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
Long-time Winnipeg doctor and Israeli colleague make medical app available to general public

By MYRON LOVE Seven years ago, Dr. Gerald Minuk, Canada’s first hepatologist (liver specialist), partnered with Israeli computer science student Daniel Iluz-Freundlich in founding Refuah Solutions Ltd (RSL). Their goal was to create an app – which they called PI-enroll (“PI” stands for “Principal Investigator”), which was designed to be used by clinical trial investigators that would save them time and effort so they could be more personally involved in seeing their trial patients.
Last month, they released their second app, this time for patients. The app, called Patient-empower, informs patients about clinical trials underway for their condition and helps them make an informed decision as to which trial best meets their specific needs and preferences.
“I was approaching retirement,” recalls Minuk, now Rady School of Medicine Professor Emeritus, who has been in practice in Winnipeg since 1987, and “I couldn’t see myself filling my days doing crossword puzzles or Sudoku. I wanted to be able to continue contributing to medical research and patient care.”
It just so happened that, at the time, Minuk was introduced to an Israeli student, Daniel Iluz-Freundlich, who had just finished studying Computer Sciences at the University of Winnipeg. (Minuk notes that Iluz-Freundlich – on graduating – received the Gold Medal in Computer Science.)
“Daniel is an exceptionally talented young man,” Minuk says. “So I tapped his computer programming skills to create our PI-enroll and subsequently, our Patient-empower apps.”
The friendship continued after Iluz-Freundlich returned to Israel in 2020 to begin medical school on a Phil and Elle Kives Scholarship, where he earned numerous honors. Iluz-Freundlich is currently an intensivist anesthesiologist at the Beilinson Hospital in Israel. Despite his new professional responsibilities, including caring for IDF forces wounded in Gaza– he has remained active with Refuah – as vice-president of the company.
Minuk adds that a dozen other senior professors of medicine also contributed to Refuah’s software design. “Together,” he reports, “the company represents 400+ years of clinical trial experience. That experience is being applied to identifying and addressing the major challenges investigators and patients face when conducting or participating in clinical trials.”`
He adds that Refuah Solutions has established a truly global network with company personnel in San Diego, São Paulo, Mexico City, London, Barcelona, Nairobi and Delhi thus far.
According to Minuk, the company has enjoyed worldwide success – with over 2,000 doctors in 40 countries and 50 drug companies signed on for the PI-enroll app. He attributes this success to the app’s impressive results. In a recent global clinical trial, Minuk reports, within 3-6 months of implementing PI-enroll, investigator personal involvement increased by 60% and with that, patient enrolment increased by 80%, patient drop-outs decreased by 50% and there were 20% fewer protocol deviations (mistakes made). In addition, 90% of PIs rated the App 8 out of 10 in terms of usefulness.
He adds that one site that had not enrolled any patients for 12 months, subsequently became the trial’s leading enrolment site.
Regarding the newly released Patient-empower app, Minuk notes that despite the many benefits patients derive from clinical trials including free and early access to new and often safer and more effective treatments, fewer than 10% of patients who would qualify for a clinical trial are ever invited to consider that option. “The problem,” he explains, “is that most Health Care Providers are either unaware of what clinical trials are underway in their area or if they are aware, don’t have the time to discuss the trials with their patients.”
Therefore, Minuk, Iluz-Freundlich and their team designed and recently released their second app – Patient-empower – which informs patients of what clinical trials are underway for their condition and empowers them to select the trial that prioritizes their needs over those of industry.
The platform, he explains, uses AI to generate concise, easy-to-understand summaries of clinical trials tailored to the patient’s location—city, state, country, or globally, depending on their preference. Each summary includes clear explanations of the patient eligibility criteria and key practical details, such as the likelihood of patients receiving a placebo, the number of required site visits, and other important practical considerations. It also suggests questions that patients should consider asking the investigator before they consent to enrolling. The trial information is presented in a shareable format to facilitate discussions with family, friends, and local healthcare providers—supporting both patient confidence and continuity of care.
Once a trial is selected, Minuk continues, Patient-empower provides the contact information for the trial investigator closest to the patient’s location, the trial’s sponsor and, where available, the world’s experts in the field.
The feature Minuk is most enthusiastic about is the “Recent Findings” page which keeps patients up to date on newly published clinical trial results and discoveries relevant to their condition.
“Patient-empower is available to patients from internet venues (App Store or Google Play) or through NFP organizations, associations, societies and patient support group web-sites,” he adds. “Although only recently released, we have already attracted interest from the American Diabetes Association, the Alzheimer’s Society of America, the Canadian Liver Foundation, Colorectal Cancer Canada, the American Myasthenia Gravis Society and many others.”
“Overall, Patient-empower informs patients, and more informed patients benefit everyone involved. After all, it’s the patient’s health; their voice should be heard,” Minuk concludes.
Local News
The South Seas come to the Asper Campus

By MYRON LOVE On Thursday, July 24, about 150 members of our Jewish community got a chance to sample the dance and music of the South Pacific. The event was billed as “Beyachad Together – Celebrating Indigeneity, land, culture and identity.”

The program featured both the Sarah Sommer Chai Folk Ensemble dancers and Steinbach-based Island Breeze Manitoba – which describes itself as “a high energy live band & Pacific Island dance team featuring authentic outfits and dances from the islands of Hawaii, Tahiti, Fiji, Samoa and New Zealand.”
According to Dr. Ruth Ashrafi, Regional Director of B’nai Brith Canada in Manitoba, the evening’s performance was connected to an Indigenous Peoples Conference that was held in Steinbach under the auspices of Island Breeze with participants from Canada, the United States (specifically Hawaii), Antigua and Bermuda in the Caribbean, South Africa, the Philippines, Japan, Australia, New Zealand and the South Pacific island countries of Fiji, Tonga, Samoa, the Solomon Islands and Tonga.

“The conference organizers contacted B’nai Brith Canada,” Ashrafi reported. “They wanted to bring greetings to the Jewish community, as the indigenous people of the Land of Israel, and celebrate indigeneity together through dance and music.
“Their support in these difficult times is heartwarming.”
In her opening remarks as emcee for the evening, Ashrafi noted that “it is a great honour for the Jewish community to welcome so many indigenous guests from all over the world.”
She then related the story and miracle of Chanukah and connected it to the experience shared by many indigenous nations around the world.
“They have been told that their religion is wrong, their traditions are not sophisticated,” she pointed out, “just as the Jews of that time were told by the Greek rulers that our religion was wrong and our traditions were outdated.
“Here in Canada, the First Nations were forced into Residential Schools to learn Canadian ways. The manner in which they were taught in these schools was abusive and horrific. Many children died, and many more were scarred for life.
“As with the Maccabbees,” she continued, “courageous individuals have stood up and fought for rights of their indigenous brothers and sisters. They had to overcome a lot of resistance and other obstacles. Indigenous peoples are still over-represented in the Canadian prison system and social services.
“The story of Chanukah tells us that it is okay to be different from the majority culture,” she said, and “that special and unique traditions are important and worth preserving.
“The story of Chanukah also teaches us that fighting for our rights is not easy,” Ashrafi added. “We may be a tiny minority and the other side may be much more numerous, better organized and equipped. But if we take the first step, like deciding to use that little jar of oil (that burned in the Temple for weight days even though there was only a day’s supply), we will be helped along the way.”
“We put the Menorah in our front window,” she noted, “so that the light is shining into the dark winter nights. We want to share the story of the Chanukah miracle and we want to bring light into a world that has still so much darkness in it.”
Ashrafi’s words were followed by greetings from David Harper, a former Manitoba Keewatinowi Okimakanak Grand Chief who spoke glowingly of his visit to Israel in 2014.
“Our faith teaches us that the People of Israel are the people of the Bible and we must bless them and pray for them,” he said. “My people have a lot to learn from the people of Israel about healing the land.”
Next, Ashrafi introduced Pastor Roger Armbruster whom, she described, as the man behind the vision for the evening. Armbruster, a strong Christian Zionist supporter of Israel, is the founder of Canada Awakening Ministries.
She said of Armbruster that “it is a privilege to be his friend. I have learned so much from you.”
According to Armbruster’s bio on the Canada Awakening Ministries website, “his life has been dedicated to a ministry of reconciliation, and of building bridges between cultures, nations, denominations and generations. He sees cross-cultural reconciliation as a key to making disciples of all nations, and in seeing God’s House become a House of Prayer for all nations.
“As director of Canada Awakening Ministries, he is a leader in facilitating Native-Non-native reconciliation, and in restoring the indigenous peoples of the land to reflect that part of God’s image that He has deposited in them in their sounds, songs, praise and dances.”
Armbruster attended the Inaugural World Christian Gathering of Indigenous People in New Zealand in November 1996 as well as gatherings in Rapid City, South Dakota, in 1998, northern Sweden in 2005, and Israel in 2008. In his remarks, he noted that he has visited Israel numerous times over the years – often leading tour groups representing Canadian Inuit, Greenlandic Inuit and Manitoba First Nations at the northern ends of the earth, along with Maori, Fijians and Samoans from the southern ends of the earth – back to the City of Jerusalem from where the original gospel message first came.
“In Israel,” Armbruster said, “these Indigenous People have shared their language, their culture and their faith with both Jewish and Palestinian audiences alike. In one Israeli community, they even shared a message that brought hope to a joint audience of some 500 people that included both Jews and Arabs coming together.”
The dance part of the program was emceed by Isi Masi of Island Breezes. The musical program included several Hawaiian dances, including a rousing foot-stomping number,followed by performances featuring Hawaiian song and gentle movement. The final part of the island dances concluded with a brief Maori war chant.
(The Maori are the indigenous people of New Zealand.)
The final part of the program included several high octave dances by our own – always outstanding – Sarah Sommer Chai Folk Ensemble, with all the performers singing “We Shall Overcome” and the audience invited to join in a round of Israel dancing.
Local News
Israeli-born realtor believes in paying it forward

By MYRON LOVE When Hofit Yanev and her husband, Stefan, first arrived in Winnipeg in May 2013, they knew no one here.
“We were looking for a safer environment in which to raise our children,” she recalls. “We thought that would be Canada, and Winnipeg seemed to be the most welcoming Jewish community.”
Despite not knowing anybody, on their first morning in our community they found that someone had left a challah on their doorstep. That was a small kindness that she has never forgotten. She is a strong believer in paying it forward. Ever since then, she notes, she has made sure to greet newcomers in our community with a challah.
Helping others – whether to buy and sell their homes or manage their money – is a principal focus of the thriving career she has built up here as a real estate agent and insurance adviser.
Sales has always been Hofit Yanev’s strong suit. Originally from Holon (near Tel Aviv), she began her sales career right after her army duty. Her first venture was selling Dead Sea and hair care products. (Some readers may remember the kiosks that used to be set up at some Winnipeg shopping centres some years back.) She worked a year in Chicago and four years in Miami before returning to Israel, where she met and married Stefan.
Soon after settling in Winnipeg, Hofit found work in sales, initially for an HVAC company (while Stefan became a long-distance truck driver and now operates Excellence Fences and Decks). “As I was doing very well in sales for this company,” she recounts, “after taking time following the birth of our third child, I decided to try selling houses.”
She secured her real estate license and went to work. After 18 months of trying, she was still struggling to make a go of it.
“I lacked experience,” she recalls. “I reached a point where I was ready to give up and go back to selling HVAC products.”
However, on what she thought would be her last day, she received two calls that revitalized her hopes. In quick succession, she recounts, she got a call from a former customer who wanted her to sell his house and a new customer who wanted her help in selling his house and buying another.
“I took it as a sign from God,” she says.
Today, eight years later, Yanev, working under the eXp Realty banner, oversees an operation with over 20 agents—nine of whom are on her team and the others working under her in the eXp umbrella.
“I achieved my dream,” she notes, “and I want to help others – either those looking to buy a home or fellow realtors starting out – to realize their dreams as well.”
She notes that she strives to understand what her clients’ needs are and provide the right homes for them. She reports that 70% of her real estate clients are members of our Jewish community. She deals with commercial as well as residential properties and adds that she also helps clients with long- and short-term rentals as well as car rentals.
About a year ago, she notes, she added another entry to her resumé – that of insurance adviser. “As a realtor, I could see how some people are struggling financially,” she says. “I wanted to help.”
As an insurance adviser, she works with single mothers, seniors, and others plagued by financial difficulty. “I advise clients on how to get out of financial trouble, how to save 10% of their net income, and build their savings.”
She makes it clear that she keeps a distinct separation between her real estate clients and her insurance clients.
Now, you would think that an individual working two careers – with five kids to raise (all of whom are enrolled in Jewish educational programs) – would have her hands full. Nonetheless, Yanev has a third avocation – that of a social events planner for fellow Israelis in Winnipeg and other Hebrew speakers.
“For the past six years,” she reports, “I have been producing five programs a year in our community for Hebrew speakers. No one else was doing it, and I felt that it was important for Israelis here to be able to connect with each other.”
She adds that the family-oriented programs have been “super successful.” “We have had as many as 300 people at some of our programs.”
Yanev believes that her success story can inspire other newcomers to Winnipeg. “If you are prepared to work hard, you can achieve your dream,” she says.
She also expresses gratitude to our Jewish community. “We have found the community here to be welcoming and supportive,” she says. “It is thanks to you that we have been successful. This really is friendly Manitoba.”