Psalms 119 & the Hebrew Aleph
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The Hebrew Alphabet
BBH2 Textbook Supplement Chapter 1 – The Hebrew Alphabet 1 The following comments explain, provide mnemonics for, answer questions that students have raised about, and otherwise supplement the second edition of Basics of Biblical Hebrew by Pratico and Van Pelt. Chapter 1 – The Hebrew Alphabet 1.1 The consonants For begadkephat letters (§1.5), the pronunciation in §1.1 is the pronunciation with the Dagesh Lene (§1.5), even though the Dagesh Lene is not shown in §1.1. .Kaf” has an “off” sound“ כ The name It looks like open mouth coughing or a cup of coffee on its side. .Qof” is pronounced with either an “oh” sound or an “oo” sound“ ק The name It has a circle (like the letter “o” inside it). Also, it is transliterated with the letter q, and it looks like a backwards q. here are different wa s of spellin the na es of letters. lef leph leˉ There are many different ways to write the consonants. See below (page 3) for a table of examples. See my chapter 1 overheads for suggested letter shapes, stroke order, and the keys to distinguishing similar-looking letters. ”.having its dot on the left: “Sin is never ri ht ׂש Mnemonic for Sin ׁש and Shin ׂש Order of Sin ׁש before Shin ׂש Our textbook and Biblical Hebrew lexicons put Sin Some alphabet songs on YouTube reverse the order of Sin and Shin. Modern Hebrew dictionaries, the acrostic poems in the Bible, and ancient abecedaries (inscriptions in which someone wrote the alphabet) all treat Sin and Shin as the same letter. -
Wallace Berman Aleph
“Art is Love is God”: Wallace Berman and the Transmission of Aleph, 1956-66 by Chelsea Ryanne Behle B.A. Art History, Emphasis in Public Art and Architecture University of San Diego, 2006 SUBMITTED TO THE DEPARTMENT OF ARCHITECTURE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN ARCHITECTURE STUDIES AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY JUNE 2012 ©2012 Chelsea Ryanne Behle. All rights reserved. The author hereby grants to MIT permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in part in any medium now known or hereafter created. Signature of Author: __________________________________________________ Department of Architecture May 24, 2012 Certified by: __________________________________________________________ Caroline Jones, PhD Professor of the History of Art Thesis Supervisor Accepted by:__________________________________________________________ Takehiko Nagakura Associate Professor of Design and Computation Chair of the Department Committee on Graduate Students Thesis Supervisor: Caroline Jones, PhD Title: Professor of the History of Art Thesis Reader 1: Kristel Smentek, PhD Title: Class of 1958 Career Development Assistant Professor of the History of Art Thesis Reader 2: Rebecca Sheehan, PhD Title: College Fellow in Visual and Environmental Studies, Harvard University 2 “Art is Love is God”: Wallace Berman and the Transmission of Aleph, 1956-66 by Chelsea Ryanne Behle Submitted to the Department of Architecture on May 24, 2012 in Partial Fulfillment of the Requirements for the Degree of Master of Science in Architecture Studies ABSTRACT In 1956 in Los Angeles, California, Wallace Berman, a Beat assemblage artist, poet and founder of Semina magazine, began to make a film. -
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. -
X|X Is a Letter in the English Alphabet
Example: Let Example: Let U be the set of all senators in Congress. Then U = {x|x is a letter in the English alphabet} = {a, b, c, ..., z} A = {x|x is a vowel} = {a, e, i, o, u} D={x ∈ U| x is a Democrat} R={x ∈ U| x is a Republican} B = {x|x is a letter in the word texas} = { t, e, x, a, s} F={x ∈ U|x is a female} L={x ∈ U|x is a lawyer} Find the following sets and express your answer in a Venn diagram Find the region on the Venn diagram that corresponds to the set of b all senators that are democrats and are female or lawyers. Express this set symbolically. c z d A B y u a e x i t f o w s g v h j r k l m n pq a) What is AB? b) What is Ac B? c) What is A Bc? 1 2 The Number of Elements in a Finite Set Example: A store has 150 clocks in stock. 100 of these clocks have AM or FM radios. 70 clocks had FM circuitry and 90 had AM The number of elements in set A is n(A). circuitry. How many had both AM and FM? How many were AM only? How many were FM only? if A = {x|x is a letter in the English alphabet}, then n(A)=26. Answer: Let If A = ∅ then n(A) = 0. U = {x|x is a clock in stock}, n(U) = A = {x|x is a set that can receive FM}, n(A) = B = {x|x is a set that can receive AM}, n(B) = We are also given that n(A B) = A B y Use the union rule to find the number in AB, x z n(A B) = UNION RULE: Find n(Ac B) = = how many have only AM. -
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”. -
Persian Language
v course reference persian language r e f e r e n c e زبان فارسی The Persian Language 1 PERSIAN OR FARSI? In the U.S., the official language of Iran is language courses in “Farsi,” universities and sometimes called “Farsi,” but sometimes it is scholars prefer the historically correct term called “Persian.” Whereas U.S. government “Persian.” The term “Farsi” is better reserved organizations have traditionally developed for the dialect of Persian used in Iran. 2 course reference AN INDO-EUROPEAN LANGUAGE Persian is a member of the Indo-European Persian has three major dialects: Farsi, language family, which is the largest in the the official language of Iran, spoken by 50 world. percent of the population; Dari, spoken mostly in Afghanistan, and Tajiki, spoken Persian falls under the Indo-Iranian branch, in Tajikistan. Other languages in Iran are comprising languages spoken primarily Arabic, New Aramaic, Armenian, Georgian in Afghanistan, Iran, Pakistan, India, and Turkic dialects such as Azerbaidjani, Bangladesh, areas of Turkey and Iraq, and Khalaj, Turkemenian and Qashqa”i. some of the former Soviet Union. INDO-EUROPEAN LANGUAGES GERMANIC INDO-IRANIAN HELLENIC CELTIC ITALIC BALTO-SLAVIC Polish Russin Indic Greek Serbo-Crotin North Germnic Ltin Irnin Mnx Irish Welsh Old Norse Swedish Scottish Avestn Old Persin Icelndic Norwegin French Spnish Portuguese Itlin Middle Persin West Germnic Snskrit Rumnin Ctln Frsi Kurdish Bengli Urdu Gujrti Hindi Old High Germn Old Dutch Anglo-Frisin Middle High Germn Middle Dutch Old Frisin Old English Germn Flemish Dutch Afrikns Frisin Middle English Yiddish Modern English vi v Persian Language 3 ALPHABET: FROM PAHLAVI TO ARABIC History tells us that Iranians used the Pahlavi Unlike English, Persian is written from right writing system prior to the 7th Century. -
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. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
On the Proper Pronunciation of Hebrew
On the proper pronunciation of Hebrew Every language has its own mixture of phonological, morphological, and syntactic features that, taken together, constitute its unique character and identity. For the most part, these features are of interest only to a small minority of professionals and geeks; the better part of mankind remains obliviously content, interested only in how to practically manipulate the language so as to generate and absorb meaning. This is as true of Hebrew as it is of any other language. There is, however, one feature of Hebrew that protrudes so obnoxiously that it cannot escape the attention of the most minimally thoughtful person, whether he be a native speaker or a foreign student. On the one hand, Hebrew has one of the most phonetically regular alphabets of any language, a fact that is particularly remarkable since this alphabet has remained unchanged for at least 2,100 years. There are scarcely any Hebrew words that cannot be deciphered with complete accuracy, providing, of course, that the nikud is added. On the other hand ,this phonetically regular alphabet has an abundance of completely redundant letters whose sole purpose seems to be to confuse people trying to spell. So far, we have said nothing remotely controversial. Everyone, from the native speaker to the ulpan student, religious and secular, will freely comment on this odd feature of Hebrew and its ability to generate all sorts of amusement and confusion. However, this friendly atmosphere is instantly shattered the second anyone suggests a blindingly obvious thesis, namely that this feature of Hebrew is not a feature at all, but a mistake. -
Learning Pack
Letter Z Learning Pack © Fun With Mama 2 Piece Puzzles Zeppelin © Fun With Mama zero © Fun With Mama Zipper © Fun With Mama zoo © Fun With Mama 3 Piece Puzzles © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama 4 Piece Puzzle © Fun With Mama © Fun With Mama 4 Piece Puzzle © Fun With Mama © Fun With Mama Puzzle Cards – Two Piece © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama Puzzle Cards – Four Piece © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama © Fun With Mama Tracing © Fun With Mama Cutting Practice © Fun With Mama Maze © Fun With Mama Maze © Fun With Mama 3 Part Cards - Whole zap zeppelin zoo zinnia zigzag zipper zebra zero zucchini © Fun With Mama 3 Part Cards - Split © Fun With Mama zap zeppelin zoo © Fun With Mama zinnia zigzag zipper © Fun With Mama zebra zero zucchini © Fun With Mama Size Sequencing Cards Cut out and sort according to size. © Fun With Mama © Fun With Mama Size Sequencing Cards Cut out and sort according to size. © Fun With Mama © Fun With Mama Size Sequencing Cards Cut out and sort according to size. © Fun With Mama © Fun With Mama Size Sequencing Cards Cut out and sort according to size. © Fun With Mama © Fun With Mama Size Sequencing Cards Cut out and sort according to size. © Fun With Mama © Fun With Mama Size Sequencing Cards Cut out and sort according to size. -
An Introduction to Spoken Kashmiri GLOSSARY
An Introduction to Spoken Kashmiri GLOSSARY Braj B Kachru Kashmir News Network http://koshur.org/SpokenKashmiri A Basic Course and Referene Manual for Learning and Teaching Kashmiri as a Second Language PART II GLOSSARY BRAJ B. KACHRU Department of Linguistics, University of lllinois Urban, lllinois 61810 U.S.A June, 1973 The research project herein was performed pursuant to a contract with the United States Office of Education, Department of health, Education, and Welfare, Washington, D.C. Contract No. OEC-0-70-3981 Project Director and Principal Investigator: Braj B. Kachru, Department of Linguistics, University of Illinois, Urbana, Illinois, 61801, U.S.A. Disclaimer: We present this material as is, and assume no responsibility for its quality, any loss and/or damages. © 2006 Braj B. Kachru. All Rights Reserved. Kashmir News Network http://koshur.org/SpokenKashmiri Kashmir News Network http://koshur.org/SpokenKashmiri An Introduction to Spoken Kashmiri - GLOSSARY by Braj B. Kachru TABLE OF CONTENTS PREFACE ....................................................................................................1 GLOSSARY ...................................................................................................2 ABBREVIATIONS .........................................................................................3 1.0 KASHMIRI-ENGLISH ........................................................................ 1-4 2.0 ENGLISH-KASHMIRI ...................................................................... 2-32 3.0 A PARTIAL LIST OF ENGLISH