The Masoretic Hebrew Accents in Translation and Interpretation
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Mazal 12-13 Layout 1
Mount Zion Temple NON-PROFIT 1300 Summit Avenue US POSTAGE PAID PERMIT NO. 814 MaZAL . Mount Zion Adult Learning Saint Paul, MN 55105 TWIN CITIES, MN Address Service Requested 5773 - 2012/2013 How our Adult Education Inside this brochure are classes and one-time programs for all kinds Program is Organized of learners. Browse and find something that sparks your curiosity. Our adult education offerings are divided More offerings are still being planned for the year. into three categories, corresponding to the three core values of Mount Zion’s vision: If you have suggestions, comments, or questions, please contact: Rabbi Spilker ([email protected]) or TORAH vru, Siana Goodwin ([email protected]) incoming chair of MaZAL. Life-long Learning t Sacred Texts t Hebrew In this category, you will find courses, lectures, and discussions on Torah and other Did Isaac offer himself as a sacrifice? sacred Jewish literature. You will also find lessons at all levels in the Hebrew language Study Genesis, Chapter 22: The Akedah/Binding of Isaac through which we are best able to access these Rashi study in Downtown Minneapolis sacred texts. Thursdays (on-going), Noon-1 p.m. (Call the Mount Zion office to confirm class schedule). AVODAH vsucg 220 S. 6th St., Suite 1800 Minneapolis (US Bank Building) Rabbi Adam Stock Spilker Worship t Liturgy t Spirituality In our methodic reading of Genesis beginning Here you will find classes covering topics on years ago in the beginning, we have arrived to religion and spirituality, including liturgy, chapter 22 in time for the High Holy Days. -
167 BIBLIOTHECA ORIENTALIS LXXVI N° 1-2, Januari-April 2019 168
167 BIBLIOTHECA ORIENTALIS LXXVI N° 1-2, januari-april 2019 168 OUDE TESTAMENT It also discusses the origin of these books, arguing for a Mosaic core that grew over time and was completed by HUBBARD Jr., R. L. and J. A. DEARMAN — Introducing Ezra. Rather than describing stories as either fact or fiction, the Old Testament. William B. Eerdmans Publishing they propose understanding biblical texts on a literary spec- Co., Grand Rapids, 2018. (23,5 cm, XXII, 540, includ- trum that spans from the factual to the traditional; they ing tables, charts and illustrations). ISBN 978-0-8028- reserve the Exodus and the resurrection of Jesus as historical 6790-2. $ 40.00. events. Chapter four covers Genesis 1-11, explaining its title, organization, and genre. A few other Ancient Near East sto- It can be challenging to find an introduction to the Hebrew ries are described generally, though the authors do not Bible textbook that matches the professor’s desired approach believe they are sources for Genesis, just likewise drawn and the needs of an institution. Is the class designed to intro- from rich Ancient Near Eastern culture. Chapter five covers duce students to the Hebrew Bible? Is it to help religious Genesis 12-50, calling its genre “family history.” As con- students better understand their scriptures and theology? text, the authors provide the history of the second millen- Is it for introducing scholarly methods to students already nium BCE; they concede that there is no direct evidence that familiar with the content of the Bible? Is it something in the patriarchs existed but suggest they are historical persons between? If so, where? because their names, customs, and lifestyle match the time Robert L. -
Accents, Punctuation Or Cantillation Marks?
Accents, Punctuation or Cantillation Marks? A Study of the Linguistic Basis of the ṭəʿ Matthew Phillip Monger Masteroppgave i SEM4090 Semittisk Språkvitenskap 60 studiepoeng Program: Asiatiske og afrikanske studier Studieretning: Semittisk språkvitenskap med hebraisk Instituttet for kulturstudier og orientalske språk UNIVERSITETET I OSLO 1. juni 2012 II Accents, Punctuation or Cantillation Marks? A Study of the Linguistic Basis of the ṭəʿ Matthew Phillip Monger (Proverbs 1:7) יִרְאַ ַ֣תיְְ֭הוָ ה רֵ אשִ ַ֣ ית דָ ָּ֑עַ ת III © Matthew Phillip Monger 2012 Accents, Punctuation or Cantillation Marks? The Linguistic Basis of the ṭəʿ Matthew Phillip Monger http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract This thesis discusses different strategies for interpreting the placement of the ṭəʿ in Masoretic Text of the Hebrew Bible. After introducing the signs and their distribution in the text, the thesis looks at different levels of linguistic analysis where the ṭəʿ provide interesting information. At the word level, word stress and vowel length are discussed. At the phrase level, the different types of phrases are analyzed in light of a closest constituent analysis. At the verse level, the distribution of the ṭəʿ is shown to depend on simple rules which maximize the most common structures of Tiberian Hebrew. Prosodic structure is also evaluated to show what bearing that it has on the placement of the ṭəʿ . Finally, the ṭəʿ are discussed in relation to discourse features. The goal of the thesis is to show that the ṭəʿ are not simply musical notation, but have a linguistic basis, and provide insight into linguistic features of Tiberian Hebrew. -
Haftarah of Veetchanan – Isaiah 40:1-26 Chantable English Version by Len Fellman Based on the Translations of Aryeh Kaplan, the Stone Edition Tanach, I.W
Haftarah of VeEtchanan – Isaiah 40:1-26 chantable English version by Len Fellman based on the translations of Aryeh Kaplan, the Stone Edition Tanach, I.W. Slotski, W. Gunther Plaut, and The Jersualem Bible 1 Comfort, O comfort My people. So says your God. 2 [You must speak] to the heart of Jerusalem and proclaim to her that ended [is her term of service], that pardoned is her guilt, that she has received [from the hand] of YHWH double for all her sins. 3 A voice calls out [in the wilderness]: “Open a way for YHWH. Make straight in the desert a highway for our God. 4 Every valley will be raised, every mountain and hill made low, every cliff [will become level], and the ridges––a valley. 5 [Then will appear] the glory of YHWH. [They will see it], all flesh together, [Because indeed] the mouth of YHWH has spoken. 6 A voice commands: “Cry out!” The response: “What shall I cry?” “All flesh is grass, [and all its beauty] like a flower of the field. 7 The grass withers, the flower fades, [because of the fact] that the breath of YHWH blows upon it. Surely, like grass is the people. 8 The grass withers , the flower fades. But the word of our God (Eloheinu) will stand forever.” 9 Upon [a high mountain] ascend, O herald of Zion, [lift up] with strength your voices, O messenger of Jerusalem. [Lift them up], [have no fear]. Say to the cities of Judah: “Behold your God!” 10 Behold, YHWH our God is coming in power, and His arm [wins triumph] for Him. -
1 Samuel 1-1 to 2-10.Doc Page 1 of 4 Haftarah of Rosh Hashanah Day 1
Haftarah of Rosh Hashanah Day 1 – 1st Samuel 1:1-2:10 chantable English version by Len Fellman based on the translations of Aryeh Kaplan ‘The Living Torah’, the Stone Edition Tanach, The Artscroll Machzor, and The Jersualem Bible based on the Hebrew version chanted by Moshe Haschel in ‘Navigating the Bible II’; http://bible.ort.org/books/haftarotd4.asp?action=displaypage&book=6&chapter=1&verse=1&portion=63 1:1 [Once there was] a certain man from Ramathaim-Tsofim, from the Mount of Ephraim, [and his name] [was Elkanah],[son of Yerocham],[son of Elihu], son of Tohu, son of Tsuf , an Efrati. 2 And he had two wives: the name of one was Hannah, the name of the other one––Peninnah. It happened that Peninnah had children, but Hannah had no children. 3 [He would go up]––the man Eli––from his city from year to year [to worship and] [offer sacrifice] to Adonai Ts’vaot in Shiloh. [And in that place]the two[sons of Eli], Chophni and Pinchas, were priests to Adonai. 4 [And it would be] [on the day] [that he made offerings]––Elkanah–– [that he gave]to Peninnah his wife,[to all her sons],[and to her daughters]––portions. 5 [But to Hannah] [he would give] one portion doubled, since his Hannah he loved, though Adonai had closed her womb. 6 [And she was taunted] by her rival continually, with the purpose of annoying her, because closed by Adonai was Hannah’s womb. 7 And so it was, year after year: when she (Peninnah) would go up to the house of the Lord, [she would not fail]to provoke her, so that she cried and did not eat. -
히브리어로 성경을 읽자.04과.245..380쪽 (Pdf)
(qPem); 이 중에서도 제일 중요 한 부분은 [어절억양 5가족]( )이다. 한글로 적혀 있으니까 나머지 부분들도 쭉 한 번 읽고 넘어가기 바란다. 4과에서는 정지선 및 연결선과 50개의 어절억양들을 공부한다. 4과를 쓰면서 어떻게 써야 이 책으로 공부하는 사람들이 편하게 공부할 수 있 을까? 많은 생각을 했다. 첫 째로 공부하기에 편리하도록 하기 위해서 어절억양 이 름들을 모두 우리말로 만들어 제공했다. 4과에서 약 50개의 어절억양들을 소개한 다. 그러나 무엇보다도, (4됵)에서 설명하는 어절억양 5가족에 대해서 이해하고, 히브리어 성경구절에 찍힌 어절억양들을 5가족을 사용하면서 분류해 낼 수 있다면, 4과에서 어절억양 공부는 잘되었다고 본다. 아래 5가족들은 (JM§15i)에서 1-12 가지로 분류한 악센트들이다. 이를 가지고, BHS 번역을 바르게 했는지를 확인하는 방법으로 사용할 수 있도록, [5가족]으로 발전 시켜서 소개한다. 본인도 4과를 이 러한 짜임새를 갖추어 내어놓는 바에 대해서 흡족하게 생각하는 바이다. 4과 공부 내용은 아래와 같다: gt,m, 메테그 "제어“ (4다) ta와 4서 4-8 (4귝) (4뉵) (4댝) (4럭) - 245 - A=기동사,B=기재사,C=강동사,D=강수사,E=강재사,F=사동사,G=사수사,H=겹자에,I=겹자아,J=겹재사,K=포엘,L=포알, M=히트포엘,N=팔렐,O=풀랄,P=히트팔렐,Q=필펠,R=폴펠,S=히펠,T=퍼알랄,U=티펠,V=히씨타펠,W=넉자어근,X=싸펠 ( =-- 절휴지표 & =--+반절휴지표 + =--제2반절표)i ( =삼각점분. & =| -막대체인분. + =지팡이분, -고리분) ( =강한쌍점, =쌍점분 + =-위엣, =--쌍위엣분, =-화살분) ( =-제2반절표 + =-점빗금분, =--빗금분, =-쌍빗금분) ( =-다이아분 + =-갈림분, =-뿔분, =--쌍뿔분) 다른 억양들은 쭉 한두 번 읽어 보면서, 어느 기호가 분리억양인지 연결억양 인지를 식별할 정도로만 이해하고 5과로 넘어가면 충분하다. 필요할 때면 쉽게 찾 아 볼 수 있도록 어절억양 기호 표를 Book V 뒤편에 붙였다. 이렇게 찾아보면서 사용하다 보면 언젠가는 자연스럽게 내 것이 된다. 어절억양은 찍힌 그대로 알아 볼 수 있으면 족하다. -
Page Zero of Torah Tidbits 759 Dear TT•PDF Reader, the Hard Copy of TT Is Read Primarily by People Living in Israel
Page Zero of Torah Tidbits 759 Dear TT•PDF reader, The hard copy of TT is read primarily by people living in Israel. The website and the email, which now links heavily to the website, is read by people all over the world. Largest segment of the readership is from the States, but many people in Israel prefer the electronic versions of TT, either because hard copy is unavailable to them, or they like the pick and choose your features aspect of the eTT. We have subscribers in the UK, Australia, South Africa, Argentina, Holland, Czech Republic, and many other places around the world. We know a little about the whereabouts of the readership from their email addresses. We wanted to share this with you and thank you for reading, because without you, our "falling tree in the forest" might not be making a Lead Tidbit cont. from Front Page sound. This issue is a TRIPPPLE one, passage is said in Aramaic, which was the covering Shabbat HaGadol (Tzav), common spoken language at the time of Pesach, and Sh'mini. With Chag the compilation of the Hagada. Hebrewending for us on Monday night, we was not understood by many Jews. It is vital that all Seder celebrants know the were afraid we wouldn't be able to meaning of this opening statement, hence keep to our production timetable. It it is in Aramaic rather than Hebrew, as the was not easy to put this issue out, but rest of the Hagada is. (Actually, our last part of the Hagada Chad Gadya is also in we hope you find it informative and Aramaic.) So our "child" sees all kinds of useful. -
A Comprehensive Analysis of Psalm 137, a Communal Lament
A COMPREHENSIVE ANALYSIS OF PSALM 137, A COMMUNAL LAMENT By Chan, Kwok Leung Desmond Presented to the Faculty of Dallas International University in partial fulfillment of the requirements for the degree of Master of Arts with major in Applied Linguistics Dallas International University April 2020 ©2020 Chan, Kwok Leung Desmond All Rights Reserved CERTIFICATE acknowledge that use of copyrighted material in my thesis may place me under an obligation to the copyright owner, especially when use of such material exceeds usual fair use provisions. I hereby certify that I have obtained the written permission of the copyright owner for any and all such occurrences and that no portion of my thesis has been copyrighted previously unless properly referenced. I hereby agree to indemnify and hold harmless Dallas Intermational University from any and all claims that may be asserted or that may arise from any copyright violation. Signature Date THESIS DUPLICATION RELEASE to this thesis T hereby authorize the Dallas International University Library duplicate when needed for research and/or scholarship. Agreed: (student signature) Refused: (student signature) ABSTRACT A COMPREHENSIVE ANALYSIS OF PSALM 137, A COMMUNAL LAMENT Chan, Kwok Leung Desmond Master of Arts with major in Applied Linguistics Dallas International University, April 2020 Supervising Professors: Arden G. Sanders and Joshua L. Harper Poetry is a common literary form of the Old Testament. However, poetry is not easy to understand or translate. This thesis is a comprehensive analysis of Ps 137, which is commonly regarded as a communal lament. The purpose of this study is to demonstrate how to prepare an in-depth analysis of Hebrew poetry, which serves as the foundation for a proper translation of Hebrew poetry, using Ps 137 as an example. -
1 Teruma 5724. Alef. 1. A. the Wood Was Originally Planted by Yaakov In
Teruma 5724. Alef. 1. a. The wood was originally planted by Yaakov in Egypt and brought out of Egypt when the people were freed from slavery. b.The wood grew near Mt. Sinai and was harvested when needed. c. The wood was purchased from peoples with whom the Jews traded. 2. The reason why RaShI explains a second time how Yaakov originally planted these trees in Egypt in anticipation of the eventual construction of the Mishkan is because of the “Heh Rather than simply making boards for the Mishkan, the people .”הקרשים“ ,HaYedia” in 26:15 made the boards, which had already been anticipated. It would appear that while other parts of the Mishkan were also constructed from this material, i.e., the Aron (25:10) and the Shulchan (25:23), the main reason for the growing of the wood and probably the purpose for which most of the wood was devoted, was the construction of the boards. 3. In the first commentary, the Peirush HaAroch,1 Ibn Ezra prefers the interpretation that the וכל אשר נמצא אתו עצי “ (trees were growing in the vicinity of Mt. Sinai. The phrase (35:24 refers to those who had harvested some of these locally ”שטים לכל מלאכת העבודה הביאו grown trees in order to construct shelters for themselves, were now being called upon to contribute that wood for the purpose of constructing the Mishkan. In the Peirush HaKatzar, Ibn Ezra, probably based upon the same phrase that he used to construct his first interpretation, now redefines his understanding to be similar to that of the Midrash and RaShI (he does not necessarily accept that this was all part of a plan that Yaakov had shared with his family; only that the Jews brought the wood from Egypt in anticipation of their own lodging needs), i.e., that these were brought from Egypt rather than harvested locally. -
Dead Sea Scrolls - the Music of the Bible an Overview on the Work of Suzanne Haik-Vantura(1912 - 2000)
Dead Sea Scrolls - The Music of the Bible An overview on the work of Suzanne Haik-Vantura(1912 - 2000) Hebrew Bible Cantillation ITU-State Conservatory, Istanbul. Term Project Mehmet Okon¸sar January 27, 2011 i Contents Biblical research 1 BiblicalExegesis ............................ 1 TraditionalJudaicBibleStudies . 2 Musical Archeology 2 ”NewTestament”Times .. .. .. .. .. .. .. .. .. 2 IncantationversusChanting. 3 Dead Sea Scrolls 4 Thediscovery.............................. 6 TheimportanceoftheScrolls . 7 Qumran-EsseneTheory and the departures from it . 8 The texts 9 GroupingtheScrolls .. .. .. .. .. .. .. .. .. .. 10 Excavations............................... 11 The Story of the Discovery 11 TheBedouins.............................. 11 MarSamuel............................... 12 The photographies allows for the reading . 12 Gettingintotherighthands. 13 Historical importance of the Scrolls . 13 Facts About the Dead Sea Scrols . 14 On Jewish Liturgical Music 17 Maqams 18 Cantillation Signs 19 ThePurposeofCantillationSigns . 20 Thesyntacticalfunction . 20 Importanceintheunderstanding . 21 Thephoneticfunction . 22 Themusicalfunction.. .. .. .. .. .. .. .. .. .. 22 Types of Cantillation Marks 22 Babyloniansystem ........................... 22 Palestiniansystem ........................... 23 Tiberiansystem ............................ 24 Differentiation in the poetic books . 25 Notation 25 ii Suzanne Haik-Vantura 26 The Methodology 28 The schools of interpretation of the signs . 28 Appendices 30 NamesandMeaningoftheSigns . 30 Sequences -
Issues in the Representation of Pointed Hebrew in Unicode
Issues in the Representation of Pointed Hebrew in Unicode http://www.qaya.org/academic/hebrew/Issues-Hebrew-Unicode.html Issues in the Representation of Pointed Hebrew in Unicode Third draft, Peter Kirk, August 2003 1. Introduction The Hebrew block of the Unicode Standard (http://www.unicode.org/charts/PDF/U0590.pdf) is intended to include all of the characters needed for proper representation of Hebrew texts from all periods of the Hebrew language, including fully pointed and cantillated ancient texts such as that of the Hebrew Bible. It is also intended to cover other languages 1 written in Hebrew script, including Aramaic as used in biblical and other religious texts as well as Yiddish and a few other modern languages. In practice there are a number of issues and minor deficiencies in the Hebrew block as currently defined, in version 4.0 of the Unicode Standard (http://www.unicode.org/versions/Unicode4.0.0/), which affect its usefulness for representation of pointed Hebrew texts and of Hebrew script texts in some other languages. Some of these simply require clarification and agreed guidelines for implementers. Others require further discussion and decision, and possibly additions to the Unicode standard or other action by the Unicode Technical Committee. The conclusion reached in this paper is that two new Unicode characters should be proposed; other issues can be resolved by use of suitable sequences of existing characters, provided that such use is generally agreed by content providers and rendering systems. Several of these issues relate to different typographical conventions for publishing of Hebrew texts. -
Sichat Torah TERUMAH Exodus 25:1-27:19 Triennial Reading Exodus 26:1-30 Haftarah I Samuel 15:2-15:34 Source Sheet by Rabbi Shena Potter Jaffee
Sichat Torah TERUMAH Exodus 25:1-27:19 Triennial Reading Exodus 26:1-30 Haftarah I Samuel 15:2-15:34 Source Sheet by Rabbi Shena Potter Jaffee Exodus 26:1-30 שמות כ״ו: א׳-ל ׳ (1) As for the Tabernacle, make it of ten strips of )א( ְו ֶאת־ ַה ִּמ ְש ֥ ןכ ַּתֲע ֖ שה ֣ע ש רְיִר יע ֑ ת ש ֣ ש ,cloth; make these of fine twisted linen, of blue מ ְש ֗ ז ְרּות ֤ כ לתְ וַּאְרָּגָּמ ֙ ן וְת לַּ֣ ַּעתָּשִנ ֔ ְי כֻר ִ ֛ בים purple, and crimson yarns, with a design of cherubim worked into them. (2) The length of מַ ֥ עֲשה ח ש ֖ ב ַּתֲע ֥ ש ה אָָּֽתם׃ )ב( א ֣ רְך ׀ַּ הְיִרָּיע ֣ ה each cloth shall be twenty-eight cubits, and the ה ָֽאַחַ ֗ תְש מ ֤ נ הְו ֙עְשִרים ָָּֽבַּאָּמ ֔ ה ֙וְר חַּ ֙ב ַּאְר ַּ֣ בע width of each cloth shall be four cubits, all the ב ַא ֔מ ַּההְיִר ָּ֖ה יעהָּא חָּ ֑ תִ מָּד ֥ה אַּחַּ ֖ ְתלָּכ ל־ cloths to have the same measurements. (3) Five of ַהְיִּריע ָֽת׃ )ֲג( ח ֣ מ ַּש הְיִר יע ֗ ת ִָֽתְה ֙ י ֙יןָּ ָֽ חְב ר ֔ ִתאָּש ֖ ה the cloths shall be joined to one another, and the אֶל־אֲח ֑ ּהת ֤וְחָּמ שְיִר ֙יעת ָֽ חְב ר ֔ ִתאָּש ֖ ה אל ־ (other five cloths shall be joined to one another. (4 אֲחת ָֽה ׃ )ד( וְע ש ִּ ֜ יתָּ ֣ לָֻֽלְאת ְת ֗ לכ ת עַּ ֣ לְ שַּפ ֤ ת Make loops of blue wool on the edge of the outermost cloth of the one set; and do likewise on ֙ הָּא חָּ ֔ תִ מָּק ָּ֖ה צבַּח בָּ ֑ רתְו ֤ ןכ ַּתֲע ש ֙ ה ַהְיִּרי ע ה (the edge of the outermost cloth of the other set: (5 ב ִּ ְ שפַ֣ ַּתהְיִר ָּ֔ יע ַּה ה ִ ֣קיצֹונָּ֔ ַּהבַּמְח ב ֖ הרַּת ש ִָֽנית׃ make fifty loops on the one cloth, and fifty loops ֲ)ה( חִּמ ִּ ֣ יםש ֗לָֻֽלָּא ת ַּתֲע ש ֮ ה ַּבְיִרָּיע ֣ ה ָּה אָּח ֒ ת on the edge of the end cloth of the other set, the ַוֲחִּמ ִּ ֣ יםש ֗ תלָֻֽלָּא ַּתֲע ש ֙ ה ִבְק ֣ צ ַּההְיִרָּיע ֔ ֲה א ֖ שר loops to be opposite one another.