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Tel Aviv Bus Map 2011-09-20 Copy
Campus Broshim Campus Alliance School Reading Brodetsky 25 126 90 501 7, 25, 274 to Ramat Aviv, Tel 274 Aviv University 126, 171 to Ramat Aviv, Tel Aviv University, Ramat Aviv Gimel, Azorei Hen 90 to Hertzliya industrial zone, Hertzliya Marina, Arena Mall 24 to Tel Aviv University, Tel Barukh, Ramat HaSharon 26, 71, 126 to Ramat Aviv HaHadasha, Levinsky College 271 to Tel Aviv University 501 to Hertzliya, Ra’anana 7 171 TEL AVIV BUS MAP only) Kfar Saba, evenings (247 to Hertzliya, Ramat48 to HaSharon, Ra’anana Kiryat (Ramat St HaHayal), Atidim Wallenberg Raoul189 to Kiryat Atidim Yisgav, Barukh, Ramat HaHayal, Tel Aviv: Tel North-Eastern89 to Sde Dov Airport 126 Tel Aviv University & Shay Agnon/Levi Eshkol 71 25 26 125 24 Exhibition Center 7 Shay Agnon 171 289 189 271 Kokhav HaTzafon Kibbutzim College 48 · 247 Reading/Brodetsky/ Planetarium 89 Reading Terminal Eretz Israel Museum Levanon Rokah Railway Station University Park Yarkon Rokah Center & Convention Fair Namir/Levanon/Agnon Eretz Israel Museum Tel Aviv Port University Railway Station Yarkon Park Ibn Gvirol/Rokah Western Terminal Yarkon Park Sportek 55 56 Yarkon Park 11 189 · 289 9 47 · 247 4 · 104 · 204 Rabin Center 174 Rokah Scan this QR code to go to our website: Rokah/Namir Yarkon Park 72 · 172 · 129 Tennis courts 39 · 139 · 239 ISRAEL-TRANSPORT.COM 7 Yarkon Park 24 90 89 Yehuda HaMaccabi/Weizmann 126 501 The community guide to public transport in Israel Dizengo/BenYehuda Ironi Yud-Alef 25 · 125 HaYarkon/Yirmiyahu Tel Aviv Port 5 71 · 171 · 271 · 274 Tel Aviv Port 126 Hertzliya MosheRamat St, Sne HaSharon, Rozen Pinhas Mall, Ayalon 524, 525, 531 to Kiryat (Ramat St HaHayal), Atidim Wallenberg Raoul Mall, Ayalon 142 to Kiryat Sharet, Neve Atidim St, HaNevi’a Dvora St, Rozen Pinhas Mall, Ayalon 42 to 25 · 125 Ben Yehuda/Yirmiyahu 24 Shikun Bavli Dekel Country Club Milano Sq. -
The Languages of Israel : Policy Ideology and Practice Pdf, Epub, Ebook
THE LANGUAGES OF ISRAEL : POLICY IDEOLOGY AND PRACTICE PDF, EPUB, EBOOK Bernard Spolsky | 312 pages | 25 Oct 1999 | Channel View Publications Ltd | 9781853594519 | English | Bristol, United Kingdom The Languages of Israel : Policy Ideology and Practice PDF Book Taken together, these critical perspectives and emerging emphases on ideology, ecology, and agency are indeed rich resources for moving the LPP field forward in the new millenium. Discover similar content through these related topics and regions. Urry , John. Honolulu: University Press of Hawaii. Modern Language Journal, 82, Skip to main content. Related Middle East and North Africa. Costa , James W. Fettes , p. Musk , Nigel. Language teaching and language revitalization initiatives constitute pressing real world LPP concerns on an unprecedented scale. In Arabic, and not only in Hebrew. Robert , Elen. By Muhammad Amara. Progress in Language Planning: International Perspectives. These publications have become classics in the field, providing accounts of early empirical efforts and descriptive explorations of national LPP cases. Enter the email address you signed up with and we'll email you a reset link. Back from the brink: The revival of endangered languages. As noted above, Cooper introduces acquisition planning as a third planning type , pp. Thanks to British colonization, English used to be one of the official languages of what would become the independent state of Israel, but this changed after Meanwhile, a series of contributions called for greater attention to the role of human agency, and in particular bottom-up agency, in LPP e. Ricento , Thomas K. Office for National Statistics. Jeffries , Lesley , and Brian Walker. Language planning and language ecology. -
The Case Against Official Monolingualism: the Idiosyncrasies of Minority Language Rights in Israel and the United States
THE CASE AGAINST OFFICIAL MONOLINGUALISM: THE IDIOSYNCRASIES OF MINORITY LANGUAGE RIGHTS IN ISRAEL AND THE UNITED STATES Yuval Merin * I. INTRODUCTION ....................................... 1 H. THE NATURE AND HISTORY OF LANGUAGE DIVERSITY IN ISRAEL AND THE UNITED STATES ....................... 3 III. THE LEGAL STATUS OF LANGUAGES IN ISRAEL AND THE UNITED STATES ................................... 9 A. The Status of English and the Absence of an Official Language in the United States ........................ 9 B. FormalBilingualism and the Status of Hebrew, Arabic, and English in Israel .............................. 11 1. The Legal Status of Hebrew ...................... 14 2. The Legal Status of English ...................... 15 3. The Legal Status ofArabic ...................... 15 C. Comparative Observations ......................... 18 IV. "OFFICIAL LANGUAGE:" IMPLICATIONS AND MOVEMENTS .... 20 A. The Implications of "Official Language " .............. 22 B. "Hebrew-Only" Trends in Israel in Comparisonto the "English-Only" Movement in the United States ...... 25 C. Linguistic Requirements and Practicesin the Field of Education ..................................... 30 V. LINGUISTIC MINORITIES AND LANGUAGE RIGHTS AS CONSTITUTIONAL AND HUMAN RIGHTS ................... 34 VI. CONCLUSION ........................................ 48 I. INTRODUCTION Both Israel and the United States are multi-ethnic societies with a large percentage of linguistic minorities. Hebrew and Arabic are the two official languages of Israel whereas the United States lacks an official language at the J.S.D. Candidate, New York University School of Law; LL.M., New York University School of Law, 1997; LL.B., The Hebrew University of Jerusalem School of Law, 1993. The author would like to thank Prof. Rachel Moran of Boalt Hall School of Law, University of California at Berkeley, for her insightful and helpful comments on previous drafts of this Article. -
North American Students in Israel: an Evaluation of a Study Abroad Experience
Frontiers: The Interdisciplinary Journal of Study Abroad North American Students in Israel: An Evaluation of a Study Abroad Experience S m a d a r D o n i t s a - S c h m i d t Kibbutzim College of Education, Tel Aviv M a g g i e V a d i s h Tel Aviv University I n t r o d u c t i o n Every year, thousands of students worldwide leave home for the purpose of participating in an educational experience in a different country. Israel is one of the many destinations offering study abroad programs. Yet, being a Jewish country and a homeland for the Jewish Diaspora (Jewish communities outside Israel), Israel constitutes a unique study abroad case since it is typi- cally Jewish students from all over the world who choose to take part in these programs. While, internationally, the popular incentives which drive students to study abroad include the desire to improve foreign language skills (Freed, 1998; Pellegrino, 2005), to be introduced to new cultures (Kline, 1993), to receive international work experience and to develop independent skills (Abe, Geelhoed & Talbot, 2003), these are not the primary reasons why Jewish stu- dents choose to study in Israel. Rather, their main purpose for spending time in Israel is to strengthen their Jewish identity and become familiar with their own Jewish heritage (Herman, 1970; Chazan, 1992; Cohen, 2003). Studying Hebrew, one of Israel’s official languages, is most often considered a secondary aim (Friedlander, Talmon & Moshayov, 1991). Nonetheless, study abroad pro- grams in Israel do include a language component, since it is assumed that learning Hebrew will help enhance students’ Jewish awareness and identity (Arnold, 2000). -
Tel Aviv Exercising Modernity the Organizer
Tel Aviv exercising modernity The Organizer Communities & the commons The Pilecki Institute in Warsaw is a research and cultural institution whose main aim Tel Aviv, Israel is to develop international cooperation and to broaden the fields of research and study 24—29.10.2019 on the experiences of the 20th century and on the significance of the European values – democracy and freedom. The Institute pursues reflection on the social, historical and cultural transformations in 20th century Europe with a particular focus on the processes which took place in our region. The patron of the Institute, Witold Pilecki, was a witness to the wartime fate of Poles and himself a victim of the German and Soviet totalitarian regimes. From today’s perspective, Pilecki’s story can prompt us to rethink the Polish experience of modernity in its double aspect: both as the one that brought destruction on Europe and that which continues to serve as an inspiration for promoting freedom and democracy throughout the continent. Under the “Exercising modernity” project, the Pilecki Institute invites scholars and artists to reflect upon modern Europe by studying the beginning and sources of modernity in Poland, Germany and Israel, and by examining the bright and dark sides of the 20th century modernization practices. Organizer Partners Our Partners in Tel Aviv Tel Aviv Our Partners in Tel Aviv Venues & accommodation The Liebling House – White City Center The Liebling Haus White City Center The White City Center (WCC) was co-founded 29 Idelson Street by the Tel Aviv-Yafo Municipality and the German government at a historical Hostel Abraham and cultural crossroad in the heart 21 Levontin Street of Tel Aviv. -
Israel- Language and Culture.Pdf
Study Guide Israel: Country and Culture Introduction Israel is a republic on the eastern shore of the Mediterranean Sea that borders Lebanon, Syria, Jordan, and Egypt. A Jewish nation among Arab and Christian neighbors, Israel is a cultural melting pot that reflects the many immigrants who founded it. Population: 8,002,300 people Capital: Jerusalem Languages: Hebrew and Arabic Flag of Israel Currency: Israeli New Sheckel History Long considered a homeland by various names—Canaan, Judea, Palestine, and Israel—for Jews, Arabs, and Christians, Great Britain was given control of the territory in 1922 to establish a national home for the Jewish people. Thousands of Jews immigrated there between 1920 and 1930 and laid the foundation for communities of cooperative villages known as “kibbutzim.” A kibbutz is a cooperative village or community, where all property is collectively owned and all members contribute labor to the group. Members work according to their capacity and receive food, clothing, housing, medical services, and other domestic services in exchange. Dining rooms, kitchens, and stores are central, and schools and children’s dormitories are communal. Assemblies elected by a vote of the membership govern each village, and the communal wealth of each village is earned through agricultural, entrepreneurial, or industrial means. The first kibbutz was founded on the bank of the Jordan River in 1909. This type of community was necessary for the early Jewish immigrants to Palestine. By living and working collectively, they were able to build homes and establish systems to irrigate and farm the barren desert land. At the beginning of the 1930s a large influx of Jewish immigrants came to Palestine from Germany because of the onset of World War II. -
Autonomous Vehicle (AV) Policy Framework, Part I: Cataloging Selected National and State Policy Efforts to Drive Safe AV Development
Autonomous Vehicle (AV) Policy Framework, Part I: Cataloging Selected National and State Policy Efforts to Drive Safe AV Development INSIGHT REPORT OCTOBER 2020 Cover: Reuters/Brendan McDermid Inside: Reuters/Stephen Lam, Reuters/Fabian Bimmer, Getty Images/Galimovma 79, Getty Images/IMNATURE, Reuters/Edgar Su Contents 3 Foreword – Miri Regev M.K, Minister of Transport & Road Safety 4 Foreword – Dr. Ami Appelbaum, Chief Scientist and Chairman of the Board of Israel Innovation Authority & Murat Sunmez, Managing Director, Head of the Centre for the Fourth Industrial Revolution Network, World Economic Forum 5 Executive Summary 8 Key terms 10 1. Introduction 15 2. What is an autonomous vehicle? 17 3. Israel’s AV policy 20 4. National and state AV policy comparative review 20 4.1 National and state AV policy summary 20 4.1.1 Singapore’s AV policy 25 4.1.2 The United Kingdom’s AV policy 30 4.1.3 Australia’s AV policy 34 4.1.4 The United States’ AV policy in two selected states: California and Arizona 43 4.2 A comparative review of selected AV policy elements 44 5. Synthesis and Recommendations 46 Acknowledgements 47 Appendix A – Key principles of driverless AV pilots legislation draft 51 Appendix B – Analysis of American Autonomous Vehicle Companies’ safety reports 62 Appendix C – A comparative review of selected AV policy elements 72 Endnotes © 2020 World Economic Forum. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, or by any information storage and retrieval system. -
2 Palestine Logistics Infrastructure
2 Palestine Logistics Infrastructure Seaports The Port of Ashdod - just 40 km from Tel Aviv, it is the closest to the country's major commercial centres and highways. Ashdod Port has been operating since 1965 and is one of the few ports in the world built on open sea. The Port of Haifa - the Port of Haifa is the largest of Israel's three major international seaports, which include the Port of Ashdod, and the Port of Eilat. It has a natural deep-water harbour which operates all year long and serves both passenger and cargo ships. The Port of Haifa lies to the north of Haifa's Downtown quarter at the Mediterranean and stretches to some 3 km along the city's central shore with activities ranging from military, industrial and commercial aside to a nowadays-small passenger cruising facility. The Port of Eilat - the Port of Eilat is the only Israeli port on the Red Sea, located at the northern tip of the Gulf of Aqaba. It has significant economic and strategic importance. The Port of Eilat was opened in 1957 and is today mainly used for trading with Far East countries as it allows Israeli shipping to reach the Indian Ocean without having to sail through the Suez Canal. International airports There are two international airports operational in Israel, managed by theIsrael Airports Authority.Ben Gurion Airportserves as the main entrance and exit airport in and out of Israel.Ramon Airportbeing the second largest airport serves as the primarydiversion airportfor Ben Gurion Airport. Road and Rail Transport Roads - Transportation in Israelis based mainly on private motor vehicles and bus service and an expanding railway network. -
BENJAMIN HARY, Ph.D. Director, New York University Tel Aviv Professor of Hebrew and Judaic Studies, New York University
BENJAMIN HARY, Ph.D. Director, New York University Tel Aviv Professor of Hebrew and Judaic Studies, New York University 36 Bnei Dan New York University Tel Aviv Tel Aviv 6226016, Israel +(972) 77-450-2650; Fax +(972) 77-450-2651 Mobile +(972) 54-590-5636 E-Mail: [email protected] INTERESTS 1. Judeo-Arabic Language and Linguistics 2. History of Jewish Languages and the Jewish Linguistic Spectrum 3. Jewish Religion, History, Society and Culture in the Middle East 4. Jews in the Islamic World 5. Arabic Linguistics and Dialectology 6. Arabic Language Use in Israel 7. Corpus Linguistics and Modern Hebrew 8. Sociolinguistics, Dialectology and Language Variation; Language and Religion 9. Proficiency-based Teaching of Hebrew and Arabic 10. Interactive Multimedia Software for Foreign Language Education EDUCATION Ph.D. in Near Eastern Studies, December 1987 Dissertation: “Judeo-Arabic, Written and Spoken in Egypt in the 16th and 17th Centuries” University of California, Berkeley M.A. with distinction in Near Eastern Studies, December 1979 University of California, Berkeley Teaching Credentials in Hebrew and Arabic, June 1978 Hebrew University, Jerusalem, Israel B.A. in Arabic and Hebrew, June 1976 Graduated magna cum laude, Dean’s Lists Hebrew University, Jerusalem, Israel ACADEMIC APPOINTMENTS Professor, Skirball Department of Hebrew and Judaic Studies, New York University, 2015-- Visiting Professor, Skirball Department of Hebrew and Judaic Studies, New York University, 2014–2015 Director of Ney York University Tel Aviv, 2014–– CV-Hary 2 Professor -
Palestinian Schoolscapes in Israel Muhammad H
Amara Asian-Pacific Journal of Second and Foreign Language Education Asian-Pacific Journal of Second (2018) 3:7 https://doi.org/10.1186/s40862-018-0047-1 and Foreign Language Education ORIGINAL ARTICLE Open Access Palestinian schoolscapes in Israel Muhammad H. Amara Correspondence: muhamara2000@ yahoo.com Abstract: The linguistic repertoire of Palestinian citizens in Israel is complex and Beit Berl College, Ma’ale Iron, Zalafa diverse. Arabic is the language of personal, cultural, and national identity. Hebrew is Village, P.O.BOX 312, 3092000 Kfar important for social mobility, higher education, and shared citizenship. English, as a Saba, Israel global language, is a window to the wider world (Amara, Policy and teaching English to Palestinian students in Israel: An ecological perspective to language education policies, 2014). As to language education, Arabic is the language of instruction in Palestinian schools. Hebrew is studied as a second language by all the Palestinian students from the second grade on, or even earlier. English is studied as a foreign language from the third grade on, and in many schools even earlier (Amara, Policy and teaching English to Palestinian students in Israel: An ecological perspective to language education policies, 2014; Hebraization in the Palestinian language landscape in Israel, 2015). This study investigates the reflection of the three languages studied in the Palestinian schoolscapes. More specifically, the schoolscapes in six Palestinian high schools located in three towns in the Little Triangle in Israel are studied. The distribution of the languages in the schoolscapes was examined by exploring the functions of signs, distinguishing between informative and symbolic content, and determining the authorship of signs (top- down vs. -
Jewish Russian and the Field of Ethnolect Study ANNA VERSCHIK Tallinn University/University of Helsinki Narva Mnt 25 10120 Tallinn, Estonia [email protected]
Language in Society 36, 213–232. Printed in the United States of America DOI: 10.10170S004740450707011X Jewish Russian and the field of ethnolect study ANNA VERSCHIK Tallinn University/University of Helsinki Narva mnt 25 10120 Tallinn, Estonia [email protected] ABSTRACT This article demonstrates how the field of Jewish interlinguistics and a case study of Jewish Russian (JR) can contribute to the general understanding of ethnolects. JR is a cluster of post-Yiddish varieties of Russian used as a special in-group register by Ashkenazic Jews in Russia. Differences be- tween varieties of JR may be explained in terms of differing degrees of copying from Yiddish. The case of JR allows the general conclusions that (i) the diffusion of ethnolectal features into mainstream use is facilitated not only by a dense social network but also by a relatively sufficient num- ber of speakers with a variety of occupations; and (ii) in addition to matrix language turnover and lexical and prosodic features, an ethnolect may be characterized by new combinability rules under which stems and deriva- tional suffixes belong to the target language (here Russian) but their com- bination patterns do not. (Ethnolects, Jewish languages, Jewish Russian, language contact.) INTRODUCTION The aim of the present article is to demonstrate the relevance of Jewish Russian (JR) for a general understanding of ethnolects.1 In what follows, the term “Jew- ish Russian” refers to a range of post-Yiddish varieties rather than to one partic- ular variety (cf. Gold 1985:280 on varieties under the heading of Jewish English). It is most likely that JR emerged in the second part of the 19th century as a result of a language shift from a variety of Yiddish to Russian. -
The Heartache of Two Homelands…’: Ideological and Emotional Perspectives on Hebrew Translingual Writing
L2 Journal, Volume 7 (2015), pp. 30-48 http://repositories.cdlib.org/uccllt/l2/vol7/iss1/art4/ ‘The Heartache of Two Homelands…’: Ideological and Emotional Perspectives on Hebrew Translingual Writing MICHAL TANNENBAUM Tel Aviv University E-mail: [email protected] The work of immigrant writers, whose professional identity is built around language, can deepen understandings of sociolinguistic and psychological issues, including aspects of the immigration experience; the position of language in the ideological and emotional value systems, and the significance of language for individual development. This paper deals with a number of translingual writers who immigrated to Israel prior to its establishment as an independent state and who chose Hebrew as their language. The paper focuses on three figures—Alexander Penn, Leah Goldberg, and Aharon Appelfeld—who came from different countries and different language backgrounds but have in common that Hebrew was not their first language. Two issues are discussed in depth in this article. One is the unique position of Hebrew, a language that retains high symbolic significance given its association with holy texts and the ideological role its revival played in the Zionist enterprise. Its association with identity issues or childhood memories may thus be somewhat different from that of other second languages. The other issue is the psychological motivations that affected these writers’ language shift. Despite the broad consensus on this shift as having been inspired by ideological/Zionist motives, my claim is that their motives may have been broader. Ideologies may at times serve as camouflage—used either by wider society’s collective interest in promoting its ethos, or by the individuals themselves, who prefer to be viewed as part of the collective and lean on its ideology to serve their own psychological needs.