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
Big Numbers, Small Print: Why Simpler Promotions Often Deliver More
Few things catch the eye more than a giant red sign advertising a 50% discount on a popular product. Just seeing it makes shoppers feel they’ve struck gold. However, experienced shoppers aren’t easily convinced, having seen many impressive offers shrink to next to nothing by the time they reach the checkout. The headline-grabbing number is rarely the full story.
Most of the gap between the advertised saving and the one found at the till comes down to the small print. Conditions, thresholds and expiry dates can all chip away at the discount. That’s why a modest promotion can sometimes offer better value for money, even if it doesn’t look as appealing on the poster.
Why Bigger Doesn’t Always Mean Better
Large discounts, cashback promises and bonus rewards are expressly designed to stand out. They are bright, bold and hard to ignore. Still, the advertised value doesn’t always translate into the same real-world benefit. A promotion is only worth what the customer can use, and the conditions behind it, not the headline figure, determine that.
Imagine two clothing stores on the same floor of a mall. One is offering a 30% discount on purchases over $200. The other offers 10% off everything with no underlying conditions. A shopper looking for a $60 pair of jeans will get a guaranteed $6 off at the second store, and nothing at the first. In this case, the smaller offer gives the customer greater value.
This doesn’t mean a smaller promotion is always best. A person spending $300 in a shop will get the better savings at the first store. When studying competing offers, the real question is which deal best fits the customer’s spending intent in that moment.
The Fine Print Behind Everyday Offers
Conditions are a part of modern-day promotions. Common conditions include minimum spending levels, limits on qualifying products and specific redemption windows. Others tie rewards to loyalty program membership or require extra steps before the reward unlocks.
Reward schemes are a clear example. A coffee chain might award loyalty points for every order, which customers can redeem for a free coffee on a future visit. A grocery store might add store credit onto a shopper’s loyalty card but tie it to a 30-day validity period. Both offers hold genuine value, but only if customers return.
Neither offer is unreasonable, as businesses need to manage costs while encouraging customers to return. But sometimes, having the extra condition makes customers pause and question what an offer is really worth.
Where Simpler Rewards Pull Ahead
When a promotion has few conditions, it holds an advantage over others because it is easy to understand. A straightforward discount or a free item with no extra steps before redemption leaves little room for confusion. Shoppers know what they are getting, and the reward’s value is clear.
This differs from an offer that requires shoppers to make two separate purchases, complete a mail-in form and then wait six weeks for a rebate cheque. The rebate reward might be bigger, but many people never get far enough to claim it because the steps are too confusing or too long-winded. When the offer isn’t claimed, the advertised value means nothing.
The same distinction is visible across digital entertainment. An online casino offering free spins, for example, often includes clauses such as wagering requirements. This means that any winnings that come from these free spins can only be withdrawn once their total value has been bet through a set number of times. Yet some casinos understand that an offer with no wagering requirements is a good promotion that carries real weight among players.
Even so, these promotions are often not free of all conditions. Many casino offers are restricted by caps on winnings, short validity periods and a limit on which games can be played.
Same Principle, Different Industries
Travel companies also follow a similar promotional pattern. A cheap city break in Vancouver or a discounted cottage stay may appear only on certain dates or may include a non-refundable clause. Blackout periods are also common, meaning the discount can’t be used during busy times.
Subscription services often go down a slightly different route, with a low introductory price that increases after a few months. Many tie the reduced price to contract length, meaning a longer contract comes with a lower introductory price. Bundling services is another way to reduce prices. However, the value only exists when the customer actually uses all of the services they buy.
Video games work similarly, with in-game currency and other bonuses available to players in exchange for a set number of daily logins or for completing certain challenges within the game. While the industries vary, the underlying concept remains consistent. Rewards are available, but the value depends on what the customer needs to do to get them.
Why Businesses Build Complicated Offers
Consumers often blame companies and come to the belief that promotions are designed to trip shoppers up. However, the truth is more practical.
Promotions also need to benefit the business. Minimum spend thresholds and loyalty point accrual encourage customers to fill their baskets before checkout or give them a reason to return. Similarly, limited-time offers prompt immediate action by creating a sense of urgency. These are normal marketing tactics, and when implemented correctly, they deliver real benefits to both parties.
When a program is well designed, customers can earn consistent rewards over time rather than relying on a large upfront discount. If the business can balance its offers with clear explanations of the conditions behind them, customers are far less likely to be caught out.
How to Weigh Up an Offer Beyond the Headline
A simple way to judge a promotion’s value is to ask a few basic questions. What is the advertised saving or reward? Does it have any additional spending requirements to unlock? Are there any time limits for claiming the reward? And does the shopper meet the eligibility requirements in the first place?
Then it’s important to look at what the offer actually is and whether it is something that will be used. An offer that pushes a customer to buy something they never normally buy doesn’t really represent a saving.
An offer on a music streaming service is only useful for someone who listens to music. For someone who doesn’t even listen to music, the deal has no value, even at a reduced cost.
Reading Past the Headline
Big discounts and rewards can be highly beneficial, but only when customers understand the difference between the advertised value and what they’ll actually receive. A 30% discount that goes unused is worth nothing, while a 10% discount that applies to every purchase can offer real savings.
Although simple promotions tend to offer greater clarity surrounding conditions, more complex promotions can still be beneficial, provided they align with the customer’s existing plans or spending habits. However good the offer may seem, it is essential to weigh the value against the cost of obtaining it.
Features
Why Teachers Are Exploring Sound Buttons for Classroom Activities
A single correct-answer chime can make a shy student sit up a little straighter. Teachers notice moments like that. Small sounds change how a room feels, and how a room feels shapes how students learn.
That is why more teachers are exploring sound buttons. One tap plays a drum roll before a quiz answer, applause for a finished project, or a ding to start a new task. The tools are free, quick to use, and fit almost any subject. They give teachers a fresh way to keep students curious and involved.
What Is Drawing Teachers to Sound Buttons?
Teachers are always looking for simple ways to keep students engaged. Many classroom tools take time to set up, need training, or cost money. Sound buttons avoid all three. A teacher can open a page, tap a sound, and see the whole class react.
Students also respond to sound almost instantly. A sudden drum roll grabs attention faster than a spoken reminder. A cheerful sound rewards effort without stopping the lesson. These quick reactions make sound buttons feel useful from day one.
Flexibility adds to the appeal. The same set of sounds works for a morning math quiz and an afternoon story. Teachers can match each sound to the activity’s mood.
How Do Sound Buttons Change the Feel of Classroom Activities?
Many classroom activities follow a familiar routine. Students answer, the teacher responds, and the lesson moves on. Adding sound breaks that pattern in a positive way. Used by teachers in a variety of classroom activities, SoundButtonsLab.com is a free soundboard offering sound buttons for classroom activities and sound effects for children’s pronunciation training. The site notes, “A simple sound can change how a whole class responds to an ordinary moment in the lesson.”
That change often shows up in student energy. A drum roll before an answer makes everyone lean in and wait. A cheer after a correct response turns one student’s win into a shared moment. Even quiet students tend to join in when the activity feels like a game.
Sound also adds structure. When each sound means something specific, students learn the routine quickly. A ding can mean start, and a chime can mean stop. That predictability helps lessons run smoothly with fewer reminders.
What Does Research Say About Game-Like Learning?
Adding game elements to lessons is more than a fun trick. A meta-analysis by Michael Sailer and Lisa Homner reviewed studies on gamification in learning. They found small but positive effects on students’ learning, motivation, and behavior.
Sound buttons bring several game elements into a classroom at once. They add suspense, instant feedback, and moments of celebration. A quiz with a drum roll and a correct-answer chime feels closer to a game show than a test. When students enjoy the format, they are more willing to practice and try again after mistakes.
Which Classroom Activities Work Best With Sound Buttons?
Sound buttons fit nearly any lesson, but some activities benefit the most. These four are easy places to start:
Quiz Games
Quizzes become exciting with a drum roll before each answer and a chime for correct ones. Teams can compete for points while the sounds keep energy high. Students often ask for review games once sounds become part of the routine. Keeping the wrong-answer sounds gentle so no one feels embarrassed.
Reading and Pronunciation Practice
Teachers can record words or sounds on buttons for students to hear again and again. Kids tap, listen, and repeat until the pronunciation feels natural. Hearing the same clear model every time helps them notice small differences. A cheering sound rewards each new word they master.
Transitions and Routines
Moving between activities can waste valuable class time. A short ding can signal clean-up time, and another sound can mark the start of a new task. Students learn these cues quickly and respond without repeated instructions. Smooth transitions leave more time for learning.
Celebrations and Rewards
Applause or kids cheering can mark a finished project or a goal reached. These sounds make effort feel noticed and valued. Save big celebrations for real milestones, so they keep their meaning. A small reward sound can still mark everyday wins.
How Do Sound Buttons Help Different Kinds of Learners?
Every class includes students with different strengths and comfort levels. Some speak up easily, while others hold back. Sound buttons give quieter students a low-pressure way to join in.
Engagement matters for every learner. A review by Jennifer Fredricks, Phyllis Blumenfeld, and Alison Paris described engagement as behavioral, emotional, and cognitive. Students who feel involved are more likely to stay focused and keep trying. Sound buttons touch all three areas. Students act on cues, enjoy each sound, and think ahead to the next question.
How Can Teachers Get Started Without Overdoing It?
Start small. One or two sounds used well beat a dozen used randomly. Try these simple steps:
- Pick one sound for attention and one for celebration.
- Explain what each sound means before using it.
- Preview every sound to make sure it fits the age group.
- Keep the volume comfortable for the whole room.
Once students know the routine, add new sounds slowly. Let students suggest favorites now and then to keep things fresh. A thoughtful start keeps sound buttons fun for months instead of days.
Features
Arabs in the coalition – yes or no?
By MARTY GREEN The Jewish People are facing a moment of decision today which will define who we are for generations to come. Should we, or should we not, form a coalition government with the Arab parties?
There was a moment in our recent history where we faced a parallel question…or, if not in our actual history, at least in the historical narrative which defines us. I am talking about Leon Uris’s masterwork, “Exodus”. I read it as a teenager, and I can’t imagine that there are many Jews my age whose worldview was not fundamentally influenced by that story.
Our protagonist, Ari Ben Canaan, grew up close to the Arab village of Abu Yesha, where he became close friends with the mukhtar‘s son, Taha. Now, twenty years later, on the eve of the War of Independence, Taha’s father is gone and the young man is now the village leader. Arab irregulars have made themselves at home in the village, and are preparing there for the coming assault on Gan Dafna. Ari goes to see his old friend to ask for cooperation. (I am paraphrasing here:)
“You said we would always be friends.”|
“Times have changed. I am an Arab.”
“You are first of all a human being.”
“What do you expect me to do?”
“If you don’t rein in the irregulars we will have to attack Abu Yesha.”
“Is that what you want to do?”
“What do you expect me to do?”
The two are at an impasse. Then Taha speaks: “You said we were brothers, didn’t you? Well, if that is true, if you really meant it, then give me Jordana. Yes, give me your sister to be my wife; to bear my children…”
Ari’s fist shot out, sending Taha sprawling to a corner. He leaps up and instinctively grabs his knife and raises it towards Ari…
Now, let us pause in the telling, because I remember how I felt when I read this as a teenager. And I feel very differently when I read it today. Who was in the wrong? Was Taha in the wrong for demanding Jordana as a sign of brotherhood? Or was Ari wrong for responding with outrage?
I am all but certain that the answer to those questions is glaringly obvious to everyone who is reading here. And I am further all but certain that half of you choose Answer A and half of you choose Answer B.
Because that is exactly how the Jewish People appear to be divided on the question of whether or not to form a coaltion with the Arab parties who hold the balance of power. And the decision we make will have consequences just as far-reaching as the (fictional) decision made in the spur of the moment 80 years ago in the village of Abu Yesha.
Ari stood there dumbfounded by what he had done, unable to find the words to explain. But Taha understood perfectly well.
“Never mind”, he spoke. “You’ve told me everything I need to know. Now get out of my house, zhid!”
(It happens that the only copy of Exodus in my possession is an old samizdat version from the Soviet Union, kindly given to me many years ago by an elderly Russian immigrant. I couldn’t resist the chance to offer Taha’s final words using that particularly expressive insult from the Russian original. It also explains why my quoted passages are inexact, having passed from English to Russian and back again.)
And what is my point with all of this? It is the question of whether we should offer the Arab parties a place in the coalition government. From reading the online discussions, it is quite clear to me that we are just as divided on this question as we are on the Exodus question…should we or shouldn’t we. And each opposing side is equally vehement in the certainty that they are right.
What I can tell you for sure, is that if we make the choice which I fear, it will be just as it was between Ari and Taha. |If we manage to cobble together a coalition of parties that have nothing in common except a determination to keep 20% of our population out of the seats of power, we will have told the Arabs everything they need to know. I can only hope against hope that Eisenkot has the courage to do the right thing.
Ed. note: If you don’t remember this scene from the movie, that’s because it was only in the book.
