Rochel leichtman portfolio by Design Alive LTD

Design Portfolio Rochel Leichtman rochel@leichtman.com 773-970-1168

corporate identity

Snack Bar

Brief: To design a corporate identity package for Nibbles snack bar.

Snack Bar

Solution: The letters were made to look like icing on doughnuts, representing what is sold in the store. Brown was used to represent chocolate and cake.

3457 W. Devon Ave. Chicago IL 60645

Tel:(773)473-8745

Fax:(773)267-8439

Email:nibbles@gmail.com

Sara Gold ck

Sna

Bar

3457 W. Devon Ave. Chicago IL 60645 Tel:(773)473-8745 Fax:(773)267-8439 Email:nibbles@gmail.com 3457 W. Devon Ave. Chicago IL 60645

Snack Bar Soup Cake Doughnuts Sandwiches Cookies Coffee Icecream Bagels

Tel:(773)473-8745

Fax:(773)267-8439

Snack Bar

Email:nibbles@gmail.com

corporate identity

Israel C. Leichtman

Internet Marketing Consultant Israel C. Leichtman Internet Marketing Consultant 3555 W. Peterson Ave. Suite 215 Chicago, IL 60659

israel@videomarketingchi.com www.videomarketingchi.com twitter: @vidchi

773-273-8536

Brief: To design logo for company that creates videos for marketing on the web. Solution: Used movie camera shooting out wifi symbol to represent the internet, along with start and stop button for video player. The color blue was selected for a professional look, combined with orange to suggest energy and creativity.

www.videomarketingchi.com israel@videomarketingchi.com twitter: @vidchi

Video Marketing

3555 W. Peterson Ave. Suite 215 Chicago, IL 60659 773-273-8536 www.videomarketingchi.com israel@videomarketingchi.com twitter: @vidchi

3555 W. Peterson Ave. Suite 215 Chicago, IL 60659 773-273-8536 www.videomarketingchi.com israel@videomarketingchi.com

Web Design

Video Marketing Chi 3555 W. Peterson Ave Suite 215 Chicago, IL 60659 773.273.8536 Social Media Marketing

stationary set

word art

ad design Brief: To create an ad for the Shaklee company.

Natural Kosher Vitamins and Supplements Stress Relief Immune Support Health and Vitality Weight Loss Program Cholesterol Reduction

Solution: based on the leaf from the logo and the companyâ&#x20AC;&#x2122;s emphasis on being all natural, a tee and leaves were used to give over an organic feel.

Call 773-267-8427 for caring, personalized service

www.shakleemaven.com

FOR MEN ...FO R VITA MIN WOM EN S, 30 years experience ...FO NO NT RC OX HIL IC DRE CL N... EA FOR NIN EVER G YONE PR OD UC TS, HY POA LLE RGE NIC SKIN CARE, WATER FILTERS

Deetza Chesny

UC OD PR

TS,

R FILTERS RE, WATE IN CA IC SK N E RG LLE POA HY

YONE G EVER NIN .FOR . . EA N L E C DR XIC HIL TO RC FO ON . . N . 30 years experience S, EN MIN WOM VITA FOR . . . N ME

Deetza Chesny

FOR

www.shakleemaven.com

Call 773-267-8427 for caring, personalized service

Cholesterol Reduction

advertising campaign

DON’T LET YOUR TEEN GET CAUGHT IN THE WEB

DON’T LET YOUR FAMILY GET CAUGHT IN THE WEB

Brief: Create ad series encouraging people to take precautions against limitless internet use. Solution: Pictures were used of people in different stages of life using the internet, portrayed behind a web, playing on the dual meaning of the word web. Education * Awareness * Workshops * Presentations * Guides * Technical Support * Discounted Software * Research

Volunteer computer professionals providing free assistance to help you prevent the spiritual and social hazards of inappropriate technology use. For technology safelty info and links visit www.tfsaChicago.org or call 847-497-TFSA(8372) for free phone support and discounted sales.

DON’T LET YOUR KID GET CAUGHT IN THE WEB

Education * Awareness * Workshops * Presentations * Guides * Technical Support * Discounted Software * Research

DON’T LET YOUR SPOUSE GET CAUGHT IN THE WEB

Education * Awareness * Workshops * Presentations * Guides * Technical Support * Discounted Software * Research

advertising campaign

DON’T LET YOUR TEEN GET CAUGHT IN THE WEB

DON’T LET YOUR FAMILY GET CAUGHT IN THE WEB

Education * Awareness * Workshops * Presentations * Guides * Technical Support * Discounted Software * Research

book covers

‫‪sign‬‬

‫‪khj ,at‬‬

‫אשת חיל מי ימצא‪ ,‬ורחק מפנינים מכרה‪.‬‬ ‫בטח בה לב בעלה‪ ,‬ושלל לא יחסר‪.‬‬ ‫שנים‪.‬‬ ‫גמלתהו טוב ולא רע‪ ,‬כל ימי חייה‪.‬‬ ‫מרבדים‬ ‫דרשה צמר ופשתים‪ ,‬ותעש‬ ‫עשתה לה‪ ,‬שש‬ ‫בחפץ כפיה‪ .‬היתה כאניות‬ ‫וארגמן לבושה‪.‬‬ ‫סוחר‪ ,‬ממרחק תביא לחמה‪ .‬ותקם‬ ‫נודע בשערים בעלה‪,‬‬ ‫בעוד לילה‪ ,‬ותתן טרף לביתה‪ ,‬וחק‬ ‫בשבתו עם זקני ארץ‪.‬‬ ‫לנערתיה‪ .‬זממה שדה ותקחהו‪,‬‬ ‫סדין עשתה ותמכר‪,‬‬ ‫מפרי כפיה נטעה כרם‪ .‬חגרה בעז‬ ‫וחגור נתנה לכנעני‪ .‬עז‬ ‫מתניה‪ ,‬ותאמץ זרועתיה‪ .‬טעמה‬ ‫והדר לבושה‪ ,‬ותשחק‬ ‫כי טוב סחרה‪ ,‬לא יכבה בלילה‬ ‫ליום אחרון‪.‬‬ ‫נרה‪ .‬ידיה שלחה בכישור‪,‬‬ ‫פיה פתחה‬ ‫וכפיה מכו פלך‪ .‬כפה‬ ‫בחכמה‪,‬‬ ‫פרשה לעני‪ ,‬וידיה‬ ‫צופיה‬ ‫ותורת חסד על לשונה‪.‬‬ ‫שלחה לאביון‪ .‬לא‬ ‫הליכות ביתה‪ ,‬ולחם עצלות לא תאכל‪ .‬קמו‬ ‫תירא לביתה‬ ‫בניה ויאשרוה‪ ,‬בעלה ויהללה‪.‬‬ ‫משלג‪ ,‬כי‬ ‫רבות בנות עשו חיל‪ ,‬ואת‬ ‫כל‬ ‫על כלנה‪ .‬שקר החן והבל‬ ‫עלית‬ ‫ביתה‬ ‫היפי‪ ,‬אשה יראת יי היא תתהלל‪ .‬תנו‬ ‫לבש‬ ‫לה מפרי ידיה‪ ,‬ויהללוה בשערים מעשיה‪.‬‬

‫‪Brief: To design eishes chayil in an‬‬ ‫‪appealing way that could be framed.‬‬ ‫‪Solution: parchment and a rose were‬‬ ‫‪chosen to suggest romance of the‬‬ ‫‪wedding day.‬‬ ‫‪©Walder Education Pavilion of Torah Umesorah‬‬

typography poster Brief: To create a lively poster and handouts for the holiday of Purim, that teachers can use in their classrooms. Solution: Typography outlines were used on the handouts to allow coloring in. The poster used vibrant colors and patterns to convey a merry mood. ©Walder Education Pavilion of Torah Umesorah *All illustrations belonging to WEPTU were drawn by David Sokoloff, resident artist.

ATT Frankel Creative Studio Ruth Garelick-Renov Early Childhood Department Dworkin Educational Center Brown Children’s Center Clip Art by David Sokoloff, Design by Rochel Leichtman

The Power of sign

Brief: To design a sign showing the power of one Amen using the theme of Poweraid. Solution: A large picture of poweraid was used, and the word ‘one’ was written in matching style. Each group of comparisons were made bigger than the one before to signify increasing greatness. ©Walder Education Pavilion of Torah Umesorah

ONE

Word “It would have been worthwhile for Hashem to have created the ENTIRE UNIVERSE so that one Jew would say, ‘Baruch Hu u’baruch Shemo’. One ‘Amen’ is

1,000 TIMES GREATER than one ‘Baruch Hu u’baruch Shemo’!

One ‘Amen! Yehei Shemei Rabba…’ is

1,000 TIMES GREATER than one ‘Amen‘,

making one ‘Amen! Yehei Shemei Rabba…’

1,000,000 TIMES GREATER than one ‘Baruch Hu u’baruch Shemo’!

- Rabbi Simcha Zissel of Kelm © Walder Education Pavilion of Torah Umesorah teacherscenter@waldereducation.org

‫‪i"cnrv ,rdt‬‬

‫‪sign‬‬

‫ְש ַמע‬

‫ּתֹורת ִא ֶּמָך‪ִּ ,‬ת ְתנַ ֵהג‬ ‫מּוסר ָא ִביָך‪ ,‬וְ ַאל ִּתּטֹּׁש ַ‬ ‫ְּבנִ י ַ‬ ‫ּובזֶ ה ִּת ֵָנצל ִמן‬ ‫ּוב ָכל ֵעת‪ָ ,‬‬ ‫ָּת ִמיד לְ ַד ֵּבר ָּכל ְד ָב ֶריָך ְּבנַ ַחת לְ ָכל ָא ָדם ְ‬ ‫יהּנָ ם‬ ‫ּכֹועס ָּכל ִמינֵ י ֵּג ִ‬ ‫ָרעה לְ ַה ֲח ִטיא ְּבנֵ י ָא ָדם‪ .‬וְ ֵכן ָא ְמרּו ַר ֵ‬ ‫ּבֹותנּו ז’’ל‪ָּ ,‬כל ַה ֵ‬ ‫ַה ַּכ ַעס ֶׁש ִהיא ִמ ָּדה ָ‬ ‫יהּנָ ם‪ֶׁ ,‬שּנֶ ֱא ַמר‪ :‬וְ ַגם‬ ‫ׁשֹולְ ִטין ּבֹו‪ֶׁ ,‬שּנֶ ֱא ַמר‪ָ :‬ה ֵסר ַּכ ַעס ִמלִ ֶּבָך‪ ,‬וְ ַה ֲע ֵבר ָר ָעה ִמ ְּב ָׂש ֶריָך‪ ,‬וְ ֵאין ָר ָעה ֶאּלָ א ֵּג ִ‬ ‫ָר ָׁשע לְ יֹום ָר ָעה‪.‬‬

‫וְ ַכ ֲא ֶׁשר‬ ‫ּוב ֲעבּור‬ ‫ַ‬

‫טֹובה ִמ ָּכל ַה ִּמּדֹות‬ ‫ִּתנָ ֵצל ִמן ַה ַּכ ַעס ַּת ֲעלֶ ה ַעל לִ ְּבָך ִמ ַּדת ָה ֲענָ וָ ה ֶׁש ִהיא ִמ ָּדה ָ‬ ‫טֹובֹות‪ֶׁ ,‬שּנֶ ֱא ַמר‪ֵ :‬ע ֶקב ֲענָ וָ ה יִ ְר ַאת ה’‪.‬‬

‫את‪ּ ,‬ולְ ָאן‬ ‫ָה ֲענָ וָ ה ַּת ֲעלֶ ה ַעל לִ ְּבָך ִמ ַּדת ַהּיִ ְר ָאה‪ִּ ,‬כי ִת ֵּתן ֶאל לִ ְּבָך ָּת ִמיד‪ֵ ,‬מ ַאיִ ן ָּב ָ‬ ‫מֹותך‪ ,‬וְ לִ ְפנֵ י ִמי ַא ָּתה ָע ִתיד‬ ‫ַא ָּתה הֹולֵ ך וְ ֶׁש ַא ָּתה ִר ָּמה וְ תֹולֵ ָעה ְּב ַחּיֶ יָך‪ ,‬וְ ַאף ִּכי ְב ָ‬ ‫ּוׁש ֵמי ַה ָּׁש ַמיִ ם ֹלא יְ ַכלְ ְּכלּוָך‪ַ ,‬אף ִּכי‬ ‫לִ ֵּתן ִּדין וְ ֶח ְׁשּבֹון‪ ,‬לִ ְפנֵ י ֶמלֶ ך ַה ָּכבֹוד‪ֶׁ ,‬שנֶ ֱא ַמר‪ִ :‬הּנֵ ה ַה ָּׁש ַמיִ ם ְ‬ ‫לִ ּבֹות ְּבנֵ י ָא ָדם‪ ,‬וְ נֶ ֱא ַמר‪ֲ :‬הֹלא ֶאת ַה ָּׁש ַמיִ ם וְ ֶאת ָה ָא ֶרץ ֲאנִ י ָמלֵ א נְ ֻאם ה’‪.‬‬

‫וְ ַכ ֲא ֶׁשר‬

‫ּוב ִמיּדֹות ָה ֵאּלֶ ה ִּת ְהיֶ ה‬ ‫ּבֹור ֶאָך וְ ִת ְׁשמֹור ִמן ַה ֵח ְטא‪ְ ,‬‬ ‫ַּת ְחׁשֹוב ֶאת ָּכל ֵאּלֶ ה‪ִּ ,‬ת ָירא ִמ ְ‬ ‫ָׂש ֵמח ְּב ֶחלְ ֶקָך וְ ַכ ֲא ֶׁשר ִּת ְתנַ ֵהג ְּב ִמ ַּדת ָה ֲענָ וָ ה לְ ִה ְתּב ֵֹׁשׁש ִמ ָּכל ָא ָדם ּולְ ִה ְת ָּפ ֵחד ִמ ֶּמנּו‬ ‫בֹודּה‪ ,‬וְ ַחּיֵ י ָהעֹולָ ם ַה ָּבא‪.‬‬ ‫רּוח ַה ְּׁש ִכינָ ה וְ זִ יו ְּכ ָ‬ ‫ּומן ַה ֵח ְטא‪ָ ,‬אז ִּת ְׁש ֶרה ָעלֶ יָך ַ‬ ‫ִ‬

‫וְ ַע ָּתה‬

‫מֹורד הּוא ְּב ַמלְ כּות ָׁש ַמיִ ם‪ִּ ,‬כי ִמ ְת ָּפ ֵאר‬ ‫ְּבנִ י ַדע ְּור ֵאה‪ִּ ,‬כי ַה ִּמ ְת ָּג ֶאה ְּבלִ ּבֹו ַעל ַה ְּב ִריֹות‪ֵ ,‬‬ ‫ּוב ֶּמה יִ ְת ָּג ֶאה לֵ ב ָה ָא ָדם‪,‬‬ ‫הּוא ִּבלְ בּוׁש ַמלְ כּות ָׁש ַמיִ ם‪ֶׁ ,‬שּנֶ ֱא ַמר‪ :‬ה’ ָמלָ ך ֵּגאּות לָ ֵבׁש וגו’‪ַ .‬‬ ‫עֹוׁשר וְ ַה ָּכבֹוד‬ ‫אֹלקים הּוא‪ֶׁ ,‬שּנֶ ֱא ַמר‪ :‬וְ ָה ֶ‬ ‫ּומ ֲע ִׁשיר‪ .‬וְ ִאם ְּב ָכבֹוד‪ֲ ,‬הֹלא לֵ ִ‬ ‫מֹוריׁש ַ‬ ‫עֹוׁשר‪ ,‬ה’ ִ‬ ‫ִאם ְּב ֶ‬ ‫ִמּלְ ָפנֶ יָך‪ ,‬וְ ֵאיך ִמ ְת ָּפ ֵאר ִּב ְכבֹוד קֹונֹו‪ .‬וְ ִאם ִמ ְת ָּפ ֵאר ְּב ָח ְכ ָמה‪ֵ ,‬מ ִסיר ָׂש ָפה לְ נֶ ֱא ָמנִ ים‪ ,‬וְ ַט ַעם זְ ֵקנִ ים‬ ‫יּה ְׁש ָפלִ ים‪ ,‬לָ ֵכן ַה ְׁש ִּפיל‬ ‫ּוב ְרצֹונֹו ַמ ְג ִּב ַ‬ ‫יִ ָּקח‪ .‬נִ ְמ ָצא ַהּכֹל ָׁשוֶ ה לִ ְפנֵ י ַה ָּמקֹום‪ִּ ,‬כי ְב ַאּפֹו ַמ ְׁש ִּפיל ֵג ִאים‪ִ ,‬‬ ‫ַע ְצ ְמָך וִ ינַ ְׂש ֲאָך ַה ָּמקֹום‪.‬‬

‫ַעל ֵּכן‬

‫ֲא ָפ ֵרׁש לְ ָך ֵאיך ִּת ְתנַ ֵהג ְּב ִמ ַּדת ָה ֲענָ וָ ה לָ לֶ ֶכת ָּבה ָּת ִמיד‪ָּ :‬כל ְּד ָב ֶריָך יִ ְהיּו ְּבנַ ַחת‪,‬‬ ‫ֹאׁשָך ָּכפּוף וְ ֵעינֶ יָך יַ ִּביטּו לְ ַמ ָּטה לָ ָא ֶרץ‪ ,‬וְ לִ ְּבָך לְ ַמ ְעלָ ה‪ ,‬וְ ַאל ַּת ִּביט ִּב ְפנֵ י ָא ָדם‬ ‫וְ ר ְ‬ ‫ְּב ַד ֶּב ְרָך ִעּמֹו‪ ,‬וְ ָכל ָא ָדם יִ ְהיֶ ה ָּגדֹול ִמ ְּמָך ְּב ֵעינֶ יָך‪ ,‬וְ ִאם ָח ָכם אֹו ָע ִׁשיר הּוא‪ָ ,‬עלֶ יָך לְ ַכ ְּבדֹו‪ .‬וְ ִאם ָרׁש‬ ‫הּוא‪ ,‬וְ ַא ָּתה ָע ִׁשיר אֹו ָח ָכם ִמ ֶּמנּו‪ֲ ,‬חׁשֹוב ְּבלִ ְּבָך ִּכי ַא ָּתה ַחּיָ ב ִמ ֶּמנּו וְ הּוא זַ ַּכאי ִמ ְּמָך‪ֶׁ ,‬ש ִאם הּוא‬ ‫ּוב ָכל ֵעת‪ֲ ,‬חׁשֹוב ְּבלִ ְּבָך ְּכ ִאילּו‬ ‫בֹותיָך ְ‬ ‫ּומ ְח ְׁש ֶ‬ ‫ּומ ֲע ֶׂשיָך ַ‬ ‫ׁשֹוגג וְ ַא ָּתה ֵמזִ יד‪ְּ .‬ב ָכל ְּד ָב ֶריָך ַ‬ ‫חֹוטא הּוא ֵ‬ ‫ֵ‬ ‫ּוביִ ְר ָאה‬ ‫ימה ְ‬ ‫ּוׁש ִכינָ תֹו ָעלֶ יָך‪ִּ .‬כי ְּכבֹודֹו ָמלֵ א ָהעֹולָ ם‪ְּ ,‬וד ָב ֶריָך יְ ִהיּו ְּב ֵא ָ‬ ‫עֹומד לִ ְפנֵ י הקב’’ה‪ְ ,‬‬ ‫ַא ָּתה ֵ‬ ‫עֹומד‬ ‫קר ֲאָך ִאיׁש ַאל ַּת ֲענֵ נּו ְּבקֹול ָרם‪ַ ,‬רק ְּבנַ ַחת ְּכ ֵ‬ ‫ְּכ ֶע ֶבד לִ ְפנֵ י ַרּבֹו‪ ,‬וְ ִת ְת ַּבּיֵ ׁש ִמ ָּכל ָא ָדם‪ ,‬וְ ִאם ְִי ָ‬ ‫לִ ְפנֵ י ַרּבֹו‪.‬‬

‫וַ ֲהוֵ י‬

‫ּתּוכל לְ ַקּיְ ָמּה‪ ,‬וְ ַכ ֲא ֶׁשר ָּתקּום ִמן ַה ֵּס ֶפר‪ְּ ,‬ת ַח ֵּפׂש ַּב ֲא ֶׁשר‬ ‫ּתֹורה ָת ִמיד ֲא ֶׁשר ַ‬ ‫זָ ִהיר לִ ְקרֹות ַּב ָ‬ ‫ּובזֶ ה‬ ‫ּוב ֶע ֶרב‪ָ ,‬‬ ‫ּות ַפ ְׁש ֵּפׁש ְּב ַמ ֲע ֶׂשיָך ַּבּב ֶֹקר ָ‬ ‫ּתּוכל לְ ַקּיְ מֹו‪ְ ,‬‬ ‫לָ ַמ ְד ָּת ִאם יֵ ׁש ּבֹו ָּד ָבר ֲא ֶׁשר ַ‬ ‫ׁשּובה‪ .‬וְ ָה ֵסר ָּכל ִּד ְב ֵרי ָהעֹולָ ם ִמלִ ְּבָך ְּב ֵעת ַה ְּת ִפּלָ ה‪ ,‬וְ ָה ֵכן לִ ְּבָך לִ ְפנֵ י ַה ָּמקֹום‬ ‫יְ ִהיּו ָּכל יָ ֶמיָך ִּב ְת ָ‬ ‫ּתֹוצ ֶאּנּו ִמ ִּפיָך‪ ,‬וְ ֵכן ַּת ֲע ֶׂשה ָּכל יְ ֵמי ַחּיֵ י ֶה ְבלֶ ָך ְּב ָכל‬ ‫ב”ה‪ ,‬וְ ַט ֵהר ַר ְעיֹונֶ יָך‪ ,‬וְ ֲחׁשֹוב ַה ִּדּבּור ק ֶֹדם ֶש ִ‬ ‫ּומ ֲע ֶׂשיָך‬ ‫ּובזֶ ה יִ ְהיּו ְּד ָב ֶריָך ַ‬ ‫ָּד ָבר וְ ָד ָבר וְ ֹלא ֶת ֱח ָטא‪ָ ,‬‬ ‫ּוב ָרה ּונְ ִקּיָ ה‬ ‫ּות ִפּלָ ְתָך ְּת ִהיֶ ה זַ ָּכה ָ‬ ‫בֹותיָך יְ ָׁש ִרים‪ְ ,‬‬ ‫ּומ ְח ְׁש ֶ‬ ‫ַ‬ ‫ּומ ֻק ֶּבלֶ ת לִ ְפנֵ י ַה ָּמקֹום ב”ה‪ֶׁ ,‬שּנֶ ֱא ַמר‪ָּ :‬ת ִכין לִ ָּבם‬ ‫ּומ ֻכּוֶ נֶ ת ְ‬ ‫ְ‬ ‫ַּת ְק ִׁשיב ָאזְ נֶ ָך‪.‬‬

‫ִּתקְ ָרא‬

‫בּוע וְ ֹלא ִת ְפחֹות‪ ,‬לְ ַקּיְ ָמּה‬ ‫ָה ִא ֶּג ֶרת ַהּזֹאת ַּפ ַעם ַא ַחת ַּב ָׁש ַ‬ ‫וְ לָ לֶ ֶכת ָּבּה ָּת ִמיד ַא ַחר ַה ֵּׁשם יִ ְת ָּב ַרך‪ ,‬לְ ַמ ַען ַּת ְצלִ יַ ח ְּב ָכל‬ ‫ּוב ָכל יֹום ֶׁש ִּת ְק ָר ֶאּנָ ה‬ ‫יקים‪ְ .‬‬ ‫ְּד ָר ֶכיָך וְ ִתזְ ֶּכה לְ עֹולָ ם ַה ָּבא ַה ָּצפּון לַ ַּצ ִּד ִ‬ ‫יָ ֲענּוָך ִמן ַה ָּׁש ַמיִ ם ַּכ ֲא ֶׁשר יַ ֲעלֶ ה ַעל לִ ְּבָך לִ ְׁשאֹול ַעד עֹולָ ם ָא ֵמן ֶסלָ ה‪:‬‬

‫‪© Walder Education Pavilion of Torah Umesorah teacherscenter@waldereducation.org I ATT Frankel Creative Studio I Ruth Garelick-Renov Early Childhood Department I Dworkin Educational Center I Brown Children’s Center‬‬

‫‪Brief: To design igeres haramban to be‬‬ ‫‪printed as a 5ft.x7.5ft. banner.‬‬ ‫‪Solution: Aged parchment and a quill‬‬ ‫‪were chosen reflecting the time period‬‬ ‫‪it was written in. The text was laid out‬‬ ‫‪clearly, with paragraph breaks at each‬‬ ‫‪logical point.‬‬ ‫‪©Walder Education Pavilion of Torah Umesorah‬‬

POLICIES

signage

→ Sign up 24 hours in advance of your appointment. If you sign up too late, your instructor may not be available. → Always bring a hard copy with you.

→ Email papers longer than 2 pages at least 24 hours in advance to the instructor with whom you are meeting.

Brief: To design signs for a writing center in the library of a school using the theme of on the road.

→ Leave your phone number for conﬁrmation.

Solution: Each sign was designed based on a commonly seen road sign, with the same basic car and road.

→ Follow the double slot policy: You may only sign up for 1 half hour time slot per day. → Students who miss two Writing Center appointments without notiﬁcation will not be allowed to sign up for the ﬁrst or last appointments of the day with any Writing Center Instructor.

©Walder Education Pavlion of Torah Umesorah

HARD WORKERS AHEAD

WRITING CENTER SERVICES We’ll work on papers for any course or subject.

WE ARE HERE TO HELP YOU: Formulate Ideas Organize Thoughts Make Strong Points Get the Words Right Cite Sources Edit Errors

WRITING CENTER NEXT EXIT

photoshop

Brief: To make a bunk picture by putting together a bunch of individual pictures of campers on bikes. Solution: After removing each camper with his bike from the background, the campers were arranged on a new image so it looked like they were being juggled by their counselors through the sky while doing stunts. This picture was placed in Camp Agudah Midwestâ&#x20AC;&#x2122;s yearbook, given out to each camper at the end of camp.

ed m a L Bunk

ÂŠWalder

Education

Pavilion of

Torah Umes

orah

All Work

No Play&

magazine design

As a nation of stressed-out workaholics, we need to shift our priorities, and be-dare I suggest it?-more like the Europeans, who down tools for weeks at a time without seeing their lives and economies fall apart.

inding a balance between work, play, and other activities isn’t easy. Different people will give you very different advice. Some people say you should be spending eighty or ninety percent of your waking hours working on your thesis. Others (myself included) think that this is unrealistic and unhealthy, and that it’s important for your mental and physical health to have other active interests. If you have a family,

activities that can take night. I decided very early you will have to balance your mind off of the thesis. your priorities even more on in graduate school that Sing in a choir, learn a carefully. Graduate school weekends were for me, not foreign language, study the isn’t worth risking your for my thesis, and I think it history of ancient Greece, personal relationships over; helped me to stay sane garden, or knit. If you be sure that you save time Spending Your schedule regular activities and energy to focus on the FEATURE (rehearsals, tennis lessons), people who matter to you. Time you will probably find it One of the keys to Many graduate students easier to avoid drifting balancing your life is to hit the doldrums around aimlessly from day to day. develop a schedule that’s In the final push to finish more or less consistent. You the end of the second or beginning of the third year, your thesis, though, you will may decide that you will when they’re finishing up almost certainly have less only work during the days, theirthat coursework and trying in advance you expect time for social and that evenings are for The Mania for activities than focus on a thesis topic. you used to. Your friends to turn to down lotsinof your hobbies. Or you might Work Sometimes process may start to make you feel decide that afternoons invitations, and it’s this nothing takeyou quite a while. Try Needless guilty, they intend are for socializing and personalcan to whether say, -- but need

to or not.that Warn them >> useful, exercising, and work latetoatfocustoonfind an environment your thesisenjoyable for tarting a relaxation practice emphasizes work without a while. Then you’ll be all A variety 27 of relaxation techniques help you achieve the relaxation response. Those play is unhealthy. And done and free as a bird! whose stress-busting benefits have been widely studied include deep breathing, anything that’s unhealthy (Until the next phase of has to be bad for business in progressive muscle relaxation, meditation, visualization, yoga, and tai chi. your life starts...) the long run. In a world where Learning the basics of these relaxation techniques isn’t difficult. But it takes As founder and CEO of (according to the Families outplacement consultancy practice to truly harness their stress-relieving power: daily practice, in fact. Most and Work Institute) many Challenger, Gray & stress experts recommend setting aside at least 10 to 20 minutes a day for your Christmas, relaxation practice. If you’d like to get even more stress relief, aim for 30 minutes to John an hour. Challenger makes it his business to etting the moSt out of your relaxation practice stay on top of workplace Set aside time in your daily schedule. The best way to start and maintain a trends, and relaxation practice is by incorporating it into your daily routine. Schedule a set time he sees a real danger either once or twice a day for your practice. You may find that it’s easier to stick in our culture with your practice if you do it first thing in the morning, before other tasks and of endless, responsibilities get in the way. pervasive Americans don’t take all work. “This has happened of their vacation time, and Don’t practice when you’re sleepy. These techniques can relax you so much that before in the tech industry. where cell phones and they can make you very sleepy, especially if it’s close to bedtime. You will get the People burn out,” Challenger laptops are packed before most out of these techniques if you practice when you’re fully awake and alert. says. And if the number bathing suits and sunscreen, of jobs available begins to long spells away from the Choose a technique that appeals to you. There is no single relaxation technique increase, burnout will lead office for any reason other that is best. When choosing a relaxation technique, consider your specific needs, to turnover, something few than serious ill-health are companies would welcome preferences, and fitness level. The right relaxation technique is the one that resonates unheard of. It’s little wonder during a business upswing. with you and fits your lifestyle. that stress rates are high “No company can afford and employees have a to lose its best people by burnout rate reminiscent running them so hard they of a Silicon Valley dotcom. ultimately move on to other places,” Challenger says. It’s a vicious cycle. With recent layoffs, the remaining As the economy grows, employees work harder. The companies will need to focus much of their attention on harder they work, the more retaining employees. “That they need a break. But with means giving them room to weeks of paid vacation. layoffs in their rearview My recent four-month mirrors and the fear of more breathe,” he says. It would be great if that mental and “break” was just the right ahead, the less likely they breathing room included physical energies away are to allow themselves to amount of time I needed to more than the typical few take one. decompress, to shift my from the world of work.

Why not just reserve your spot in the cardiac care unit now?

BY JOHN L. PARK, BENJAMIN L. CAMPBELL, ANDRES SILVA, AND RODOLFO M. NAYGA, JR.

Fruit and Vegetables

Go Back to School

FEATURE

True, I wouldn’t classify my maternity leave as downtime (I read a grand total of one book for fun), but when I returned to work I felt reenergized simply because I had experienced some sustained relief from the inherent stress involved in switching between work and home. A week’s vacation here and there over the course of the year doesn’t provide enough time to allow your mind to leave work behind-particularly for executives who can’t go to the can without taking their cell phones along (you know who you are).

A Modest Proposal Needless to say, an environment that emphasizes work without play is unhealthy. And anything that’s unhealthy has to be bad for business in the long run. As a nation of stressedout workaholics, we need to shift our priorities, and be-dare I suggest it?-more like the Europeans, who down tools for weeks at a time without seeing their lives and economies fall apart. We should encourage sabbaticals with some sort of stipend that allows us weeks or even

We are examining data from the National Health and Nutrition Examination Survey to see if the NSLP and NSBP actually improve the consumption of fresh fruit and vegetables among school age children.

he Department of Health and Human Services reports that one in three adults is obese, and two out of three are considered overweight or obese. Even more alarming is the trend among children, where obesity rates have nearly tripled since 1980 (NCHS-CDC, 2006). Policy makers across the country have responded with efforts to drive foods of minimal nutritional value out of our schools and replace them with whole grains and fresh fruit and vegetables (Schmid, 2007; Zhang, 2007). The resulting policies and programs may represent opportunities for marketers and producers of fresh fruit and vegetables to reach a growing market segment within our schools. However, it is not enough to simply provide an appealing product to students. Instead, successful marketers will appeal to the needs, perceptions, and preferences of those responsible for wholesale purchasing (Park, 2001). They need insight into the mentality of the school foodservice director. The effectiveness of these programs to improve dietary quality and presumably health is currently being debated. Externalities such as the influence of school foodservice buying habits and constraints may impact the effectiveness of these programs to achieve their stated objectives.

The Road to Obesity To understand our present situation, let’s step back and look at how we got to this point of a national health crisis. We believe that one major influence on our current predicament is the change that has occurred in our lifestyles. Think back fifty years ago—families generally consisted of two parents, and subsisted on one income. Family meals were prepared at

home and enjoyed around the dinner table. The newspaper was a major avenue for the flow of information, and businesses competed with the guy across the street. Fast forward to the present—the composition of the family unit has changed, as well as the economic conditions in which it operates. Today, meals of convenience are the norm, and businesses conduct operations on a global scale. Information is transmitted as quickly as ideas are developed. The widespread use of cell phones, text messaging, and the internet

have compounded the amount of information available to an individual at any given point in time. Consequently, the modern consumer expects instant satisfaction and greatly values added services and conveniences. Not surprisingly, the food industry has shifted toward providing indulgent, value-added food products that are highly convenient (see Capps and Park, 2003, for further discussion of food marketing channels). When you put this together with the facts that U.S. consumers generally have less discretionary time, more discretionary income, and lead sedentary lifestyles, you get a recipe for obesity. In a continual effort to provide consumers with products they want, food marketers are watching these trends closely. Some recent new product trends emphasize the use of wholegrain ingredients, while others offer portion control like Nabisco’s “100 Calorie Packs.” Even so, marketers continue to struggle to increase per capita consumption of fresh fruit and vegetables, despite continued reports on the associated health benefits (Wang & McKay, 2006). However, the public outcry over the poor state of school foodservice offerings may signal an opportunity for increased sales of fresh fruit and vegetables. In support of this, the government offers programs intended to improve the dietary

According to Challenger, it’s somewhat less than zero. He would be happy if people just started taking all the vacation time due

Talk about nightmares! It’s become too hard, too scary, to take a vacation! crime novel or do anything as long as it has nothing to do with work. If sabbaticals are accepted as the norm, careers won’t suffer. We’d be more balanced, less harried and probably a lot more interesting as individuals. And what’s the chance that sabbaticals, or something like them, would be accepted by corporate America?

to them. Yet even on that score, he’s not optimistic. When salaries are stagnant, Challenger says, “people don’t really want to spend the money to go somewhere. Sitting around at home doesn’t seem all that attractive, so a lot of people just forego taking a vacation.” And when salaries begin to grow, there’s another reason people find for not taking vacations: They’re

too stressful. “You keep checking in, your work piles up, and you have a nightmare when you get back,” says Challenger. Talk about nightmares! It’s become too hard, too scary, to take a vacation. You leave the beach; you go back to your room; you start thinking about this project or that meeting. You try to call work-and you can’t get a line. Or the person who’s covering for you isn’t there. You try to check your e-mail, but you can’t log on. And you worry. Who’s covering? What’s happening? Hey, you might as well be in the office. It’s simpler. Challenger has seen the consequences: Executives who never distance themselves from work, never have the opportunity to recharge their batteries. For employees to feel entitled to take all their vacation time, managers and executives have to set an example. The boss

should use up his vacation time every year. Leave contact info behind, but make sure people understand that it’s to be used only in an emergency. Right. Again, the prospects for that happening seem dim. If the boss can leave and cut the tether for two or three or even four weeks, the twisted message, the message he fears, may be that he’s not needed.

Perhaps one of the most alarming trends plaguing our modern food system is the seemingly rampant increase in the prevalence of obesity across the United States.

months away from the office. During our officially sanctioned absences, we’d be free to travel, take cooking classes, write that

A variety of programs are available to help foodservice directors procure food for their schools. Such programs include the National School Lunch Program (NSLP) and the National School Breakfast Program (NSBP) among others. The NSLP and NSBP differ from some food aid programs in that they are available, at a slightly higher cost, to children who may not qualify for povertybased assistance. The spending of these program funds are typically administered by a state department of agriculture.

intakes of school children while simultaneously supporting agricultural producers.

Back to School Most (if not all) school districts have a foodservice director that is in charge of purchasing food for the students within the district. Although their primary concern is providing lunch, many schools also offer breakfast and snacks. The foodservice director will combine funds available from state and local government as well as federal programs. In general, he/ she can purchase products from whatever source he/she chooses; however, participation in certain government programs requires purchasing specific products through specific sources of distribution.

The National School Lunch Program (NSLP) is the major government program that foodservice directors use to purchase their lunch foods. The NSLP provides nutritionally balanced low-cost, or sometimes free lunches to millions of children each school day. Since the inception in 1946, daily student participation in NSLP has grown from 7.1 million to 29.6 million in 2005, with approximately 100,000 schools participating. There are also other programs that exist to encourage the consumption of specific food products in school programs. The Fresh Fruit and Vegetable Program, instituted by the USDA, reimburses schools for their The methods school districts use to implement these programs go beyond putting nutritional foods on the menu. Some schools make these products available on demand, throughout the day. Finally, many states have initiated Farm-to-School programs in conjunction with

federal programs by allowing schools to buy produce from local growers at subsidized prices, sometimes only paying the cost of delivery (TDA, 2006).

Program Effectiveness As part of the Centers for Disease Control and Prevention, the National Center for Health Statistics collects data through various methods in an effort to document the health status of the U.S. population. The information they gather is also an important

part of research efforts to evaluate health policies and programs. However, quality of health is a complex issue. It can be measured in many different ways and is impacted by many different factors. For that reason, there is an abundance of research examining the effectiveness of these programs to provide only selected groups of nutrients at any one time. Currently, we are examining data from the National Health and Nutrition Examination Survey (NHANES) to see if the NSLP and NSBP actually improve the consumption of

fresh fruit and vegetables among school age children. Since obesity is rising and a large number of students eat at least one meal (lunch) and perhaps two meals (lunch and breakfast) at school each day, measuring the effectiveness of the NSLP and NSBP is extremely important in order to determine if the current guidelines are having an effect on healthy eating habits, particularly related to the consumption of fruits and vegetables.

foodservice personnel called “Hot Cheetos and cheese” that was sold to the students a la carte. The product involved taking a single serving bag of Flamin’ Hot Cheetos (a popular brand of spicy extruded corn snack from Frito-Lay), pouring a scoop of melted nacho cheese over the contents, and putting a fork in it. This cheesy treat was a favorite among the students and provided the school district with sizeable revenue. Although the product was admittedly unhealthy, the income that it generated gave the school district greater freedom and flexibility in operations. Any profit from the sale of a la carte items of this nature goes back to the district office, in essence increasing its budget

Some preliminary results suggest that student participation in only the NSLP has a positive impact on fresh fruit and vegetable consumption. However, student participation in the NSBP has a negative impact on fresh fruit and vegetable consumption (Campbell et al., 2007). Reasons behind these results are being investigated, but we need to remember that these results are influenced by the choices available to the students. For example, in the course of our research we were able to interview many different school foodservice directors. On one occasion, we ran across a reference to what

As a final note, researchers need to be aware of the Cheetos effect. Seemingly, conflicting results surrounding federal program initiatives may not be entirely due to the program, but also due to the conditions of its implementation. National surveys sometimes have difficulty in accounting for quality differences among the experiences of their respondents. In order to be more effective, policy makers and food marketers alike must be aware of the behavior of channel intermediaries like school administrators, in addition to the constraints they face.

The product involved taking a single serving bag of Flamin’ Hot Cheetos, pouring a scoop of melted nacho cheese over the contents, and putting a fork in it.

magazine design

brochure design

And those who support Torah are blessed. jh:d hkan

"ratn vhfn,u"

MISSION STATEMENT The Walder Educational Pavilion of Torah Umesorah is dedicated to promoting the highest quality Judaic and secular education for all Jewish children. We empower educators! By providing inspiring workshops

For naming and endowment opportunities, or to make a contribution, please contact: Mrs. Rouhama Garelick, Director The Walder Education Pavilion of Torah Umesorah 8150 McCormick Boulevard Skokie, IL 60076 Phone: 847-674-0800 Fax: 847-674-1188 e-mail: teacherscenter@waldereducation.org

Brief: Design a brochure for the Walder Education Pavilion, using the pictures and text provided.

and seminars, the latest innovative curricula and teaching aids, and state-of-the-art technology, we help educators and schools realize their goals. We proudly serve Jewish preschools; day schools-elementary, middle and high school; community schools; colleges; Talmud Torahs; Hebrew schools; Sunday schools; Hebrew high schools; outreach programs; JCCs; and camps, regardless of their affiliation. We have been serving teachers and schools since 2004. We guide and advise the development and operations of other teachersâ&#x20AC;&#x2122; resource centers throughout North America.

Pavilion Hours: Sun. 10-2pm, Mon., Tues.,

and Thurs. 10-4pm and Wed., from 7-9pm.

If you would like to meet with an educational consultant, designer or illustrator, please call to make an appointment.

Solution: Using colors from their logo and signage, a clean design based on typography was created. Their motto was used for the front cover, inviting people to see how the Walder Pavilion will affect them on a personal level.

Educational Aids Curriculum Development Professional Development Professional Collaboration

ATT CHARLES FELDMAN

FRANKEL

CREATIVE

STUDIO H

ands-on studio where artistic vision and creative energy combine to enable teachers to create exciting and innovative educational aids that enhance and stimulate classroom teaching.

HIL RY C

RVE

BEST

SE D DE

THAECHER ...

E VE

EVER

R AECRHVEE S TE ES

ND ... A

E BE TH

BEST

There are four fundamental areas on which we focus to help ensure educatorsâ&#x20AC;&#x2122; success:

verything a preschool through second grade teacher or department head could want with original and creative exhibits! All curricula support a classroom environment that promotes a solid foundation for growth and development.

RUTH GARELICK-RENOV

EARLY CHILDHOOD

DEPARTMENT

Booklet design

Brief: To make a small booklet for women to daven in the morning from, to be mailed out in a womenâ&#x20AC;&#x2122;s division school mailing. Solution: The colors pink and green were chosen to appeal to the feminine side. Flowers and butterflies were used to suggest a sunny spring morning. ÂŠWalder Education Pavilion of Torah Umesorah

‫פּ ִרי ַה ָגּ ֶֽפן‪.‬‬ ‫ם‪ ,‬בּ ֵוֹרא ְ‬ ‫ֽמלֶ ְך ָהעוֹלָ‬ ‫א לִ כְ בוֹדוֹ‪.‬‬ ‫ֹלהינוּ ֶ‬ ‫תּה יְ יָ ֱא ֵ ֽ‬ ‫שׁ ַהכֹּל ָבּ ָר‬ ‫תוֹ‪ ,‬וְ ִה ְת ִקין‬ ‫ָהעוֹלָ ם‪ֶ ,‬‬ ‫ָבּרוְּך ַא ָ‬ ‫מוּת ַתּ ְבנִ י‬ ‫ֹלהינוּ ֶ ֽמלֶ ְך‬ ‫ם‪.‬‬ ‫תּה יְ יָ ֱא ֵ ֽ‬ ‫יוֹצֵ ר ָה ָא ָד‬ ‫מוֹ‪ְ ,‬בּ ֶצֽלֶ ם ְדּ‬ ‫ָבּרוְּך ַא ָ‬ ‫ם‪,‬‬ ‫ָא ָדם ְבּצַ לְ‬ ‫ֽמלֶ ְך ָהעוֹלָ‬ ‫ה‬ ‫ָ‬ ‫ֶ‬ ‫ת‬ ‫ינוּ‬ ‫א‬ ‫ֹלה‬ ‫ֶשׁר יָ צַ ר ֶ‬ ‫תּה יְ יָ ֱא ֵ ֽ‬ ‫יּוֹן ְבּ ָבנֶ ֽ ָיה‪.‬‬ ‫ֲא‬ ‫ָבּרוְּך ַא ָ‬ ‫ְמ ַשׂ ֵ ֽמּ ַח צִ‬ ‫ֹלהינוּ ֶ ֽמלֶ ְך ָהעוֹלָ ם‪ ,‬ר ָה ָא ָדם‪.‬‬ ‫וְּך ַא ָתּה יְ יָ‪,‬‬ ‫ֵֽ‬ ‫ָתן וְ כַ לָּ ה‪.‬‬ ‫ָתּה יְ יָ‪ ,‬יוֹצֵ‬ ‫ְמ ָחה‪ָ .‬בּר‬ ‫ְמ ַשׂ ֵ ֽמּ ַח ָח‬ ‫ָבּרוְּך ַא ָתּה יְ יָ ֱא ד‪ָ .‬בּרוְּך ַא‬ ‫תוֹכָ הּ ְבּ ִשׂ‬ ‫יָ‪,‬‬ ‫עַ‬ ‫יְ‬ ‫ה‬ ‫י‬ ‫ד‬ ‫תּ‬ ‫ֵ‬ ‫ָ‬ ‫לְ‬ ‫עֲ‬ ‫א‬ ‫ַ‬ ‫יה‬ ‫ן‬ ‫ָ‬ ‫וְּך‬ ‫ִמ ֶ ֽמּנּוּ ִבּנְ יַ‬ ‫ה‪ִ ,‬דּיצָ ה‬ ‫בּ ִקבּוּץ ָבּנֶ ֽ‬ ‫ֶ ֽקּ ֶדם‪ָ .‬בּר‬ ‫ִרנָּ‬ ‫לוֹ‬ ‫העֲ ָק ָרה‪ְ ,‬‬ ‫בּגַ ן ֵ ֽע ֶדן ִמ‬ ‫שׂ וְ ָתגֵ ל ָ‬ ‫ָך יְ צִ ְירָך ְ‬ ‫ָח ָתן וְ כַ לָּ ה‪ ,‬גִּ ילָ ה‪ ,‬שׁ ָלֽיִ ם‪ ,‬קוֹל‬ ‫שׂוֹשׂ ָתּ ִשׂי‬ ‫ם‪ ,‬כְּ ַשׂ ֵמּ ֲח‬ ‫רוּ ָ‬ ‫ה‪,‬‬ ‫ים ָה ֲאה ִוּבי‬ ‫בּ ָרא ָשׂשׂוֹן וְ ִשׂ ְמ ָח י יְ ה ָוּדה ְוּב ֻחצוֹת יְ ה נְ גִ ינָ ָתם‪.‬‬ ‫תּ ַשׂ ַמּח ֵרעִ‬ ‫ם‪ֲ ,‬א ֶשׁר ָ‬ ‫שּׁ ַמע ְבּעָ ֵר‬ ‫ים ִמ ִמּ ְשׁ ֵתּ‬ ‫ַשׂ ֵ ֽמּ ַח ְ‬ ‫ֹלהינוּ‪ ,‬יִ ָ‬ ‫ֽמלֶ ְך ָהעוֹלָ‬ ‫פּ ָתם וּנְ עָ ִר‬ ‫ה‪ ,‬יְ יָ ֱא ֵ ֽ‬ ‫ֹלהינוּ ֶ‬ ‫תנִ ים ֵמ ֻח ָ‬ ‫ת‪ְ .‬מ ֵה ָר‬ ‫ֱא ֵ ֽ‬ ‫ֲהלוֹת ֲח ָ‬ ‫ָבּרוְּך ַא ָתּה יְ יָ ֲחוָ ה וְ ָשׁלוֹם וְ ֵרעוּ ה‪ ,‬קוֹל ִמצְ‬ ‫ַא‬ ‫ן וְ קוֹל כַּ לָּ‬ ‫וְ ֶח ְדוָ ה‪ַ ,‬א ֲה ָבה וְ ה‪ ,‬קוֹל ָח ָת‬ ‫ם ַהכַּ לָּ ה‪.‬‬ ‫ח‬ ‫ָשׂשׂוֹן וְ קוֹל ִשׂ ְמ ָ ֽמּ ַח ָח ָתן עִ‬ ‫ה יְ יָ‪ְ ,‬מ ַשׂ ֵ‬ ‫ָבּרוְּך ַא ָתּ‬

‫‪Brief: To make a Mazal Tov sign for the‬‬ ‫‪vort with a matching benching card for‬‬ ‫‪sheva brochos.‬‬ ‫‪h‬‬

‫‪h Umesora‬‬

‫‪Solution: A picture of The chosson‬‬ ‫‪and kallah were chosen, with flowers‬‬ ‫‪giving over the wedding affect. The‬‬ ‫‪sign was used as a basis for the cover‬‬ ‫‪of the bencher.‬‬

‫א ְפּ ִרי ַה ָגּ ֶֽפן‪.‬‬ ‫בּוֹר‬ ‫ֵ‬ ‫ם‪,‬‬ ‫עוֹלָ‬ ‫ה‬ ‫ָ‬ ‫ְך‬ ‫ֹלהינוּ ֶ ֽמלֶ‬ ‫ַא ָתּה יְ יָ ֱא ֵ ֽ‬ ‫בּ ָרא לִ כְ בוֹדוֹ‪.‬‬ ‫ָבּרוְּך‬ ‫ֶשׁ ַהכֹּל ָ‬ ‫ם‪,‬‬ ‫עוֹלָ‬ ‫ה‬ ‫ָ‬ ‫ְך‬ ‫לֶ‬ ‫ֹלהינוּ ֶ ֽמ‬ ‫ַא ָתּה יְ יָ ֱא ֵ ֽ‬ ‫יתוֹ‪ ,‬וְ ִה ְת ִקין‬ ‫יוֹצֵ ר ָה ָא ָדם‪.‬‬ ‫ָבּרוְּך‬ ‫מוּת ַתּ ְבנִ‬ ‫ם‪,‬‬ ‫דּ‬ ‫ְ‬ ‫ם‬ ‫עוֹלָ‬ ‫ֽלֶ‬ ‫צ‬ ‫ֶ‬ ‫ה‬ ‫בּ‬ ‫ָ‬ ‫ְ‬ ‫ְך‬ ‫מוֹ‪,‬‬ ‫לֶ‬ ‫ֹלהינוּ ֶ ֽמ‬ ‫ת ָה ָא ָדם ְבּצַ לְ‬ ‫ַא ָתּה יְ יָ ֱא ֵ ֽ‬ ‫ֲא ֶשׁר יָ צַ ר ֶא‬ ‫ָבּרוְּך‬ ‫ם‪,‬‬ ‫עוֹלָ‬ ‫ה‬ ‫ָ‬ ‫ְך‬ ‫צִ יּוֹן ְבּ ָבנֶ ָֽיה‪.‬‬ ‫לֶ‬ ‫מ‬ ‫ֽ‬ ‫ֶ‬ ‫ֹלהינוּ‬ ‫יוֹצֵ ר ָה ָא ָדם‪.‬‬ ‫ַא ָתּה יְ יָ ֱא ֵ ֽ‬ ‫ה יְ יָ‪ְ ,‬מ ַשׂ ֵ ֽמּ ַח‬ ‫רוְּך ַא ָתּה יְ יָ‪,‬‬ ‫ָבּרוְּך‬ ‫רוְּך ַא ָתּ‬ ‫בּ‬ ‫ָ‬ ‫בּ‬ ‫ָ‬ ‫ד‪.‬‬ ‫ה‪.‬‬ ‫עַ‬ ‫ח ָח ָתן וְ כַ לָּ ה‪.‬‬ ‫ח‬ ‫י‬ ‫ָ‬ ‫ד‬ ‫מ‬ ‫ֵ‬ ‫ְ‬ ‫שׂ‬ ‫עֲ‬ ‫ָֽיה לְ תוֹכָ הּ ְבּ ִ‬ ‫לוֹ ִמ ֶ ֽמּנּוּ ִבּנְ יַ ן‬ ‫תּה יְ יָ‪ְ ,‬מ ַשׂ ֵ ֽמּ ַ‬ ‫ה‪ְ ,‬בּ ִקבּוּץ ָבּנֶ‬ ‫דם‪ָ .‬בּרוְּך ַא ָ‬ ‫וְ ָתגֵ ל ָהעֲ ָק ָר‬ ‫ְבּגַ ן ֵ ֽע ֶדן ִמ ֶ ֽקּ ֶ‬ ‫ה‪ִ ,‬רנָּ ה‪ִ ,‬דּיצָ ה‬ ‫שׂוֹשׂ ָתּ ִשׂישׂ‬ ‫ַשׂ ֵמּ ֲחָך יְ צִ ְירָך‬ ‫תן וְ כַ לָּ ה‪ ,‬גִּ ילָ‬ ‫הוּבים‪ ,‬כְּ‬ ‫ה‪ָ ,‬ח ָ‬ ‫קוֹל‬ ‫א ִ‬ ‫ם‪,‬‬ ‫ח‬ ‫ֲ‬ ‫ָ‬ ‫ה‬ ‫מ‬ ‫ָ‬ ‫ְ‬ ‫ֽיִ‬ ‫ל‬ ‫שׂ‬ ‫ים‬ ‫ָ‬ ‫ִ‬ ‫וּשׁ‬ ‫ָ‬ ‫וְ‬ ‫עִ‬ ‫שׂוֹן‬ ‫ר‬ ‫ר‬ ‫ֵ‬ ‫וֹת יְ‬ ‫ח‬ ‫א ֶשׁר ָבּ ָרא ָשׂ‬ ‫מּ‬ ‫ַשׂ ֵ ֽמּ ַח ְתּ ַשׂ ַ‬ ‫ַמע ְבּעָ ֵרי יְ ָ‬ ‫ְך ָהעוֹלָ ם‪ֲ ,‬‬ ‫הוּדה ְוּב ֻחצ שׁ ֵתּה נְ גִ ינָ ָתם‪.‬‬ ‫ֹלהינוּ‪ ,‬יִ ָשּׁ‬ ‫ֹלהינוּ ֶ ֽמלֶ‬ ‫וּנְ עָ ִרים ִמ ִמּ ְ‬ ‫מ ֵה ָרה‪ ,‬יְ יָ ֱא ֵ ֽ‬ ‫ַא ָתּה יְ יָ ֱא ֵ ֽ‬ ‫ֵמ ֻח ָפּ ָתם‬ ‫עוּת‪ְ .‬‬ ‫ָבּרוְּך‬ ‫ים‬ ‫ר‬ ‫ֵ‬ ‫נִ‬ ‫וְ‬ ‫ת‬ ‫לוֹם‬ ‫ָ‬ ‫ח‬ ‫ֲ‬ ‫וֹת‬ ‫שׁ‬ ‫ָ‬ ‫ל‬ ‫וְ‬ ‫ה וְ ַא ֲחוָ ה‬ ‫קוֹל ִמצְ ֲה‬ ‫ה‪,‬‬ ‫לָּ‬ ‫כַּ‬ ‫קוֹל‬ ‫וְ ֶח ְדוָ ה‪ַ ,‬א ֲה ָב ה‪ ,‬קוֹל ָח ָתן וְ‬ ‫שׂוֹן וְ קוֹל ִשׂ ְמ ָח‬ ‫ן עִ ם ַהכַּ לָּ ה‪.‬‬ ‫ָשׂ‬ ‫ְמ ַשׂ ֵ ֽמּ ַח ָח ָת‬ ‫רוְּך ַא ָתּה יְ יָ‪,‬‬ ‫ָבּ‬

‫ִשׁיר ַה ַמּ ֲע‬ ‫יִ ָמּלֵ א ְשׂ לוֹת‪ְ ,‬בּשׁוּב‬ ‫ח‬ ‫יְ יָ ֶאת ִשׁ‬ ‫ַיבת ִציּוֹן‪,‬‬ ‫לַ ֲעשׂוֹת וֹק ִ ֽפּינוּ וּלְ‬ ‫ָ‬ ‫ה‬ ‫ִ‬ ‫ֽ‬ ‫י‬ ‫שׁוֹנֵ‬ ‫ינוּ‬ ‫ֽנוּ‬ ‫ִ‬ ‫ְ‬ ‫כּ‬ ‫ר‬ ‫נָּ‬ ‫ח‬ ‫ִ‪by‬ע ‪n‬ם ֵ‬ ‫‪ֽ sig‬אלֶּ‬ ‫ֹלְ ִמים‪ָ .‬אז‬ ‫ה‪ָ ,‬אז יֹ ְ‬ ‫אמ‬ ‫‪ De‬ה‪ִ .‬הגְ ִדּ‬ ‫‪Ro‬‬ ‫‪chtְ man ©W‬שׁ ִ‪Lei‬ב ‪ֽ ֵ l‬‬ ‫ית‬ ‫ַה ֻסּכּוֹת ׀‬ ‫יל יְ יָ לַ ֲעשׂוֹת ִע ָ ֽמּנוּ‪ ָ ,‬רוּ ַבגּוֹיִ ם‪,‬‬ ‫ַ‬ ‫ה‬ ‫ִ‬ ‫ְ‬ ‫ה‬ ‫שּׁ‬ ‫גְ‬ ‫‪che‬נוּ‪ַ ,‬כּ ֲ‬ ‫ִ‬ ‫ִ‬ ‫א‬ ‫מ‬ ‫ִ‬ ‫דּ‬ ‫פ‬ ‫ינִ‬ ‫י‬ ‫יל‬ ‫ִ‬ ‫יק‬ ‫‪alder Ed‬‬ ‫ַ‬ ‫יְ‬ ‫יָ‬ ‫חג‬ ‫‪ucation‬‬ ‫ָוּבכֹה נ ֵֹשׂא ֶ ֽמ ים ַבּנֶּ ֽגֶ ב‪ַ .‬הזּ ְֹר ִעים ְבּ ִד ה ִ ֽיינוּ ְשׂ ֵמ ִח‬ ‫ָה ֲע ֶצ ֶֽרת ׀‬ ‫‪Pavilion‬‬ ‫לְ ט ָוֹבה‪ָ ,‬‬ ‫‪of Torah‬‬ ‫וּפ ְק ֵ ֽדנוּ‬ ‫ים‪ .‬שׁ ָוּבה יְ יָ‬ ‫ֶשׁ‬ ‫ְמ ָ‬ ‫ַהזִּ ָכּרוֹן ַה‬ ‫ע‬ ‫זֶּ‬ ‫ֶ‬ ‫ְך‬ ‫א‬ ‫בוֹ‬ ‫ַ‬ ‫ה‪,‬‬ ‫‪Umeso‬‬ ‫ה‪.‬‬ ‫ת‬ ‫ה‬ ‫ָ‬ ‫לִ‬ ‫ְ‬ ‫זּ‬ ‫זָ‬ ‫ַ‬ ‫בּ‬ ‫ִ‬ ‫ְ‬ ‫ְ‬ ‫ֽר‬ ‫ב‬ ‫ר‬ ‫כ‬ ‫ָ‬ ‫וְ‬ ‫ֵ‬ ‫נָּ‬ ‫ֽ‬ ‫ַ‬ ‫ר‬ ‫ע‪,‬‬ ‫ר‬ ‫‪rah‬‬ ‫ָ‬ ‫ר‬ ‫ה‬ ‫כ‬ ‫ֲ‬ ‫יִ‬ ‫בּ‬ ‫ח‬ ‫ְק ֽצֹרוּ‪.‬‬ ‫ֹא יָ בֹא‬ ‫ה‪ ,‬וְ ה ִ‬ ‫ִמים‪ ,‬ח‬ ‫וֹשׁ‬ ‫ָ‬ ‫נוּ‪ ,‬יְ יָ ֱא ֵ ֽ‬ ‫ְ‬ ‫ה‬ ‫ב‬ ‫ה‬ ‫ִ‬ ‫וּס‬ ‫ֵ‬ ‫יע‬ ‫ֽ‬ ‫ל‬ ‫וְ‬ ‫ר‬ ‫נָּ‬ ‫מז‬ ‫נוּ‬ ‫ָ‬ ‫וְֹך‬ ‫ח‬ ‫ה‬ ‫נֵּ‬ ‫יֵ‬ ‫ֽ‬ ‫מן‬ ‫נ‬ ‫לֵ‬ ‫ֹלהינוּ‪ ,‬בּוֹ‬ ‫בוֹ‬ ‫ֵ‬ ‫נוּ‪,‬‬ ‫לְ ַחיִּ‬ ‫נוטל כ‬ ‫ֹשׂא ֲאלֻ‬ ‫וְ ַר ֵחם‬ ‫ְך ֶמֽלֶ‬ ‫ים‪.‬‬ ‫מּ‬ ‫ָ‬ ‫וס‬ ‫ע‬ ‫ָ‬ ‫ְך‬ ‫לֵ‬ ‫ֹת‬ ‫ֽ‬ ‫ִ‬ ‫ַ‬ ‫וּב‬ ‫ְ‬ ‫ח‬ ‫יו‪.‬‬ ‫של‬ ‫ד‬ ‫ינוּ‬ ‫ַ‬ ‫וְ‬ ‫נּוּן‬ ‫ב‬ ‫וְ‬ ‫ר‬ ‫יין‬ ‫ַ‬ ‫ה‬ ‫ִ‬ ‫המס‬ ‫יע‬ ‫וֹשׁ ֵ ֽ‬ ‫בידו‬ ‫ו‬ ‫וב‬ ‫רחוּם ָ ֽ‬ ‫יְ שׁ ָוּעה‬ ‫א‬ ‫נוּ‪,‬‬ ‫ָ‬ ‫ִ‬ ‫ים‬ ‫תּ‬ ‫או‬ ‫כּ‬ ‫י‬ ‫ה‪.‬‬ ‫ֵ‬ ‫מר‪:‬‬ ‫א‬ ‫עונ‬ ‫ַ‬ ‫לֶ‬ ‫ֽ‬ ‫ר‬ ‫ים‪:‬‬ ‫בּ ַ‬ ‫יְ ִהי‬ ‫יָך ֵע ֵינ‬ ‫וֹתי‪ ,‬נְ ָב ֵרְך‪.‬‬ ‫ֵשׁם יְ יָ ְמב ָ‬ ‫והמזמן‬ ‫ֽינוּ‪ִ ,‬כּי ֵאל‬ ‫ְוּבנֵ ה יְ ר ָ‬ ‫וּשׁלַ ֽיִ ם ִ‬ ‫חוזר‪ :‬יְ ִהי ֵשׁם יְ יָ ְמב ֹרְך ֵמ ַע ָתּה וְ‬ ‫ְ‬ ‫וּשׁ עיר ַה ֽקֹּ ֶדשׁ‬ ‫ְ(דּוַ‬ ‫ַעד עוֹלָ ם‪.‬‬ ‫ב ַר ֲח ָמיו יְ ר‬ ‫ִבּ ְמ ֵה ָרה ְ‬ ‫ָֹרְך ֵמ ַע ָתּ‬ ‫י ָה ֵסר וְ גַ ם‬ ‫ָ לָ ֽיִ ם‪ָ .‬א ֵמן‬ ‫ביָ ֵמֽינוּ‪ָ .‬בּר‬ ‫ה וְ ַעד עוֹלָ‬ ‫ָחרוֹן‪ ,‬וְ ָאז‬ ‫וְּך‬ ‫ִ‬ ‫ם‪.‬‬ ‫א‬ ‫ַ‬ ‫לֵּ‬ ‫א‬ ‫ִבּ ְר ַכּ‬ ‫ָ‬ ‫ם‬ ‫תּ‬ ‫ְ‬ ‫ה‬ ‫בּ‬ ‫ָ‬ ‫יְ‬ ‫ִ‬ ‫בּ‬ ‫יָ‬ ‫שׁ‬ ‫יר יָ ר‬ ‫ת ְבּנֵ י ַא ֲה‬ ‫רוְּך ַא ָ‬ ‫ר‬ ‫‪ ,‬בּוֹנֵ ה‬ ‫תּ‬ ‫וֹן‪,‬‬ ‫ֹן‪.‬‬ ‫נְ‬ ‫ה‬ ‫ֵ‬ ‫)‬ ‫יְ‬ ‫ֽ‬ ‫ח‬ ‫יָ‬ ‫ִ‬ ‫נוּ‬ ‫בּ‬ ‫ְ‬ ‫ֱ‬ ‫ְ‬ ‫ר‬ ‫א‬ ‫בּ‬ ‫ַ‬ ‫שׁ‬ ‫ֶ‬ ‫ֵ‬ ‫ֽ‬ ‫(שׁ‬ ‫ֹלהינוּ‬ ‫בּ‬ ‫מ ְעגְּ לֵ י ֶ‬ ‫וּת ָמ ָרנָ ן וְ ַ‬ ‫ַה ִשּׂ ְמ ָחה ִ‬ ‫ֶמֽלֶ ְך ָהעוֹלָ‬ ‫ְוֹר ֵ ֽאנוּ‪ ,‬גּ ֲ‬ ‫וֹתי‪ ,‬נְ ָ צ ֶֽדק‪ְ ,‬שׁ ֵעה‬ ‫המסוב בּ ְמעוֹנוֹ וְ ֶ‬ ‫)שׁ ָא ַכֽלְ נוּ ִמ ר ָבּנָ ן וְ ַרבּ ַ‬ ‫וֹאלֵ ֽנוּ‪ ,‬י ְ‬ ‫וֹצ‬ ‫ם‪ָ ,‬ה ֵאל‪ָ ,‬‬ ‫ב ֵרְך ֱ‬ ‫ֵ ֽרנוּ‪ְ ,‬קד ֵ ֽ‬ ‫ֶשּׁלּוֹ‪.‬‬ ‫וֹשׁנוּ ְקדוֹשׁ יַ ֲ א ִ ֽבינוּ‪ַ ,‬מלְ ֵ ֽכּ‬ ‫ים עונ‬ ‫(א ֵ ֽ‬ ‫ֹלהינוּ) ַה ֶמּֽלֶ ְך ַהטּ‬ ‫ים‪:‬‬ ‫וֹב‬ ‫ָ‬ ‫וְ‬ ‫בּ‬ ‫ַ‬ ‫ר‬ ‫ה‬ ‫ֵ‬ ‫מּ‬ ‫ע‬ ‫וְּך‬ ‫ִ‬ ‫וֹענוּ נוּ‪ַ ,‬א ִדּ ֵ ֽירנוּ‪,‬‬ ‫ט‬ ‫ק‬ ‫ֹ‬ ‫ֱ‬ ‫יב‬ ‫ב‪,‬‬ ‫(א ֵ ֽ‬ ‫ִמ ֶשּׁלּוֹ ְוּב‬ ‫ֹלהינוּ) ֶ‬ ‫הוּא יֵ ִ‬ ‫ר ֵ ֽ ר ֵוֹע‬ ‫יטיב לָ ֽנוּ‪ .‬ה לַ כֹּל‪ֶ ,‬שׁ ְבּ ָכ‬ ‫(שׁ ַ‬ ‫טוּבוֹ ָח ִיֽינוּ‪.‬‬ ‫ל יוֹם וָ יוֹם הוּא ֵה ִטי ה יִ ְשׂ ָר ֵאל‪,‬‬ ‫ה ִשּׂ ְמ ָחה ִבּ‬ ‫וה‬ ‫וּא גְ ָמלָ ֽ‬ ‫ְמעוֹנוֹ‪ ,‬וְ ֶ‬ ‫ב‪,‬‬ ‫ִ מזמן חוזר‪:‬‬ ‫)שׁ ָא ַכלְ נוּ וּלְ ֶח ֶֽסד וּלְ ַ‬ ‫ָ‬ ‫ר‬ ‫בּ‬ ‫ֲ‬ ‫ח‬ ‫ר‬ ‫ִ‬ ‫נוּ‪ ,‬הוּא ג ְ‬ ‫מ‬ ‫וְּך‬ ‫ים‬ ‫וֹמלֵ ֽנוּ‪ ,‬הוּא יִ גְ ְמ הוּא ֵמ ִטיב‪,‬‬ ‫ֱ‬ ‫וּלְ‬ ‫(א‬ ‫ֶ ֽרוַ‬ ‫ֵֽ‬ ‫מ ֶשּׁלּוֹ ְוּב‬ ‫ֹלהינוּ) ֶ‬ ‫ַפּ ְרנָ ָסה‬ ‫לֵ ֽנוּ‬ ‫(שׁ ַ‬ ‫ח ַה ָצּלָ ה וְ‬ ‫טוּבוֹ ָח ִיֽינוּ‪.‬‬ ‫וְ ַכלְ ָכּלָ ה‪,‬‬ ‫ה ִשּׂ ְמ ָחה ִבּ‬ ‫לָ ַעד‪ ,‬לְ ֵחן‬ ‫ְ‬ ‫וְ‬ ‫מ‬ ‫ַה ְצלָ ָחה‪ְ ,‬‬ ‫ַ‬ ‫בּ‬ ‫ָ‬ ‫ר‬ ‫ֲ‬ ‫עוֹ‬ ‫ר‬ ‫ח‬ ‫ָ‬ ‫ִ‬ ‫כ‬ ‫לְ‬ ‫מ‬ ‫נוֹ‪,‬‬ ‫ה‬ ‫ים‬ ‫וִ‬ ‫ו‬ ‫)‬ ‫עוֹלָ‬ ‫וְ ַחיִּ‬ ‫ם ַ‬ ‫ישׁ ָ‬ ‫ְֶשׁ ָא ַכֽלְ נוּ‬ ‫ָבּרוְּך ַא ָתּ‬ ‫ים וְ ָשׁלוֹם וְ ָכל טוֹ וּעה‪ ,‬נֶ ָח ָמה‪,‬‬ ‫אל יְ ַח ְסּ ֵ ֽרנוּ‪.‬‬ ‫ְבּ ֵחן ְבּ ֶ ה יְ יָ ‪ֱ ,‬א ֵ ֽ‬ ‫ֹלהינוּ ֶמֽלֶ ְך‬ ‫ב‪ִ ,‬‬ ‫ח ֶֽסד ְוּב ַר ֲ‬ ‫וּמ ָכּל טוּב‬ ‫ָה ַר ֲח ָמן‪ ,‬ה‬ ‫ָהעוֹלָ ם‪ַ ,‬הזָּ‬ ‫ח‬ ‫ִ‬ ‫ן‬ ‫מ‬ ‫וּא‬ ‫י‬ ‫ֶ‬ ‫יִ‬ ‫א‬ ‫ְ‬ ‫ם‪,‬‬ ‫מ‬ ‫ת‬ ‫ל‬ ‫ה‬ ‫ָ‬ ‫ה‬ ‫וְֹך‬ ‫ָעלֵ ֽ‬ ‫וּא נ ֵ‬ ‫וֹתן‬ ‫עוֹלָ ם ֻ‬ ‫ְוּבטוּבוֹ ַהגָּ‬ ‫ינוּ לְ עוֹלָ ם וָ‬ ‫ָוּב ָ ֽא ֶרץ‪ָ .‬ה ַר‬ ‫לֶ ֶֽחם לְ ָכל ָבּ ָשׂר ִכּי כּלּוֹ ְבּטוּבוֹ‬ ‫דוֹל ָתּ ִמיד‬ ‫ֶעד‪ָ .‬ה ַר ֲח ָמ‬ ‫ֲח ָמן‪ ,‬הוּא יִ‬ ‫לְ‬ ‫ַבּ ֲעבוּר‬ ‫נְ ָ‬ ‫ֹלא ָ ֽח ַסר לָ ֽ‬ ‫ן‪ ,‬הוּא יִ ְת ָבּ ַ‬ ‫ְשׁ ַתּ ַבּח לְ ד‬ ‫ְשׁמוֹ ַהגָּ ד‬ ‫נוּ‪ ,‬וְ ַאל יֶ ְח ַסר לָ ֽנוּ ָמ עוֹלָ ם ַח ְסדּוֹ‪ .‬צ ִחים‪ ,‬וְ יִ ְת ַ‬ ‫ה‬ ‫ַ‬ ‫וֹל‪,‬‬ ‫דּ‬ ‫ִ‬ ‫ר‬ ‫כּ‬ ‫י‬ ‫ָ‬ ‫ֽ‬ ‫בּ‬ ‫וֹר דּ ִוֹרים‪ ,‬וְ יִ ְת ָ ֽפּ ַאר ָ ֽ רְך ַבּ ָשׁ ַ ֽמיִ ם‬ ‫ה‬ ‫נוּ‬ ‫ָמזוֹן‬ ‫לָ‬ ‫וֹתיו ֲא ֶשׁ וּא ֵאל זָ ן ְ‬ ‫בּנוּ לָ‬ ‫וּמ ַפ ְרנֵ ס לַ כֹּל זוֹן לְ עוֹלָ ם וָ‬ ‫לְ ָכל ְבּ ִריּ ָ‬ ‫ַעד וּלְ עוֹלְ ֵ‬ ‫ְבּ ָכבוֹד‪ָ .‬ה ַ‬ ‫ַעד וּלְ נֵ ַֽצח‬ ‫ר ָ‬ ‫ֶעד‪ .‬לְ ַא ְר ֵ ר ֲח ָמן‪ ,‬הוּא יִ ְשׁבּוֹר ֻעלֵּ מי עוֹלָ ִמים‪.‬‬ ‫בּ‬ ‫ֵ‬ ‫ָ‬ ‫וּמ‬ ‫ר‬ ‫ָ‬ ‫ִ‬ ‫ה‬ ‫ט‬ ‫ַ‬ ‫א‪.‬‬ ‫ר‬ ‫ֲ‬ ‫יב‬ ‫ָ‬ ‫ח‬ ‫בּ‬ ‫ָ‬ ‫לַ‬ ‫מ‬ ‫ר‬ ‫ן‪,‬‬ ‫כּ‬ ‫ה‬ ‫ֹל‪ֵ ,‬‬ ‫נֽ ֶוֹדה לְּ‬ ‫וְּך ַא ָתּ‬ ‫ֽצנוּ‪ָ .‬ה ַ‬ ‫וּמ ִכ‬ ‫ה‬ ‫ר‬ ‫ֽנוּ ֵמ ַעל‬ ‫ין‬ ‫ָך‪,‬‬ ‫יְ‬ ‫ֲ‬ ‫ח‬ ‫יָ‬ ‫ַ‬ ‫יְ‬ ‫ָ‬ ‫צ‬ ‫יָ‬ ‫‪,‬‬ ‫וָּ‬ ‫מ‬ ‫ַ‬ ‫ן‪,‬‬ ‫ֱ‬ ‫ה‬ ‫ֵ‬ ‫זָּ‬ ‫ֽ‬ ‫א‬ ‫אר‬ ‫ה‬ ‫וּא יְ ַפ ְרנְ ֵ ֽסנוּ‬ ‫ן‬ ‫ֵ‬ ‫ֶ‬ ‫נוּ‬ ‫ֽ‬ ‫וְ‬ ‫ֹלהינוּ‪,‬‬ ‫וּא יִ ְשׁלַ‬ ‫את ַהכֹּל‪.‬‬ ‫הוּא יוֹלִ ֵ ֽ‬ ‫זֶ ה ֶשׁ ָא ַכֽלְ‬ ‫ְוּר ָח ָבה‪,‬‬ ‫ח לָ ֽנוּ ְבּ ָר ָ‬ ‫ַעל ֶשׁ ִהנְ ַ ֽחלְ‬ ‫יכנוּ ק ְ‬ ‫וֹמ ִמיּוּת‬ ‫וְ ַעל ֶשׁה ֵ‬ ‫לַ טּוֹב‪ ,‬וִ נוּ ָעלָ יו‪ָ .‬ה ַר‬ ‫כה ְמ ֻר ָבּה ַ‬ ‫ָתּ לַ ֲאב ֵ ֽ‬ ‫וֹת‬ ‫וֹצ ָ ֽ‬ ‫את‬ ‫ֲח ָמן‪ ,‬הוּא יִ ְשׁלַ ח לָ ֽנוּ בּ ַ ֽבּיִ ת ַהזֶּ ה‪,‬‬ ‫ֹלהינוּ‪ֵ ,‬מ ֶ ֽא ֶר ינוּ ֶ ֽא ֶרץ ֶח ְ‬ ‫ֲע ָב ִדים‪ ,‬וְ ַעל ְבּ ִר ְ נוּ‪ ,‬יְ יָ ֱא ֵ ֽ‬ ‫ַיב ֶשּׂר לָ ֽנוּ‬ ‫וְ ַעל ֻשׁלְ ָחן‬ ‫מ ָדּה ט ָוֹבה‬ ‫ֶאת ֵאלִ יָּ ֽ‬ ‫יתָך ֶשׁ ָ‬ ‫ץ ִמ ְצ ַ ֽרי‬ ‫ח‬ ‫ַ‬ ‫ְבּשׂוֹרוֹת ט‬ ‫ֽ‬ ‫ם‪,‬‬ ‫ת‬ ‫הוּ‬ ‫ְ‬ ‫וֹב‬ ‫מ‬ ‫ַ‬ ‫ְ‬ ‫ָ‬ ‫ה‬ ‫וּפ‬ ‫נָּ‬ ‫ִ‬ ‫תּ‬ ‫וֹת‬ ‫וְ ַעל ֻח ֶ ֽקּ‬ ‫ִ‬ ‫ד‬ ‫ָ‬ ‫יְ‬ ‫ב‬ ‫ה‬ ‫ִ‬ ‫ַ‬ ‫ָ‬ ‫בּ‬ ‫ֽ‬ ‫יָך‬ ‫ר‬ ‫ית‬ ‫ְ‬ ‫שׁ‬ ‫ֲ‬ ‫יא‬ ‫וּע‬ ‫ח ָמ‬ ‫זָ כוּר‬ ‫ב ָשׂ ֵ ֽרנוּ‪ ,‬וְ‬ ‫נוּ ִמ ֵבּית‬ ‫ֶשׁה ַוֹד ְע ָ ֽ‬ ‫ן‪ ,‬הוּא יְ ָב ֵ‬ ‫וֹת וְ נֶ ָחמוֹת‪.‬‬ ‫ַעל תּ ָוֹר ְת‬ ‫ָמזוֹן ָ‬ ‫תּנוּ‪ ,‬וְ ַעל ַחיִּ‬ ‫רְך ֶאת ָ‬ ‫שׁ ַא ָתּה זָ ן ְ‬ ‫ים ֵחן וָ ֶח ֶ‬ ‫ָך ֶשׁלִּ ַמּ ְד ָ ֽתּ‬ ‫מ ָוֹר ִתי) ַבּ ֲ‬ ‫(א ִבי מ ִ‬ ‫וּמ‬ ‫וֹתנוּ ָתּ ִמיד‪ֽ ,‬סד ֶשׁחוֹנַ נְ ָ ֽתּנוּ‪ ,‬וְ ַעל ֲ נוּ‪ֲ ,‬א ֶשׁר לָ עלַ ת ַה ַ ֽבּיִ ת ַהזֶּ ה‪ ,‬א וֹרי) ַ ֽבּ ַעל ַ‬ ‫ַפ ְרנֵ ס א ָ ֽ‬ ‫ה‬ ‫ַ‬ ‫ֽ‬ ‫בּ‬ ‫יִ‬ ‫ת‬ ‫ַ‬ ‫ה‬ ‫זֶּ‬ ‫ָ‬ ‫א ִכילַ‬ ‫ֶהם‪,‬‬ ‫וְ ַעל ַהכּ‬ ‫וֹתם וְ‬ ‫ְבּ ָכל‬ ‫ֶ‬ ‫י‬ ‫ת‬ ‫ֹל‪,‬‬ ‫א‬ ‫יְ‬ ‫וֹם‬ ‫יָ‬ ‫ת‬ ‫ה‪ ,‬וְ ֶאת ִ‬ ‫ֵ‬ ‫ְ‬ ‫ֱ‬ ‫בּ‬ ‫וּב‬ ‫א‬ ‫ָ‬ ‫(א ִמּי‬ ‫כ‬ ‫ָ‬ ‫ית‬ ‫ֵ‬ ‫ל‬ ‫ֽ‬ ‫ֹלה‬ ‫ם‬ ‫ינוּ‪,‬‬ ‫ֵעת‬ ‫וְ ֶאת זַ ְר ָע‬ ‫ָה ַ‬ ‫ֲאנַ ְֽחנוּ מ ִ‬ ‫ִשׁ ְמָך ְבּ ִפי‬ ‫ְוּב ָכל ָשׁ ָעה‪.‬‬ ‫ם וְ ֶאת ָכּל‬ ‫וֹדים לָ ְך‪ְ ,‬‬ ‫ר ֲח ָמן‪ ,‬הוּא‬ ‫ָכּל ַחי ָתּ ִמ‬ ‫וּמ ָ‬ ‫ֶ‬ ‫יְ ָב ֵרְך א ִ‬ ‫ֹלהיָך ַע יד לְ עוֹלָ ם וָ ֶעד‪ַ .‬כּ ָכּתוּ ב ְר ִכים א ָ‬ ‫את יְ יָ ֱא ֶ ֽ‬ ‫וֹתי (וְ ָא ִבי‬ ‫וֹתְך‪ ,‬יִ ְת ָבּ ַרְך ֲא ֶשׁר לִ י)‬ ‫ל ָה ָ ֽא ֶרץ‬ ‫ב‪ ,‬וְ ָא ַכלְ ָ‬ ‫\ וְ ִא ִמּי \ וְ ִ‬ ‫תּ‬ ‫ַ‬ ‫א‬ ‫וְ‬ ‫ה‬ ‫ְ‬ ‫שׁ‬ ‫ָ‬ ‫טּ‬ ‫ִ‬ ‫שׂ‬ ‫ָ‬ ‫תּ‬ ‫ָ‬ ‫ֹב‬ ‫ֽ‬ ‫ָה ָ ֽא ֶרץ וְ‬ ‫י‬ ‫ב‬ ‫ְ‬ ‫ה‬ ‫ע‬ ‫\וְ‬ ‫ָ‬ ‫זַ‬ ‫ֲ‬ ‫תּ‬ ‫ְ‬ ‫‪,‬‬ ‫א‬ ‫ר ִעי‬ ‫א‬ ‫ֶשׁר נָ ַ‬ ‫ַעל ַה ָמּזוֹן‪.‬‬ ‫ֵוּב ַר ְכ ָ‬ ‫ֽת‬ ‫ָ‬ ‫תּ‬ ‫ן‬ ‫ֽ‬ ‫וֹת‬ ‫לָ‬ ‫נוּ‬ ‫וְ‬ ‫ְך‪.‬‬ ‫ֶ‬ ‫א‬ ‫\ וְ ֶאת ָכּל‬ ‫ָ‬ ‫בּ‬ ‫ת‬ ‫ר‬ ‫וְּך‬ ‫ָכּל‬ ‫ַר ֵח‬ ‫ַא ָתּה יְ יָ ‪ַ ,‬על וְ יַ ֲ‬ ‫ֲא ֶשׁר לָ ֽנוּ‪,‬‬ ‫ם‪ ,‬יְ יָ ֱא ֵ ֽ‬ ‫ֹלהי‬ ‫עקֹב‪ַ ,‬בּכֹּל‪,‬‬ ‫ְכּמוֹ ֶשׁנִ ְת ָ‬ ‫ִציּוֹן ִמ ְשׁ ַכּן ְכּ נוּ‪ַ ,‬על יִ ְשׂ ָ‬ ‫ִמכֹּל‪ ,‬כֹּל‪ֵ ,‬כּן יְ ָב ֵרְך בּ ְרכוּ ֲאב ֵ ֽ‬ ‫וְ ֹנ ַ‬ ‫וֹתינוּ‪ַ ,‬א ְב ָ‬ ‫וֹדָך‪ ,‬וְ ַעל ַ ר ֵאל ַע ֶ ֽמָּך‪,‬‬ ‫ב ֶֽ‬ ‫אמר ָא ֵמן‪.‬‬ ‫א ָֽ‬ ‫וֹתנוּ ֻכּלָּ ֽנוּ יַ ַֽחד ִבּ ר ָהם יִ ְצ ָחק‬ ‫וְ ַעל יְ ר ָ‬ ‫מלְ‬ ‫וּשׁ‬ ‫לַ‬ ‫וְ ַה ָקּ‬ ‫כ‬ ‫ֽיִ‬ ‫ד‬ ‫ם‬ ‫וּת‬ ‫ֵ‬ ‫וֹשׁ‬ ‫ִ‬ ‫בּ‬ ‫ע‬ ‫ֶ‬ ‫ֽ‬ ‫יר‬ ‫ְ‬ ‫ית‬ ‫ֶ‬ ‫ב ָר ָ‬ ‫שׁנִּ ְק ָרא‬ ‫ָך‪ ,‬וְ ַעל‬ ‫ָדּוִ ד ְמ ִשׁ ֶ ֽ‬ ‫ַבּ ָמּרוֹם יְ‬ ‫כה ְשׁלֵ ָמה‪,‬‬ ‫ִשׁ ְמָך ָע‬ ‫יחָך‪ ,‬וְ ַעל‬ ‫ַפּ ְרנְ ֵ ֽס‬ ‫לַ ְמּדוּ ֲעלֵ ֶ‬ ‫יהם וְ ָע‬ ‫לָ יו‪ֱ .‬א ֵ ֽ‬ ‫ָצ נוּ‪ ,‬וְ ַכלְ ְכּלֵ ֽ‬ ‫ַה ַ ֽבּיִ ת ַהגָּ דוֹל ְב ָ‬ ‫יחנוּ‪ ,‬וְ ַה ְרוַ ֹלהינוּ‪ָ ,‬א ִ ֽבי‬ ‫וּצ ָד ָק לֵ ֽינוּ זְ כוּת‪,‬‬ ‫ר ָכה ֵמ ֵאת‬ ‫נוּ‪ ,‬וְ ַה ְרוִ ֵ‬ ‫ֽ‬ ‫יְ‬ ‫ֶ‬ ‫נוּ‪,‬‬ ‫יָ‬ ‫שׁ‬ ‫ר ֵֽ‬ ‫‪,‬‬ ‫ְ‬ ‫וֹת‬ ‫תּ‬ ‫י‬ ‫ְ‬ ‫ֵ‬ ‫ר‬ ‫ְ‬ ‫ה‬ ‫ֵ‬ ‫נוּ‪,‬‬ ‫ע‬ ‫ֽ‬ ‫א‬ ‫וְ‬ ‫לְ‬ ‫נָ‬ ‫נוּ‪,‬‬ ‫ִ‬ ‫א ַ‬ ‫ח לָ‬ ‫זוּנֵ ֽנוּ‪ֱ ,‬א ִ‬ ‫ה ֵמ ֱא ֵ‬ ‫ֹלהי יִ ְשׁ ֵ ֽענוּ‪ ,‬וְ נִ ְ מ ְשׁ ֶמ ֶֽרת ָשׁ‬ ‫אל ַתּ ְצ ִר ֵ ֽ‬ ‫ֹלה ֽנוּ יְ יָ ֱא ֵ ֽ‬ ‫ֹלהים וְ ָא ָדם‪.‬‬ ‫וְ ֹלא‬ ‫יכנוּ‪ ,‬יְ‬ ‫ֹלהינוּ‬ ‫שׂ לוֹם‪ ,‬וְ נִ ָשּׂא‬ ‫מ ָצ‬ ‫יָ ֱא ֵ ֽ ינוּ‪,‬‬ ‫לִ ֵידי ַהלְ וָ ָ‬ ‫ְמ ֵה ָרה ִמ‬ ‫א ֵחן וְ ֵ ֽ ֶכל‬ ‫וְ ָה ְר ָח ָבה‪ֶ ,‬שׁ א ָתם‪ִ ,‬כּי ִ‬ ‫ֹלא לִ ֵידי ַ‬ ‫ָכּל לש‬ ‫מ‬ ‫א‬ ‫ְ‬ ‫ם‬ ‫תּ‬ ‫נַ‬ ‫בת‬ ‫לְ‬ ‫ת‬ ‫יָ‬ ‫ָ‬ ‫ְ‬ ‫טוֹב ְבּ ֵעינֵ י‬ ‫ה‬ ‫ָ‬ ‫ַ‬ ‫ד‬ ‫בּ‬ ‫ר‬ ‫ָ‬ ‫ָך‬ ‫ֲ‬ ‫שׂ‬ ‫ח‬ ‫ַה ְמּלֵ ָ‬ ‫ָמן‪ ,‬ה‬ ‫לֹּא נֵ ב‬ ‫ר וָ ָדם‪,‬‬ ‫א‬ ‫וּא‬ ‫וֹשׁ‬ ‫ה‪,‬‬ ‫וְ‬ ‫ָ‬ ‫יַ‬ ‫ַ‬ ‫ה‬ ‫נְ‬ ‫ה‬ ‫ְ‬ ‫ִ‬ ‫פּ‬ ‫ֹלא‬ ‫ח‬ ‫עוֹלָ‬ ‫נִ‬ ‫ת‬ ‫ילֵ‬ ‫ִ‬ ‫ָ‬ ‫וּח‬ ‫ֽנוּ‬ ‫מים‪.‬‬ ‫ָכּלֵ ם לְ‬ ‫ה‪ַ ,‬ה ְקּד ָ‬ ‫יוֹם ֶשׁ ֻכּלּוֹ‬ ‫וֹשׁה‬ ‫לשבת ְר ֵצ‬ ‫עוֹלָ ם וָ ֶעד‪.‬‬ ‫ַשׁ ָבּת ְ‬ ‫ה וְ ַה ֲחלִ ֵ ֽ‬ ‫וּמנ ָ‬ ‫לר”ח ָה ַר ֲח ָמ‬ ‫ַה ַשּׁ ָבּ‬ ‫יצנוּ יְ יָ ֱא ֵ ֽ‬ ‫וּחה לְ ַחיֵּ י‬ ‫ן‪ ,‬הוּא יְ ַח ֵדּ‬ ‫ֹלהינוּ ְבּ ִמ ְצ‬ ‫ת ַהגָּ דוֹל וְ ַה‬ ‫ליום טוב ָה ַר ֲח ָמן‪ ,‬ה שׁ ָעלֵ ֽינוּ ֶא‬ ‫ָקּדוֹשׁ ַהזֶּ ה‪ִ .‬כּי יוֹם זֶ ה ו ֶ ֹֽתיָך ְוּב ִמ ְ‬ ‫ת‬ ‫צ‬ ‫וַ‬ ‫ַ‬ ‫ה‬ ‫ת‬ ‫ֽ‬ ‫ח‬ ‫ֹ‬ ‫ֶ‬ ‫י‬ ‫בּוֹ וְ לָ נֽ ַ‬ ‫ד‬ ‫וֹם‬ ‫שׁ‬ ‫ַ‬ ‫ַ‬ ‫ה‬ ‫הזֶּ ה לְ‬ ‫גָּ דוֹל וְ‬ ‫וּא יַ נְ ִח‬ ‫לר‬ ‫ֶשׁלּ וּח בּוֹ ְבּ ַא ֲה ָ‬ ‫ְשּׁ ִב ִיעי‬ ‫ָ‬ ‫ב‬ ‫ט‬ ‫ילֵ‬ ‫ק‬ ‫”ה‬ ‫ָ‬ ‫ה‬ ‫ד‬ ‫וֹב‬ ‫ֽנוּ‬ ‫ָ‬ ‫ְ‬ ‫ה‬ ‫כּ‬ ‫ה‬ ‫ַ‬ ‫י‬ ‫ִ‬ ‫וֹש‬ ‫וְ‬ ‫ר‬ ‫מ‬ ‫ֲ‬ ‫ְ‬ ‫לִ‬ ‫וֹם‬ ‫ח‬ ‫ה‬ ‫צ‬ ‫וַ‬ ‫ָ‬ ‫ְ‬ ‫מ‬ ‫ֶ‬ ‫ב‬ ‫ָ‬ ‫שׁ‬ ‫תְ‬ ‫ֹא ְ‬ ‫וּא לְ ָפ ֶ‬ ‫ר ָכה‪.‬‬ ‫ֻכּלּוֹ טוֹב‪.‬‬ ‫ן‪ ,‬הוּא יְ ַח ֵדּ‬ ‫רצוֹנֶ ָֽך‪ִ ,‬וּב ְ‬ ‫ִצ ת ֵהא ָצ ָרה וְ יָ‬ ‫נֽיָך‪ ,‬לִ ְשׁ ָבּת‬ ‫לסוכות‬ ‫שׁ ָעלֵ ֽינוּ ֶא‬ ‫גוֹן וַ ֲאנָ ָחה ְבּיוֹם ְמנ ָ רצוֹנְ ָך ָה ִ ֽנ ַ‬ ‫יח‬ ‫ָה ַר ֲח ָמן‪ ,‬ה‬ ‫יּוֹן ִע ֶ ֽירָך‪,‬‬ ‫ת ַה ָשּׁנָ ה ַה‬ ‫לָ ֽנוּ יְ יָ ֱא ֵ ֽ‬ ‫ֹלהינוּ‪,‬‬ ‫וּח ֵ ֽתנוּ‪ .‬וְ ַה ְר‬ ‫וּא יָ ִקים לָ ֽנוּ ֶאת ֻס ַכּת זֹּאת לְ ט ָוֹב‬ ‫ְוּב ִבנְ יַ ן יְ ר ָ‬ ‫וּשׁלַ ֽיִ‬ ‫ַֽ‬ ‫ֵ ֽאנוּ יְ יָ ֱא ֵ ֽ‬ ‫וֹפ ה וְ לִ ְב ָר ָכה‪.‬‬ ‫ָה ַר ֲח ָמן‪ ,‬ה‬ ‫ָדּוִ‬ ‫וּב ַעל ַהנֶּ ָח‬ ‫ֹלהינוּ‬ ‫ם ִעיר ָק ְד ֶ‬ ‫וּא‬ ‫ֽ‬ ‫ְ‬ ‫ד‬ ‫שׁ‬ ‫יְ‬ ‫מוֹ‬ ‫בּ‬ ‫נֶ‬ ‫זַ‬ ‫ַ‬ ‫ָך‪,‬‬ ‫ה‬ ‫ֵ‬ ‫ָ‬ ‫ת‪.‬‬ ‫ֽ‬ ‫כּ‬ ‫ח‬ ‫נּ‬ ‫ִ‬ ‫ַ‬ ‫כּ‬ ‫מ‬ ‫ָ‬ ‫נוּ‬ ‫י‬ ‫ֽ‬ ‫לִ‬ ‫לֶ‬ ‫ת‬ ‫ַ‬ ‫א‬ ‫ָ‬ ‫תּ‬ ‫ת‪.‬‬ ‫(בשבת ור”ח ויו”ט ימוֹת ַה ָמּ ִ ֽשׁ ַ‬ ‫ה הוּא ַ ֽבּ ַע‬ ‫יח‬ ‫בר”ח ויו‬ ‫ל ַהיְ שׁוּעוֹת‬ ‫ִמגְ‬ ‫וּלְ ַחיֵּ י ָהעוֹלָ‬ ‫”ט‬ ‫ם‬ ‫דּוֹ‬ ‫ֱ‬ ‫ַ‬ ‫וּלְ‬ ‫ה‬ ‫א‬ ‫ל)‬ ‫זַ‬ ‫ָ‬ ‫יְ‬ ‫ְ‬ ‫בּ‬ ‫ֵ‬ ‫ר‬ ‫ֽ‬ ‫ֹלה‬ ‫שׁ‬ ‫א‪.‬‬ ‫עוֹ‬ ‫וּע‬ ‫ַ‬ ‫ינוּ וֵ א ֵ‬ ‫ָכּל יִ עד עוֹלָ ם‪ .‬ע ֶֹשׂה ָשׁלוֹם וֹת ַמלְ כּוֹ‪ ,‬וְ ֽעֹ ֶשׂה ֶח ֶֽסד בחול ַמגְ ִדּיל‬ ‫וְ יֵ ָר ֶצה‪ ,‬וְ יִ‬ ‫ֹלהי ֲאב ֵ ֽ‬ ‫וֹתינוּ‪ ,‬יַ ֲ‬ ‫ָשּׁ ַמע‪ ,‬וְ יִ ָפּ‬ ‫לִ ְמ‬ ‫וְ זִ‬ ‫ִבּ ְמר ָ‬ ‫ְשׂ ָר ֵאל‪ ,‬וְ ִ‬ ‫עלֶ ה וְ יָ בֹא‪,‬‬ ‫ֵקד‪ ,‬וְ יִ זָּ ֵכר‬ ‫ִשׁיחוֹ לְ ָדוִ ד‬ ‫וֹמיו‪ ,‬הוּא יַ ֲ‬ ‫ְכרוֹן ָמ ִ ֽשׁ ַ‬ ‫א ְמרוּ ָא ֵמן‪.‬‬ ‫וְ יַ ִ ֽגּ ַיע‪ ,‬וְ יֵ ָר‬ ‫יח ֶבּ‬ ‫זִ ְכרוֹנֵ ֽנוּ ִ‬ ‫ע ֶשׂה ָשׁלוֹם‬ ‫ֶאה‪ ,‬יְ ר‬ ‫ן ָדּוִ ד ַע ְב ֶ ֽדּ‬ ‫וּפ ְקדוֹנֵ ֽנוּ‪ ,‬וְ‬ ‫זִ‬ ‫ָך‪,‬‬ ‫אוּ‬ ‫וְ‬ ‫ְ‬ ‫כ‬ ‫זִ‬ ‫ֶ‬ ‫א‬ ‫ְ‬ ‫ַע ְמָּך ֵבּ‬ ‫כ‬ ‫ת‬ ‫רוֹן‬ ‫ָעלֵ ֽינוּ וְ ַעל‬ ‫יְ‬ ‫יָ‬ ‫ֲ‬ ‫רוֹן‬ ‫יִ‬ ‫א‬ ‫יְ‬ ‫ְ‬ ‫ְ‬ ‫ב‬ ‫ֵֽ‬ ‫ר ָ‬ ‫קד ָ‬ ‫וֹשׁ‬ ‫לְ ַחיִּ ית שׂ ָר ֵאל‬ ‫וּשׁלַ ֽיִ‬ ‫וֹתינוּ‪,‬‬ ‫לְ‬ ‫יו‪,‬‬ ‫ם‬ ‫ָ‬ ‫פ‬ ‫ִ‬ ‫ִ‬ ‫ֶ‬ ‫ע‬ ‫וְ‬ ‫כּ‬ ‫נ‬ ‫י‬ ‫ֽי‬ ‫ד‬ ‫יר‬ ‫ֵ‬ ‫ְ‬ ‫ָך‪,‬‬ ‫ָ‬ ‫א‬ ‫וֹר‬ ‫ק‬ ‫ְ‬ ‫לִ‬ ‫ין‬ ‫ֵ‬ ‫ד‬ ‫שׁ‬ ‫ְ‬ ‫ַ‬ ‫ֶֽ‬ ‫י יְ‬ ‫פלֵ ָ‬ ‫מ ְחס‬ ‫יטה‪,‬‬ ‫שָׁך‪ ,‬וְ זִ ְכרוֹן‬ ‫ים וּלְ ָשׁלוֹם‪,‬‬ ‫יָ ֹלא יַ ְח ְס‬ ‫וֹר לִ ֵיר ָאיו‪.‬‬ ‫לְ ט ָוֹבה‪ ,‬לְ‬ ‫ָכּל פּ ֵ ֽ‬ ‫ְבּיוֹם רֹאשׁ‬ ‫וֹת ַח ֶאת יָ ֶ ֽדָך‪ ,‬רוּ ָכל טוֹב‪.‬‬ ‫ְכּ ִפ ִירים ָר‬ ‫ֵחן וּלְ ֶח ֶֽסד‬ ‫ַה ֽחֹ ֶדשׁ ׀ ַח‬ ‫ַ‬ ‫וּמ ְשׂ ִ ֽבּ ַיע לְ ָ הוֹדוּ לַ ייָ ִכּי טוֹב‪ִ ,‬כּי שׁוּ וְ ָר ֵ ֽעבוּ‪,‬‬ ‫וּלְ ַר ֲח ִמים‪,‬‬ ‫ג ַה ַמּצּוֹת ׀‬ ‫לְ‬ ‫ַבּייָ ‪ ,‬וְ ָהיָ‬ ‫כל ַ‬ ‫ַחג ַה ָשּׁ ֻבע‬ ‫וֹת‬ ‫׀‬ ‫ה יְ יָ ִמ ְב ַטחוֹ‪ .‬נַ ַֽער ָה ִ ֽי חי ָרצוֹן‪ָ .‬בּרוְּך ַהגֶּ ֶֽב עוֹלָ ם ַח ְסדּוֹ‪.‬‬ ‫ַ‬ ‫ח‬ ‫ג‬ ‫וְ זַ ְרעוֹ‬ ‫ִ‬ ‫יתי‬ ‫ר ֲא‬ ‫ְמ ַב ֶקּשׁ לָ ֶֽח‬ ‫גַ ם זָ ַ ֽקנְ ִתּי‪,‬‬ ‫ֶשׁר יִ ְב ַטח‬ ‫ם‪ .‬יְ יָ עֹז לְ ַע‬ ‫וְ ֹלא ָר ִ ֽא ִ‬ ‫יתי ַצ‬ ‫מּוֹ יִ ֵתּן‪ ,‬יְ יָ יְ ָ‬ ‫ִדּיק נֶ ֱעזָ ב‪,‬‬ ‫ב ֵרְך ֶאת ַע‬ ‫מּוֹ ַב ָשּׁלוֹם‪.‬‬

‫שבע בר‬

‫שב‬

‫לנשואין‬

‫כות לנשואין‬

‫ע ברכות‬

‫‪booklet‬‬ ‫‪design‬‬

‫‪ilion of Tora‬‬

‫‪cation Pav‬‬

‫‪Rochel Leic‬‬

‫‪Design by‬‬

Experience 7/11-Present Walder Education Pavilion of Torah Umesorah, Skokie, IL Graphic Designer Have 1hr. appointments with many teachers designing, customizing, and printing assortment of classroom materials; including bulletin boards, posters, signs, booklets, worksheets, flashcards, and more. Lay out newsletter. Assist SmartBoard classes. Collaborate with curriculum department designing Alef-Beis curriculum. Place copyright on 1000+ drawings. Help set up for events. 6/10-8/10 Summer Intern Compiled catalog of all Pavilion material found on Chinuch.org. Aided teachers with die-cuts, laminating, and graphics. Designed a series Alef-Beis posters and banners. Assisted beginner computer and Microsoft Word classes. 8/09 Camp Bnos Ma’arava Ceramics Head Assisted campers of all ages in choosing ceramics pieces to paint. Helped campers paint pieces, and offered suggestions of which colors to pick and paint with. Worked under arts and crafts director along with another girl.

Rochel Leichtman 6635 N. Sacramento Chicago, IL 60645 773-970-1168 rochel@leichtman.com

Committees 6/09-6/10 Bais Yaakov High School of Chicago Yearbook Editor Designed yearbook, cover to cover. Collaborated with co-editors and committees to come up with ideas for pages. Worked with the administration to ensure that the yearbook met school standards. Met deadlines, enabling yearbook to be distributed before graduation. ‘09-’11 BYHSC, Camp Bnos Ma’arava, BYA Props Head Found and organized props for school and camp play within short timeframe. Worked with committee to arrange props on stage, and to ensure quick smooth breaks between scenes. Education 10/11-7/12 9/10-6/11 9/06-6/10

Design Alive Graphics School Machon Bnos Yehudah (BYA Seminary) Bais Yaakov High School of Chicago

Software Skills Windows, Illustrator, InDesign, Photoshop, SMART Notebook, Davka Writer, Excel, Word Language Skills Hebrew

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