is mandated such as a Hat a Shaitel and so on and so forth. 

Do you contractually mandate that a faculty member dress like a dignified person outside of the confines of the school/while still within the confines of the community as well, or is one allowed to dress however they please outside of the confines of school/while still within the confines of the community as well? 

In advance, I thank you for your thoughts and insights!

Kind Regards, 
Michael 

-- 
Rabbi Michael Green
Overseas Director
Bnot Torah/Sharfman's]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18541,18541#msg-18541</guid>
      <pubDate>Tue, 09 Mar 2010 14:13:43 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Social/emotional growth and development issues</title>
      <link>http://lookstein.org/lookjed/read.php?1,18532,18540#msg-18540</link>
      <author>Chana Zweiter</author>
      <description><![CDATA[I was very pleased to read Aviva Goldstein’s request for curriculum that promotes social and emotional competencies in a Jewish context because it meant that the issue is on our Jewish education agenda. I respond as the director of the Kaleidoscope approach (Some of you may know me as the founder of Yachad.), an approach that is implemented in schools throughout Israel and in the United States. 

Kaleidoscope is an evidence-based approach that engages educators, parents and children in ongoing workshops that promote the development of social and emotional skills that have been proven to form the foundation of values and behaviors that individuals can apply in various social settings and relationships. Among these skills are reflection, self-awareness,   awareness of others, appreciation for diversity, communication skills, team building and the ability to make constructive decisions. The overarching goal of Kaleidoscope is to root the development of these skills in the school system so that it becomes a critical element in our educational culture. 

An external professional evaluation of Kaleidoscope that was conducted over a three-year period when Kaleidoscope was first initiated, attests to the fact that Kaleidoscope succeeds in promoting a readiness to learn about and respect individuals whose opinions and feelings differ from theirs, including individuals who are “very different”, children with special needs, and the other children in the class, which often is a greater challenge.

As per studies, Kaleidoscope reaches its goals with self-contained activities that teachers are trained to independently implement.  Teachers are also trained to integrate the principles of Kaleidoscope into their ongoing curriculum. “The integration of SEL with traditional academics greatly enhances learning in both areas” (Elias et al. Promoting Social and Emotional Learning: Guidelines for Educators. 1997). 

This is where the Jewish context comes in. Kaleidoscope has developed an approach to integrating SEL into Parashat Hashavua and more extensively into tefilla in an approach that I call ViAni Tefillati. The goal of this approach is to a developmentally sound ongoing curriculum that links tefilla to the development of social and emotional skill giving meaning and spirit to the words of tefilla by connecting them to our daily lives and to the social and emotional skills that form the basis of our Judaism and of our over-all well being, and providing the development of social and emotional skills with a Judaic meaningful foundation, the tefilla. 
 
ViAni Tefillati is an evidenced-based approach that is founded on the works of individuals such as Rav Soleveitchik, Rabbi Abraham Joshua Heschel, Rav Baruch Epstein, and others who have delved into and provided deep understanding to tefilla, as well as on the works of experts in the field of social and emotional learning such as Maurice Elias whom I quoted above. I have often been asked if we bring the social and emotional messages to the tefilla texts or if the tefilla texts bring the social and emotional messages to us. Which comes first? My answer is: both. The process is a spiral one. As I develop awareness of social and emotional principles and competencies, I will more clearly see them in the texts. And as I develop awareness and ask appropriate questions, the texts will help me develop the social and emotional competencies that will help me better accept and understand myself and others.  
 
Here is a sample application of ViAni Tefillati.
The Prayer/Tefilla: 
In the morning prayers, before the Shma, we say: “vinotnim rishut zeh lazeh, lihakdish liyozram, binahat ruah, bisafa brura ubiniima, kdusha kulam kiehad onim…”
“And grant permission to one another to dedicate to their will, with tranquility, with clear articulation, and with sweetness, together, as one, answer with holiness.” 

Understanding the Text:
The prayer tells us that the angels accept their responsibility and prepare to declare God’s greatness which they do one by one, listening, and saying what they want to say in a calm, organized fashion. Only then, can they answer as one, are they united. 

Understanding the Text with Social-Emotional Glasses:
Throughout our day we need to express ourselves and to join in cooperative efforts. This prayer shows us that cooperation is a function of respect and clear articulation of our messages. Even if we need to say something difficult to someone, e.g. a fellow teacher who is not cooperating, if we listen, are respectful of other views and opinions, organize our thoughts and present them in a calm and organized way, than the message will be heard and we can still cooperate. 

The Social and Emotional Competencies that the Text Highlights:
•	Positive Communication skills including active listening 
•	Cooperation and collaboration 
•	Reflection

Here is an example of a self-contained activity that relates to the text:
Teach the students the “I message.” Begin sentences with “I feel …” or “I think ...” and continue with “because….” instead of “Why did you…” For example, a teacher who walks into a room which is rowdy should say “I feel very disappointed and upset because we have been discussing the importance of decorum and the room was still so noisy when I arrived.” That statement invites a different response than does, “Why are you acting this way? You never listen no matter how many times we deal with issues.” Give the students sentences to rewrite using the I-message.
 
For more information about Kaleidoscope and ViAni Tefillati, please write to me at Chana@Kaleidoscope.org.il]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18532,18540#msg-18540</guid>
      <pubDate>Tue, 09 Mar 2010 06:20:18 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Matza Baking PowerPoint, Curriculum and Worksheets</title>
      <link>http://lookstein.org/lookjed/read.php?1,18529,18539#msg-18539</link>
      <author>David Katz</author>
      <description><![CDATA[From the people who brought you Birkat HaChama curriculum, PowerPoint, and t-shirts comes another educational initiative. Our new site, www.sichabasadeh.com, offers three PowerPoints, a podcast, teachers' guide and worksheets focusing on Matza Baking. Free of charge the site encourages teachers to enrich the Pesach lesson plans.

Chag Sameach.

Devorah Katz
www.sichabasadeh.com]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18529,18539#msg-18539</guid>
      <pubDate>Mon, 08 Mar 2010 03:17:21 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Jewish Renaissance Fair</title>
      <link>http://lookstein.org/lookjed/read.php?1,18536,18538#msg-18538</link>
      <author>Barnea Levi Selavan</author>
      <description><![CDATA[There is a famous one in Central New Jersey run by Chabad, Rabbi Baruch Klahr.
http://www.jewishfair.com]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18536,18538#msg-18538</guid>
      <pubDate>Mon, 08 Mar 2010 03:15:44 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Appropriate conduct for educators</title>
      <link>http://lookstein.org/lookjed/read.php?1,18503,18537#msg-18537</link>
      <author>Michael Berkowitz</author>
      <description><![CDATA[By-and-large, Alan Haber already said everything that I wanted to say on the matter (and said it well), but on behalf of the Or-What’s-a-Heaven-For police I’d like to respond to Abie Zayit’s inference that, since touch has – according to at least one study – the potential to encourage, it also must have the “potential to… destroy”.  It would be unfair to compare that reasoning to “if two aspirins cure my headache in 10 minutes, twenty aspirins will cure it in one minute”.  Still, the comparison is as valid as that between encouraging and destroying a student.  And Yes, I understand underlying logic:  If touch is so powerful a tool, imagine the damage that could be done if it were used for evil!
 
Well, we haven’t exactly established just how powerful it is:  The study indicates that an encouraging touch will noticeably increase the probability of a student speaking up in class, all else being equal.  It’s quite a stretch to say that it will therefore noticeably increase the probability of a student being destroyed, all else being equal.  (We don’t even need to discuss the study’s sample size, methodology, whether it was peer-reviewed, whether there are similar studies that showed no significant correlation…)
 
But why stop at touch?  I imagine that if teachers weren’t allowed to speak with students we’d substantially reduce the chance of them abusing their positions.
 
In short, we would do well to refrain from such hyperbole, especially when discussing sensitive and/or important issues.
 
And while we’re at it, the use of the word predator is more suitable to when you’re handing out torches and pitchforks to the villagers than to a discussion of suitable teacher behavior.  Personally, I would guess that these perpetrators didn’t sneak into the teaching profession with the ulterior motive of suborning their students, but rather succumbed to the temptation that came with their power.  Or maybe not, which accounts for why I don’t refer to them as unfortunate victims of temptation.  I don’t know, and I doubt any of us does, and we should express ourselves with corresponding caution.
 
Michael Berkowitz]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18503,18537#msg-18537</guid>
      <pubDate>Mon, 08 Mar 2010 03:15:09 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Jewish Renaissance Fair</title>
      <link>http://lookstein.org/lookjed/read.php?1,18536,18536#msg-18536</link>
      <author>Pery Tirschwell</author>
      <description><![CDATA[Has anyone run one of these?

Perry]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18536,18536#msg-18536</guid>
      <pubDate>Sun, 07 Mar 2010 13:00:14 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Appropriate conduct for educators</title>
      <link>http://lookstein.org/lookjed/read.php?1,18503,18535#msg-18535</link>
      <author>Yisroel Kaminetsky</author>
      <description><![CDATA[Abie Zayit asks about appropriate guidelines for giving kids an encouraging pat on the back or other encouraging forms of touching (a hug) in light of concerns about abuse.

I agree very strongly with Abie's feelings on (most) kids responding positively to hugs.  Our Yeshiva believes in giving kids lots of hugs and pats on the back!!

We have been following two basic guidelines for all teachers for the past number of years, that were developed in consultation with our attorneys:

Only touch a student encouragingly in public.  Never in private.  In a similar vein, there are windows on every single office and classroom in the school, so everyone is in public view at all times.

Even in public, if a student (or staff member!) ever expresses any level of recoil or discomfort with any level of encouraging touch, it is never to be repeated. 

Yisroel Kaminetsky
Menahel
Davis Renov Stahler Yeshiva High School for Boys
Woodmere, New York]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18503,18535#msg-18535</guid>
      <pubDate>Sun, 07 Mar 2010 12:57:32 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Appropriate conduct for educators</title>
      <link>http://lookstein.org/lookjed/read.php?1,18503,18534#msg-18534</link>
      <author>ShemenZayit</author>
      <description><![CDATA[I have read the concern expressed by my Lookjed colleagues regarding inappropriate relationships that can develop from a teacher/mentor who takes advantage of his position to abuse his students.

Given the reality - that predators do exist and that we must protect our children and students from them - how can we succeed in striking the appropriate balance between offering that protection and at the same time making sure that they are getting the social and emotional support that they need?

Studies show that touch is among the most powerful connections that bind people. A recent New York Times article entitled &quot;Evidence That Little Touches Do Mean So Much&quot; (see 
http://www.nytimes.com/2010/02/23/health/23mind.html ) reports that &quot;students who received a supportive touch on the back or arm from a teacher were nearly twice as likely to volunteer in class as those who did not.&quot; 

Such powerful interactions are a double-edged sword, with the potential to encourage or destroy a student. Short of throwing out the proverbial baby with the bathwater, are there methods that would allow positive interactions while protecting kids from the unhealthy ones?

Abie Zayit]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18503,18534#msg-18534</guid>
      <pubDate>Sun, 07 Mar 2010 06:58:20 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Social/emotional growth and development issues</title>
      <link>http://lookstein.org/lookjed/read.php?1,18532,18532#msg-18532</link>
      <author>Aviva Goldstein</author>
      <description><![CDATA[I am researching current curricula and/or programs that address bully
prevention, social/emotional growth and development, prosocial
behavior, and the like, that are geared specifically to a Jewish
audience. I am eager to see what exists within all denominations, and
within different educational contexts (schools, camps, youth groups,
etc.)
 
Any thoughts you have are very much appreciated!

Thanks so much,
Aviva Goldstein]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18532,18532#msg-18532</guid>
      <pubDate>Thu, 04 Mar 2010 14:42:53 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Israel Summer Program</title>
      <link>http://lookstein.org/lookjed/read.php?1,18531,18531#msg-18531</link>
      <author>Eli Mandel</author>
      <description><![CDATA[I am looking for suggestions for a student (girl)  finishing grade 12 to spend the summer in Israel on a program which is primarily community service but has structure/supervision. All suggestions are welcome. 

-- 
Rabbi Eli Mandel 
Vice Principal, Jewish Studies 
TanenbaumCHAT
Wallenberg Campus
Toronto, Ontario]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18531,18531#msg-18531</guid>
      <pubDate>Thu, 04 Mar 2010 09:29:22 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Online haggadah suggestions</title>
      <link>http://lookstein.org/lookjed/read.php?1,18529,18529#msg-18529</link>
      <author>Scott Bolton</author>
      <description><![CDATA[Shalom,

We are searching for on-line perushim on the haggadah and interesting shiurim about the content of the haggadah, for 4th thru 8th graders. Also, for a high school group. Suggestions would be most appreciated.

Thank you.

Rabbi Scott Bolton
rabbisbolton@rghds.com]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18529,18529#msg-18529</guid>
      <pubDate>Tue, 02 Mar 2010 15:51:17 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Readable Josephus translation</title>
      <link>http://lookstein.org/lookjed/read.php?1,18512,18528#msg-18528</link>
      <author>Eli Handel</author>
      <description><![CDATA[I'm reading Josephus The Jewish War, translated by G.A. Williamson, revised by E. Mary Smallwood, Penguin Books 1981, http://books.google.co.il/books?id=gyLhRQqQF2QC. 

I have no idea how accurate the translation is; the people and place names seem rather mangled such that the original names may be unrecognizable, and I get a sense that the translator may not have fully captured the author's Jewish spirit and tone, but I find the book quite readable.]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18512,18528#msg-18528</guid>
      <pubDate>Tue, 02 Mar 2010 01:39:41 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Readable Josephus translation</title>
      <link>http://lookstein.org/lookjed/read.php?1,18512,18527#msg-18527</link>
      <author>David Fishman</author>
      <description><![CDATA[From: David Fishman 
To: lookjed@mail.biu.ac.il 
Sent: Monday, March 01, 2010 11:03 PM
Subject: Readable Josephus translation

You might check out Josephus: The Essential Works, translated edited by Paul Maier (Kregel: Grand Rapids, 1994).  It's an illustrated, reasonably comprehensive condensation of Antiquities and Jewish War (merged together), with commentary and cross references to the actual works in Greek (Loeb edition).

David Fishman
New York]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18512,18527#msg-18527</guid>
      <pubDate>Tue, 02 Mar 2010 01:36:34 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Annihilation of Amalek</title>
      <link>http://lookstein.org/lookjed/read.php?1,18504,18526#msg-18526</link>
      <author>Ari Kahn</author>
      <description><![CDATA[Regarding Amalek, I have written an article entitled &quot;Amalek: a Question of Race?&quot; which may be helpful in dealing with the topic. The article in its most complete form can be found in my book on holidays Emanations, a version of the article can be found here:
http://arikahn.blogspot.com/2010/03/amalek-question-of-race.html

Ari Kahn]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18504,18526#msg-18526</guid>
      <pubDate>Tue, 02 Mar 2010 01:26:22 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Annihilation of Amalek</title>
      <link>http://lookstein.org/lookjed/read.php?1,18504,18525#msg-18525</link>
      <author>Dov Karoll</author>
      <description><![CDATA[Post-Purim greetings to all.

I noticed that Benjy Kramer referred anecdotally to Rav Lichtenstein's
comment on Amalek and Rav Chaim.  This comment appears in print in &quot;The
Source of Faith is Faith Itself,&quot; which has been printed in the following
places, to the best of my knowledge: Jewish Action 53:1 (Fall 1992), pp.
79-80, The Jewish Action Reader (NY, Orthodox Union), 1996, pp. 314-317,
and in Leaves of Faith, volume 2 (2004), pp. 363-367.  In the latter
source, the passage is on page 365.

For a complete bibliography of Rav Lichtenstein's writings, please see:
http://etzion.org.il/vbm/archive/Bibliography-web.htm [and if you notice
anything that was published before the last update that is missing, please
contact me off-list].

Kol tuv,
Dov Karoll
dkaroll@yu.edu
dkaroll@bezeqint.net]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18504,18525#msg-18525</guid>
      <pubDate>Tue, 02 Mar 2010 01:25:09 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Readable Josephus translation</title>
      <link>http://lookstein.org/lookjed/read.php?1,18512,18524#msg-18524</link>
      <author>Amihai Bannett</author>
      <description><![CDATA[You can see some of Josephus' books in English at Wikisource, at this link:

http://en.wikisource.org/wiki/Author:Josephus

All the best,

Amihai Bannett
Educational Director
Israel Connect - Melitz
www.israelconnect.org
amihai@melitz.org.il]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18512,18524#msg-18524</guid>
      <pubDate>Tue, 02 Mar 2010 01:22:57 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Readable Josephus translation</title>
      <link>http://lookstein.org/lookjed/read.php?1,18512,18523#msg-18523</link>
      <author>Malka Z. Simkovich</author>
      <description><![CDATA[Tufts University has a great online database of Ancient Greek literature and has all of Whiston's translation of Josephus and the original Greek at http://www.perseus.tufts.edu/hopper/. 
 
Best,
Malka Z. Simkovich]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18512,18523#msg-18523</guid>
      <pubDate>Tue, 02 Mar 2010 01:20:19 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Annihilation of Amalek</title>
      <link>http://lookstein.org/lookjed/read.php?1,18504,18522#msg-18522</link>
      <author>Shalom Carmy</author>
      <description><![CDATA[My article &quot;The origin of Nations and the Shadow of Violence&quot; (in
Schiffman/Wolowelsky, War and Peace in Jewish Tradition) discusses
Amalek in detail, including R. Lichtenstein's views presented in a
Hebrew article).
 
The article is available online at http://tinyurl.com/yzrfxdj]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18504,18522#msg-18522</guid>
      <pubDate>Tue, 02 Mar 2010 01:16:52 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Scheduling query</title>
      <link>http://lookstein.org/lookjed/read.php?1,18521,18521#msg-18521</link>
      <author>Barry Kislowicz</author>
      <description><![CDATA[Shalom, 
 
We are looking into alternate scheduling possibilities for our grade 7-12. Does anyone have experience with creative approaches to scheduling (i.e., block scheduling etc.) for this age group in an Orthodox high school setting?

Please feel free to respond on or off list. 
 
Shushan purim sameach,
 
Barry Kislowicz
Fuchs Mizrachi School]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18521,18521#msg-18521</guid>
      <pubDate>Mon, 01 Mar 2010 09:56:52 -0600</pubDate>
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    <item>
      <title>[Lookjed List Archive] Re: Acceptable behavior in educational settings</title>
      <link>http://lookstein.org/lookjed/read.php?1,18503,18520#msg-18520</link>
      <author>Alan Haber</author>
      <description><![CDATA[Shalom,
 
When grappling with the question of appropriate behavior in educational settings, we must pay careful attention to ensure that we strike the proper balance between two potentially competing goals.  On the one hand, it is of paramount importance that students be protected from potential abusers or predators.  At the same time, we must be careful not to &quot;overdo it&quot; in a way that can stifle good, healthy education.  We also need to protect educators against the possibility of being maligned by false accusations.  
 
I think one of the greatest lessons to be learned from the recent scandal here in Israel has to do with the truly superb way in which this difficult and painful situation was handled.  The &quot;Takana&quot; forum that dealt with the case against Rabbi Elon was created some seven years ago, to attack the problem of sexual abuse in the National Religious community here in Israel.  The primary impetus for creating this forum was a major scandal involving a rabbi who had headed a prominent Yeshiva high school, and had been sexually abusing boys for quite some time.  Complaints had been brought to senior rabbinic leaders in the community, and he had even been forced to take a leave of absence for a certain period of time, but these measures ultimately proved ineffective; he returned to his post after about two years and continued the abuse until eventually the allegations were brought to the police and the media.  The rabbi in question was ultimately sentenced to several years in prison.
 
Takana was born out of a realization that a lack of awareness among the leadership of the community was the primary factor that allowed this man to harm so many people for so long.  A group of religious and lay leaders in the community created the forum, and resolved to change the situation through education, prevention policies and – most importantly –a mechanism for reporting and handling suspicions and complaints that arise within educational settings.  The members of the forum are leaders of the highest stature representing the full spectrum of the National Religious community, and the forum is backed by a number of prominent national organizations.
 
Interestingly enough, at roughly the same time as the aforementioned scandal broke here in Israel, a somewhat similar event took place in the United States, also involving a charismatic rabbi who had been the head of a Yeshiva high school as well as one of the branches of a major national youth outreach organization.  
 
The details of the two tragic stories, while not identical, share some very close parallels.  Most significantly, in the American case as well the individual involved was allowed to continue his contact with teenagers even many years after a rabbinic panel had investigated the allegations against him.  And in this case also, the situation changed only when the allegations were revealed in the media.  In the wake of this scandal in America, there was a sense (very similar to that felt in Israel at the same general time) that the rabbinic and lay leadership in the communities had not known enough to handle the situation properly, and there was much resolve to change the situation.
 
This, however, is where the parallel ends.  In America, no organization like Takana was created.  Instead, each institution and community created its own policies, and it seems that often fear of litigation – not the well-being of the child – is the guiding principle.  This results in policies like those described by Sidney Slivko, where &quot;any form of touching or hint of intimacy are taboo&quot;.   
 
In many American summer camps, for example, counselors are given strict instructions that they are never to touch a camper (of the same gender), or be alone in a room with one.  Does anyone think that situations like that, where a counselor has to consider whether she wants to risk losing her job in order to give a badly-needed hug to a crying 9-year-old, create environments that are healthier for children?  
 
Furthermore, rules like that teach children to be cynical.  I have heard reports of camp counselors being fired in the middle of the summer because of unsubstantiated lies that children told about them.  I was even told of a young camper who threatened her counselor that &quot;if you don't do what I want, I will tell stories about you and you will get fired&quot;!  These policies, while undoubtedly well-intentioned, arguably create at least as many problems as they solve.
 
Contrast all this with the work of Takana.  Their recommended policies (Shalom posted a link in his original post – here it is again, in Hebrew: http://www.takana.co.il/takanon.asp) take precautions to protect against abuse or the appearance thereof, without stifling normal healthy educational interaction.  They are also designed to protect students (from potential abuse) and also teachers (from unfounded claims or threats as mentioned above).  This creates a more balanced environment than is found in many American settings.
 
Equally importantly, if suspicions of infractions are reported to Takana, they are investigated by a panel of rabbinic and lay leaders, including professional experts, in coordination with the police.  Media exposure is a last resort, not an instinctive reaction.  As we saw in the recent episode, the leaders of Takana are ready and willing to turn to the authorities and to the media when necessary; they cannot be accused of a cover-up.   But they balance the need to prevent abuse with the imperative to create safe and happy educational frameworks, where children can develop real mentoring relationships with educators who they are able to respect.
 
Takana is run and endorsed by rabbinic and lay leaders from among the top echelons of the community.  Particularly in the recent event involving a very well-known and well-respected rabbi, care was taken to create a large subcommittee headed by the most senior rabbinic leaders, professionals from a number of relevant disciplines, and people representing different sectors within the community.  This wall-to-wall support and leadership is the key to its success.  I suggest that communities in other places consider creating similar frameworks.
 
Rabbi Alan Haber
Director
Michlelet Mevaseret Yerushalayim
 
25 Rabbi Najara Street
Givat Shaul, Jerusalem
office@mmy.org.il
www.mevaseret.org/mmy]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18503,18520#msg-18520</guid>
      <pubDate>Fri, 26 Feb 2010 07:39:25 -0600</pubDate>
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    <item>
      <title>[Lookjed List Archive] Charisma</title>
      <link>http://lookstein.org/lookjed/read.php?1,18503,18519#msg-18519</link>
      <author>Ezra Shapiro</author>
      <description><![CDATA[From: ezra shapiro ezshap@gmail.com
To: lookjed@mail.biu.ac.il 
Sent: Wednesday, February 24, 2010 9:10 AM
Subject: Charisma


Without disagreeing for one minute with the dangers of charisma, and the need to always retain a consciousness of what is being taught and not just who is teaching it. Nonetheless, since this is a topic which is being spoken about, I thought that the Ran in Drashot Haran Drash 5 (nusach 2) is an important source pointing out the other side. As I understand the Ran, in jewish/torah/spiritual leadership we are not simply searching for a democratic leader who will be  representative of the ideas which we already agree with. A Navi needs &quot;charisma&quot; so that he can lead us to places which we would not have wanted to go on our own, but we are willing to listen to his rebuke and guidance because of his &quot;charisma&quot;, which can come in the form of his wealth or strength. (How many kids wouldn't show up and be interested to hear what Bill Gates has to say on any random topic having nothing to do with money or computers, I'm willing to bet that a Bill Gates book on parenting would turn into a bestseller) That charisma also can come from the leader's warmth, speaking ability or intellectual prowess etc.. To reiterate, this doesn't diminish the danger of a Navi sheker, or the danger of worshiping the man and not the message, and of course there is a distinction between a Navi who is appointed by Hashem and a leader chosen by man, but it is a real element of leadership which should be part of the discussion. 
                                                                
Ezra Shapiro]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18503,18519#msg-18519</guid>
      <pubDate>Fri, 26 Feb 2010 07:38:39 -0600</pubDate>
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    <item>
      <title>[Lookjed List Archive] Charisma</title>
      <link>http://lookstein.org/lookjed/read.php?1,18503,18518#msg-18518</link>
      <author>Hadassah Levy</author>
      <description><![CDATA[More reflections on the danger of charisma can be read at http://www.jewishideasdaily.com/content/module/2010/2/23/main-feature/1/charisma-and-its-discontents 

Hadassah Levy
Website and social media manager
http://www.jewishideasdaily.com
http://thepetwiki.com
http://zionismandisrael.wordpress.com
http://i-pointwebdesign.com
http://www.linkedin.com/pub/4/630/b57]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18503,18518#msg-18518</guid>
      <pubDate>Fri, 26 Feb 2010 07:38:01 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Charisma</title>
      <link>http://lookstein.org/lookjed/read.php?1,18503,18517#msg-18517</link>
      <author>Seymour Epstein</author>
      <description><![CDATA[On charisma the best quote I know is from John Holt:  &quot;Charismatic leaders make us think, 'Oh if only I could do that, be like that.'   True leaders make us think, 'If they can do that, then...I can too'.&quot; 

Epi.]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18503,18517#msg-18517</guid>
      <pubDate>Fri, 26 Feb 2010 07:37:04 -0600</pubDate>
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    <item>
      <title>[Lookjed List Archive] Re: Online resources of Bigdei Kehuna</title>
      <link>http://lookstein.org/lookjed/read.php?1,17059,18516#msg-18516</link>
      <author>Tzvika Kanarek</author>
      <description><![CDATA[Dear Shalom 
Regarding pictures of the bigdei kehunah. See site of Mechon Hamikdash.
http://www.temple.org.il/all.asp?cat=2326
 
Dr. Tzvika Kanarek
Lifshitz teachers College]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,17059,18516#msg-18516</guid>
      <pubDate>Fri, 26 Feb 2010 07:36:07 -0600</pubDate>
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    <item>
      <title>[Lookjed List Archive] Re: Annihilation of Amalek</title>
      <link>http://lookstein.org/lookjed/read.php?1,18504,18515#msg-18515</link>
      <author>Benjy Kramer</author>
      <description><![CDATA[I have a few comments on how I approach this with students: 

1) Although I may be stuck in semantics, I feel it is important to tell students that we never know why God commanded anything unless he tells us.  We can and should understand or glean ideas from our understanding of a mitzvah. This is possibly why the sefer hachinuch always begins with &quot;MIshorshei hamitzva&quot; instead of writing &quot;Shoresh hamtzvah.&quot; See the Ramban on &quot;Kan tzipor&quot; and Rav Soloveitchik's talk on Parshat Chukat. 

2) Rabbi Lichtenstein once told us that he (as a young man) had moral questions on the issue of Amalek. But when he heard all the beautiful stories about Reb Chaim and his care and worries that he had toward orphans and other of need, he realized that if Reb Chaim (who was clearly a very moral individual) had no problems with it, maybe it is more a question of his (Rav Lichtensteins) faith that of Gods morality. 

3) It is important to emphasize that we are not permitted to kill any ethnic Amalekite.  The Rambam says clearly that if an amaleki wants to accept 7 mitzvot of Noach, that we may not kill him. So we are talking about amaleikites who are still holding on to their &quot;values&quot; (or the lack thereof).  

4) What are the Amalek &quot;values?&quot;  A close reading of the many places that Tanakh talks about Amalek demonstrates that they are interested in attacking the underdog or the defenseless. (see shmot, devarim and later in Shmuel I just before David becomes King).  I believe that Rav Menachem Leibtag has a detailed analysis on this. 

5)  Rav Soloveitchik says the following: in Days of Deliverence pp 15-16 
&gt;
 
Rabbi Benjamin Kramer
Halakhah Dept. Chairman / Technology Coordinator
Yeshivah of Flatbush Joel Braverman High School
1609 Avenue J,  Brooklyn, N.Y. 11230]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18504,18515#msg-18515</guid>
      <pubDate>Fri, 26 Feb 2010 07:35:13 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Re: Annihilation of Amalek</title>
      <link>http://lookstein.org/lookjed/read.php?1,18504,18514#msg-18514</link>
      <author>Gidon Rothstein</author>
      <description><![CDATA[From: Gidon Rothstein grothst@gmail.com
To: lookjed@mail.biu.ac.il 
Sent: Wednesday, February 24, 2010 5:36 AM
Subject: Re: Annihilation of Amalek

I recently posted at Text and Texture on the question of annihilating Amalek, with some thoughts about why God would command it, whether it is a mitsvah to wipe them out, etc. 

http://text.rcarabbis.org/?p=748 

Gidon Rothstein]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18504,18514#msg-18514</guid>
      <pubDate>Fri, 26 Feb 2010 07:34:27 -0600</pubDate>
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    <item>
      <title>[Lookjed List Archive] Hebrew keyboarding</title>
      <link>http://lookstein.org/lookjed/read.php?1,18513,18513#msg-18513</link>
      <author>Aaron Ross</author>
      <description><![CDATA[Do any schools out there teach keyboarding (formerly known as typing) to their students?  As there are more and more tools available out there for schools, and as many of them are Hebrew-enabled, it would be a shame for 50% of our classes to be left out due to language issues.

Any information or ideas that anyone can share on implementing such a program would be very much appreciated.  Thank you and Purim Sameach.

Aaron Ross
Yavneh Academy, Paramus, NJ]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18513,18513#msg-18513</guid>
      <pubDate>Fri, 26 Feb 2010 07:32:34 -0600</pubDate>
    </item>
    <item>
      <title>[Lookjed List Archive] Readable Josephus translation</title>
      <link>http://lookstein.org/lookjed/read.php?1,18512,18512#msg-18512</link>
      <author>Eli Duker</author>
      <description><![CDATA[Anyone know of a good readable translation of Josephus into English or Hebrew?

Thanx
Eli Duker]]></description>
      <category>Lookjed List Archive</category>
      <guid isPermaLink="true">http://lookstein.org/lookjed/read.php?1,18512,18512#msg-18512</guid>
      <pubDate>Fri, 26 Feb 2010 07:31:51 -0600</pubDate>
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