This is the story of an adventurous journey into a magical, unknown and incomprehensible world where nature is alive and has a psyche, including trees. Do trees have a spirit? Does a tree have a soul? Scientists may question the notion that trees have a mind, soul or spirit, but there are cultures where trees have a soul and a mind of their own. The book describes the mind-blowing experience of entry into a world of spirits and trees, a world of animism – the field of anthropology that ascribes a psyche to all natural elements. Written in the form of travel log accompanied by illustrations, the book reveals the wisdom and sensitivities of villagers in northern Burma, who opened their home, their trees and their hearts to the author, allowing him to touch and understand their beliefs, and through them understand his own self.

According to the conventional understanding, the ultimate goal of Zionism as a national political movement was the establishment of a nation-state. In his new book on the history of the Zionist political imagination from the beginning of the idea of modern Zionism to the establishment of the State of Israel, Dimitri Shomsky challenges a deterministic view by examining unknown writings by the founding fathers of Zionism and by re-examining the known sources, which were interpreted in a tendentious and ahistorical way in the classical literature on Zionism. The author reveals that the leaders of Zionism envisioned the realization of Jewish self-determination in the Land of Israel within a multinational framework. First, they envisioned an autonomous province in the multinational Ottoman Empire, and then - during the British Mandate - a multinational democracy. The book shows that the models of a Jewish state, which were established and developed by the founding fathers of the State of Israel, included recognition of a collective national existence of the Arabs of the Land of Israel. Such political patterns were not the property of marginal figures among Zionists (such as the "Brit Shalom" people), but on the contrary, were presented by the most mainstream Zionists: Yehuda Leib Pinsker, Benjamin Ze'ev Herzl, Ahad Ha'am, Ze'ev Jabotinsky and David Ben-Gurion. The book focuses on these five figures and presents them and their views in an innovative way, which is known to have an impact on contemporary Israeli discourse.

This book is part of the series of textbooks for electrical engineers by Dima Budansky. The series is intended for students studying electrical engineering according to the curriculum of the Israeli Ministry of Economy. The author of the book has rich experience of thirty years in teaching and working as an electrical engineer with an electrician engineer license in the fields of planning, execution, and maintenance of electrical installations. The first part of the book describes and details the execution stages of a final project in electrical engineering studies. The second part is a sample project, carried out by students. In the appendices section, technical data sheets of electrical equipment are presented. More in this series by Dima Budansky: Electrical Structures and Power Systems - Theory and Exam Solutions Electric Machines and Drives - Theory and Exam Solutions High Voltage Installations - Principles, Equipment, Operation and Safety

This booklet is a test booklet that accompanies the book Hebrew from Scratch Part 2 . The booklet follows the 16 chapters of the book and includes 9 exams following the chapters. The booklet is intended for students studying from the book Hebrew from Scratch Part 2 who wish to test themselves independently at the end of each chapter to assess their level of knowledge and their abilities. Students can also use the solutions at the end of the booklet. The exams refer to all aspects studied in the chapter: reading comprehension, writing following a text, repeating vocabulary, and grammatical knowledge. At the end of the booklet are solutions for the tests. The solutions are for the grammar sections, but not for the comprehension sections. The linguistic instructions are translated into English to make it easier for the students, and in addition, examples are given to solve the exercises. Each exam includes a section with questions followed by a writing section. In addition, each exam includes grammatical materials: a verb or syntax studied or emphasized in the chapter. Some of the exams are also accompanied by vocabulary exercises based on the studied chapter or on previous chapters.

In the book From the Word to the Sentence , advanced Hebrew learners deal with the syntax system and the morphology of the Hebrew language. The book repeats structures and forms studied in lower levels and combines them in contexts adapted to the exemption level in terms of vocabulary. It also deals extensively with structures used in high literary and academic writing. At the beginning of the book is a table of the morphological and syntactic items taught in all levels in the Hebrew teaching unit at the Hebrew University. These grammatical items serve as an outline for the contents of the book. The book opens with the parts of speech and different types of conjunctions and continues with different types of sentences. Each chapter discusses one topic and opens with a poem that includes or demonstrates the use of the structure discussed in the chapter. Detailed and in-depth explanations, tables and comments follow. The practice is done through many and varied exercises both in sentences and in cloze exercises, which can also be seen as texts for discussion and as a basis for expression. The solutions are given at the end of the book.

Empathy is often conceptualized as the experience of walking in someone else’s shoes. This experience comprises of a cognitive aspect – the ability to identify, understand and adopt the perspective of another, and an affective aspect – sharing the emotions of others, while remaining distinct. Empathy has been widely recognized as central to cognitive and social development, and a key to nurturing interpersonal relationships and encouraging pro-social action. But empathy has drawbacks as well: Its boundaries, limitations and even potential damage have also been recognized and investigated. The articles in this book take multiple perspectives to studying empathy. They discuss how empathy is developed and how it is bounded, and focus on both its positive and negative implications. The articles in the first part of the book take a social sciences perspective to empathy. They define empathy, describe its development from very early age and throughout the life-span, and examine how it affects intra-personal, interpersonal and social processes. The second part of the book discusses the role of empathy in the humanities. The articles in this part address empathy in history, literature and the arts. Together, the articles in this book point to the vast scope of empathy as a phenomenon in both the social sciences and the humanities.

This book is published as part of a series of textbooks for electrical engineers by Dima Budansky. The series is intended for students studying electrical engineering by the curriculum of the Israeli Ministry of Economy. The author of the book has rich experience of about thirty years in teaching and working as a licensed electrical engineer in the fields of planning, execution and maintenance of electrical installations. The first part of the book combines topics included in the curriculum and solving questions from the MHT (Technological Training Institute) tests. The second part is a collection of test solutions from recent years.

The New Arabic-Hebrew Dictionary is a dictionary of the Arabic language across the ages, with focus on the language of the spoken and written media. The dictionary also reflects the rich literary history of the Arabic language, of more than 1,400 years, including the Qur'an, ancient poetry, proverbs, the Hadith and jurisprudential literature, Adab literature and historical literature. Terms and expressions from the sphere of Islamic theology and jurisprudence, which were considered archaic 50 or 60 years ago, have come back into use following the rise of fundamentalist Islam in the 1970s, and this new dictionary provides translations and explanations for these terms as well. With over 44,000 entries, this dictionary is today the most comprehensive, up-to-date and reliable dictionary of contemporary Arabic. User-friendly: full vocalization of all Arabic and Hebrew entries. About 6,000 examples from Arabic literature of all eras and from the press clarify the use of words. Over 4,000 grammatical and historical notes. The New Arabic-Hebrew Dictionary is intended for university students and scholars, school pupils and teachers and anyone interested in the Arabic language.

Here and Now - Audio are Hebrew study audio sequences designed for those who wish to practice speaking, listening, writing and reading on everyday topics and situations. The sequences accompany the booklet, which is suitable for intermediate levels and consists of five units, each of them focuses on a different aspect of life: movement, housing, food, work and family. Each unit has appropriate dialogues.

Despite many decades of research, we seem to linger in a state of confusion regarding what leadership is and if or how it might be cultivated. The book offers a new perspective on leadership, whereby what defines leadership is not one’s position or successful conduct but action of a certain kind. More specifically, leadership is about realizing the human potential to think, create or act outside the boundaries of what is known and safe in order to serve the greater good. What distinguishes “acts of leadership” is that they take place in a sphere of ambiguity and uncertainty. As such, acts of leadership are essentially risky, bold and adventurous. Obstacles and opponents are to be expected and no measure of success can be guaranteed. By placing leadership in its unique sphere of action, we realize that widely accepted prescriptions for rational or sensible conduct do not apply and that relying on them may shut us down before we even begin. We further appreciate that such acts exemplify “action” in its deepest sense: what we choose to do as free individuals in an uncertain universe, and how we do it, is a self-defining act; it makes us who we are.

The spread of the Assyrian Empire over the entire Fertile Crescent in the second half of the 8th century BC introduced various forms of cooperation between the neighboring nomadic Arabs and the imperial authorities. The geographical conditions and resultant lifestyle of the Arabs facilitated a mutual dependence and delicate equilibrium between themselves and the Assyrian rulers, eager to capitalize on their unprecedented regional might. Henceforth, the Arabs appear as an organic component of the Fertile Crescent history rather than mere desert raiders.