Features
My transitions in Jewish education
By PHYLLIS LIPSON DANA From 1941 until 1945 I lived on Mountain and Aikins and was a student from Kindergarten to Grade 4 at the Folk School, located in a 3 storey house at the corner of St Johns and Charles.
In my final year there the school merged with the I L Peretz School, which was then located in a large building on Aberdeen just west of Salter. We had moved to a house on Lansdowne Avenue east of Main so I attended Luxton School by day and went to Peretz evening classes for two years. By then our family had joined the Shaarey Zedek on Dagmar Street, so I continued my Jewish education there at the Sunday School, and began to sing with the synagogue choir.
As I recall, the Folk School had a strong Zionist perspective. Many older students were members of Habonim, which met in the building. There was emphasis on the land of Israel, though the Jewish curriculum was taught mostly in Yiddish, focusing upon language, with a little bit of Hebrew being taught, and there was a significant celebration of Jewish holidays and festivals. I retain many happy memories of my years there. The school population was quite small. In my class were only nine students (Pearl Ash, Elliot Berman, Victor Chernick, Ronald Ganetsky, Sheila Naimark, Hersh Shapera, Barbara Sherebrin, Shirley Schicher, and myself). I can’t find any class pictures but I do have a picture of our kindergarten teacher, Esther Prasso sitting on the school’s steps. Other teachers I remember were Miss Bulstein (who became Mary Yukelis), Miss Kranis (who became Yetta Grysman), Mr. Lapin, Mr. Zeitlin, and Mr. Cantor (who became the principal when the merger occurred.
Since I was no older than nine when the schools merged, I had no idea at the time why the change had taken place. In retrospect, however, I do remember my mother more than once assembling items from home to donate to the “rummage sale” to raise money to buy coal. I suppose that the larger economic base of the Peretz “shool Mispoche” allowed the smaller school to continue in some form. Peretz was secular in philosophy and there were no actual prayers as part of the curriculum in the early grades when I attended. Bible studies were presented as historia (Jewish history) and, although the holiday celebrations were important, I don’t remember any mention of God in the commemorations. However, there were High Holiday services taking place in the school’s basement, which featured my Zaida Nate Lifshitz as one of the cantors. I remember a huge celebration of the end of World War II for which we were transported to the Peretz building for an assembly.
At the Shaarey Zedek I was exposed to a totally different view of Jewish education. Hebrew language was taught through the prayers, and the Bible studies definitely focused on the miracles attached to many celebrations which gave the credit where it was due. At 11 I joined the choir, so of course that meant that I became familiar with the order of Friday evening services and holidays. The synagogue on Wellington Crescent was opened in 1950 and when a junior choir was formed I was required by the choir master, Jack Garland, to join. We performed at Saturday morning services for many years. My parents were regular attendees and my brother became a frequent Torah reader there. I continued in the Shaarey Zedek choir for many years as I married and had two children.
When each of our children were five years old, I truly believed that they were the perfect age. In my experience children at five were adventurous, inquisitive, totally honest, highly sociable, and eager to learn. I had begun taking upgrading classes with the goal of going into Education at university, when Fay Zipman asked me if I would be interested in assisting her in her four-year-old class at Peretz School on Jefferson. I met the principal and he decided to give me a chance. The year was 1965-66 and my career was launched. Fay left teaching a year after I joined her, so I assisted Sara Green until 1969, when she moved to Vancouver.
That fall I began as the Nursery teacher and I was to assist in the kindergarten; the teacher with whom I had been working was needed to take on another class, so I was upgraded to Kindergarten teacher, learning the curriculum at night while I taught all day. I was also continuing my university education at night. The Peretz atmosphere was very family oriented with a strongly Jewish cultural approach. There were many evening gatherings with music, plays, and lectures primarily in Yiddish and always highlighting student performances. While “Shabbes” celebrations were held in the classrooms, with candles, challah and juice distributed, there were no prayers chanted. Students were taught the Hebrew language, but synagogue skills were not part of the curriculum. Some boys had Bar Mitzvahs, but many did not, and initially I never heard of girls becoming “Bat Mitzvah”. Over time the Ashkenazi pronunciations of Hebrew words was replaced by the more modern one and there was a strong focus upon Israel in celebration and song. Little by little Brachot were coming into the Friday candle-and-challah gatherings in classrooms. It seemed that most students were becoming Bar Mitzvah and some girls celebrated Bat Mitzvot.
For many years many kindergarten students rushed home for lunch and then proceeded to their neighborhood schools to attend afternoon kindergarten classes. TV did not provide much stimulation for children in the afternoon and our winters can be very cold. Over the years I met many public school teachers who complained that kids would frequently tell them they had done “that” in their morning school. In the school year 1976-77 an all-day kindergarten was begun at Peretz School and I had the privilege of initiating this concept. Soon other schools incorporated these classes as well.
In the early 80s a number of parents prevailed upon Seven Oaks School Division to begin providing a Hebrew-bilingual program. When it was implemented, registration at the north-end Jewish schools declined…there was no fee at public schools. At the same time the Board of Jewish Education was formed and when, by 1983 – as our school numbers were steadily decreasing (I had a class of only eight children that year), there was a strong movement to merge the I L Peretz Folk School with Talmud Torah.
As anticipated by the smaller school’s most loyal supporters, the Yiddish component of the curriculum became reduced over time to an occasional song being taught and “optional” Yiddish language classes being offered. The teaching of synagogue skills and assemblies in the synagogue were a major component of the Judaic curriculum as well as Hebrew language, reading and writing skills and a strong emphasis upon the land of Israel. As happened with the merger of the Folk Shul with Peretz, the larger school ideology swallowed the smaller. With the burden of teaching full-time, going to university part time, and looking after my family, I had left the Shaarey Zedek choir. Over time I sang for several years in the Rosh Pina choir and in later years with the Temple Shalom choir for High Holiday services.
I have wonderful memories of my more than 30 years teaching in the Jewish day schools, and a photo album full of pictures of most of my classes. Having visited other schools over time to observe teachers and programs, I was glad to notice that the vast majority loved children and were happy to be in kindergarten. The odd time I encountered teachers who were in the wrong place, having little patience for their students and obviously wishing they were in a higher grade. Most teachers of early childhood try to convey a feeling that “school is a happy and safe place where I can succeed”. I hope that children I have taught felt that way in my classrooms.
Ed. note: I had asked Phyllis to send me as many class pictures from her time at Peretz School as she could. She was able to send me eight pictures in total.
Features
The Magic of DNA
By GERRY POSNER This is my story, but it just as easily could have been yours. Even at my older age, a new relative popped into the family. This was unexpected to me and the whole family and indeed the new family member as well.
Put the blame on or credit to DNA. What transpired I suspect is happening all over the world these days. That is, there is now a new first cousin in the family. Call her KBP. It seems that KBP took a test through ancestry.com not that long ago, just as I had done years ago. When you take the test, you end up receiving messages from Ancestry from time to time identifying people who have similar genetic markers to you, some closer than others. I have looked at these messages and have identified people I know to be my cousins just from the initials. However, most of the initials listed are completely unknown to me. These lists of relatives go on for pages and pages. I struggle with the value of trying to reach these distant relatives because, even if I can connect with any of them, no one can figure out just how we are related. What would we even talk about should we ever meet? Often, I just ignore the lists as there seem to be too many names to contemplate a possible contact.
As it turned out, KBP also took the same test with the same company, ancestry.com. But she also failed to notice a connection between her and anyone else. This story would have ended there but for the intervention of another cousin who also had taken the DNA spit test with Ancestry. This cousin spotted the relationship and alerted me. Once that occurred, we established a connection and then the rest of this story developed.
What took place some almost seventy years ago was the cause of this new relationship. Recall ( and this is particularly relevant to young readers) the decade of the 1950s was an era when abortion, though present, was in back lanes or in the shadows. Most of the time a child born out of wedlock was put up for adoption. In this case, an uncle and his then non-Jewish partner elected to put the child up for adoption and she was adopted into a family located in Alberta where she grew up. That would have been the end of the story – but for DNA.
My new cousin was ecstatic to find out about the whole new family she was now a part of and whose history was now hers. Even though she is now a Mormon, she was eager to explore her Jewish origins and indeed even came with me and my wife to synagogue at the Beth Tzedec Synagogue in Calgary not that long ago. She had much in common with the family. Most of all, she was so happy to delve into a past previously unknown. On the other hand, her birth mother, still alive at 93, rejected meeting her daughter from so long ago. KBP respects that view and has made peace with just her new association with Dad’s family.
Of course, what made this secret such a well kept secret for so long is that the uncle died young and never told anyone. Who then could have known? The truth is out and I, for one, am glad it is now out there. Not everyone in my family agrees with me, but the main protagonist in this tale, KBP, was supportive of my writing this article. Of course, the real test now is to see if and how this new relationship with KBP unfolds, if at all.
As I said in the beginning, this is not an isolated story. You can bet there are hundreds, maybe thousands of such stories out there waiting to be unearthed and told. It is all about DNA.
Features
Kevin Leach and the Sabre Training Advisory Group: Providing training assistance to the Ukrainian military
By MARTIN ZEILIG As a private citizen, Kevin Leach is following the example of the Government of Canada by providing much needed assistance to our democratic ally, Ukraine, in its fight against the unprovoked war of aggression launched by Russia on February 24, 2022.
Mr. Leach, who grew up in Palgrave, Ontario and lived in Toronto before moving to Ukraine, is the founder of the Sabre Training Advisory Group, a not-for-profit organization geared towards providing training assistance Ukraine’s military. He is a 10-year veteran of the Canadian Armed Forces, and served as an OSCE ceasefire observer in Ukraine from 2018 until the full-scale invasion in February 2022.
He founded the STAG in November 2022.
“Since the beginning of 2022, Canada has committed $4 billion in military assistance to Ukraine,” says the Government of Canada website.
“This funding will allow Canada to deliver military assistance to Ukraine through to 2029. We deeply admire the bravery and courage of Ukrainians who are fighting to defend their independence and freedom, and we will continue to work closely with our Allies and partners to help Ukraine defend its sovereignty and security Canada and Ukraine are close partners with a long-standing defence relationship.”
As well, Operation (Op) UNIFIER, the Canadian Armed Forces (CAF) military training and capacity building mission in Ukraine, “was launched in 2015 at the request of the Ukrainian government,” and in 2023, was expanded and extended until March 2026.
“Since the start of Op UNIFIER, the CAF has trained approximately 41,000 Ukrainian military and security personnel in battlefield tactics and advanced military skills,” says the online information.
“As the mission progressed, much of the direct training undertaken by CAF members transitioned to members of the Armed Forces of Ukraine, with Canadians acting as advisors and mentors as well as assisting in the development of courses.”
“Ukraine’s fight is a fight for international law, for the United Nations Charter, and for innocent civilians, including children, who deserve to live in peace,” Prime Minister Justin Trudeau says on his website.
Besides military aid and training, Canada has also provided significant economic support, and humanitarian assistance to Ukraine, and has welcomed tens of thousands Ukrainian refugees fleeing the war into our country.
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Mr. Leach, who is a frequent guest on the Mriya Report, a 24/7 site on X that provides in-depth information on the war, agreed to an email interview with this reporter.
Q: What was your motivation in forming STAG?
KL: Sabre is a professional military training non-profit. Our aim is to give Ukrainian defenders the skills to come home alive. We are building the capacity for Ukraine to defend itself against Russian aggression.
Sabre Training Advisory Group grew out of the frustrations its founding members had with the chaotic and unprofessional way that many foreign instructors were attempting to train Ukrainian soldiers in the NATO and Allied style of warfare.
Q: Who else works with you in the STAG?
KL: We have a team of volunteers from all over the world. They are former soldiers from Canada, the US, UK, and even Australia, plus our local Ukrainian volunteers. Our executive staff, besides myself, are two former officers from the British Army and US Marine Corps, respectively.
Q: Do you work closely with the Government of Ukraine or Ukraine’s military and/or the Canadian Armed Forces?
KL: We don’t work closely at this time with any civilian government, but we have an official partnership with the 4th Rapid Reaction Brigade “Rubizh”. As we’re still a relatively small organization, we don’t warrant much attention from governments.
Q: What else that you would like the public to know about your work?
KL: Training inside of Ukraine is vital. It is far more efficient than moving large numbers of Ukrainian troops around Europe, and being here puts us closer to the action, and allows us to adjust faster to lessons learned on the battlefield. We also need support! It is hard to fund a program like ours, as it’s quite unique. Typically the role we are filling would be performed by private military contractors, which are illegal in Ukraine and carry severe political risk due to public perception of these companies.
We set out to establish a high standard, using proper training techniques and taking a systematic approach to instruction. In just a few short months we were able to secure a high-quality training area, and a team of excellent instructors who draw on decades of collected military experience. We have successfully trained over 3000 Ukrainian warriors and medics, equipping them with essential skills and knowledge to excel on the battlefield. Our track record of tangible results demonstrates our commitment to the mission and the decisive impact on Ukrainian defenders.
For further information, visit the STAG website: www.sabretag.org
Features
Exploring 8 Innovative New Services in In-Home Care
In-home care has evolved significantly in recent years, driven by advancements in technology, changing demographics, and an increased focus on personalized care. These innovative services are transforming the way support is delivered, enhancing the quality of life for seniors and individuals with disabilities. Here are some of the most exciting and groundbreaking innovations that families can depend on when it comes to their space and the best practices to ensure comfort and safety.
Telehealth and Telemedicine
Telehealth and telemedicine have revolutionized health care by providing remote access to services. Through video consultations, seniors and caregivers can communicate with doctors, nurses, and specialists without leaving their homes. This reduces the need for frequent visits to health facilities, which can be challenging for those with mobility issues. Telehealth also enables continuous monitoring of chronic conditions, allowing providers to adjust treatments promptly and prevent complications.
Remote Monitoring and Wearable Devices
Wearable devices and remote monitoring systems are becoming essential tools. These devices can track vital signs such as heart rate, blood pressure, and oxygen levels, providing real-time data to caregivers and health professionals. Advanced systems can detect falls, monitor medication adherence, and even predict health issues before they become severe. This proactive approach allows for timely interventions, improving outcomes and enhancing the safety of in-home recipients.
Virtual Companionship and Social Engagement
Loneliness and social isolation are significant concerns for seniors living at home. Virtual companionship services, such as those provided by robots or virtual assistants, offer interaction and engagement to mitigate these issues. These technologies can remind individuals to take their medications, guide them through exercises, and provide cognitive stimulation through games and conversations. Additionally, platforms that facilitate virtual social gatherings and activities help seniors stay connected with family and friends, promoting mental and emotional well-being.
Personalized Care Plans and Artificial Intelligence
Artificial intelligence (AI) is playing a crucial role in developing personalized plans. AI algorithms can analyze data from various sources, including health records, lifestyle habits, and genetic information, to create customized strategies. These plans are tailored to the unique needs and preferences of each individual, ensuring they receive the most appropriate and effective solutions. AI can also assist caregivers by predicting potential health issues and suggesting preventive measures, thereby enhancing the overall quality of support.
Smart Home Technology
Smart technology is making it easier for seniors to live independently. Voice-activated assistants like Amazon’s Alexa and Google Home can control lights, thermostats, and appliances, reducing the physical effort required for daily tasks. Smart systems can also include sensors that detect movement, alerting caregivers if there is unusual activity or inactivity. This technology not only improves safety but also provides peace of mind for both the recipients and their families.
On-Demand and Flexible Care Services
The gig economy has introduced on-demand services to the in-home care industry. Platforms like Honor and CareLinx allow families to find and hire support quickly, providing flexibility and convenience. These services offer a wide range of options, from a few hours of assistance to round-the-clock support, accommodating the varying needs of individuals. The ability to schedule help on short notice ensures that support is available when it’s needed most. This includes teams like the one at Parners for Home Care; more on their services and support options can be found on their website: https://partnersforhomecare.ca/
Integrative Health and Wellness Programs
Holistic approaches to health and wellness are gaining traction – and for good reason. Integrative health programs combine traditional medical care with complementary therapies such as yoga, meditation, nutrition counseling, and physical therapy. These programs focus on the overall well-being of the individual, addressing physical, mental, and emotional health. As a result of promoting a balanced and healthy lifestyle, integrative health services can enhance the quality of life and prevent the onset of chronic conditions.
Enhanced Training and Support for Caregivers
Innovative training programs for caregivers are crucial in improving the quality of in-home care. Virtual reality (VR) and augmented reality (AR) technologies provide immersive training experiences, allowing support workers to practice and develop their skills in realistic scenarios. Additionally, online platforms offer ongoing education and support, helping individuals stay updated on best practices and new developments in the field. Enhanced training ensures that everyone is well-prepared to meet the diverse needs of their clients.
The Future of In-Home Care Services
The way we grow and age in comfort is rapidly changing, thanks to these innovative services and technologies. Telehealth, remote monitoring, virtual companionship, AI-driven plans, smart technology, on-demand services, integrative health programs, and enhanced training are all contributing to more personalized, efficient, and effective support. As these innovations continue to evolve, they hold the promise of significantly improving the lives of those who rely on in-home care, allowing them to age gracefully and independently in the comfort of their own spaces.