Local News
Gray Academy excels at online teaching during pandemic with ‘Gray Away”
and Annie (Gr. 6)
By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.
While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.
Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”
How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”
Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”
School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)
Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”
Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”
Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).
Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”
Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.
I asked whether there is a full slate of classes, including Judaic studies, for all students?
Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”
I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?
Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”
Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.
Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”
I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”
Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.
“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.
Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.
Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.
Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”
Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”
Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.
Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s
Local News
Incident at Asper Campus Sept. 23 leads me to wonder: Are members of Winnipeg Police Service overreacting to threats of antisemitism?
By BERNIE BELLAN (Posted Sept. 23, 8:49 pm) I was coming out of the Asper Campus today around 5:30 pm when I saw a familiar figure – my second cousin Marty Green (son of the late Sid Green) standing on the sidewalk. Marty was walking around quietly. He seemed to be holding some kind of papers in his hand.
The leaflet that Marty Green was handing out
I called out to him, he came over and handed me a purple leaflet that had a drawing and some printing on it. I read what was on the leaflet and thought: “Okay, this is reasonable enough. Surely he’s entitled to express his opinion.”
Boy, was I wrong! In short order three police cars arrived on the scene. There must have been at least eight police there at one point, along with two cadets. Wow! All this for distributing leaflets?
I continued watching what ensued – but I’m not exactly sure what happened. All that I know is that at one point Marty was handcuffed with his hands behind his back and put into a police car. What the hell was going on? I wondered.
Had Marty said something to the police? I should note that, in all fairness, Marty has a track record of getting himself into trouble with the law.
But still, is it now a crime to hand out leaflets in a public space? I again wondered. I stayed around for about 1/2 hour, but I had to go somewhere else for a while. I did return though about 1/2 hour later and there was still one police car there. I saw two policemen engaged in conversation with Ruth Ashrafi, who’s Regional Director for B’nai Brith in Manitoba. I asked one of the policemen whether Marty had broken any laws.
His response was: “Read Section 319 of the Criminal Code, Subsection 2.”
I waited unit I got home to look up Section 319 of the Criminal Code, Subsection 2. Here’s the Google description of what that section of the criminal code is about: “Section 319(2) of the Canadian Criminal Code governs the wilful promotion of hatred. It is a criminal offence to intentionally promote hatred against an identifiable group through statements made outside of private conversation. [1, 2, 3]”
”You’ve got to be kidding,” I thought. A Jew handing out a leaflet that’s critical of what fanatic settlers are doing on the West Bank is guilty of a hate crime?
Surely there must be more to this than that.
So I called WPS and asked whether there was a report of an incident outside the Asper Campus between 5:30 and 6:30 this evening? The person answering the phone said there was an incident, but said they couldn’t provide any further information.
I did call the media line and left a message, asking someone to call me because I was interested in learning more about what had happened – and why so many police were at the scene for what, for all intents and purposes, seemed nothing more than one person handing out leaflets.
I was so perplexed by what I had seen that I also posed this question to Google: “Is it against the law to hand out leaflets outside the Asper Campus?” (I thought that maybe there was some new kind of bylaw that had been passed of which I was unaware.) Here’s the answer I got:
No, it is not against the law to hand out leaflets on a public sidewalk outside the Asper Campus. Under Canadian law, peaceful distribution of leaflets on public property is a constitutionally protected right under Section 2(b) of the Canadian Charter of Rights and Freedoms, which guarantees freedom of expression. [1]
However, the legal landscape shifts significantly based on exactly where you are standing, what your leaflets say, and how you behave.
Where You Stand Matters
I • Public Sidewalks: If you are on the public city sidewalk outside the perimeter of the campus, you have the legal right to distribute pamphlets peacefully. A City of Winnipeg proposal in early 2026 (the Safe Access to Vulnerable Infrastructure Bylaw) attempted to ban “nuisance demonstrations” within 100 metres of community and cultural hubs, but after a major public outcry regarding Charter rights, the city councillor withdrew the proposed law. No such buffer zone exists today.
[1, 2, 3]
• Inside the Campus Property: The Asper Jewish Community Campus in Winnipeg’s Old Tuxedo neighbourhood is private property. Private property owners have the legal right to control or ban the distribution of materials on their premises. If you step onto campus property (such as their courtyard, parking lot, or inside buildings) to pass out leaflets, campus security can legally ask you to stop or leave. Refusing to do so can result in a fine under provincial trespassing laws. [1, 2]
Legal Limitations on Leafleting
While you can hand out leaflets on the public sidewalk, you must follow general laws regarding your conduct and the content of your message:
• No Obstruction: You cannot physically block or trap people, prevent them from entering the building, or obstruct pedestrian or vehicle traffic. [1]
• No Harassment or Intimidation: Leafleting must be peaceful. Loudly shouting, using unauthorized megaphones, or intimidating visitors can lead to police intervention or local noise violations. [1]
• Hate Speech Laws: The content of your leaflets cannot cross into criminal territory. Under Canada’s Criminal Code, distributing materials that promote hatred or contain antisemitic or defamatory statements against individuals can trigger police investigations and criminal charges. [1, 2]
Okay, with all that in mind, you be the judge. Do you think the leaflet Marty was handing out would constitute “hate speech?”
I’ve placed a call to Marty, asking him to call me to let me know what actually happened once the police came over to talk to him. At this point I know nothing more about the matter, but gee, is this what it’s come to: A citizen quietly handing out leaflets that I dare suggest have nothing at all to do with hate speech is apprehended by WPS?
And sure, I got an earful from one of the police who said to me that after what happened in Belleville you can’t be too careful these days, but come on, show a little common sense fellas – (and they were all men except for one female cadet).
(Updated Sept. 23 10:54 pm and amended Sept. 24 5:02 pm) I just got off the phone with Marty Green. He gave me a further clarification of what happened. Apparently he had been at the Campus on several other occasions – handing out the same leaflet. Marty said that he had received a lot of angry comments, but it wasn’t going to dissuade him from handing out the same leaflet as you’ve already seen. Until today though, the police hadn’t shown up.
This time they told him he was going to be charged with a hate crime and disturbing the peace. It was at that point he was handcuffed and put into a police car, he told me.
It seems though that, after some discussion among various officers who were there – and from what I could see it was two older, grey-haired police who seemed to be the ones in charge (Correction Sept. 24: Marty says it was two younger officers who arrested him, not the older guys) – the decision was taken to release Marty (Correction Sept. 24: Marty says: “They released me on an “‘undertaking’ that I wouldn’t go within 200m of 123 Doncaster, but I refused to sign the undertaking. So I didn’t agree to it. But I would be arrested immediately if I violated it. I’ll have to talk to my lawyer to see if I can challenge the undertaking (that’s why I refused to sign it). I was unable to contact a lawyer while I was in custody and was told that the hate crime charge would be dropped.”
The disturbing the peace charge, however, Marty was told, will still stand, and he can expect to have to make a court appearance at some point in the future. (He guessed it would be some time in December.)
Marty said that he thought there had been strong pressure put on the police to do something about his handing out leaflets, although when I asked him if he could give any specific names as to who might have exerted that pressure, he said he didn’t know.
I’ve deliberately avoided editorializing as I’ve been writing this, but my last word on what happened today is that if we can’t allow peaceful criticism of some aspects of Israeli policy – and I’m not talking about the kind of sloganeering we’re all so used to hearing and seeing from true haters of Israel, such as condemnation of Israeli “genocide,” “settler colonialism,” “apartheid”, and similar epithets, then we’re not the democratic Jewish community Winnipeg used to be.
I hope to have more on this story – which to me represents the kind of fissure that has developed within Jewish communities in so many parts of the world. So, keep checking back (and it’s not so that I can make any money by having you read this story. If you haven’t noticed yet, there are only two ads on this website. I maintain this website to provide an alternative point of view from the kind you’re going to get from all our established community organizations in Winnipeg.)
(Added Sept. 24): I have phoned the WPS media line twice now trying to get some understanding how an individual walking on a public sidewalk in front of the Asper Campus, handing out leaflets to anyone who was willing to take them – and not confronting or yelling at anyone, can be charged with “disturbing the peace,” let alone a “hate crime.” (At least the WPS officers who were going to charge Marty with a hate crime came to their senses on that one and dropped that charge.)
Look, I can understand people being on edge – especially with what happened in Belleville. I’m not naive or deliberately trying to downplay people’s nervousness. But heck, are we now at a point where anyone handing out leaflets in front of the Campus can be arrested? I realize members of the WPS are under tremendous pressure to “do something,” and I could tell by that comment from the young officer who told me to go read Section 319 Subsection 2 of the Criminal Code that members of the WPS have been given lessons about “hate crimes” and particular instruction to be on the watch for anything that might look like a potentially dangerous situation for members of the Jewish community, but come on fellas – use some common sense. Is that all it takes to get someone arrested: An individual or individuals say that they don’t feel “safe” – simply because someone is exercising his lawful right to hand out leaflets in front of the Campus?
If you want to comment on this story, I can withhold your name if you don’t want it published. Simply click on the button below that says : “Click to comment”
Comment received Sept. 26 from “Vika”: “You know too many fanatics like Marty Green coming to the Asper Campus. If you don’t know there is kids, our kids! And we want to keep them safe from the people like him. So we’re glad police was there very quick and they will continue to do this good job to protect Asper Campus from this crazy people.
Local News
Brian Glow: magician on a mission
By MYRON LOVE Anyone who has been to a sporting event in recent years is sure to be familiar with the hot dog and t-shirt launchers that propel hot dogs and t-shirts into crowds. What you probably don‘t know is that the launcher was invented right here in Winnipeg – by Brian Glow.
“I have always been an inventor,” says the son of Freda and the late Syd Glow. “I came up with the concept for the launcher in the early 1980s. It has many other uses in addition to sporting events. It can be used to spew out streamers or confetti. It can shoot out a guide rope from a ship to tie the vessel to a dock and fire out life-saving vests to swimmers or boaters in trouble.”
While few probably know about Glow’s avocation as an inventor, people all over the world will know him from his “day job” as one of North America’s most in-demand magicians.
Brian Glow has been making magic for almost all of his life. His resumé includes more than 10,000 corporate shows under his belt, including sales meetings, trade shows, banquets, annual general meetings, and award ceremonies. He has also performed and produced shows for the 1988 Calgary Winter Olympics and the Pan American Games.
Glow’s multi-award winning one-man “Comedy, Magic and Mindreading” production has become one of the favourite touring magical shows in North America. He has entertained in casinos, on television and film, and for corporate events and public spectacles in over 45 countries worldwide.
In a recent interview with Glow in his West St. Paul home, he recalled his first performance. “I was the entertainer for my eighth birthday party,” he recounts. “I have been in demand ever since.”
It was from the old Ed Sullivan show – which those of us of a certain age will well remember – that Glow was introduced to magic. “My family and I never missed an Ed Sullivan broadcast,” he says. “It was like a religion.”
As a magician, Glow was self-taught. “I learned my first magic tricks from reading books at the West Kildonan Library,” he recalls. “There were two books about magic at the library. One was called ‘Magic of the World,’ which was published in 1965. The other was Houdini’s ‘Biography of Magic for Kids.’ Those books were amazing teachers. I still use some of those same tricks today.”
“In our corporate shows,” he continues, ”we incorporate our sponsors’ products in the production. For example, if we are doing a show for an auto dealership or manufacturer, I make a car magically appear.”
Glow points out that while many people can do simple magic tricks, the key to taking it to the next level is the presentation.”That takes skill,” he says. “The presentation is what makes an act magical, amazing, fun.”
While Brian Glow truly is an amazing magician, what really separates him from his brethren is that he is also a man on a mission. That mission is to build his magic act as a framework around which he teaches children and teenagers how to counter bullying. And, over the past 40 years, he has brought his anti-bullying training to tens of thousands of children primarily living in remote – largely Indigenous – communities across the north – from Nunavut to Alaska, also northern Manitoba, Saskatchewan, and Northwestern Ontario.
Why does he focus on those regions? He explains that in larger, more easily accessible centres, there are professionals – doctors, psychologists, social workers – who can provide counselilng for individuals who are being victimized by bullies. That help is simply not available in large swaths of our country.
When it comes to surviving bullying, Brian Glow speaks from his own personal experiences growing up. He notes that he has lost some friends to suicide because of the torments they suffered from bullies.
In his shows focusing around countering bullying, he intersperses magic with his own stories about experiencing bullying. Glow tries to provide strategies for standing down bullies and working on creating more positive self-images for victims of bullying, that include calling up audience members to engage in role playing among other techniques.
“Bullying involves an imbalance of power,” he explains. “One of the more effective ways of disarming a bully is to refuse to react to the insults. You have to try to keep calm and respond in an even voice. The bully wants to humiliate you. If he can’t, he will lose interest.”
Glow concedes that is not easy when someone is telling you that you are fat or ugly. “You have to keep at it to a make a difference,” he says.
He further points out that the exponential growth in social media over the past 25 years has made the bullying problem much worse. Social media can amplify your public humiliation,” Glow observes. “You can be left with a sense of worthlessness and really spiral down.”
He notes that he continues to stay abreast of the latest research related to bullying and learn new techniques in countering this pernicious practice.
Brian Glow may now be past what is still generally considered retirement age, but he has no intention currently of slowing down. In fact, he recently left on another two-month round of anti-bullying performances in the north – starting with northern Saskatchewan.
“I am a lucky man,” he concludes. “I have been able to spend my life doing what I love, also using magic to help others. And, I am still learning.”
One can certainly say that Brian Glow has lived a magical life.
Local News
Group of crocheters create a sea of anemones as part of third annual community commemoration of October 7
By MYRON LOVE On Wednesday, October 7, we will be commemorating the third anniversary of the horrific events of October 7, 2023 – when an estimated 1,200 of our Israeli brothers and sisters were slaughtered in a Hamas-led attack on southern Israel – with the third annual Walk for Israel.
The estimated 50-minute walk is scheduled to start at 5:30.
“Last year, we had about 2,000 members of the community and supporters turn out,” reports Judi Shuster, one of the walk organizers. “We would like to see as many or more people this year. It is such as empowering feeling, participating in this walk.”
She notes that the International Fellowship of Christians and Jews is contributing a large number of Israeli flags.
Shuster is also one of a group of 17 women who are adding something new to the commemoration. Over the past few months, the group members – including -Vanesa Harari, Tanya Chanas, Florencia Katz, Francyn Martini, Gail and Clara Garland, Claudia Griner, Faye Rosenberg Cohen, Judi Shuster, Patricia Lempert, Adriana Josebachvili, Valeria Senderowich, Tali Hassan, Orit Reuter, Kristin Gislason, Karyn Glass, and Michaela Kaplan – have crocheted 1,400 anemones (the original goal was 1,200) – to attach to a creative display that will be displayed throughout the month of October at the entrance to the Asper Campus.
Why anemones (kalaniot in Hebrew)? Florencia Katz, a member of the commemoration organizing committee, explains that kalaniot grow extensively throughout southern Israel and are the country’s national flower. During her visit to the site of the ill-fated Nova Festival in May, 2024, Katz notes that pictures of the victims with kalaniot in the background had been put up in the field.
Katz points out that it was Judi Shuster’s idea for the banner. Shuster had also seen the pictures at the Nova festival location.
“I contacted Florencia about this idea for crocheting the Kalaniot for the display and she was enthusiastic about it,” she says. “Originally, eight of us got together to plan this. We recruited a cross section of crocheters – Jewish and non-Jewish.”
“We had our first creative meeting on February 5,” Katz reports..
“We had the help of some other creative people with the background and design.”
She further points out that the October 7 date was ironed onto the piece of art.
The commemoration will conclude with a short gathering with anthems and prayers.
Readers who may want to participate in the Walk for Israel can register at www.jewishwinnipeg.org/october7.
