CAUSES OF UNDERDEVELOPMENT AND CONCEPTS FOR DEVELOPMENT Development Studies, Studies, NWFP Agricultural Vol. VIII, 1986,1987 University, Peshawar. INTRODUCTION Since the end of World War II, we have been experiencing a worldwide struggle for the improvement of living conditions in the so-called developing countries. At the beginning, there was little query as to the causes of under
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The Jewish life of the school
Teachers in the Department, with the help of the Immanuel College Beit Midrash, organise a wide range of experiential education.
a) General informal education
The Immanuel College day is an intensely Jewish one, which starts with traditional Shacharit or an abbreviated service and which includes Mincha. Pupils learn not only how to participate in, but also how to lead, religious services.
involvement in the Jewish community.
On special occasions such as Erev Yom Kippur, Rosh Chodesh, Chanukah, Purim and Yom Ha’azmaut the whole school davens together and experiences a joyful and Objectives
To develop our students’ love of Jewish Purim merrymaking features pupil bands, dramatic sketches and dancing. Yom Ha’azmaut is celebrated with festive Israeli meals, music and dancing. Many other informal education activities take place, such as Shabbatonim, Matza baking, Shofar making, and Lulav and Etrog dissection in Succah workshops.
b) The Immanuel College Beit Midrash
The Immanuel College Beit Midrash provides voluntary daily learning, a halachah shiur for senior pupils at lunchtime, a mishnah shiur for junior pupils at morning break, a short Dvar Torah at the end of the daily Minyan and sessions after school.
The members of the Beit Midrash have formed strong links with a diverse range of pupils, both through their voluntary learning sessions and through their enrichment sessions within the Jewish Studies lessons for pupils who are learning at a different To strengthen our students’ love of and c) School journeys
1. Year 7 cross-curricular visit to Clifford’s Tower in York to explore a tragic 2. Year 9 Israel Educational Journey for four weeks at the end of the Shavuot Term.
3. LVI journey to Poland as part of Holocaust education for one week during Organisation
The department consists of the Director of Judaism, Co-ordinator of Jewish Life, Head Who studies what and when?
of Biblical Hebrew, four full-time and three part-time teachers, all of whom have studied Years 7-9
Pupils study Torah SheBa’al Peh (Rabbinics) and Torah SheBichtav (Bible). In the Every effort is made to develop the skills of subject of Torah SheBa’al Peh, some pupils make a comprehensive study of basic each individual pupil and to help each of Jewish knowledge over the course of Years 7-9, studying the practical side of the them on his or her own spiritual journey.
Jewish festivals, Shabbat, Kashrut, the Jewish life-cycle, Jewish history, the “Jewish Our teachers encourage pupils to study texts Bookshelf”, “Jewish etiquette”, Hebrew reading, and Tefillah. Other pupils delve more deeply into the sources, exploring topical life-inspired issues, “Mi-passuk le-pesak” – through the linear perspective of the biblical, talmudic, rabbinic, and contemporary Jewish texts. In this way the pupils gain age-old learning skills and see Torah as a stimulate our pupils whilst providing a high relevant guide for their 21st-century lives.
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