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Sample ISRAEL Tikkun Olam Activities Leslie Gubitz, NFTY-OV
Sample ISRAEL Tikkun Olam Activities Leslie Gubitz, NFTY-OV SAVP 2006-2007 Judaism is the only religion in which Tzedakah is not a once-in-a-while action, but instead is encouraged to be practiced every day. Jews are guided to give Tzedakah often, commit to Social Action regularly, as well as promote Tikkun Olam among other friends and families. Often it is difficult to involve youth group members in Social Action activities if the participants do not instantly see the effects of their actions. However, Maimonides’ Eight Levels of Tzedakah stresses that although Tzedakah may affect the recipient on many different levels, ALL Tzedakah is important. It is strongly encouraged that you teach this value to your youth group so that they can understand that not every Social Action activity provides visible advances, and yet all forms of Tikkun Olam are acceptable, appreciated, and necessary. EVERY LITTLE BIT COUNTS! TZEDAKAH: An Explanation of Maimonides Eight Levels of Tzedakah as well how Tzedakah and Charity can utilized through modern day Judaism. This program might be used in whole or in part and could aid in introducing Tikkun Olam and Social Action to any sized youth group. (Appendix A) Once your youth group has had an introduction to Tikkun Olam and Social Action, be sure to give them more opportunities to commit to helping others. BY organizing events, lock-ins, programs, or drives your youth group will be able to aid the community or world through outreach activities. A specific interest that you should relay to your youth group is the need for support for Israel. -
The Current State of Masoretic Studies*
SEFARAD, vol. 73:2, julio-diciembre 2013, págs. 423-458 ISSN: 0037-0894, doi: 10.3989/sefarad.013.015 ESTADO DE LA CUESTIÓN The Current State of Masoretic Studies* Elvira Martín Contreras** ILC-CCHS, CSIC, Madrid The foundation of the International Organization of Masoretic Studies (IOMS) in 1972 was a turning point in the studies on Masorah. Since then, Masoretic studies have undergone a true renaissance. The publications on Masoretic issues have proliferated, and the importance of the Masorah for the study of the text of the Hebrew Bible has been stressed in numerous reviews. This brief survey presents the evolution of Masoretic stu- dies, the main research lines and achievements, and some of the most relevant works in the last forty years. KEYWORDS: Masorah; Ketib-Qere; Grammar; Hebrew Bible Text. ESTADO DE LA CUESTIÓN DE LOS ESTUDIOS MASORÉTICOS.— La creación de la International Organization of Masoretic Studies (IOMS) en 1972 supuso un punto de inflexión en los estudios sobre Masora. Desde entonces, los estudios masoréticos han experimentado un auténtico renacer. Las publicaciones sobre temas masoréticos han proliferado y la impor- tancia de la Masora para el estudio del texto de la Biblia Hebrea ha sido resaltada en nu- merosas reseñas. Esta breve panorámica ofrece la evolución de los estudios masoréticos, sus principales líneas de investigación y logros, así como los trabajos más significativos de los últimos cuarenta años. PALABRAS CLAVE: Masora; ketib-qere; gramática; texto de la Biblia hebrea. Last year marked the 40th anniversary of the creation of the International Organization of Masoretic Studies (IOMS) by Prof. Harry Orlinsky brin- ging together all the modern “Masoretes” and enabling work in this field. -
High Holy Day Cantillation Treitman RB-CANTR-523B
Rabbinical School RB-CANTR-523B: High Holy Day Torah Cantillation Cantor Louise Treitman 1 graduate credit Syllabus for Spring Semester 2019: High Holy Day Torah 9:30-10:40 Wednesdays Contact Information: 617-699-8864 (mobile) [email protected] (please put “CANTILLATION” in subject line) COURSE DESCRIPTION: This class builds on the skills learned in the Basic Cantillation course while acquiring the melodic skills needed to chant High Holy Day Torah using a common Ashkenazi trope. We will continue to explore the concepts of cantillation – chanting our sacred texts according to ancient tradition. There will be a review of the underlying syntactic structure of the system of cantillation. Then, we will delve deeper into the grammar with sentence diagramming and ongoing focus on correct contemporary pronunciation of biblical Hebrew This course is primarily for rabbinical students (preferably who have taken one of the pre-requisite courses or some solid understanding of cantillation). However, others are welcome (depending on size of the class), provided they have an adequate sense of musical pitch and the ability to read and translate biblical Hebrew and have the following pre-requisites. Suggested pre-requisite for this course: Basic Cantillation (Treitman), Cantillation I (Jacobson) or permission of the instructor. This course does not count for graduate credit for students in the Cantorial Ordination programs, although cantorial students are welcome to audit. REQUIREMENTS: Attendance: Students are expected to attend each session and to participate fully. Learning cantillation melodies (with the voice that you have been given): Students are expected to go over chanting and to prepare texts as required. -
2014 Tikkun Olam Action Guide
Tikkun Olam תיקון עולם Action Guide Our bimah is modeled on the banyan tree, a tropical fig tree whose branches and leaves provide a broad cover; like a chupah, or like the roof of a sukkah. A solar- powered Ner Tamid (Eternal Light) hangs above the ark. Temple Emanuel Kensington, Maryland April, 2014 1 Dedicated to Rabbi Warren G. Stone To Honor his Twenty-Fifth Anniversary as our Rabbi ACKNOWLEDGMENTS We would like to express our sincere appreciation to all those, named and unnamed, who have participated in the Tikkun Olam efforts of Temple Emanuel of Maryland over many years. These include present and past members of the Green Shalom Team, the Green Team, the Community Social Action Council and the Global Mitzvah Team. Special acknowledgement to those who helped compile, edit, proofread, and reproduce the original Green Shalom Action Guide which was compiled in 2006 to celebrate Rabbi Stone’s Chai anniversary at Temple Emanuel: bj Altschul, Lee Epstein, Helene Grant, Eve Kornhauser, Diane Raphael, Ben Rosenthal, Dian Seidel, Al Grant, De Herman and Rabbi Warren Stone. Bill Neches, Al Grant, Dian Seidel - Green Team Ian DeWaal, Joe Berkowitz, David Fishback - Community Social Action Council Stan Fagen, Caroline DeWaal - Global Mitzvah Team This guide was printed by Ecoprint of Silver Spring, MD, an environmentally friendly, carbon neutral company. Printing used recycled materials and electricity generated by wind power. 2 TABLE OF CONTENTS Acknowledgements …………………………………………… Page 2 Table of Contents ……………………………………………… Page 3 Introduction ……………………………............................ Page 4 Dedication and Rabbi Stone’s Chronology ……………. Page 5 Temple Emanuel Chronology………………………………. Page 9 Environmental Inspirational Readings…………………… Page 12 Social Justice Inspirational Readings……………………. -
Studies in Rabbinic Hebrew
Cambridge Semitic Languages and Cultures Heijmans Studies in Rabbinic Hebrew Studies in Rabbinic Hebrew Shai Heijmans (ed.) EDITED BY SHAI HEIJMANS This volume presents a collec� on of ar� cles centring on the language of the Mishnah and the Talmud — the most important Jewish texts (a� er the Bible), which were compiled in Pales� ne and Babylonia in the la� er centuries of Late An� quity. Despite the fact that Rabbinic Hebrew has been the subject of growing academic interest across the past Studies in Rabbinic Hebrew century, very li� le scholarship has been wri� en on it in English. Studies in Rabbinic Hebrew addresses this lacuna, with eight lucid but technically rigorous ar� cles wri� en in English by a range of experienced scholars, focusing on various aspects of Rabbinic Hebrew: its phonology, morphology, syntax, pragma� cs and lexicon. This volume is essen� al reading for students and scholars of Rabbinic studies alike, and appears in a new series, Studies in Semi� c Languages and Cultures, in collabora� on with the Faculty of Asian and Middle Eastern Studies at the University of Cambridge. As with all Open Book publica� ons, this en� re book is available to read for free on the publisher’s website. Printed and digital edi� ons, together with supplementary digital material, can also be found here: www.openbookpublishers.com Cover image: A fragment from the Cairo Genizah, containing Mishnah Shabbat 9:7-11:2 with Babylonian vocalisati on (Cambridge University Library, T-S E1.47). Courtesy of the Syndics of Cambridge University Library. Cover design: Luca Baff a book 2 ebooke and OA edi� ons also available OPEN ACCESS OBP STUDIES IN RABBINIC HEBREW Studies in Rabbinic Hebrew Edited by Shai Heijmans https://www.openbookpublishers.com © 2020 Shai Heijmans. -
Resources for Learning How to Read Torah and Haftara at Shearith Israel
Resources for learning how to read Torah and Haftara at Shearith Israel Chumashim and Tikkunim: Etz Hayim: Torah and Commentary. ISBN 9780827607125. Available from www.rabbinicalassembly.org and other vendors. Etz Hayim: Torah and Commentary Travel Edition. ISBN 9780827608047. Available from www.rabbinicalassembly.org and other vendors. The JPS Tanakh. Jewish Publication Society (JPS), Philadelphia. Many editions and formats in Hebrew, and Hebrew/English. https://jps.org/resources/tanakh-customer-guide/ The Koren Tanakh, and The Koren Chumash. Koren Publishers, Jerusalem. Many editions and formats in Hebrew, Hebrew/English, and with other languages. www.korenpub.com The Koren Tikkun Kor'im. Koren Publishers, Jerusalem. ISBN 978-9653010574. Several editions and formats. www.korenpub.com The Kestenbaum Edition Tikkun. Artscroll publishers. ISBN 9781578193134. Several editions. Artscroll.com. Tikkun Torah Lakorim, ed. Asher Scharfstein. Ktav Publishing House. ISBN: 978-0870685484 1969 classic; priced well; less bulky than most. www.ktav.com and other vendors. Tikun Korim -Simanim (Nusach Ashkenaz). Nehora.com. Your best resource: Our CSI members. The Religious Life Committee and experienced ba’alim keria in our shul want to help you learn, and are available for tutoring, answering questions, giving feedback, or teaching classes. Andrea Seidel Slomka ([email protected]) is a great first point of contact. Websites with audio files intended for self-learning for ba’alei keriah and haftarah readers in Ashkenazi nusach: http://bible.ort.org/intro1.asp?lang=1 Navigating the Bible II software published by World ORT shows chumash and Torah text and gives recordings of each sentence. It can be used online without cost, or they say you can buy the software on CD. -
Tikkun Olam: a New Terminology for Social and Economic Reform and Its Biblical, Rabbinic and Mystical Roots
Tikkun Olam: A New Terminology for Social and Economic Reform and its Biblical, Rabbinic and Mystical Roots Noam Zion Noam Zion, Hartman Institute, [email protected] – excerpted form from Jewish Giving in Comparative Perspectives: History and Story, Law and Theology, Anthropology and Psychology. Book One: From Each According to One’s Ability: Duties to Poor People from the Bible to the Welfare State and Tikkun Olam; Previous Books: A DIFFERENT NIGHT: The Family Participation Haggadah By Noam Zion and David Dishon LEADER'S GUIDE to "A DIFFERENT NIGHT" By Noam Zion and David Dishon A DIFFERENT LIGHT: Hanukkah Seder and Anthology including Profiles in Contemporary Jewish Courage By Noam Zion A Day Apart: Shabbat at Home By Noam Zion and Shawn Fields-Meyer A Night to Remember: Haggadah of Contemporary Voices Mishael and Noam Zion www.haggadahsrus.com Introduction: New, Old, and Renewed - The Term Tikkun Olam A. Tikkun Olam as Stewardship of the Ecology: The Natural World Threatened by Human Destruction B. The Aleinu Prayer and the Religious Vision of God's Universal Kingdom C. Rabbinic Legal Reform: For the Sake of the Public Interest D. Maimonides’ Theory of Government: Tikkun Olam E. The Mystical Redemptive Process and the Human Vocation: Repairing a Broken World F. Modern Jewish Thought on the Vocation of Tikkun Olam Postscript: The Medieval Synagogue Protests and The Israeli March of a Million (Sept 3, 2011) 1 Courtesy of Albert J. Winn, photographer, for an exhibition at the Jewish Museum of San Francisco entitled, “Making Change: 100 Artists Interpret the Tzedakah Box.” (Inkjet Print, 1999) The artist-photographer explains that the image above is the top of a “Tzedakah Out-Box” made of Lucite in the form of an “out-box” for letters in an office. -
Outlines of Hebrew Accentuation : Prose and Poetical
"PJ 4581 X>28 1/^. THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES Aa/ •-^,'. «.,< OUTLINES HEBREW ACCENTUATION, PBOSE AISD POETICAL. Eev. a. K. DAVIDSON, M.A. Abkn Ezra. AVILLIAMS AND NOBGATE, 14, HENRIETTA STREET, COYENT GAEDFA, LONDON, AND 20, SOUTH FREDERICK STREET, EDINBURGH. MDCCCLXl. OUTLINES HEBREW ACCENTUATION, PROSE AND POETICAL. Eev. a. b. dayidsox, m.a. vpx J;»t^'n i6) "i"? nnxn i6 D^oycn l^-its hv i:)J^kc' c'ln^D ba WILLIAMS AND NORGATE, 14, HENRIETTA STREET, COYENT GARDEN, LONDON, AND 20, SOUTH FREDERICK STREET, EDINBURGH. MDCCCLXI. HKKTFORD: rRINTKD BY STKPHKN AUSTIN, FORK STRKET. PEEFACE. The following tract was undertaken to supply a want in most Hebrew Grammars that are current,—a want especially felt in connection with the teaching in the New College. It has always been the practice of Dr. Duncan, the Hebrew Professor there, to give instruc- tion in the whole Masoretic punctual system, vowels and accents alike. This is the natural course for a thorough scholar to take—the course, indeed, which a thorough scholar must take ; for many parts of the mechanism of the vocalic system cannot be understood, without, at the same time, understanding the disturb- ing influence of the accentual system upon it. This natural way, however, w^as often practically not quite successful, from the want of anything to which the Student might refer when the Teacher's explanations were forgotten or misunderstood. I thus thought that a short tract on the question, containing the chief facts or rules—without unnecessary attempt at rationale, on a subject which some will deem wholly irrational—might not be unwelcome to iStudents. -
Hebrew Department Curriculum Outline 5780
Hebrew Department Curriculum Outline 5780 Prayers/Synagogue/ Holidays & Torah & Bible Values Hebrew Israel Relationship with God Celebrations Gr.3/ Actively and Learn about the Jewish Recognize that Use the BJL Listen to, respond Learn about past Alef appropriately participate calendar and use it to Torah is like a Mitzvot series to to and speak and present life in T’fillah (prayer) track the yearly cycle of guidebook. learn about eight Modern Hebrew in Israel. services and related Jewish holidays and commandments using elements of activities inside and Torah portions. Focus on the which Jews are the Hebrew Recognize and outside of the synagogue Bible stories of obligated to Through explain the setting. Recall the names of the Creation; Adam perform: Movement and relationship that Hebrew months, and and Eve; Noah; Welcoming Onward Hebrew! all Jews have Lead a portion of Family the season in which Abraham and Guests; Programs. with Eretz Shabbat Services. they fall. Sarah through Tzedakah; Yisrael. Moses in B’ray- Feeding the Introduce Hebrew State when and why we Expand knowledge of Focus on Israel’s sheet (Genesis) Hungry; Visiting names for parts of say the following prayers the background and Independence through the the Sick; Keeping the body. and join in traditions of major Day, Yom Ha- beginning of the Earth; Derekh saying/chanting them at Jewish holidays and Written Hebrew: Atzma’ut, as an Sh’mot (Exodus) Eretz; Guarding appropriate times: celebrate Jewish Identify, name important shared using Being Your Tongue; and Barkhu, Sh’ma; Food holidays: This includes and produce the moment of the Torah. -
“What If I Drop the Torah?”: Tensions and Resolutions in Accomplishing B’Nai Mitzvah Rituals
“What if I Drop the Torah?”: Tensions and Resolutions in Accomplishing B’nai Mitzvah Rituals By Patricia Keer Munro A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Sociology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Ann Swidler, Chair Professor Claude Fischer Professor David Hollinger Spring 2014 Copyright © Patricia Keer Munro, 2014. All rights reserved. “What if I Drop the Torah?”: Tensions and Resolutions in Accomplishing B’nai Mitzvah Rituals By Patricia Keer Munro Doctor of Philosophy in Sociology University of California, Berkeley Professor Ann Swidler, Chair Over the twentieth century, Bar/Bat Mitzvah, the Jewish rite-of-passage that takes place at age thirteen (or twelve for girls in Orthodox communities), has reshaped and transformed the American synagogue, the nature of the Jewish life-cycle, the lives of individual American Jewish families, and the content and meaning of the event itself. In America, the ritual has become a central symbol of Jewish continuity both for individual Jews and for the Jewish community as a whole. Whether the student manages a flawless performance or struggles through with whispered help, the ritual works. Parents and grandparents are amazed and awed, friends and relatives are moved to tears, and the students stands a little taller and prouder. This happens with such regularity that it is common to trivialize or mock the event. In truth, it is risky to expect a (possibly recalcitrant) thirteen-year-old to publicly represent both the core values of Judaism and his family’s honor; it is sociologically remarkable that virtually all children achieve that goal. -
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