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Roald Hoffmann and Shir a Leibowitz Pure/Impure
RoaldHoffmann and Shira Leibowitz Pure/Impure I havemade you an assayerof my people - A refiner- Youare to note and assaytheir ways. They arebronze and iron They areall stubbornlydefiant; They deal basely All of them act corruptly. The bellowspuff; The lead is consumedby fire. Yetthe smeltersmelts to no purpose- The drossis not separatedout. They arecalled "rejected silver," For the Lordhas rejectedthem.1 The Book of Jeremiah6:28-29 leibowitz: In this jeremiad, the prophet berates his people for having gone astray. His language is strong, high, and poetic. And it is interspersed with several passages which indicate substantial familiarity with metallurgy. An interpretation has been provided by the much-maligned former American Pres- ident, Herbert C. Hoover, who was a talented, unusually well-educated mining en- 3ab gineer, and by his wife, Lou H. Hoover.2' The Hoovers discern in the Jeremiah passages the ancient process of cupellation: an impure mixture of silver or gold with undesired admixtures is melted in a cupel, a shallow dish shaped from bone ash. Lead is added. A blast of air oxidizes the non-precious metals. The base metal oxides dis- solve in the lead oxide, which is skimmed off, leaving behind the pure silver or gold. Jeremiahinvokes the process metaphorically;the wickedness of his people is so great, they will not be purified. The Hoovers remark: Fromthe numberof his metaphorsin metallurgicalterms we maywell concludethat Jeremiah was of considerablemetallurgical experience, which may account for his criticaltenor of mind.4 Jeremiah'sstern criticism caught our eye in its conjoining of a scientific or tech- nological argument and an appeal to purity, a condemnation of mixture. -
Shabbat-B'shabbato – Parshat Metzora (Hagadol) No 1620: 8 Nissan 5776 (16 April 2016)
Shabbat-B'Shabbato – Parshat Metzora (Hagadol) No 1620: 8 Nissan 5776 (16 April 2016) AS SHABBAT APPROACHES Redemption, Prayer, and Torah Study - by Esti Rosenberg, Head of the Midrasha for Women, Migdal Oz In the introduction to his book "The Time of our Freedom" Rabbi Soloveitchik describes the mystic charm of the Seder night: "As a child I would stand and I was enthralled... I was hypnotized by this night... bright with the light of the moon, enveloped in beauty and glory... I was excited and filled with inspiration... Silence, quiet, peace, and a feeling of calm surrounded me. I became used to surrender to a flow of abundant joy and excitement." The Seder night incorporates within it an abstract of our entire religious world, and every Jewish family has the privilege of passing on the tradition of the generations from father to son and from mother to daughter. There are three main elements in the Seder night: The first element is the "story of the Exodus." The historical record is passed down from one generation to the next. Every generation tells the next one in line about the experience of redemption, about the matzot and the packages on the backs of the people, about leaving in the middle of the night, and about the emotional experience of moving from slavery to freedom. It is a first-person account, a true record of what happened to my own ancestors. The emphasis in the story is on personal experience, on faith, and on how the Holy One, Blessed be He, chose us as His nation. -
2019 Basketball Guide.Pub
20182018----1919 DeKalb County Basketball Media Guide Columbia and Hall of Fame coach Dr. Phillip McCrary pointed towards 600th career victory in 2018-19. THE HOME OF STATE CHAMPIONS $2.00 DEKALB COUNTY BASKETBALL GUIDE 2018 -19 DEKALB COUNTY SCHOOL DISTRICT ATHLETIC DEPARTMENT 5829 Memorial Drive Stone Mountain, Georgia 30083 (678) 676 -1821 www.dekalb.k12.ga.us/athletics Directory SUPERINTENDENT Dr. R. Stephen Green EXECUTIVE DIRECTOR OF ATHLETICS James Jackson Basketball Coordinator Dr. Tekshia Ward -Smith ATHLETIC SPECIALIST Chris Chilton ATHLETIC SPECIALIST Mark Brock 2 DEKALB COUNTY’S LONG HISTORY OF STATE CHAMPIONS DeKalb County’s proud basketball history began and continues with a championship pedigree. The Clarkston boys brought home the first state trophy in 1940, and 41 other teams have since realized the big prize in the ensuing 76 years. From legendary coach Elmer Morrow ’s dominating boys teams at Druid Hills in the 1950s to the current boys powerhouses at Miller Grove and Columbia, the list of win- ners is an impressive one. Druid Hills knocked off Avondale (50 -44), Tifton (47 -44) and Jeff Davis (55 -42) in state finals in 1953, 1954 and 1957 respectively. Stone Mountain and Clarkston on the boys side, and Druid Hills and Stone Mountain among the girls served as the other early local powers. E.L. Rainey , another of DeKalb County’s original hoop coaching giants, led Stone Mountain to the Class B crown in 1957. Tom Church guided Clarkston to its second boys state championship with a victo- rious effort in the class B final in 1964. The girls matched the boys for the first time at Druid Hill in 1960, with Virginia Canady coaching that squad to the Class AAA title. -
Candidates for the U.S. Presidential Scholars Program January 2018
Candidates for the U.S. Presidential Scholars Program January 2018 [*] Candidate for Presidential Scholar in the Arts. [**] Candidate for Presidential Scholar in Career and Technical Education. [***]Candidate for Presidential Scholar and Presidential Scholar in the Arts [****]Candidate for Presidential Scholar and Presidential Scholar in Career and Technical Education Alabama AL - Ellie M. Adams, Selma - John T Morgan Academy AL - Kaylie M. Adcox, Riverside - Pell City High School AL - Tanuj Alapati, Huntsville - Randolph School AL - Will P. Anderson, Auburn - Auburn High School AL - Emma L. Arnold, Oxford - Donoho School The AL - Jiayin Bao, Madison - James Clemens High School AL - Jacqueline M. Barnes, Auburn - Auburn High School AL - Caroline M. Bonhaus, Tuscaloosa - Tuscaloosa Academy AL - William A. Brandyburg, Mobile - Saint Luke's Episcopal School: Upper School AL - Jordan C. Brown, Woodland - Woodland High School [**] AL - Cole Burns, Lineville - Lineville High School AL - Adelaide C. Burton, Mountain Brk - Mountain Brook High School [*] AL - Willem Butler, Huntsville - Virgil I. Grissom High School AL - Dylan E. Campbell, Mobile - McGill-Toolen Catholic High School AL - Sofia Carlos, Mobile - McGill-Toolen Catholic High School AL - Sara Carlton, Letohatchee - Fort Dale South Butler Academy [**] AL - Keenan A. Carter, Mobile - W. P. Davidson Senior High School AL - Amy E. Casey, Vestavia - Vestavia Hills High School AL - Madison T. Cash, Fairhope - Homeschool AL - Kimberly Y. Chieh, Mobile - Alabama School of Math & Science AL - Karenna Choi, Auburn - Auburn High School AL - Logan T. Cobb, Trussville - Hewitt-Trussville High School AL - Julia Coccaro, Spanish Fort - Spanish Fort High School AL - David M. Coleman, Owens Crossroad - Huntsville High School AL - Marvin C. Collins, Mobile - McGill-Toolen Catholic High School AL - Charlotte M. -
Charter System Petition Community Engagement Sessions
Board of Education Dr. Melvin Johnson , Chair Mr. James L. ‘Jim’ McMahan, Vice Chair Mr. David Campbell Dr. Karen D. Carter Mr. John W. Coleman Dr. Michael A. Erwin 1701 Mountain Industrial Boulevard Mr. Thaddeus Mayfield Stone Mountain, GA 30083-1027 Dr. Joyce Morley Mr. Marshall D. Orson 678-676-1200 Superintendent Mr. Michael L. Thurmond CHARTER SYSTEM PETITION COMMUNITY ENGAGEMENT SESSIONS Parents: The DeKalb County School District is seeking to become the largest charter system in the state of Georgia. In order to accomplish this goal, the district must submit a petition to the Georgia Department of Education seeking charter system status, and your input in this petition is sought. The district is seeking your thoughts on autonomy and flexibility at your school and how that autonomy and flexibility can lead to innovations in how students are taught and how the school is governed. Five community engagement sessions have been scheduled, and anyone seeking the opportunity to provide input is invited to attend, including parents, teachers, and other community members. You are also encouraged to review information from the Georgia Department of Education concerning charter systems, including some of the petitions from other school systems around the state that are already operating as a charter district. That information can be found at the following web address: http://www.gadoe.org/External- Affairs-and-Policy/Charter-Schools/Pages/default.aspx. The Community Engagement Sessions will occur at the following locations: Region IV Lithonia High School Tuesday, August 26 @ 6:00 PM Region II Lakeside High School Wednesday, August 27 @ 6:00 PM Region I Dunwoody High School Thursday, August 28 @ 6:00 PM Region V Towers High School Tuesday, September 2 @ 6:00 PM Region III Stephenson High School Wednesday, September 3 @ 6:00 PM We thank you in advance for your participation and look forward to seeing you soon! Contact: Trenton Arnold 678.676.0671 [email protected] . -
The Atlanta Jewish Community: Collaboration in the Face of Difference
The AlexAndriAn VII, no. 1 (2018) The Atlanta Jewish Community: Collaboration in the Face of Difference Leilani K. Harris In the years before World War II began, antisemitic ideology hung in the air of Europe like a virus. Feeding off the viral tendrils, the Nazi regime went to great lengths to spread the plague of persecution. Across the Atlantic, the Jewish community became aware of the increasingly hostile atmosphere that pervaded the European mindset. Well before the world faced another global war, American Jews began to work in earnest to coordinate relief efforts for those living under the oppression of the Third Reich. The leadership of the American Jewish community did what they could through the restraints of the Great Depression, devoting their lives to saving those abroad from the devastation that would later occur. Through countless hours of combing through the archived newspapers of the Southern Israelite and digging through the archives of the William Breman Jewish Heritage and Holocaust Museum, the actions of Harold Hirsch, David Marx, Harry H. Epstein, and Tobias Geffen showed how men of differing ideologies could make a stand to save unknown souls in the name of religious tolerance and human decency. Their actions serve as a lesson to current and future generations that hope, dedication, and perseverance can and will prevail. Though the Holocaust continued and the actions of Hirsch, Marx, Epstein, and Geffen may have seemed small and inconsequential in the face of millions of lives lost, their dedication still mattered. To those who lived due to the deeds of the Atlanta few, their actions would mean everything. -
Middle School
Georgia Technology Student Association 2016 State Leadership Conference Finalist Results Middle School Biotechnology Place School 1st Coffee County Middle School 2nd Hart County Middle School 3rd Hahira Middle School 4th Stone Mountain Middle School 5th Tucker Middle School 6th Franklin County Middle School 7th East Coweta Middle School 8th Pine Grove Middle School 9th Harris County Carver Middle School 10th Ben Hill Middle School CAD Foundations Place School Student 1st Franklin County Middle School Sarah Justice 2nd Tucker Middle School Elias Winterscheidt 3rd Creekland Middle School Sophia Demakos-Doyle 4th Hahira Middle School Cavan Fulp 5th Henderson Middle School Lulawit Belachew 6th Harris County Carver Middle School Jackson McNeil 7th Pine Grove Middle School Donny George Career Prep Place School Student 1st Rothschild Leadership Academy Elijah Wilson 2nd Hahira Middle School Render Mitchell 3rd Ben Hill Middle School Lynnsey Eckler 4th A. R. Johnson Health Science & Engineering Breanna Bryant Magnet Middle School 5th Henderson Middle School Ryan Wilson 6th Franklin County Middle School Chloe Alexander 7th Lowndes Middle Grayson Peek Georgia Technology Student Association 2016 State Leadership Conference Finalist Results 8th Chattanooga Valley Middle Kate Hixon 9th Pine Grove Middle School Emma Davis 10th Tucker Middle School Billy Monishimwe Catapult Design Place School 1st Harris County Carver Middle School 2nd East Coweta Middle School 3rd Hart County Middle School 4th Coffee County Middle School 5th Hahira Middle School 6th -
Good Shabbos
CONGREGATION TORAS CHAIM An intimate space…Grow at your pace. March 1-2, 2013 . 20 Adar, 5773 . Shabbos Parshas Ki Sisa, Parah Candlelighting: 6:07 PM . Shabbos Ends 7:08 PM Kiddush this Shabbos is sponsored by the shul. Shalosh Seudos this Shabbos is sponsored by the shul. Please contact Rabbi Yaakov Rich at 972-835-6016 if you are interested in sponsoring kiddush or shalosh seudos in the future. SHABBOS SCHEDULE person to thank for that, Rabbi Tuvia (Tobias) Geffen, Chief Rabbi Friday Night, March 1st of Atlanta, Georgia for many decades. He was one of the select few » Mincha/Kabbalos Shabbos/Maariv–6:05P who actually knew the closely guarded secret ingredient in Coke. » Candlelighting–6:07P Back in the 1920’s and 30’s, Coke was looking to (and I’m sure still Shabbos Day, March 2nd is) expand their market share, when it came to their attention that » Shacharis–8:30A » Chumash Shiur (for men & women)–4:40P if they received a hashgacha(kosher certification), then many more » Mincha (no Shalosh Seudos in shul)–5:40P Jews (and others who look specifically for kosher products) would » Shabbos Ends–7:08P drink freely of the “pause that refreshes”. WEEKDAY SCHEDULE So the directors approached the most-likely candidate to » Shacharis Sunday–8:00A grant Rabbinic supervision, Rabbi Geffen. Coke was, after all, in- » Shacharis M-Fri–6:40A vented and headquartered in Atlanta. He was more than willing to » Maariv–9:00P check it out, as many of his congregants were asking him about the kosher status of Coke. -
Temple Israel Library
NEWELAZAR07252011 Introduction TEMPLE ISRAEL LIBRARY Is organized according to the Elazar Classification Scheme The Elazar classification scheme, first drafted in 1952 for use in the Library of the United Hebrew Schools of Detroit, Michigan, passed through several revisions and modifications and was originally published in 1962, The National Foundation for Jewish Culture assisting with the circulation of the incipient draft for comment and criticism. Wayne State University Libraries provided a grant-in-aid which prepared the manuscript for publication. The Second Edition, which was published in 1978, was revised on the basis of comments by the members of the Association of Jewish Libraries of Southern California. Rita B. Frischer and Rachel K. Glasser of Sinai Temple Blumenthal Library, and the Central Cataloging Service for Libraries of Judaica (CCS) in Los Angeles, assisted in the preparation and revision of the Third Edition. (See David H. Elazar, and Daniel J. Elazar, A Classification System for Libraries of Judaica, Northvale, N.J.: Jason Aronson Inc, 1997.) Its use has spread widely throughout the United States, Israel, and other parts of the Jewish world. Libraries of all kinds, in synagogues and community centers, in Hebrew schools. On college campuses and in research institutions, have adopted the scheme and worked with it. The system is structured around The following ten classes: 001-099 Bible and Biblical Studies 100-199 Classical Judaica: Halakhah and Midrash 200-299 Jewish Observance and Practice 300-399 Jewish Education 400-499 Hebrew, Jewish Languages and Sciences 500-599 Jewish Literature (including Fiction and Children‟s Literature) 600-699 The Jewish Community: Society and the Arts 700-799 Jewish History, Geography, Biography 800-899 Israel and Zionism 900-999 General Works ELAZAR CLASSIFICATION SYSTEM 001---099 Bible and Biblical Studies Torah, Apocrypha, Pseudepigrapha 001 Complete Bible .1 Art, Rare, Special Editions .2 Hebrew with translation .5 Polyglot Bibles .8 Combined “Old Testament” and “New Testament” The Holy Scriptures. -
Heska Amuna Synagogue Awarded Two Grants: the Kallah Project
Heska Amuna Synagogue Awarded Two Grants: Volume 8, Issue 4 ♦ April 2016 The Kallah Project, Glazer Fellowship Grant IN THIS ISSUE Heska Amuna HaShofar Guilford & Diane Glazer Fellowship.....2 President & Chair Reports...........3 Sisterhood News.........................4 Religious School News.......................6 Contributions..................7 The Kallah Project supports small to medium congregations to hold offV 1'2#)**-2 that are open to all members of the congregation. Each year, Live Ha’Kol congregations are selected and awarded a grant of $9,000 disbursed over a three KJA year period as follows: $5,000 for the Lirst annual k**&, $3,000 for the second AJCC Summer Membership...12 annual )**& and $1,000 for the third annual )**&. The Kallah Project staff works President’s Remarks...........13 with each congregation to develop a unique, customized )**& program plan to meet the speciLic needsof the congregation. AJCC Preschool Art Gala.......13 Camp K’Tonton! MCDC!.....14 WHAT IS A KALLAH? In its broadest sense, a )**&is a conference. The term)**&is Lirst Stand Up for Peace Draws Crowd.16 mentioned in theTalmud as the name of academic conferences held in Babylonia. Executive Director’s Remarks....17 Today it refers to avariety of gatherings. For our project, 2&#)**&is a Shabbat retreat beginning late Friday afternoon and concluding on Sunday morning. #**-2are held offV1'2#at a camp or rural conference center and are open to Temple Beth El Times all members of the congregation. TBE Annual Meeting...........18 WHAT HAPPENS AT A KALLAH? Religious School News........19 A )**&is a relaxed gathering that celebrates& 2within the framework of President’s Message...........19 a program containing spiritual, educational and social goals. -
Archetype and Adaptation: Passover Haggadot from the Stephen P
Archetype and Adaptation: Passover Haggadot from the Stephen P. Durchslag Collection The week-long, springtime Jewish holiday of Pesach, or Passover, is beloved for its symbolic meaning and joyous customs. Passover marks the freeing of the Israelites from slavery in Egypt, a narrative with universal appeal as a paradigm for collective and, according to some traditions, personal liberation. The Haggadah (plural: Haggadot), or “telling,” is the collection of prayers, legends, and stories recited on the eve of Passover. The basic text derives from the biblical instruction to retell the story of the Exodus each year during Passover in conjunction with a ritual meal called the Seder, or “order” (Exodus 13:8). Over the centuries songs and illustrations have been added to engage children, to whom the story was to be told, and some passages are given added prominence when they resonate with contemporary concerns. Illustrations in medieval manuscripts depict scenes from Exodus, the life of Moses, and Jewish Patriarchs. Many of these scenes continue to appear in early printed Haggadot, but the emphasis shifts to passages drawn directly from the text. The Haggadah has shown remarkable stability and flexibility: thousands of editions in all languages testify to its central role in Jewish life and its ability to incorporate new themes and respond to changing conditions. This exhibition is drawn entirely from the private collection of Stephen P. Durchslag, the largest known collection of Haggadot in private hands. “Archetype and Adaptation” explores the enduring influence of early printed Haggadot as well as the ability of modern versions to reflect political and social developments such as the Holocaust, Zionism, gay rights, and feminism. -
Haggadah and History Fordham University
Fordham University DigitalResearch@Fordham Faculty Publications Jewish Studies 2019 Haggadah and History Fordham University Follow this and additional works at: https://fordham.bepress.com/jewish_facultypubs Part of the History Commons, and the Jewish Studies Commons Haggadah and History Highlights from Fordham’s Collection April 16th-May 31st, 2019 O’Hare Special Collections, Walsh Family Library Fordham University Haggadah and History Highlights from the Fordham Collection April 16th-May 31st, 2019 Curated by Emma Fingleton FCRH’19 Margaret Keiley FCRH’21 Zowie Kemery FCRH’19 Magda Teter, The Shvidler Chair in Judaic Studies with a contribution from Sarit Kattan-Gribetz, Department of Theology O’Hare Special Collections Walsh Family Library, Fordham University Haggadah and History 1 Passover and the Haggadah 2 Haggadah as Art—Creation of an Iconographic Vocabulary 5 Haggadah and History—Responding to Historical Events 21 Haggadot as a Mirror of Cultural Diversity 31 Haggadot in Commercial Spaces 40 Haggadah and History In 1975, Yosef Hayim Yerushalmi, published his masterful volume Haggadah and History, a visual history of the Haggadah since the early decades of printing until the year his book appeared. The Haggadah, as Yerushalmi noted, is “the most popular and beloved” of Jewish books. What is remarkable about the Haggadah is its historical adaptability. As Jews around the world each year during Passover recount the story of Exodus from Egypt, they make it relevant to their own lives, reflecting on the meaning of the story to their own times. Haggadot, therefore, often reflect not only the historical changes in Jewish culture but also the cultural diversity of Jews across the globe.