KABBALAH You Are Walking the Path of Qoph/Qof
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Structure and Meaning in Lamentations Homer Heater Liberty University, [email protected]
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Liberty University Digital Commons Liberty University DigitalCommons@Liberty University Liberty Baptist Theological Seminary and Graduate Faculty Publications and Presentations School 1992 Structure and Meaning in Lamentations Homer Heater Liberty University, [email protected] Follow this and additional works at: http://digitalcommons.liberty.edu/lts_fac_pubs Part of the Biblical Studies Commons, Comparative Methodologies and Theories Commons, Ethics in Religion Commons, History of Religions of Eastern Origins Commons, History of Religions of Western Origin Commons, Other Religion Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Heater, Homer, "Structure and Meaning in Lamentations" (1992). Faculty Publications and Presentations. Paper 283. http://digitalcommons.liberty.edu/lts_fac_pubs/283 This Article is brought to you for free and open access by the Liberty Baptist Theological Seminary and Graduate School at DigitalCommons@Liberty University. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact [email protected]. Structure and Meaning in Lamentations Homer Heater, Jr. Professor of Bible Exposition Dallas Theological Seminary, Dallas, Texas Lamentations is perhaps the best example in the Bible of a com bination of divine inspiration and human artistic ability. The depth of pathos as the writer probed the suffering of Zion and his own suf fering is unprecedented. Each chapter is an entity in itself, a com plete poem.1 The most obvious literary device utilized by the poet is the acrostic; that is, poems are built around the letters of the alpha bet. -
Torah from JTS Worship, JTS
Exploring Prayer :(בלה תדובע) Service of the Heart This week’s column was written by Rabbi Samuel Barth, senior lecturer in Liturgy and Torah from JTS Worship, JTS. Simhat Torah: Which Way When the Circle Ends Bereishit 5774 The annual celebration of Simhat Torah brings great joy to so many of us of all generations, and it is a fitting and triumphant conclusion to the long and multifaceted season of intense Jewish observance and focus that began (a little before Rosh Hashanah) with Selichot. In Israel and in congregations observing a single day of festivals, Simhat Torah is blended with Shemini Atzeret, offering the intense experience in the morning of Hallel, Hakkafot (processions with dancing) and Geshem (the prayer for Rain). At the morning service of Simhat Torah there are four linked biblical readings (three from the Parashah Commentary Torah), and the relationship among them invites us to think about the flow of sacred text in a multidimensional context. The first reading is Vezot HaBrakha, the last chapters of Deuteronomy This week’s commentary was written by Dr. David Marcus, professor of Bible, containing the final blessings from Moses to the community—and the account of the death of Moses, alone with God on Mount Nebo. To receive the final aliyah after everyone else present JTS. has been called to the Torah is considered a great honor, and the person with this honor is called up with a special formula (a short version is presented in Siddur Sim Shalom for Shabbat Bereishit with a Capital Bet and Festivals, 215) that affirms, “May it be the will of the One Most Powerful to grant abundant blessings to [insert the name of the one called] who has been chosen to complete the Torah.” With this week’s parashah, we once again commence the cycle of reading the Torah from the first chapter of Genesis, which begins with the Hebrew word bereishit. -
ב Bet ה Heh ו Vav ט Tet י Yod ך מ Mem ם
Exercise 1A: Writing the Hebrew Square Script Using the examples at the right, practice writing out the Hebrew characters on the lines provided for you. Be sure to accurately reflect the position of the letter in relation to the base line. Boxes are used to indicate final forms. Letter Name aleph א aleph bet ב bet gimel ג gimel dalet ד dalet heh ה heh vav ו vav zayin ז zayin .het ח ḥet tet ט tet yod י kaph כ yod ך kaph final kaph lamed ל mem מ lamed ם mem 3 Exercise 1A: Writing tHe Hebrew SquAre Script final mem Letter Name nun נ ן nun final nun samek ס samek ayin ע pe פ ayin ף pe final pe tsade צ ץ tsade final tsade qoph ק qoph resh ר resh שׂ sin sin shin ׁש shin tav ת tav NAme: __________________________________________________ Exercise 1A: Writing tHe Hebrew SquAre Script 4 Exercise 1B: Reading Proper Names In this exercise you will practice identifying the Hebrew consonants by reading familiar proper names. Write the English name in the space to the left of the Hebrew name. Since the alphabet has no vowels, you will have to provide vowel sounds to recognize each word. Start by trying an “a” vowel between each con- sonant. The “a” vowel is the most common vowel in Hebrew and, while it will not always be the correct one, it should help you recognize these names. לבן Laban יעקב אסתר אברהם עבדיה יצחק יחזקאל יׂשראל דוד רבקה נחמיה נבכדנאזר ירבעם ירדן מרדכי מׁשה דברה גלית יׁשמעאל עׂשו 5 Exercise 1B: ReAding Proper NAmes Exercise 1C: Hebrew Cursive (Optional) Using the examples shown, practice writing out the cursive Hebrew characters on the lines provided for you. -
A Critique of L2/18-276
A Critique of L2/18-276 Abe Meyers* November 30, 2018 Contents 1 Introduction 1 2 Multiple incompatible representations 2 2.1 <gimel-daleth-yodh> + <shin> vs <aleph-heth> + <aleph-heth> 3 2.2 <Fixed-aleph> + <gimel-daleth-yodh> vs <fixed-gimel-daleth-yodth> + <aleph> ............................. 3 2.3 <gimel-daleth-yodth> + <gimel-daleth> vs <samekh> . 3 2.4 <pe> vs <sadhe> ......................... 4 3 Miscellaneous issues 4 3.1 Joining of <aleph-heth> ..................... 5 3.2 Missing alternate form of <gimel-daleth-yodh> . 5 3.3 Inclusion of <HE> ......................... 5 3.4 Joining of <zayin> ........................ 5 3.5 Old lamedth . 5 4 The dogma of shape-shifting and the problem of good-enough 5 5 Bibliography 6 1 Introduction It has been a source of delight that after a dormant period of four years, since the submission of my proposal to encode Book Pahlavi in the Unicode *abraham.meyers AT orientology DOT ca 1 standard, there has been some renewed activity in the community. The recent preliminary proposal by Dr. Anshuman Pandey (L2/18-276) might therefore signal a resurgence of activities towards the noble goal of encoding of Book Pahlavi in the Unicode standard. I started reading the work of Dr. Pandey with enthusiasm and in antic- ipation of further improvement and suggestions and perhaps discovery of new characters. It was indeed pleasant to see a relatively thorough classica- tion of the visual joining of the stem of the characters of Book Pahlavi, while taking the base-line into consideration. Such studies will be very benecial for the future type designers of Book Pahlavialthough I have doubts about the applicability of this study to the level of abstraction pertaining to the Unicode standard. -
L2/20-246 Teeth and Bellies: a Proposed Model for Encoding Book Pahlavi
L2/20-246 Teeth and bellies: a proposed model for encoding Book Pahlavi Roozbeh Pournader (WhatsApp) September 7, 2020 Background In Everson 2002, a proposal was made to encode a unified Avestan and Pahlavi script in the Unicode Standard. The proposal went through several iterations, eventually leading to a separate encoding of Avestan as proposed by Everson and Pournader 2007a, in which Pahlavi was considered non-unifiable with Avestan due to its cursive joining property. The non-cursive Inscriptional Pahlavi (Everson and Pournader 2007b) and the cursive Psalter Pahlavi (Everson and Pournader 2011) were later encoded too. But Book Pahlavi, despite several attempts (see the Book Pahlavi Topical Document list at https://unicode.org/L2/ topical/bookpahlavi/), remains unencoded. Everson 2002 is peculiar among earlier proposals by proposing six Pahlavi archigraphemes, including an ear, an elbow, and a belly. I remember from conversations with Michael Everson that he intended these to be used for cases when a scribe was just copying some text without understanding the underlying letters, considering the complexity of the script and the loss of some of its nuances to later scribes. They could also be used when modern scholars wanted to represent a manuscript as written, without needing to over-analyze potentially controversial readings. Meyers 2014 takes such a graphical model to an extreme, trying to encode pieces of the writing system, most of which have some correspondence to letters, but with occasional partial letters (e.g. PARTIAL SHIN and FINAL SADHE-PARTIAL PE). Unfortunately, their proposal rejects joining properties for Book Pahlavi and insists that “[t]he joining behaviour of the final stems of the characters in Book Pahlavi is more similar to cursive variants of Latin than to Arabic”. -
SFS Brochure 2013-2014
MINI-MINYAN @ 10:45 am Saturday Mini Minyan is our ruach-filled interactive ShaBBat experience for families with children ages 3-7. Join us in the Youth Lounge GRADE LEVEL SHABBAT for songs, dance, games, stories, snacKs, and celeBration! After our very own Mini Minyan Kiddush, we join the RaBBi and the SERVICES, CEREMONIES & DINNER Cantor on the steps of the Bimah in the Main Sanctuary to help Be sure to mark your calendar for these annual lead Adon Olam for the entire congregation. grade level family events! Gan & Aleph—Friday, May 2nd at 6:00 pm 9,21, 9/28 Bet & Gimel—Friday, April 4 at 6:00 pm 10/5, 10/19, 10/26 Daled & Hay—Saturday , March 29 at 9:30 am 11/2, 11/16, 11/23 SHABBAT & HOLIDAY Vav—Thursday, May 28 at 6:00 pm 12/7, 12/14 Vav Torah Celebration 1/4, 1/11, 1/25 Children’s Services Zayin—Monday, May 5 at 6:00 pm 2/1, 2/8 Zayin Moving Up Ceremony 3/1. 3/8, 3/15, 3/29 & Family Study 4/5, 4/12, 4/26 2013-2014 5/3, 5/10, 5,17, 5/31 6/7 SHABBAT –A—LOT 4:45 to 5:45 pm on FRIDAYS for Early Childhood, Gan (Kindergarten) & Aleph (First Grade) Children and Families 10/18 11/22 12/6 4/25 Any questions, please contact 5/30 Sharon Solomon, 6/5 (Thursday) Religious School Director at 516 484 4980 or via email at [email protected] or [email protected]. -
Physical Education Vocabulary (K-12)
Physical Education Vocabulary (K-12) A Acceleration The rate of change of velocity over time (where velocity is the rate of change of position with respect to direction). Aerobic Activity Steady activity in which the heart can supply all the oxygen the muscles need. "With Oxygen" Aerobic Endurance The body's ability to take in and use oxygen so the muscles can keep working. The most important element of fitness. Agility The ability to change the position of your body and/or its parts quickly and accurately. Anaerobic Activity "Without oxygen." Activities for which the body can't supply enough oxygen to keep going for long periods of time. Assessment of physical activities A process of judging/grading a persons level in relation to a set of criteria. In GCSE this involves a process of planning, performing, evaluating, analysing, and improving chosen physical activities. B Balance The ability of the body to maintain or regain stability. Bench Press Lay on bench, flat on back. Press from chest to full extension. Bicep Muscle The large muscle in the front part of the upper arm. Body Composition The relative proportions of fat and lean (non-fat) body mass. Body Mass Index (BMI) A formula that determines a healthy body weight based on height. C Cardiovascular Endurance The heart, lungs, and blood vessels work together as a team to allow one to stay active and exercise for a long period of time. Cardiovascular Fitness Ability of the heart, lungs, and blood vessels to function efficiently when a person exercises the body. Circuit Training Training that uses a circuit of exercises around a number of different work stations. -
Section a Alphabet and Vocabulary
BLF 1: The Hebrew Alphabet Section A Alphabet And Vocabulary © 2000-2015 Timothy Ministries Page A - 1 BLF 1: The Hebrew Alphabet HBRW Th lphbt s hrd t mstr; Rdng bck t frnt's dsstr. Nlss h's rd the clssfds, whr trth, bbrvtd hds, th wld-b rdr f the Bbl, prsntd wth th txt, s lbl t trn nd rn wth shrks nd hwls- th Hbrw Scrptrs hv n vwls! AN ALEPH-BET SONG G C G Am G D G G C G Am G D G Aleph Bet Gimel Dalet, Hey Vav (Hey Vav), Zay'n Het Tet, Yod Kaf Lamed, Mem Nun (Mem Nun) a b g d h w h w z j f y k l m n m n G C G C G Am G D G Am G D G Samech Ay'n Pe, Tsade Qoph Resh, Shin Tav (Shin Tav) Shin Tav (Shin Tav). s [ p x q r v t v t v t v t Aleph Bet Gimmel Dalet, Hey Vav (Hey Vav), Zay'n Het Tet, Yod Kaf Lamed, Mem Nun (Mem Nun) Samech Ay'n Pey, Tsade, Qoph, Resh, Shin Tav (Shin Tav) Shin Tav (Shin Tav). © 2000-2015 Timothy Ministries Page A - 2 BLF 1: The Hebrew Alphabet Alphabet Chart: Letter Name Pronunciation Print Block Script 1 Aleph Silent letter a a . 2 Bet B as in Baal, B ·b V as in Vine b b 3 Gimel G as in Gehenna g g 4 Dalet D as in Delilah d d 5 Hey H as in Hallelujah h h 6 Vav V as in Vanity w w 7 Zayin Z as in Zion z z 8 Het* CH as in BaCH j t 9 Tet T as in Talent f f 10 Yod Y as in Yiddish y y K as in Kish ] . -
Psalms 119 & the Hebrew Aleph
Psalms 119 & the Hebrew Aleph Bet - Part 17 The seventeenth letter of the Hebrew alphabet is called “Pey” (sounds like “pay”). It has the sound of “p” as in “park”. Pey has the numeric value of 80. In modern Hebrew, the letter Pey can appear in three forms: Writing the Letter: Pey Note: Most people draw the Pey in two strokes, as shown. The dot, or “dagesh” mark means the pey makes the “p” sound, as in “park”. Note: The sole difference between the letter Pey and the letter Fey is the presence or absence of the dot in the middle of the letter (called a dagesh mark). When you see the dot in the middle of this letter, pronounce it as a "p"; otherwise, pronounce it as "ph" (or “f”). Five Hebrew letters are formed differently when they appear as the last letter of a word (these forms are sometimes called "sofit" (pronounced "so-feet") forms). Fortunately, the five letters sound the same as their non-sofit cousins, so you do not have to learn any new sounds (or transliterations). The Pey (pronounced “Fey” sofit has a descending tail, as shown on the left. Pey: The Mouth, or Word The pictograph for Pey looks something like a mouth, whereas the classical Hebrew script (Ketav Ashurit) is constructed of a Kaf with an ascending Yod: Notice the “hidden Bet” within the letter Pey. This shape of the letter is required when a Torah scribe writes Torah scrolls, or mezzuzahs. From the Canaanite pictograph, the letter morphed into the Phoenician ketav Ivri, to the Greek letter (Pi), which became the Latin letter “P.” means “mouth” and by extension, “word,” “expression,” “vocalization,” and “speech”. -
I Know Your Child Is Excited to Get Back to School and All the Fun Activities Farley Has to Offer
WELCOME BACK!! I know your child is excited to get back to school and all the fun activities Farley has to offer. Physical Education is one of those important activities and depending on the grade of your child, he/she will be participating daily in PE class. (K-2) 4 – 6 grades has PE twice a week for 40 minutes (M-W or T-Th and alternating Fridays) Your child will experience a wide variety of healthy lifestyle activities that will promote, encourage and reinforce positive health habits. My main emphasis is on PARTICIPATION and learning to enjoy movement, therefore, students are required to wear, for their SAFETY and SAFETY OF OTHERS and to reinforce healthy practices, a non-marking sole tennis shoe that stays securely on the foot. (sandals, boots, cleats ect. will not be acceptable and participation will not be allowed) If your child is ILL or INJURED, a note from a doctor or parent is REQUIRED for a child to be excused from PE class. After 3 consecutive days, a doctors’ note is REQUIRED to be excused. Please give note to Ms Salmans. Fitness testing (Fitnessgram) is administered twice a year (fall and spring) for grades 4-6th. Data is used to develop curriculum based on needs of students and students learn to evaluate personal fitness goals. Reports are sent home in the spring. Jump Rope For Heart is a yearly event (Jan/Feb) in PE class at Farley. (K-6) In conjunction with our jump rope unit, we learn about cardiovascular fitness and raise funds for the American Heart Association. -
The Hebrew Alef-Bet
The Hebrew Alef-Bet There are 22 letters in the Hebrew alphabet (alef-bet); five letters have two forms – one form if it appears at the beginning or middle of a word, and a different form when it is the final letter in the word. (Remember that Hebrew was originally written without any punctuation, vowels or even spaces between the words – these five letters would give some “signposts” through that text to periodically identify the end of a word. Even today, Israeli newspapers have no punctuation nor vowels, although they do separate the words). Therefore, there are 27 unique letters in the Hebrew alef-bet. Hebrew started as a picture language – the letters were pictures of the item or concept they stood for. For example, the second letter “bet” B was used to represent a house – and it looks like a lean-to dwelling. The 18th letter “tzaddi” c represents righteousness – and looks like a person kneeling in prayer. Because of the pictorial origins of the alef-bet, each of the 22 letters has a specific meaning as shown below: 1. Zx Alef - God is Creator & King 12. l Lamed - Teaching & Learning 2. B Bet -House or Temple 13. m Mem - Water, Revealed, Concealed 3. g Gimel –Loving Kindness, 14. n Nun - Faithfulness, Soul, Culmination Emergence, condemnation 4. d Dalet –Door, Path or Way 15. s Samech - Support, Divine Presence 5. h Hay –Spirit, Breath of God 16. f Ayin - Sight, Insight 6. V Vav –Completion, Redemption 17. P Peh - Mouth, Speech 7. z Zayin –Focal point of Sustenance, 18. -
Tri-Fold Brochure
A snowman is an anthropomorphic snow sculpture often built by children in regions with sufficient snowfall. In many places, typical snowmen consist of three large snowballs of different sizes with some additional accoutrements for facial and other features. Due to the sculpt ability of snow, there is also a wide variety of other styles. Common accessories include branches for arms and a rudimentary smiley face, with a carrot standing in for a nose. Human clothing, such as a hat or scarf, may be included. Low-cost and availability are the common issues, since snowmen are usually abandoned to the elements once completed. Documentation of the first snowman is unclear. However, Bob Eckstein, author of The History of the Snowman documented snowmen from medieval times, by researching artistic depictions in European museums, art galleries, and libraries. The earliest documentation he found was a marginal illustration from a work titled Book of Hours from 1380, found in Kimonolike Family Bibliotheek, in The Hague. The earliest known photograph of a Day snowman was taken in 1853 by Welsh photographer Mary Dillwyn, the original 2017 of which is in the collections of the National Library of Wales. https://en.wikipedia.org/wiki/Snowman horstengineering.com A Christmas tree is a decorated tree, usually an evergreen conifer such as spruce, pine, or fir or an artificial tree of similar appearance, associated with the celebration of Christmas. The modern Christmas tree was developed in early modern Germany (where it is today called Weihnachtsbaum or Christbaum). The tree was traditionally decorated with “roses made of colored paper, apples, wafers, tinsel, [and] sweetmeats”.