Features
Einstein’s Smile: A Tale of Two Pictures
By DAVID TOPPER In my previous story in the Jewish Post & News, “Einstein & Johanna: A True Tale of Tragic Comedy,’’ I began by saying that I first heard the name “Einstein” when I was around the age of 10.
So let me begin this story when Albert himself was about that same age, and he had his class photo taken on the steps of his school. This picture is one of the earliest pictures we have of him – and it’s one of my favourites. It shows his all-boys class of 52 students lined-up in five rows. Einstein is in the front row, the third from the right, and clearly one of the smallest in the group.
The unique and utterly fascinating thing about this picture is this simple fact: all the other boys are looking grimly at the camera, while little Albert is the only one with a smile on his face. Look closely: all 51 others, with hands at their sides, appear stern, anxious, intimidated, sulky, or scared; Einstein, with hands behind his back, has a cute, little, slightly impish smirk on his face – unquestionably, a look that any parent would love. Just compare the detailed picture of him with the boys to his immediate sides : the contrast, indeed, is at once stunning and amusing.
Right here, in this astounding image (a mere class photo) is the visual manifestation of the laid-back contrarian that he would become throughout his life. In this one picture, knowing what I know about him, his whole life almost flashes forward before me. So, here, I wish to share a piece of this story with you.
As reported by those who knew him, Einstein was modest and unpretentious, without an iota of conceit or arrogance, treating all people in the same manner, independently of class or rank. He spoke the same way to a president as to a janitor. He also had a hearty laugh, with a child-like twinkle in his eye. OK, all this may be a bit of an exaggeration (sounding more like Santa Claus), but variations of these traits are persistently repeated among those who knew him and reminisce about his personality. He really was a down-to-earth guy. For example, he refused to travel first-class. Even when sent first-class tickets, he sat in third-class, driving the fastidious ticket-takers crazy.
I have a second picture to talk about. But before that, I want to see what else there is about his life that I can read into his class picture. What do we know about his early life that might help us? Best to begin at birth.
Albert Einstein (1879-1955) was born in a small town (Ulm) on the Danube River in south-western Germany to unobservant Jewish parents. Although the town today boasts of his birth, he was still an infant when the family moved to Munich, where he spent his formative years. His mother, Pauline, had a deep commitment to music, and she tried to instill that affection in her young son by forcing violin lessons on him. A love of music eventually sunk into his psyche around his transition to the teenage years, and Albert carried that commitment throughout his life. He exhibited his love of music by packing his violin on trips. Serious music, to him, was confined to the works of the “classical” period of what is called classical music, especially that of Mozart and Haydn, although he would happily dip back into the Baroque and J. S. Bach.
His father, Hermann, was a businessman who could have made a lot of money at the time because he was in the electrical business (motors and dynamos, for example), which was to the late-19th century what computer high-tech paraphernalia was to the late-20th century. But, just as the “dot.com” boom and bust resulted in some winners and many losers, most who made the effort in the electrical business did not achieve success. Hermann’s business went bust.
Albert’s sister, Marie (called Maja), was born when he was age two, and she was his only sibling. Maja, in a short memoir written in the early-1920s, is a crucial source of information about her brother’s childhood; this is important because there are many myths circulating through the media and beyond about Einstein’s youth. Today, many special interest groups wish to embrace Einstein as the poster boy for their various causes. Nonetheless, Einstein was not a slow learner, a vegetarian, left-handed, nor any of a range of idiosyncrasies that you will find in special-group websites on the Internet testifying that Einstein was one-of-them. Although his parents tutored him for his first year of school, he also was not “home schooled,” for he continued through the German school system until the age of 15, when he dropped out before graduating in his final year. Yes, Einstein was a high-school dropout, but I must confess that I have not yet come across a website of “High-School Dropouts” claiming Einstein as one-of-them.
Contrary to another myth, Maja reports that her brother was not a slow learner but was “a precocious young man” who had a “remarkable power of concentration,” such that he could “lose himself…completely in a problem.” Later, for Einstein the scientist, this youthful behavior was clearly repeated – like a leitmotif, throughout his scientific life.
It’s true that Albert detested the rigidity of the German way of teaching, but he still got good grades. Yet, he did not hide his feelings about the oppressive atmosphere of the classroom, so that one teacher went so far as to tell Albert’s parents that their son set a poor example for the other students by his overt hostility. This may cast some light on the special smile on his face in our photo, for it surely reveals the contrarian attitude on social mores that he displayed throughout his life. One obvious example: think of his lack of decorum in the grooming of his hair, which began in the 1930s.
An example of nonconformity of a different kind took place in his pre-teen years when he became extremely religious and admonished his anti-religious parents for not following the rules of Orthodox Judaism. This personal obsession lasted for a few years, to the consternation of Hermann and Pauline, only to disappear right before he would have been Bar Mitzvah. (It never happened.) In his very brief autobiography, written in 1947, he says that the reason for this quick change was his discovery of science and math, and for him the accompanying realization that the Bible was untrue. The result was an intellectual and emotional transformation. He viewed the religious outlook as subjective and solipsistic, whereas the scientific viewpoint was a route to objectivity and a liberation from what he called “the merely personal” – or subjectivity. He put it this way: “Beyond the self there is the vast world, which exists independently of human beings, and that stands before us like a great, eternal riddle, at least partially accessible to our inspection and thinking.” This statement acted as a maxim for his scientific endeavours to the end of his life.
But this is not the full story of his transformation: he added a socio-political element that is rather startling and remarkable for someone around age 12 or 13. He said he came to realize that “youth is intentionally being deceived by the state through lies” and that therefore a “mistrust of every kind of authority grew out of this experience.” These are profound and troubling views for someone at an age where most boys are more obsessed with sports and girls. Does this give us a hint at a deeper meaning of the smile in Photo 1? Maybe not, he was but 9 or 10 when the picture was taken. Nevertheless, it does give us a sense of continuity from here to the unconventional citizen we know later in life.
As we continue to pursue the question of the roots of his maverick ways, we find two episodes of interest at age 15 or 16. Both were triggered by the collapse of his father’s business, and the need for the family to move from Munich to the town of Pavia in northern Italy just south of Milan, where his father’s brother had a more successful business. Since Albert was in his last year of high school, he was placed in a boarding house in Munich while his parents and sister went on to Italy without him. Alone and feeling abandoned, he sank into a deep depression and had to leave school. But he had the wherewithal to obtain a letter from his math teacher saying that he completed that part of the curriculum. This was the first episode.
The other episode, however, might not have seemed very level-headed at the time. After crossing the German border, he applied to the government to renounce his German citizenship, making him a stateless person thereafter. Some scholars believe that in order to trigger such a desperate act, something almost elemental about German society had deeply troubled Einstein. We know he had major misgivings about the militaristic features of German society as expressed in the educational system. Or was it a reaction to his father’s loss of his livelihood, and the need to leave the country? His sister, Maja, however, had a simple answer: he was avoiding being drafted into the military.
Accordingly, as a high school dropout, Albert arrived at his parents’ residence in Italy, much to their surprise and surely their chagrin. We have no documentation about the inevitable confrontation between him and his parents, but we can be sure that there was a dispute around the question of what he was going to do with the rest of his life. We, of course, know the answer, in the long run. But even in the short run, there was some hope.
Let’s return to that letter in Albert’s pocket when he left Munich, and back up a few years to the non-Bar Mitzvah around age 12 or 13. The unperformed religious transformative rite was replaced by a different revelation – as mentioned, he developed a zeal for science and in particular the logical rigor of mathematical reasoning. Specifically, he was given a primer on geometry, and he devoured it – even trying to prove some theorems before he read the proofs in the book. The logical way that mathematical reasoning produced eternal proofs had a deep psychological impact on this young man, so much so that even when writing his autobiography around the age of 68, he referred to this early textbook as the “holy geometry book.” How revealing this metaphor is: especially when we realize that he was reading Euclid, instead of Torah, the original “holy” book. He went on to teach himself calculus and other higher mathematics, so that by the time he dropped out of school, he was well-grounded in the mathematics required for graduation and beyond. Hence, the letter in his pocket, mentioned above.
Albert’s father had plans for his son to be an engineer. This is no surprise, since he was in the electrical business, which he (correctly) believed was the wave of the future. In particular, he wanted his son to enroll in the Swiss Polytechnic Institute in Zürich, one of the best schools in Europe. As luck (fate?) would have it, a completed high school diploma was not necessarily required for enrollment in the Poly; instead, there were a series of rigorous exams administered by the Institute. It seems that the letter from the math teacher was a factor in placing him in the special category.
So, in the fall of 1895 he took the entrance exams – but flunked them. There was, however, a silver lining to this incident. He did so well on the science and math parts (no shock here) that the Institute’s director recommended that he spend a year doing some remedial studying. After all, he was applying to the Institute a year or two early for his age, since the regular age of admission was about 18 years old.
Einstein spent the next year at the Kanton Schule in the town of Aarau, just west of Zürich. The curriculum was based on the ideas of the great Swiss educator, J. H. Pestalozzi, who (among other things) emphasized using visual materials as well as written texts as educational tools, and especially stressed direct student-teacher interaction. For Einstein, it was a delightful and memorable year: he enjoyed learning in a formal setting for the first time in his life.
Indeed, it was sometime during that year of motivated learning that he came up with what would be his first great experiment in his head, what we call a “thought experiment.” This idea involved moving in space at the speed of light; essentially it was based on this question: What would the world look like if we rode on a beam of light? Perhaps the Pestalozzi emphasis on visualizing played a role here? Listen to the following remark about the school in Aarau that Einstein wrote 60 years later: “It made an unforgettable impression on me, thanks to its liberal spirit and the simple earnestness of the teachers who based themselves on no external authority.”
Ah ha, “no external authority”: such progressive and open-minded thinking was guaranteed to have an impact on Einstein who, as quoted, believed that “youth is intentionally being deceived by the state through lies” and that therefore a “mistrust of every kind of authority grew out of this experience.” This Swiss Kanton Schule was obviously nothing like the German schooling he had previously experienced. No wonder he graduated in the fall of 1896 with good grades.
The year at Aarau proved fruitful. Einstein’s admittance to the Swiss Polytechnic was based on his grades at Aarau, and although his father wanted him to study to become an engineer, he enrolled in physics and mathematics – and we know where it went from there.
One more thing about the Aarau year. There is a class photo of that small graduating class of 10 students. It’s not reproduced here, for no one is smiling. They all look relaxed, but serious too as they ponder their future. Einstein may be a bit more relaxed than the others, and he may be staring off into space much further than his fellow students – but I hesitate in reading anything more into it. Nonetheless, I do know this: once, when reminiscing about that key year in his life, he said that, while the other students at Aarau filled their spare-time by swigging copious quantities of beer, he drank from a different trough – diligently reading The Critique of Pure Reason, by Immanuel Kant. And that surely was nothing to smile about. (Incidentally, Einstein was a teetotaller all his life.)
My key argument here is essentially about the role of pictures and what we can (or cannot) read into them. And this brings me to Photo 2 from 1931, over four decades later. Here Einstein, now the celebrity, is at a reception in the German Chancellery in Berlin. From the left they are: Max Planck (the famous physicist), Ramsay MacDonald (British Prime Minister), Einstein, Hermann Schmitz (on Einstein’s immediate left), and Hermann Dietrich (German Finance Minister).
I have no idea why these five men were seated together or what they were talking about. There are several extant pictures of this table-talk scene, which were taken by the pioneering photojournalist, Erich Salomon. I have chosen this one because it captures an animated Einstein speaking to the British Prime Minister. Notice the gesture with his cupped right-hand. It is a captivating image clearly displaying Einstein’s alert and smiling face, all in stark contrast to the serious, stern, and solemn visages of the other four. “Come on, guys – lighten up!” – I want to say with Einstein. Or, put differently: what’s there not to like about this Einstein fellow trying to cheer-up a much too formal table? Is it not clear why I am juxtaposing this 1931 picture with the smiling boy in school? And so, it seems that a story that began with a smile appears to end with a smile.
But not so fast.
The second picture is from 1931, and two years later Hitler will control the country. Serious looking Hermann Schmitz was from I.G. Farben, the chemical company that would become notorious for its role in developing Zyklon B used in the gas chambers in the Extermination Camps, and for this Herr Schmitz spent time in prison after World War II for Nazi war crimes.
Planck’s son, Erwin – who was also present at this formal affair but is not in this picture – was later executed by the Nazis as part of the plot to assassinate Hitler on July 20, 1944.
And then there’s the photographer Erich Salomon (b.1886). He died in 1944 in Auschwitz, which was supplied with chemicals from I.G. Farben.
The result is that Photo 2 is deeply laden with painful meaning, and I can never again see this picture with that initial innocence I had the first time I smiled along with Einstein as he made a point to the British Prime Minister. Such is the nature of images and the interaction and interdependence of our eyes and minds. To use an analogy: pictures are as much read they are as seen. And so, knowing what we know about Photo 2, there is nothing
Features
The Risks of Playing Live Roulette Online in Canada
When it comes to playing online, everyone can have a lot of fun. However, at the same time, everyone can experience different issues while trying to have fun with live roulette in Canada. Of course, it’s not the only game that poses such risks, as other gambling games online are also not always secure due to a number of different reasons. In this article, we would like to take a look at the most often discussed risks associated with not only playing live roulette online but also overall attempting to gamble online.
Security Risks
The most important thing is to focus on using only secure gambling platforms. It’s especially important while playing live roulette online, as the player needs to be sure that his personal and financial information are properly secured. Otherwise, hackers could use that knowledge to their advantage, and that’s something nobody wants. Luckily, Canada requires online casinos to meet strict security protocols, but it is still advised to be cautious of new platforms.
| Security measure | Description |
| License | A casino should be properly regulated and licensed |
| Certificates | Inclusion of such trust seals as iTechLabs or eCOGRA ensures a high level of security |
| Encryption | Use of SSL and TSL vastly improves protection of user’s financial and private data |
The Problem of Addiction
The moment we decide to take part in live roulette online, we need to remember that it can lead to developing the problem of addiction. However, if the player is sensible about his gameplay and knows that gambling is only a way of having fun, instead of making money, it should not pose a significant risk. Still, there are a lot of different casino games, including roulette variants, that are not only fast-paced but also immersive. Due to that, for some players it may be easy to lose track of their finances as well as the time. To avoid impulsive decisions, set a budget before attempting to gamble and stick to it no matter what.
Unregulated Platforms
Most casinos that offer online roulette Canada are worth your time and are properly secured, so you won’t experience any problems with them. However, there’s a certain number of gambling platforms that aren’t really trustworthy. They may operate without using a license or do not comply with the rules of a particular jurisdiction. You should always consider such a situation to be a red flag and immediately resign from attempting to play in this kind of casino. Rogue gambling platform may not only rig games, but also withhold your winnings or deliver weak player data protection. Always check the license to avoid such problems.
Technical Problems
Live roulette online is a fun game, but it requires a stable internet connection coupled with well-functioning software to operate effortlessly. Games that aren’t designed well are going to have such problems as glitches or delays in streaming. This is unacceptable as players’ gameplay cannot be disturbed in any way, as it leads to frustration, especially when real money is at stake. In order to ensure lack of technical issues, make sure that you use a licensed casino that is recommended by experts and also have a stable internet connection to avoid unnecessary difficulties on your side.
Unclear Bonus Terms
There are a lot of different promos and bonuses in online casinos that only seem to be worth the money and time of the players. In reality, bonuses include a lot of different requirements, aside from the wager, and the player needs to be properly informed about all of them. Otherwise, it’s impossible to properly assess if a given bonus is actually worth trying. A casino should provide all the necessary information about game, time, wager and win limits when offering a particular bonus. If there are any hidden details by the platform, it means that the casino is simply not trustworthy in this regard.
Financial Risks
At the end, it’s necessary to highlight the financial risks associated with playing live roulette online. Due to the fact that this kind of gambling game cannot be played in a demo version, the player should always remember to properly prepare for a gaming session. Due to the fact that roulette is a game of chance, it’s possible to lose a lot of money quickly, even if you are a seasoned player.
Due to that, it’s best to set a particular budget before starting a game and divide it into a given number of bets. Canadian players should always remember about approaching live roulette online in accordance with responsible gambling rules. Do not gamble more money than you can afford to lose. In case you want to have a stricter control of your actions, use limits provided by casinos or decide to use the self-exclusion option if things go too far.
Features
The Davidson Institute at the Weizmann Institute is playing a huge role in advancing an appreciation for the study of science
By BERNIE BELLAN Dr. Liat Ben-David is a scientist who has devoted a good part of her life to educating people about science.
Having graduated with a degree in Molecular Biology from the Weizmann Institute of Science in Rehovot, Israel, in 1991, for the past seven years Dr. Ben-David has been CEO of the Davidson Institute, which is the educational arm of the Weizmann Institute.
A fourth-generation sabra, Dr. Ben-David speaks flawless English without a trace of a Hebrew accent, although I made the mistake of asking her whether she was originally from the US since, if she hadn’t corrected me, I would have sworn she was either American or Canadian-born.
Dr. Ben-David was in Canada recently to speak at an event in Toronto sponsored by the Weizmann Institute focusing on the power of science education to help foster resiliency in children and youth. She took time out from her busy schedule to participate in a Zoom call during which she explained what the Davidson Institute is all about – and how science education has come to play an even more important role in the lives of many Israelis over the past 11 months than it had previously.
To begin with, here is some information about the Davidson Institute taken from the Weizmann Institute website: “The Davidson Institute of Science Education is a non-profit organization that serves as the educational arm of the Weizmann Institute of Science. We believe in connecting people to science, and therefore we initiate, organize and operate a wide range of educational programs. We strive to be a professional epicenter for students, parents and the general public, as well as for teachers and academics, in both government and education.”
“We create activities for all sectors of Israeli society,” Dr. Ben-David explained. Not only is “science education part of our mission,” she continued, “we believe it is part of our responsibility to create a more logical society for everyone.”
There are “three components of scientific literacy” that the Davidson Institute promotes, Dr. Ben-David said: “knowledge, skills, and values.”
“You have to know which values you want to strengthen,” she noted, “so we can help make better lives.”
To that end, the Davidson Institute has made inroads into all facets of Israeli society. “We try to engage everyone in Israel,” Dr. Ben-David says. “We work in both Hebrew and Arabic.”
The Weizmann Institute -and through its education arm, the Davidson Institute, is involved in practically all areas of scientific endeavour. If you look at the Davidson Institute website (https://davidson.weizmann.ac.il/en) you will find articles on a dizzying range of subjects – from spacewalks to head surgeries in Ancient Egypt, to childhood mental disorders and so on, all written in an easy-to-understand English. You won’t be intimidated into thinking this is way too academic to understand.
The goal of the Davidson Institute is to inspire people to view science as a relevant part of their lives, Dr. Ben-David said. Educators from the institute go out to even the most remote communities in Israel, as well as make deliberate efforts to target “at-risk youths.”
Our goal is to “build esteem and self-confidence” within those young people, she explained, many of whom have dropped out of school.
While not all of them will succeed, the Davidson Institute has had a “40% success rate” in getting those drop-outs to return to school, Dr. Ben-David added.
“Science is a healing tool,” she observed.
Now, more than ever, since life in Israel has been so disrupted as a result of everything that has happened since October 7, educators from the Davidson Institute have been dealing with new challenges.
“During the past year, unfortunately, we have found ourselves working with displaced families” who have had to leave their homes” as a result of the Hamas attacks of Oct. 7th on the south as well as the attacks posed by Hezbollah in the north, Dr. Ben-David observed. “We are giving them some sense of normality and stability.”
For instance, she noted that “we’ve created seminars at Davidson” where students who have been displaced from their home schools “are given a week where we give them a full blast of science.”
“They work on science projects that are included in matriculation,” Dr. Ben-David explained.
And, educators going out from Davidson aren’t only working with high school students. “We work with kids in elementary schools age 10 and up,” she said, “also with their teachers.”
Those teachers may not have a particular background in science, Dr. Ben-David explained.
Davidson educators also don’t restrict their attention to trained teachers.
“We work with instructors who are not professional teachers on giving them instruction in science,” she noted.
I asked Dr. Ben-David to give me an example in which someone from Davidson has reached out to a child who has been traumatized by what has been happening in Israel since October 7.
She told me of one particular young girl who had been so afraid that she was going to be killed by a missile that she spent the better part of her day hiding under her bed.
Educators from Davidson came to visit the child and found out that she loved Harry Potter books. They “discussed with her the science of Harry Potter magic,” and whether there was something that might actually be plausible about some of the magic.
“At first she just peeked out at us,” Dr. Ben-David continued, “then she started asking questions” – and soon she was fully engaged in talking with the instructors.
The Davidson Institute runs several programs that aim to attract students, both from within Israel and beyond.
For instance, Dr. Ben-David pointed to a “gap year program,” now in its sixth year of existence – for high school graduates where Davidson sends them to remote communities as “science ambassadors.”
And, including during this past year, Davidson also has “several international programs” for students “from all over the world,” she explained. Not only do those students get to do science, “they get to know Israel and each other,” Dr. Ben-David said.
There are still many online programs for students, she noted, including one called “Windows to the Future,” in which “once a month students from all over the world meet a Davidson scientist” online.
“Some countries have approached us to develop different pedagogies,” Dr. Ben-David said. “Covid didn’t stop us; neither did the war.”
I wondered though, whether the trend toward academic boycotts of Israeli institutions of higher learning and, concomitantly, Israeli academics, has had a very adverse effect on Davidson Institute programs that reach out beyond Israel.
“We don’t ignore the elephant in the room,” Dr. Ben-David admitted but, in addition to the “100,000 participants” Davidson Institute programs have in Israel itself – in partnership with most municipalities, we reach another “3 million” from Israel and outside digitally, she said.
While Israel’s image in much of the world has suffered greatly as a result of its war in Gaza, Israel’s reputation as a scientific powerhouse has not diminished – and institutions like the Davidson Institute are serving to maintain that image throughout the world.
Features
Campus program gives Winnipeggers a virtual reality experience allowing them to share some of the same emotions Israelis attacked on October 7 felt
By BERNIE BELLAN It was advertised as “Through Their Eyes – October 7th Virtual Reality Journey.”
On September 16, a small number of Winnipeggers were able to participate in a virtual reality experience during which they were able to watch in 3D as different Israelis described what they went through on October 7 last year.
The event was sponsored by Winnipeg Friends of Israel and Bridges for Peace. It was held in the games room of the Rady JCC.
As readers no doubt recall, on October 7, 1200 Israelis (and non-Israelis) living in communities situated close to the Gaza Strip were murdered by what turned out to be over 6,000 Hamas terrorists who had managed to penetrate into Israel fairly easily in the early hours of October 7. As well, 220 individuals (not all of whom were Israeli) were abducted and taken to Gaza.
While almost anyone in the world with access to the internet would have been able to see footage of the atrocities carried out by Hamas – and fully understand the absolute terror that people were experiencing, for Israelis living near the Gaza Strip what was happening was all so terribly confusing. People could hear gunshots all around them – but where were they coming from and who was firing them, almost everyone who was there must have wondered?
And, once the realization that an attack was underway, how were you supposed to respond? Were you better off to try and hide in place or to try to make a run for it?
An Israeli production company that goes by the name of Atlantis-VR embarked upon an ambitious project whereby they wanted to interview some of the individuals who experienced that October 7 attack directly. But, rather than simply interviewing those individuals, Atlantis-VR wanted to show each of them in their own homes – in the exact places they were as the attack was taking place. Through virtual reality technology viewers are now able to see a 360° rendition of an entire room in which the interviewees in the presentation created by Atlantis-VR were situated at the time of the attack. At certain points you are also taken outside interviewees’ homes and see the same vistas that those individuals would have been able to see, including roads and fields with the Gaza Strip in the background.
As groups of six different individuals entered the games room in the Rady JCC on September 16 they were greeted by Daniel Zioni, one of the principals behind Atlantis-VR. There were six different sessions held on September 16, each lasting anywhere from 40 minutes to an hour (depending on how long it took each attendee to watch the presentation. In my case, for instance, I spent over an hour as I had so many questions during the course of watching the presentation that I continued to pepper Daniel with questions about what I had just seen after each segment. Poor Daniel – since each of us had donned the headset at different times and were watching the presentation at our own pace, he was constantly racing from participant to participant, adjusting headsets, turning on the next segment, and answering questions.)
After donning the virtual reality headsets, (which takes some getting used to, especially for older participants who had likely never experienced wearing a VR headset before), the first segment began for viewers. We watched as a woman by the name of Yasmin Margolis describe what had happened to her, her husband Sa’ar, and their two young daughters, when Hamas terrorists entered Kibbutz Kissufim, which is where they lived.
Sa’ar bravely left the family home, armed with his rifle, to take on the terrorists. Unfortunately, while his wife’s and daughters’ lives were spared, Sa’ar died that day fighting to protect his kibbutz.
The next segment is about the Marom family, who were living in Kibbutz Re’em. In their case, their house was set on fire by terrorists while they were inside. Still, they managed to escape through a window and were eventually rescued.
The third segment shows a family living in an apartment block in Sderot. The battle for Sderot actually lasted over two days, as IDF forces entered into protracted gun fights with terrorists who had been hiding throughout the city. During that time the Politi family holed themselves up in their apartment and even provided shelter – and food, for a boyfriend of one of their daughters – and his friend, who had found themselves stranded at a gas station where one of them had been working when the terrorists invaded. There was a moment of comic relief when the Politi husband and wife described what happened when they heard banging on their apartment door. The boyfriend shouted that it was him – and Mr. Politi opened the door. At that point, Mr. Polliti, noted, the boyfriend’s friend said: “I’m hungry – have you got anything to eat?”
The final segment of the VR presentation – and easily the most mesmerizing of the four segments, consists of an interview with Rami Davidian, who was a 58-year-old member of a moshav by the name of Patish in an area very close to where the Nova Music Festival was taking place. Davidian has become quite a national hero in Israel for what he did on October 7 – and for almost 48 hours non stop thereafter.
As he describes in his interview, he received a phone call from a friend who didn’t quite understand what was happening the morning of October 7, but whohad a daughter who had been attending the Nova Music Festival, which was the site of the murder of 370 young Israelis. The friend knew Rami lived close to where the festival was taking place and asked him whether he could go there to try to find his daughter. Of course, Rami had no idea what he was heading into – and, as he explains during the segment in which he tells his story, even as bullets and rocket propelled grenades began to be fired at his car, he continued on. He managed to find survivors of the massacre and transport them back to his home on the moshav, where his wife took care of them.
But then, he started to receive hundreds of messages from anxious parents who somehow had heard that Rami might be in a position to save their kids. He got back into his car and headed right back to the site of the festival – all the while being fired upon by terrorists. Somehow – and he says he doesn’t know how he survived, he managed to return to the site – over and over again, eventually incredibly helping to rescue 750 young Israelis.
The entire VR presentation is so vivid that I had only wished that more people could have seen it. I asked Daniel Zioni whether there were any plans to convert the four segments of the presentation into one video that, for instance, could be seen on Youtube? Granted, seeing it in VR makes more of an impact, but in terms of reaching a wider audience I wondered whether it might make sense to do what I had suggested. I was especially keen on seeing the segment with Rami Davidian turned into something that could be seen by a much wider audience. While Daniel didn’t give me a definitive answer, he did say that was something under consideration by Atlantis-VR.
In the meantime, if you would like to read more about Rami Davidian and his heroics, there are quite a few articles online that tell his story. Simply Google Rami Davidian.