DOCSLIB.ORG

Variation in Form and Function in Jewish English Intonation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Variation in Form and Function in Jewish English Intonation Variation in Form and Function in Jewish English Intonation Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Rachel Steindel Burdin ∼6 6 Graduate Program in Linguistics The Ohio State University 2016 Dissertation Committee: Professor Brian D. Joseph, Advisor Professor Cynthia G. Clopper Professor Donald Winford c Rachel Steindel Burdin, 2016 Abstract Intonation has long been noted as a salient feature of American Jewish English speech (Weinreich, 1956); however, there has not been much systematic study of how, exactly Jewish English intonation is distinct, and to what extent Yiddish has played a role in this distinctness. This dissertation examines the impact of Yiddish on Jewish English intonation in the Jewish community of Dayton, Ohio, and how features of Yiddish intonation are used in Jewish English. 20 participants were interviewed for a production study. The participants were balanced for gender, age, religion (Jewish or not), and language background (whether or not they spoke Yiddish in addition to English). In addition, recordings were made of a local Yiddish club. The production study revealed differences in both the form and function in Jewish English, and that Yiddish was the likely source for that difference. The Yiddish-speaking participants were found to both have distinctive productions of rise-falls, including higher peaks, and a wider pitch range, in their Yiddish, as well as in their English produced during the Yiddish club meetings. The younger Jewish English participants also showed a wider pitch range in some situations during the interviews. The Jewish English participants also showed an increased use of rising pitch accents in listing contexts, as well as (!)H-L% boundary tones in narratives and a discourse completion task. The source of this increased use of (!)H-L% contours appears to be in Yiddish, as similar boundaries, as a part of a rise-fall contour, were found to be used in similar scenarios in the Yiddish DCT task by the Yiddish speakers. It is hypothesized that these contours can function more readily as a way of linking clauses together in Yiddish and Jewish English, compared to Standard English. The Yiddish speakers also showed other distinctions, in the ii use of more rise-falls in a narrative task, as well as more rises, and fewer plateau contours in a listing task. All of the above leads to an increase of what Jun(2014) calls macro-rhythm, a regular alternation between high and low tones within a phrase, in Jewish English, and particularly in the variety spoken by those who also speak Yiddish. This dissertation thus provides evidence that macro-rhythm can vary among varieties spoken in the same geographic area, and also that intonational substrate features can be maintained in a variety, even in the face of increased spatial assimilation, and loss of speakers of the substrate. This increase in macro-rhythm is also shown to be socially meaningful: that is, speakers use macro-rhythm to construct particular types of Jewish identities, and that this feature is heard as signaling Jewishness by listeners. This social meaning is shown first by its use in comedic performance of Jewish speech, as well as through a perception task, where rises and rise-falls were found to make a speaker sound more Jewish compared to plateau contours. This perception of \Jewishness" is tied to a particular type of Jewish identity (specifically, one that is older and Yiddish-speaking) in both the performances and the perception task, providing evidence for conceptions of Jewish English that predict the use of features being tied to particular types of Jewish identities, rather than a homogenous ethnolect. iii Acknowledgements First and foremost, I must thank the incredible generosity of the Lynda A. Cohen Yiddish Club in Dayton, OH, for welcoming me over two years ago, and allowing me to record them, both at meetings, and in their homes. I feel incredibly privileged to have heard their stories, and shared in their laughter and their love of the mameloshn. The greater Jewish communities of Dayton and Columbus also deserves thanks, for serving as subjects in both the production and perception studies, as well as all of my other subjects, and those who helped me find them. I also give whole hearted thanks to my entire committee. It was in Don Winford's sociolinguistics class where, in some ways, this dissertation was born, when during my first year, I mentioned that I thought it might be the case that Jewish people had distinct intonation. I thank Don for his guidance through both the sociolinguistic and contact literature, which has been valuable beyond measure, and for always asking the probing questions that I needed to be asked (\But what is a dramatic transition?"). I thank Cynthia Clopper for passing on her knowledge of prosody, statistics, and experimental design, and always being a source of help when I came to her office with a pile of data and questions. Finally, I thank my adviser, Brian Joseph, for sticking by me, for being a fountain of knowledge on language change, contact-induced or not, for pushing me to be not just to be a better socio-, contact and historical linguist, but a better linguist, and for always reminding me of the importance of every piece of data, no matter how small, and the value of qualitative research. This project would not have been possible without financial support from several sources: the Melton Center for Jewish Studies, who provided funds for travel to the Vilnius Summer Yiddish Institute in 2013 and the Samuel M. Melton Graduate Fellowship for 2014-2015, and iv the NSF, which provided a Doctoral Dissertation Research Improvement Grant (#1451569), which covered equipment, travel, and paying my two amazing research assistants, Virginia Fisher and Jordan Maier, who helped with the transcription and ToBI annotation of the data. Thanks also to Isaac Bleaman, Arun Viswanath, Monica Hamblet, Randi Mackler, and Jacob Wolf, for help with stimuli design and piloting; any remaining errors in the stimuli are my own. I must also thank the other faculty and staff here at Ohio State: Mary Beckman, for serving on my candidacy committee, and giving me invaluable feedback on intonational meaning and phonetics on this project during classes and Phonies sessions over the years. Kathryn Campbell-Kibler, for first teaching me statistics, and for her thoughts on sociolin- guistics and sociolinguistic meaning. Shari Speer and Judith Tonhauser, who were valuable sources of information about intonation and semantics. Kiwako Ito, for helping me through the IRB process. Everyone in the Phonies, Changelings, and Speerlab discussion groups who heard and gave feedback on this project. And to the rest of the linguistics department staff: Julie Papke, Julia McGory, Jim Harmon, and especially Hope Dawson for her help with both teaching and research over the years. Thanks also to my teachers in German and Yiddish and Ashkenazi Studies departments, Anna Grotans, Dovid Miller, and Neil Jacobs; and those further afield, including my teachers in Vilnius, Lithuania; Sarah Bunin Benor, and my undergraduate professors at UNC. Thanks also to my fellow students at Ohio State, both in the Linguistics department and across the university, who provided both academic and social support over my six years here. Mike Phelan, who hosted me when I first came to visit. Kodi Weatherholz and Rory Turnbull deserve special mentions for their help in doing battle with R, Latex, and ggplot. Abby Walker, Katie Carmichael, and Marivic Lesho, who showed me that this all, in fact, can be done. Cindy Johnson, for always being up for a writing session, and for dinner and drinks after. My cohort mates, past and present, including Shontael Elward, Tsz-Him Tsui, Dave Howcroft, Jefferson Barlew, who've been there from the beginning, and my global v cohort (glohort?) mates who have made going to conferences a joy. And finally, Ryan Perkins and Hope Wilson who have been as equally happy to talk shop or about Hamilton; Camila Tessler also deserves an honorable mention for putting up with the former on so many occasions. Thanks also to the staff at the various coffee shops across Columbus that this dissertation was written in, including Stauf's in Grandview and German Village, One Line, Impero, and most especially, Mission, as well as the staff at the Grandview Public Library, for providing both a place to work and books that are not about linguistics to help me relax. Finally, thanks to my family. To my father, for leaving Steven Pinker books lying around the house and sparking my interest in linguistics, and for the exposure to Mel Brooks (who can be found in chapter 15). To my mother, who always pushed me to be a better writer and a better musician (who knew that all of that ear training for French horn would pay off in linguistics?). To my brother, for forging the path through graduate school before me, who I could always count on to be a voice of sympathy when things got rough. And, most especially, thanks to my husband, James, who six years ago agreed, without question, to move to Ohio with me so I could start on this journey. I could not have asked for a more supportive and loving partner through this whole process, who was always there with a hug, and a \You're awesome!" when I most needed it. vi Vita 2010 B.A. in Linguistics and English. The University of North Carolina at Chapel Hill. 2014 . M.A. in Linguistics, The Ohio State University. Publications Journal articles 2015. Turnbull, R., Burdin, R. S., Clopper, C. G., & Tonhauser, J.
Load more

Recommended publications
  • When Political Institutions Use Sociolinguistic Concepts
    IJSL 2020; 263: 13–18 David Karlander* When political institutions use sociolinguistic concepts https://doi.org/10.1515/ijsl-2020-2076 Abstract: In this essay, David Karlander examines what happens when concepts developed by scholars of language circulate and become embedded in policies and law. In exploring how the distinction between a “language” and a “dialect” became encoded in the European Charter for Regional or Minority Languages (ECRML), Karlander examines the consequences when applied to the status and state support of minority languages in Sweden. What counts as a language, he demonstrates, is not simply an “academic” matter. When sociolinguistics enters the public arena, it has the potential to affect the political and social standing of real communities. Keywords: European Charter for Regional or Minority Languages (ECRML), language policy, Meänkieli, Övdalsk (Elfdalian, Övdalian), politics of linguistics How do committee-type bodies contribute to the formation, circulation, and societal impact of sociolinguistics? How have such institutions inserted socio- linguistic concepts into institutional or political practice? How has sociolinguistics reacted to the reuse of its conceptual goods? These are some of the important questions that Monica Heller poses in her September 2018 Items essay on the SSRC’s Committee on Sociolinguistics. In what follows, I delve further into them. Like Heller, I turn my attention to the borderlands between policymaking, advocacy, and academic research. However, rather than exploring how commit- tee-type institutions attempt to influence or regulate the research priorities of academics, I will focus on processes through which sociolinguistic notions are put to practice by nonacademic institutions. As an example, I discuss some dimensions of the implementation of the European Charter for Regional or Minority Languages (ECRML), a European treaty on “the protection of the historical regional or minority languages of Europe” under the auspices of the Council of Europe (CoE).
    [Show full text]
  • Thinking Like a Linguist Jordan B
    Cambridge University Press 978-1-107-18392-6 — Thinking like a Linguist Jordan B. Sandoval, Kristin E. Denham Frontmatter More Information Thinking like a Linguist This is an engaging introduction to the study of language for undergraduate or beginning graduate students, aimed especially at those who would like to continue further linguistic study. It introduces students to analytical thinking about language but goes beyond existing texts to show what it means to think like a scientist about language, through the exploration of data and interactive problem sets. A key feature of this text is its flexibility. With its focus on foundational areas of linguistics and scientific analysis, it can be used in a variety of course types, with instructors using it alongside other information or texts as appropriate for their own courses of study. The text can also serve as a supplementary text in other related fields (speech and hearing sciences, psychology, education, computer science, anthropology, and others) to help learners in these areas better understand how linguists think about and work with language data. No prerequisites are necessary. While each chapter often references content from the others, the three central chapters, on sound, structure, and meaning, may be used in any order. Jordan B. Sandoval is Assistant Professor of Linguistics at Western Washington University in Bellingham, WA. She received her BA in Linguistics from Western Washington University and her PhD from the University of Arizona in 2008. Her research interests include orthographic influence on lexical representations, language and iden- tity, and second language phonological acquisition pedagogy. Kristin E. Denham is Professor of Linguistics at Western Washington University.
    [Show full text]
  • Nonprofit Security Grant Program Threat Incident Report
    Nonprofit Security Grant Program Threat Incident Report: January 2019 to Present November 15, 2020 (Updated 02/22/2021) Prepared By: Rob Goldberg, Senior Director, Legislative Affairs [email protected] The following is a compilation of recent threat incidents, at home or abroad, targeting Jews and Jewish institutions (and other faith-based organization) that have been reported in the public record. When completing the Threat section of the IJ (Part III. Risk): ▪ First Choice: Describe specific terror (or violent homegrown extremist) incidents, threats, hate crimes, and/or related vandalism, trespass, intimidation, or destruction of property that have targeted its property, membership, or personnel. This may also include a specific event or circumstance that impacted an affiliate or member of the organization’s system or network. ▪ Second Choice: Report on known incidents/threats that have occurred in the community and/or State where the organization is located. ▪ Third Choice: Reference the public record regarding incidents/threats against similar or like institutions at home or abroad. Since there is limited working space in the IJ, the sub-applicant should be selective in choosing appropriate examples to incorporate into the response: events that are most recent, geographically proximate, and closely related to their type or circumstance of their organization or are of such magnitude or breadth that they create a significant existential threat to the Jewish community at large. I. Overview of Recent Federal Risk Assessments of National Significance Summary The following assessments underscore the persistent threat of lethal violence and hate crimes against the Jewish community and other faith- and community-based institutions in the United States.
    [Show full text]
  • 2010-2011 Newsletter
    Newsletter WILLIAMS G RADUATE PROGRAM IN THE HISTORY OF A RT OFFERED IN COLLABORATION WITH THE CLARK ACADEMIC YEAR 2010–11 Newsletter ••••• 1 1 CLASS OF 1955 MEMORIAL PROFESSOR OF ART MARC GOTLIEB Letter from the Director Greetings from Williamstown! Our New features of the program this past year include an alumni now number well over 400 internship for a Williams graduate student at the High Mu- going back nearly 40 years, and we seum of Art. Many thanks to Michael Shapiro, Philip Verre, hope this newsletter both brings and all the High staff for partnering with us in what promises back memories and informs you to serve as a key plank in our effort to expand opportuni- of our recent efforts to keep the ties for our graduate students in the years to come. We had a thrilling study-trip to Greece last January with the kind program academically healthy and participation of Elizabeth McGowan; coming up we will be indeed second to none. To our substantial community of alumni heading to Paris, Rome, and Naples. An ambitious trajectory we must add the astonishingly rich constellation of art histori- to be sure, and in Rome and Naples in particular we will be ans, conservators, and professionals in related fields that, for a exploring 16th- and 17th-century art—and perhaps some brief period, a summer, or on a permanent basis, make William- sense of Rome from a 19th-century point of view, if I am al- stown and its vicinity their home. The atmosphere we cultivate is lowed to have my way.
    [Show full text]
  • Language Usage and Identity of Somali Males in America Ali Hassan St
    St. Cloud State University theRepository at St. Cloud State Culminating Projects in English Department of English 12-2017 "Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America Ali Hassan St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/engl_etds Recommended Citation Hassan, Ali, ""Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America" (2017). Culminating Projects in English. 106. https://repository.stcloudstate.edu/engl_etds/106 This Thesis is brought to you for free and open access by the Department of English at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in English by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. “Where did you leave the Somali Language?” Language usage and identity of Somali Males in America by Ali Hassan A Thesis Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree Master of Arts in English: Teaching English as a Second Language December, 2017 Thesis Committee: Michael Schwartz, Chairperson Choonkyong Kim Rami Amiri 2 Abstract Research in second language teaching and learning has many aspects to focus on, but this paper will focus on the sociolinguistic issues related to language usage and identity. Language usage is the lens that is used to understand the identity of Somali males in America. Language usage in social contexts gives us the opportunity to learn the multiple identities of Somali males in America.
    [Show full text]
  • Bar/Bat Mitzvah Guide
    BAR/BAT MITZVAH GUIDE CONGREGATION BETH ISRAEL 5716 Carmel Valley Road, Carmel, CA 93923 (831) 624-2015 Fax (831) 624-4786 www.carmelbethisrael.org Email – [email protected] Revised May 2018 TABLE OF CONTENTS BAR/BAT MITZVAH GUIDE – Introduction & What is a Bar/Bat Mitzvah 2 HISTORY OF BAR/BAT MITZVAH 3 LETTER OF AGREEMENT 4 BAR/BAT MITZVAH PREPARATION SCHEDULE 5 CONGREGATION BETH ISRAEL B’NAI MITZVAH HONORS LIST 6 B’NAI MITZVAH GUIDELINES 7 B’NAI MITZVAH STUDENT/PARENT CHECKLIST 10 PRAYERS TO BE LEARNED FOR B’NAI MITZVAH STUDIES 11 B’NAI MITZVAH HOMEWORK LOG 12 COMMITMENT 13 BAT/BAR MITZVAH SERVICE EXPECTATIONS 14 GIVING - MAZON & MITVAH PROJECT 15 TALLIT CEREMONY, 16 PARENTS SPEECH 16 BAR/BAT MIZVAH HONORS 16 STUDENT’S D’VAR TORAH (SPEECH) 16 DIRECTIONS FOR HAGBA’AH (LIFTING THE TORAH) 17 DIRECTIONS FOR G’LILAH (DRESSING THE TORAH) 17 YOU HAVE BEEN HONORED WITH AN ALIYAH 18 PART II – THE CELEBRATION 19 PHYSICAL SET-UP 19 FOOD AT CBI – GENERAL CONSIDERATIONS 19 CONSIDERATIONS FOR CATERERS 20 KASHRUT FOOD POLICY 20 CHILDCARE ARRANGEMENTS 22 FRIDAY NIGHT ONEG 22 SATURDAY MORNING KIDDUSH 22 CELEBRATION RESOURCES 23 PARTY VENUES 23 OTHER VENUES, CATERERS, BAKERIES 24 FLORISTS, ITEMS FOR GUESTS, ENTERTAINMENT 25 PHOTOGRAPHERS 26 INVITATIONS 26 OTHER RESOURCES: Tallit, Kippot, Books and Websites 26 IN SUMMING UP… SOME OPTIONS TO CONSIDER 27 CHECKLIST 27 HELPFUL TIPS 28 FORM FOR SET-UP FOR BAR/BAT MITZVAH’S 29 SAMPLE INSTRUCTIONS 30 1 BAR/BAT MITZVAH GUIDE The Bar or Bat Mitzvah of a child is a joyous experience for the whole family.
    [Show full text]
  • The Semitic Component in Yiddish and Its Ideological Role in Yiddish Philology
    philological encounters � (�0�7) 368-387 brill.com/phen The Semitic Component in Yiddish and its Ideological Role in Yiddish Philology Tal Hever-Chybowski Paris Yiddish Center—Medem Library [email protected] Abstract The article discusses the ideological role played by the Semitic component in Yiddish in four major texts of Yiddish philology from the first half of the 20th century: Ysroel Haim Taviov’s “The Hebrew Elements of the Jargon” (1904); Ber Borochov’s “The Tasks of Yiddish Philology” (1913); Nokhem Shtif’s “The Social Differentiation of Yiddish: Hebrew Elements in the Language” (1929); and Max Weinreich’s “What Would Yiddish Have Been without Hebrew?” (1931). The article explores the ways in which these texts attribute various religious, national, psychological and class values to the Semitic com- ponent in Yiddish, while debating its ontological status and making prescriptive sug- gestions regarding its future. It argues that all four philologists set the Semitic component of Yiddish in service of their own ideological visions of Jewish linguistic, national and ethnic identity (Yiddishism, Hebraism, Soviet Socialism, etc.), thus blur- ring the boundaries between descriptive linguistics and ideologically engaged philology. Keywords Yiddish – loshn-koydesh – semitic philology – Hebraism – Yiddishism – dehebraization Yiddish, although written in the Hebrew alphabet, is predominantly Germanic in its linguistic structure and vocabulary.* It also possesses substantial Slavic * The comments of Yitskhok Niborski, Natalia Krynicka and of the anonymous reviewer have greatly improved this article, and I am deeply indebted to them for their help. © koninklijke brill nv, leiden, ���7 | doi �0.��63/�45�9�97-��Downloaded34003� from Brill.com09/23/2021 11:50:14AM via free access The Semitic Component In Yiddish 369 and Semitic elements, and shows some traces of the Romance languages.
    [Show full text]
  • LEP Heritage Language Codes
    A B C D E 1 LEP Heritage Language Codes 2 LanguageName LanguageCode ISO1 ISO2 ISO3 3 (post 1500) 0000 4 Abkhazian 0010 ab abk abk 5 Achinese 0020 ace ace 6 Acoli 0030 ach ach 7 Adangme 0040 ada ada 8 Adygei 0050 ady ady 9 Adyghe 0060 ady ady 10 Afar 0070 aa aar aar 11 Afrikaans 0090 af afr afr 12 Afro-Asiatic (Other) 0100 afa 13 Ainu (Japan) 6010 ain ain 14 Akan 0110 ak aka aka 15 Albanian 0130 sq alb/sqi sqi 16 Alemannic 6300 gsw gsw 17 Aleut 0140 ale ale 18 Algonquian languages 0150 alg 19 Alsatian 6310 gsw gsw 20 Altaic (Other) 0160 tut 21 Amharic 0170 am amh amh 22 Angika 6020 anp anp 23 Apache languages 0180 apa 24 Arabic 0190 ar ara ara 25 Aragonese 0200 an arg arg 26 Arapaho 0220 arp arp 27 Araucanian 0230 arn arn 28 Arawak 0240 arw arw 29 Armenian 0250 hy arm/hye hye 30 Aromanian 6410 31 Arumanian 6160 32 Assamese 0270 as asm asm 33 Asturian 0280 ast ast 34 Asturleonese 6170 35 Athapascan languages 0290 ath 36 Australian languages 0300 aus 37 Austronesian (Other) 0310 map 38 Avaric 0320 av ava ava 39 Awadhi 0340 awa awa 40 Aymara 0350 ay aym aym 41 Azerbaijani 0360 az aze aze 42 Bable 0370 ast ast 43 Balinese 0380 ban ban 44 Baltic (Other) 0390 bat 45 Baluchi 0400 bal bal 46 Bambara 0410 bm bam bam 47 Bamileke languages 0420 bai A B C D E 1 LEP Heritage Language Codes 2 LanguageName LanguageCode ISO1 ISO2 ISO3 48 Banda 0430 bad 49 Bantu (Other) 0440 bnt 50 Basa 0450 bas bas 51 Bashkir 0460 ba bak bak 52 Basque 0470 eu baq/eus eus 53 Batak (Indonesia) 0480 btk 54 Bedawiyet 6180 bej bej 55 Beja 0490 bej bej 56 Belarusian 0500 be
    [Show full text]
  • Estonian Yiddish and Its Contacts with Coterritorial Languages
    DISSERT ATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 1 ESTONIAN YIDDISH AND ITS CONTACTS WITH COTERRITORIAL LANGUAGES ANNA VERSCHIK TARTU 2000 DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 1 ESTONIAN YIDDISH AND ITS CONTACTS WITH COTERRITORIAL LANGUAGES Eesti jidiš ja selle kontaktid Eestis kõneldavate keeltega ANNA VERSCHIK TARTU UNIVERSITY PRESS Department of Estonian and Finno-Ugric Linguistics, Faculty of Philosophy, University o f Tartu, Tartu, Estonia Dissertation is accepted for the commencement of the degree of Doctor of Philosophy (in general linguistics) on December 22, 1999 by the Doctoral Committee of the Department of Estonian and Finno-Ugric Linguistics, Faculty of Philosophy, University of Tartu Supervisor: Prof. Tapani Harviainen (University of Helsinki) Opponents: Professor Neil Jacobs, Ohio State University, USA Dr. Kristiina Ross, assistant director for research, Institute of the Estonian Language, Tallinn Commencement: March 14, 2000 © Anna Verschik, 2000 Tartu Ülikooli Kirjastuse trükikoda Tiigi 78, Tartu 50410 Tellimus nr. 53 ...Yes, Ashkenazi Jews can live without Yiddish but I fail to see what the benefits thereof might be. (May God preserve us from having to live without all the things we could live without). J. Fishman (1985a: 216) [In Estland] gibt es heutzutage unter den Germanisten keinen Forscher, der sich ernst für das Jiddische interesiere, so daß die lokale jiddische Mundart vielleicht verschwinden wird, ohne daß man sie für die Wissen­ schaftfixiert
    [Show full text]
  • Rav Soloveitchik on the Jewish Family
    MORE CHOICES F A L L 5 7 7 9 / 2 0 1 8 - 1 9 CONTENTS HOW TO REGISTER .................................................................................................................................... 2 EMUNAH: • Section I: Modern Jewish Thought .............................................................................. 4 • Section II: Classical Jewish Thought ............................................................................. 7 • Section III: Personal Growth ...................................................................................... 11 HISTORY AND SOCIETY ............................................................................................................................ 21 SHANA BET LEADERSHIP PROGRAM .......................................................................................................... 24 TANACH: • Section I: Topics in Tanach ......................................................................................... 25 • Section II: Parshat Ha-Shavu’a ................................................................................... 29 • Section III: Chumash ................................................................................................... 35 • Section IV: Sefarim in Nach ........................................................................................ 37 HALACHAH: • Section I: Contemporary Halachah ............................................................................ 41 • Section II: Classic Topics in Halachah ........................................................................
    [Show full text]
  • How Precious Life Is the Judaism Site
    Torah.org How Precious Life Is The Judaism Site https://torah.org/torah-portion/ravfrand-5776-bamidbar/ HOW PRECIOUS LIFE IS by Rabbi Yissocher Frand These divrei Torah were adapted from the hashkafa portion of Rabbi Yissocher Frand's Commuter Chavrusah Tapes on the weekly portion: CD #989 – The Mitzva of Talmud Torah: How Much / How Little? Good Shabbos! They're here! ALL NEW Commuter's Chavrusah Series 29 - Bamidbar 29 is now available, on CD and MP3, to enlighten, inspire and perhaps amuse you with such fascinating topics as "Sitting Next to a Woman on an Airplane"; "Why Shouldn't You Park in a Handicap Space" and " I keep 72 Minutes, You Keep 45 - Can I drive Home With You After 45 Minutes?" All Commuter Chavrusah and Parsha Perceptions Series available in MP3 format from our website SUBSCRIPTION SERVICE FOR RABBI FRAND'S CURRENT WEEKLY SHIUR ON MP3 IS AVAILABLE. SEE OUR WEBSITE WWW.YADYECHIEL.ORG AND CLICK ON THE "NEVER MISS SUBSCRIPTION" BUTTON FOR DETAILS For complete listings of all the new offerings, log onto our secure site at http://www.yadyechiel.org and select the New Series slider, or send e-mail to [email protected] , or call us at 410-358-0416. And while you're there, don't forget that the entire Yad Yechiel Library, featuring the complete collection of Rav Frand's shiurim, is also available for viewing online. At http://www.yadyechiel.org, you can browse through a comprehensive listing of 29 years of weekly shiurim, view Parsha Perceptions, Halacha and Hashkafa Shiurim and Theme Sets.
    [Show full text]
  • Essentials of Linguistics
    Deep Learning for Natural Language Processing Essentials of linguistics Marco Kuhlmann Department of Computer and Information Science This work is licensed under a Creative Commons Attribution 4.0 International License. What is linguistics? • Linguistics is the scientific study of language, and in particular the relationship between language form and language meaning. Different languages have different words for the animal ‘cat’. • Tis relationship is in principle an arbitrary one – the same word can mean different things to different people. semiotic arbitrariness (Ferdinand de Saussure, 1857–1913) • Besides form and meaning, another important subject of study for linguistics is how language is used in context. Languages of the world Oceania 7M Africa Oceania 887M 1 313 Europe Africa 1720M 2 144 Europe 287 Americas 51M Americas 1 061 Asia Ethnologue Asia 3980M 2 294 Languages by region of origin Population by region of origin from taken Data Levels of linguistic description pragmatics semantics analyse syntax generate morphology phonology Levels of linguistic description pragmatics semantics analyse syntax generate morphology phonology Phonology • Phonology studies the sound systems of human languages, that is, how sounds are organised and used. • For example, Japanese speakers who learn English as a second language have difficulty in hearing and producing the sounds /r/ and /l/ correctly because in Japanese, these are one sound. right/light, arrive/alive • Phonology is different from phonetics, which is concerned with the production, transmission and perception of sounds. Levels of linguistic description pragmatics semantics analyse syntax generate morphology phonology Words consist of morphemes • Morphemes are the smallest meaningful units of language. Morpheme+s are the small+est mean+ing+ful unit+s of language.
    [Show full text]